An Introduction to Korean Culture for Rehabilitation Service Providers

[Excerpt] The purpose of this monograph is to provide recommendations to busy rehabilitation service providers in the U.S. for effectively working with persons who hold traditional Korean values. The topics of Korean history, immigration, culture, language, religion, food, views on disabilities and rehabilitation services typically available in Korea are covered briefly to provide the reader with a quick overview and background. For those who seek more detailed information, the references cited in each section can be used as a starting point. For those with prior background knowledge of Korea, I suggest reading Part II first, in which I introduce Korean culture with case stories in the context of rehabilitation process

A SURVEY OF DISTANCE MAGIC GRAPHS

In this report, we survey results on distance magic graphs and some closely related graphs. A distance magic labeling of a graph G with magic constant k is a bijection l from the vertex set to {1, 2, . . . , n}, such that for every vertex x Σ l(y) = k,y∈NG(x) where NG(x) is the set of vertices of G adjacent to x. If the graph G has a distance magic labeling we say that G is a distance magic graph. In Chapter 1, we explore the background of distance magic graphs by introducing examples of magic squares, magic graphs, and distance magic graphs. In Chapter 2, we begin by examining some basic results on distance magic graphs. We next look at results on different graph structures including regular graphs, multipartite graphs, graph products, join graphs, and splitting graphs. We conclude with other perspectives on distance magic graphs including embedding theorems, the matrix representation of distance magic graphs, lifted magic rectangles, and distance magic constants. In Chapter 3, we study graph labelings that retain the same labels as distance magic labelings, but alter the definition in some other way. These labelings include balanced distance magic labelings, closed distance magic labelings, D-distance magic labelings, and distance antimagic labelings. In Chapter 4, we examine results on neighborhood magic labelings, group distance magic labelings, and group distance antimagic labelings. These graph labelings change the label set, but are otherwise similar to distance magic graphs. In Chapter 5, we examine some applications of distance magic and distance antimagic labeling to the fair scheduling of tournaments. In Chapter 6, we conclude with some open problems

Morphological and Physiological Effects of 2,4-D on Gram-Negative and Gram-Positive Bacteria

Manometric, spectrophotometric, photomicrographic and quantitative biochemical techniques were employed to determine the morphological and physiological effects of 2,4-D on Gram-positive and Gram-negative bacteria. The growth and motility of Gram-positive bacteria appeared to be more adversely affected than the growth and motility of Gram-negative species. The terminal oxidation, lysis, and chain length of both Gram-positive and Gram-negative bacteria did not appear to be affected by the concentrations used. The average cell size of both Gram-positive and Gram-negative bacteria was observed to increase after exposure to 1000 ppm 2,4-D. The normal leakage of amino acid and ultraviolet light absorbing cell constituents appeared to be retarded by 1000 ppm 2,4-D

Secondary Mathematics Teachers\u27 Learning Through Practice: The Case of Rudy

In this study I investigated teachers’ learning through practice. Teachers learn in teacher preparation programs and in professional development, but the most personal learning occurs in practice. Teachers spend much of their time isolated from colleagues, participating in classroom communities instead of professional communities. If teacher educators want to understand the potential for learning in the space where teachers spend much of their time it is necessary to investigate the learning that is occurring in classroom practice. To pursue this end, I explored one secondary mathematics teacher’s learning in practice. I observed and video-recorded this teacher’s classroom practice for one unit of instruction in two sections of the same course. I conducted interviews before and after the observations, asked him to record reflections about his planning and teaching, collected all of his lesson plans and materials, and observed his interactions with colleagues on a teacher inservice day. I analyzed the results qualitatively (Miles, Huberman, & Saldaña, 2014) with Wenger’s (1998) Communities of Practice (CoP) framework. Using the CoP framework, I posited the teacher’s practice as the driving force for coherence in communities, for the negotiation of meaning in experience, and for identity formation. Thus, in characterizing the teacher’s communities of practice, negotiation of meaning, and identity I painted a picture of the teacher’s practice. Through this picture of practice, I viewed learning as belonging in community, learning as experiencing meaning, and learning as becoming a particular type of person. My analysis revealed five important ideas. First, engagement in collegial communities is important for the development of practice. This was revealed in the minimal engagement with mathematics teachers that stifled the teacher’s learning. However, it was also demonstrated by the safe haven and significant learning in the teacher’s coaching community. Second, teachers can leverage opportunities for professional learning through practice, but may need assistance to recognize the potential for change. The teacher in this study learned through his participation with his fifth hour class, but also failed to leverage the opportunity for optimal growth. Third, learning through practice may best be accomplished through a process that combines reflective and projective participations. When the teacher reflected on his participation with students and projected that onto a hypothetical participation from the student’s perspective he produced significant learning. Fourth, the work of identity formation in teaching is significant, difficult, and emotional. This implies the need to focus educational efforts on supporting identity transformations. Finally, learning through practice is significant. This implies the need to focus educational efforts on helping teachers learn through practice and positively leverage the opportunities for professional growth presented in their own practice

Evaluation of laboratory and field techniques to improve portland cement concrete performance

