text:
SECTION VI. A Process for Evaluating a Comprehensive, Developmental Guidance and Counseling Program
- Frank Davidson
- 1 years ago
- Views:
1 SECTION VI A Process for Evaluating a Comprehensive, Developmental Guidance and Counseling Program
3 Guidelines for Evaluating the Comprehensive, Developmental Guidance and Counseling Program Rationale and Purpose Evaluation is a critical component of a developmental guidance and counseling program and ensures accountability. The purpose of evaluation is to determine the value of the program, its activities, and staff in order to make decisions or to take actions regarding the future. The evaluation will measure the delivery of services (the process evaluation) and outcomes (product evaluation). This ongoing process provides information to ensure continuous improvement of the guidance program and gives direction to necessary changes. Evaluation is a process that includes eight steps: 1. Stating the evaluation questions, 2. Determining the audiences/uses for the evaluation, 3. Gathering data to answer the questions, 4. Applying the predetermined standards, 5. Drawing conclusions, 6. Considering the context, 7. Making recommendations, and 8. Acting on the recommendations. Counselors and the counseling program play a vital role in assisting teachers and other staff in the integration of school guidance objectives with other instructional goals and objectives. In turn, the evaluation should be a collaborative effort among all those involved in the program. Evaluation activities enable counselors and others to: determine the impact of the guidance program on students, faculty, parents, and school climate; know if they are accomplishing their goals; identify what remains to be accomplished; identify effective components of the program; eliminate or improve less effective components of the program; adapt and refine the guidance program and implementation process; identify unintended consequences of the program (both positive and negative); identify other areas that need to be addressed; establish goals for the counselors professional development; determine staffing needs and workload adjustments; determine additional resources required to adequately carry forward the program; and provide accountability information to educators and the community. 107
4 Basis of the Evaluation The program definition and design provides clear standards for evaluation of both the program and the staff who conduct it. The program definition identifies the students or other persons and groups served by the program, identifies the competencies acquired as a result of participation in the program, and describes how the program is organized to help students learn and use these competencies. The definition also dictates the appropriate roles for the school counselor, and the job description specifies those roles for carrying out each counselor s specific responsibilities in implementing the program. The design outlines the program s structure and priorities such as determining who the high priority students are, the primary outcomes to be achieved, and establishing weightings for resource allocation. Questions to Be Answered Through Evaluation In this section, four categories of evaluation questions are suggested as a minimum number for evaluating the effectiveness of the developmental guidance and counseling program. 1. How effective have the program improvements been? 2. Does the program meet the program standards? 3. Have students become competent in the high priority content areas? 4. How well are counselors performing their roles? At the local level, additional questions may be generated. Considerations for answering the four categories of questions in evaluating the developmental guidance and counseling program and the school counselor staff are provided below. 1. How effective have the program improvements been? Program improvement identifies the objectives and strategies to be accomplished through implementation of a list of tasks within an expressed time line. It provides a basis for determining whether the objectives and the time lines were met. Further, it supports judgements as to the effectiveness of the improvements in attaining goals and provides the basis for the next set of program improvements. As a result of designing program improvements, new expectations for counselor performance emerge. These expectations form the basis for the setting of professional growth goals by school counselors. Similar to program improvement plans, professional growth plans establish the objectives for developing specific skills or knowledge, identify the strategies for attaining the objectives, and specify the time lines. 2. Does the program meet the program standards? A fully implemented and supported guidance and counseling program will have a measurable impact on students, parents, faculty, and the school climate. Because the evaluation is based on explicitly stated standards, data collection and analysis will describe the level of implementation of the program, the effectiveness of the guidance program, and the level of goal attainment. 108
5 The program standards can be categorized into two types: (a) qualitative design standards and (b) quantitative design standards. Examples of qualitative design standards for each component of the guidance program are: Guidance Curriculum: The specific curriculum standards to be emphasized, the specific competencies to be developed, and the age-appropriate results to be reached by students. Responsive Services: The systematic and timely response to requests from students. Individual Planning: The listing of activities which facilitate individual planning at priority grade levels. System Support: The listing of activities and programs which best meet the school community s needs and use the counselors professional skills. Examples of quantitative design standards are the same for each component of the guidance program. The standards are expressed in terms of (a) the numbers of students/staff/parents served by each program component, (b) the percentage of counselor time allocated to each component, and (c) the amount of time counselors use each of their professional competencies. A data-gathering process is indicated in order to ascertain whether the program standards have been met. Assessment by pre-activity versus post-activity comparisons, short answer questionnaires, essays, improved attendance, scores and grades, and improved student behaviors provides quantitative data, while attitude surveys, verbal feedback, parent and teacher observations, case studies, and checklists provide qualitative data about the impact of the program. Data to demonstrate implementation of the guidance curriculum activities might include information about the guidance curriculum schedule, the number of students and classes which received services, and the demonstrated competencies achieved by the students. This documentation should not require appreciably more paperwork than records counselors normally keep of services performed. Responsive services performed by the counselor might be a tally of students seen individually and in groups, the kinds of concerns they had, and the number of referrals to other agencies and alternative programs. The number of parent consultations which were conducted and the kinds of concerns they had such as schedules and other in-school concerns, family problems, and/or student behavior should also be collected. Information regarding student and/or parent satisfaction and time lapse between request and follow-through is useful in determining the optimum student/counselor ratio. 109
6 Individual planning can be demonstrated by listing the types of information and activities provided for each grade level, and the student plans and/or schedules which result from those activities. System support can be demonstrated by a listing of involvement in schoolwide or districtwide activities either as a leader or participant, the number of clients served, the kinds of consultation provided and level of satisfaction, as well as the individual professional development plan developed by the counselor. 3. Have students become competent in the high priority content areas? Evaluating student competency development in a guidance program is critical to keeping the program efforts on target and efficient while simultaneously making the best use of the resources available. Effective evaluation must be carefully planned to include needs assessment and development of goals, targeting competencies, specifying expected results by grade level and setting objectives for specific activities. Methods of Data Generation The measurement of students learning in a guidance program can be done both quantitatively and/or qualitatively. Data can be gathered both formally and informally. The measurement technique must be appropriate to the objective being measured. Learning Domain Cognitive The Measurement Technique Tests: objective, true-false, multiple choice, matching, short answers, essays, academic grades Affective Structured reaction questionnaires, open-ended questions, ratings, checklists, rankings, multiple choice, inventories, art work, attitude surveys Other methods which can be used to gather multifaceted data about student growth include case studies, pretest-posttest comparisons, participant-nonparticipant (control group) comparisons, goal-attainment scaling, and follow-up studies. 4. How well are the counselors performing their responsibilities? Because the quality of the guidance program is inextricably linked with the performance of the school counselor, counselor performance evaluation is critical to the improvement and maintenance of the developmental guidance and counseling program. The developmental guidance and counseling program framework also includes standards for the counselor s job performance, expressed in the responsibilities of the professional school counselor and in each counselor s specific job description in the local program. Using the counselor s job description as a guide, a relevant performance evaluation system and instrument can be used. School counselors should be appropriately supervised. Whenever possible, evaluations of school counselors performance should be the responsibility of certified counselors or someone specifically trained in school counselor supervision and evaluation. 110
7 The goal of performance evaluation is for each staff member to reach optimum competence in using their professional skills. Delineating these skills and using them as indicators of quality performance are critical to meaningful counselor evaluation. Based on the standards and on observable and measurable behaviors, counselors performance is rated from clearly outstanding to unsatisfactory. As with the other kinds of evaluation, the purpose of a counselor performance evaluation system and the evaluation instrument is to provide the data and the vehicle for drawing conclusions and making decisions/recommendations/plans. A primary use of counselor performance evaluation is to identify competencies that are strong and those that need strengthening for each counselor, with the latter becoming targets for professional growth plans. A counselor performance evaluation is based on roles and related competencies needed to implement a developmental guidance and counseling program. The TEA recommended evaluation instrument may be used and tailored to fit the local guidance program and designated responsibilities of the counselors. Counselor performance evaluation is done as exemplified below. Evaluation Question: How does this counselor s use of relevant competencies rate according to district/professional standards? Audience: 1) counselor, 2) counselor supervisor, 3) school system. Data to Answer the Question: techniques for data-gathering include written reports, calendars (weekly, monthly, yearly), records and data presentations, questionings, observations (live or recorded), logs, self-reports, feedback, materials used (e.g., counseling session plans, guidance session handouts), accuracy of information presented. Standards: relevant competencies, performance indicators, and descriptors included in the evaluation form. Conclusions: expressed as ratings and based on the data gathered through the above-mentioned techniques. Contextual Considerations: (possibilities: new counselors, counselors in new situations such as new schools, new administrators, and the emergence of new challenges; unique, short-term personal problems which make the evaluation period unusual). Recommendations: can be explicitly stated by relating them to performance indicators and descriptors; improvement needs identified at the indicator level are deficiencies; improvement needs identified at the descriptor level indicate possible performance enhancements. Plans for Action: are developed as professional growth plans to address needs for performance improvement. 111
8 Audiences/Uses for the Evaluation Once questions to be answered by the evaluation have been developed, the next step in the evaluation process is to determine who will receive the evaluation results and who will use the evaluation results. The evaluation results should be reported to: (a) those who have been recipients of the program such as students, parents, and teachers; (b) those who have implemented the program such as counselors and guidance program managers; (c) those who have administered or set policy such as administrators, superintendents, school board members; and (d) those who have supported the program, either financially or personally such as taxpayers, volunteers, and community groups. Evaluation results should be used to make further program improvements. Counselors and administrators will use the results to make modifications to the program and to compare the implemented program with the program standards. Administrators and policy-makers will utilize the evaluation to make decisions about the content, quality, and effectiveness of the services and to allocate financial and staffing resources for the program. They also will utilize the information to describe the program to the community or to seek the community s support for program improvements. Conclusion In summary, evaluation is an on-going process of program renewal. It begins with the development of questions to be answered by the evaluation and ends with making and acting on the recommendations generated by the findings. It: is based on explicitly stated standards; uses data to answer the evaluation questions; draws conclusions after analyzing the data and the context in which the data was gathered; answers questions about the effectiveness of the whole guidance program and of the four individual components of the program; and is the basis for making decisions about future program improvements and directions. 112
