Blended learning in context: an exploration of the effectuality of math blended learning programs on minority students\u27 standardized test scores

The purpose of this quantitative research study was to determine whether or not adopting a school-wide math blended learning (MBL) model led to significant differences in the Algebra I math standardized test scores on the California Standards Test (CST), between underrepresented minority students from Title I high schools in Los Angeles who had a school-wide MBL program during the 2011-2012 school year compared to underrepresented minority students from Title I high schools who did not have a school-wide MBL program. This study focused on the efficacy of the math intervention program, and was intended to further research in the area of blended learning. An one-way Analysis of Variance (ANOVA) data analysis technique was utilized and an alpha level of .05 was set as the criterion for the level of significance. Archived pre-existing standardized test data was collected from the 2011-2012 school year. The sample size consisted of the mean Algebra I CST test scores from African-American and Latino 9th grade students from 14 different Title I high schools in Los Angeles, CA. Select Title I high schools were matched to a comparison group of Title I high schools based on gender, ethnicity, and charter school designation. The results from hypotheses one, two, three, four, and five reflect that female and male African-American and Latino students who attended a Title I high school with a school-wide MBL program had a statistically significant difference in Algebra I scores compared to the students who did not. Hypothesis six indicated that there was not a statistically significant difference in Algebra I scores of students who attended Title I charter high schools compared to students who attended Title I non-charter high schools. For hypotheses one, two, three, four, and five the trend was in favor of the MBL programs. Overall, the statistical analysis indicated that there was strong evidence that MBL programs had a significant positive impact on the Algebra I test scores of all of the students who attended Title I high schools with a school-wide MBL program as compared to the students who attended a Title I high school without a school-wide MBL program

Gender Perceptions of Administrative Team Members Regarding Secondary Principals\u27 Leadership Actions and Behaviors in Managing Change

Abstract This cross-sectional survey study investigated middle and high school administrative team members’ leadership classifications and perceptions of secondary principals’ leadership actions and behaviors in the context of change and to what extent these perceptions are gender specific. In addition to gender, the study also examined the impact of race/ethnicity, age, campus level, length of employment in the district, length of time working with the principal, and closeness to the principals on leadership actions and behaviors. The results of the study are intended to highlight the importance and value of feminine-inspired leadership approaches and administrative team members’ perspectives of leadership in managing and leading the change process. The study targeted the leadership actions and behaviors of 39 middle school and 28 high school principals assigned to traditional secondary schools in the southwestern United States. Administrative team members’ perceptions of secondary school principals’ approaches to leadership served as the basis for the study, which investigated whether administrative team members perceived principals’ leadership actions or behaviors in a change context to be gender specific. Male and female administrative team members (n=210) were surveyed using the Leader Behavior Description Questionnaire (LBDQ), Form XII – fourth revision (Ohio State University, 1962). Based on survey results, secondary principals were classified as dynamic, considerate, passive, and structured leaders as rated by administrative team members using the LBDQ. The results of the study revealed that gender and school level of administrative team members did not influence the classification of secondary principals as dynamic, considerate, passive, or structured leaders. The ratings of those principals perceived as dynamic were statistically significantly higher than those of principals as passive and structured leaders. Out of 62 secondary principals, administrative team members classified principals as follows: dynamic leaders 63% (n=39), considerate leaders 5% (n=3), passive leaders 16% (n=10) and structured leaders 16% (n=10). Additionally, dynamic leaders received a statistically significant higher rating of closeness to principal when compared to passive and structured leaders. The findings of the study, which illuminate the perspectives of administrative team members with regard to secondary school principals, have implications for informing research on school leadership as well as educational leadership practices

Antici- An Exploration of Familiarity and Progress Through the Lens of Rocky Horror: A Theoretical Design

This thesis work focuses on a hypothetical design for a production of the Rocky Horror Show. The subject matter of the design is inspired by classical works of art history and the connotations that come with the iconography of these images. The design utilizes assets that are familiar to the audiences to create a new visual that is approved by the cult following of Rocky Horror

Telling Our Stories Together: How Universities and Community Partners Co-create Engaged Scholarship

The inspiration for this paper came from an informal discussion among engaged faculty scholars about the ways in which we created written scholarship with community partners. We realized that while our methods had similarities and differences, none of us had ever read an article on this subject. A subsequent search of the scholarship of engagement literature yielded little information regarding scholarship co-authored by faculty and community partners. Based on practices shared by engaged scholars and informed by an analysis of publications co-authored by community partners and faculty members in three well-known engagement journals, we developed a framework to describe how such written scholarship can be co-created. The framework features steps of the publication process (initiation, drafting, finalizing the draft, and submission and publication), and specifies a corresponding degree of collaboration (co-attribution, co-authoring, and co-writing) for each step. This framework is intended to provide context for the dissemination endeavors of partnerships between universities and communities, and to ensure that products of these partnerships are well-planned and accurately documented. It can be used in conjunction with other tools for dissemination efforts detailed in community-based participatory research approaches, also discussed here

