Relevant bibliographies by topics / Mixed Ability

Academic literature on the topic 'Mixed Ability'

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Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Mixed Ability"

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Werner, Robert J. "Mixed-Ability Teaching." ELT Journal 72, no. 2 (April 2018): 223–25. http://dx.doi.org/10.1093/elt/ccx067.

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Skov, Poul. "Mixed Ability Teaching." Scandinavian Journal of Educational Research 30, no. 2 (June 1986): 85–94. http://dx.doi.org/10.1080/0031383860300203.

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Akramov, Sh R. "TEACHING A FOREIGN LANGUAGE IN A MIXED ABILITY CLASS." American Journal of Social Science and Education Innovations 04, no. 12 (December 1, 2022): 01–04. http://dx.doi.org/10.37547/tajssei/volume04issue12-01.

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Quite often in the practice of teaching English, you can hear from colleagues: “Again on this course I got a mixed-ability group!” Is it for good or as a punishment that we are given a situation in which we are forced to work with a group of students of different levels of training? In this article, we'll examine factors that determine how to work with these classes and potential difficulties EFL teachers could encounter, benefits of instructing these students, and advice and tactics for handling these situations.
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Dsouza., Giselle. "MIXED ABILITY GROUPING: MAKING DIFFERENCES COUNT." International Journal of Advanced Research 5, no. 6 (June 30, 2017): 467–71. http://dx.doi.org/10.21474/ijar01/4434.

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Shaw, Michael A. "Word and Image—Mixed Ability Poetry?" English in Education 19, no. 1 (March 1985): 14–16. http://dx.doi.org/10.1111/j.1754-8845.1985.tb00503.x.

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Reynolds, Alan, Fiona Husein, and Paul Richardson. "Strategies for mixed ability teaching within English." Support for Learning 5, no. 4 (November 1990): 186–92. http://dx.doi.org/10.1111/j.1467-9604.1990.tb00187.x.

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Adhami, Mundher. "Responsive questioning in a mixed‐ability group." Support for Learning 16, no. 1 (February 2001): 28–34. http://dx.doi.org/10.1111/1467-9604.00182.

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Kettler, Todd, and Marc Curliss. "Mathematical Acceleration in a Mixed-Ability Classroom." Gifted Child Today 26, no. 1 (January 2003): 52–55. http://dx.doi.org/10.4219/gct-2003-89.

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What does effective differentiation look like in a math classroom, and in particular, what does it look like in a mixed-ability math classroom? Those essential questions must be confronted by teachers and program directors who work with gifted and talented students in the field of mathematics. Once a commitment is made, it is not acceptable for students with high abilities in math to lethargically traverse the terrain of the mathematics curricula. Educators of the gifted and talented must confront the best practices and ask, “How can we apply effective differentiation practices to meet the needs of our students?” The following is a brief summary of what current research reveals about mathematics instruction with gifted learners. The authors also recommend a model which teachers can use in mixed-ability classrooms to effectively challenge and raise student achievement in mathematics.
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Tomlinson, B. "Using poetry with mixed ability language classes." ELT Journal 40, no. 1 (January 1, 1986): 33–41. http://dx.doi.org/10.1093/elt/40.1.33.

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Milburn, Joe. "Against Mixed Epistemology." Principia: an international journal of epistemology 19, no. 2 (August 30, 2015): 183. http://dx.doi.org/10.5007/1808-1711.2015v19n2p183.

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http://dx.doi.org/10.5007/1808-1711.2015v19n2p183We can call any reductive account of knowledge that appeals to both safety and ability conditions a mixed account of knowledge. Examples of mixed accounts of knowledge include Pritchard’s (2012) Anti-Luck Virtue Epistemology, Kelp’s (2013) Safe-Apt account of knowledge, and Turri’s (2011) Ample belief account of knowledge. Mixed accounts of knowledge are motivated by well-known counterexamples to pure safety and pure ability accounts of knowledge. It is thought that by combining both safety and ability conditions we can give an extensionally adequate reductive account of knowledge. In this paper I argue that the putative counterexamples to pure safety and pure ability accounts of knowledge fail to motivate mixed accounts of knowledge. In particular, I argue that if the putative counterexamples are problematic for safety accounts they are problematic for ability accounts and vice-versa. The reason for this, I argue, is that the safety condition and ability condition should be understood as alternative expressions of the same intuition — that knowledge must come from a reliable source.
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Dissertations / Theses on the topic "Mixed Ability"

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Горобченко, Неля Георгіївна, Неля Георгиевна Горобченко, and Nelia Heorhiivna Horobchenko. "Teaching english in mixed-ability classes." Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16684.

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Overall, variety in the types of working groups, and an open discussion of the class situation will help to deal with some of the difficulties that are present in mixed ability classes of students. The aim of these strategies is to create a positive working environment, which is all part of ensuring better learning. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/16684
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Analyn, Londres. "Keeping up with the High-Ability Students : Teachers’ Perspectives on Helping High-Ability Students in Mixed-Ability English Classes." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61200.

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This paper aimed to investigate how English teachers in junior high school help and motivate high-ability students to develop their potentials in mixed-ability English classrooms. Five junior high school English teachers from two different schools in Southern Sweden participated in this study. The method used to carry out the investigation was qualitative, with in–depth, semi-structured interviews. Results showed that the participants found that it was difficult to focus their attention on high-ability students in a mixed-ability setting. However, the participants have been positive to have high-ability students in a classroom because they serve as good role models to inspire their classmates. In addition, it was found that teachers prepare various materials with different levels of difficulty to suit to the differing needs of their students. Although the term differentiated instruction was not used by the participants of the study, it was, in fact, the approach they used to motivate their students. It is not possible to recommend best practices for dealing with high-ability students because what works with one student does not automatically work with other students. Furthermore, teachers reported that many high-ability students do not want to have differentiated instruction. This appears to be one of the hindrances to helping high-ability students develop their potentials.
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Rubadiri, Lindiwe. "Evacuation modelling of mixed-ability populations in fire emergencies." Thesis, University of Central Lancashire, 1994. http://clok.uclan.ac.uk/1704/.