This dissertation is presented as a compilation of five papers. Each paper is presented as a chapter in the dissertation and includes a short literature review, research data, significant findings, and references. A general conclusion section follows the main body of the dissertation and summarizes the significant findings and includes recommendations for further research.;The first paper presents a paste and concrete laboratory study investigating the two-stage mixing process and its effects on portland cement concrete mix consistency and concrete performance. In the paste study, mixing energy was varied to determine the effects on rheological and compressive strength properties. The concrete study investigated the two-stage mixing process and its effects on fresh and hardened concrete properties.;The second paper details a new characterization procedure for portland cement using the heat signature. A Type I/II portland cement was used to determine the effects of initial water and initial cement temperature on the heat signature of the paste. Several other portland cements, including blended cements, were also investigated to show the differences in cement chemistry when comparing the heat generation curves.;The third paper investigates the effects of differing air entraining agent, water reducing agents, and supplementary cementitious materials on the air void structure of fresh mortar samples. The air void analyzer was used to document the air void structure and identify anomalies or incompatible material combinations. Cubes were cast for compressive strength testing at seven days to show incompatible combinations in terms of retarded strength gain.;The fourth paper uses AVA data from a sixteen state pooled fund study to evaluate the AVA sampling locations. Samples were obtained from the slip formed concrete surface on vibrators and between vibrators from sixteen states. AVA samples were obtained before the paver on three states. Statistical analysis (t-test) was conducted at an alpha level of 0.05 to determine significance.;The fifth paper presents data on the heat signature of ternary mixes. The heat signatures were characterized and the results were modeled using slope 1 and slope 2, maximum temperature, time to maximum temperature, area under the heat signature curve, initial set, and final set

Influence of subgrade improvement and non-uniformity on pavement performance

This thesis contains results from three projects describing self-cementing fly ash stabilization of RAP-soil mixtures, stabilization of limestone screenings for use as a structural layer in road construction, and finite element modeling results of various subgrade materials including self-cementing fly ash stabilized subgrade, natural subgrade, granular subbase, and hydrated fly ash. The first project shows that self-cementing fly ash stabilization of RAP-soil mixtures is economically feasible and structurally capable of supporting construction traffic. The increase stiffness from the addition of self-cementing fly ash increases capacity ensuring long term pavement performance. Addition of self-cementing fly ash increases the consolidated shear strength about five times. The second project shows construction operations and field results proving that stabilization of limestone screenings is viable, cost effective, and produces an adequate structural layer for road construction. The measured moisture-density curves for manufactured sand and limestone screenings are about the same, and the moisture-strength curves show a dramatic decrease in strength beyond the optimum moisture content for strength. Durability testing concluded that CKD stabilized manufactured sand and limestone screenings are not viable construction alternatives, and the addition of class C fly ash with CKD significantly increased the durability of the mixtures. The third project concluded that a link exists between subgrade non-uniformity and pavement performance. Field testing, with the DCP, Clegg Impact Hammer, nuclear density gauge, and GeoGauge, and statistical analysis of subgrade materials concluded that granular subbase, self-cementing fly ash treated subgrade, and HFA decrease the variability of field results. Finite element modeling analysis proved that a link exists between subgrade non-uniformity and pavement performance. Uniform modeling conditions produced lower average deflections and stresses increasing pavement life. Statistical analysis concluded that modeling uniform subgrade conditions produce average stresses that have less variability than those for non-uniform modeling conditions. Pavement response reliability increased with the addition of uniform subgrade, proving that subgrade non-uniformity influences pavement performance

HUD student work-study program

Issued as monthly report [1]-15/16 (formerly E-17-502

A Mathematics Teacher\u27s Learning Through Reflection-in-Action

In this study, I investigated the learning of one secondary mathematics teacher through observations in two class periods. I analyzed his learning in relation to the communities of practice framework and found reflection-in-action was instrumental in his learning. I characterized the teacher’s reflection-in-action with the descriptors: developmental, hypothetical, and experimental. Developmental reflection-in-action involved the development of new understandings or practices. Hypothetical reflection-in-action involved imagined future situations. Experimental reflection-in-action involved repeated trials. I propose that the use of a cycle of reflection-in-action in professional communities may have a positive impact on teacher learning

Impact of hypoglycemia on patients with type 2 diabetes mellitus and their quality of life, work productivity, and medication adherence.

BackgroundThe purpose of this study was to determine the characteristics of adults with type 2 diabetes mellitus (T2DM) that correlate with greater risk of hypoglycemia and determine the impact of hypoglycemia on health-related quality of life, work productivity, and medication adherence from a patient perspective.MethodsData from a large web-based survey were retrospectively analyzed. Adults with a diagnosis of T2DM taking antihyperglycemic agents were included in the analysis. Participants with knowledge of their hypoglycemic history were divided into three groups: those experiencing recent hypoglycemia (previous 3 months), those experiencing nonrecent hypoglycemia, and those never experiencing hypoglycemia.ResultsOf the participants with T2DM taking antihyperglycemic agents who were knowledgeable of their hypoglycemia history, 55.7% had ever experienced hypoglycemia. Of those, 52.7% had recent hypoglycemia. Compared with those who never experienced hypoglycemia, those who experienced hypoglycemia tended to: be younger; be more aware of their glycated hemoglobin (HbA1c) levels; have higher HbA1c levels; have a higher body mass index; have higher Charlson Comorbidity Index scores; be on insulin, sulfonylureas, and/or glucagon-like peptide-1 agonists; and be less adherent to their antihyperglycemic agents. Hypoglycemia interfered with social activities, caused more missed work (absenteeism), more impairment while at work (presenteeism), and decreased overall work productivity compared with patients who had never experienced hypoglycemia. Overall health-related quality of life, as determined by the Short Form-36 health questionnaire, was negatively impacted by hypoglycemia. Both Physical and Mental Summary scores were significantly lower for the recent hypoglycemia and nonrecent hypoglycemia groups compared with the never hypoglycemia group.ConclusionHypoglycemia can negatively impact many aspects of life. Greater awareness of those who are at risk for developing hypoglycemia can lead to the development of measures (eg, patient and physician education) to prevent future hypoglycemia episodes