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Morehead, KY, United States

Morehead State University is a public, co-educational university located in Morehead, Kentucky, United States, in the foothills of the Daniel Boone National Forest in Rowan County, midway between Lexington, Kentucky, and Huntington, West Virginia. The school was founded in 1887 as Morehead Normal School, a church-supported teacher-training school. It was taken over by the state in 1922. The school's name changed as its mission broadened—to Morehead State Normal School and Teachers College in 1926, Morehead State Teachers College in 1930, Morehead State College in 1948, and Morehead State University in 1966. The 2014 edition of "America's Best Colleges" by U.S. News & World Report named MSU one of the top 25 public universities in the South, the 10th straight year it has been so recognized. MSU was recognized in 2013 by The Daily Beast as a top underrated school. In 2013, G.I. Jobs magazine ranked Morehead State in the top 20 percent of veteran-friendly colleges, universities and trade schools in the nation, for the fifth straight year. The campus is ranked among the safest in the nation. Wikipedia.


We assessed the functional success of restored wetlands by determining if the patterns in dissolved oxygen (DO), temperature, and pH were similar to those conditions observed in natural wetlands. The Beaver Creek Wetlands Complex consists of dozens of marshes and ponds built in a former Licking River floodplain, in the hills of east Kentucky, USA. In natural wetland ecosystems, aquatic primary production is highest in emergent and submerged vegetations zones; where daybreak dissolved oxygen (DO) is often near zero, and DO may rise to well over 100% saturation past mid-day. Open-water areas, dominated by phytoplankton, have less dramatic diel DO fluctuations-often without pre-dawn anoxia. Compared to open water, temperatures fluctuate less dramatically in vascular vegetation, due to shading and suppression of wind and waves. Measurements of ecosystem metabolism (diel changes in DO and pH) in three aquatic habitats of the constructed wetlands (emergent vegetation, submerged vegetation, open water) were compared to these natural ideals. In Beaver Creek Wetlands, water temperature patterns were not as dramatic as in natural habitats, nor did they did follow a similar trend. Waters in emergent vegetation (29.5°C) were warmest; submerged vegetation coolest (26.5°C); open-water intermediate (27.4°C). Diel DO and pH patterns were not similar to natural habitats. Highest net primary production (NPP) and gross primary production (GPP) were measured in emergent vegetation waters (mean GPP=7.58gm-2d-1); lowest in submerged vegetation (mean GPP=5.48gm-2d-1); and intermediate in open-water (mean GPP=6.95gm-2d-1). Diel pH changes were greatest in the highly productive emergent waters (median maximum daily difference of 0.36), and not as pronounced in submerged vegetation and open-water (median maximum change=0.16 and 0.22, respectively). Water-column respiration was generally about double NPP. Like natural ecosystems, near anoxic DO concentrations were consistently measured in emergent and submerged plants before dawn; whereas open-water zones were generally >4mgl-1. These restored wetland systems may need more time to be functionally equivalent to natural marshes. © 2011 Elsevier B.V. Source


Harris J.A.,University of California at Los Angeles | Carlson K.,Morehead State University
Quarterly Journal of Experimental Psychology | Year: 2015

The let alone construction (John can't run a mile, let alone a marathon) differs from standard coordination structures (with and or but) by requiring ellipsis of the second conjunct—for example, a marathon is the remnant of an elided clause [John run a marathon]. In support of an ellipsis account, a corpus study of British and American English finds that let alone exhibits a Locality bias, as the second conjunct preferentially contrasts with the nearest lexical item of the same syntactic type. Two self-paced reading studies show that the Locality bias is active during online processing, but must be reconciled with indicators of semantic contrast and discourse information. Further, a sentence-rating study shows that the Locality bias interacts with a Finality bias that favours placing the let alone phrase at the end of a clause, which sometimes necessitates a nonlocal contrast. Together, the results show how a general bias in ellipsis for local contrasts is affected by discourse demands, such as the need for scalar contrast imposed by let alone, thereby offering a window into how possibly divergent syntactic and discourse constraints impact sentence processing. © 2015 The Experimental Psychology Society Source


O'Keefe J.M.K.,Morehead State University | Hower J.C.,University of Kentucky
International Journal of Coal Geology | Year: 2011

