Henri Temianka Correspondence; (reynolds)

https://digitalcommons.chapman.edu/temianka_correspondence/2699/thumbnail.jp

Self-efficacy In Academic Reading And Writing, Authorial Identity And Learning Strategies In First-Year Students

Increasingly evidence indicates that students' engagement with academic writing and their wider approaches to study are influenced by their beliefs about themselves as writers. To provide effective support for academic writing, an understanding of these beliefs, particularly in the first year, is essential. This study sought to examine beliefs about writing held by first year students in a department of Nursing, midwifery & Health Studies, the relationships between these beliefs and their associations with learning strategies. First- year students were surveyed at 3 points over the first-year. They completed measures of academic reading and writing self-efficacy, authorial identity, learning strategies and the extent to which they saw themselves as novice writers. Findings revealed that, typically, our students had fairly positive beliefs about their writing, although there was considerable variability. Beliefs were associated with student characteristics: mature students and Nursing & Midwifery students reported higher levels of writing self-efficacy,. First-generation students were also significantly more likely to see themselves as novice writers. There were strong positive correlations between all the measures of writing beliefs and in particular between reading and writing self-efficacies. Beliefs about writing were positively associated with deep learning, and, to a lesser extent strategic learning. Only a minority of students could be compared at different points in the year. Where this was possible the beliefs were stable with the exception that positioning as a novice writer showed a significant increase. The implications are discussed

Governance and Reporting in a Complex Global Environment

The purpose of this paper is to explore whether there are extant mechanisms that are utilized to meet the challenges of diverse corporate governance needs in modern global society. We adopt the nonlinear lens utilized in complex adaptive systems. The examination is advanced using three examples drawn from published academic research. The three examples selected allow consideration of differing levels of analysis, regions and entity types. Levels of analysis include societal, institutional and firm. Regions include Asia Pacific, United States and international. The governance types are governmental, charitable and corporate. Distinct world views are represented by considering the holistic worldview of the indigenous Maori as well as an emerging CSR agenda for an international corporation. Diverse objectives are exemplified by the inclusion of required not-for-profit reporting

To bind or not to bind: Characterization of binding interactions between X29 and U8snoRNA [abstract]

Abstract only availableFaculty Mentor: Brenda Peculis, BiochemistryU8-snoRNP is involved in the processing of the 5.8S and the 28S rRNA, both of which are needed for the formation of the large ribosomal subunit (Peculis and Steitz, 1991). A nucleolar protein, dubbed X29, has the ability to bind and decap U8snoRNA, giving it the capacity to degrade U8RNA (Tomasevic and Peculis, 1999; Ghosh et al, 2004). Initially found in Xenopus, X29 is evolutionarily conserved in vertebrates from humans to sea squirts (MT, unpublished). The x-ray crystallography structure of X29 shows the protein can exist in the form of a homodimer (Scarsdale et al, 2006). The goal of this project was to determine whether the homodimer form or the monomeric version of X29 binds U8RNA and is catalytically active, as well as identify the protein:protein and protein:RNA contacts. I used chemical crosslinkers and identified a 60kD putative crosslink in X29, and formation of a 60kD band was also identified with the human homologue, H29K, but this forms with a lower efficiency. 4-thio-U mediated RNA (UV) crosslinking was used to identify the binding sites for X29 on U8RNA. All crosslinking assays were performed with mutant or truncated RNAs and proteins to more precisely map sites of interaction. The data from X29 were compared to that of H29K to determine whether the protein's activities were conserved among or differed between species. The results of these experiments showed that X29 and H29K both show abilities to form dimers and crosslink to U8 though to differing efficiencies. The U8 mutants have identified putative interaction sites between U8RNA and the proteins, which we are in the process of mapping more precisely

Hypocapnia-induced bronchoconstriction

Hypocapnia-induced bronchoconstriction has been recognized for over J0 years, however, its nechanisms have to date renained essentially unknown. This thesis describes a guínea pig model of hypocapnia-induced bronchoconstriction and elucidates the mechanisms involved in this airway response. Despite the extensive use of guinea-pig isolated-lung preparations over past decades, severe postmortem bronchoconstriction in this species has only recently been described and has been observed in the prelininary studies of the present work reported herein. This phenomenon was re-examined by measuring postmortem airway function in anaesthetized open-chest guinea pigs following circulatory arrest, in an attenpt to determine the initiating factors. The intensity of bronchoconstriction was assessed by calculating changes in dynanic compliance and measuring relaxation lung volume at the completíon of the experiments. From these studies it was found that postnortem bronchoconstriction was principally due to airway hypocapnia, a known cause of bronchoconstriction. Changes in airway function were also observed if there was marked airway cooling and drying. Following the establishment of this guinea pig nodel of hypocapnia-induced bronchoconstriction, a second detailed stndy was undertaken to determine what mediators were involved. Tachykinins (a group of neuropeptides with a similar anino acid sequence at the C-terminal end) had recently been inplicated ín nediating guinea pig postmortem bronchoconstriction, thus raising the possibility that tachykinins may mediate the hypocapnia-induced bronchoconstriction observed ín this species. This second study was designed to determine whether hypocapnia causes bronchoconstriction by releasing tachykinins from C-afferent nerves in airways. Three experimental interventions were used: 1) depletion of tachykinins by repeated capsaicin injections, 2) treatnent with phosphoramidon, an inhibitor of enkephalinase, the main enzyne responsible for tachykinin inactivation, and 3) topical airway anaesthesia. Capsaicin pretreatment markedly attenuated the hypocapnia-induced changes ín dynanic compliance and relaxation lung volune whereas phosphoramidon auguented these changes. Topical anaesthesia of airways with bupivacaine almost completely prevented hypocapnia-induced bronchoconstriction. These studies demonstrate that in the guinea pig, postmortem bronchoconstriction is triggered by airway hypocapnl-a, and that this hypocapnia-induced bronchoconstriction is medíated by tachykinins which are released following the activatíon of bronchial axonal reflexes.Thesis (M. Sc.)--University of Adelaide, Dept. of Physiology, 1989

