Muon Identification with VERITAS using the Hough Transform

Imaging atmospheric Cherenkov telescope (IACT) arrays such as VERITAS are used for ground-based very high-energy gamma-ray astronomy. This is accomplished by the detection and analysis of the Cherenkov light produced by gamma-ray-initiated atmospheric air showers. IACTs also detect the Cherenkov light emitted by individual muons. Identification of these muons is useful because their Cherenkov light can be used to calibrate the telescopes. Muons create characteristic annular patterns in the cameras of IACTs, which may be identified using parametrization algorithms. One such algorithm, the Hough transform, has been successfully used to identify muons in VERITAS data. Details of this technique are presented here, including results regarding its effectiveness

Analytic Scattering and Refraction Models for Exoplanet Transit Spectra

Observations of exoplanet transit spectra are essential to understanding the physics and chemistry of distant worlds. The effects of opacity sources and many physical processes combine to set the shape of a transit spectrum. Two such key processes - refraction and cloud and/or haze forward scattering - have seen substantial recent study. However, models of these processes are typically complex, which prevents their incorporation into observational analyses and standard transit spectrum tools. In this work, we develop analytic expressions that allow for the efficient parameterization of forward scattering and refraction effects in transit spectra. We derive an effective slant optical depth that includes a correction for forward scattered light, and present an analytic form of this correction. We validate our correction against a full-physics transit spectrum model that includes scattering, and we explore the extent to which the omission of forward scattering effects may bias models. Also, we verify a common analytic expression for the location of a refractive boundary, which we express in terms of the maximum pressure probed in a transit spectrum. This expression is designed to be easily incorporated into existing tools, and we discuss how the detection of a refractive boundary could help indicate the background atmospheric composition by constraining the bulk refractivity of the atmosphere. Finally, we show that opacity from Rayleigh scattering and collision induced absorption will outweigh the effects of refraction for Jupiter-like atmospheres whose equilibrium temperatures are above 400-500 K.Comment: ApJ accepted; submitted Feb. 7, 201

A Farm Management Information System With Task-Specific, Collaborative Mobile Apps And Cloud Storage Services

Modern production agriculture is beginning to advance beyond deterministic, scheduled operations between relatively few people to larger scale, information-driven efficiency in order to respond to the challenges of field variability and meet the needs of a growing population. Since no two farms are the same with respect to information and management structure, a specialized farm management information system (FMIS) which is tailored to the realities on the ground of individual farms is likely to be more effective than generalized FMIS available today. This thesis presents the design of a FMIS using proven user-centered design principles. This approach resulted in the creation of the OpenAgToolkit (OpenATK), and a suite of task-specific, collaborative Android apps. The OpenATK system architecture enabled apps to share data between apps on a device with shared local databases, and across devices on the farm using Trello application programming interface (API). Five Android apps, Rock App, Tillage App, Trello Sync App, Field Notebook App, and Planting App, were developed in the proposed architecture. Other apps such as the Anhydrous App, and Spraying App were discussed with respect to their role in the OpenATK FMIS. The OpenATK approach proved to be technically viable with current, consumer-grade technologies including free cloud storage, Wi-Fi, and task-specific, collaborative Android apps running on tablet devices. The Tillage and Trello Sync Apps were used to generate artificial records for one year on a 404 ha (1,000 acre) farm to evaluate data storage needs. The total amount of data generated for the six field operations on the 13 fields was 260 kilobytes. Four OpenATK Apps were evaluated individually by four evaluators using the personal interview procedure for interface usability. The heuristic evaluation method was an appropriate evaluation method for the goals of this project as it enabled the observer to easily identify two critical interface usability problems: the long-hold method to move rock marker icons on the map and the method to draw field boundaries. Solutions to improve the usability problems were proposed, and recommendations were given for future research