Coal petrography has advanced significantly since Reinhardt Theissen and James Schopf pioneered the use of thin sections to examine coals from Coos Bay Oregon, and to many coal petrographers the nomenclature used in that study is irrelevant. The Schopf (1947) study was a ground-breaking examination of maceral relationships that need to be part of the working vocabulary of modern petrographers. To support this, a re-examination of the Coos Bay thin section collection was undertaken, using modern nomenclature for low-rank coals under reflected light. This particular collection was chosen in part because of the abundance of fungal material reported by Schopf. Fungal material in coal and its association with huminite/vitrinite macerals provides important information about the decompositional history of the coal and allows coal dominated by oxic processes to be differentiated from coal dominated by anoxic processes. In the Coos Bay samples, predominantly oxic intervals contain well-preserved fungi, including spores, sclerotia, and hyphae, while anoxic intervals contain no fungi. © 2010 Elsevier B.V. Source


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 154.52K | Year: 2014

With funding from the National Science Foundations Improving Undergraduate STEM Education (IUSE) Program, this project will address the national need for high quality mathematics teaching in elementary schools. In particular, the project will represent a research and materials development effort aimed at helping prospective elementary teachers to develop responsive teaching skills and practices in the areas of numeracy and early-algebraic thinking. These responsive teaching practices, referred to as professional noticing (of childrens mathematical thinking) are comprised of three interrelated components; namely, (i) observing and attending to the childs mathematical actions and words, (ii) interpreting these actions and words with respect to a particular developmental progression, and (iii) responding with an appropriate instructional or diagnostic decision. Researchers from Northern Kentucky University (lead institution), Morehead State University and the University of Kentucky will collaborate to develop online and classroom materials and conduct research to push the field of professional noticing forward to provide teachers of elementary mathematics with valuable tools to help improve teaching and student learning. The project will build on earlier work by the investigators regarding prospective teachers development of professional noticing skills. The previous project focused exclusively on noticing with respect to individual childrens numeracy strategies; whereas, this project will investigate prospective elementary teachers development of professional noticing skills in group and whole-class contexts in a more sophisticated, but essential mathematical domain - early algebraic thinking. The project will also engage personnel from Appalachian State University, Eastern Kentucky University and Western Kentucky University to use the materials developed and provide important feedback. Each university has committed to institutionalize the project activities as part of their teacher education programs. In connection with this, the project will directly impact over six-hundred (600) prospective (pre-service) teachers across the State of Kentucky as well as parts of North Carolina during the period of the grant funding. These teachers, in turn, will collectively have impact on thousands of elementary students throughout their teaching careers. Making the developed and well-researched materials available online will further enhance the overall impact of the project.

Broadly speaking, professional noticing is an ability to recognize and act on key indicators significant to ones profession. In connection with this, the Project Team will develop online and in-class modules for teaching professional noticing to pre-service elementary teachers (PSETS) and, in turn, will investigate research questions related to the extent to which the innovative learning experience for pre-service elementary teachers (PSETs) focused on the professional noticing of childrens numeracy and early-algebraic thinking will enhance PSETs teaching and observation skills. The research questions include: (1) To what extent can teacher educators facilitate the development of PSETs capacity to professionally notice childrens mathematical thinking in the context of early numeracy in individual settings? (2) To what extent can teacher educators facilitate the development of PSETs capacity to professionally notice childrens mathematical thinking in the context of algebraic thinking in whole class settings? (3) To what extent do PSETs professional noticing skills in individual settings relate to their professional noticing skills in whole class settings? (4) To what extent do PSETs professional noticing skills relate to PSETs mathematical knowledge for teaching and attitudes towards mathematics? (5) What differences (if any) occur in PSETs professional noticing skills, attitudes towards mathematics, and mathematical knowledge for teaching when professional noticing modules are administered via an online format when compared to a traditional face-to-face format? Researchers will use proprietary video-based professional noticing measures to determine changes in PSET skills in this area and will administer according to a pre-, mid-, and post-assessment design with a video-based professional noticing assessment. Mathematical knowledge for teaching and attitudes towards mathematics will be assessed on the same time schedule. Assessment instruments will be the LMT-TKAS and the Mathematics Experiences and Conceptions (MECS) instrument, and interviews also will be conducted with PSETs to understand their experiences with the modules and their professional noticing skills.


Remillard G.,Morehead State University
Memory and Cognition | Year: 2010

Serial reaction time (SRT) task studies have established that people can implicitly learn sequential contingencies as complex as fourth-order probabilities. The present study examined people's ability to learn fifth-order (Experiment 1) and sixth-order (Experiment 2) probabilities. Remarkably, people learned fifth- and sixth-order probabilities. This suggests that the implicit sequence learning mechanism can operate over a range of at least seven sequence elements. © 2010 The Psychonomic Society, Inc. Source

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