Development of a Phenomenological Combustion Model for Large Bore Dual Fuel Engines

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Learning Linguistics, Teaching for Change: Preparing Secondary Educators to More Equitably Teach Disciplinary Literacies

This dissertation explores ways to better prepare secondary teachers in the United States for more equitably teaching disciplinary literacies to English language learners (ELLs), a current goal of many teacher educators, literacy researchers, and applied linguists that is echoed in federal and state-level education policy. Specifically, it investigates the affordances and constraints of using a critical social semiotic approach to secondary teacher education for this purpose. The dissertation is structured as a set of three research papers, each of which addresses a different aspect of this topic. The first paper draws on existing literature to explore how a critical social semiotic approach has been used in recent K-12 teacher education and professional development efforts across the United States and to what effect. The second and third papers are empirical studies that seek to build on and add to this body of literature. Data for these papers was collected in the context of a mandated one-semester course designed to prepare secondary pre-service teachers across content areas to better support the disciplinary literacy development of students designated as ELLs. The second paper draws on pre- and post-course survey data to explore changes in 55 secondary pre-service teachers’ literacy teaching practices after they were introduced to a critical social semiotic perspective, specifically how they gave feedback on disciplinary writing. The third paper takes a more longitudinal approach to studying professional development in this same group of pre-service teachers. It combines qualitative case study and quantitative survey methods to more holistically explore what kinds of knowledge, beliefs, and practices these teachers developed over two years as they experienced multiple and, at times, contradictory discourses about language, language learners, and literacy teaching and learning during their pre-service programming, student teaching experiences, and first year of in-service teaching. Cumulatively, this dissertation contributes to existing research in teacher education, literacy studies, and applied linguistics by offering a comprehensive literature review and additional empirical information regarding the opportunities and challenges of using a critical social semiotic approach to supporting secondary pre-service teachers’ development as disciplinary literacy teachers and, possibly, change agents

Differences in Remedial Pedagogy Approaches Between Teachers and Students

This study determined and assessed the perceptions of both students and teachers on the best approaches to remedial education. Although much of the research in the remedial education field has used quantitative approaches to determine the impact of taking remedial classes on academic outcomes, qualitative research has been less extensively used but offers a better understanding of why students do not remediate successfully. While remedial programs work well when students successfully complete remedial courses, students often fail to complete them. Therefore, it is important to understand why remedial programs sometimes succeed but so often fail. Based on the Grubb and Gabriner (2013) triangle of instruction and modifying this triangle in the context of research by Cox (2009) and Jenkins (2011), this qualitative study sought to develop an understanding of students’ taking remedial courses and teachers’ perspectives on teaching remedial courses by taking a multipronged data collection approach. The research questions in this study were used to determine how faculty and students describe the effective teaching methods conducive to successful student learning. This case-study approach included classroom-based observations of teaching methods, student attitudes, and interviews of both teachers and students. The interview topics included how students learn best from the perspective of both teachers and students. More specifically, the sample for individual interviews consisted of 12 students and two teachers participating in remedial courses at one urban East Coast community college

Differences in Remedial Pedagogy Approaches Between Teachers and Students

This study determined and assessed the perceptions of both students and teachers on the best approaches to remedial education. Although much of the research in the remedial education field has used quantitative approaches to determine the impact of taking remedial classes on academic outcomes, qualitative research has been less extensively used but offers a better understanding of why students do not remediate successfully. While remedial programs work well when students successfully complete remedial courses, students often fail to complete them. Therefore, it is important to understand why remedial programs sometimes succeed but so often fail. Based on the Grubb and Gabriner (2013) triangle of instruction and modifying this triangle in the context of research by Cox (2009) and Jenkins (2011), this qualitative study sought to develop an understanding of students’ taking remedial courses and teachers’ perspectives on teaching remedial courses by taking a multipronged data collection approach. The research questions in this study were used to determine how faculty and students describe the effective teaching methods conducive to successful student learning. This case-study approach included classroom-based observations of teaching methods, student attitudes, and interviews of both teachers and students. The interview topics included how students learn best from the perspective of both teachers and students. More specifically, the sample for individual interviews consisted of 12 students and two teachers participating in remedial courses at one urban East Coast community college

Delivery of Family-Based Treatment for Adolescent Anorexia Nervosa in a Public Health Care Setting: Research Versus Non-Research Specialty Care.

