Letter from Robert W. Finley & Rebecca Finley to James B. Finley

Robert tells of the sickness of Rebecca, James\u27 mother, and of her partial recovery. Abstract Number - 939https://digitalcommons.owu.edu/finley-letters/1926/thumbnail.jp

Letter from Robert W. Finley & Rebecca Finley to James B. Finley

Robert tells of sending Joseph and Francis to school, and speaks about various other family affairs. Abstract Number - 937https://digitalcommons.owu.edu/finley-letters/1924/thumbnail.jp

Letter from Robert W. Finley & Rebecca Finley to James B. Finley

A very intimate family letter, telling of family sickness and deaths. Abstract Number - 921https://digitalcommons.owu.edu/finley-letters/1908/thumbnail.jp

Letter from Robert W. Finley & Rebecca Finley to James B. Finley

Robert tells James about Rebecca\u27s illness. She is in a great deal of pain. Robert asks for James\u27 help with coming camp meetings. Abstract Number - 928https://digitalcommons.owu.edu/finley-letters/1915/thumbnail.jp

Letter from Robert W. Finley & Rebecca Finley to James B. Finley

Robert tells James that his colleague is no longer traveling the circuit with him, which means that the whole weight of the circuit is upon his shoulders. The Presiding Elder cannot come to Quarterly Meeting, so Robert asks James to come and manage the meeting. Robert feels too frail to do so. Joseph and Francis are going to school this summer. This year has been the happiest of his life. He has worked hard, but not in vain. Robert says that he has preached several times until he fainted. Abstract Number - 946https://digitalcommons.owu.edu/finley-letters/1933/thumbnail.jp

Letter from Robert W. Finley & Rebecca Finley to James B. Finley

Robert invites James to attend a camp meeting in the fall. He shares information about James\u27 siblings and their families. Abstract Number - 929https://digitalcommons.owu.edu/finley-letters/1916/thumbnail.jp

Influences of Teacher and Child Temperament of Guidance Strategies in the Classroom

The aim of this research is to investigate how introversion and extroversion in teachers affects the types of guidance strategies they employ in response to introverted and extroverted students in the classroom. Previous research has focused on how teachers respond and react to introverted behaviors in their students. To address the gaps in previous research, the purpose of this study is to examine how teachers respond to different behaviors represented in introverted and extroverted students, while also considering the effect teacher introversion and extroversion have on the types of guidance strategies they use. Results indicate that despite teachers� introversion or extroversion they interacted similarly with all students. All teachers are more likely to use behavioral regulation with all student temperament types over socioemotional supports. Teachers attributed introversion and extroversion differently and guidance strategies used with introverted students were significantly affected by what teachers determine the locus of the behavior to be. The findings suggest that teachers are familiar with behavioral regulation strategies, but may not be as familiar or comfortable with socioemotional support strategies. The attribution factors provide a better understanding of how teachers perceive introverted and extroverted behaviors in the classroom.Human Development & Family Scienc

An Investigation of the Laryngeal System as the Resonance Source of the Singer\u27s Formant.

Since its introduction in 1974, Johan Sundberg\u27s model of the laryngeal system as the resonance source of the singer\u27s formant (Fs) has gained wide acceptance. There have heretofore been no studies directly testing its validity in vivo. The purpose of this study was to undertake a direct test of that hypothesis, utilizing as subjects professional male singers trained in the western Classical tradition. The vocal behaviors of three trained singer-subjects were evaluated during modal and pulse register phonation via magnetic resonance imaging (M.R.I.), strobolaryngoscopy, and acoustical analysis. Dr. Sundberg\u27s hypothesis rests upon two premises: (1) that the laryngeal system is acoustically isolated and therefore capable of independent resonation during artistic singing, and (2) that the laryngeal ventricle contains an air volume adequate to function as the volume element of the proposed two-tube resonating system (Sundberg, 1974). Results of the above analyses revealed that none of the subjects achieved the requisite 6:1 laryngopharynx:laryngeal outlet area ratio to support acoustic isolation and independent resonation of the laryngeal system. Further, subjects demonstrated robust and stable singer\u27s formants in pulse register phonation concomitant to the occlusion of the laryngeal ventricular spaces as documented by M.R.I. Therefore, these data indicated that the subjects\u27 behaviors do not fit the model of the laryngeal system as the resonance source of the singer\u27s formant, and that the model is inadequate to account for the generation of the singer\u27s formant in these three subjects. Further analysis of these data suggested that the singer\u27s formant is resolvable into two component formants, termed Fs1 and Fs2. These formants are apparently analogous to F4 and F5 of speech, but are approximated by the singer to produce the desired high amplitude energy concentration. It was hypothesized that Fs1 arises from excitation of the fourth natural mode of the quarter wave resonance of the vocal tract by the optimized voice source of the trained singer. Application of this model to data obtained in this and previous studies reported in the literature predicted the frequency locus of Fs1 with an accuracy of 92-100%

Effects of integrated writing on attitude and algebra performance of high school students

This study investigated effects of a program integrating writing activities in a regular Algebra II curriculum on students' mathematics achievement and attitudes in writing and mathematics. The sample involved 68 students, 34 in both experimental and control groups, from four classes of regular Algebra II students at a private school in the southeastern United States. The treatment spanned four chapters in the text and 12 weeks. Both groups received the same instruction using a basic Algebra text. Writing activities were integrated within the experimental group's lessons. Data were collected in several ways. Each student was given a preliminary algebra test and writing and mathematics attitude scales. Students then completed appropriate chapter tests. After two chapter tests, the students were given the midtest. At the conclusion of the study, students were given the posttest and the writing and mathematics attitude scales. Following each chapter test, the midtest, and the posttest, students explained in writing how they solved two preselected items. These writing samples were scored holistically

Broadband Purcell enhanced emission dynamics of quantum dots in linear photonic crystal waveguides

The authors investigate the spontaneous emission dynamics of self-assembled InGaAs quantum dots embedded in GaAs photonic crystal waveguides. For an ensemble of dots coupled to guided modes in the waveguide we report spatially, spectrally, and time-resolved photoluminescence measurements, detecting normal to the plane of the photonic crystal. For quantum dots emitting in resonance with the waveguide mode, a ~21x enhancement of photoluminescence intensity is observed as compared to dots in the unprocessed region of the wafer. This enhancement can be traced back to the Purcell enhanced emission of quantum dots into leaky and guided modes of the waveguide with moderate Purcell factors up to ~4x. Emission into guided modes is shown to be efficiently scattered out of the waveguide within a few microns, contributing to the out-of-plane emission and allowing the use of photonic crystal waveguides as broadband, efficiency-enhancing structures for surface-emitting diodes or single photon sources.Comment: 13 pages, 4 figure