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Abstract In North America, the Holarctic genus Parameletus Bengtsson is widely distributed across the northern tier of the continent and parts of the Rocky Mountains. Four species occur in North America (Parameletus chelifer, P. columbiae, P. croesus, and P. midas) with P. chelifer having the greatest range and currently the only species of Parameletus detected broadly across the subarctic of Canada. In this paper, new detailed comparative descriptions are provided for nymphs and imagos. The nymph of P. croesus is described for the first time. A final instar nymph of P. croesus was positively associated with the male imago stage based on the observation of diagnostic characters of the male imago through the cuticle of the last instar nymph. New illustrated keys to male imagos and late instar nymphs are presented. New distribution records are presented and geographic variation in diagnostic characters of species is discussed. New information on the aquatic habitats of nymphs and the biology of species is presented.

Uniting top academics, researchers, and practitioners, this contributed volume offers new perspectives on the meaning, role, and history of addiction in our society and the construction of illicit drug use as a social problem. This substantially revised second edition provides an authoritative focus on policy issues that will extend and enrich the education and on-going discussion of addiction within the social work community

Inclusive education has been gaining increasing attention from governments throughout the world. Croatia and Poland, two European Union members that ratified the Convention on the Rights of Persons with Disabilities, have been working on issues related to improving the quality of education of children with special educational needs. The aim of this article was to explore the attitudes of Croatian and Polish elementary education teachers towards inclusion of these children in regular classes. The sample consisted of 98 elementary education teachers from Croatia (N=50) and Poland (N=48). A diagnostic survey based on the Teacher Attitudes Toward Inclusion Scale (TATIS) (Cullen, Gregory, & Noto, 2010) was used. The instrument allows measurement of three main components of attitudes: teacher perceptions of students with mild to moderate disabilities (POS), their beliefs about the efficacy of inclusion (BEI), perceptions of professional roles and functions (PRF), as well as their general attitudes towards inclusion. We found that Polish teachers received significantly higher scores on two subscales: POS and BEI. We also found that age and place of living influenced the attitudes of teachers in the two groups. Implications for practice are discussed. © 2017, University of Zagreb, Faculty of Political Sciences. All rights reserved.

This paper proposes a model that integrates mindfulness, ego, and mindset as filters of the information available for professional learning. The paper explores connections between mindset, ego, and mindfulness that promote or inhibit an educator’s ability to use feedback for learning. A leader’s commitment to creating spaces for meaningful use of all types of feedback promotes a school climate that encourages risk taking in learning. Mindfulness, the cultivation of the ability to pay attention to the present moment non-judgmentally, is a prerequisite skill to the effective delivery and use of feedback to promote professional learning. The development of mindfulness requires practice of a method and the continual application of mindfulness to remain open to learning from feedback. © 2017, Springer Science+Business Media B.V.

The Hanson Formation, Antarctica, consists of interbedded sandstones and tuffaceous rocks of Early Jurassic age. The sandstones, pebbly to medium-grained, range between quartzo-feldspathic and volcaniclastic, with some of the former being coarse-grained arkoses that imply proximal sources. Geochronology of detrital zircons provides evidence for source rock ages, whereas sandstone petrology demonstrates a mixed provenance. Tuffaceous strata are reworked fine to very fine-grained tuffs resulting from distal Plinian eruptions. Dated tuffs provide time constraints on the duration of volcanism. The sandstones and tuffs accumulated in a rift environment. Geochemically the tuffs are rhyolitic in composition, and the Sr and Nd isotope data together with the patterns on multi-element diagrams suggest they were derived from a volcanic arc, which is interpreted to have been located along the West Antarctic Gondwana margin. The silicic volcanism extends the distribution and timing of magmatism in the Early Jurassic along that margin. The Early Jurassic extensional regime was delimited by the plate margin region and the East Antarctic craton. The rift valley system along the East Antarctic craton margin, in which the Hanson strata accumulated, was the focus for subsequent emplacement of the intrusive and extrusive rocks of the Lower Jurassic Ferrar Large Igneous Province. The Early Jurassic extensional rifts may have been reactivated during Cretaceous-Cenozoic development of the West Antarctic Rift System. © 2017 Cambridge University Press.

The purpose of this paper is to introduce new invariants of Cohen–Macaulay local rings. Our focus is the class of Cohen–Macaulay local rings that admit a canonical ideal. Attached to each such ring R with a canonical ideal C, there are integers–the type of R, the reduction number of C–that provide valuable metrics to express the deviation of R from being a Gorenstein ring. We enlarge this list with other integers–the roots of R and several canonical degrees. The latter are multiplicity based functions of the Rees algebra of C. © 2017 Elsevier Inc.

A mixed-methods study was undertaken with 118 biology students in two urban high schools. A Student-Centered Adaptable Learning Environment (SCALE) was created to improve engagement from affective and cognitive perspectives using choice, creativity and technological allowances. Results demonstrated that fast and slow learners are generally separated by about 30 min in terms of inputting speeds, but can be as much as 65 min apart from one another. Given that traditional classrooms afford students only 45 min in which to learn, static time could have become a source of inequity in public schools. SCALE optimally allowed for the dynamic use of time in constrained periods, therefore reducing and even eliminating any negative relationships between speed of learning and resultant achievement gains in the block setting. Especially benefitting from their ability to maneuver were the slowest learners, who showed the largest achievement improvements in either time interval amongst ability groupings. As learning speed can be the most critical contributing component of resultant educational outcomes, providing students the ability to use time dynamically should be considered as a feasible solution to helping teachers reestablish equity in mixed-ability classrooms in public schools. © 2017, Springer Science+Business Media Dordrecht.

Adoption of Materials Science and Engineering (MSE) into the pre-college classroom is an ideal strategy for addressing Next Generation Science Standards (NGSS), specifically the Science and Engineering Practices. MSE offers core science and engineering topics that can be incorporated into existing Science, Technology, Engineering, and Mathematic (STEM) curricula through teaching modules. Using MSE as a teaching vehicle, the Center for Research on Interface Structures and Phenomena (CRISP) conducted a series of small-scale studies of its teacher professional development workshops and a student summer program, along with related teaching modules, in an effort to measure the contribution MSE has on students and K-12 STEM educators. Based on participant survey feedback, CRISP found improvement in students' MSE knowledge, interests, and career goals. For teachers, in addition to improving their MSE knowledge, they also increased their comfort and confidence in teaching MSE concepts in their classroom. These results provide evidence for the use of MSE modules as productive teaching tools for NGSS Science and Engineering Practices, as well as producing workforce-competitive STEM students. Copyright © Materials Research Society 2017.