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UK statistics have shown that a significant percentage of fatalities in fires have suffered from some kind of disability. In this context 'disability' relates to a person's physical or mental condition that impinges on their ability to react and move promptly in an emergency. Various evacuation modelling techniques are being adopted to study the movement of occupants during emergencies since the exposure of people to fires for experimental purposes is unethical. However, many evacuation models have ignored the effects of disability on escape potential and therefore tend to predict optimal evacuation times. Moreover, whilst providing some valuable insights into certain factors affecting occupant movement, current models are generally presented in isolation and fail to define a general framework for designing solutions to fire safety engineering problems. The purpose of this research programme was to develop a more general methodology for predicting evacuation times of mixed-ability populations. This was made possible through the development and use of a novel concept of evacuation peiformance index (EPI), which is the relative ease of evacuating a disabled person compared to an able-bodied person, founded on a consideration of the effects of disabilities and mobility aids on evacuation times. The author shows how this concept relates three aspects of fire safety, namely, individual characteristics of disabled occupants, the amount of assistance they require, and building design and environmental factors. She contends that the evacuation peifornzance index of a class of individuals is primarily dependent on these three categories. Experimental data to verify the above claim was collected from careflully monitored evacuation drills involving a group of disabled people. Their EPIs were determined along a pre-defined route from which their evacuation times were calculated. Comparisons between predicted times using the EPI concept and measured times from alternative empirical data were seen to be in reasonable agreement. An iterative design procedure is also suggested; one that is capable of predicting worst possible evacuation times by incorporating measures of EPI and escape route dimensions and details. The EPI concept provides fire safety engineering with a logical design philosophy, which is flexible and easily comprehensible. It endeavours to increase understanding of evacuation of disabled people, and provide a simplified mechanism for fire safety design and planning of evacuation procedures.
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Screnar, Rachel Katherine. "Differentiated math instruction in a mixed ability fifth-grade classroom." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/screnar/ScrenarR0812.pdf.

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My classroom has children of varied background knowledge, learning differences, and readiness to learn. During math I often find myself teaching to the middle, neglecting to meet the diverse needs of all of my students. This project focused on the effects of differentiated instruction on students' understanding of fifth-grade math concepts. The effects of differentiated instruction on the level of understanding, and both student and teacher attitudes and motivation were also considered. This project investigated the effects of differentiated instruction strategies as compared to traditional classroom instruction. Students' understanding of fifth-grade math concepts were assessed by comparing two differentiated instruction units to the traditional taught unit using pre and postunit assessment data, concept maps, exit cards, and interview data. Student motivation and engagement were assessed through student questionnaires, observations, and interviews. Effects on my own teaching, attitude, and motivation were determined through the use of journaling, self-evaluation, and peer observations. The results indicated an increase in student understanding, motivation, and engagement. Results also suggest that students developed a deeper level of understanding of fifth-grade math concepts as reflected in their ability to develop higher-order answers according to Bloom's Taxonomy. Increased student motivation and engagement positively affected my teaching, attitude, and motivation toward math instruction.
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Brentnall, Kevin. "Believing everyone can learn| Differentiating instruction in mixed ability classrooms." Thesis, College of Saint Elizabeth, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111279.

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Differentiated instruction is necessary to meet the needs of diverse learners, particularly those in mixed ability classrooms (Gregory and Chapman, 2012; Sulla, 2013). This action research study explored one middle school that recently transitioned from ability grouped classrooms to mixed ability classrooms and prioritized differentiated instruction. Therefore, this study examined the teaching staff’s perceptions regarding the professional development they received in the area of differentiated instruction. Additionally, this study explored teacher perceptions about differentiated instruction and how well they were planning for its implementation. The study revealed the overall positive impact of professional development on teachers’ ability to differentiate instruction; that teachers vary on their core belief that all students are capable of learning within a mixed ability setting; that differentiated instruction is seen as a necessary instructional strategy, but is difficult to implement; and a direct correlation between teachers’ ability to differentiate instruction and the amount of choice they provide to their students.

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Lu, Ling-Ying. "Mixed-ability grouping policy in Taiwan : influences on policy and practice." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5704.

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This research aims to explore the attempted implementation of mixed ability grouping in junior high schools in Taiwan and the challenges generated by individuals and groups to this policy. The mixed-ability grouping policy in Taiwan has been disputed for nearly thirty years, but the disputes have never been examined from a wider perspective that considers the evolution of the policy and the contexts the policy process resides in. This study thus attempts to understand the process of the mixed-ability grouping policy from a contextualised, politicised, long-term perspective within which not only the ideological and practical debates, but the contexts that shape the conflicts over time, are taken into consideration. The study is grounded in an analytical framework that allows for the exploration of the politically-driven mainstream educational ideologies, the power relationships between policy actors, and the cyclical policy process. The research methods adopted consider the timeframe, the contexts, the multiple policy actors and the interactions among policy actors and between contexts and policy actors within the policy. Documentary analysis is adopted to trace the policy process, the conflicts within, and the political, cultural, economic and societal contexts of the policy from its inception to today whilst a questionnaire survey and in-depth interviews are utilized to understand the attitudes and actions of educational authorities and school educators. Case studies are conducted in two junior high schools in order to learn about the dynamics, the conflicts, and the considerations of grouping practice within individual schools. The key findings of this thesis are as follows. First, the mixed-ability grouping policy in Taiwan has existed through two different political regimes, within which the different mainstream educational ideologies and power distribution among policy actors contribute to the distinctive policy process, interpretations of disputes and patterns of conflicts. Second, although the first-line educators recognise the advantages of mixed-ability grouping regarding discipline and resource distribution, their perceptions of pupils’ ability and teaching are in line with the assumptions of streaming, which contribute to educators’ conflicting attitudes and actions towards the mixed-ability grouping policy. Third, the senior high school entry system and the actions of parents and junior high schools together shape a hidden educational market within which the ‘disguised forms’ of streaming, such as the establishment of special classes, are valued by market players. The senior high school entry examination also profoundly influences educators who internalise the values embodied in the examination and perceive pupils’ ability and their own teaching mainly in terms of examination results.
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Metcalfe, Peter Anthony. "It's just a word : CALL, French verbs and mixed-ability pupils." Thesis, Open University, 1996. http://oro.open.ac.uk/54852/.

