Proficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001 ; NICHD, 2000a). One component of successful reading is the ability to read a text with appropriate speed, accuracy, and prosody. The National Assessment of Educational Progress (Pinnell et al., 1995) reported that 44% of the nation's fourth grade students were not able to read at an acceptable level of fluency that was considered necessary for comprehension. Since the publication of that report, research has shown that with direct instruction and remediation of fluency, students in the elementary grades can increase their reading rate. One of the most common fluency intervention techniques is repeated readings (Samuels,1979). However, most of the studies completed include ele mentary students and were focused on increasing their reading rate. Some students are arriving at the secondary level with reading problems which include fluency and comprehension. Therefore, the purpose of this study was to determine the effect of repeated readings on the rate, accuracy, and comprehension of students with disabilities at the secondary level. This study involved a total of 35 students with learning disabilities in grades 6-9. A quasi-experimental design was used for this study. The treatment group received a total of 20 sessions of repeated reading with immediate feedback., goal setting, and independent practice with graphing of reading rate. The comparison group continued their reading instruction with no fluency intervention.The results indicate that this combination of repeated readings had a significant influence on reading rate only. / The other two variables, accuracy and comprehension, did not improve significantly in the treatment group when compared to the comparison group. / by Janice M. Russell. / Thesis (D.Ed.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

Um dos graves problemas ambientais oriundos da indústria de mineração é a drenagem ácida de mina que ocorre quando a pirita e outros minerais sulfetados são oxidados devido à presença de oxigênio e água, produzindo ácido sulfúrico que solubiliza metais presentes no solo/rocha. Em uma planta das Indústrias Nucleares do Brasil INB, na Unidade de Tratamento de Minérios (UTM) este problema tem se pronunciado de forma preocupante levando a dissolução de espécies radioativas e metálicas presentes. O tratamento da água ácida usando bactérias redutoras de sulfato, proporciona decréscimo da acidez que é decorrente da redução do sulfato a sulfito e precipitação dos metais como sulfetos. Nesse contexto, o presente estudo foi realizado visando a caracterizar sazonalmente e espacialmente populações de bactérias redutoras de sulfato (BRS) nos efluentes líquidos e amostras de sedimento da cava da mina (CM) e nos bota-foras 4 e 8 (BF4 e BF8) coletadas na UTM. Tais informações poderão permitir posteriormente, estudar mecanismos de biomanipulação a fim de remediar situações impactantes. Menores valores de pH , abaixo de 3,5, foram medidos no período de março a abril em amostras de água da cava da mina e a maior população de BRS (2,8 NMP. mL-1) foi observada em fevereiro em amostras do BF8. Os valores encontrados para matéria orgânica na água foram menores do que aqueles encontrados no sedimento. A concentração de oxigênio dissolvido na água variou de 0,65 g/L a 13,3 g/L. As amostras de sedimento apresentaram maiores valores de BRS (10,2 NMP/mL), quando comparadas com amostras de água (0,63 NMP/mL). Tais resultados eram esperados uma vez que, nas amostras de água coletadas próximas ao sedimento foram observadas menores concentrações de oxigênio dissolvido (7,10g/L) e maiores concentrações de matéria orgânica disponível (17,0 mg/L) quando os resultados foram comparados com aqueles obtidos para amostras de água coletadas na superfície (0,004mg/L). Os resultados mostram, portanto, que o efluente ácido gerado apresenta altos teores de metais estáveis e radioativos, sulfato, baixo pH e presença de bactérias redutoras de sulfato. / One of the most serious environmental problems created by the mining industry is acid mine drainage. In one plant of Nuclear Industries of Brazil - INB, this problem is a matter of concern. The presence of iron sulfites, such as pyrite, generates water with acidity above the levels allowed by the legislation and therefore, inappropriate for releasing straight into the environment. The industry maintain a high cost treatment in acid water from mines and waste disposal which consists in neutralizing and precipitating heavy metals. The treatment of acid water using SRB (sulfate-reducing bacteria) has been used in other countries with quite good technical results as well as economical advantages and thus, the object of this research. The use Sulfate Reducing Bacteria takes to a decreasing of the acidity by reducing sulfate to sulfite and precipitating the stable metals as sulfides. A seasonal study was carried out on the sulfate-reducing bacteria present in the liquid effluent discharged from two wastes disposal of the uranium mine, in phase of decommission, in Caldas/MG. This study shows the presence of SRB in the analyzed environmental, as well as some factors that are related with the amount of SRB presents, such as: dissolved oxygen, pH and organic matter. SRB was presented in water samples with high concentrations of heavy metals and low pH values, as well as in samples with high oxygen levels. The sediment samples were the preferential place for SRB occurrence and site BF8 presented the highest values of SRB.