Comparing evidence-based psychotherapy (EBP) to usual care typically demonstrates the superiority of EBPs, although this has not been studied for eating disorders EBPs such as family-based treatment (FBT). The current study set out to examine weight outcomes for adolescents with anorexia nervosa who received FBT through a randomized clinical research trial (RCT, n = 54) or non-research specialty care (n = 56) at the same specialist pediatric eating disorder service. Weight was recorded throughout outpatient treatment (up to 18 sessions over 6 months), as well as at 6- and 12-month follow-up. Survival curves were used to examine time to weight restoration [greater than 95% median body mass index (mBMI)] as predicted by type of care (RCT vs. non-research specialty care), baseline clinical and demographic characteristics, and their potential interaction. Results did not indicate a significant main effect for type of care, but there was a significant effect for baseline weight (p = .03), such that weight restoration was achieved faster across both treatment types for those with a higher initial %mBMI. These data suggest that weight restoration achieved in non-research specialty care FBT was largely similar to that achieved in a controlled research trial. Clinical Trial Registration:http://www.anzctr.org.au/, identifier ACTRN12610000216011

Analysis of the suitability of the trauma center location configuration in the state of Arkansas

With the Arkansas trauma system framework having been so recently enacted, analysis of the suitability of the trauma center location configuration has yet to be explored. A variety of optimization models were created that placed an emphasis on different objectives. These results were then used to evaluate the effectiveness of Arkansas’s current system in relation to the optimal system generated by the mathematical models. Initial results indicated the areas that are not covered by the current trauma system. In addition, further research revealed the optimal number of trauma centers that could service the same population currently being served. Assessing the suitability of the current system offers the possibility of exploring an alternative allocation of resources to improve the location configuration and better serve the health services needs of the people of Arkansas

The richness of the Torriglia Archive: its contribution to the history of Rosario’s port facilities

En consideración a la riqueza de información que atesora el Archivo Cesar Torriglia, nos hemos planteado como objetivo para el presente trabajo ilustrar sobre el valioso aporte del material documental a la historia de las instalaciones portuarias rosarinas procediendo a la selección de informes periciales por juicios de expropiación y reivindicación en terrenos del Bajo de la ciudad, epicentro de la actividad portuaria, sector en donde particulares y la empresa del Ferrocarril Central Argentino reclamaban reconocimiento de sus derechos de posesión a la Sociedad Constructora del Puerto de Rosario con motivo de las obras de construcción del mismo iniciada en 1902.Considering the richness of information that holds the Cesar Torriglia’s Archive this paper intends to show the valuable contribution of its documentary material to the history of Rosario’s port facilities, through case selection of expert reports on expropriation trials and claims over the lower part of the city, the center of port activity, where the private sector and the Central Argentine Railway company demanded recognition of their rights of ownership to the Rosario Port Building Society which started its construction in 1902.Fil: Accurso, Vicente. Universidad Nacional de Rosario; ArgentinaFil: de Biasi, Adriana. Universidad Nacional de Rosario; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Fernández, Sofía. Universidad Nacional de Rosario; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Silvani, Lucrecia. Universidad Nacional de Rosario; Argentin

Splenomegaly impacts prognosis in essential thrombocythemia and polycythemia vera: A single center study

Splenomegaly is one of the major clinical manifestations of primary myelofibrosis and is common also in other chronic Philadelphia-negative myeloproliferative neoplasms, causing symptoms and signs and affecting quality of life of patients diagnosed with these diseases. We aimed to study the impact that such alteration has on thrombotic risk and on the survival of patients with essential thrombocythemia and patients with Polycythemia Vera (PV). We studied the relationship between splenomegaly (and its grade), thrombosis and survival in 238 patients with et and 165 patients with PV followed at our center between January 1997 and May 2019