Measuring Students' Perceptions of Faculty Availability Outside of Class Using Rasch/Guttman Scenario Scales:

Thesis advisor: Larry H. LudlowInteraction with faculty is one of the most important aspects of completing an undergraduate degree (Chambliss & Takacs, 2014). At traditional colleges and universities, much of this interaction takes place within the classroom. However, out-of-class communication (OCC) is also an important part of the college-going experience. Participation in OCC has been associated with many positive undergraduate outcomes, such as motivation (Komarraju et al., 2010) and course grades (Micari & Pazos, 2012). Prior measurement instruments related to OCC suffered from limitations with respect to construct definition and methodological procedures that limit the interpretability and utility of the scores they yield. My dissertation ameliorates these issues in constructing a new instrument that measures students’ perceptions of faculty availability outside of class. This instrument is built using Rasch/Guttman Scenario (RGS) scale methodology, which brings together the frameworks of Rasch measurement (Rasch, 1960/80) and Guttman facet theory design (Guttman, 1954; Guttman 1959). Two scales, each containing seven short scenarios that function as items, were constructed: the Physical Accessibility Scale (PAS) and the Social Engagement Scale (SES). Together, these two scales comprise the Out-of-Class Availability Scales (OCAS). Three facets of physical accessibility and social engagement are identified and represented within the items: arranged meetings, chance encounters, and email. The OCAS development process and analysis results presented within my dissertation suggest that the RGS methodology is useful for capturing students’ perceptions of faculty availability outside of class. The OCAS can also be used by others to conduct future research on the topic of OCC. Because they measure students’ perceptions of availability and not frequency of OCC, the OCAS have value as a potential faculty evaluation tool. Even if students choose not to interact with a particular faculty member outside of class, they would still ideally find that faculty member available for such interaction should the need arise. Finally, the RGS scale development process ensures that OCAS scores are accompanied by qualitative descriptions, which enhances their utility and measurement value.Thesis (PhD) — Boston College, 2020.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Research, Measurement and Evaluation

Changes in approaches to learning over three years of university undergraduate study

This study aimed to evaluate and compare approaches to learning by a longitudinal cohort of undergraduate students as they progressed from their first to third years of study in anatomy and physiology. The Approaches and Study Skills Inventory for Students (ASSIST) wascompleted at the beginning and end of their first year of university study, and in their final semester. At first year, a surface learning approach predominated; however, at third year, students showed a significant increase in their use of deep and strategic learning approaches compared to first year, although surface learning approaches were retained. The extent to which third-year students took both strategic and deep approaches to learning was positively correlated with their performance on assessment. As students progress through a three-year science degree, they develop deeper and more strategic learning approaches, and assessment and teaching styles probably promote these approaches to learning

'They're battle scars, I wear them well': A phenomenological exploration of young women's experiences of building resilience following adversity in adolescence

This is an Author's Accepted Manuscript of an article published in Journal of Youth Studies, 13(3), 273 - 290, 2010 [copyright Taylor & Francis], available online at: http://www.tandfonline.com/10.1080/13676260903520886.This phenomenological study explored young women's accounts of building resilience following chains of adverse life experiences in adolescence. Six participants were interviewed, aged 20–25 years. Most had, or were receiving, a university education. They described their recovery from adversity as starting with certain pivotal moments, followed by both short-term and longer-term strategies. Short-term strategies tended to offer respite from distress and emotional comfort, increased clarity about their experiences and social affirmation. Recovery involved gaining new perspectives on their adverse situation and recovering a positive self-image through three longer-term strategies. These involved making visible progress in their education, rebuilding relationships with family and friends, and participating in the ‘normalizing’ activities and developmental projects of adolescence. Participants believed that they were stronger and more compassionate although positive achievements co-existed with some regrets. Most perceived the adversity as catalyzing personal growth. These accounts of resilience revealed the complex psychosocial processes and resources available to some adolescents