In the field of environmental law, some people consider the most important provisions enforcing environmental standards. However, not only in law, it is necessary to think about situations in which the subjects do not respect the law and adjust their responsibility in the event of violation of their duties. Without adjusting the remedial measures, the restoration would only be a moral obligation. Under such circumstances, the measures would be mostly financed by the state and there would not be any possibility of regression to the originator. That is the reason, why effective remedial measures, which can be characterized as a frontier institute between prevention and sanctioning, are needed. At present, remedies can be imposed through a relatively diverse range of legislation, of which the most important should be Act No. 167/2008 Coll., On Prevention of Environmental Damage and its Remedy. Remedial measures are, however, usually imposed on the basis of constituent laws for which the imposition of sanctions and corrective measures is not linked to the occurrence of environmental damage but to a specific breach of the obligations laid down. The environmental authorities are thus proceeding also because even before the effectiveness of Act No. 167/2008 Coll. there was a relatively high level of...

This pilot study investigated the usage of Feuerstein’s (1980) Instrumental Enrichment with underprepared college students. Open admissions policies in colleges and universities have resulted in the enrollment of many students who are underprepared to meet the academic task demands. Courses have been developed by the colleges and universities to remediate the academic deficits of underprepared students. Remedial courses using traditional educational methods have been largely ineffective. Cognitive process instruction (CPI) is an area of educational research that recently began to receive increased attention in the field of remedial education. The goal of CPI has been to develop the cognitive/thought processes of students. Feuerstein’s Instrumental Enrichment (IE) is a CPI program which had success in remediating the thinking and learning deficits of adolescent students. IE had not been used with a college population in the United States prior to this study. The major question was whether the use of IE would enhance the thinking and learning skills of underprepared college students and, thus, increase their abilities to achieve satisfactorily in college. The study included 65 college student subjects administratively defined as underprepared (ACT composite score below 16). The subjects were enrolled in four sections of a “Success Strategies” course developed for underprepared students. The 29 experimental subjects received approximately 13 hours of IE instruction. The 36 control subjects received an equivalent amount of instruction in college “success strategies” such as goal setting, decision making, and study skills. The dependent variables were: (a) intelligence, as measured by the Nonverbal Battery of the Lorge-Thorndike Intelligence Test; (b) self concept, as measured by the Tennessee Self Concept Scale (TSCS); (c) grade point average (GPA); (d) attrition/withdrawal rate of students; (e) descriptive data obtained from experimenter-designed study habits questionnaires and course evaluations. An analysis of covariance was used to analyze the Lorge-Thorndike and TSCS pretest and posttest scores. An analysis of variance was used to analyze the GPA data; and the attrition data were submitted to a chi-square analysis. A variety of appropriate procedures (e.g., t-test, chi-square, analysis of variance) were used to analyze the descriptive data obtained from the study habits questionnaires and course evaluations. No significant differences between groups were found for the Lorge-Thorndike, TSCS, GPA, or attrition rate analyses. The GPA data analyses indicated that: (a) mean GPA declined significantly across both groups when remedial course grades were removed from overall GPA (F = 55.15; df = 2, 88; p < .01; and (b) overall mean GPA declined significantly across both groups from the Fall 1981 to Spring 1982 semesters (F = 19.98; df = 1, 40; p < .01). The only significant between group difference for the descriptive data analyses indicated that the experimental group anticipated and reported studying more hours per week than the control group (F = 8.91; df = 1, 40; p < .01). The GPA results were the reverse of the hypothesized effect. The reasons for the differences in study hours were not clear. The hypothesis that IE would enhance the thinking and learning skills of underprepared college students was not supported. Three interpretations that together or separately may account for the lack of a treatment effect were: (a) IE, as it was applied to this study, was not a valid appropriate CPI intervention with underprepared college students; (b) the duration of the IE treatment was insufficient to produce the hypothesized effects; and/or (c) the evaluation instruments were not sensitive to changes in the experimental group students, if in fact changes did occur. It was recommended that future research increase the duration of the IE treatment; apply or develop more sensitive evaluation instruments; and/or consider alternative programs.

