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We studied a case of a school in a high need setting that undertook multiple simultaneous initiatives during a major school reorganization. We focused on the simultaneous implementations of two comprehensive initiatives, one related to ambitious mathematics teaching and one related to the Understanding by Design curriculum writing process. We explored the extent to which educators in a mathematics department saw these initiatives as aligned or in tension. The results show that simultaneous ambitious initiatives may ultimately be mutually reinforcing, especially if grounded in common principles. We also found that initial tensions existed and diminished both initiatives at the outset. We studied a case of a school in a high need setting that undertook multiple simultaneous initiatives during a major school reorganization. We focused on the simultaneous implementations of two comprehensive initiatives, one related to ambitious mathematics teaching and one related to the Understanding by Design curriculum writing process. We explored the extent to which educators in a mathematics department saw these initiatives as aligned or in tension. The results show that simultaneous ambitious initiatives may ultimately be mutually reinforcing, especially if grounded in common principles. We also found that initial tensions existed and diminished both initiatives at the outset. We studied a case of a school in a high need setting that undertook multiple simultaneous initiatives during a major school reorganization. We focused on the simultaneous implementations of two comprehensive initiatives, one related to ambitious mathematics teaching and one related to the Understanding by Design curriculum writing process. We explored the extent to which educators in a mathematics department saw these initiatives as aligned or in tension. The results show that simultaneous ambitious initiatives may ultimately be mutually reinforcing, especially if grounded in common principles. We also found that initial tensions existed and diminished both initiatives at the outset.
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First Identification of Caudal Bifurcation in the Texas Spotted Whiptail (Aspidoscelis gularis gularis)
This is a natural history note that we published based on an observation of a caudal bifurcation in Aspidoscelis gularis that we witnessed during fieldwork in South Texas.
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- Award ID(s):
- 2105604
- PAR ID:
- 10540597
- Publisher / Repository:
- Sonoran Herpetologist
- Date Published:
- Journal Name:
- Sonoran herpetologist
- ISSN:
- 2577-9370
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract We conduct an extensive study of nonlinear localized modes (NLMs), which are temporally periodic and spatially localized structures, in a two-dimensional array of repelling magnets. In our experiments, we arrange a lattice in a hexagonal configuration with a light-mass defect, and we harmonically drive the center of the chain with a tunable excitation frequency, amplitude, and angle. We use a damped, driven variant of a vector Fermi–Pasta–Ulam–Tsingou lattice to model our experimental setup. Despite the idealized nature of this model, we obtain good qualitative agreement between theory and experiments for a variety of dynamical behaviors. We find that the spatial decay is direction-dependent and that drive amplitudes along fundamental displacement axes lead to nonlinear resonant peaks in frequency continuations that are similar to those that occur in one-dimensional damped, driven lattices. However, we observe numerically that driving along other directions results in asymmetric NLMs that bifurcate from the main solution branch, which consists of symmetric NLMs. We also demonstrate both experimentally and numerically that solutions that appear to be time-quasiperiodic bifurcate from the branch of symmetric time-periodic NLMs.more » « less
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Accepted Manuscript1.0
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