Assessing the Impact of Picture Books in Primary Grades Mathematics Instruction

This study documents an educational field experiment evaluating the effects of picture books on primary students’ mathematical achievement and their dispositions towards mathematics. The study involved 136 primary grade students from one elementary school in the southeastern region of the United States. The student population had an overrepresentation of students from minority backgrounds (91%), low socioeconomic status (93%) and English Language Learners (47%). During the 18-week treatment period, teacher participants from the treatment group received bi-weekly collaborative professional development regarding the use of picture books in mathematics instruction. The teachers in the control group followed their district’s mathematics curriculum. To determine the effect of picture books on students’ mathematics achievement STAR gain scores and chapter tests were compared. This analysis revealed that students could learn mathematics when picture books were used. In fact, students in the treatment group demonstrated statistically significant mathematical achievement gains on the STAR assessment (p \u3c .05). Compared to the increase from pretest to posttest in the control group, the increase in the treatment group was 40% larger. Similarly, kindergarten students in the treatment group demonstrated statistically significant higher mathematical achievement on all chapter tests (p \u3c.01), yet a null treatment effect was found for first and second grade students as measured by chapter tests. Analysis of STAR gain scores (first and second grade) revealed no significant treatment between subgroups based on gender, ethnicity, or ELL status. However, the kindergarten chapter test data by subgroup revealed that the treatment had no effect by gender, higher effects for Black students as compared to Hispanic students, and that non-ELL students in both the treatment and control group had higher achievement than ELL students. To determine if there was a relationship between students’ mathematical dispositions and the use of picture books in mathematics instruction, students’ selfreported disposition towards mathematics were recorded daily during six of the 18 weeks. The analysis comparing the treatment and control groups’ dispositions revealed that all students had relatively high dispositions towards mathematics and that the use of picture books did not significantly impact students’ positive dispositions towards mathematics

The practical application of BPOG E&L protocols to viral clearance filters

Regulatory guidance advocates virus control at various stages of the drug manufacturing process and directs that you test the capacity of the process to remove or inactivate virus. Patient safety concerns require you to determine what impurities may be added by the virus control steps you implement. While the application of a standardized approach to identifying and quantifying the extractables from these steps has benefits when making comparisons, choices have to be made when developing the protocol that take into account the characteristics of the clearance device and use conditions This presentation will illustrate the practical implementation of standardized extractables method on an industry leading viral clearance technology by explaining the rational for the selection of extraction solvents; extraction conditions and sampling points. Data generated during the study will be presented as well as lessons learned in implementing the new protocol

We Are History Too: Using Text Sets to Honor Latinx Stories in Social Studies and ELA Integrated Instruction

Recognizing the need include more Latinx voices and experiences in elementary social studies curriculum, the authors discuss using texts sets as a way to develop integrated and meaningful social studies instruction. The authors define text sets, provide resources for creating Latinx text sets for integrated social studies and ELA instruction, and include a specific example of how to use a text set focused on Latinx activism in the classroom

We Are History Too: Using Text Sets to Honor Latinx Stories in Social Studies and ELA Integrated Instruction

Recognizing the need include more Latinx voices and experiences in elementary social studies curriculum, the authors discuss using texts sets as a way to develop integrated and meaningful social studies instruction. The authors define text sets, provide resources for creating Latinx text sets for integrated social studies and ELA instruction, and include a specific example of how to use a text set focused on Latinx activism in the classroom

Humanitarian Intervention in US Foreign Policy: The Case of Kosovo

While many studies address the legality, the successfulness, or the morality of intervention, a direct look at the reasoning and justification for intervention given by policymakers has been overlooked in the wide range of literature on humanitarian intervention. Therefore, this thesis will address the reasons, from the perspective of US policymakers, behind the NATO military intervention in Kosovo in 1999. It will seek to explain the multiple reasons for intervention by touching on the ethical justification, national security concerns, and the role of international organizations such as NATO and the UN in spurring or hindering action. The purpose is to see why and under what circumstances US policymakers would choose to use their military to intervene in another countries affairs by analyzing policymaker's justifications for the intervention in the Kosovo conflict of 1999 as a case study. In general, this thesis will focus on the policymaker's reasoning for intervening in Kosovo rather than the actions within the intervention itself given the purpose is not to determine the success of humanitarian intervention but rather when policymakers' consider it justified.Bachelor of Art

