The 20 GHz power GaAs FET development

The development of power Field Effect Transistors (FET) operating in the 20 GHz frequency band is described. The major efforts include GaAs FET device development (both 1 W and 2 W devices), and the development of an amplifier module using these devices

Effect of the Scientific Method Model of Instruction in Diagnostic Medical Sonography Students

Critical thinking and reasoning are fundamental skills for a diagnostic medical sonographer. This quantitative quasi-experimental study examined whether teaching diagnostic medical sonography students the scientific method made a significant difference in the student\u27s critical thinking and reasoning skills. Using the Health Science Reasoning Test (HSRT), two groups of students were selected to participate in the study, with a control and experimental group. The HSRT was used to determine if a significant difference in critical thinking and reasoning was discernable from pre-to-post testing between the control and experimental group of students. The data supported teaching the scientific method improved the scores on the post HSRT in the experimental group, which received instruction in the scientific method. A student receiving instruction in the scientific method (n = 12) had a higher overall HSRT score (M = 27) than the control group (n = 12) (M = 19), with the difference being statistically significant at p = 0.05. Post HSRT testing shows an increase in their national percentile ranking for the posttest, the control group had an increase of 13%, and the experimental group had an increase of 32%. The HSRT can provide educators with a tool to measure the effectiveness of a student’s critical thinking and reasoning skills, facilitating their development of bridging didactic and laboratory education to the clinical setting

Instructions for Authors - Research Articles

Instructions for Authors - Research Articles (ver. 5.2) Last updated: 30 NOV. 201

The Preliminary Effects of Colorado Senate Bill 10-191: Educator Effectiveness on Secondary Education Preservice Teachers

Presently, teacher retention rates are exceedingly low in the United States with one-third of teachers leaving the field after three years. More significantly, half of all teachers in underperforming schools quit within three years. In November of 2011, Colorado passed Senate Bill 10-191, which mandates an annual evaluation for all teachers in the State of Colorado. If preservice teachers are increasingly worried about potential job loss partially due to uncontrollable factors, such as the standardized test scores of traditionally low performing students, many might choose to leave the field before even entering the classroom, exacerbating teacher shortages particularly in low-income school districts. In order to investigate whether Senate Bill 10-191 is already affecting preservice teacher decisions with regards to teaching in Colorado, three major research questions were asked: What is the level of knowledge of preservice teachers on Colorado Senate Bill 10-191? Does Bill 10-191 impact teacher decisions regarding where to teach? How does Bill 10-191 impact a preservice teacher’s goals to teach? Drawing on a pool of preservice teachers ready to enter the field at a Colorado state-supported institution known nationally for its teacher education program, this presentation examines potential effects that legislation may have on preservice teacher job satisfaction and retention. Preservice teachers in a secondary education teaching program were surveyed and interviewed in a focus group to determine their professional aspirations as teachers, their willingness to teach in diverse school settings, and how they felt Bill 10-191 might affect their roles as educators. The findings in this research indicate a correlation between length of time spent in the teacher education program and knowledge of Bill 10-191, as well as the idea that, while the bill may decrease the amount of opportunities for student teaching, it may increase the amount of job openings for preservice teachers upon graduation. These results have the potential to redefine teacher education programs to include more education of the bill and the way it will shape the teaching profession at earlier stages of their program, as well as the potential for the State of Colorado to redefine the implementation of the bill to match high teacher expectations with high teacher retention rates in all school districts

Effect of the Scientific Method Model of Instruction in Diagnostic Medical Sonography Students

Critical thinking and reasoning are fundamental skills for a diagnostic medical sonographer. This quantitative quasi-experimental study examined whether teaching diagnostic medical sonography students the scientific method made a significant difference in the student\u27s critical thinking and reasoning skills. Using the Health Science Reasoning Test (HSRT), two groups of students were selected to participate in the study, with a control and experimental group. The HSRT was used to determine if a significant difference in critical thinking and reasoning was discernable from pre-to-post testing between the control and experimental group of students. The data supported teaching the scientific method improved the scores on the post HSRT in the experimental group, which received instruction in the scientific method. A student receiving instruction in the scientific method (n = 12) had a higher overall HSRT score (M = 27) than the control group (n = 12) (M = 19), with the difference being statistically significant at p = 0.05. Post HSRT testing shows an increase in their national percentile ranking for the posttest, the control group had an increase of 13%, and the experimental group had an increase of 32%. The HSRT can provide educators with a tool to measure the effectiveness of a student’s critical thinking and reasoning skills, facilitating their development of bridging didactic and laboratory education to the clinical setting

Religious healing in the United States, 1940-1960: History and theology of selected trends

Thesis (Ph.D.)--Boston University.The dissertation is a descriptive history of three major movements in religious healing in the United States which have been especially prominent during the years 1940-1960. The division of these movements has been made from the standpoint of their respective methodologies, thus distinguishing three approaches: healing through pastoral (religio-psychiatric) counseling, healing through liturgical worship, and healing through applied metaphysics. Part One of the dissertation describes the historical background of each of these three movements, and Part Two presents the theology of healing in each approach, with a final chapter correlating concepts in all three movements. Individual and denominational differences within each approach are recognized. [TRUNCATED