A massively-parallel Navier-Stokes implementation

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/76255/1/AIAA-1989-1940-323.pd

Principal/Instructional Leader Support for Teachers Through Mastery Experiences: A Mixed Methods Study of Teacher Self-Efficacy

This mixed method study examined the influence of mastery experience opportunities as principal support from teachers’ perceptions of their teacher efficacy. This study examined whether mastery experiences, provided through teacher support, influences teacher efficacy, providing a picture of how efficacy is developed and supported by instructional leaders and guided by Bandura’s (1995, 1997) theory. This study was executed in a small rural southeastern United States school district in three phases. Phase 1 included the administration of the Teacher Self-efficacy Survey (Woolfolk-Hoy & Tschanen-Moran’s, 2001) at three sites, as baseline data. Phase 2 included the pre-intervention Teacher Self-efficacy Survey (Woolfolk-Hoy & Tschanen-Moran’s, 2001) administered to teachers (N = 5) volunteering to participate in the mastery experience opportunity. After completing the mastery experience, teachers were interviewed and given a post-intervention Teacher Self-efficacy Survey (Woolfolk-Hoy & Tschanen-Moran’s, 2001) for phase 3 of the study.Data analysis yielded elements that suggested the mastery experience opportunity had a positive impact on teacher responses to the TSES as well as a perceived influence on teacher efficacy through interview responses and observation. The findings of this research study support Bandura’s (1997) theory that mastery experiences are influential to the development of efficacy beliefs. The teachers participating in the mastery opportunity experience expressed that the immediate feedback, positive and constructive feedback, and feedback in the classroom setting were specific elements of the mastery experience that influenced their perception of teacher efficacy. This also supports Bandura’s (1997) theory that mastery experiences are most influential on self-efficacy. Moreover, increased efficacy provided needed perseverance and resiliency to the individual when developing or improving a new skill. Finally, a model for mastery experience opportunity was provided that could be utilized to support instructional leaders as they assist teachers in ways that improve teacher efficacy

Correlating the Physicochemical Properties of Magnesium Stearate with Tablet Dissolution and Lubrication

Magnesium stearate (MgSt) is the most commonly used pharmaceutical excipient and is present in over half the tablet formulations on the market. In spite of its popularity as an effective lubricant, it has been repeatedly recognized that there is significant variability between MgSt samples, which can cause inconsistent lubrication between batches of MgSt. The hypothesis of this research is that the batch-to-batch variability in tablet lubrication and dissolution observed in tablet formulations containing different MgSt samples can be correlated with differences in MgSt physicochemical properties (fatty acid salt composition, crystal hydrate form, particle size and surface area). Developing correlations between MgSt properties has been challenging in part because there has not been a reliable method for determining crystal form. Recently, 13C solid-state nuclear magnetic resonance (SSNMR) has been used to clearly identifying the MgSt crystal forms. 13C SSNMR is used extensively throughout this work to identify the crystal forms of samples of MgSt. Thermogravimetric analysis and dynamic scanning calorimetry were used as complimentary techniques to understand thermal behavior of the samples. MgSt is typically used in tablets at low levels (0.2-5%), leading to challenges with detection of MgSt in formulations. To enhance detection in SSNMR, samples of MgSt have been synthesized in the lab using 13C-labeled stearic acid. Specific surface area (SSA) results were determined using N2 and Kr adsorption with BET calculations, and samples were dried using nitrogen flow for various times. A discriminating dissolution method was developed to differentiate between MgSt samples with varying properties. Lubrication efficiency was performed using a Presster compaction simulator and tensile strength determination using diametrical compression. Synthesis studies showed that the fatty acid composition and synthesis method affects the crystal form of MgSt produced, with higher stearic content preferring the dihydrate form. Temperature and humidity affect the form of MgSt and facilitate interconversion between forms. Drying MgSt was found to affect surface area results, with the dihydrate converting to the disordered form. Dissolution of indomethacin tablets containing various types of MgSt showed a strong dependence on particle size and surface area, with smaller particle size and higher SSA samples having slower dissolution rates. Fatty acid composition and hydrate form were investigated as secondary variables influencing dissolution, with fatty acid showing no correlation with dissolution. Lubrication efficiency and tabletability studies showed an effect of crystal form, with monohydrate and dihydrate forms showing good lubrication efficiency compared to the disordered form, but also poorer tabletability. In conclusion, the potential for variability in the crystal form of MgSt was found to be an important property of MgSt. There is variability in the form produced from synthesis, as well as interconversion between forms. Temperature, humidity and drying conditions are particularly important in controlling the crystal form of MgSt, as this can impact formulation stability and storage conditions. The primary variable affecting dissolution is particle size and surface area, but crystal form is a potential secondary variable. The physicochemical properties of MgSt, particularly crystal form and surface area, showed trends with lubrication and dissolution. This highlights the importance of choosing a MgSt material with the desired crystal form and surface area properties to match the lubrication and dissolution requirements for the formulation