The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice

Since the publication of A Nation at Risk in 1983, the school reform movement has offered many contrasting ideas and initiatives to make our nation’s schools more effective and globally competitive. Today’s educational leaders are faced with an array of complex demands as they are challenged at the state and federal level to improve teacher practices and learning outcomes within their schools. One of those demands for New Jersey administrators was to implement a teacher evaluation program that improves teaching and learning during the 2013-2014 school year. Mielke and Frontier (2012) believe that meaningful teacher evaluation has the potential to lead to improved instruction and professional growth and that the key to success in teacher evaluation may very well be the perceptions and attitudes of the teachers as they participate in the process The purpose of this research study was to examine teachers’ perception concerning their school’s evaluation practices utilizing the Danielson Framework, specifically if these teachers believe that it is of value in shaping and improving their instructional practices. This qualitative study gathered data from fifteen teachers from one New Jersey high school through semi-structured interviews and observations of the teachers’ conversations with the researcher. The purposely-selected participants are all teachers at the selected high school representing a wide variety of content areas taught as well as a variety in teaching experience. This research is relevant for school leaders contemplating how best to support, design, develop and implement an effective teacher evaluation system. This research can help districts transform teacher evaluation system from merely an exercise in state compliance into an effective tool that can link effective teacher evaluation to improved teacher practices. The researcher believes that the teachers interviewed in this study perceive that if educators are given the opportunity to reflect deeply on their practice through a common framework like what is presented in the Danielson Framework, teachers can identify both their strengths and weaknesses and set attainable goals. Through active involvement in the evaluation process, evidence-based feedback, and professional discussions between teachers and their supervisors, meaningful teacher evaluation practices can help both the school and the teacher determine the focus of each teachers’ professional development based on what is actually occurring or not occurring in the classroom. The vast amounts of money, energy, and dedication currently being expended by Rolling Hills to reform their teacher evaluation system will only ensure the continuous improvement of teaching and learning if teacher learning is part of their evaluation. If a culture of meaningful evaluation, continuous feedback, and differentiated support does not already exist, then school leaders must provide the communication and actions to win over the trust of its teachers so that they all believe that professional growth is one of the schools purposes of evaluation

IN MEMORIES OF A GLORIOUS PAST: TRANSYLVANIA COLLEGE AND THE LIBERAL ARTS IN AMERICAN HIGHER EDUCATION, 1945-1975

Located in Lexington, Kentucky, and known for its historic connection to the Disciples of Christ Church, Transylvania College furnishes the opportunity to analyze the recent history of American liberal arts colleges and the way they handled issues of enrollment, funding and curriculum in the immediate postwar era—a period of unprecedented growth in American higher education. Transylvania College acts as a microcosm for other, similar liberal arts colleges. A careful examination of architecture, enrollment, student activities, and the way the administration interacted with governing boards will provide a glimpse into the way certain liberal arts colleges addressed their religious and budgetary limitations in order to meet the new demands of higher education. The more scholars understand about the way liberal arts colleges survived one major modern change in higher education may influence answers for the second—the debate over the identity of the American liberal arts college

The Danielson Model of Teacher Evaluation: Exploring Teacher Perceptions Concerning Its Value in Shaping and Improving Instructional Practice

