EXPERIENCES OF SPEECH-LANGUAGE PATHOLOGY GRADUATE STUDENTS: AN EXPLORATORY PHENOMENOLOGICAL STUDY

Within the past decade little research has been conducted in the United States to examine the preparedness of beginning speech-language pathologists; the seminal article used for this research study comes from the United Kingdom (Horton, Byng, Bunning, & Pring, 2004). Literature from the past few decades indicates that there may be deficiencies in the way that beginning speech-language pathologists are being trained clinically. The review of the literature suggests that the field may lack a clear and broadly supported learning theory or framework for the clinical supervision and training of speech-language pathology graduate students. The literature further supports the importance of work-embedded learning and problem-based learning, as well as suggests a theoretical framework that may be utilized for supervision and clinical training in the future. The purpose of this exploratory phenomenological study is to understand and describe how speech-language pathology graduate students perceive their clinical training and supervision obtained during graduate school prepared them for their first externship placements. The literature suggests that a framework for the transfer of theoretical knowledge into the clinical setting is often not present in graduate academic programs (Horton & Byng, 2000b). Models of highly effective practices that are grounded in adult learning theory and empirical research regarding clinical training and supervision should be taken into account. In this way, department-level leaders may be able to design more effective models for clinical training and supervision. The data from participant interviews conducted for this study were organized into two over-arching themes: supervision and clinical experiences. The data in each theme were further organized into more specific categories. The theme of supervision includes five categories: a) most helpful supervisor characteristics, b) least helpful supervisor characteristics, c) differences in supervision, d) feedback from supervisors, and e) working with different supervisors. In addition, the theme of clinical experiences includes four categories: a) differences between in-house experiences and externship experiences, b) significant aspects of clinical training, c) limitations of clinical training, and d) limitations of clinical coursework

In situ TEM study of twin boundary migration in sub-micron Be fibers

Deformation twinning in hexagonal crystals is often considered as a way to palliate the lack of independent slip systems. This mechanism might be either exacerbated or shut down in small-scale crystals whose mechanical behavior can significantly deviate from bulk materials. Here, we show that sub-micron beryllium fibers initially free of dislocation and tensile tested in-situ in a transmission electron microscope (TEM) deform by a $\{ 10\bar{1}2 \}$ $\langle 10\bar{1}1 \rangle$ twin thickening. The propagation speed of the twin boundary seems to be entirely controlled by the nucleation of twinning dislocations directly from the surface. The shear produced is in agreement with the repeated lateral motion of twinning dislocations. We demonstrate that the activation volume ($V$) associated with the twin boundary propagation can be retrieved from the measure of the twin boundary speed as the stress decreases as in a classical relaxation mechanical test. The value of $V \approx 8.3 \pm 3.3 \times 10^{-29}m^3$ is comparable to the value expected from surface nucleation.Comment: 13 pages, 9 figure

Simulating Electric Vehicle Diffusion and Charging Activities in France and Germany

Plug-in electric vehicles (PEV) are considered to reduce oil dependency, noise, and local air pollution as well as greenhouse gas emissions caused by road transportation. Today, the early market penetration phase has started and can be observed in many countries. But how could the diffusion and adoption of PEV be modeled to create consistent scenarios? With which PEV driving and charging behavior can these scenarios be associated and what load-shifting potentials can be derived? This work provides an answer to these questions by describing a hybrid modeling approach of a PEV diffusion scenario consisting of a top-down macro-econometric Bass model, answering the question as to at what point in time how many PEV will be on the market, and a bottom-up micro-econometric binary logistic PEV adoption model answering who is likely to adopt. This set of methods is applied to representative mobility data sets available for France and Germany in order to simulate driving and charging behaviors of potential French and German PEV adopters. In addition, a sampling method is presented, which reduces computational times while intending to remain representative of the population of PEV adopters considered. This approach enables the consideration of PEV at a detailed level in an agent-based energy system model focusing on European day-ahead markets. Results show that PEV diffusion dynamics are slightly higher in France than in Germany. Furthermore, average plug-in times, average active charging periods, average load-shifting potentials, and average energy charged per PEV differ slightly between France and Germany. Computational times can be reduced by our approach, resulting in the ability to better integrate PEV diffusion, adoption, and representative charging demand in bottom-up energy system models that simulate European wholesale electricity markets

With Care and Deliberation: Prairie Teachers go to Work

At the turn of the 20th century, people from select European countries were invited to homestead in the province of Saskatchewan, Canada. The provincial Department of Education had two goals: assimilating the children of these immigrants into Anglo-Saxon cultural traditions and sourcing teachers with the appropriate values to do so, however, they had very few ways of measuring how and if teachers were fulfilling their goals. This thesis examines a group of Saskatchewan women teachers who utilized the opportunity to write their life stories to establish themselves as dedicated, hardworking professionals. I explore how these women characterized their teaching practices as part of a larger enterprise of creating solid citizens. The thesis is centered around two research questions: (i) how did a particular group of Saskatchewan women teachers utilize their personal histories and supplementary documents to counter the ideal of male teacher? (ii) how did these women’s classroom practices and goals facilitate the process of “Canadianizing” rural immigrant students? I explore these questions through a combination of feminist historiography and narrative analysis as ways of studying women’s stories and ‘documents of life’ (Plummer, 2002, Stanley, 2013) and the socio-cultural contexts within which they were embedded, I argue that these teachers chose examples from their own lives to illustrate women as legitimate, serious, hardworking teachers. These women consciously participated in the Saskatchewan Department of Education’s project of Canadianizing immigrant children. Furthermore, as they were aware that they were responsible for imparting more than reading, writing and arithmetic they also sought to inculcate values and moral characteristics that they personal felt were important for these children to learn

DNA als Templat für die heteroleptische Komplexbildung und Anlagerung von Ethinylnilrot- und Ethinylpyren-Nukleosiden

Untersuchung der DNA-templierten Selbstasseblierung von ethinylnilrot- und ethinylpyren-modifizierten Nukleosiden entlang fullerenmodifizierter DNA zur Entwicklung von Lichtsammelsystemen und deren Anwendung als aktive Schicht in einer Solarzelle. Außerdem die Synthese eines bismesitylphenanthrolinmodifizierten Desoxyuridins und dessen Inkorporation in DNA zur Ausbildung von heteroleptischen Metallkomplexen im wässrigen Medium mit Terpyridin-Liganden

Regulating the Personal Lives of ‘Lady’ Teachers

Until the 1950s, many teachers in Saskatchewan still taught in one-room schools located within farming communities and, in these rural settings, were under close scrutiny by farm men, farm women and their children. While focusing on the gendered constraints at play, this paper explores how women teachers lived with, negotiated and challenged these prescribed expectations. I examine the regulation of rural women teachers by local farm families in their capacities as parents of school children, school trustees and landlords in the first half of the 20th century. I argue that the expectation to be a quiet and conforming female by community members, as enforced by the total discretion over firing and rehiring, made it difficult for rural women teachers to assert autonomy and agency. For those women who attempted to deviate from the standards of this time, the visibility of their activities constrained their latitude of departure and left them vulnerable to disciplinary measures. First hand accounts from 200 women, who taught in rural Saskatchewan in the first half of the 20th century, provide the basis for this analysis