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This thesis follows the trail of a perennial problem in the written work of pupils studying GCSE French, and suggests a CALL solution. The motivation for the research lies in the decline of grammatical accuracy, particularly in verb use, in the French produced by mixed-ability pupils and university students alike. Theories of language acquisition are assessed and a limited amount of guidance emerges. French GCSE Examiners' Reports then provide a firm foundation for research with their suggestion that the rise in oral work has affected written standards. A review of the literature reveals a wide range of barriers to verb learning. These can be classified as linguistic, psycholinguistic and pedagogic. One of the most impenetrable barriers is the redundancy of many verb endings. Empirical evidence from written and interview data is presented to show the startling kinds of misconceptions held by many pupils about verbs,and the complex of systems learners devise to solve problems. The thesis then proposes an explicit grammar-teaching approach based on principles of pedagogical grammar. Current Computer Assisted Language Learning (CALL) approaches to verb teaching offer admirable formal practice for able pupils but do not cater for the difficulties experienced by less able learners, who may therefore be disenfranchised. Detailed proposals are given for the creation of 'mixed-ability CALL' for verb learning, followed by a description of the design and production processes of three new programs aimed at less able pupils. Further empirical work is undertaken with GCSE pupils in order to assess the effects of tutorial, game and 'cognitive' CALL approaches. The quantitative data show that written performance can improve after using these programs. However, the most striking result of CALL intervention is the transformation of weak pupils' spoken metalanguage from restricted grammatical expression to accurate verb articulation within a short space of time.
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Kantor, Kristen Sparks. "General educators perceptions of preparedness to teach in mixed-ability classrooms." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/850.

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The increasing populations of students with special academic needs included in general education classrooms in American public schools are providing a growing teacher preparation challenge. The purpose of this study was to analyze both strengths and weaknesses in how general education teachers perceived their pre-service preparation for teaching in mixed-ability classrooms. A constructivist learning theory paradigm was used to interpret shared experiences of general education teachers working in mixed-ability public elementary schools. The research question was centered in how this group of teachers assessed preparation to provide instruction for Autism Spectrum Disorder, English Language Learners (ELL), general education, gifted, and Inter-Related Resource students. A sequential explanatory mixed methods research design was used in the study, and a teacher survey and interviews with teacher focus groups served as data collection instruments. Triangulation of data sources and peer review ensured reliability and validity of findings. Comparison of categorical sample data using percentages revealed that teachers did indeed identify differences in their perceived training. Teacher focus group data was then coded and analyzed to reveal; a need for more in-depth training for general education certification to better meet the specific needs of Autistic, ELL, gifted, and Resource students; sustained environmental support; and comfort in essential professional knowledge and abilities. Recommendations include the addition of specific special education coursework for general education certification in higher education and ongoing in-service training for public school teachers. Adopting these recommendations in both arenas may affect positive social change by increasing the likelihood of retaining general education teachers in American public schools.
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Sköldvall, Henning. "Able pupils in different groups : A comparative study of interaction in tracked and mixed-ability groups." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-88143.

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Ability grouping has become increasingly common in the teaching of English in Swedish secondary schools. This study was concerned with the effects of different group constellations on the more able pupils. The research questions involved the able pupils’ performance, their roles in mixed-ability groups and whether the learning environment is better for them when they work with other able pupils. The study used discourse analysis of group interaction in the target language between pupils in year eight. It was found that able pupils perform according to their pre-defined skill, regardless of what groups they were put in. They also supported and lifted the interaction to higher levels in mixed-ability groups. Finally, the results suggested that able pupils might have a greater chance to develop their English in tracked groups. It is argued that this has implications for the implementation of ability grouping in the teaching of second languages in Sweden.
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Row, Madeline Elizabeth. "An investigation into the experiences of pupils in ability and mixed ability grouping in an independent secondary girls' school." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13088.

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The focus of this research was an exploration of pupils’ perceptions of their experiences in mixed ability and ability grouped lessons within a selective independent girls’ secondary school in West London, which presents the case study for the research. Previous research into ability and mixed ability grouping has shown the area to be contentious, leading to different outcomes and recommendations. Also, there is limited research into this area within independent schools and looking at a range of curriculum areas, and these were the unique contributions that this study made. For this Case Study research, data was gathered using questionnaires and focus groups. A total of 260 girls across years 8-11 (aged 12-16) completed a Likert scale questionnaire, which was analysed using the Software Package for Social Sciences (SPSS). A paired samples t-test was completed, which allowed comparisons to be made between responses given by participants in the curriculum subjects of Science, Modern Foreign Languages, English and Physical Education. Four focus groups were carried out, involving 24 girls across all four year groups, with six from each year group. Using a coding process the data from the focus groups was analysed and four key themes and categories were identified. With the use of content analysis it was possible for the frequency of phrases, categories, and comments to be identified and calculated. Three key findings were obtained; first, that ability grouping can create pressure on pupils with regard to maintaining a standard or creating a fear of being moved down; however some pupils reacted in a positive way to this pressure. The second key finding linked to ability grouping was the advantage gained from being able to work with others of the same ability, allowing for tasks and the pace of the lesson to be pitched at the right level. Third, mixed ability grouping allowed pupils to feel more relaxed and confident; however there were instances where pupils reported that they felt anxious about trying to keep up with others or feeling frustrated about having to wait for others to catch up. The results are discussed in relation to existing literature and recommendations are made, including; the benefits of creating a positive learning environment, the importance of reducing anxieties and pressures about being in the top sets, including having transparency with the system of ability grouping, and specifically for this Case Study school the potential to begin ability grouping earlier within Science. The findings should be useful to practitioners, as well as those in the Case Study school, to inform the principles and practices for organising groupings in order to create a positive learning experience for pupils. This research adds to the body of knowledge that already exists regarding ability grouping, and offered a new contribution with the insights from an independent secondary school and looking at a range of curriculum subject areas. The findings were equivocal, with both positives and negatives identified for mixed ability groupings and ability groupings in different curriculum subject areas.
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Books on the topic "Mixed Ability"

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Tice, Julie. The mixed ability class. London: Richmond Publishing, 1997.

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Kirkby, Dave. Developing numeracy: Differentiated activities for mixed ability classes. Dunstable: Folens, 1999.

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How to differentiate instruction in mixed-ability classrooms. 2nd ed. Alexandria, Va: Association for Supervision and Curriculum Development, 2001.

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Kirkby, Dave. Developing literacy: Differentiated activities for mixed ability classes. Dunstable: Folens, 1999.

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How to differentiate instruction in mixed-ability classrooms. Alexandria, Va: Association for Supervision and Curriculum Development, 1995.

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How to differentiate instruction in mixed-ability classrooms. 2nd ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2005.

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Teaching in transition: The challenge of mixed ability grouping. Milton Keynes, England: Open University Press, 1985.