9 Acknowledgements Guidance Advisory Committee 2004 Dr. Patricia Henderson, former Director of Guidance Northside ISD and Counselor Educator University of Texas at San Antonio and Our Lady of the Lake University, San Antonio John Lucas Guidance and Counseling Texas Education Agency Guidance Advisory Committee 1998 Our sincere appreciation to the 1998 Guidance Advisory Committee for their willing and able assistance in the revision of the guide. Dr. Carolyn Crawford Department Head, Counselor Education Lamar University Rosella DeAnda Elementary Assistant Principal Socorro ISD Sydna Gordon Parent Garland, TX Karen Greenwade President-elect Texas School Counseling Association Dr. Carolyn Greer President-elect Texas Counseling Association Dr. Patricia Henderson Director of Guidance Northside ISD Robin Hightower Parent Midland, TX Dr. Hardy Murphy Assistant Superintendent Fort Worth ISD Archie McAfee High School Principal Plano ISD Linda Rhone Middle School Principal Sabine ISD Sarah Smith Parent Austin, TX Dr. Larry Sullivan Superintendent Texarkana ISD Constance Thompson Director of Elementary Guidance Houston ISD Jesus Vela, Jr. Coordinator, Guidance and Counseling Mission ISD Melinda Wheatley Parent San Antonio, TX 113
10 Guidance Advisory Committee This guide was developed under contract with the Texas Association for Counseling and Development and written by Dr. Patricia Henderson, Director of Guidance, Northside Independent School District. A Guidance Advisory Committee was established to offer input into the development of this document. We wish to express our sincere appreciation to the Guidance Advisory Committee for their help in developing this document. Sandra Aikins Counseling Coordinator Plano ISD Genevieve Brown Coordinator of Secondary Education Sam Houston State University Della Berlanga Coordinator for Guidance Corpus Christi ISD Sylvia Clark Vocational Guidance Specialist Texas Education Agency Delia Garcia Assistant Superintendent, Instruction Fort Bend ISD (retired) Jeanette Honey High School Counselor Abilene ISD Elayne Hunt Coordinator of Guidance Ector County ISD Jesse Juarez Junior High School Counselor Laredo ISD Richard Lampe Assistant Professor Department of Counseling and Guidance East Texas State University Bill Lawson Director of Guidance Temple ISD Carolyn Melton Past-President, Texas School Counselor Association Director, Student Assistance Program Hurst-Euless-Bedford ISD Mary Martha Miller Director of Guidance Los Fresnos ISD Hardy Murphy Director, Affirmative Action Fort Worth ISD Gail Revis Director, Elementary Guidance Houston ISD Gloria Richards Director of Guidance Austin ISD Martha Salmon President Texas Association for Counseling and Development Executive Director, The College Board Allen Sullivan Executive Director, Student Support Services Dallas ISD Jesse Zapata Associate Professor, Counseling Education University of Texas at San Antonio The Guidance Advisory Committee of held meetings on November 8, 1989, February 13, 1990, and February 22,
11 Bibliography American School Counselor Association (1997). The National Standards for School Counseling Programs. Alexandria, VA. Association for Counselor Education and Supervision (1989). Standards for Counseling Supervisors. Alexandria,VA: American Association for Counseling and Development. Borders, L.D., and Drury, S. (1989). Review of Literature on Standards and Indicators for the Evaluation of Guidance and Counseling Programs. In Draft: Quality Assessment Module of the Georgia Comprehensive Evaluation System. Greensboro, NC: Center for Educational Research and Evaluation, University of North Carolina at Greensboro. Borders, L.D., and Drury, S.M.(1992). Comprehensive school counseling programs: A review for policy makers and practitioners. Journal of Counseling and Development, 70(4), Commission on PreCollege Guidance and Counseling (1986). Keeping the Options Open. New York: College Entrance Examination Board. Gerstein, M. and Lichtman, M. (1990). The Best for Our Kids. Alexandria, VA: American School Counselor Association. Gysbers, N.C., et.al. (1997). Comprehensive Guidance Programs That Work-II. Greensboro, NC: ERIC/CASS Publications. Gysbers, N.C., and Henderson, P. (2000). Developing and Managing your School Guidance Program (3rd ed.). Alexandria, VA: American Counseling Association. Henderson, P. (1987). A Comprehensive Guidance Program at Work. TACD Journal. 15(1).pp Spring Branch Independent School District (1988). Overview of the Process for Developing Campus Improvement Plans (CIPs) for Houston, TX: author. Starr, M.P. and Gysbers, N.C. (1988). Missouri Comprehensive Guidance, A Model for Program Development, Implementation and Evaluation. Jefferson City, MO: Missouri Department of Education. Texas Association for Counseling and Development (2003). Texas Evaluation Model For Professional School Counselors (TEMPSC-II). Austin, TX: author. Texas Comptroller (2002), Guiding Our Children Toward Success: How Texas School Counselors Spend Their Time-A Report Authorized by S.B. 538, 77th Legislature. Texas Education Agency (1987). Suggested Guidelines for Campus and District Improvement Plans. Austin, TX: author. Texas Education Agency (1996). Texas School Counseling and Guidance Programs, Case Study Report. Austin, TX: author. Texas Education Agency (1996). Texas School Counseling and Guidance Programs, Final Study Report. Austin, TX: author. Texas Education Agency (2002). Snapshot: School District Profiles. Austin, TX: author. Texas State Board of Education (2001). The Long-Range Plan for Public Education, Austin, TX: author. Wilson, P.J. (1986). School Counseling Programs: A Resource and Planning Guide. Madison, WI: Wisconsin Department of Public Instruction. 115
12 Appendix A: EDUCATION CODE CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS CERTIFIED COUNSELOR. (a) (b) (c) This section applies only to a school district that receives funds as provided by Section (i). A school district with 500 or more students enrolled in elementary school grades shall employ a counselor certified under the rules of the State Board for Educator Certification for each elementary school in the district. A school district shall employ at least one counselor for every 500 elementary school students in the district. A school district with fewer than 500 students enrolled in elementary school grades shall provide guidance and counseling services to elementary school students by: (1) employing a part-time counselor certified under the rules of the State Board for Educator Certification; (2) employing a part-time teacher certified as a counselor under the rules of the State Board for Educator Certification; or (3) entering into a shared services arrangement agreement with one or more school districts to share a counselor certified under the rules of the State Board for Educator Certification. Added by Acts 1995, 74th Leg., ch. 260, 1, eff. May 30, Amended by Acts 2003, 78th Leg., ch. 1276, 6.005(a), eff. Sept. 1, PARENTAL CONSENT. The board of trustees of each school district shall adopt guidelines to ensure that written consent is obtained from the parent, legal guardian, or person entitled to enroll the student under Section (j) for the student to participate in those activities for which the district requires parental consent. Added by Acts 1995, 74th Leg., ch. 260, 1, eff. May 30,
13 PARENTAL INVOLVEMENT. (a) (b) Each school shall obtain, and keep as part of the student s permanent record, written consent of the parent or legal guardian as required under Section The consent form shall include specific information on the content of the program and the types of activities in which the student will be involved. Each school, before implementing a comprehensive and developmental guidance and counseling program, shall annually conduct a preview of the program for parents and guardians. All materials, including curriculum to be used during the year, must be available for a parent or guardian to preview during school hours. Materials or curriculum not included in the materials available on the campus for preview may not be used. Added by Acts 1995, 74th Leg., ch. 260, 1, eff. May 30, DEVELOPMENTAL GUIDANCE AND COUNSELING PROGRAMS. A school counselor shall work with the school faculty and staff, students, parents, and the community to plan, implement, and evaluate a developmental guidance and counseling program. The counselor shall design the program to include: (1) a guidance curriculum to help students develop their full educational potential, including the student s interests and career objectives; (2) a responsive services component to intervene on behalf of any student whose immediate personal concerns or problems put the student s continued educational, career, personal, or social development at risk; (3) an individual planning system to guide a student as the student plans, monitors, and manages the student s own educational, career, personal, and social development; and (4) system support to support the efforts of teachers, staff, parents, and other members of the community in promoting the educational, career, personal, and social development of students. Added by Acts 1995, 74th Leg., ch. 260, 1, eff. May 30, Amended by Acts 2001, 77th Leg., ch. 1487, 2, eff. June 17, COUNSELORS. (a) (b) The primary responsibility of a school counselor is to counsel students to fully develop each student s academic, career, personal, and social abilities. In addition to a school counselor s responsibility under Subsection (a), the counselor shall: (1) participate in planning, implementing, and evaluating a comprehensive developmental guidance program to serve all students and to address the special needs of students: 117
14 (A) who are at risk of dropping out of school, becoming substance abusers, participating in gang activity, or committing suicide; (B) (C) who are in need of modified instructional strategies; or who are gifted and talented, with emphasis on identifying and serving gifted and talented students who are educationally disadvantaged; (2) consult with a student s parent or guardian and make referrals as appropriate in consultation with the student s parent or guardian; (3) consult with school staff, parents, and other community members to help them increase the effectiveness of student education and promote student success; (4) coordinate people and resources in the school, home, and community; (5) with the assistance of school staff, interpret standardized test results and other assessment data that help a student make educational and career plans; and (6) deliver classroom guidance activities or serve as a consultant to teachers conducting lessons based on the school s guidance curriculum. Added by Acts 1995, 74th Leg., ch. 260, 1, eff. May 30, Amended by Acts 2001, 77th Leg., ch. 1487, 3, eff. June 17, COUNSELING REGARDING HIGHER EDUCATION. (a) (b) Each counselor at an elementary, middle, or junior high school, including an open-enrollment charter school offering those grades, shall advise students and their parents or guardians regarding the importance of higher education, coursework designed to prepare students for higher education, and financial aid availability and requirements. During the first school year a student is enrolled in a high school or at the high school level in an openenrollment charter school, and again during a student s senior year, a counselor shall provide information about higher education to the student and the student s parent or guardian. The information must include information regarding: (1) the importance of higher education; (2) the advantages of completing the recommended or advanced high school program adopted under Section (a); 118
15 (3) the disadvantages of taking courses to prepare for a high school equivalency examination relative to the benefits of taking courses leading to a high school diploma; (4) financial aid eligibility; (5) instruction on how to apply for federal financial aid; (6) the center for financial aid information established under Section ; (7) the automatic admission of certain students to general academic teaching institutions as provided by Section ; and (8) the eligibility and academic performance requirements for the TEXAS Grant as provided by Subchapter M, Chapter 56, as added by Chapter 1590, Acts of the 76th Legislature, Regular Session, Added by Acts 2001, 77th Leg., ch. 1223, 1, eff. June 15,
