Round Table Discussion

Round Table Discussion guided by Paul Rop

Nanoscale Manipulation, Probing, and Assembly Using Microfluidic Flow Control

Nanoparticles have unique properties that can be beneficial in fields ranging from quantum information to biological sensing. To take advantage of some of some of these benefits, techniques are required that can select single particles and place them at desired locations with nanoscale precision. This capability allows for bottom-up assembly of nanoparticle systems and facilitates development of improved tools for probing nanoscale physics. Current manipulation approaches are inadequate for positioning nanoparticles such as single quantum dots. Quantum dots can act as single photon sources, and are useful for applications in nanophotonics and quantum optics. In this thesis, I present a technique for manipulation of single quantum dots and other nano-objects. Using this technique, I demonstrate nanoparticle manipulation, assembly, and probing with nanoscale precision. The nanomanipulation approach I introduce employs electroosmotic flow to position colloidal nanoparticles suspended in an aqueous system. Single quantum dot manipulation is demonstrated with a precision better than 50 nm for holding times of up to one hour. This technique is useful for studying the behavior of single quantum dots and their interactions with the environment in real time. A fluid chemistry was developed for the deterministic immobilization of nanoparticles along a two-dimensional surface with 130 nm precision. In addition, a technique for assembling systems of silver nanowires is demonstrated. A method for imaging the local density of optical states of silver nanowires is presented using single quantum dots as probes, achieving an imaging accuracy of 12 nm. Spontaneous emission control is accomplished simultaneously by placing the quantum dot at various locations along the wire. Together, these experiments illustrate the versatility of microfluidics for the advancement of nanoscience research and engineering

Steve C. Ropp on Human Rights in Latin America: A Politics of Terror and Hope. By Sonia Cardenas. Philadelphia, PA: University of Pennsylvania Press, 2010. 256pp.

A review of: Human Rights in Latin America: A Politics of Terror and Hope. By Sonia Cardenas. Philadelphia, PA: University of Pennsylvania Press, 2010. 256pp

Subjectivity as skopos : on translating a Dutch novel

This master’s thesis presents an excerpt of my translation of the Dutch novel Maar buiten is het feest (Arthur Japin, 2012), along with critical commentary. I begin with a review of the most relevant and useful theory I researched for my project, with Hans J. Vermeer’s skopos theory providing a crucial basis for my ultimate application of various theoretical approaches, including Venuti’s foreignization and feminist translation theory. I then define my own skopos (from Greek: aim or purpose) for this particular translation project, and follow with a detailed discussion of my motivations, methods, and choices for the excerpt presented in light of the skopos I define. I argue that a translation should be judged according to the skopos or skopoi established by the translator and that, as such, the selection of a variety of theoretical approaches is appropriate in application.Comparative Literatur

THE RELATIONSHIP BETWEEN STUDENT ACADEMIC ENGAGEMENT AND ALUMNI GIVING AT A PUBLIC, STATE FLAGSHIP UNIVERSITY

The strategic pursuit of procuring private donations for colleges and universities is not a new endeavor for these institutions; however, as a result of the challenging financial landscape facing public higher education, administrators at these institutions have been devoting more time and resources towards their fundraising efforts. A cursory review of the literature on higher education fundraising over the past two decades also reveals an increased number of studies published on this topic. While numerous studies on alumni gift-giving have identified a subset of reliable predictive characteristics, significant gaps for explaining this phenomenon still exist. One area, or gap, within the literature that has yet to be explored is the relationship between an alumna/us' academic experience as an undergraduate and their gift-giving behavior. Several studies have identified a relationship between academic satisfaction and alumni giving (Gaier, 2005; Clotfelter, 2003; Mosser, 1993); however, neither study set out to measure the levels of engagement or experiences they may have had in specific academic activities. Therefore, in an effort to contribute to the field of alumni giving, this study set out to measure the relationship between student academic engagement and alumni gift-giving behavior. The findings from this research identified a relationship to exist between student academic engagement and an alumna/us' decision to donate. Specifically, the results showed that undergraduates who were challenged by their alma mater, interacted with their respective faculty members, and were provided with the institutional support they needed to accomplish their academic goals, were more likely to donate back to their alma mater. These findings correspond with the literature that satisfaction from one's undergraduate experiences serves as a foundation of inclination for alumni to financially contribute to the university (Gaier, 2005). Specifically, this research helped bridge a gap in the literature by identifying specific areas within the academic experience that may lead to an alumna/us' overall satisfaction with their college experience. Although the relationship between academic engagement and alumni giving may not have been as robust as originally hoped, the findings were conclusive enough to contribute to the research literature and necessitate further research into other areas of student engagement and alumni giving, specifically as it relates to the mentoring role that faculty members serve for prospective donating alumni