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Narang, Vaishna, Salonee Priya, and Varalakshmi Chaudhry. Second Language Acquisition in Multilingual and Mixed Ability Indian Classrooms. New Delhi: Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2604-8.

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Gifted grownups: The mixed blessings of extraordinary potential. New York: J. Wiley, 1999.

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Tomlinson, Carol A. Differentiating instruction for advanced learners in the mixed-ability middle school classroom. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education, the Council for Exceptional Children, 1995.

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Book chapters on the topic "Mixed Ability"

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Fung, Loretta. "Cloze exercises for mixed-ability groups." In Teaching English with Corpora, 237–40. London: Routledge, 2022. http://dx.doi.org/10.4324/b22833-49.

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Narang, Vaishna, Salonee Priya, and Varalakshmi Chaudhry. "Second Language Acquisition in Mixed Ability Classrooms: Seminar Speech Task (SST)." In Second Language Acquisition in Multilingual and Mixed Ability Indian Classrooms, 69–95. New Delhi: Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2604-8_3.

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Narang, Vaishna, Salonee Priya, and Varalakshmi Chaudhry. "Second Language Acquisition Research on Spoken and Written Output." In Second Language Acquisition in Multilingual and Mixed Ability Indian Classrooms, 1–22. New Delhi: Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2604-8_1.

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Narang, Vaishna, Salonee Priya, and Varalakshmi Chaudhry. "Certain Theoretical Concepts in SLA Research on Speech and Writing." In Second Language Acquisition in Multilingual and Mixed Ability Indian Classrooms, 23–67. New Delhi: Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2604-8_2.

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Narang, Vaishna, Salonee Priya, and Varalakshmi Chaudhry. "Second Language Acquisition in Mixed Ability Classrooms: Written Test Performance Task (WTPT)." In Second Language Acquisition in Multilingual and Mixed Ability Indian Classrooms, 97–169. New Delhi: Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2604-8_4.

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Narang, Vaishna, Salonee Priya, and Varalakshmi Chaudhry. "Revisiting the Issues in Learner Language Research in Indian Mixed Ability Classrooms." In Second Language Acquisition in Multilingual and Mixed Ability Indian Classrooms, 171–94. New Delhi: Springer India, 2016. http://dx.doi.org/10.1007/978-81-322-2604-8_5.

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Song, Yoonji, Jaedong Kim, and Hanhyuk Cho. "TurtleGO: Application with Cubes for Children’s Spatial Ability Based on AR Technology." In Virtual, Augmented and Mixed Reality. Applications and Case Studies, 372–83. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21565-1_25.

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de Greef, Koen, Erik D. van der Spek, and Tilde Bekker. "Designing Kinect games to train motor skills for mixed ability players." In Games for Health, 197–205. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-02897-8_15.

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Stoeger, Heidrun, Daniel Patrick Balestrini, and Julia Steinbach. "Self-Regulated Learning for High-Ability and High-Achieving Students in Mixed-Ability Classrooms Throughout the Asia-Pacific." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 291–317. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-3041-4_13.

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Stoeger, Heidrun, Daniel Patrick Balestrini, and Julia Steinbach. "Self-Regulated Learning for High-Ability and High-Achieving Students in Mixed-Ability Classrooms Throughout the Asia-Pacific." In Handbook of Giftedness and Talent Development in the Asia-Pacific, 1–27. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3021-6_13-1.

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Conference papers on the topic "Mixed Ability"

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Mathur, Reeti, and Erin Brady. "Mixed-Ability Collaboration for Accessible Photo Sharing." In ASSETS '18: The 20th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3234695.3240994.

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Gonçalves, David, André Rodrigues, Mike L. Richardson, Alexandra A. de Sousa, Michael J. Proulx, and Tiago Guerreiro. "Exploring Asymmetric Roles in Mixed-Ability Gaming." In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411764.3445494.

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Mohamed, Abdallah. "Designing a CS1 Programming Course for a Mixed-Ability Class." In WCCCE '19: Western Canadian Conference on Computing Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3314994.3325084.

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Potluri, Venkatesh, Maulishree Pandey, Andrew Begel, Michael Barnett, and Scott Reitherman. "CodeWalk: Facilitating Shared Awareness in Mixed-Ability Collaborative Software Development." In ASSETS '22: The 24th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3517428.3544812.

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Vatavu, Radu-Daniel. "Sensorimotor Realities: Formalizing Ability-Mediating Design for Computer-Mediated Reality Environments." In 2022 IEEE International Symposium on Mixed and Augmented Reality (ISMAR). IEEE, 2022. http://dx.doi.org/10.1109/ismar55827.2022.00086.

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Filippatou, Diamanto, Evgenia Vassilaki, and Stavroula Kaldi. "STUDENT TEACHERS PREPARATION TO DIFFERENTIATE LITERACY INSTRUCTION IN MIXED ABILITY CLASSROOMS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1472.

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Sukyadi, Didi, Didin Samsudin, Risa Triarisanti, and Velayeti Nurfitriana Ansas. "Teaching Strategies for Korean Language Classes with Highly Mixed Ability Students." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007170405330537.

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Hengrasmee, Sirimas, and Sant Chansomsak. "A Mixed-use House and Its Ability to Support Self-reliant Lifestyle." In Annual International Conference on Architecture and Civil Engineering (ACE 2016). Global Science & Technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2301-394x_ace16.67.

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"ON ABILITY OF ORTHOGONAL GENETIC ALGORITHMS FOR THE MIXED CHINESE POSTMAN PROBLEM." In 1st International Conference on Software and Data Technologies. SciTePress - Science and and Technology Publications, 2006. http://dx.doi.org/10.5220/0001314600390045.

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Pires, Ana Cristina, Isabel Neto, Emeline Brulé, Laura Malinverni, Oussama Metatla, and Juan Pablo Hourcade. "Co-Designing with Mixed-Ability Groups of Children to Promote Inclusive Education." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3536389.

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Reports on the topic "Mixed Ability"

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Basu, Anirban, Andrew Jones, and Pedro Rosa Dias. The Roles of Cognitive and Non-Cognitive Skills in Moderating the Effects of Mixed-Ability Schools on Long-Term Health. Cambridge, MA: National Bureau of Economic Research, December 2014. http://dx.doi.org/10.3386/w20811.