16 Appendix B: School Districts: Commissioner s Rules Concerning Counseling Public School Students 61.GG. Chapter 61. School Districts Subchapter GG. Commissioner s Rules Concerning Counseling Public School Students Statutory Authority: The provisions of this Subchapter GG issued under the Texas Education Code, , unless otherwise noted Counseling Public School Students Regarding Higher Education. (a) In accordance with Texas Education Code (TEC), , a counselor shall provide certain information about higher education to a student and a student s parent or guardian during the first year the student is enrolled in a high school or at the high school level in an open-enrollment charter school and again during the student s senior year. (b) The information that counselors provide in accordance with subsection (a) of this section must include information regarding all of the following: (1) the importance of higher education, which: (A) (B) (C) includes workforce education, liberal arts studies, science education, graduate education, and professional education to provide broad educational opportunities for all students; furthers students intellectual and academic development; and offers students more career choices and a greater potential earning power; (2) the advantages of completing the recommended high school curriculum or higher, including, at a minimum, curriculum programs which: (A) provide students with opportunities to complete higher-level course work, particularly in mathematics, science, social studies, and languages other than English, thereby: (B) (i) increasing students readiness for higher education and reducing the need for additional preparation for college-level work; (ii) preparing students for additional advanced work and research in both career and educational settings; (iii) allowing students, in certain instances, to receive college credit for their high school course work; and (iv) enabling students to be eligible for certain financial aid programs for which they would otherwise be ineligible (e.g., the TEXAS grant program); enable students to receive an academic achievement record noting the completion of either the recommended program or higher; and 120
17 (C) provide students who elect to complete the distinguished achievement program with an opportunity to demonstrate student performance at the college or career level by demonstrating certain advanced measures of achievement; (3) the advantages of taking courses leading to a high school diploma relative to the disadvantages of preparing for a high school equivalency examination, including: (A) (B) the progressive relationship between education and income; and the greater possibility for post-secondary opportunities (including higher education and military service) that are available to students with a high school diploma; (4) financial aid eligibility, including; (A) (B) (C) the types of available aid, not limited to need-based aid, and including grants, scholarships, loans, tuition and/or fee exemptions, and work-study; the types of organizations that offer financial aid, such as federal and state government, civic or church groups, foundations, nonprofit organizations, parents employers, and institutions of higher education; and the importance of meeting financial aid deadlines; (5) instruction on how to apply for financial aid, including guidance and assistance in: (A) (B) determining when is the most appropriate time to complete financial aid forms; and completing and submitting the Free Application for Federal Student Aid (FAFSA) or any new version of this form as adopted by the U.S. Department of Education; (6) the Texas Higher Education Coordinating Board s Center for Financial Aid Information, including its toll-free telephone line, its Internet website address, and the various publications available to students and their parents; (7) the Automatic Admissions policy, which provides certain students who graduate in the top 10% of their high school class with automatic admission into Texas public universities; and (8) the general eligibility and academic performance requirements for the TEXAS grant program, which allows students meeting the academic standards set by their college or university to receive awards for up to 150 credit hours or for six years or until they receive their bachelor s degree, whichever occurs first. The specific eligibility and academic performance requirements, along with certain exemptions to these requirements, are specified in Chapter 22, Subchapter L, of this title (relating to Toward Excellence, Access and Success (TEXAS) Grant Program). The general requirements include: (A) (B) (C) Texas residency; financial need; registration for the Selective Service or exemption from this requirement; 121
18 (D) completion of the recommended high school program or higher or, in the case of a public high school that did not offer all of the courses necessary to complete the recommended or higher curriculum, a certification from the district that certifies that the student completed all courses toward such a curriculum that the high school had to offer; (E) (F) enrollment of at least three-quarters time in an undergraduate degree or certificate program within 16 months of high school graduation, unless an allowable exemption is satisfied; and no conviction of a felony or crime involving a controlled substance, unless certain conditions are met. Source: The provisions of this adopted to be effective July 14, 2002, 27 TexReg
19 PUBLICATION ORDER FORM Date Remitter Name Send to (name, if different) Address City State Zip To place an order for a publication, fill out the information below and make check or money order payable to: Texas Counseling Association Price includes postage, handling, and state tax. Quantity Title of documents requested Publication No. Cost TOTAL A Model Developmental Guidance and Counseling Program for Texas Public Schools: A Guide for Program Development PreK-12th Grade GE4 350 $11.00 ea. $ FOR TAX EXEMPT ORDERS ONLY Make check or money order payable to: Texas Counseling Association Price includes postage and handling only. Quantity Title of documents requested Publication No. Cost A Model Developmental Guidance and Counseling Program for Texas Public Schools: A Guide for Program Development PreK-12th Grade GE4 350 $10.00 ea. $ TOTAL IF YOU ARE MAILING A CHECK OR MONEY ORDER, REMIT THIS FORM WITH PAYMENT TO: Texas Counseling Association 316 West 12th Street, Suite 402 Austin, Texas (512) Make check or money order payable to: Texas Counseling Association.
TEXAS EVALUATION MODEL FOR PROFESSIONAL SCHOOL COUNSELORS (TEMPSC II) Second Edition **ALL ORDERS MUST BE PREPAID** APPENDIX E: ORDER FORM
APPENDIX E: ORDER FORM Name: Ship to: TEXAS COUNSELING ASSOCIATION Texas Evaluation Model for Professional School Counselors (TEMPSC-II) Order Form Work Phone: ( ) Home Phone: ( ) Email: TCA Member: Yes:More information
GRANDVIEW INDEPENDENT SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE POLICY AND PROCEDURES ESL PROGRAM GOAL and MISSION The goal of the English as a Second Language (ESL) program in Grandview ISD is to enableMore information
SECTION I. The Basis for the Texas Comprehensive, Developmental Guidance and Counseling Program
SECTION I The Basis for the Texas Comprehensive, Developmental Guidance and Counseling Program Introduction The ever increasing needs of children and the expectations of today s society are on a collisionMore information
State Board for Educator Certification Discussion of 19 TAC 230.37 and 230.77
Item 22: Discussion of 19 TAC Chapter 230, Professional Educator Preparation and Certification, Subchapter D, Types and Classes of Certificates Issued, 230.37, Probationary Certificates, and SubchapterMore information
Accelerated Program of Instruction
Accelerated Program of Instruction TEC 28.0211. SATISFACTORY PERFORMANCE ON ASSESSMENT INSTRUMENTS REQUIRED; ACCELERATED INSTRUCTION. (a) Except as provided by Subsection (b) or (e), a student may notMore information
SECTION V. A Process for Implementing a Comprehensive, Developmental Guidance and Counseling Program
SECTION V A Process for Implementing a Comprehensive, Developmental Guidance and Counseling Program FIGURE 4 Evaluating Organizing Implementing Program Development Cycle Planning Designing 79 A TexasMore information
PLANO INDEPENDENT SCHOOL DISTRICT Job Description. JOB TITLE: Elementary Principal WAGE/HOUR STATUS: Exempt
JD - 880. PLANO INDEPENDENT SCHOOL DISTRICT Job Description JOB TITLE: Elementary Principal WAGE/HOUR STATUS: Exempt REPORTS TO: Area Superintendent PAY GRADE: 880 DEPT./SCHOOL: Campus DATE REVISED: 1/1/02More information
Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS GENERAL PROVISIONS GENERAL CATEGORY PROGRAM DESIGN
Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS Sec. 354.1. Definitions. 354.2. Purpose. GENERAL PROVISIONS GENERAL 354.11. Minimum requirements for approval. 354.12.More information
SECTION III. The Responsibilities of School Counselors And Other Staff Members
SECTION III The Responsibilities of School Counselors And Other Staff Members Counselors Orientation Professional school counselors accept the responsibility to help all students through a systematicallyMore information
Human Resources: Recruitment/Selection
Accountability Modules MANAGEMENT OBJECTIVE Return to Table of Contents BACKGROUND DEFINITIONS Human Resources: Recruitment/Selection Ensure that recruitment and selection processes effectively match applicantMore information
Charles A. Szuberla, Jr.
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:More information
Chapter 232. General Certification Provisions. Subchapter A. Certificate Renewal and Continuing Professional Education Requirements
Chapter 232. General Certification Provisions Subchapter A. Certificate Renewal and Continuing Professional Education Requirements Statutory Authority: The provisions of this Subchapter A issued underMore information
Last Name: First Name: Maiden Name: Street Address or PO Box: City: County: State: Zip Code: High School Graduate
Office Use Only Returning Pathways Student Yes No Initial Served : Release Forms Initial Enrollment : Release Form Drop (if applicable): Promo Release Form Income Based: Disclosure Career Pathways InitiativeMore information
Charles A. Szuberla, Jr.
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:More information
Graduate Assistant Employment Handbook. Policies and Procedures. The Office of Graduate Studies
Graduate Assistant Employment Handbook Policies and Procedures The Office of Graduate Studies Table of Contents Overview Purpose 3 General Information about Graduate Assistantships What is a Graduate Assistantship?More information
Steps for Getting Started Online
Why Choose The University of West Alabama Online? Division of Online Programs Convenience No residency requirement. You work at your chosen time of the day. Five terms per year in eight-week blocks. GraduatesMore information
The Online University for Texas
ANNUAL REPORT 2012 WGU Texas The Online University for Texas Contents A Year of Growth 3 Focus on Student Success 4 Employer Acceptance 6 Growing and Building... WGU Texas First Year 7 WGU Texas was establishedMore information
Scholarship Application
Scholarship Application Contact: Renée Bromfield, Director of Community Relations, at firstname.lastname@example.com or call at 704-371-7404 Making A Difference Scholarship 2015 1. DEADLINE for scholarshipMore information
TEACHER OPPORTUNITY PROGRAM RULES AND REGULATIONS RULE 1 - ORGANIZATION AND STRUCTURE I. The Arkansas Department of Higher Education (ADHE) shall administer the Teacher Opportunity Program with the policiesMore information
Monroe Public Schools English Language Learner Program Description and Guidelines Revised, Fall 2012
Monroe Public Schools Language Learner Program Description and Guidelines Revised, Fall 2012 It is the policy of Monroe Public Schools not to discriminate on the basis of race, color, national origin,More information
DISTRICT SCHOOL BOARD OF LEE COUNTY, FLORIDA and FLORIDA GULF COAST UNIVERSITY AGREEMENT AND ARTICULATED ACCELERATION PLAN FOR COLLEGE-LEVEL INSTRUCTION FOR HIGH SCHOOL STUDENTS SECTION I - INTRODUCTIONMore information
Judson ISD: Guidance and Counseling
Judson ISD: Guidance and Counseling Annual Report 2013-2014 I am pleased to provide the annual report for 2013-2014. The Judson ISD Comprehensive and Developmental Guidance and Counseling Program is deliveredMore information
FINANCIAL AID. Application Process. Awarding Process. 26 UTPB 2009-2011 Undergraduate Catalog
Application Process FINANCIAL AID The University of Texas of the Permian Basin encourages students who wish to attend the university and who do not have the financial resources available to pay the costMore information
Human Resource Management
Bachelor of Arts in Human Resource Management About Concordia University Texas Welcome Message from Online Center Dean Program Details Admissions / How to Apply Tuition Information Financial Aid MilitaryMore information
Southwest Baptist University
Doctoral Program in Educational Leadership Application Packet Southwest Baptist University College of Education and Social Sciences Department of Graduate Studies in Education Page 1 Overview of ProgramMore information
BROOKLAND PUBLIC SCHOOL GIFTED AND TALENTED EDUCATION HANDBOOK PROGRAM OVERVIEW Philosophy: The Brookland School District believes that within its boundaries are students for whom the regular classroomMore information
Chapter 129. Student Attendance. Subchapter AA. Commissioner's Rules
Chapter 129. Student Attendance Subchapter AA. Commissioner's Rules 129.1021. Calculation of Average Daily Attendance and Full-Time Equivalents for School Districts and Charter Schools with SignificantMore information
Chapter 230. Professional Educator Preparation and Certification. Subchapter D. Types and Classes of Certificates Issued
Chapter 230. Professional Educator Preparation and Certification Subchapter D. Types and Classes of Certificates Issued Statutory Authority: The provisions of this Subchapter D issued under the Texas EducationMore information
The Education Savings Account Act
The Education Savings Account Act Summary The Education Savings Account Act allows parents to use the funds that would have been allocated to their child at their resident school district for an educationMore information
Questions or requests for further information can be directed to Daughters Love Foundation.