Performance of a finite volume CEM code on multicomputers

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/77161/1/AIAA-1994-236-711.pd

Adolescent Dating Violence Victimization and Psychological Well-Being

This study assesses the relationship between adolescents' dating violence victimization and their psychological well-being. The participants were 190high school students, ages 13 to 19 years, with just over half being boys (53%) and the remainder being girls (47%). Data were collected using self-administered questionnaires. For girls, increasing levels of dating violence (severity, frequency, injury) were related to higher levels of post-traumatic stress and dissociation, even after controlling for demographic, family violence, and social desirability variables. For boys, the levels of victimization were related to higher levels of anxiety, depression, and posttraumatic stress, even after controlling for other variables. For both boys and girls, victimization was related to lower levels of life satisfaction, but not after controlling for the demographic, family violence, and social desirability variables. The research questions and findings are discussed in relation to the developmental challenges faced by adolescents.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/90512/1/Callahan-Tolman-Saunders 2003 Adolescent dating violence victimization JAR.pd

Enhancing Intercultural Competence: Can it be done without Studying Abroad?

Participation in intensive, immersive, service-learning study abroad programs with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured via the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang & Calahan, 2017; Krishnan, Lin & Benson, 2020). The purpose of this study was to evaluate the relative impact of embedding intercultural learning activities on students’ intercultural competence when included in an on-campus course compared to a study abroad program. The intervention group consisted of 34 students enrolled in the on-campus course which incorporated intentional intercultural activities. Forty-one students who did not take the course comprised the control group. Comparison of the pre- and post-IDI® scores showed a significant increase in intercultural competence in the intervention group and no change in score in the control group participants. Qualitative data supported these findings. The increase in group mean score is slightly lower than group mean score increases in study-abroad students. Results indicate that incorporating intentional intercultural learning activities in an on-campus course can be an effective mechanism for students to enhance intercultural competence without travelling abroad

Performance of a characteristic-based, 3-D, time-domain Maxwell equations solver on a massively parallel computer

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/77035/1/AIAA-1993-3179-911.pd

Intercultural Competence Gains from Study Abroad in India

Participation in a study abroad program to Zambia with intentional intercultural activities embedded in the course curriculum has been shown to enhance cultural competence as measured by the Intercultural Development Inventory (IDI®) (Krishnan, Masters, Holgate, Wang & Calahan, 2017). The purpose of this study was to assess whether a new program to India, developed using a. similar model, was effective in increasing student intercultural competence and to compare student outcomes with the previous program to evaluate possible differences in outcomes related to the destination country. Participants included 21 students who participated in the SLHS in India study abroad program, and 20 students who have not travelled abroad. Quantitative data included a pre- and post-program administration of the IDI® for both groups. Qualitative data included pre-departure and final reflection papers completed by participants in the intervention group. Results indicated a significant increase in intercultural competence in the intervention group and no change in score in the control group participants. The increase in group score is similar to increases seen in students who had travelled to Zambia. Results indicate that an intensive, service learning study abroad program can be a mechanism for students to enhance intercultural competence, possibly regardless of destination country