A Practium On Uncertainty: Creation Of An HGIS Database

Integrating Geographic Information Systems (GIS) historical sources and geospatial technology offers a fruitful new approach to mapping, analyzing, and modeling the past. This project employs sources freely available online to create a historical geodatabase of the A Line of the Mexican National Railroad circa 1910. The project utilizes satellite imagery, census data, historical maps, train schedules along with postcards and photography from the period, to reconstruct the rail line and its stations shortly before the Mexican Revolution. These sources are combined in a GIS to create a highly accurate map and associated historical database of the system as it existed in the first decade of the 20th Century. The database suggests the potential of future scholarship combining GIS software, satellite imagery, and online source materials

Comparing Predictive Models For English Premier League Games

Data science has become an important aspect of modern day society. While the term was first coined in 1960 by Peter Naur, over the past decade, it has been applied to many different fields, one of which is sports. Over the past years, many ranking methods and rating systems have been developed for different sports; the Massey Ranking method, the Elo-rating system, and the Pomeroy ranking method are just a few examples of such models. However, there has been a lack of research in the area of accurate predictive modeling in soccer. The goal of this thesis is to compare and contrast a set of predictive models for determining the outcome of English Premier League (EPL) games

The Lived Experiences Of Black, Male Youth Apprentices In Career And Technical Education Apprenticeship Programs

The lived experiences of three Black, male youth apprentices in North Carolina were told through a qualitative multi-case study. The participants in each case began recruitment for apprenticeship as a high school student though a pre-apprenticeship experience and were hired as full-time apprentices upon completing their program. All of the apprentices were exposed to career awareness activities that connected them to real-world experiences and career pathways before, during and after their recruitment. They also experienced economic mobility by choosing an apprenticeship pathway. Wrap-around services that included support from parents, school, work, other apprentices and the apprentices themselves sustained the apprentices and led to their persistence. The findings suggest that exposure to career awareness, the benefits of economic mobility and strategic supportive services support the recruitment and retention of Black, male youth apprentices

Standards-based grading : moving toward equality of opportunity and advancement of learning for all students

This disquisition aims to identify and explore: (1) the unintended, negative consequences of traditional classroom grading practices, (2) an alternative grading practice—standards-based grading—with its positive outcomes, and (3) a process for implementing reform via standards-based grading at a small, rural high school. The authors begin by critically examining the literature surrounding four traditional, common grading practices and detailing two shared and concerning outcomes: traditional grading practices (1) do not allow for the equitable treatment of students, and (2) hinder learning. Following this examination, the authors detail an alternative grading practice—standards-based grading—including its associated, positive outcomes and literature support.The authors detail their improvement initiative for transitioning one high school from a traditional to a standards-based-grading model. The implementation process included a full transition of two teachers’ courses from traditional to standards-based grading. Following their proposed improvement initiative, the authors evaluated the effectiveness of the intervention, including an analysis of stakeholder interviews and focus group results. Data obtained shed light on the advantages and disadvantages of the implementation process, as well as the positive and negative outcomes experienced by students, parents, teachers, and school leaders who participated in the transition from traditional to standards-based grading

A case study of Hispanic middle school students in an ESL classroom: Discourses in academic reading instruction

This case study examined student teacher interaction that took place in one ESL middle school classroom with 29 Latino/a students learning to read in English. Observations in classrooms and interviews with teachers were conducted over a ten month period, one complete school year. Students were also tested in their reading comprehension in Spanish at the beginning of the school year. These results were compared with results on English entrance exams and with the results on English reading tests at the end of the school year. The important and main themes were those of the ESL teachers’ preparation of the students in reading and writing throughout the school year for the spring term project and a juried poster presentation, and the students’ self-reflection contained in responses to teacher initiated prompts. The principal artifact mediating learning was the interactive computer software programs provided by the school. The qualitative results suggest that students’ strong identification with family and the immigrant circumstances may provide discourse dissonances that interfere with motivation and the development of self-directed learning. The results of testing showed that a student’s year-end results in English reading were predicted by the beginning level of English reading skills. A lesser, but still significant finding, was that L1 Spanish reading performance was a predictor of L2 English reading performance

The effects of a constructivist learning environment on student cognition of mechanics and attitude toward science : a case study

The purpose of this project was to examine the effects of a constructivist learning environment on student cognition of mechanics and attitude toward science compared to students enrolled in a traditional lecture course. The constructivist course utilized cooperative grouping and microcomputer-based labs with very little lecture to teach mechanics. Enrollment in the course was limited to women and minorities. Case study methodology was used to collect and analyze the data. The data was both qualitative and quantitative in nature. The qualitative data consisted of formal interviews, copies of course work, a participant observation journal, and video tape of class sessions. Quantitative data consisted of student test scores from a cognitive exam, The Mechanics Baseline Test and an attitude survey, Attitude Toward Science in School Assessment

The development of a framework for an articulation plan for the transfer of credits from two- to four-year public educational institutions in North Carolina

It was the purpose of this study to develop a framework for an articulation plan to transfer credits for courses from two- to four-year public educational institutions in North Carolina. In 1981, 109,951 students were enrolled in the 58 institutions in the North Carolina Community College System. The problem precipitating the study was the lack of a plan whereby these students could transfer credits to institutions in the North Carolina University System. Only those students following a prescribed program of study in the College Transfer programs in the 23 community colleges in the system could transfer credits to the University System. A search was made of the education professional literature, and the articulation plans for higher education in other states were studied. Data were solicited through the use of a questionnaire mailed to the chief administrative officer of the two-year public postsecondary institutions in all 50 states. The 43 states (86 percent) from which data were received enrolled approximately 97 percent of students attending public two-year postsecondary educational institutions in the United States as of October, 1981. The states rated their plans using criteria developed by the researcher based on information gathered from the literature