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Bhattarai, Rabin, Yufan Zhang, and Jacob Wood. Evaluation of Various Perimeter Barrier Products. Illinois Center for Transportation, May 2021. http://dx.doi.org/10.36501/0197-9191/21-009.

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Construction activities entail substantial disturbance of topsoil and vegetative cover. As a result, stormwater runoff and erosion rates are increased significantly. If the soil erosion and subsequently generated sediment are not contained within the site, they would have a negative off-site impact as well as a detrimental influence on the receiving water body. In this study, replicable large-scale tests were used to analyze the ability of products to prevent sediment from exiting the perimeter of a site via sheet flow. The goal of these tests was to compare products to examine how well they retain sediment and how much ponding occurs upstream, as well as other criteria of interest to the Illinois Department of Transportation. The products analyzed were silt fence, woven monofilament geotextile, Filtrexx Siltsoxx, ERTEC ProWattle, triangular silt dike, sediment log, coconut coir log, Siltworm, GeoRidge, straw wattles, and Terra-Tube. Joint tests and vegetated buffer strip tests were also conducted. The duration of each test was 30 minutes, and 116 pounds of clay-loam soil were mixed with water in a 300 gallon tank. The solution was continuously mixed throughout the test. The sediment-water slurry was uniformly discharged over an 8 ft by 20 ft impervious 3:1 slope. The bottom of the slope had a permeable zone (8 ft by 8 ft) constructed from the same soil used in the mixing. The product was installed near the center of this zone. Water samples were collected at 5 minute intervals upstream and downstream of the product. These samples were analyzed for total sediment concentration to determine the effectiveness of each product. The performance of each product was evaluated in terms of sediment removal, ponding, ease of installation, and sustainability.
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Astafieva, Mariia M., Oleksii B. Zhyltsov, and Volodymyr V. Proshkin. E-learning as a mean of forming students' mathematical competence in a research-oriented educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3896.

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The article is devoted to the substantiation of approaches to the effective use of advantages and minimization of disadvantages and losses of e-learning as a mean of forming mathematical competence of students in the conditions of research-oriented educational process. As a result of the ascertaining experiment, e-learning has certain disadvantages besides its obvious advantages (adaptability, possibility of individualization, absence of geographical barriers, ensuring social equality, unlimited number of listeners, etc.). However, the nature of these drawbacks lies not as much in the plane of opportunity itself as in the ability to use them effectively. On the example of the e-learning course (ELC) “Mathematical Analysis” (Calculus) of Borys Grinchenko Kyiv University, which is developed on the basis of the Moodle platform, didactic and methodical approaches to content preparation and organization of activities in the ELC in mathematics are offered. Given the specifics of mathematics as a discipline, the possibility of using ELCs to support the traditional learning process with full-time learning is revealed, introducing a partially mixed (combined) model. It is emphasized that effective formation of mathematical competence of students by means of e-learning is possible only in the conditions of research-oriented educational environment with active and concerned participation of students and partnership interaction. The prospect of further research in the analysis of e-learning opportunities for the formation of students’ mathematical competence, in particular, research and investigation tools, and the development of recommendations for the advanced training programs of teachers of mathematical disciplines of universities are outlined.
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Delmer, Deborah, Nicholas Carpita, and Abraham Marcus. Induced Plant Cell Wall Modifications: Use of Plant Cells with Altered Walls to Study Wall Structure, Growth and Potential for Genetic Modification. United States Department of Agriculture, May 1995. http://dx.doi.org/10.32747/1995.7613021.bard.

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Our previous work indicated that suspension-cultured plant cells show remarkable flexibility in altering cell wall structure in response either to growth on saline medium or in the presence of the cellulose synthesis inhibitor 2,-6-dichlorobenzonitrile (DCB). We have continued to analyze the structure of these modified cell walls to understand how the changes modify wall strength, porosity, and ability to expand. The major load-bearing network in the walls of DCB-adapted dicot cells that lack a substantial cellulose-xyloglucan network is comprised of Ca2+-bridged pectates; these cells also have an unusual and abundant soluble pectic fraction. By contrast, DCB-adapted barley, a graminaceous monocot achieves extra wall strength by enhanced cross-linking of its non-cellulosic polysaccharide network via phenolic residues. Our results have also shed new light on normal wall stucture: 1) the cellulose-xyloglucan network may be independent of other wall networks in dicot primary walls and accounts for about 70% of the total wall strength; 2) the pectic network in dicot walls is the primary determinant of wall porosity; 3) both wall strength and porosity in graminaceous monocot primary walls is greatly influenced by the degree of phenolic cross-linking between non-cellulosic polysaccharides; and 4) the fact that the monocot cells do not secrete excess glucuronoarabinoxylan and mixed-linked glucan in response to growth on DCB, suggests that these two non-cellulosic polymers do not normally interact with cellulose in a manner similar to xyloglucan. We also attempted to understand the factors which limit cell expansion during growth of cells in saline medium. Analyses of hydrolytic enzyme activities suggest that xyloglucan metabolism is not repressed during growth on NaCl. Unlike non-adapted cells, salt-adapted cells were found to lack pectin methyl esterase, but it is not clear how this difference could relate to alterations in wall expansibility. Salt-adaped cell walls contain reduced hyp and secrete two unique PRPP-related proteins suggesting that high NaCl inhibits the cross-linking of these proteins into the walls, a finding that might relate to their altered expansibility.
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Lenhardt, Amanda. Evidence on the Effectiveness of Covid-19 International Travel Measures. Institute of Development Studies, January 2022. http://dx.doi.org/10.19088/k4d.2022.054.

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Evidence on the effectiveness of travel measures to prevent or slow the spread of Covid-19 and guidance on how and when to apply these measures is limited and the results are mixed. Given the social and economic disruptions that these measures can have, and their potential adverse effects on preventing the spread of the disease, WHO among others have cautioned implementing measures that are not supported by robust evidence. The scope of the search for this report was broad, covering all reported international travel restrictions to contain or slow the spread of Covid-19 and without geographical limitations. The results are therefore more general than restriction- or country-specific and more targeted studies may be omitted from the search due to these wide search parameters. There is general agreement across the literature that some form of travel restriction in the early stages of a disease or variant spread can lead to a slowing of the rate of infections in countries yet to be affected. The majority of studies conducted on travel restrictions adopt a modelling approach, and a systematic review conducted in December 2020 concluded that the quality of observational studies was low to very low (Bou-Karroum et al., 2021). Determining the specific effects of different travel measures is difficult as many studies examine the effects of combined measures. Few studies separate different types of restrictions and much of the modelling on international transmission rates uses data on the movements of people as a proxy for travel restrictions, therefore limiting the ability to observe how measures were implemented except for the timing of measures at different points in the pandemic. Limited country-level evidence was identified for this report and few global studies examine contextual factors that might affect the effectiveness of travel restriction measures. A targeted search for evidence on the effects of travel restrictions on different variants of Covid-19 did not reveal any studies making this distinction.
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Landau, Sergei Yan, John W. Walker, Avi Perevolotsky, Eugene D. Ungar, Butch Taylor, and Daniel Waldron. Goats for maximal efficacy of brush control. United States Department of Agriculture, March 2008. http://dx.doi.org/10.32747/2008.7587731.bard.

