The current study examined whether students' social goals might help explain why students with learning disabilities (LD) often have lower social status in school. Participants included 336 rural and ethnically diverse high school students (of whom 16 had a LD diagnosis). Participants reported on their social status, popularity goals, and social preference goals. Findings support that students with a LD diagnosis are regularly members of less popular peer groups, but are fully socially integrated within their peer groups. Findings also note that students with and without a LD diagnosis generally had similar social preference and popularity goals. Thus, the popularity of students with a LD diagnosis is unlikely due to psychological desires for popularity, but more likely to be due to other social experiences.
The objective of this project is the interpretation of geochemical and mineralogic indicators of climate change present in an 80-meter core recovered from the Valle Grande located in the Valles Caldera, New Mexico. The core being examined here represents a climate record for the mid-Pleistocene. Due to the limited source terrain of the basin, this sediment core becomes valuable as an indicator of regional changes in climatic variations. The results of this geochemical analysis will be correlated with sediment mineralogy, sedimentology, and an array of other data compiled by the research team. Ultimately, the results will be combined to generate a model of regional climate for the mid-Pleistocene over the time interval sampled by the core.The study of redox processes in lakes reveals an interesting explanation of numerous, interdependent chemical reactions that occur at the lake bottom. Preliminary geochemical data from the Valle Grande sediment core has been collected and analyzed using ICP-OES. Data sampling is on the scale of every 20 cm. Eight major elements and 13 trace elements are being analyzed for further consideration. The presence of Fe and Mn oxides in the sediment core can be used as an indicator of oxygenation of anoxic bottom waters. Oxygenation of bottom waters can be related back to lake depth and stratification. Correlations between the relative concentration of Fe and Mn values collected implies that there were periods of oxygenated bottom waters followed by reducing conditions. Additionally, a rise in Fe/Mn may be indicate the onset of reducing conditions.
A long-lived middle Pleistocene lake formed in the Valle Grande when a post-caldera eruption (South Mountain rhyolite) dammed the drainage from the VG to San Diego Canyon. The deposits of this ancient lake were cored in May 2004 (GLAD 5 drilling project) and a total depth of 81 m of lacustrine mud and silts and gravels was recovered. The middle Pleistocene age of the core is constrained by an Ar-Ar date of 552 ± 3 kyr from a tephra at 75.8 m depth and a possible paleomagnetic field event corresponding to the Calabrian Ridge 2 event (~515 ± 3 kyr) at 17.25 m depth.Initial analyses show considerable down-core variability in a variety of core properties. A major facies change at 27 m depth associated with lake shallowing correlates with changes in magnetic susceptibility and sediment density as well as a sharp increase in organic carbon, and a positive shift in carbon isotopes. The pollen spectra from sediments above 27 m indicate thermal maximum-like conditions. An age model constructed for core VC-3 shows this dramatic warming occurred at ~ 522 kyr, consistent with several published dates for glacial termination VI (OIS 14 to OIS 13). Cool, glacial conditions in the lower section of the core are punctuated by a warming event from ~536 to 532 kyr (49 to 42 m depth) and are followed by a return to glacial conditions from ~532 to 522 kyr. This pattern is reminiscent of the deglacial pattern of warming in the late Pleistocene.
The present study examined the convergent validity between two frequently used achievement goal instruments: Patterns of Adaptive Learning Scales (PALS) and the Achievement Goal Questionnaire 3 × 2 (AGQ 3 × 2). Confirmatory factor analysis and structural equation models tested for relationships both within and across the scales in a sample of undergraduate students ( N = 363). Main findings suggested that the PALS and AGQ 3 × 2 had stronger relationships within their respective instruments then between the scales. The PALS and AGQ 3 × 2 instruments had some similarities between mastery goals, but relationships between the performance goals of these two instruments were weaker or uncorrelated. These findings suggest/highlight the ongoing disparities in the measurement of achievement goal theory. Future research should consider that the PALS and AGQ 3 × 2 goal instrumently likely measure different theoretical constructs.
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