A Path Analysis of the Behavioral Intention of Secondary Teachers to Integrate Technology in Private Schools in Florida

This research was designed to investigate the behavioral intention of a sample of teachers to develop curriculum based projects that require students to use technology. This research employed a quantitative study design of an educational version of the Universal Theory of Acceptance and Use of Technology model. The UTAUT model was expanded to include factors from the Theory of Planned Behavior, and Social Cognitive Theory. The sample was composed of 251 private school teachers in Florida who completed an on-line survey instrument based upon the UTAUT model. The results were analyzed with confirmatory factor analysis that identified several factors that contributed to the behavioral intention of the teachers to integrate technology. In the final factor analysis, Social Influences, Effort Expectancy, and Anxiety all proved to be very strong factors. Attitude, Performance Expectancy, and Facilitating Conditions were moderate to strong factors in this final analysis. The relationships between the identified factors were determined through the development of a path model using partial least squares analysis. The constructs having the strongest relationship with Behavioral Intention, and hence, having a stronger effect were Attitude (β=.775, p \u3c .001), Performance Expectancy (β=.698, p \u3c .001), and Effort Expectancy (β=.667, p \u3c .001). The structural model also supported that Behavioral Intention is strongly related to actual Use (β=.561, p \u3c .001). The construct of Facilitating Conditions had a weak and negative relationship with Use (β=.-131, p =.16).The moderating effects of several attributes were also tested. While there were several notable affects only the presence of a curriculum guide proved to have a statistically significant influence. The present study contributes to behavioral intention research by confirmation of the model and providing a new context for the adapted UTAUT (Venkatesh et al., 2003) that was developed for a teacher acceptance and use of technology in an educational setting. Several implications for practice are offered in addition to further directions for research in this area. The approach to technology adoption requires an understanding of how leaders of an organization, as well as individual teachers, approach technology use

The Impacts of the Presence of Amino Alcohols on Xenobiotic Cell Signaling Pathways

For this project, we investigated the effects of the presence of amino alcohols on the xenobiotically-catalyzed cell signaling pathways growth of Saccharomyces cerevisiae yeast cells. Amino alcohols have been hypothesized to act as antitumor agents against different types of tumor cells because they could act as a ligand for the aryl hydrocarbon receptors (AhRs) responsible for regulating downstream enzymes involved in the cellular response to xenobiotic stimuli.Yeast cells, on the other hand, do not have AhR proteins within their cells, so they depend on other potentially similar mechanisms involved in responding to xenobiotic signaling pathways. I helped synthesize the amino alcohol derivative compound benzylamine using aldol-epoxide reactions, and exposed different yeast mutants to benzylamine, which will be used to help further determine the mechanisms by which the yeast cells will respond to xenobiotic stimuli

Ready for Fall? Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students' Learning Opportunities and Outcomes

This report is the second of five volumes from a five-year study, funded by The Wallace Foundation and conducted by the RAND Corporation, designed as a randomized controlled trial that assesses student outcomes in three waves: in the fall after the 2013 summer program (reported here), at the end of the school year following the program, and after a second summer program in 2014 (to show the cumulative effects of two summer programs). The goal of the study is to answer one key question: Do voluntary, district-run summer programs that include academics and enrichment activities improve student academic achievement and other outcomes, such as social and emotional competence

Improving Completion Rates for Underrepresented Populations

Most experienced educators recognize that many students will not complete optional assignments, and often those students who need additional help do not seek assistance. Current research demonstrates that students in underrepresented populations (see definition below) are less likely to seek support than others because they see needing help as a confirmation that they don’t really “belong” in college in the first place. Research shows that those who do access currently optional supports such as tutoring are more likely to succeed, so this research group looked for ways to build structured connections between underrepresented students and resources. We found that our peers at various VCCS colleges had programs that were working to build these connections for our students, so in our resource-constrained environment, we chose to focus on what exists that works, is scalable, and could be implemented in stages as resources permit. Our proposal reflects increased resource allocation on both the academic support (tutoring) side and the student support (TRIO, Pathway to the Baccalaureate, Success Coaches) side to increase structured contact between the student and the support to decrease the “stigma” of seeking help. We propose this because in our roles as administrators and faculty we know that often our students need both academic support and holistic support