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Background. Brush encroachment constitutes a serious problem in both Texas and Israel. We addressed the issue of efficacy of livestock herbivory - in the form of goat browsing - to change the ecological balance to the detriment of the shrub vegetation. Shrub consumption by goats is kept low by plant chemical defenses such as tannins and terpenes. Scientists at TAES and ARO have developed an innovative, cost-effective methodology using fecal Near Infrared Spectrometry to elucidate the dietary percentage of targeted, browse species (terpene-richredberry and blueberry juniper in the US, and tannin-rich Pistacialentiscus in Israel) for a large number of animals. The original research objectives of this project were: 1. to clarify the relative preference of goat breeds and the individual variation of goats within breeds, when consuming targeted brush species; 2. to assess the heritability of browse intake and validate the concept of breeding goat lines that exhibit high preference for chemically defended brush, using juniper as a model; 3. to clarify the relative contributions of genetics and learning on the preference for target species; 4. to identify mechanisms that are associated with greater intake of brush from the two target species; 5. to establish when the target species are the most vulnerable to grazing. (Issue no.5 was addressed only partly.) Major conclusions, solutions, achievements: Both the Israel and US scientists put significant efforts into improving and validating the technique of Fecal NIRS for predicting the botanical composition of goat diets. Israeli scientists validated the use of observational data for calibrating fecal NIRS, while US scientists established that calibrations could be used across animals differing in breed and age but that caution should be used in making comparisons between different sexes. These findings are important because the ability to select goat breeds or individuals within a breed for maximal efficiency of brush control is dependent upon accurate measurement of the botanical composition of the diet. In Israel it was found that Damascus goats consume diets more than twice richer in P. lentiscus than Mamber or Boer goats. In the US no differences were found between Angora and Boer cross goats but significant differences were found between individuals within breeds in juniper dietary percentage. In both countries, intervention strategies were found that further increased the consumption of the chemically defended plant. In Israel feeding polyethylene glycol (PEG, MW 4,000) that forms high-affinity complexes with tannins increased P. lentiscus dietary percentage an average of 7 percentage units. In the US feeding a protein supplement, which enhances rates of P450-catalyzed oxidations and therefore the rate of oxidation of monoterpenes, increased juniper consumption 5 percentage units. However, the effects of these interventions were not as large as breed or individual animal effects. Also, in a wide array of competitive tannin-binding assays in Israel with trypsin, salivary proteins did not bind more tannic acid or quebracho tannin than non-specific bovine serum albumin, parotid saliva did not bind more tannins than mixed saliva, no response of tannin-binding was found to levels of dietary tannins, and the breed effect was of minor importance, if any. These fundings strongly suggest that salivary proteins are not the first line of defense from tannin astringency in goats. In the US relatively low values for heritability and repeatability for juniper consumption were found (13% and 30%, respectively), possibly resulting from sampling error or non-genetic transfer of foraging behavior, i.e., social learning. Both alternatives seem to be true as significant variation between sequential observations were noted on the same animal and cross fostering studies conducted in Israel demonstrated that kids raised by Mamber goats showed lower propensity to consume P. lentiscus than counterparts raised by Damascus goats.
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Arora, Sanjana, and Olena Koval. Norway Country Report. University of Stavanger, 2022. http://dx.doi.org/10.31265/usps.232.

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This report is part of a larger cross-country comparative project and constitutes an account and analysis of the measures comprising the Norwegian national response to the COVID-19 pandemic during the year of 2020. This time period is interesting in that mitigation efforts were predominantly of a non-medical nature. Mass vaccinations were in Norway conducted in early 2021. With one of the lowest mortality rates in Europe and relatively lower economic repercussions compared to its Nordic neighbours, the Norwegian case stands unique (OECD, 2021: Eurostat 2021; Statista, 2022). This report presents a summary of Norwegian response to the COVID-19 pandemic by taking into account its governance, political administration and societal context. In doing so, it highlights the key features of the Nordic governance model and the mitigation measures that attributed to its success, as well as some facets of Norway’s under-preparedness. Norway’s relative isolation in Northern Europe coupled with low population density gave it a geographical advantage in ensuring a slower spread of the virus. However, the spread of infection was also uneven, which meant that infection rates were concentrated more in some areas than in others. On the fiscal front, the affluence of Norway is linked to its petroleum industry and the related Norwegian Sovereign Wealth Fund. Both were affected by the pandemic, reflected through a reduction in the country’s annual GDP (SSB, 2022). The Nordic model of extensive welfare services, economic measures, a strong healthcare system with goals of equity and a high trust society, indeed ensured a strong shield against the impact of the COVID-19 pandemic. Yet, the consequences of the pandemic were uneven with unemployment especially high among those with low education and/or in low-income professions, as well as among immigrants (NOU, 2022:5). The social and psychological effects were also uneven, with children and elderly being left particularly vulnerable (Christensen, 2021). Further, the pandemic also at times led to unprecedented pressure on some intensive care units (OECD, 2021). Central to handling the COVID-19 pandemic in Norway were the three national executive authorities: the Ministry of Health and Care services, the National directorate of health and the Norwegian Institute of Public Health. With regard to political-administrative functions, the principle of subsidiarity (decentralisation) and responsibility meant that local governments had a high degree of autonomy in implementing infection control measures. Risk communication was thus also relatively decentralised, depending on the local outbreak situations. While decentralisation likely gave flexibility, ability to improvise in a crisis and utilise the municipalities’ knowledge of local contexts, it also brought forward challenges of coordination between the national and municipal level. Lack of training, infection control and protection equipment thereby prevailed in several municipalities. Although in effect for limited periods of time, the Corona Act, which allowed for fairly severe restrictions, received mixed responses in the public sphere. Critical perceptions towards the Corona Act were not seen as a surprise, considering that Norwegian society has traditionally relied on its ‘dugnadskultur’ – a culture of voluntary contributions in the spirit of solidarity. Government representatives at the frontline of communication were also open about the degree of uncertainty coupled with considerable potential for great societal damage. Overall, the mitigation policy in Norway was successful in keeping the overall infection rates and mortality low, albeit with a few societal and political-administrative challenges. The case of Norway is thus indeed exemplary with regard to its effective mitigation measures and strong government support to mitigate the impact of those measures. However, it also goes to show how a country with good crisis preparedness systems, governance and a comprehensive welfare system was also left somewhat underprepared by the devastating consequences of the pandemic.
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Ficht, Thomas, Gary Splitter, Menachem Banai, and Menachem Davidson. Characterization of B. Melinensis REV 1 Attenuated Mutants. United States Department of Agriculture, December 2000. http://dx.doi.org/10.32747/2000.7580667.bard.