Nycteribiid bat flies (Arthropoda, Insecta, Diptera, Nycteribiidae) of Kenya

Bat flies (Diptera: Nycteribiidae and Streblidae) are hematophagous ectoparasites of bats characterized by viviparous pupiparity and generally high host specificity. Nycteribiid bat flies are wingless, morphologically constrained, and are most diverse in the Eastern Hemisphere. Africa hosts approximately 22% of global bat biodiversity and nearly one-third of all African bat species occur in Kenya, one of Africa’s most bat-rich countries. However, records of nycteribiid bat fly diversity in Kenya remain sparse and unconsolidated. This paper combines all past species records of nycteribiid bat flies with records from a survey of 4,255 Kenyan bats across 157 localities between 2006 and 2015. A total of seven nycteribiid genera and 17 species are recorded, with seven species from the recent ‘Bats of Kenya’ surveys representing previously undocumented country records. Host associations and geographic distributions based on all available records are also described. This comprehensive species catalog addresses and further emphasizes the need for similar investigations of nycteribiid biodiversity across Africa

Oral Rehabilitation With Orthognathic Surgery After Dental Implant Placement for Class III Malocclusion With Skeletal Asymmetry and Posterior Bite Collapse.

Increasing numbers of older patients are seeking orthognathic surgery to treat jaw deformity. However, orthodontic and orthognathic surgical treatment is difficult in cases without occlusal vertical stop. A 55-year-old man presented with Class III malocclusion and mandibular protrusion including esthetic problems and posterior bite collapse. He underwent dental implant treatment to reconstruct an occlusal vertical stop before orthognathic surgery. His occlusal function and esthetic problems improved after surgery, and his skeletal and occlusal stability has been maintained for 6 years. Dental implant placement at appropriate positions could help to determine the position of the proximal segment at orthognathic surgery and could shorten the time required to restore esthetic and occlusal function. This case demonstrates how skeletal and dental stability can be maintained long after surgery in a patient with jaw deformity and posterior bite collapse

Diversity and Host Specificity of Nycteribiid Bat Flies (Diptera: Nycteribiidae) in Kenya

Bat flies (Diptera: Nycteribiidae and Streblidae) are hematophagous ectoparasites of bats distributed globally. Members of Nycteribiidae are morphologically constrained relative to streblids, and are united by their lack of wings, dorso-ventrally compressed bodies, and a primary distribution across the Eastern hemisphere. Bats are principal reservoirs of infectious diseases, including viral zoonoses of important consideration to human health, but the overall high host specificity of bat flies has largely been thought to curb their potential as inter-specific vectors of bat-borne pathogens. However, nycteribiid diversity and host associations remain critically understudied in some geographic regions, and rare examples of nycteribiid bat flies demonstrating low host specificity have been documented. In this thesis, two approaches are used to investigate the diversity and ecology of nycteribiid bat flies in Kenya, a country with understudied nycteribiid diversity despite its exceptional richness of bats. The first approach consolidates all historical records of nycteribiid bat flies in Kenya with records from the recent 9-year Bats of Kenya survey to generate a comprehensive species catalog. This catalog describes seven nycteribiid genera and 18 species in total, including 5 species unknown from Kenya prior to the Bats of Kenya survey, in addition to their respective host associations and geographic distributions. The second approach uses molecular techniques to investigate the potential for cryptic diversity in a single Kenyan bat fly species with unusually low host specificity, Penicillidia fulvida. Undetected cryptic diversity can conceal higher host specificity in morphologically conserved parasites, a possible explanation for the existence of anomalous host-generalist bat fly species. However, the use of mitochondrial COI and nuclear 28S did not reveal genetic structure in P. fulvida across 6 bat families, suggesting P. fulvida truly represents a single morphological and genetic species capable of parasitizing phylogenetically distant bats. Overall, this study enhances our understanding of nycteribiid diversity and host associations, and addresses important ecological factors obscuring the potential of this parasite group as vectors of infectious disease

An approach to College Reading

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Effect and shape and depth on wave forced oscillations of submerged moored objects.

http://www.archive.org/details/effectshapedepth00verrU.S. Coast Guard Academy (U.S.C.G.A) author