scholarly journals Marl Prairie Vegetation Response to 20th Century Hydrologic Change

2007 ◽  
Author(s):  
Christopher E. Bernhardt ◽  
Debra A. Willard
Keyword(s):  
20Th Century ◽  
Vegetation Response ◽  
Hydrologic Change ◽  
Prairie Vegetation ◽  
Marl Prairie

Revisiting Continental U.S. Hydrologic Change in the Latter Half of the 20th Century

2013 ◽  
Vol 27 (12) ◽  
pp. 4337-4348 ◽  
Author(s):  
Xianli Xu ◽  
Wen Liu ◽  
Rashad Rafique ◽  
Kelin Wang
Keyword(s):  
20Th Century ◽  
Hydrologic Change

scholarly journals Tallgrass Prairie Vegetation Response to Spring Burning Dates, Fertilizer, and Atrazine

1996 ◽  
Vol 49 (2) ◽  
pp. 131 ◽  
Author(s):  
Robert B. Mitchell ◽  
Robert A. Masters ◽  
Steven S. Waller ◽  
Kenneth J. Moore ◽  
Linda J. Young
Keyword(s):  
Tallgrass Prairie ◽  
Vegetation Response ◽  
Prairie Vegetation

scholarly journals Tallgrass prairie vegetation response to spring fires and bison grazing

2015 ◽  
Vol 60 (1) ◽  
pp. 30-35 ◽  
Author(s):  
Stephen L. Winter ◽  
Brady W. Allred ◽  
Karen R. Hickman ◽  
Samuel D. Fuhlendorf
Keyword(s):  
Tallgrass Prairie ◽  
Vegetation Response ◽  
Prairie Vegetation

Development of Reading Remediation for Dyslexic Individuals

2016 ◽  
Vol 224 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Mélanie Bédard ◽  
Line Laplante ◽  
Julien Mercier
Keyword(s):  
20Th Century ◽  
Scientific Literature ◽  
Behavioral Data ◽  
Educational Neuroscience ◽  
Reading Remediation ◽  
Functional Brain ◽  
Neurophysiological Data ◽  
Brain Correlates ◽  
Research Questions ◽  
The Brain

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.

Updating Our Knowledge of Reasoning in the 20th Century

1994 ◽  
Vol 39 (7) ◽  
pp. 764-765
Author(s):  
William E. Deuser ◽  
Craig A. Anderson
Keyword(s):  
20Th Century
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