ROJAS, E. et al. Populations of larvae of Anopheles spp. in natural breeding sites in Western Venezuela, an area of refractory malaria, Rev. Saúde públ, S. Paulo, 26: 336-42 , 1992 . Studies have been un dertaken into on the diversity and relative abundance of larvae of Anopheles (Nyssorhynchus) spp. in 22 permanent or temporary pools in an area of 70 km 2 in the eastern piedmont of the Venezuela Andes, between the mountains and the plains, an area in which malaria is refractory and A. nuñeztovari is present. Twelve species were identified, the most frequent, abundant and sympatric being A. triannulatus, A. albitarsis, A. nuñeztovari, A. oswaldoi and A. strodei. The samples from the permanent pools showed greater diversity of species and greater numbers of larvae than the samples from the temporary pools. The existence of the same larval associations in pools of other localities in the eastern piedmont of the Venezuelan Andes suggests the possibility of the making an ecological map of the breeding sites of A. nuñeztovari and for these anophelines in a region extending for 430 km.
This paper examines the achievement gap for culturally and linguistically diverse (CLD) learners through the lens of Bronfenbrenner's bioecological theory of human development. The population of CLD students in the United States continues to grow. Across the nation, CLD students continue to struggle in an increasingly accountability‐based education system. In this paper, we will situate the variables known to contribute to CLD students’ achievement at the national, local, and individual levels within Bronfenbrenner's model. We will also provide some pedagogical recommendations that everyone working with CLD students should know and do.
This article discusses research findings from follow-up studies on the effects of purposeful programming designed to prepare educators who participated in either of two professional development federal grants funded by the U.S. Department of Education (REALL 2007 and LEAD 2012) to address the needs of English Language Learners (ELLs). The qualitative data gleaned through focus group interviews and responses to questionnaires collected in these studies describe both educators' sense of self-efficacy (Bandura, 1994) and their students' transformations as they experience success. The longitudinal data collected over a 6-year period include narratives of resistance encountered by the grant participants in spaces such as schools, districts, and the broader community, and how these challenges were approached.
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