The Impact of Evangelical Gender Roles on College Females\u27 Vocational Aspirations

The purpose of this study was to understand the impact Evangelical gender roles have on college females’ vocational aspirations. The participants were divided into two groups based on common Evangelical gender roles, Complementarianism and Egalitarianism. Groups were determined by the participants’ responses to a gender role ideology inventory that was completed prior to qualitative interviews with the researcher. The research was guided by one research question: 1) How do Evangelical gender role perspectives impact college females’ vocational aspirations? The study was rooted in grounded theory; therefore a core story emerged from participants: Evangelical college females heard conflicting messages and internalized contradicting expectations, which led to compromise in future vocational aspirations involving career, education, and motherhood. The core story was further supported by the major themes that emerged including: the influence of family, confusion over the roles of a woman, the influence of Evangelical culture, and the resulting impact on vocation of career, education, motherhood, and civic engagement. Implications for practice include suggestions on how to better prepare women for the balance of career, motherhood, and civic pursuits

Star Formation History since z = 1.5 as Inferred from Rest-Frame Ultaviolet Luminosity Density Evolution

We investigate the evolution of the universal rest-frame ultraviolet luminosity density from z = 1.5 to the present. We analyze an extensive sample of multicolor data (U', B, V = 24.5) plus spectroscopic redshifts from the Hawaii Survey Fields and the Hubble Deep Field. Our multicolor data allow us to select our sample in the rest-frame ultraviolet (2500 angstrom) over the entire redshift range to z = 1.5. We conclude that the evolution in the luminosity density is a function of the form (1+z)^{1.7\pm1.0} for a flat lambda cosmology and (1+z)^{2.4\pm1.0} for an Einstein-de Sitter cosmology.Comment: 12 pages, 7 figs, 5 tables, submitted to A

Using extreme value theory for the estimation of risk metrics for capacity adequacy assessment

This paper investigates the use of extreme value theory for modelling the distribution of demand-net-of-wind for capacity adequacy assessment. Extreme value theory approaches are well-established and mathematically justified methods for estimating the tails of a distribution and so are ideally suited for problems in capacity adequacy, where normally only the tails of the relevant distributions are significant. The extreme value theory peaks over threshold approach is applied directly to observations of demand-net-of-wind, meaning that no assumption is needed about the nature of any dependence between demand and wind. The methodology is tested on data from Great Britain and compared to two alternative approaches: use of the empirical distribution of demand-net-of-wind and use of a model which assumes independence between demand and wind. Extreme value theory is shown to produce broadly similar estimates of risk metrics to the use of the above empirical distribution but with smaller sampling uncertainty. Estimates of risk metrics differ when the approach assuming independence is used, especially when data across different historical years are pooled, suggesting that assuming independence might result in the over- or under-estimation of risk metrics.Comment: 8 pages, 4 figure

One Size Does Not Fit All: Meeting the Health Care Needs of Diverse Populations

Proposes a framework for meeting patients' cultural and linguistic needs: policies and procedures that support cultural competence, data collection, population-tailored services, and internal and external collaborations. Includes a self-assessment tool

Examining the Literacy Practices of Engineers to Develop a Model of Disciplinary Literacy Instruction for K-12 Engineering (Work in Progress)

Despite efforts to diversify the science, technology, engineering, and mathematics (STEM) workforce, engineering remains a White, male-dominated profession. Often, women and underrepresented students do not identify with STEM careers and many opt out of STEM pathways prior to entering high school or college. In order to broaden participation in engineering, new methods of engaging and retaining those who are traditionally underrepresented in engineering are needed. This work is based on a promising approach for encouraging and supporting diverse participation in engineering: disciplinary literacy instruction (DLI). Generally, teachers use DLI to provide K-12 students with a framework for interpreting, evaluating, and generating discipline-specific texts. This instruction provides students with an understanding of how experts in the discipline read, engage, and generate texts used to solve problems or communicate information. While models of disciplinary literacy have been developed and disseminated in several humanities and science fields, there is a lack of empirical and theoretical research that examines the use of DLI within the engineering domain. It is thought that DLI can be used to foster diverse student interest in engineering from a young age by removing literacy-based barriers that often discourage underrepresented students from entering and pursuing careers in STEM fields. This work-in-progress paper describes a new study underway to develop and disseminate a model of disciplinary literacy in engineering. During this project, researchers will observe, interview, and collect written artifacts from engineers working across four sub-disciplines of engineering: aerospace/mechanical, biological, civil/environmental, and electrical/computer. Data that will be collected include interview transcripts, observation field notes, engineer logs of literacy practices, and photographs of texts that the engineers read and write. Data will be analyzed using constant comparative analytic (CCA) methods. CCA will be used to generate theoretical codes from the data that will form the basis for a model of disciplinary literacy in engineering. As a primary outcome of this research, the engineering DLI model will promote the use of DLI practices within K-12 engineering instruction in order to assist and encourage diverse, underrepresented students to engage in engineering courses of study and pursue STEM careers. Thus far, the research team has begun collecting and analyzing data from two electrical engineers. This work in progress paper will report on preliminary findings, as well as implications for K-12 classroom instruction. For instance, this study has shed insights on how engineers use texts as part of the process of conducting failure analysis, and the research team has begun to conceptualize how these types of texts might be used with K-12 students to help them conduct failure analyses during design testing. Ultimately, this project will result in a list of grade-appropriate texts, evaluative frameworks, and activities (e.g., failure analysis in testing) that K-12 engineering teachers can use to prepare their diverse students to think, act, read, and write like engineers

