Matching Items (603)

Filtering by

Clear all filters

149778-Thumbnail Image.png

Promoting meaningful uses of technology in a middle school

Description

Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power

Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power down and step back in time technologically when they enter classrooms. The lack of meaningful technology use in classrooms indicates a need for increased teacher preparation. The purpose of this study was to investigate the impact a coaching model of professional development had on school administrators` abilities to increase middle school teachers` technology integration in their classrooms. This study attempted to coach administrators to develop and articulate a vision, cultivate a culture, and model instruction relative to the meaningful use of instructional technology. The study occurred in a middle school. Data for this case study were collected via administrator interviews, the Principal`s Computer Technology Survey, structured observations using the Higher Order Thinking, Engaged Learning, Authentic Learning, Technology Use protocol, field notes, the Technology Integration Matrix, teacher interviews, and a research log. Findings concluded that cultivating change in an organization is a complex process that requires commitment over an extended period of time. The meaningful use of instructional technology remained minimal at the school during fall 2010. My actions as a change agent informed the school`s administrators about the role meaningful use of technology can play in instruction. Limited professional development, administrative vision, and expectations minimized the teachers` meaningful use of instructional technology; competing priorities and limited time minimized the administrators` efforts to improve the meaningful use of instructional technology. Realizing that technology proficient teachers contribute to student success with technology, it may be wise for administrators to incorporate technology-enriched professional development and exercise their leadership abilities to promote meaningful technology use in classrooms.

Contributors

Agent

Created

Date Created
2011

149817-Thumbnail Image.png

Characterization of carbonaceous aerosol over the north Atlantic Ocean

Description

Atmospheric particulate matter has a substantial impact on global climate due to its ability to absorb/scatter solar radiation and act as cloud condensation nuclei (CCN). Yet, little is known about marine aerosol, in particular, the carbonaceous fraction. In the present

Atmospheric particulate matter has a substantial impact on global climate due to its ability to absorb/scatter solar radiation and act as cloud condensation nuclei (CCN). Yet, little is known about marine aerosol, in particular, the carbonaceous fraction. In the present work, particulate matter was collected, using High Volume (HiVol) samplers, onto quartz fiber substrates during a series of research cruises on the Atlantic Ocean. Samples were collected on board the R/V Endeavor on West–East (March–April, 2006) and East–West (June–July, 2006) transects in the North Atlantic, as well as on the R/V Polarstern during a North–South (October–November, 2005) transect along the western coast of Europe and Africa. The aerosol total carbon (TC) concentrations for the West–East (Narragansett, RI, USA to Nice, France) and East–West (Heraklion, Crete, Greece to Narragansett, RI, USA) transects were generally low over the open ocean (0.36±0.14 μg C/m3) and increased as the ship approached coastal areas (2.18±1.37 μg C/m3), due to increased terrestrial/anthropogenic aerosol inputs. The TC for the North–South transect samples decreased in the southern hemisphere with the exception of samples collected near the 15th parallel where calculations indicate the air mass back trajectories originated from the continent. Seasonal variation in organic carbon (OC) was seen in the northern hemisphere open ocean samples with average values of 0.45 μg/m3 and 0.26 μg/m3 for spring and summer, respectively. These low summer time values are consistent with SeaWiFS satellite images that show decreasing chlorophyll a concentration (a proxy for phytoplankton biomass) in the summer. There is also a statistically significant (p<0.05) decline in surface water fluorescence in the summer. Moreover, examination of water–soluble organic carbon (WSOC) shows that the summer aerosol samples appear to have a higher fraction of the lower molecular weight material, indicating that the samples may be more oxidized (aged). The seasonal variation in aerosol content seen during the two 2006 cruises is evidence that a primary biological marine source is a significant contributor to the carbonaceous particulate in the marine atmosphere and is consistent with previous studies of clean marine air masses.

Contributors

Agent

Created

Date Created
2011

149699-Thumbnail Image.png

Synthesis and evaluation of a new class of cancer chemotherapeutics based on purine-like extended amidines

Description

A potential new class of cancer chemotherapeutic agents has been synthesized by varying the 2 position of a benzimidazole based extended amidine. Compounds 6-amino-2-chloromethyl-4-imino-1-(2-methansulfonoxyethyl)-5-methyl-1H-benzimidazole-7-one (1A) and 6-amino-2-hydroxypropyl-4-imino-1-(2-methansulfonoxyethyl)-5-methyl-1H-benzimidazole-7-one (1B) were assayed at the National Cancer Institute's (NCI) Developmental Therapeutic Program (DTP)