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Brucella Mutagenesis (TAMU) The working hypothesis for this study was that survival of Brucella vaccines was directly related to their persistence in the host. This premise is based on previously published work detailing the survival of the currently employed vaccine strains S19 and Rev 1. The approach employed signature-tagged mutagenesis to construct mutants interrupted in individual genes, and the mouse model to identify mutants with attenuated virulence/survival. Intracellular survival in macrophages is the key to both reproductive disease in ruminants and reticuloendothelial disease observed in most other species. Therefore, the mouse model permitted selection of mutants of reduced intracellular survival that would limit their ability to cause reproductive disease in ruminants. Several classes of mutants were expected. Colonization/invasion requires gene products that enhance host-agent interaction or increase resistance to antibacterial activity in macrophages. The establishment of chronic infection requires gene products necessary for intracellular bacterial growth. Maintenance of chronic infection requires gene products that sustain a low-level metabolism during periods characterized little or no growth (1, 2). Of these mutants, the latter group was of greatest interest with regard to our originally stated premise. However, the results obtained do not necessarily support a simplistic model of vaccine efficacy, i.e., long-survival of vaccine strains provides better immunity. Our conclusion can only be that optimal vaccines will only be developed with a thorough understanding of host agent interaction, and will be preferable to the use of fortuitous isolates of unknown genetic background. Each mutant could be distinguished from among a group of mutants by PCR amplification of the signature tag (5). This approach permitted infection of mice with pools of different mutants (including the parental wild-type as a control) and identified 40 mutants with apparently defective survival characteristics that were tentatively assigned to three distinct classes or groups. Group I (n=13) contained organisms that exhibited reduced survival at two weeks post-infection. Organisms in this group were recovered at normal levels by eight weeks and were not studied further, since they may persist in the host. Group II (n=11) contained organisms that were reduced by 2 weeks post infection and remained at reduced levels at eight weeks post-infection. Group III (n=16) contained mutants that were normal at two weeks, but recovered at reduced levels at eight weeks. A subset of these mutants (n= 15) was confirmed to be attenuated in mixed infections (1:1) with the parental wild-type. One of these mutants was eliminated from consideration due to a reduced growth rate in vitro that may account for its apparent growth defect in the mouse model. Although the original plan involved construction of the mutant bank in B. melitensis Rev 1 the low transformability of this strain, prevented accumulation of the necessary number of mutants. In addition, the probability that Rev 1 already carries one genetic defect increases the likelihood that a second defect will severely compromise the survival of this organism. Once key genes have been identified, it is relatively easy to prepare the appropriate genetic constructs (knockouts) lacking these genes in B. melitensis Rev 1 or any other genetic background. The construction of "designer" vaccines is expected to improve immune protection resulting from minor sequence variation corresponding to geographically distinct isolates or to design vaccines for use in specific hosts. A.2 Mouse Model of Brucella Infection (UWISC) Interferon regulatory factor-1-deficient (IRF-1-/- mice have diverse immunodeficient phenotypes that are necessary for conferring proper immune protection to intracellular bacterial infection, such as a 90% reduction of CD8+ T cells, functionally impaired NK cells, as well as a deficiency in iNOS and IL-12p40 induction. Interestingly, IRF-1-/- mice infected with diverse Brucella abortus strains reacted differently in a death and survival manner depending on the dose of injection and the level of virulence. Notably, 50% of IRF-1-/- mice intraperitoneally infected with a sublethal dose in C57BL/6 mice, i.e., 5 x 105 CFU of virulent S2308 or the attenuated vaccine S19, died at 10 and 20 days post-infection, respectively. Interestingly, the same dose of RB51, an attenuated new vaccine strain, did not induce the death of IRF-1-/- mice for the 4 weeks of infection. IRF-1-/- mice infected with four more other genetically manipulated S2308 mutants at 5 x 105 CFU also reacted in a death or survival manner depending on the level of virulence. Splenic CFU from C57BL/6 mice infected with 5 x 105 CFU of S2308, S19, or RB51, as well as four different S2308 mutants supports the finding that reduced virulence correlates with survival Of IRF-1-/- mice. Therefore, these results suggest that IRF-1 regulation of multi-gene transcription plays a crucial role in controlling B. abortus infection, and IRF-1 mice could be used as an animal model to determine the degree of B. abortus virulence by examining death or survival. A3 Diagnostic Tests for Detection of B. melitensis Rev 1 (Kimron) In this project we developed an effective PCR tool that can distinguish between Rev1 field isolates and B. melitensis virulent field strains. This has allowed, for the first time, to monitor epidemiological outbreaks of Rev1 infection in vaccinated flocks and to clearly demonstrate horizontal transfer of the strain from vaccinated ewes to unvaccinated ones. Moreover, two human isolates were characterized as Rev1 isolates implying the risk of use of improperly controlled lots of the vaccine in the national campaign. Since atypical B. melitensis biotype 1 strains have been characterized in Israel, the PCR technique has unequivocally demonstrated that strain Rev1 has not diverted into a virulent mutant. In addition, we could demonstrate that very likely a new prototype biotype 1 strain has evolved in the Middle East compared to the classical strain 16M. All the Israeli field strains have been shown to differ from strain 16M in the PstI digestion profile of the omp2a gene sequence suggesting that the local strains were possibly developed as a separate branch of B. melitensis. Should this be confirmed these data suggest that the Rev1 vaccine may not be an optimal vaccine strain for the Israeli flocks as it shares the same omp2 PstI digestion profile as strain 16M.
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Corriveau, L., J. F. Montreuil, O. Blein, E. Potter, M. Ansari, J. Craven, R. Enkin, et al. Metasomatic iron and alkali calcic (MIAC) system frameworks: a TGI-6 task force to help de-risk exploration for IOCG, IOA and affiliated primary critical metal deposits. Natural Resources Canada/CMSS/Information Management, 2021. http://dx.doi.org/10.4095/329093.