The purpose of this study was to determine if a relationship existed between the attitudes of remedial and developmental directors and instructors and student ratings. A population of 230 full-time directors and instructors and 3,269 remedial students were surveyed in the Fall of 1990. The return rate was 95% for the directors and instructors with the student rate dependent upon instructors administering the instruments. Two instruments were developed--one to measure the attitudes of directors and instructors and one for student ratings of instructors. Seven null hypotheses were formulated; 5 were retained and 2 rejected, at the.05 level of significance. Factor analysis identified four student factors and six director and instructor factors. The Pearson r was used to test for relationships in hypotheses 1 through 4, with 24 possible correlations on each hypothesis. The t-test was used to test for differences in hypotheses 5 through 7. Even though findings revealed a low percentage of correlations, significant relationships were found on several factors. A relationship existed between student ratings and instructor willingness to provide extra assistance, and demonstrating a nurturing, caring concern for students. Students and instructors viewed a sense of 'belongingness' and being an integral part of the college environment as an important factor. Directors and instructors who held strong, egalitarian philosophies believed in open door policies. A difference did not exist between student ratings of faculty who taught remedial and developmental courses only and fully-integrated faculty. A significant difference was found in student ratings of instructors based on age. Differences were noted in the areas of instructor concern, course value, and classroom adaptations among students older than 24.

Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p < .001), performance (p = .008), and progress (p = .001), indicating students who tested into Introduction to Algebra were more successful and persisted more often to degree completion. In order to improve instructional methods for Basic Math courses, a 3-day professional development workshop was developed for math faculty focusing on current, best practices in remedial math instruction. Implications for social change include providing math faculty with the knowledge and skills to develop new instructional methods for remedial math courses. A change in instructional methods may improve community college students' math competencies and degree achievement.

This qualitative case study addressed a suburban school district's placement of academically at-risk English language arts (ELA) 9th graders as the district transitions from the New Jersey Assessment of Skills and Knowledge (NJASK) to use of the unfamiliar and controversial Partnership for Assessment of Readiness for College and Careers (PARCC). Based on the theoretical frameworks of the zone of proximal development, cognitive apprenticeship, and Bandura's model of self-efficacy, the purpose was to understand the characteristics of struggling (labeled 'academic') ELA students, placement practices and perceptions of these practices, and placement improvements. A purposeful sample was recruited of 7 staff members involved with placement and instruction of academic ELA students in Grades 7-10 for individual interviews. Using thematic data analysis, 4 themes emerged pertaining to the characteristics of academic students, placement practices, the efficacy of assessments used for placement, and improvements. Additionally, content analysis of data on academic students' standardized test scores and grades, collected from district reports, and research on reading assessments were conducted. Findings indicated consensus on the students' characteristics, but no standard procedure for placing academic ELA freshmen. A multiple measure placement matrix was created and incorporated in a white paper for the district's stakeholders, including administrators, teachers, guidance counselors, and child study team members. The implications for positive social change include a better understanding of academic students, their placement, and the benefits of communication, uniform policy, and the use of multiple measures to improve future placement practices.

Enrollment in degree-granting postsecondary institutions in the U.S. is increasing, as are the numbers of students entering academically underprepared. Students in remedial mathematics represent the largest percentage of total enrollment in remedial courses, and national statistics indicate that less than half of these students pass all of the remedial math courses in which they enroll. In response to the low pass rates, numerous studies have been conducted into the use of alternative modes of instruction to increase passing rates. Despite myriad studies into course redesign, passing rates have seen no large-scale improvement. Lacking is a thorough investigation into preexisting differences between students who do and do not take remedial math. My study examined the effect of taking remedial math courses in college on degree attainment and college GPA using a subsample of the Educational Longitudinal Study of 2002. This nonexperimental study examined preexisting differences between students who did and did not take remedial math. The study incorporated propensity score matching, a statistical analysis not commonly used in educational research, to create comparison groups of matched students using multiple covariate measures. Missing value analyses and multiple imputation procedures were also incorporated as methods for identifying and handling missing data. Analyses were conducted on both matched and unmatched groups, as well as on 12 multiply imputed data sets. Binary logistic regression analyses showed that preexisting differences between students on academic, nonacademic, and non-cognitive measures significantly predicted remedial math-taking in college. Binary logistic regression analyses also indicated that students who did not take remedial math courses in college were 1.5 times more likely to earn a degree than students who took remedial math. Linear regression analyses showed that taking remedial math had a significant negative effect on mean college GPA. Students who did not take remedial math had a higher mean GPA than students who did take remedial math. These results were consistent across unmatched groups, matched groups, and all 12 multiply imputed data sets.

