Indiana University

About: Indiana University is a education organization based out in Bloomington, Indiana, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 64480 authors who have published 150058 publications receiving 6392902 citations. The organization is also known as: Indiana University system & indiana.edu.

Variables Affecting Choice of Language Learning Strategies by University Students.

Abstract: Learning strategies are operations used by learners to aid the acquisition, storage, and retrieval of information (52). Outside of the language learning field, research comparing experts to novices indicates that experts use more systematic and useful problem-solving and native-language reading comprehension strategies.2 A similar finding occurs with more successful language learners as compared to less successful ones.3 Better language learners generally use strategies appropriate to their own stage of learning, personality, age, purpose for learning the language, and type of language.4 Good language learners use a variety of learning strategies, including cognitive strategies for associating new information with existing information in long-term memory and for forming and revising internal mental models; metacognitive strategies for exercising "executive control" through planning, arranging, focusing, and evaluating their own learning process; social strategies for interacting with others and managing discourse; affective strategies for directing feelings, motivations, and attitudes related to learning; and compensation strategies (such as guessing unknown meanings while listening and reading, or using circumlocution in speaking and writing) for overcoming deficiencies in knowledge of the language." Appropriate learning strategies help explain the performance of good language learners; similarly, inappropriate learning strategies aid in understanding the frequent failures of poor language learners and even the occasional weaknesses of

Estimating Global “Blue Carbon” Emissions from Conversion and Degradation of Vegetated Coastal Ecosystems

Abstract: Recent attention has focused on the high rates of annual carbon sequestration in vegetated coastal ecosystems—marshes, mangroves, and seagrasses—that may be lost with habitat destruction (‘conversion’). Relatively unappreciated, however, is that conversion of these coastal ecosystems also impacts very large pools of previously-sequestered carbon. Residing mostly in sediments, this ‘blue carbon’ can be released to the atmosphere when these ecosystems are converted or degraded. Here we provide the first global estimates of this impact and evaluate its economic implications. Combining the best available data on global area, land-use conversion rates, and near-surface carbon stocks in each of the three ecosystems, using an uncertainty-propagation approach, we estimate that 0.15–1.02 Pg (billion tons) of carbon dioxide are being released annually, several times higher than previous estimates that account only for lost sequestration. These emissions are equivalent to 3–19% of those from deforestation globally, and result in economic damages of $US 6–42 billion annually. The largest sources of uncertainty in these estimates stems from limited certitude in global area and rates of landuse conversion, but research is also needed on the fates of ecosystem carbon upon conversion. Currently, carbon emissions from the conversion of vegetated coastal ecosystems are not included in emissions accounting or carbon market protocols, but this analysis suggests they may be disproportionally important to both. Although the relevant science supporting these initial estimates will need to be refined in coming years, it is clear that policies encouraging the sustainable management of coastal ecosystems could significantly reduce carbon emissions from the land-use sector, in addition to sustaining the wellrecognized ecosystem services of coastal habitats.

The genome of woodland strawberry ( Fragaria vesca )

Abstract: The woodland strawberry, Fragaria vesca (2n = 2x = 14), is a versatile experimental plant system. This diminutive herbaceous perennial has a small genome (240 Mb), is amenable to genetic transformation and shares substantial sequence identity with the cultivated strawberry (Fragaria × ananassa) and other economically important rosaceous plants. Here we report the draft F. vesca genome, which was sequenced to ×39 coverage using second-generation technology, assembled de novo and then anchored to the genetic linkage map into seven pseudochromosomes. This diploid strawberry sequence lacks the large genome duplications seen in other rosids. Gene prediction modeling identified 34,809 genes, with most being supported by transcriptome mapping. Genes critical to valuable horticultural traits including flavor, nutritional value and flowering time were identified. Macrosyntenic relationships between Fragaria and Prunus predict a hypothetical ancestral Rosaceae genome that had nine chromosomes. New phylogenetic analysis of 154 protein-coding genes suggests that assignment of Populus to Malvidae, rather than Fabidae, is warranted.

Informal reasoning regarding socioscientific issues: A critical review of research

Abstract: Socioscientific issues encompass social dilemmas with conceptual or technological links to science. The process of resolving these issues is best characterized by informal reasoning which describes the generation and evaluation of positions in response to complex situations. This article presents a critical review of research related to informal reasoning regarding socioscientific issues. The findings reviewed address (a) socioscientific argumentation; (b) relationships between nature of science conceptualizations and socioscientific decision making; (c) the evaluation of information pertaining to socioscientific issues, including student ideas about what counts as evidence; and (d) the influence of an individual's conceptual understanding on his or her informal reasoning. This synthesis of the current state of socioscientific issue research provides a comprehensive framework from which future research can be motivated and decisions about the design and implementation of socioscientific curricula can be made. The implications for future research and classroom applications are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 513–536, 2004