Learning From Summer: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth

The largest-ever study of summer learning finds that students with high attendance in free, five to six-week, voluntary summer learning programs experienced educationally meaningful benefits in math and reading.The findings are important because children from low-income families lose ground in learning over the summer compared to their more affluent peers. Voluntary, district-run summer programs could help shrink this gap and have the potential to reach more students than traditional summer school or smaller-scale programs run by outside organizations. Yet until now little has been known about the impact of these programs and how they can succeed. Wallace's $50 million National Summer Learning Project seeks to help provide answers.Since 2011, five urban school districts and their partners, the RAND Corporation and Wallace have been working together to find out whether and how voluntary-attendance summer learning programs combining academics and enrichment can help students succeed in school.Starting in 2013, RAND conducted a randomized controlled trial (RCT) in five districts—Boston; Dallas; Duval County, Florida; Pittsburgh; and Rochester—to evaluate educational outcomes, focusing on children who were in 3rd grade in spring of that year. The 5,600 students who applied to summer programs were randomly assigned to one of two groups—those selected to take part in the programs for two summers (the treatment group) and those not selected (the control group). The study analyzed outcomes for 3,192 students offered access to the programs.Researchers found that those who attended a five-to-six-week summer program for 20 or more days in 2013 did better on state math tests than similar students in the control group. This advantage was statistically significant and lasted through the following school year. The results are even more striking for high attenders in 2014: They outperformed control group students in both math and English Language Arts (ELA), on fall tests and later, in the spring. The advantage after the second summer was equivalent to 20-25 percent of a year's learning in math and ELA.These findings are correlational but controlled for prior achievement and demographics, giving researchers confidence that the benefits are likely due to the programs and meeting the requirements for promising evidence under the Every Student Succeeds Act.High-attending students were also rated by teachers as having stronger social and emotional competencies than the control group students; however, researchers have less confidence that this was due to the programs, given the lack of prior data on these competencies.About 60 percent of students attending at least one day met the 20-day threshold that was defined as high attendance.Separately, the study also examined the impact of the programs on all students who were offered access, whether or not they actually attended. Because many students did not attend at a high level, and some didn't attend at all, the average benefits for all of these students were smaller and not statistically significant, with the exception of a modest but educationally meaningful boost in math scores in the fall after the first summer equivalent to 15 percent of a year's learning. These findings are causal, meaning that researchers are confident that they were due to the programs, and meet the standard of strong evidence under the Every Student Succeeds Act.For students to experience lasting benefits from attending summer programs, the report recommends that districts: run programs for at least five weeks; promote high attendance; include sufficient instructional time and protect it; invest in instructional quality; and factor in attendance and likely no-show rates when staffing the programs in order to lower per-student costs

Returning home: heritage work among the Stl'atl'imx of the Lower Lillooet River Valley

This article focusses on heritage practices in the tensioned landscape of the Stl’atl’imx (pronounced Stat-lee-um) people of the Lower Lillooet River Valley, British Columbia, Canada. Displaced from their traditional territories and cultural traditions through the colonial encounter, they are enacting, challenging and remaking their heritage as part of their long term goal to reclaim their land and return ‘home’. I draw on three examples of their heritage work: graveyard cleaning, the shifting ‘official’/‘unofficial’ heritage of a wagon road, and marshalling of the mountain named Nsvq’ts (pronounced In-SHUCK-ch) in order to illustrate how the past is strategically mobilised in order to substantiate positions in the present. While this paper focusses on heritage in an Indigenous and postcolonial context, I contend that the dynamics of heritage practices outlined here are applicable to all heritage practices