A potential new class of cancer chemotherapeutic agents has been synthesized by varying the 2 position of a benzimidazole based extended amidine. Compounds 6-amino-2-chloromethyl-4-imino-1-(2-methansulfonoxyethyl)-5-methyl-1H-benzimidazole-7-one (1A) and 6-amino-2-hydroxypropyl-4-imino-1-(2-methansulfonoxyethyl)-5-methyl-1H-benzimidazole-7-one (1B) were assayed at the National Cancer Institute's (NCI) Developmental Therapeutic Program (DTP) and found to be cytotoxic at sub-micromolar concentrations, and have shown between a 100 and a 1000-fold increase in specificity towards lung, colon, CNS, and melanoma cell lines. These ATP mimics have been found to correlate with sequestosome 1 (SQSTM1), a protein implicated in drug resistance and cell survival in various cancer cell lines. Using the DTP COMPARE algorithm, compounds 1A and 1B were shown to correlate to each other at 77%, but failed to correlate with other benzimidazole based extended amidines previously synthesized in this laboratory suggesting they operate through a different biological mechanism.

Contributors

Agent

Created

Date Created
2011

149700-Thumbnail Image.png

The human capital accumulation of young mothers: the relationship with father involvement

Description

This study utilized ecological theory and social exchange theory to examine how father involvement effects the human capital accumulation of young mothers. This study used data from a sub-sample of young mothers taken from the Healthy Families Arizona longitudinal evaluation

This study utilized ecological theory and social exchange theory to examine how father involvement effects the human capital accumulation of young mothers. This study used data from a sub-sample of young mothers taken from the Healthy Families Arizona longitudinal evaluation (N = 84). The participants in the sub-sample were between 13 and 21 years of age. Using a random effects regression model, it was found that father involvement negatively affects a young mother's school attendance over time. The probability of a mother attending school when the father is involved decreases by 12%. It was also found that for the average age mother (19 years of age), the probability of attending school decreases by 59% every additional year. Furthermore, for a mother with an average number of children (one child), every additional child she has decreases the probability of attending school by 24%. In addition it was found that for the average age mother (19 years of age) every additional year, the likelihood of being employed increases 2.9 times, and for a mother with an average number of children (one child) every additional child decreases the likelihood of employment by .88 times.

Contributors

Agent

Created

Date Created
2011

149827-Thumbnail Image.png

Timing and structural control of gold mineralization, Santa Gertrudis, Sonora, Mexico

Description

The Santa Gertrudis Mining District of Sonora, Mexico contains more than a dozen purported Carlin-like, sedimentary-hosted, disseminated-gold deposits. A series of near-surface, mostly oxidized gold deposits were open-pit mined from the calcareous and clastic units of the Cretaceous Bisbee Group.

The Santa Gertrudis Mining District of Sonora, Mexico contains more than a dozen purported Carlin-like, sedimentary-hosted, disseminated-gold deposits. A series of near-surface, mostly oxidized gold deposits were open-pit mined from the calcareous and clastic units of the Cretaceous Bisbee Group. Gold occurs as finely disseminated, sub-micron coatings on sulfides, associated with argillization and silicification of calcareous, carbonaceous, and siliciclastic sedimentary rocks in structural settings. Gold occurs with elevated levels of As, Hg, Sb, Pb, and Zn. Downhole drill data within distal disseminated gold zones reveal a 5:1 ratio of Ag:Au and strong correlations of Au to Pb and Zn. This study explores the timing and structural control of mineralization utilizing field mapping, geochemical studies, drilling, core logging, and structural analysis. Most field evidence indicates that mineralization is related to a single pulse of moderately differentiated, Eocene intrusives described as Mo-Cu-Au skarn with structurally controlled distal disseminated As-Ag-Au.

Contributors

Agent

Created

Date Created
2011

149830-Thumbnail Image.png

The impact of tutoring with a supplemental educational services model on intrinsic motivation and mathematical achievement

Description

The purpose of this study was to examine the impact of individualized afterschool tutoring, under federal Supplemental Educational Services (SES), on mathematical and general academic intrinsic motivation and mathematical achievement of at-risk students. The population of this study consisted of