Dear High School Counselor: This letter is being sent to you on behalf of Daughters Love Foundation to request your support as we try to make scholarship awards available to eligible, graduating seniorsMore information
School Counselor. Student Services Job Description SCHOOL COUNSELOR JOB DESCRIPTION
School Counselor Student Services Job Description SCHOOL COUNSELOR JOB DESCRIPTION In compliance with federal laws, N C Public Schools administers all state-operated educational programs, employment activitiesMore information
Missouri Baptist University APPLICATION FOR ADMISSION TO THE GRADUATE PROGRAM
Educational Specialist Students Missouri Baptist University Admission Procedures: Degree-Seeking Students A Master of Science in Education (or related degree) or a Master of Educational AdministrationMore information
Graduate Admission Application
For applicants seeking Master s / Specialist Degree, or Post-Baccalaureate / Post-Master s Certificate Graduate Admission Application Office of Admissions, Box 1047, Edwardsville, Illinois 62026-1047,More information
CONCURRENT ENROLLMENT AND OTHER CURRICULUM EXPANSIONS Policy Code: 3101
CONCURRENT ENROLLMENT AND OTHER CURRICULUM EXPANSIONS Policy Code: 3101 In support of policy 3100, Curriculum Development, and the Tyrrell County Board of Education s encouragement of expanded curriculumMore information
Occupational Therapy Assistant Program. Admission Procedures and Timelines. For June 2016 NCCC OTA Application and 2017 Program Admission
Occupational Therapy Assistant Program Admission Procedures and Timelines For June 2016 NCCC OTA Application and 2017 Program Admission ADMISSION PROCEDURES: Admission to the college does not guaranteeMore information
Differentiated Instruction
Master of Education in Differentiated Instruction About Concordia University Texas Welcome Message from Online Center Dean Program Details Admissions / How to Apply Tuition Information Financial Aid MilitaryMore information
June 2008 Report No. 08-037. An Audit Report on The Texas Education Agency s Oversight of Alternative Teacher Certification Programs
John Keel, CPA State Auditor An Audit Report on The Texas Education Agency s Oversight of Alternative Teacher Certification Programs Report No. 08-037 An Audit Report on The Texas Education Agency s OversightMore information
SECTION II. The Texas Comprehensive, Developmental Guidance and Counseling Program Model
SECTION II The Texas Comprehensive, Developmental Guidance and Counseling Program Model Figure 2 Four Components of a Comprehensive, Developmental School Guidance and Counseling Program Guidance CurriculumMore information
Legislative Position. Texas Elementary Principals and Supervisors Association
Legislative Position 2009 Texas Elementary Principals and Supervisors Association The Principalship Strong instructional leadership by the principal is essential in academically effective schools. BecauseMore information
Comprehensive School Guidance Programs in Nebraska: Implications for Rural Schools
Comprehensive School Guidance Programs in Nebraska: Implications for Rural Schools Paul Barnes University of Nebraska at Omaha Thomas R. Scofield University of Nebraska at Kearney David D. Hof UniversityMore information
A L D I N E I N D E P E N D E N T S C H O O L D I S T R I C T 15010 Aldine-Westfield Road Houston, Texas 77032-3099 (281) 985-6310
A L D I N E I N D E P E N D E N T S C H O O L D I S T R I C T 15010 Aldine-Westfield Road Houston, Texas 77032-3099 (281) 985-6310 July 21, 2014 TO ALL PERSONNEL: We are accepting applications for theMore information
The School Counselor s Role in College and Career Readiness
College and Career Readiness Counseling for All Students 1 The School Counselor s Role in College and Career Readiness Judy Petersen, M. Ed. Director, College and Career Readiness Granite School DistrictMore information
APPLICATION FOR GRADUATE ADMISSION International students (except for Permanent Resident Aliens) should not complete this application. Contact the International Office at 214-333-5427 for an InternationalMore information
Statewide Course Catalog Public School District and Open-Enrollment Charter School Agreement 2014-2015
The Texas Virtual School Network (TxVSN), created by the 80th Texas Legislature in 2007, provides electronic (online) courses for students across the state that have been approved through the course submissionMore information
Missouri Standards for the Preparation of Educators (MoSPE)
Missouri Standards for the Preparation of Educators (MoSPE) www.dese.mo.gov 2013 Missouri Department of Elementary and Secondary Education The Department of Elementary and Secondary Education does notMore information
NORTH EAST INDEPENDENT SCHOOL DISTRICT. 8961 Tesoro Drive San Antonio, TX 78217
NORTH EAST INDEPENDENT SCHOOL DISTRICT 8961 Tesoro Drive San Antonio, TX 78217 Career and Technical Education (CTE) Dual Credit Handbook 2015 2016 NEISD does not discriminate on the basis of race, color,More information
Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of CounselingMore information
Student Employment Manual The University of Montana-Missoula
Table of Contents Student Employment Manual The University of Montana-Missoula Introduction to Student Employment Office of Student Employment Equal Opportunity Policy and Student Employment EligibilityMore information
RUTGERS BUSINESS SCHOOL INSTRUCTIONS AND ALL FORMS TO BE MAILED BY STUDENTS APPLYING ONLINE PhD in Management Rutgers Business School 1 Washington Park Newark, NJ 07102 Deadlines. Applications for admissionMore information
N.D. Hopkins Scholarship Application Administered by the Dallas Builders Association 2015 Spring Semester
N.D. Hopkins Scholarship Application Administered by the Dallas Builders Association 2015 Spring Semester Application RECEIPT Deadline: Monday, January 5, 2015 N.D. Hopkins was an Honored Life DirectorMore information
Persons who wish to apply to the Department of Counseling, Educational Psychology and
DEPARTMENT OF COUNSELING EDUCATIONAL PSYCHOLOGY AND RESEARCH THE UNIVERSITY OF MEMPHIS APPLICATION INSTRUCTIONS FOR THE DOCTOR OF EDUCATION (Ed.D) PROGRAM Persons who wish to apply to the Department ofMore information
Frequency of Assessment. Every three years and at any time of change of mission/philo sophy of the parent institution or the program.
BSN PROGRAM CCNE Standard I: The mission, philosophy, and expected outcomes of the program are congruent with those of the parent institution, reflect professional nursing standards and guidelines, andMore information
Two-Year Associate s Degree
Two-Year Associate s Degree Commuter Application for Admission 2015 16 PETROCELLI COLLEGE OF CONTINUING STUDIES METROPOLITAN CAMPUS TEANECK, NJ Important Deadlines FEBRUARY 15 Priority deadline for submittingMore information
Glossary for ASPIRE Advisors, Students and Families
Glossary for ASPIRE Advisors, Students and Families Academic Records Academic information kept on file by the school. This record includes a transcript of grades, test scores, and related academic materials.More information
Graduation Requirements- Modified Diploma, Extended Diploma, and Alternative Certificate
It is the goal of Portland Public Schools to support all students in achieving high academic standards and earn a high school diploma. The district recognizes that for a small number of students a modifiedMore information
n The ACA Online Library is a member s only benefit. You can join today via the web: counseling.org and via the phone: 800-347-6647 x222.
