Group Cognition in Problem Solving Dialogues: Analyzing differences between voice and computer transcripts

This project shadows the work of student groups in Math 110, a quantitative literacy class, engaged in exploratory learning excercises. An instructor monitors these groups by both walking around the room and observing group conversation at another computer. Our goal is to put this exercise online, and as a result leave the entire monitoring process up to the computer, assuming the role that the instructor traditionally assumes. Using annotation techniques to decipher meaning in dialogue of students working in groups for a Math 110, we try to see how students collaborate to solve problems together. “Bits of realization”, conversation, and problem solving tags are sorted out and gathered to identify the main points that are expressed during the problem solving of the two-person game, Poison. Expanding upon previous research done by other students, we are able to add bits of realization that students encounter in their work. Our first effort is to explore the differences between voice recorded dialogue and computer-mediated chat dialogue

Computer-Monitored Problem-Solving Dialogues

This project shadows the work of student groups in Math 110, a qualitative literacy class, engaged in exploratory learning exercises. An instructor monitors these groups by both walking around the room and observing group conversation at another computer. Our goal is to put this exercise online, and as a result leave the entire monitoring process up to the computer, assuming the role that the instructor traditionally assumes. Using labeling techniques to decipher meaning in dialogue of students working in groups for Math 110, we try to see how students collaborate to solve problems together. Bits of realization, conversation, and problem-solving tags are sorted out and gathered to identify the main points that are expressed during the problem solving of the two person game, Poison. Expanding upon previous research done by other students, we are able to add to bits of realization that students encounter in their work. One purpose is to explore the differences between voice-recorded dialogue and computer-mediated chat dialogue. By examining these transcripts, researchers can raise questions about what sort of content is discussed to solve a problem and prepare the computer to recognize bits or realization in students\u27 work

Understanding work-to-family conflict: the role of organization and supervisor support for work-life issues

This study examined organization and supervisor support for work-life issues in the reduction of work-to-family conflict and its subsequent outcomes. Specifically, these sources of support were explored as antecedents, mediators and moderators in relation to work-to-family conflict and satisfaction. Observed variable path analysis was used with a sample of 207 health care workers to determine the specific relationship between organization and supervisor support for work-life issues, perceived work overload, job control, work-tofamily conflict and satisfaction outcomes. Overall, results supported a complex relationship between organization and supervisor support for work-life issues and work-to-family conflict, which reflected both direct and partially mediated paths through work overload and job control. Implications for future research and practice in addressing work-to-family conflict are discussed

Group Cognition in Problem Solving Dialogues: Analyzing differences between voice and computer transcripts

This project shadows the work of student groups in Math 110, a quantitative literacy class, engaged in exploratory learning excercises. An instructor monitors these groups by both walking around the room and observing group conversation at another computer. Our goal is to put this exercise online, and as a result leave the entire monitoring process up to the computer, assuming the role that the instructor traditionally assumes. Using annotation techniques to decipher meaning in dialogue of students working in groups for a Math 110, we try to see how students collaborate to solve problems together. “Bits of realization”, conversation, and problem solving tags are sorted out and gathered to identify the main points that are expressed during the problem solving of the two-person game, Poison. Expanding upon previous research done by other students, we are able to add bits of realization that students encounter in their work. Our first effort is to explore the differences between voice recorded dialogue and computer-mediated chat dialogue

Rip currents and alongshore flows in single channels dredged in the surf zone

Author Posting. © American Geophysical Union, 2017. This article is posted here by permission of American Geophysical Union for personal use, not for redistribution. The definitive version was published in Journal of Geophysical Research: Oceans 122 (2017): 3799–3816, doi:10.1002/2016JC012222.To investigate the dynamics of flows near nonuniform bathymetry, single channels (on average 30 m wide and 1.5 m deep) were dredged across the surf zone at five different times, and the subsequent evolution of currents and morphology was observed for a range of wave and tidal conditions. In addition, circulation was simulated with the numerical modeling system COAWST, initialized with the observed incident waves and channel bathymetry, and with an extended set of wave conditions and channel geometries. The simulated flows are consistent with alongshore flows and rip-current circulation patterns observed in the surf zone. Near the offshore-directed flows that develop in the channel, the dominant terms in modeled momentum balances are wave-breaking accelerations, pressure gradients, advection, and the vortex force. The balances vary spatially, and are sensitive to wave conditions and the channel geometry. The observed and modeled maximum offshore-directed flow speeds are correlated with a parameter based on the alongshore gradient in breaking-wave-driven-setup across the nonuniform bathymetry (a function of wave height and angle, water depths in the channel and on the sandbar, and a breaking threshold) and the breaking-wave-driven alongshore flow speed. The offshore-directed flow speed increases with dissipation on the bar and reaches a maximum (when the surf zone is saturated) set by the vertical scale of the bathymetric variability.National Security Science and Engineering Faculty Fellowship; Vannevar Bush Fellowship; Office of the Assistant Secretary of Defense for Research and Engineering; NDSEG; ONR; NSF2017-11-0

A Comprehensive Audit of Professional Development for K-12 School Leaders in the Commonwealth of Virginia

The intent of this paper is to provide a mixed-methods audit of professional development provided to K-12 school leadership in Virginia\u27s diverse landscape to include identification of providers, funding, effectiveness, and expectations. In the Commonwealth of Virginia, geographical, political, and socio-economical differences across 132 school divisions cause variability in leaders\u27 experiences with professional development. A mixed-methods approach was used, including a review of current literature, an online survey, virtual interviews, and virtual focus group discussions. This data collection results in a comprehensive audit of professional development provided to school leaders in Virginia\u27s diverse landscape. The study defines effective professional development for school leaders and considers commonalities and disparities of school leaders\u27 experience with professional development, including divisions\u27 commitment to funding, leaders’ access to providers, and leaders’ exposure to traditional and emerging content topics in order to provide recommendations to Virginia Commonwealth University\u27s School of Education as an external provider of professional development for school leaders

A Numerical Investigation of Hurricane Florence-Induced Compound Flooding in the Cape Fear Estuary Using a Dynamically Coupled Hydrological-Ocean Model

Hurricane-induced compound flooding is a combined result of multiple processes, including overland runoff, precipitation, and storm surge. This study presents a dynamical coupling method applied at the boundary of a processes-based hydrological model (the hydrological modeling extension package of the Weather Research and Forecasting model) and the two-dimensional Regional Ocean Modeling System on the platform of the Coupled-Ocean-Atmosphere-Wave-Sediment Transport Modeling System. The coupled model was adapted to the Cape Fear River Basin and adjacent coastal ocean in North Carolina, United States, which suffered severe losses due to the compound flood induced by Hurricane Florence in 2018. The model\u27s robustness was evaluated via comparison against observed water levels in the watershed, estuary, and along the coast. With a series of sensitivity experiments, the contributions from different processes to the water level variations in the estuary were untangled and quantified. Based on the temporal evolution of wind, water flux, water level, and water-level gradient, compound flooding in the estuary was categorized into four stages: (I) swelling, (II) local-wind-dominated, (III) transition, and (IV) overland-runoff-dominated. A nonlinear effect was identified between overland runoff and water level in the estuary, which indicated the estuary could serve as a buffer for surges from the ocean side by reducing the maximum surge height. Water budget analysis indicated that water in the estuary was flushed 10 times by overland runoff within 23 days after Florence\u27s landfall