Methodology

The purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or low) of teachers trained in the Intel Essentials model of project-based learning; and (4) any correlation between the level of implementation and the level of student engagement. A total of 32 teachers participated in the study. The teachers were split into 2 groups: the experimental group (N = 16) that participated in the Intel Essentials Training, and the control group (N = 16) that did not participate in the training. The results for this study were mixed. The students of the experimental group teachers (N = 780) had significantly higher (p < .05) FCAT scores than that of the control group students (N = 643). The control group with the exception of Motivating Tasks subscale had significantly higher levels of engagement. The correlation between level of implementation and student engagement produced a moderate negative correlation, meaning that the Intel trained teachers with the highest levels of implementation had the lowest levels of engagement.

This study investigated electroencephalographic differences related to cue (central left- or right-directed arrows) in a covert endogenous visual spatial attention task patterned after that of Hopf and Mangun (2000). This was done with the intent of defining the timing of components in relation to cognitive processes within the cue-target interval. Multiple techniques were employed to do this. Event-related potentials (ERPs) were examined using Independent Component Analysis. This revealed a significant N1, between 100:200 ms post-cue, greater contralateral to the cue. Difference wave ERPs, left minus right cue-locked data, divulged significant early directing attention negativity (EDAN) at 200:400 ms post-cue in the right posterior which reversed polarity in the left posterior. Temporal spectral evolution (TSE) analysis of the alpha band revealed three stages, (1) high bilateral alpha precue to 120 ms post-cue, (2) an event related desynchronization (ERD) from approximately 120 ms: 500 ms post-cue, and (3) an event related synchronization (ERS) rebound, 500: 900 ms post-cue, where alpha amplitude, a measure of activity, was highest contralateral to the ignored hemifield and lower contralateral to the attended hemifield. Using a combination of all of these components and scientific literature in this field, it is possible to plot out the time course of the cognitive events and their neural correlates.

This study tests Newports Less is More hypothesis with a language teaching experiment. Computerized French language lessons were presented to forty-two adults over two one-hour sessions. Learning trials were presented either in full sentences to resemble the adult learning environment, or in small increments that gradually increased to full sentences, resembling the steadily expanding processing capabilities of children. Trials were also presented randomly or ordered such that multiple examples of the same objects and verbs were presented consecutively. Language proficiency tests were administered after the lessons. A 2 (Presentation: incremental or full sentence) x 2 (Order of presentation: blocked or random) mixed ANOVA was used to analyze the data. The incremental conditions outperformed the sentence conditions on all proficiency measures. There was no significant effect of the blocking manipulation. This outcome suggests that a teaching method based on Newport's Less is More hypothesis can be advantageous in learning a foreign language.

This dissertation examines administrative roles within the context of everyday public administration. Specifically, it studies the relationship between administrative roles assumed by public administrators and (1) the perceived presence of administrative discretion, (2) individual level beliefs regarding involvement in policy formulation and (3) tenure with organization. This dissertation has a three-fold purpose. First, it delineates the types of roles assumed by public procurement specialists. Second, it tests whether administrative discretion, beliefs regarding participation in policy formulation and organizational tenure are significant in explaining the assumption of certain types of roles. Finally, the dissertation evaluates the implications for the public procurement process of the predominance of certain roles. vi The theoretical logic for this dissertation draws on the theory of representative bureaucracy and role theory. ... It is found that administrative discretion, individual expectations and organizational tenure are indeed important predictors of the assumption of administrative roles. Administrators who believe that they have access to relatively high levels of discretion and those who believe they should be involved in policy formulation are more likely to assume a representative type role. On the other hand, with increased tenure public administrators are less likely to assume a representative type role.

This study investigates affect coding within the therapeutic relationship, by exploring the client's and therapist's perception of the relationship and the facial and vocal affect expressed by both parties. A sample of 14 therapy sessions each having 1800 data points was collected. The Working Alliance Inventory Short Form (WAI-S) and Real Relationship Inventory (RRI) were completed after each recorded session. The participants were therapists and clients at a university counseling center in South Florida. Data were analyzed using one-tailed t tests, descriptive statistics, scores from RRI and the WAI-S and percentages of negative, neutral and positive affect. Statistically significant relationships were found between seconds of therapist negative affect (t(13)= -2.065, p. <.05) and seconds of therapist neutral affect (t(13)= -1.959, p. <.05) for clients who dropped out of therapy. The seconds of negative affect coded for clients (t(13) = -1.396, p. >.05) was approaching statistical significance for clients who drop out of therapy. This study provides theoretical and empirical support for linking the presence of facial affect in the first session and its effects on the therapeutic relationship and thus client retention or drop out. The clinical implications of these findings are also discussed.