<p>The hydropower industry has altered connectivity in many rivers during the last century. Many fish species depend on both an intact longitudinal connectivity to be able to migrate between spawning, feeding and winter habitats, and vertical connectivity for development and survival of incubating embryos and larvae in the gravel. The objective of this thesis was to examine problems and remedial measures associated with disrupted longitudinal and vertical connectivity in regulated rivers. The issue of longitudinal connectivity was studied in the River Emån by evaluating the efficiency of two nature-like fishways for anadromous brown trout. Telemetry studies showed that the combined efficiency for the two fishways in 2001-2004 was 60.5%. The passage efficiencies of both fishways were high for trout (89-100%), but also for other species such as chub, perch, tench, burbot and roach (74%). The attraction efficiencies were largely dependent on power plant operation, and generally high for the fishway situated next to the tail-race and low for the fishway situated inside the former channel. More than half of the trout spawners were also observed using the fishways for downstream passage. The densities of brown trout yearlings upstream of the fishways were higher after the fishways were built than during pre-fishway years. Smolts produced upstream of the fishways were observed migrating downstream in 2003-2005. The percentage of smolts that passed both power plants in was 51%, with losses being attributed to predation (15%), turbine-induced mortality (16%) and other reasons (18%). Turbine-induced mortality was higher (40%) at the power plant with four small Francis runners, than at the power plant with one large Kaplan runner (12%). The issue of vertical connectivity was studied in three rivers in Värmland, one unregulated, and two regulated, one of which had no minimum flow requirements. In the unregulated river, temporal patterns in hyporheic water chemistry correlated to variation in surface water chemistry and discharge as expected. In the regulated rivers, the hyporheic water chemistry showed little correlation to discharge or surface water chemistry. The intra-gravel water chemistry conditions for brown trout eggs were more favourable in the unregulated river, characterised by high oxygen levels, than in the two regulated rivers. The regulated river with no minimum flow requirements had critically low oxygen levels at the end of the incubation period.</p>

The hydropower industry has altered connectivity in many rivers during the last century. Many fish species depend on both an intact longitudinal connectivity to be able to migrate between spawning, feeding and winter habitats, and vertical connectivity for development and survival of incubating embryos and larvae in the gravel. The objective of this thesis was to examine problems and remedial measures associated with disrupted longitudinal and vertical connectivity in regulated rivers. The issue of longitudinal connectivity was studied in the River Emån by evaluating the efficiency of two nature-like fishways for anadromous brown trout. Telemetry studies showed that the combined efficiency for the two fishways in 2001-2004 was 60.5%. The passage efficiencies of both fishways were high for trout (89-100%), but also for other species such as chub, perch, tench, burbot and roach (74%). The attraction efficiencies were largely dependent on power plant operation, and generally high for the fishway situated next to the tail-race and low for the fishway situated inside the former channel. More than half of the trout spawners were also observed using the fishways for downstream passage. The densities of brown trout yearlings upstream of the fishways were higher after the fishways were built than during pre-fishway years. Smolts produced upstream of the fishways were observed migrating downstream in 2003-2005. The percentage of smolts that passed both power plants in was 51%, with losses being attributed to predation (15%), turbine-induced mortality (16%) and other reasons (18%). Turbine-induced mortality was higher (40%) at the power plant with four small Francis runners, than at the power plant with one large Kaplan runner (12%). The issue of vertical connectivity was studied in three rivers in Värmland, one unregulated, and two regulated, one of which had no minimum flow requirements. In the unregulated river, temporal patterns in hyporheic water chemistry correlated to variation in surface water chemistry and discharge as expected. In the regulated rivers, the hyporheic water chemistry showed little correlation to discharge or surface water chemistry. The intra-gravel water chemistry conditions for brown trout eggs were more favourable in the unregulated river, characterised by high oxygen levels, than in the two regulated rivers. The regulated river with no minimum flow requirements had critically low oxygen levels at the end of the incubation period.