Oklahoma City Community College

About: Oklahoma City Community College is a education organization based out in Oklahoma City, Oklahoma, United States. It is known for research contribution in the topics: Higher education & Service-learning. The organization has 23 authors who have published 25 publications receiving 861 citations. The organization is also known as: OKCCC & South Oklahoma City Junior College.

Neutron-Capture Elements in the Early Galaxy: Insights from a Large Sample of Metal-poor Giants

Abstract: New abundances for neutron-capture (n-capture) elements in a large sample of metal-poor giants from the Bond survey are presented. The spectra were acquired with the KPNO 4 m echelle and coude feed spectrographs, and have been analyzed using LTE fine-analysis techniques with both line analysis and spectral synthesis. Abundances of eight n-capture elements (Sr, Y, Zr, Ba, La, Nd, Eu, and Dy) in 43 stars have been derived from blue (λλ4070-4710, R ~ 20,000, S/N ratio ~ 100-200) echelle spectra and red (λλ6100-6180, R ~ 22,000, S/N ratio ~ 100-200) coude spectra, and the abundance of Ba only has been derived from the red spectra for an additional 27 stars. Overall, the abundances show clear evidence for a large star-to-star dispersion in the heavy element-to-iron ratios. This condition must have arisen from individual nucleosynthetic events in rapidly evolving halo progenitors that injected newly manufactured n-capture elements into an inhomogeneous early Galactic halo interstellar medium. The new data also confirm that at metallicities [Fe/H] -2.4, the abundance pattern of the heavy (Z ≥ 56) n-capture elements in most giants is well-matched to a scaled solar system r-process nucleosynthesis pattern. The onset of the main r-process can be seen at [Fe/H] ≈ -2.9; this onset is consistent with the suggestion that low mass Type II supernovae are responsible for the r-process. Contributions from the s-process can first be seen in some stars with metallicities as low as [Fe/H] ~ -2.75 and are present in most stars with metallicities [Fe/H] > -2.3. The appearance of s-process contributions as metallicity increases presumably reflects the longer stellar evolutionary timescale of the (low-mass) s-process nucleosynthesis sites. The lighter n-capture elements (Sr-Y-Zr) are enhanced relative to the heavier r-process element abundances. Their production cannot be attributed solely to any combination of the solar system r- and main s-processes, but requires a mixture of material from the r-process and from an additional n-capture process that can operate at early Galactic time. This additional process could be the weak s-process in massive (~25 M☉) stars, or perhaps a second r-process site, i.e., different from the site that produces the heavier (Z ≥ 56) n-capture elements.

Quality of Instruction: Examining Discourse in Middle Schoo Mathematics Instruction

Abstract: According to the NCTM reform suggestions, when teachers are orchestrators of student interactions, students adopt a more active role in explaining and learning mathematics. This research, which mapped the nature and role of meaningful mathematical discourse, provides insights into discursive practices that lead to rich mathematical interactions. We observed, coded, and analyzed middle school algebra, number, and data lessons using a grounded theory approach. We organized the observed paths that emerged into a map depicting actual paths for mathematics discourse. The results indicated that communication pathways between the teacher and students occur in many ways, and certain student-initiated questions may trigger predictable teaching patterns. Conversation that originates with the teacher often results in dialogue that is one-dimensional, mostly provides factual information, and rarely results in rich, meaningful mathematical dialogue. However, when students engage in the teacher's conversation or they a...

Lizards from the Lower Cretaceous (Aptian–Albian) Antlers and Cloverly Formations

Abstract: Recent discoveries from the Aptian–Albian Antlers (Oklahoma) and Cloverly (Montana, Wyoming) formations provide significant additions to the Early Cretaceous record of lizards in North America The lizards from the Antlers Formation include two teiids (one named), an anguimorphan, and a series of fragmentary jaws with “paramacellodid”-like teeth The lizards from the Cloverly Formation include a new species of Paramacellodus and many indeterminate jaw fragments The apparent lack of shared lizard taxa between the two units calls into question their temporal equivalence, which is based on similarity of dinosaur taxa Although apparently distinct, the lizard faunas of both units are very similar to that of the Late Jurassic Morrison Formation in being composed primarily of “paramacellodid” or “paramacellodid”-like taxa It appears that there was a period of relative stasis in the evolution of lizards in North America between the Late Jurassic and Aptian–Albian, paralleling a similar trend in Europe

Mathematics Intervention for Grades 5–11: Teaching Mathematics, Reading, or Both?

Abstract: This study investigated the incorporation of specific reading strategies in mathematics lessons. Fourteen students attended a three-week, individualized, summer intervention program provided by a large southern university for the purpose of increasing mathematical understanding. The frequency of reading-related instruction was documented from 72 audiotaped lessons and classified according to reading strategy. Although the purpose of the program was to improve mathematics functioning, findings indicated that teachers inherently instructed students in reading strategies while teaching mathematical concepts with: 1) vocabulary instruction the most prevalent reading strategy followed by 2) dense questioning and 3) anticipatory guide to improve reading comprehension of the mathematical text. Teachers also encouraged better mathematical reading comprehension by asking students to read aloud and discuss each passage.

Examination‐Type Preferences of College Science Students and Their Faculty in Israel and USA: A Comparative Study

Abstract: The science-examination preferences of college science students and their science faculty were surveyed, using the TOPE questionnaire at a teacher training and a community college in Israel and the U.S., respectively. The results obtained in the two countries were “intrally” and “interly” compared, in total and by gender, in terms of significant/no significant differences in the preferences made and the reasons provided by the students and faculty for their ranking. The findings suggest that: (a) college science students prefer mostly, the Israelis more so than the Americans, the nonconventional, written exams in which time is unlimited and any materials are allowed; (b) American college science students prefer the traditional class science examination (G) significantly more than their Israeli counterparts; (c) the preference of higher order cognitive skills (HOCS)-oriented exams (B. I and H) is significantly higher for female science students in Israel compared with no gender difference concerning the preferred examinations in the US, and rejection of oral examinations by all in both countries, significantly more by female students; and (d) there exists a significant gap between the preferred type of examinations of science students and their faculty in both countries. In view of the HOCS-orientation and the goal of conceptual understanding in current reforms of science education worldwide, the consonance between these curriculum objectives and examination practices is advocated. This, in turn, requires that provisions be made to lessen the gap between science teachers and their students' examination type preferences for better science learning to occur.