Using Disciplinary Literacies to Enhance Adolescents\u27 Engineering Design Activity

This comparative case study describes the literacy practices of two groups of adolescents as they sought to solve authentic problems through engineering design processes. Three types of data were collected as the groups addressed these problems: video- and audio-recordings of their conversations; adolescent-generated products; and pre- and post-challenge interviews. The authors used existing coding schemes of engineering design activity to identify when the adolescents enacted different stages of engineering design, as well as a modified form of constant comparative analysis to identify the literacy practices that corresponded with each stage. The analysis indicates that applications of literacy practices at each stage of the engineering design process enhanced the adolescents\u27 overall design activity, whereas the absence of literacy practices often impeded the viability of their final designs. The authors suggest implications for high school engineering and science teachers who seek to enhance their students\u27 design activity through literacy instruction

Cadherin-7 function in zebrafish development

Cadherin cell adhesion molecules play crucial roles in vertebrate development. Most studies have focused on examining the functions of classical type I cadherins (e.g., cadherin-2) in the development of vertebrates. Little information is available concerning the function of classical type II cadherins (e.g., cadherin-7) in vertebrate development. We have previously shown that cadherin-7 mRNA exhibits a dynamic expression pattern in the central nervous system and notochord in embryonic zebrafish. To gain insight into the role of cadherin-7 in the formation of these structures, we analyzed their formation in zebrafish embryos injected with cadherin-7-specific antisense morpholino oligonucleotides (MO). Notochord development was severely disrupted in MO-injected embryos, whereas gross defects in the development of the central nervous system were not detected in MO-injected embryos. Our results thus demonstrate that cadherin-7 plays an important role in the normal development of the zebrafish notochord

Use of Student Perceptions to Measure Voice Disorders Course Impact on Learning

Speech-language pathology (SLP) graduate programs offer coursework and clinical training experiences for a wide variety of communication disorder areas. Voice disorders are one area in which many practicing clinicians, particularly school-based practicing clinicians, reportedly feel a lack of professional competency. Many SLP graduate programs offer only limited coursework in voice disorders and limited or no clinical practicum experiences prior to degree completion. The purpose of the present study was to compare the self-perceptions of 45 graduate students majoring in speech-language pathology at the beginning and end of a 3-credit voice disorders course. The Voice Disorders Competency Checklist (Teten, DeVeney, Friehe, 2013) was used as the pre-/post-measurement tool. As anticipated, students reported a higher level of competency following course completion. These self-reported perceptions were seen for the three clusters of knowledge: prevention, assessment, and intervention. Statistical differences were noted between growth in the ‘prevention’ and the ‘assessment’ clusters. Directions for future research and practical implications are discussed

The Impact of Cloud-To-Ground Lightning Type on the Differences in Return Stroke Peak Current Over Land and Ocean

Natural cloud-to-ground (CG) lightning behaves differently over land and ocean. These differences likely reflect local variations in the speed at which storms develop over ocean, and are possibly contributed to by differences in the local aerosol composition. Earlier studies have reported statistically larger peak currents for negative CG first strokes over ocean than over land. This work focuses on differences in this relationship for first strokes, for subsequent strokes in existing channels to ground, and for subsequent strokes creating new ground contacts. This distinction will shed light on the mechanism responsible for the observed land:ocean differences, and can either support or refute the hypothesis that this difference is associated with the propagation of downward negative leaders in free space, driven by the vertical profile of electric field within and below the cloud. Results show that when compensated for detection threshold increases with increasing distance from land-based sensors, the distribution of estimated peak currents for subsequent strokes in existing (pre-ionized) channels to ground was indistinguishable from distributions for lightning that occurred inland, near shore, offshore, and in the distant ocean (similar to 200 km offshore), with median values ranging between 14.4 and 15.1 kA. Conversely, the population of first strokes over distant ocean had much higher peak currents than those that occurred inland (median values of 23.1 kA vs. 17.3 kA, respectively), when corrected for detection threshold. These findings are consistent with the field-profile hypothesis noted above since peak currents for return strokes due to downward leaders that establish new channels (first strokes) would be impacted the most by the vertical profile of electric field near the cloud base, whereas the peak current for strokes in previously-established channels should be far less dependent on the field profile.Open access journalThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]