The purpose of this study was to examine the impact of individualized afterschool tutoring, under federal Supplemental Educational Services (SES), on mathematical and general academic intrinsic motivation and mathematical achievement of at-risk students. The population of this study consisted of two third graders and five fourth graders from an elementary school in the Reynolds School District in Portland, Oregon. One participant was male. The other six were female. Six of the students were Hispanic, and one student was multiethnic. Students' parents enrolled their children in free afterschool tutoring with Mobile Minds Tutoring, an SES provider in the state of Oregon. The participants were given pre- and post-assessments to measure their intrinsic motivation and achievement. The third graders took the Young Children's Academic Intrinsic Motivation Inventory (Y-CAIMI) and the fourth graders took the Children's Academic Intrinsic Motivation Inventory (CAIMI). All students took the Group Mathematics Assessment and Diagnostic Evaluation (GMADE) according to their grade level. The findings from this study are consistent with the literature review, in that individualized tutoring can help increase student motivation and achievement. Six out of the seven students who participated in this study showed an increase in mathematical achievement, and four out of the seven showed an increase in intrinsic motivation.

Contributors

Agent

Created

Date Created
2011

Surface stress during electro-oxidation of carbon monoxide and bulk stress evolution during electrochemical intercalation of lithium

Description

This work investigates in-situ stress evolution of interfacial and bulk processes in electrochemical systems, and is divided into two projects. The first project examines the electrocapillarity of clean and CO-covered electrodes. It also investigates surface stress evolution during electro-oxidation of

This work investigates in-situ stress evolution of interfacial and bulk processes in electrochemical systems, and is divided into two projects. The first project examines the electrocapillarity of clean and CO-covered electrodes. It also investigates surface stress evolution during electro-oxidation of CO at Pt{111}, Ru/Pt{111} and Ru{0001} electrodes. The second project explores the evolution of bulk stress that occurs during intercalation (extraction) of lithium (Li) and formation of a solid electrolyte interphase during electrochemical reduction (oxidation) of Li at graphitic electrodes. Electrocapillarity measurements have shown that hydrogen and hydroxide adsorption are compressive on Pt{111}, Ru/Pt{111}, and Ru{0001}. The adsorption-induced surface stresses correlate strongly with adsorption charge. Electrocatalytic oxidation of CO on Pt{111} and Ru/Pt{111} gives a tensile surface stress. A numerical method was developed to separate both current and stress into background and active components. Applying this model to the CO oxidation signal on Ru{0001} gives a tensile surface stress and elucidates the rate limiting steps on all three electrodes. The enhanced catalysis of Ru/Pt{111} is confirmed to be bi-functional in nature: Ru provides adsorbed hydroxide to Pt allowing for rapid CO oxidation. The majority of Li-ion batteries have anodes consisting of graphite particles with polyvinylidene fluoride (PVDF) as binder. Intercalation of Li into graphite occurs in stages and produces anisotropic strains. As batteries have a fixed size and shape these strains are converted into mechanical stresses. Conventionally staging phenomena has been observed with X-ray diffraction and collaborated electrochemically with the potential. Work herein shows that staging is also clearly observed in stress. The Li staging potentials as measured by differential chronopotentiometry and stress are nearly identical. Relative peak heights of Li staging, as measured by these two techniques, are similar during reduction, but differ during oxidation due to non-linear stress relaxation phenomena. This stress relaxation appears to be due to homogenization of Li within graphite particles rather than viscous flow of the binder. The first Li reduction wave occurs simultaneously with formation of a passivating layer known as the solid electrolyte interphase (SEI). Preliminary experiments have shown the stress of SEI formation to be tensile (~+1.5 MPa).

Contributors

Agent

Created

Date Created
2011

149856-Thumbnail Image.png

Analysis of nucleosome dynamics by fluorescence correlation spectroscopy

Description

Nucleosomes are the basic repetitive unit of eukaryotic chromatin and are responsible for packing DNA inside the nucleus of the cell. They consist of a complex of eight histone proteins (two copies of four proteins H2A, H2B, H3 and

Nucleosomes are the basic repetitive unit of eukaryotic chromatin and are responsible for packing DNA inside the nucleus of the cell. They consist of a complex of eight histone proteins (two copies of four proteins H2A, H2B, H3 and H4) around which 147 base pairs of DNA are wrapped in ~1.67 superhelical turns. Although the nucleosomes are stable protein-DNA complexes, they undergo spontaneous conformational changes that occur in an asynchronous fashion. This conformational dynamics, defined by the "site-exposure" model, involves the DNA unwrapping from the protein core and exposing itself transiently before wrapping back. Physiologically, this allows regulatory proteins to bind to their target DNA sites during cellular processes like replication, DNA repair and transcription. Traditional biochemical assays have stablished the equilibrium constants for the accessibility to various sites along the length of the nucleosomal DNA, from its end to the middle of the dyad axis. Using fluorescence correlation spectroscopy (FCS), we have established the position dependent rewrapping rates for nucleosomes. We have also used Monte Carlo simulation methods to analyze the applicability of FRET fluctuation spectroscopy towards conformational dynamics, specifically motivated by nucleosome dynamics. Another important conformational change that is involved in cellular processes is the disassembly of nucleosome into its constituent particles. The exact pathway adopted by nucleosomes is still not clear. We used dual color fluorescence correlation spectroscopy to study the intermediates during nucleosome disassembly induced by changing ionic strength. Studying the nature of nucleosome conformational change and the kinetics is very important in understanding gene expression. The results from this thesis give a quantitative description to the basic unit of the chromatin.