Igniting Self-Directed Learning and Higher Level Workforce Competencies in an Aviation Curriculum

Discusses the underlying concepts and pedagogies informing an IMPACT redesign course in Aviation, focused on developing workplace competencies and students\u27 self-directed learning

From Our Poor to Personal Responsibility : Changing Welfare Rhetoric in Political Party Platforms of the Carolinas and the Nation, 1950-2005

In this thesis, I track political rhetoric surrounding poverty and welfare from 1950-2005. I first provide thorough context on the history of welfare policy in the United States and the way these issues were framed by politicians leading up to the period my data covers. My analysis centers on 108 political party platforms from the national Republican and Democratic parties and from state parties in North and South Carolina, ranging from 1950 to 2005 (31 of which I located in archives and manually digitized for the first time ever). I explain the significance of party platforms and review the literature on the framing of poverty and welfare that has shaped my analysis. Using a mixed-methods approach, I combine historical qualitative analysis with quantitative automated text analysis to identify rhetoric shifts. I find a stark shift from platforms discussing poverty as a collective, societal issue to be remedied by government intervention (a “thematic framing”) to, in the early 1980’s, discussing poverty as an individual problem that should be solved not through government programs but through work and personal responsibility (an “episodic framing”). This shift occurs top-down, from the national party and followed by the state parties, for Republicans. For Democrats, North Carolina and South Carolina Democrats adopt an episodic framing sooner than the national party. Additionally, I find Republicans and Democrats both using the term “poverty” more in periods where they are “winning” on the issue. I also find that, in the headings for “welfare” sections of party platforms, the two parties use the term “opportunity” in mirroring ways, with Democrats using the language of “opportunity” in the 1960’s, but Republicans picking up the term in the 1980’s and 90’s. My research contributes to the growing base of literature on state party platforms and the study of how state parties interact with the national parties over time, particularly in this period of partisan realignment in the South

ACADEMIC SUCCESS IN CAREER TECHNICAL SCHOOLS FOR STUDENTS WHO HAVE AN IEP/504

This study examines the interaction of career technical education and traditional school education and the impact each school type has on students with disabilities. Each school type is being measured on academic performance on ACT Scores taken during the student’s senior year and using Ohio End-of-Course Exams scores as a baseline that are taken during the student’s sophomore year. A multiple regression analysis was conducted to see what the best predictor of ACT Scores was using End-of-Course Exams scores, school type, gender, IEP, 504, and free-reduced lunch status as predictors. The study takes place in Greene County, Ohio where students attend their junior and senior years of High School. The curriculum in both school types is the same, it is only the environment that is different. The population of students with disabilities within Career Technical centers is growing and the graduation rate for this population is 67% nationwide. The combination of these two factors brings added concern to the issue and provides the motive for this study. Career Technical Schools provide more opportunities to meet the requirements of the alternative pathway necessary for graduation and is the leading cause for the increased population of students with disabilities. Therefore, this study measures the impact of career technical school environments and whether that leads to better academic scores with the assumption that the student’s social and emotional needs are being met as they are grouped with students that have similar career interests. Further investigation between the school types was taken in measuring college credits earned by students with disabilities and to see if there is a statistically significant mean difference in college credits earned between each school type. To measure this a two-sample t-test was run. The results found that students who attended a career technical school performed 1.26 points higher on their ACT than students who attended a traditional school. School type was found to be a significant predictor of ACT at the 0.01 level. Further results were found that End-of-Course scores (at 0.001 level) and whether a student was on an IEP or a 504(at the 0.01 level) are significant predictors of ACT Scores as well. Testing the mean difference of college credits earned across school type was statistically significant at the 0.001 level which showed career technical schools to have more students with disabilities earning college credits in High School. These results came from a convenience sample in Greene County, Ohio, and provide insight into how career environments have positive impacts on academic performances