Understanding the Perceived Effectiveness of Applying the Visitor Experience and Resource Protection (VERP) Framework for Recreation Planning: A Multi-Case Study in U.S. National Parks

The Visitor Experience and Resource Protection (VERP) framework is a planning framework developed by the U.S. National Park Service (NPS) to help guide visitor use planning and decision-making in U.S. national parks. The research reported here highlights the perceptions of park practitioners about major successes and challenges associated with visitor management and recreation planning using the VERP framework. We used a qualitative multiple case study design to explore three (3) national parks that have applied the framework. We conducted 16 semi-structured interviews with park managers, park planners, and recreation scientists, and used thematic coding to categorize the data to capture relevant themes. Our results show that lack of training and leadership in the social dimensions of resource management has limited the successful application of VERP. On the other hand, closely following framework procedures and maintaining quality partnerships with entities both within the agency and outside to facilitate planning efforts, has helped visitor management approaches achieve desired outcomes. This research contributes to the ongoing work of visitor use specialists by using lessons learned and applying them to future planning. It provides tangible outcomes to park managers by providing examples of VERP application to base decisions

X-Ray fluorescence analysis of feldspars and silicate glass: effects of melting time on fused bead consistency and volatilisation

Reproducible preparation of lithium tetraborate fused beads for XRF analysis of glass and mineral samples is of paramount importance for analytical repeatability. However, as with all glass melting processes, losses due to volatilization must be taken into account and their effects are not negligible. Here the effects of fused bead melting time have been studied for four Certified Reference Materials (CRM’s-three feldspars, one silicate glass), in terms of their effects on analytical variability and volatilization losses arising from fused bead preparation. At melting temperatures of 1065 °C, and for feldspar samples, fused bead melting times shorter than approximately 25 minutes generally gave rise to greater deviation of XRF-analyzed composition from certified composition. This variation might be due to incomplete fusion and / or fused bead inhomogeneity but further research is needed. In contrast, the shortest fused bead melting time for the silicate glass CRM gave an XRF-analyzed composition closer to the certified values than longer melting times. This may suggest a faster rate of glass-in-glass dissolution and homogenization during fused bead preparation. For all samples, longer melting times gave rise to greater volatilization losses (including sulphates and halides) during fusion. This was demonstrated by a linear relationship between SO3 mass loss and time1/2, as predicted by a simple diffusion-based model. Iodine volatilization displays a more complex relationship, suggestive of diffusion plus additional mechanisms. This conclusion may have implications for vitrification of iodine-bearing radioactive wastes. Our research demonstrates that the nature of the sample material impacts on the most appropriate fusion times. For feldspars no less than ~25 min and no more than ~60 min of fusion at 1065 °C, using Li2B4O7 as the fusion medium and in the context of feldspar samples and the automatic fusion equipment used here, strikes an acceptable (albeit non-ideal) balance between the competing factors of fused bead quality, analytical consistency and mitigating volatilization losses. Conversely, for the silicate glass sample, shorter fusion times of less than ~30 minutes under the same conditions provided more accurate analyses whilst limiting volatile losses

Learning and Doing Together: Student Outcomes from an Interdisciplinary, Community-Based Research Course on Homelessness in a Local Community

Colleges and universities continue to work toward innovative high-impact learning experiences to promote informed citizenship. Pedagogical research highlights the value of both interdisciplinary teaching and community-based participatory research (CBPR) in undergraduate civic development. Yet, research is limited in examining undergraduate student learning outcomes employing both pedagogical approaches. Utilizing mixed methods (i.e. surveys, concept maps, and focus groups) this study investigates the student learning outcomes of an interdisciplinary course (political science and criminal justice, community psychology, and social work) consisting of a CBPR project to inform local policy surrounding homelessness. Findings highlight student growth in the domains of: 1) interdisciplinary collaboration (applying an interdisciplinary lens and resolving diverse perspectives), 2) transference of course knowledge to real-world application, 3) critical consciousness building (specifically, critical reflection), 4) civic development, and 5) increased self-awareness. Finally, this paper highlights implications regarding course development, lessons learned, and future assessment