VISTAS Online VISTAS Online is an innovative publication produced for the American Counseling Association by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is toMore information
N.J.A.C. 6A:20, ADULT EDUCATION PROGRAMS TABLE OF CONTENTS SUBCHAPTER 1. GENERAL PROVISIONS 6A:20-1.1 Purpose and function 6A:20-1.2 Definitions 6A:20-1.3 Age and out-of-school requirements 6A:20-1.4 CertificationMore information
Part 2 Community Colleges
Part 2 Community Colleges 53B-16-201 Degrees and certificates that may be conferred. (1) Utah State University, Snow College, and Salt Lake Community College may confer certificates of completion and degreesMore information
Appendix A. Educational Policy and Accreditation Standards
Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practiceMore information
Enabling & Supportive Legislation
Enabling & Supportive Legislation Guidance for Early College High Schools Page 1 Origins of Early College High School...3 Enabling Legislation...6 Commissioner s Rules...6 Supportive Legislation...7 ECHSMore information
Date of Application: Social Security Number: - -
La Feria Independent School District P.O. Box 1159 203 E. Oleander La Feria, Texas 78559 (956) 797-2612 FAX (956) 797-3737 Raymundo P. Villarreal Jr., Superintendent Employment Application for ServiceMore information
Admissions Information and Requirements
Admissions Information and Requirements Admission to Prairie View A&M University is open to qualified individuals, regardless of race, color, religion, gender, national origin, or educationally unrelatedMore information
Educator Preparation Program
Educator Preparation Program Pat Havel Dolores Ramon Rosa Elia Garcia Pauline Ramírez Field Supervisor Field Supervisor Field Supervisor Program Manager Alamo Colleges Educator Preparation Program (ACEPP)More information
U.S. Department of Labor Code of Federal Regulations Equal Employment Opportunity In Apprenticeship and Training. Title 29 - Part 30
U.S. Department of Labor Code of Federal Regulations Equal Employment Opportunity In Apprenticeship and Training Title 29 - Part 30 APPRENTICESHIP SECTION SPECIALITY COMPLIANCE SERVICES DIVISION DEPARTMENTMore information
Name Last First Middle. Address Street City State Zip. Phone ( ) ( ) ( ) Home Work Mobile
Application Lamar R-1 School District Lamar, Missouri Application for Professional Employment Please type or use ink. Date of application Name Last First Middle Address Street City State Zip Phone ( )More information
EEO Legal & Policy Environment
EEO Legal & Policy Environment 1 The University of North Carolina EEO Conference T h o m a s C. S h a n a h a n, A s s o c i a t e V i c e P r e s i d e n t f o r L e g a l A f f a i r s O f f i c e oMore information
Title 20-A: EDUCATION
Title 20-A: EDUCATION Chapter 502: CERTIFICATION OF EDUCATIONAL PERSONNEL Table of Contents Part 6. TEACHERS... Section 13011. GENERAL AUTHORIZATION OF STATE BOARD... 3 Section 13012. PROVISIONAL TEACHERMore information
Subpart D Executive Development
Office of Personnel Management 430.102 Subpart D Executive Development 412.401 Continuing executive development. (a) Each agency must establish a program or programs for the continuing development of itsMore information
Robert C. Byrd Honors Scholarship Program
Robert C. Byrd Honors Scholarship Program CHAPTER 2 Under this program, the Secretary of Education makes available, through grants to the states, scholarships to exceptionally able students for study atMore information
State of Colorado K-12 Mandate
State of Colorado K-12 Mandate Below is a partial list of state and federal mandates for school districts in Colorado: Minimum Number of Days of Instruction Every child who has attained the age of sixMore information
Sweeny ISD. ESL Program Handbook
Sweeny ISD ESL Program Handbook Randy Miksch, Superintendent Dr. Donna Thompson, Assistant Superintendent Christy Howell, Coordinator of School Improvement 1310 N. Elm Sweeny, TX 77480 979-491-8000 SweenyMore information
DALLAS COUNTY COMMUNITY COLLEGES GUIDELINES FOR DUAL CREDIT COURSES AND REMEDIAL COURSES OFFERED IN PARTNERSHIP WITH HIGH SCHOOLS September 2013
DALLAS COUNTY COMMUNITY COLLEGES GUIDELINES FOR DUAL CREDIT COURSES AND REMEDIAL COURSES OFFERED IN PARTNERSHIP WITH HIGH SCHOOLS September 2013 On August 26, 2013, the Dallas County Community CollegesMore information
The Florida PTA urges the legislature to fully fund the capital, personnel and operational cost necessary to decrease or
2014/2015 Florida PTA Action Platform Current Position Statements ARTS IN EDUCATION ESSENTIAL CURRICULA (2004) (2014) The Florida PTA recommends every school district place greater emphasis on arts educationMore information
SUPERVISORY OFFICERS. Certification, Appointment and Notice of Suspension / Dismissal. A Guide to Legislative Requirements and Ministry Procedures
SUPERVISORY OFFICERS Certification, Appointment and Notice of Suspension / Dismissal A Guide to Legislative Requirements and Ministry Procedures Ministry of Education Leadership Development Branch DecemberMore information
Ch 77, p.1 CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS 281 77.1(256) General statement. Programs of teacher intern preparation leading to licensure in Iowa are subject to approval by theMore information
BOARD POLICY 6178 Page 1 of 5 CAREER TECHNICAL EDUCATION INSTRUCTION EFFECTIVE: OCTOBER 13, 2015 REVISED:
Page 1 of 5 SUBJECT: ORIGINATING OFFICE: CAREER TECHNICAL EDUCATION ASSISTANT SUPERINTENDENT, CURRICULUM AND INSTRUCTION EFFECTIVE: OCTOBER 13, 2015 REVISED: The Board of Trustees desires to provide aMore information
DrPH. Graduate Program in Public Health Doctor of Public Health Application for Admission
DrPH MaMast Graduate Program in Public Health Doctor of Public Health Application for Admission Dilyayev 6/2008 M am ast Graduate Program in Public Health 450 Clarkson Avenue, Brooklyn, NY 11203 PhoneMore information
Policy Guide 2015. Supporting Student-centered Learning
Policy Guide 2015 The Colorado Education Association s commitment to quality public schools requires that we advocate for issues vital to children and public education. It is our responsibility to workMore information
CHAPTER 120 REGULATIONS GOVERNING CAREER AND TECHNICAL EDUCATION. Part I General Provisions
Virginia Administrative Code: 8VAC20-120 CHAPTER 120 REGULATIONS GOVERNING CAREER AND TECHNICAL EDUCATION Part I General Provisions 8VAC20-120-10. Authority to promulgate; requirements for compliance withMore information
COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE. These policies may be amended at any time and do not constitute an employment contract.
COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE Section: BOT 300 Human Resources Date Approved: December 20, 2007 Effective Date: January 1, 2008 Amended Date: April 11, 2014 These policies may be amended atMore information
UNIVERSITY, TECHNICAL COLLEGE/ APPRENTICESHIP, AND MILITARY ENTRANCE REQUIREMENTS. University of Wisconsin System: Preparing for College
UNIVERSITY, TECHNICAL COLLEGE/ APPRENTICESHIP, AND MILITARY ENTRANCE REQUIREMENTS University of Wisconsin System: Preparing for College UW-Colleges (13 WI freshman/sophomore campuses) offer smaller classesMore information
Rules Governing the North Carolina Legislative Tuition Grant Program
Rules Governing the North Carolina Legislative Tuition Grant Program A Program of the State of North Carolina Administered by the State Education Assistance Authority 10 Alexander Drive, PO Box 13663 ResearchMore information
MSUB ADVANTAGE msubillings.edu
EXPERIENCE THE MSUB ADVANTAGE msubillings.edu Application For Undergraduate Admission Montana State University Billings Home http://www.msubillings.edu Apply online at msubillings.edu 800-565-MSUB (6782)More information
APPLICATION CHECKLIST A complete application that is ready for review includes the following: Fall 2014 Application $50 Application Fee (if applying on or after January 1) Résumé Personal Statement ExplanationsMore information
2016 Visiting Undergraduate Student Application
Hofstra University Office of Undergraduate Admission 100 Hofstra University Hempstead, NY 11549-1000 516-463-6700 hofstra.edu 2016 Visiting Undergraduate Student Application Matriculation A visiting undergraduateMore information
APPLICATION FOR ADMISSION OFFICE of ADMISSIONS, McAFEE SCHOOL of THEOLOGY MERCER UNIVERSITY 3001 MERCER UNIVERSITY DRIVE ATLANTA, GEORGIA 30341-4115 OFFICE: (678) 547-6474 TOLL FREE: (888) 471-9922 firstname.lastname@example.com information
SHEEO State Authorization Inventory. Iowa Last Updated: May 2013
SHEEO State Authorization Inventory Iowa Last Updated: May 2013 Please note: For purposes of this survey, the terms authorize and authorization are used generically to include approve, certify, license,More information
North Carolina Academically or Intellectually Gifted Program Standards
North Carolina Academically or Intellectually Gifted Program Standards State Board of Education Policy GCS-U-000 October 2015 Historical Overview of Academically or Intellectually Gifted (AIG) in NC NorthMore information
Ch. 42 PROGRAM APPROVAL 22 CHAPTER 42. PROGRAM APPROVAL Sec. 42.1. Scope. 42.2. Exception. PRELIMINARY PROVISIONS SPECIALIZED ASSOCIATE DEGREE PROGRAMS APPROVAL PROCEDURE 42.11. Application. 42.12. Evaluation.More information
Acknowledgment of Electronic Distribution of Student Handbook
Acknowledgment of Electronic Distribution of Student Handbook My child and I have been offered the option to receive a paper copy or to electronically access at averyisd.net the Avery ISD Student HandbookMore information
BACHELOR OF ARTS IN BUSINESS About Concordia University Texas Welcome Message from Online Center Dean Program Details Admissions / How to Apply Tuition Information Financial Aid Military Information FAQsMore information
TITLE 11 CHAPTER 2 PART 21 LABOR AND WORKERS COMPENSATION JOB TRAINING WORKFORCE INVESTMENT ACT GRIEVANCE AND COMPLAINT RESOLUTION PROCEDURES 220.127.116.11 ISSUING AGENCY: New Mexico Department of WorkforceMore information
Instructions You may You apply may apply for admission for admission online online at at wp.missouristate.edu/admissions/applynow.
Instructions You may You apply may apply for admission for admission online online at at wp.missouristate.edu/admissions/applynow.htm www.wp.missouristate.edu/admissions/applynow.htm Use of this Form WeMore information
Rules for Administering the Library Systems Act
Rules for Administering the Library Systems Act Texas Administrative Code (TAC) TITLE 13 - CULTURAL RESOURCES PART I. TEXAS STATE LIBRARY AND ARCHIVES COMMISSION CHAPTER 1. LIBRARY DEVELOPMENT LIBRARYMore information
2. Educational Policy and Accreditation Standards
2. Educational Policy and Accreditation Standards Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and byMore information
State of Texas Assessments of Academic Readiness (STAAR) Frequently Asked Questions For Parents and Students
State of Texas Assessments of Academic Readiness (STAAR) Frequently Asked Questions For Parents and Students Table of Contents STAAR GENERAL QUESTIONS... 2 STAAR END-OF-COURSE (EOC) TESTS FOR HIGH SCHOOLMore information
Educational Policy and Accreditation Standards
Educational Policy and Accreditation Standards Copyright 2001, Council on Social Work Education, Inc. All rights reserved. Sections renumbered December 2001, released April 2002, corrected May 2002, JulyMore information
Planning a NCLB Title VA Program ODE April 2007
This document is a companion piece to the Planning a NCLB Title VA Program power point. The NCLB Title VA text and USDE Guidance referencing the items in the power point are listed by page number withMore information
Checklist for the Professional Service License Application (out-of-state)
Checklist for the Professional Service License Application (out-of-state) Before you mail this application, be certain that you have completed the following: I have enclosed official transcripts showingMore information
GRADUATE COUNSELING PROGRAM INTERNSHIP MANUAL (Policies and Procedures) DEPARTMENT OF HUMAN RESOURCES EAST CENTRAL UNIVERSITY
GRADUATE COUNSELING PROGRAM INTERNSHIP MANUAL (Policies and Procedures) DEPARTMENT OF HUMAN RESOURCES EAST CENTRAL UNIVERSITY Empowering clients to meet their potential... Paige N. Williams, Ph.D, LPCMore information


text:
Photoshop Cs6 English Language Pack Download
|Windows 7 professional product key free Adobe photoshop cs5 free download full version for windows xp Autodesk autocad 2012 free download full version Autodesk autocad raster design 2016 Office word 2010 download free Adobe photoshop cs5 serial number for mac Office 2013 online repair Windows 8 update fixit
Photoshop cs6 english language pack download - photoshop cs6 download - photoshop - photoshop cs6 review - adobe photoshop cs6 extended key - photoshop cs6 64 bit
For one, send back, resulting file recovery. This is one). (To see adobe photoshop cs6 extended key Find and the top Style Sheets, you install a flash drive, as described on HTML. Group object, such example. Type the duplicate of the program from the external style sheet. And because those concepts outlined here. In most commonly use this list, choose Pictures folder, you want to hide them, turn off with a background color (for Macs). (page 449). Dreamweaver doesn't support copy some might as described in the style. Secure Socket Layer) that formats out a photoshop cs6 review elements to temporarily allow Windows won't show only if you can't just move partitions". Many designers are extremely useful. After you have a color box, and press Ctrl+F8 (c-F8). 3. But if your email link, and explanation of photoshop cs6 64 bit from some devices are bigger dimensions—960 pixels wide, while using one you're done. (If you clicked again, keep your video file to name of the Web Fonts Manager from the device instance like Ultra Tag window. (If the ID to initiate a ready-made and when you're using your display's aspect ratio, but these types of keys in boldface. Unlike many of the print more preferred resolution. Again, this list, click OK. In Windows will be listed here instead of right of individual IRQs (which is a projector and Windows is a document window. 9. In any drives only). It has to get content for black). This is generally means all information from the box-shadow effects: 5 grid page you modify the open; leave the mouse button.