Uncertainty in United States coastal wetland greenhouse gas inventorying

© The Author(s), 2018. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in Environmental Research Letters 13 (2018): 115005, doi:10.1088/1748-9326/aae157.Coastal wetlands store carbon dioxide (CO2) and emit CO2 and methane (CH4) making them an important part of greenhouse gas (GHG) inventorying. In the contiguous United States (CONUS), a coastal wetland inventory was recently calculated by combining maps of wetland type and change with soil, biomass, and CH4 flux data from a literature review. We assess uncertainty in this developing carbon monitoring system to quantify confidence in the inventory process itself and to prioritize future research. We provide a value-added analysis by defining types and scales of uncertainty for assumptions, burial and emissions datasets, and wetland maps, simulating 10 000 iterations of a simplified version of the inventory, and performing a sensitivity analysis. Coastal wetlands were likely a source of net-CO2-equivalent (CO2e) emissions from 2006–2011. Although stable estuarine wetlands were likely a CO2e sink, this effect was counteracted by catastrophic soil losses in the Gulf Coast, and CH4 emissions from tidal freshwater wetlands. The direction and magnitude of total CONUS CO2e flux were most sensitive to uncertainty in emissions and burial data, and assumptions about how to calculate the inventory. Critical data uncertainties included CH4 emissions for stable freshwater wetlands and carbon burial rates for all coastal wetlands. Critical assumptions included the average depth of soil affected by erosion events, the method used to convert CH4 fluxes to CO2e, and the fraction of carbon lost to the atmosphere following an erosion event. The inventory was relatively insensitive to mapping uncertainties. Future versions could be improved by collecting additional data, especially the depth affected by loss events, and by better mapping salinity and inundation gradients relevant to key GHG fluxes. Social Media Abstract: US coastal wetlands were a recent and uncertain source of greenhouse gasses because of CH4 and erosion.Financial support was provided primarily by NASA Carbon Monitoring Systems (NNH14AY67I) and the USGS Land Carbon Program, with additional support from The Smithsonian Institution, The Coastal Carbon Research Coordination Network (DEB-1655622), and NOAA Grant: NA16NMF4630103

Human Rights in the Context of Environmental Conservation on the US-Mexico Border

At Cabeza Priesta National Wildlife Refuge, a wilderness area on the US-Mexico border in Arizona, conflicting policies permit the provision of supplementary water for wildlife but not for undocumented immigrants passing through the area. Federal refuge environmental policy prioritizes active management of endangered and threatened species. Vast systems of water resources have been developed to support wildlife conservation in this extremely hot and dry environment. At the same time, humanitarian groups are not allowed to supply water to undocumented border crossers in the park. Human border-crossers must utilize non-potable wildlife water guzzlers for survival and face risk of illness or death by dehydration. This article analyzes human rights via an ethnographic lens. From this perspective, water policy at the wildlife refuge brings into question the value of human life in a border conservation context, especially for those entering the site illegally

Awareness, concern and willingness to adopt biosecure behaviours: public perceptions of invasive tree pests and pathogens in the UK

The growing incidence of invasive tree pest and disease outbreaks is recognised as an increasing threat to ecosystem services and human wellbeing. Linked to global trade, human movement and climate change, a number of outbreaks have attracted high public and media attention. However, there is surprisingly little evidence characterising the nature of public attentiveness to these events, nor how publics might respond to evolving outbreaks and the management actions taken. This paper presents findings from an online questionnaire involving 1334 respondents nationally-representative of the British public to assess awareness, concern and willingness to adopt biosecure behaviours. Despite revealing low levels of awareness and knowledge, the results indicate that the British public is concerned about the health of trees, forests and woodlands and is moderately willing to adopt biosecure behaviours. A key finding is that membership of environmental organisations and strong place identity are likely to engender higher awareness and levels of concern about tree pests and diseases. Further, those who visit woodlands regularly are likely to be more aware than non-visitors, and gardeners are more likely to be concerned than non-gardeners. Women, older respondents, those with strong place identity and dependence, members of environmental organisations, woodland visitors and gardeners were most likely to express a willingness to adopt biosecure behaviours. A comparison with findings from a survey conducted by the authors 3 years previously shows a decline over time in awareness, concern and willingness