Contributors

Agent

Created

Date Created
2011

152483-Thumbnail Image.png

Lesson study and the co-construction of pedagogical knowledge among secondary specialty teachers

Description

Teacher learning in the workplace is situated within a complex context involving the individual and multiple aspects of an educational organization. The present action research study uses a socio-constructionist inquiry lens to further research the local and multifaceted nature of

Teacher learning in the workplace is situated within a complex context involving the individual and multiple aspects of an educational organization. The present action research study uses a socio-constructionist inquiry lens to further research the local and multifaceted nature of professional learning in schools. The goal is to re-conceptualize professional development away from reductionist approaches that assume teacher practice can be isolated, packaged, and directly transferable into the classroom. The present study examines how lesson study can structure interdisciplinary professional learning to address the current gap in the literature regarding professional development of secondary specialty teachers. Five teachers participated in two lesson study cycles for a period of 13-weeks. This study focused on how teachers co-construct pedagogical knowledge and the extent to which they make changes to their practice. Using a sequential mixed methods research design, this study collected qualitative and quantitative data in three phases. In the initial phase, participants completed a demographical survey and shared a digital ethnography of their philosophy of teaching. Phase two consisted of video recordings for two lesson study cycles. Phase three involved a second survey and semi-structured interviews. Classroom observations were conducted during the first and last phase of the study. All qualitative data was analyzed inductively using open and thematic coding. Cross-case analysis was employed at the analysis stage to integrate data tools for the purpose of complementarity. Results suggest lesson study was an effective, job-embedded model that supports active and continuous professional development that is sustained and transferrable to the classroom. The type of disposition reported and displayed by teachers changed positively over time having transformational effects in the depth of relationships among teachers, increasing co-creation of pedagogical knowledge, and increasing reflectiveness. Teachers' level of openness to learning related to higher levels of effective practices implemented during lessons. Further research is needed to examine the ways in which teacher disposition influences professional learning when secondary specialty teachers engage in lesson study.

Contributors

Agent

Created

Date Created
2014

152485-Thumbnail Image.png

A measure of goodness: art teacher identity as a measure of quality

Description

ABSTRACT This qualitative study examines how high school art teachers conceive of being a good art teacher. Motivated by my own experiences as an art teacher, I designed this study to add teachers' voices to the conversation surrounding quality in

ABSTRACT This qualitative study examines how high school art teachers conceive of being a good art teacher. Motivated by my own experiences as an art teacher, I designed this study to add teachers' voices to the conversation surrounding quality in education. My research design included a narrative strand and an arts-based strand. In the narrative strand, I interviewed and observed 12 high school art educators from a major city in the southwest. I conducted an autoethnographic reflection exploring my connection to the research topic and research process. In the arts-based strand I used fiber-arts to further understand my topic. I wrote this dissertation using a narrative approach, blending the traditional research format, voices of participants, and my autoethnographic reflection. I included the results of my arts-based approach in the final chapter. Findings suggest that the teachers in this study conceptualize being a good art teacher as a process of identity construction. Each of the teachers understood what it meant to be a good art teacher in unique ways, connected to their personal experiences and backgrounds. As the teachers engaged in identity work to become the kind of art teacher they wanted to be, they engaged in a process of identity construction that consisted of four steps. I propose a model of identity construction in which the teachers chose teaching practices, evaluated those practices, identified challenges to their identities, and selected strategies to confirm, assert, or defend their desired identities. The findings have implications for teachers to become reflective practitioners; for teacher educators to prepare teachers to engage in reflective practices; and for administrators and policy makers to take into account the cyclical and personal nature of identity construction. This study also has implications for further research including the need to examine the dispositions of art teachers, teachers' evolving conceptions of what it means to be a good art teacher, and the effect labeling teachers' quality has on their identity construction.

Contributors

Agent

Created

Date Created
2014