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Australia's and China's resources (e.g. Olympic Dam Cu-U-Au-Ag and Bayan Obo REE deposits) highlight how discovery and mining of iron oxide copper-gold (IOCG), iron oxide±apatite (IOA) and affiliated primary critical metal deposits in metasomatic iron and alkali-calcic (MIAC) mineral systems can secure a long-term supply of critical metals for Canada and its partners. In Canada, MIAC systems comprise a wide range of undeveloped primary critical metal deposits (e.g. NWT NICO Au-Co-Bi-Cu and Québec HREE-rich Josette deposits). Underexplored settings are parts of metallogenic belts that extend into Australia and the USA. Some settings, such as the Camsell River district explored by the Dene First Nations in the NWT, have infrastructures and 100s of km of historic drill cores. Yet vocabularies for mapping MIAC systems are scanty. Ability to identify metasomatic vectors to ore is fledging. Deposit models based on host rock types, structural controls or metal associations underpin the identification of MIAC-affinities, assessment of systems' full mineral potential and development of robust mineral exploration strategies. This workshop presentation reviews public geoscience research and tools developed by the Targeted Geoscience Initiative to establish the MIAC frameworks of prospective Canadian settings and global mining districts and help de-risk exploration for IOCG, IOA and affiliated primary critical metal deposits. The knowledge also supports fundamental research, environmental baseline assessment and societal decisions. It fulfills objectives of the Canadian Mineral and Metal Plan and the Critical Mineral Mapping Initiative among others. The GSC-led MIAC research team comprises members of the academic, private and public sectors from Canada, Australia, Europe, USA, China and Dene First Nations. The team's novel alteration mapping protocols, geological, mineralogical, geochemical and geophysical framework tools, and holistic mineral systems and petrophysics models mitigate and solve some of the exploration and geosciences challenges posed by the intricacies of MIAC systems. The group pioneers the use of discriminant alteration diagrams and barcodes, the assembly of a vocab for mapping and core logging, and the provision of field short courses, atlas, photo collections and system-scale field, geochemical, rock physical properties and geophysical datasets are in progress to synthesize shared signatures of Canadian settings and global MIAC mining districts. Research on a metamorphosed MIAC system and metamorphic phase equilibria modelling of alteration facies will provide a foundation for framework mapping and exploration of high-grade metamorphic terranes where surface and near surface resources are still to be discovered and mined as are those of non-metamorphosed MIAC systems.
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Morin, Shai, Gregory Walker, Linda Walling, and Asaph Aharoni. Identifying Arabidopsis thaliana Defense Genes to Phloem-feeding Insects. United States Department of Agriculture, February 2013. http://dx.doi.org/10.32747/2013.7699836.bard.

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The whitefly (Bemisia tabaci) is a serious agricultural pest that afflicts a wide variety of ornamental and vegetable crop species. To enable survival on a great diversity of host plants, whiteflies must have the ability to avoid or detoxify numerous different plant defensive chemicals. Such toxins include a group of insect-deterrent molecules called glucosinolates (GSs), which also provide the pungent taste of Brassica vegetables such as radish and cabbage. In our BARD grant, we used the whitefly B. tabaci and Arabidopsis (a Brassica plant model) defense mutants and transgenic lines, to gain comprehensive understanding both on plant defense pathways against whiteflies and whitefly defense strategies against plants. Our major focus was on GSs. We produced transgenic Arabidopsis plants accumulating high levels of GSs. At the first step, we examined how exposure to high levels of GSs affects decision making and performance of whiteflies when provided plants with normal levels or high levels of GSs. Our major conclusions can be divided into three: (I) exposure to plants accumulating high levels of GSs, negatively affected the performance of both whitefly adult females and immature; (II) whitefly adult females are likely to be capable of sensing different levels of GSs in their host plants and are able to choose, for oviposition, the host plant on which their offspring survive and develop better (preference-performance relationship); (III) the dual presence of plants with normal levels and high levels of GSs, confused whitefly adult females, and led to difficulties in making a choice between the different host plants. These findings have an applicative perspective. Whiteflies are known as a serious pest of Brassica cropping systems. If the differences found here on adjacent small plants translate to field situations, intercropping with closely-related Brassica cultivars could negatively influence whitefly population build-up. At the second step, we characterized the defensive mechanisms whiteflies use to detoxify GSs and other plant toxins. We identified five detoxification genes, which can be considered as putative "key" general induced detoxifiers because their expression-levels responded to several unrelated plant toxic compounds. This knowledge is currently used (using new funding) to develop a new technology that will allow the production of pestresistant crops capable of protecting themselves from whiteflies by silencing insect detoxification genes without which successful host utilization can not occur. Finally, we made an effort to identify defense genes that deter whitefly performance, by infesting with whiteflies, wild-type and defense mutated Arabidopsis plants. The infested plants were used to construct deep-sequencing expression libraries. The 30- 50 million sequence reads per library, provide an unbiased and quantitative assessment of gene expression and contain sequences from both Arabidopsis and whiteflies. Therefore, the libraries give us sequence data that can be mined for both the plant and insect gene expression responses. An intensive analysis of these datasets is underway. We also conducted electrical penetration graph (EPG) recordings of whiteflies feeding on Arabidopsis wild-type and defense mutant plants in order to determine the time-point and feeding behavior in which plant-defense genes are expressed. We are in the process of analyzing the recordings and calculating 125 feeding behavior parameters for each whitefly. From the analyses conducted so far we conclude that the Arabidopsis defense mutants do not affect adult feeding behavior in the same manner that they affect immatures development. Analysis of the immatures feeding behavior is not yet completed, but if it shows the same disconnect between feeding behavior data and developmental rate data, we would conclude that the differences in the defense mutants are due to a qualitative effect based on the chemical constituency of the phloem sap.
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