Since the publication of A Nation at Risk in 1983, the school reform movement has offered many contrasting ideas and initiatives to make our nation’s schools more effective and globally competitive. Today’s educational leaders are faced with an array of complex demands as they are challenged at the state and federal level to improve teacher practices and learning outcomes within their schools. One of those demands for New Jersey administrators was to implement a teacher evaluation program that improves teaching and learning during the 2013-2014 school year. Mielke and Frontier (2012) believe that meaningful teacher evaluation has the potential to lead to improved instruction and professional growth and that the key to success in teacher evaluation may very well be the perceptions and attitudes of the teachers as they participate in the process The purpose of this research study was to examine teachers’ perception concerning their school’s evaluation practices utilizing the Danielson Framework, specifically if these teachers believe that it is of value in shaping and improving their instructional practices. This qualitative study gathered data from fifteen teachers from one New Jersey high school through semi-structured interviews and observations of the teachers’ conversations with the researcher. The purposely-selected participants are all teachers at the selected high school representing a wide variety of content areas taught as well as a variety in teaching experience. This research is relevant for school leaders contemplating how best to support, design, develop and implement an effective teacher evaluation system. This research can help districts transform teacher evaluation system from merely an exercise in state compliance into an effective tool that can link effective teacher evaluation to improved teacher practices. The researcher believes that the teachers interviewed in this study perceive that if educators are given the opportunity to reflect deeply on their practice through a common framework like what is presented in the Danielson Framework, teachers can identify both their strengths and weaknesses and set attainable goals. Through active involvement in the evaluation process, evidence-based feedback, and professional discussions between teachers and their supervisors, meaningful teacher evaluation practices can help both the school and the teacher determine the focus of each teachers’ professional development based on what is actually occurring or not occurring in the classroom. The vast amounts of money, energy, and dedication currently being expended by Rolling Hills to reform their teacher evaluation system will only ensure the continuous improvement of teaching and learning if teacher learning is part of their evaluation. If a culture of meaningful evaluation, continuous feedback, and differentiated support does not already exist, then school leaders must provide the communication and actions to win over the trust of its teachers so that they all believe that professional growth is one of the schools purposes of evaluation

Developing Collaborative Leadership: A Study Of Organizational Change Toward Greater Collaboration And Shared Leadership

Implicit in leadership behavior is the ability to work with others, to be in relationship, and to collaborate. Contemporary theories about leadership have shifted from a focus on the individual “leader” toward the collective act of “leadership.” A concrete understanding of collaborative leadership remains somewhat underdeveloped in the literature and theoretically. This dissertation is a case study of organization\u27s efforts to change from autocratic organizational leadership to a more collaborative working environment. Taking the form of a literary portrait, the study analyzes an example of action learning about collaborative leadership. The portrait will be of the agency\u27s change, with special attention given to the issues facing the leadership team as it wrestles to change from top-down to collaborative leadership practice. The primary research question is: In today\u27s shifting landscape, what practices and conditions will optimize the development of a collaborative working environment? Findings were that the development of a collaborative working environment can be optimized through the careful cultivation of the ten themes that emerged from the study: (1) on-going learning and continuous development, (2) flexibility, (3) trust, (4) respect/esteem/ positive regard, (5) willingness/commitment, (6) facilitative process (establishment of norms, ground rules/agreements, inclusivity, process capability/tacit knowledge of functional group process), (7) realistic optimism/positive personality/resilience/solution/strength/future focus, (8) communication skills, (9) social intelligence (ability to transcend the ego and to self-organize and motivate) and (10) an appropriate level of technical competence. The electronic version of this dissertation is available at the OhioLINK ETD Center www.etd.ohiolink.edu

Monopolizing force?: police legitimacy and public attitudes towards the acceptability of violence

Why do people believe that violence is acceptable? In this paper we study people’s normative beliefs about the acceptability of violence to achieve social control (as a substitute for the police, for self-protection and the resolution of disputes) and social change (through violent protests and acts to achieve political goals). Addressing attitudes towards violence among young men from various ethnic minority communities in London, we find that procedural justice is strongly correlated with police legitimacy, and that positive judgments about police legitimacy are associated with more negative views about the use of violence. We conclude with the idea that police legitimacy has an additional, hitherto unrecognized, empirical property – by constituting the belief that the police monopolise rightful force in society, legitimacy has a ‘crowding out’ effect on positive views of private violence

Legitimacy and procedural justice in prisons

All social situations are ‘ordered’ in some way, comprising a constantly changing set of relationships that establish the structure within which human action occurs. In many circumstances this order is hidden, even ephemeral; we are barely aware of its presence. But this is not the case in prisons. Social order in prison is in many ways highly visible: it is established and managed by the omnipresent rules that govern prison life. In large part these rules are oriented toward reproducing the extant regime. They lay down apparently strict criteria for what constitutes order and what is to be done if it is breached. But what is meant by order in prison? Most socia