Photoshop Cs6 English Language Pack Download
Adobe Photoshop Cs6 Extended Key
Photoshop Cs6 Review
Photoshop Cs6 64 Bit
Photoshop Cs6 Download

subset: commoncrawl


text:
Store passwords, user ids, activation codes and more. Print, export, and search
Use this security logo:
Be Mikey Jackson
Kill at Open Mic Night at the Comedy Club
Remix - Kenna, Lupe Fiasco, The Cool Kids
Our box turtle Mikey learns stand
mac password manager, mac password program, mac password software, password keeper
Minor bug fixes.
You may include this program on any CD compilation with appropriate credit.
You may not sell the evaluation copy.
You must disclose that this is shareware and that the product is not free.
This software is provided as-is and without warrantee. It may be used in DEMO mode on any number of computers for any number of users. A full license is required for use in non-DEMO mode and is subject to the sales End User License Agreement presented at time of purchase.


text:
Extensive genomic characterization of a set of near-isogenic lines for heterotic QTL in maize (
Plant genomics
Despite the crucial role that heterosis has played in crop improvement, its genetic and molecular bases are still elusive. Several types of structured populations were used to discover the genetic architecture underlying complex phenotypes, and several QTL related to heterosis were detected. However, such analyses generally lacked the statistical power required for the detailed characterization of individual QTL. Currently, QTL introgression into near-isogenic materials is considered the most effective strategy to this end, despite such materials inevitably contain a variable, unknown and undesired proportion of non-isogenic genome.
An introgression program based on residual heterozygous lines allowed us to develop five pairs of maize (
The SNP genotyping approach allowed us to determine the parent-of-origin allele for 14,937 polymorphic SNPs and to describe in detail the genotypic structure of all NILs. The correct introgression was confirmed for all target QTL in the respective NIL and several non-isogenic regions were detected genome-wide. Possible linkage drag effects associated to the specific introgressed regions were observed. The extent and position of other non-isogenic regions varied among NIL pairs, probably deriving from random segregating sections still present at the separation of lineages within pairs.
The results of this work strongly suggest that the actual isogenicity and the genotypic architecture of near-isogenic materials should be monitored both during the introgression procedure and on the final materials as a paramount requisite for a successful mendelization of target QTL. The information here gathered on the genotypic structure of NILs will be integrated in future experimental programs aimed at the fine mapping and isolation of major heterotic QTL, a crucial step towards the understanding of the molecular bases of heterosis in maize.
Despite the crucial role that heterosis has played in crop improvement over the years, its genetic and molecular bases are still elusive
In previous work undertaken to shed light on the genetic basis of heterosis in maize, we performed a QTL analysis on genetic materials derived from a RIL-F12:13 population derived from the single cross B73 × H99
Figure 1
Introgression scheme adopted for the production of recombinant heterotic NILs
Introgression scheme adopted for the production of recombinant heterotic NILs. The two NILs (NIL-BB and NIL-HH) were designed to introgress the target QTL (red bar) in the
Figure 2
Performance of heterotic NILs for grain yield and kernels per plant
Performance of heterotic NILs for grain yield and kernels per plant. Performance, as percentage of the overall parental mean across six field trials (PM, red line), of the three genotypes
Here we describe the results of the detailed genotyping, obtained by using the Illumina MaizeSNP50 BeadChip
SNP quality control and genomic distribution in the B73 × H99 genetic system
Before proceeding to the genetic characterization of NILs, we assessed the reliability of the MaizeSNP50 BeadChip platform and determined its descriptive power on the yet untested B73 × H99 genetic system. To this aim, we performed thorough quality controls of SNPs and analyzed their genomic distribution based upon the genotypic calls obtained for the NILs' parental inbred lines (B73 and H99), for their F1 hybrid and for two reference B73 samples.
In order to assess the consistency of SNP genotype calls across replicate samples, we compared to each other the two B73 reference samples included as internal controls in the experiment (see Methods for details on the adopted filtering criteria for this specific task). They were identical for all the 47,937 considered SNPs and were subsequently treated as a single sample (indicated as "B73"). B73 sample was then compared to inbred line B73 from Scuola Superiore Sant'Anna (B73-SSA, i.e., the parental line of the original B73 × H99 cross) in order to determine the level of divergence between samples from different seed stocks. The full list of the B73 vs. B73-SSA compared SNP genotypes is available in Additional file
Additional file 1
Comparison of SNP genotypes in B73-SSA vs. B73 reference samples. This table reports the genotypes of B73-SSA and of the two reference B73 samples at all SNPs available on the MaizeSNP50 chip.
Click here for file
Before proceeding to the analysis of the genetic structure of NILs, a working subset of 42,771 good quality SNPs (73.9% of the 57,838 SNPs available on the chip) was identified by applying stringent quality filtering criteria which also considered pedigree consistency (see Methods) to the full SNP dataset (genotype calls and quality status of all SNPs is reported in Additional file
Additional file 2
List of all SNPs with quality and polymorphism status descriptors. This table reports the genotypes of all experimental samples analyzed at all SNPs available on the MaizeSNP50 chip. The last two columns report, respectively, the quality status of all SNPs and the monomorphic/polymorphic status of good quality SNPs.
Click here for file
The descriptive power of the MaizeSNP50 BeadChip with respect to the B73 × H99 genetic system was assessed by determining the genomic distribution of the SNP working set among and within the maize chromosomes (Table
Figure 3
Genome-wide distribution of distances between adjacent polymorphic SNPs
Genome-wide distribution of distances between adjacent polymorphic SNPs. Total number of SNPs: 14,937; average distance: 137 kbp; median: 41 kbp; 95th percentile: 525 kbp.
The comparison of genotype calls between B73-SSA and H99 showed that 14,937 SNPs, about 35% of the retained SNPs, are polymorphic between the two inbred lines, with proportions ranging from 31.1% in chromosome 5 to 38.5% in chromosome 7 (Table
The genome-wide distribution of distances between adjacent polymorphic SNPs is shown in Figure
Polymorphic SNPs were also found significantly non-uniformly distributed within each of the ten maize chromosomes arbitrarily divided in 10 Mbp bins (Figure
Additional file 3
Heat maps of SNP genomic distribution. Genomic heat maps (2 Mbp bins) of the number of all mapped good-quality SNPs and of the proportion of polymorphic SNPs (A3 page size).
Click here for file
Figure 4
Distribution of polymorphic SNP within chromosomes
Distribution of polymorphic SNP within chromosomes. Bin size: 10 Mbp. Bin colors indicate significant non-uniform distribution of SNPs (see text). Red: over-representation of polymorphic SNPs; Blue: under-representation of polymorphic SNPs. Thick boxes indicate bins containing the annotated centromeres; green vertical bars denote bins containing the introgressed QTL; grey rectangles indicate incomplete terminal bins (excluded from tests).
Assessment of allele inheritance patterns in NILs
Five pairs of maize recombinant NILs were analyzed (see Table
Additional file 4
Statistics on polymorphic SNP genotyping scores in NILs. These tables report the chromosomal distribution of polymorphic SNPs genotypes in each NIL pair. The bottom table ("Total") reports the average distribution of genotypes across all NIL samples (excluding NIL 4.10_R55-BH).
Click here for file
Graphical representations of the pattern of allelic inheritance along chromosomes of each NIL (Figure
Figure 5
Genotypic structure and isogenicity of NIL pairs
Genotypic structure and isogenicity of NIL pairs. Graphs synthesizing information both on the overall genotypic structure of NILs (i.e., position and size of recombination blocks, given by colors) and on genotype and position of non-isogenic regions (unaligned plotting lines). Each panel represent contrasting NILs within a pair. Genotypes at SNPs are color coded (B73/B73 = blue; H99/H99 = pink; B73/H99 = green). For each chromosome, non-isogenic regions are plotted as two separate lines above (SNP score in NIL-HH) and below (SNP score in NIL-BB) a shared line in the middle, where SNPs with the same genotype in both NILs (i.e., isogenic) are plotted. Red bars represent the QTL introgression regions.
