Auswahl der wissenschaftlichen Literatur zum Thema „Montpelier High School (Montpelier, Indiana)“

Wetlands are among the most vulnerable habitats on the planet. Very complex forest ecosystems are also parts of wetlands. Research and analysis of forest vegetation elements, leads to a conclusion about ecological conditions of wetlands. The aim of the paper is detail forest vegetation study, and analyzing the impact of climate changes on wetland forest vegetations of the strict protection area at the SNR Zasavica Ramsar site. Field research was carried out by using Braun-Blanquet?s Zurich-Montpelier school method. Phytogeographical elements and life forms of plants were determined subsequently, in order to get indicator values of wetland plants. Coupled Regional Climate Model (CRCM), EBU-POM was used for the climate simulations. Exact climatic variables for the site were determined by downscaling method. Climatic variables reference values were taken for the period of 1961-1990, and climate change simulations for the period 2071-2100 (A1B and A2). Indicator values of forest plants taken into consideration were humidity and temperature; therefore, ecological optimums were determined in scales of humidity and temperature. Regional Climate Model shows that there will be a long and intensive dry period in the future, with high temperatures from April till October. Continental winter will be more humid, with higher precipitation, especially in February. Based on the analysis of results it was concluded that wetlands are transitional habitats, also very variable and therefore vulnerable to changes. The changes may lead to the extinction of some plant species.

This study surveyed parents of elementary students in the small Midwestern community of Montpelier, Indiana to elicit their opinions toward the educational technology in their children’s school and the role it plays in their education. Montpelier Elementary School (MES) has 223 students from 161 families. A phone survey was done to which about 42% of the parents responded to 13 questions. Questions regarding the level of satisfaction with the different educational technology resources available to the students and their involvement in the decision-making process to go to a one-to-one student to computer ratio were asked. A Likerttype scale was used to measure the parents’ responses. Of the 67 parents who responded, 36 were of low SES, while 31 were considered high socioeconomic status. The ratio was the same ratio of low to high SES as the entire population of families in the school. The results of the survey were tested by conducting a multivariate analysis of variance (MANOVA) to determine if there was a significant difference in the responses between the two groups. The evidence suggests that socioeconomic status did play a role in the opinions of the parents toward the educational technology in their children’s school and the role it plays in their education. The data showed that for MES, there was significant difference in the overall survey responses. There was also a significant difference in 10 of the 13 survey responses. Low SES families tended to be less satisfied with the educational technology and less involved in the decision-making processes regarding that educational technology.
Department of Educational Studies