Regulation and function of Skp2 in mediating p27 degradation during adipocyte hyperplasia

"Adipocyte hyperplasia is characterized by an increase in adipocyte cell number and contributes significantly to the development of obesity. A key question regarding adipocyte hyperplasia concerns the mechanism by which preadipocytes undergo the transition from quiescence to proliferation. Here we examined molecular processes regulating the cell cycle inhibitor, p27, during adipocyte hyperplasia. Previous literature has shown p27 regulation by transcriptional and post-transcriptional mechanisms in various cell types. In neoplastic cells, the F-box protein, Skp2, can target phosphorylated p27 protein for degradation via the 26S proteasome. Studies presented here indicated cell cycle-dependent decreases in p27 occurring during early stages of adipocyte differentiation due to accelerated protein turnover. Further analyses revealed Cdk2-dependent phosphorylation and polyubiquitylation of p27 during S phase progression. Additionally, the 26S proteasome was found to be essential for the decrease in p27 and subsequent cell cycle progression. It was determined that Skp2 is transiently expressed during preadipocyte replication and is, at least, partly responsible for increased degradation of p27. These are novel data suggesting the presence and role of Skp2 during adipocyte hyperplasia. It was demonstrated that expression of Skp2 is unique to preadipocyte proliferation and cannot be reproduced in fully differentiated, terminally growth-arrested adipocytes. Findings revealed transient and dramatic increases in Skp2 mRNA, preceding protein expression, due to promoter activation and not increased mRNA stability. These processes were significantly mediated by growth factor receptor signaling pathways involving PI3K and MAPK. Furthermore, inhibition of mTOR, a downstream target of PI3K important for translational control, produced a significant reduction in Skp2 protein but not mRNA. Collectively, these data suggest Skp2 expression during adipocyte hyperplasia is regulated at multiple levels and dependent on kinase-driven signaling pathways. The sesquiterpene lactone, helenalin, is a naturally occurring compound known to possess anti-proliferative and anti-inflammatory properties. This may be of benefit to the treatment of obesity as cells within adipose tissue have the capacity to proliferate and secrete pro-inflammatory cytokines. Studies presented here showed that helenalin prevents the increase in Skp2 mRNA by completely blocking Skp2 promoter activity. Further studies revealed helenalin's ability to prevent Akt phosphorylation, a key signaling molecule downstream of PI3K activation. Taken together, these findings provide valuable insight into molecular mechanisms regulating adipocyte hyperplasia. "--Abstract from author supplied metadata

Child problem behavior and parent factors impacting parent engagement and children’s social competence during Head Start

The impacts of poverty on parent and child functioning are far-reaching (Duncan & Brooks-Gunn, 2000). Early childhood education programs have been developed to better support socioeconomically disadvantaged young children and their families, and often seek to engage parents in support of their child’s development. However, parent participation in current preventive programs in early childhood settings is low, and relatively few studies specifically evaluate parents’ intervention engagement as well as how it impacts intervention outcomes (Mendez, 2010). To address this gap, the current study aimed to more closely evaluate parents’ engagement in The Companion Curriculum (TCC), a parenting and home-school connection intervention delivered within Head Start. Specifically, the current study evaluated parents’ behavioral (e.g., TCC attendance, usage of TCC strategies at home) and attitudinal (e.g., TCC satisfaction) engagement as it related to child and parent characteristics as well as children’s end-of-year social competence following the intervention. Participants included 176 predominantly African American (92.6 %) preschool children and their parents and teachers. Parents reported on parent and child characteristics through measures administered by study researchers in an interview format in the Fall. Parents in the intervention condition received all school readiness materials as part of the study and were compensated with a gift card for their participation in the interviews. Teachers completed measures assessing children’s social competence in the classroom in both the Fall and the Spring. Parent attendance was tracked by researchers at each of nine monthly TCC intervention sessions. Parent reported usage of TCC materials at home and satisfaction with the TCC intervention materials were assessed following completion of the intervention in the Spring. Analyses showed no significant relations among the behavioral and attitudinal indicators of parent engagement (e.g., TCC attendance, TCC usage, and TCC satisfaction). Using Structural Equation Modeling, results indicated that child and parent factors were differentially related to indicators of parent engagement. Higher child behavior problems predicted lower TCC attendance and satisfaction and higher parent self-efficacy predicted higher TCC satisfaction only. Additionally, higher parental depression indirectly and negatively impacted parent engagement, as measured by TCC satisfaction, through lower parent self-efficacy. No indicator of parent engagement was found to predict children’s end-of-year social competence following the intervention, after controlling for children’s social competence in the Fall. However, higher levels of child behavior problems were related to lower child social competence in the Fall. Study findings are discussed as they relate to current theory and research on parent engagement in parent-focused prevention programs. Additionally, implications for practice in early education settings for effectively supporting parent engagement among ethnically diverse, socioeconomically disadvantaged populations are considered

Reflections on a reality : the decline of female administrators in the public schools of North Carolina

The number of female administrators in the public schools of North Carolina and the nation has significantly declined in the past fifty years. The purpose of this inquiry was to identify the major factors that have contributed to this problem. Information for this descriptive study was gained from two sources: (a) a review of the available literature, and (b) direct dialogue with five administrative educational powerholders in the field. The dialogues and the literature findings suggested that the reasons for the decline of women administrators are numerous and complex, and can be classified into two groups: reasons that relate to economic, political, or sociological factors, and reasons that grow out of internal or external causes. Overall, gender is seen as the pivotal point for all reasons