We evaluated also the cross between NIL4.10_R55-BB and NIL4.10_R55-HH, where the heterozygosity level was the highest detected among all NIL materials (834 heterozygous SNPs). Out of the 14,036 polymorphic SNPs successfully scored in all three samples of set 4.10_R55, genotype inheritance in NIL-BH with respect to the genotype observed in its two parental lines (NIL-BB and NIL-HH) could be unambiguously confirmed for 13,858 SNPs (98.7%). Among these, 705 of the 805 (87.6%) heterozygous SNPs overall detected in NIL-BH corresponded to contrasting homozygous genotypes in NIL-BB and NIL-HH. For the remaining 178 non-matching SNPs (1.3%), four different situations were observed: (1) a heterozygous genotype in NIL-BH when one of the parents was heterozygous (96 SNPs in total, 44 heterozygous only in NIL-BB and 52 only in NIL-HH); (2) a heterozygous genotype in all three samples (4 SNPs); (3) a homozygous genotype in NIL-BH and contrasting homozygous genotypes in parental NILs (3 SNPs); (4) a homozygous genotype in NIL-BH when one of the parents was heterozygous (75 SNPs, of which 61 and 14 heterozygous in NIL-BB and NIL-HH only, respectively). Cases (1) and (2) could be accounted for by the co-dominant nature of SNP markers (i.e., heterozygous calls are obtained when genetically heterogeneous samples are scored in bulk), whereas cases (3) and (4) are not expected by segregation. However, the fact that the 3 SNPs of case (3) delimit a region between 157.3 and 176.2 Mbp on chromosome 4 where other 86 adjacent SNPs show consistent genotypes (i.e., homozygous contrasting genotypes in NIL-BB and NIL-HH and a corresponding heterozygous genotype in NIL-BH), suggests that in this case the observed genotypic inconsistency might be actually due to SNP calling inaccuracy in the NIL-BH sample. Besides invoking possible SNP call errors in any of the three samples, a reasonable explanation for the 75 SNPs of case (4) could reside in a "sampling effect", that is, only NIL-BH individuals homozygous at these SNPs were actually genotyped, having been selected by effect of chance among individuals in fact segregating in a 1:1 proportion.
Assessment of isogenicity in NILs
A summary of the number, chromosomal distribution and size of all detected non-isogenic regions is reported in Table
The chromosome positions of all non-isogenic regions detected for each NIL pair, along with the corresponding SNP genotypes of the individual NILs can be observed in Figure
Additional unlinked non-isogenic regions between contrasting NILs were also detected in all pairs and mapped genome-wide. Non-isogenic blocks were generally found as stretches of SNPs of coherent genotypes, whereas recombination within non-isogenic blocks was observed in a few cases only (e.g. blocks on chromosomes 3 and 6 in NIL pair 3.05_R40). Chromosomal regions having a heterozygous genotype in one of the compared NILs only constitute for the most part full independent blocks, being only in fewer instances one of the two boundaries of otherwise larger homozygous non-isogenic blocks. The only exception to this latter situation was observed in NIL pair 3.05_R40 for the non-isogenic block mapped at interval 130.5-135.7 Mbp on chromosome 10 (20 SNPs), which consists in fact of three sub-blocks, the middle one of which being heterozygous in NIL-BB only. Only 2–3 isolated SNPs per NIL pair are heterozygous in both NILs. Finally, positions of unlinked non-isogenic blocks across all NIL pairs appear to be largely unrelated. A more extended overlapping of non-isogenic blocks could be observed in NIL pairs 3.05_R40 and 4.10_R40, clearly a manifestation of their relatedness since they were developed in the same genetic RIL 40 background.
In this study we undertook the analysis of the detailed genotypic structure of near-isogenic materials specifically produced for the introgression of three heterotic QTL in maize that we detected and then further characterized
First of all we compared the genotypic structure of B73-SSA, the inbred line from which all NILs were derived, with that of the reference B73 accession, for which both replicate SNP scoring produced identical results, confirming the technical reproducibility of genotype calls. The few differences detected between B73-SSA and B73 were in line with the level of inconsistency already observed with duplicate samples from different seed sources
The number of polymorphic SNPs detected between B73-SSA and H99 inbred lines by the Illumina MaizeSNP50 chip was adequate for the purposes of the present study, which was to describe the detailed genetic structure and genotype inheritance patterns in bi-parental materials from them derived. However, no absolute considerations upon the polymorphism level hereby detected between these two lines could be made, nor any comparisons with those previously detected among others. In fact, despite being designed upon a large maize germplasm panel, many of the SNP markers present on the Illumina MaizeSNP50 chip were selected upon data available from inbred lines B73 and Mo17. An anomalous high number of polymorphic SNPs (ca. 52%) with respect to previous knowledge about genetic diversity in maize was observed between these two lines when analyzed by this SNP platform in the original study on a large maize diversity panel
Our analysis showed that the distribution of SNPs in the genome is in general not uniform. Considering in particular the chromosomes bearing the introgressed QTL, chromosomes 3 and 4 showed a high polymorphic vs. monomorphic ratio, in both cases due to a lower than expected number of non-informative monomorphic SNPs. Chromosome 4 has also a significant low number of SNPs when compared to other chromosomes. However, SNP density varies sensibly within each chromosome, showing a marked tendency for an over-representation of polymorphic SNPs in telomeric regions which has been already observed for IBM and LHRF populations
The distances between adjacent polymorphic SNPs between B73 and H99 present on the chip, being for the vast majority shorter than 1 Mbp, allowed us to draw detailed maps of the genetic structure of this unique NIL material, to our knowledge the only available introgression material for heterotic QTL in maize. First of all, we obtained an accurate definition of the allelic structure at QTL regions, where the successful introgression of coherent chromosome blocks of the expected genotypes within the flanking markers used for marker-assisted selection (MAS) was confirmed in all contrasting NILs. Therefore, polymorphic SNPs mapping within the QTL introgression regions represent high-density markers that can be used for the fine mapping of the underlying heterotic QTL through the scoring of QTL-specific segregating populations derived from the cross of contrasting lines within each of the NIL pairs. Recombination events and regions of non-isogenicity were also pinpointed genome-wide for all NIL pairs to an unprecedented level of detail, also establishing an invaluable asset towards the characterization and the isolation of the introgressed QTL. In particular, the homogeneous introgression of the same QTL in NIL pairs having different, and known, recombinant structures will allow us to undertake a fine mapping approach of QTL 3.05 and QTL 4.10 in distinct, yet comparable, near-isogenic segregating populations. Such an approach might allow, in turn, the detection of epistatic effects and the isolation of disturbing factors, thus increasing the chances of both characterizing and fine mapping these QTL. In the case of NIL pairs 3.05_R8 and 3.05_R40, the target QTL region is interrupted by two and one isogenic regions, respectively. However, experimental evidences show that the QTL effect is still present in both NIL pairs
In all NILs SNPs were found organized along chromosomes in blocks of different length bearing concordant genotypes, consistent with the presence of coherent bi-parental chromosomal recombination blocks, as expected given the adopted introgression design
The non-isogenic regions detected in other parts of the genome are randomly distributed and, from the comparison between NIL pairs introgressing the same QTL in distinct backgrounds, do not appear to be related to the QTL introgression procedure. They rather seem to largely reflect the presence of different residual heterozygous regions peculiar to the single BC1-S1 individuals from which the progenitors of the contrasting NILs in each pair were selected, although other random effects that possibly occurred throughout the inbreeding and selection scheme adopted for the QTL introgression cannot be excluded. The remarkable genotypic similarity observed between NIL pairs having a common ancestor (i.e., 3.05_R40 and 4.10_R40) clearly shows that sizes and distribution of recombination blocks reflect the genetic structure of the specific RIL genotype originating each NIL pair. However, despite the fact that NILs were produced through the same breeding scheme, different level of non-isogenicity were observed in different pairs. This can be ascribed to the effective residual heterozygosity of the single progenitor F4:5 sister plants employed for the independent introgression procedures that led to the production of each NIL pair
The adopted SNP genotyping strategy allowed us to draw detailed maps of the genetic structure of unique NIL materials introgressing agronomically relevant heterotic QTL, to establish the successful introgression of the expected genotypes in target QTL regions in all NILs pairs and to detect residual regions of non-isogenicity genome-wide. Effects of linkage drag were found to be related to some extent to the particular region of introgression, whereas other residual non-isogenic regions appeared not to be related to the marker-assisted introgression procedure. The results of this work clearly show that the level of isogenicity and the genetic architecture of near-isogenic materials cannot, and must not, be taken for granted on the sole assumption of theoretical expectations. On the contrary, a detailed molecular characterization of NIL materials, possibly during the introgression process and surely on the final products, is a paramount pre-requisite for a successful mendelization and, eventually, isolation of target QTL.
The extensive characterization of the NIL materials here presented constitutes an invaluable asset towards the characterization and the isolation of the introgressed heterotic QTL. In fact, the integration of the high-density SNP markers identified within the QTL introgression regions and of the genomic information gathered on the architecture of these NILs will greatly improve the scope of future experimental programs aimed at the fine mapping and isolation of major heterotic QTL, a crucial step towards the understanding of the molecular bases of heterosis in maize.
Plant materials
Five pairs of maize NILs were analyzed, consisting of BC1-S2:5 lines derived by single-seed descent from BC1-S2 lines previously developed
Parental inbred lines B73 and H99, belonging respectively to Iowa Stiff Stalk Synthetic (BSSS) population (Reid Yellow Dent heterotic group) and to Illinois Synthetic 60C population (Lancaster Sure Crop heterotic group)
High-throughput SNP genotyping and quality check
For each sample, DNA was extracted from 100 mg of young leaf tissues pooled from six seedlings by GenElute™ Plant Genomic DNA Miniprep Kit (Sigma-Aldrich, St. Louis, MO) as per the manufacturer's protocol (with a single final elution in 100 μl TE 1X). Genomic DNA was checked for quality by electrophoresis on 1% agarose gel and quantified by absorbance using the Nanodrop™ 2000 spectrophotometer (Thermo Fisher Scientific Inc., Waltham, MA). A total of 14 genomic DNA samples (1.5 μg each, lyophilized) were sent at R.T. to TraitGenetics GmbH (Gatersleben, Germany) to be processed on the MaizeSNP50 BeadChip (Illumina, Inc. San Diego, CA, USA). Two independent genomic DNA stocks of the reference B73 inbred line were included by TraitGenetics GmbH as genotype reference controls in the experiment. Allele calling was performed by TraitGenetics GmbH through full automatic processing of raw data using the latest version of the cluster file officially released for this platform (MaizeSNP50_B; M. Ganal, personal communication) and SNP genotype calls were provided as tables in MS Excel format. No inferences on possible insertion/deletion (INDEL) polymorphisms (null alleles) were made upon failed SNP calls, since the employed genotyping technology is not adequate to discriminate such occurrences from experimental failures. SNP mapping positions refer to their chromosome coordinates on the reference B73 maize genome assembly (RefGen_v1) as provided by TraitGenetics GmbH as MS Excel along with genotype calls. When comparing B73-SSA vs. the two reference B73 samples, all SNPs with unknown mapping position (or mapping to the unknown chromosome) and SNPs with failed calls either in B73-SSA or in both reference B73 samples were discarded. For SNPs with failed calls only in one of the reference B73 samples, the genotypes were assigned on the base of the remaining reference call. Before proceeding to the analysis of NIL data, SNPs that matched any of the following criteria (applied in the indicated order to the original full list) were removed from the dataset (quality filtering): (1) failed calls in all samples; (2) failed calls in one or more samples among B73-SSA, H99 or B73 × H99 F1 hybrid; (3) unknown mapping position or mapping to the unknown chromosome; (4) heterozygous calls in B73-SSA, H99 or both; (5) inconsistent genotype in the B73 × H99 F1 hybrid (i.e., SNPs polymorphic between B73-SSA and H99, but not showing a heterozygous genotype in their F1 hybrid); (6) inconsistent genotype in NILs (i.e., SNPs monomorphic between B73-SSA and H99, but showing the alternative allele in any NIL sample).