The purpose of this research is to compare the surface dose outside the treatment area for different breast cancer irradiation modalities using Thermoluminescence Dosimeters (TLDs). Five different modalities are included in this study: Accuboost, Photon boost, Electron boost, Strut-Adjusted Volume Implant (SAVI), and Mammosite Multi-lumen (ML).Six points of interest (POI) on the breast cancer patients had been selected for the TLDs placement. Data from 25 breast cancer patients at Lynn Cancer Institute of the Boca Raton Regional Hospital were included in the study. The measured percentage ranges of the averaged doses at the six POIs for the different modalities are: Sternum 0.26% - 3.26%, Shoulder 0.33% - 2.79%, Eye 0.26% - 1.32%, Thyroid 0.20% - 2.75%, CLB 0.2% - 5.46%, Lower Abdomen 0.16% - 2.25%.

My study sought to acquire quantitative data from the surface of lithic tools and use that data to discriminate tools used on different contact materials. An experimental archaeological wear production method was conceived, whereby I and several volunteers produced wear on chert, heat-treated chert, and obsidian flakes by using those flakes on several contact materials. The flakes were then analyzed using a laser scanning confocal microscope, which recorded three-dimensional surface data from each tool. The data was analyzed using cluster analysis to find the ideal combination of parameters which correctly discriminated the flakes based on use-wear data. After finding acceptable parameters which grouped flakes appropriately through cluster analysis, those groups were subjected to a discriminant analysis. Each analysis returned a p-value under .05, meaning that the clustering based on the parameters Sq and Sfd produced by the cluster analysis was not random, but indicative of these variables' ability to discriminate lithic use-wear. The major advantage of the approach developed in this study is that it can quantitatively discriminate use-wear produced by different contact materials on flakes with no a priori information at all.

In this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these unobtrusive devices are effective for providing feedback to monitor their behavior. Self-graphing is another component of self-monitoring interventions that has received little attention in the literature. However, many studies recognize the importance for individuals to be active participants in their educational programs by analyzing progress and being a part of the decision making process. This study assessed the use of WatchMinder and self-graphing on the on-task behavior of four elementary students with autism in the special education setting.

With antimicrobial resistance to current drugs steadily rising, the development of new antibiotics with novel mechanisms of action has become an imperative. The majority of life-threatening infections worldwide are caused by "ESKAPE" pathogens which are encountered in more than 40% of hospital-acquired infections, and are resistant to the majority of commonly used antibiotics. Naturally occurring cyclic depsipeptides, microbial secondary metabolites that contain one or more ester bonds in addition to amide bonds, have emerged as an important source of pharmacologically active compounds or lead structures for the development of novel antibiotics. Some of those peptides are either already marketed (daptomycin) or in advanced stages of clinical development (ramoplanin). Structurally simple, yet potent, fusaricidin/LI-F and lysobactin families of naturally occurring antibiotics represent particularly attractive candidates for the development of new antibacterial agents capable of overco ming infections caused by multidrug-resistant bacteria. These natural products exhibit potent antimicrobial activity against a variety of clinically relevant fungi and Gram-positive bacteria. Therefore, access to these classes of natural products and their synthetic analogs, combined with elucidation of their mode of action represent important initial steps toward full exploitation of their antmicrobial potential. This dissertation describes a general approach toward the solid-phase synthesis of fusaricidin/LI-F and lysobactin analogs and an extensive structure-activity relationship (SAR) study. We have devised a simple and robust preparation strategy based on standard Fmoc solid-phase peptide synthesis protocols.

This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The study further explored a possible moderating effect of the social studies subject on student achievement and a possible moderating effect of students' previous academic blog usage on student achievement within the study. Quantitative data were collected from students' pre-tests and unit tests scores and analyzed for statistical significance. Qualitative data were collected through teacher-generated notes during the blogs, individual interviews, and a follow-up focus group interview. The results of this study indicated that there was no overall significant difference in student achievement between the blogging and non-blogging groups. On the contrary , a significant interaction between the social studies subject area and the use of academic course blogs was found when examining student achievement. However, this practical interaction was revealed to be a weak one. Further findings indicated that there was no significant interaction between students' previous blog usage and academic achievement during the study. From the qualitative data, participating teachers perceived the course blogs to be potentially advantageous for students and themselves, yet expressed frustration when implementing the course blogs with their students. Instead, they endorsed the academic use of Facebook, a resource that some students from two participating courses separately utilized instead of (or in addition to) the course blogs during the study. Teachers further expressed concern about relinquishing their subject knowledge and AP expertise to readily available course content on the Internet. Implications and suggestions for future f or AP social studi