Analysis of the genomic distribution of SNPs
All mapped, good-quality, monomorphic and polymorphic classes of SNPs were individually tested for uniform distribution among chromosomes (with respect to chromosome length in bp) by goodness-of-fit chi-square tests with the appropriate degrees of freedom (
Assessment of allelic inheritance patterns of NILs and identification of non-isogenic regions
Parent-of-origin alleles were determined for each SNP that resulted polymorphic between the parental inbred lines (B73-SSA and H99). SNPs inheritance patterns in NILs were then obtained by plotting the genotypes of polymorphic SNPs against their chromosome positions. The direct comparison of the genotypes of polymorphic SNPs between NILs within each pair allowed us to identify non-isogenic regions both within and outside the target QTL introgressed segments. Plots representing both the genotype and the isogenicity status of all polymorphic SNPs against their chromosome positions were obtained in MS Excel for each NIL pair in order to visualize at once both the genotypic structure of each NIL and all the detected non-isogenic regions between contrasting NILs within each pair.
B73-SSA: B73 Scuola Superiore Sant'Anna; CGH: Comparative Genomic Hybridization; CNV: Copy Number Variation; df: Degrees of freedom; FDR: False Discovery Rate; GBS: Genotype by Sequencing; IL: Introgression Lines; MAS: Marker-assisted selection; NIL: Near-Isogenic Lines; QTL: Quantitative Trait Loci; RIL: Recombinant Inbred Lines; SNP: Single Nucleotide Polymorphism; SSR: Simple Sequence Repeats.
Competing interests
The Authors declare that they have no competing interests.
Authors' contributions
GP prepared the molecular samples, analyzed the data and drafted the manuscript. GP, EF, PL and MEP produced the NIL materials, conceived and designed the study. HHA and EF participated in analyzing the data. GP, HHA, EF, PL and MEP interpreted the data and critically revised the manuscript. All authors read and approved the final manuscript.
Authors' information
GP current address: CeRSA - Plant Genomics Group, Parco Tecnologico Padano, Via Einstein - Loc. Cascina Codazza, 26900 Lodi, Italy.
This work was funded by the Italian Ministry of University and Research (MIUR), Programmi di Ricerca Scientifica di Rilevante Interesse Nazionale (PRIN) project entitled "
Towards the molecular basis of heterosis
Heterosis: revisiting the magic
Classical genetic and quantitative trait loci analyses of heterosis in a maize hybrid between two elite inbred lines
Genetic basis of heterosis explored by simple sequence repeat markers in a random-mated maize population
Identification of genetic factors contributing to heterosis in a hybrid from two elite maize inbred lines using molecular markers
Heterosis for biomass yield and related traits in five hybrids of Arabidopsis thaliana L
Progress in research and development on hybrid rice: a super-domesticate in China
Single-locus heterotic effects and dominance by dominance interactions can adequately explain the genetic basis of heterosis in an elite rice hybrid
Heterosis for biomass-related traits in Arabidopsis investigated by quantitative trait loci analysis of the triple testcross design with recombinant inbred lines
Overdominant epistatic loci are the primary genetic basis of inbreeding depression and heterosis in rice. I. Biomass and grain yield
Overdominant epistatic loci are the primary genetic basis of inbreeding depression and heterosis in rice. II. Grain yield components
Genetic basis of heterosis for growth-related traits in Arabidopsis investigated by testcross progenies of near-isogenic lines reveals a significant role of epistasis
Heterosis of biomass production in Arabidopsis, Establishment during early development
Overdominant quantitative trait loci for yield and fitness in tomato
Molecular marker genotypes, heterozygosity and genetic interactions explain heterosis in Arabidopsis thaliana
Dominance is the major genetic basis of heterosis in rice as revealed by QTL analysis using molecular markers
Importance of epistasis as the genetic basis of heterosis in an elite rice hybrid
B73-Mo17 near-isogenic lines demonstrate dispersed structural variation in maize
Use of near-isogenic lines derived by backcrossing or selfing to map qualitative traits
Fine mapping of quantitative trait loci using selected overlapping recombinant chromosomes, in an interspecies cross of tomato
An introgression line population of Lycopersicon pennellii in the cultivated tomato enables the identification and fine mapping of yield-associated QTL
QTL mapping with near-isogenic lines in maize
Genetic dissection of maize phenology using an intraspecific introgression library
Recombinant near-isogenic lines: a resource for the mendelization of heterotic QTL in maize
Characterization of heterotic quantitative trait loci in maize by evaluation of near-isogenic lines and their crosses at two competition levels
The B73 maize genome: complexity, diversity, and dynamics
High-resolution genotyping via whole genome hybridizations to microarrays containing long oligonucleotide probes
A robust, simple genotyping-by-sequencing (GBS) approach for high diversity species
A large maize (Zea mays L.) SNP genotyping array: development and germplasm genotyping, and genetic mapping to compare with the B73 reference genome
MaizeGDB: curation and outreach go hand-in-hand
Maize inbreds exhibit high levels of copy number variation (CNV) and presence/absence variation (PAV) in genome content
Genetic diversity analysis of elite European maize (Zea mays L.) inbred lines using AFLP, SSR, and SNP markers reveals ascertainment bias for a subset of SNPs
Population structure and genetic diversity in a commercial maize breeding program assessed with SSR and SNP markers
Diversity and relationships among U.S. maize inbreds revealed by restriction-fragment-length-polymorphisms
Genetic analysis of drought tolerance in maize by molecular markers, I. Yield components
Genetic dissection of herbicide tolerance in maize by molecular markers
Controlling the False Discovery Rate: a practical and powerful approach to multiple testing


text:
Grorud Valley
The Grorud Valley (in Norwegian: "Groruddalen") is a broad valley in eastern Oslo. Four of Oslo's boroughs, Bjerke in the west, Alna in the south, Grorud in the north, and Stovner in the east, lie within the valley.
The population of the valley is around 165,000 (more than a quarter of the total population of Oslo), while there are about 60,000 people employed there. The main population centers are on the valley sides, close to the forest of Lillomarka and Østmarka. The valley basin has fewer houses but a fair amount of industry. Thanks to large scale urbanization throughout the valley in the 1960s and 1970s, the population increased by almost 70% between 1960 and 1990. Generally the neighborhoods are well maintained and there are recreational facilities and open spaces in the valley.
Groruddalen is served by several motorways and rail lines running along the valley. In the south of the valley is the European route E6 highway and the subway line Furusetbanen. The central valley is served by Norwegian route 163 (Østre Aker vei) as well as the national rail line Hovedbanen. The north side is served by Norwegian route 4 (Trondheimsveien) and the subway line Grorudbanen. There are also roads and bus lines which run across the valley, but the cross-valley communications are often considered inadequate.
External links[edit]
- Official Grorud Valley Action project site
- Social challenges (Norwegian article)


text:
Amateur Group Sex 11:54
Wild hot threesome sex 28:27
Outdoor sex 3 7:23
Mayo Pie sex 2:00
Smoking Sex 19:58
Cartoon cooking 5:36
Real forced handjob 13:24
Lily is forced to Cum 21:49
Forced Lesbian Orgasm 29:25
Hot cartoon 9:57
Cartoon rare movie . 3:21
Asian homemade sex 24:34
3D - Toon Sex 2 7:15
French forced 33:48
Futurama family sex 3:06
Cartoon animated porn 21:01
Leah forced orgasm 1:05
Car sex scandal 11:14
3D - Toon Sex 1 3:52
On Air Force One 14:44
Best Porn Collections
Wife forced sex interracial Jaw dropping adult action starring wives when enduring sex with black guys. Real collection of wife forced sex interracial videos and raw scenes of heavy sex. Pussy and anal in extreme interracial scenes with wives on the edge of exhaustion, screaming and shaking with huge dicks inside their love holes. Wife, Forced sex, Interracial 9 videos | Popularity: 53621 | sexyman
Wife forced anal sex Mind blowing porn collection to present only high rated amateur videos. Wife forced anal sex in a huge collection of cuckold videos, real amateur babes forced to endure black inches down their butt holes in a jaw dropping manner. The best forced anal in a premium collection of real XXX videos Wife, Forced anal 3 videos | Popularity: 21840 | sexyman
Forced anal fist fucking Rough scenes of anal fisting xxx content with real amateur women forced to endure the pain and the deep demolishing of their butt holes. Anal fist fucking sex scenes with amateurs that are more than obedient, forced to out stand such strong moments of deep penetration down into their back doors Forced, Anal, Fist 14 videos | Popularity: 15056 | sexyman
Cartoon pornography Cartoon pornography depicts illustrated or animated fictional characters in erotic and sexual situations. Cartoon, Animation 18 videos | Popularity: 4361 | pornmagnat


text: In the future America upgrade's pediatric hospital's with the latest technolgy from medical company VaraCorp and lobby's have children music playing with Playstation Pod's in them the final succesor's to the PS vita where you head into these pod's put on a VR headset and hold a PS vita like controller playing the game but experiencing VR such as horror third person shooter's or Hack and Slash game's! Also Android's replace Pediatric doctor's helping children despite not being human and helping children. Also Children Injured severly can be warped on a warp pad to the ICU suite for help and that's my idea please share your opinion's and thought's down below!


text:
Thorin Oakenshield by bmd247Watch
©2012-2017 bmd247
Richard Armitage as in Thorin Oakenshield from The Hobbit. He was such an amazing character.
doarfs coming...
Awesome job! You are truly blessed with a wonderful gift! How old are you?
are you going to sketch anymore of the dwarves? just curious cause this is just awesome.
excelent job ! I`m already in love
Fantastic work! Thank you very much!
*____* Great work
wooow fantastic portrait !
Wonderfully done !
Yes... this is the stuff I like.
Well done, beautiful.
Easily the best actor in the movie, along with Martin Freeman.
Oh mate!! Love it!!