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An automated nondestructive inspection approach to characterize raster orientation and missing extrudate for fused filament fabrication manufacturing.
No full textManufacturing industries such as aerospace, automotive, and high-performance applications are interested in the potential of additive manufacturing due to its promise for design flexibility and producing functional components. The fused filament fabrication (FFF) technique is one of the most employed techniques in the additive manufacturing industry. For these components to advance from prototyping to functional applications, effective inspection methods are essential to ensure consistency and quality. This dissertation aims to non-destructively characterize two internal features within FFF manufactured components, specifically the raster orientation and missing extrudate, through ultrasonic testing. The acoustic reflections from the full waveform capture of the ultrasonic tests are grouped as a function of depth. For the first internal feature studied, the raster orientation, the sectioned data sets are analyzed using the 2D Fast Fourier Transform where the orientation state of each individual raster can be identified of an FFF manufactured component. Using the 2D FFT approach for analysis, the automated inspection method for raster orientation successfully characterized with a typical error of 1° - 2°, the first 9~10 layers out of 18 in the studied FFF samples. For the second feature, the missing extrudate, a method is introduced whereby the frequency spectrum, obtained using the wavelet synchro squeezed transform, within the grouped signal as a function of depth is analyzed to obtain the depth of the missing extrudate. In essence, this method identifies high acoustic energy reflections as a function of depth, then uses a density-based clustering approach to estimate the shape of the embedded defect from discrete clusters in a 3D space using these reflections. In addition, tensile tests are conducted using FFF manufactured dogbone specimens to evaluate the impact of missing extrudate on the strength of the additively manufactured components. For each of the inspected samples, the density-based clustering approach accurately identified the missing extrudate cluster and estimated its dimensions with a typical error of 0.78±0.9 mm for length, with a peak error of 2.7 mm and 1.46±0.8 mm for width, with a peak error of 2.1 mm
Christian discipleship and formation programs as a source of calling in the religious field.
No full textThis study explores the intersection of emerging adult formation and Christian calling, addressing three key questions: the relevance of calling to Christian emerging adults, the influence of Christian Discipleship and Formation Programs (CDFPs) on participants' sense of calling, and how participants perceive these programs' impacts on their lives. The research involves in-depth observation and interviews at two distinct programs. Through thematic analysis of field notes and interviews, the study reveals how these programs shape participants' understanding of calling. This understanding blends the modern perspective of calling as a self-actualizing process with the neoclassical view of calling as a Christian duty to contribute to the common good. Emerging adults in these programs navigate their sense of vocation by integrating personal growth with a commitment to broader societal and religious goals. The findings highlight the unique role of CDFPs in the religious field. These programs provide a structured environment for participants to explore and refine their sense of calling, offering both communal support and individualized guidance. The study underscores the importance of exploring vocation within community, as the social and relational dynamics of these programs significantly impact participants' spiritual and personal development. Ultimately, this study emphasizes the transformative potential of CDFPs in nurturing a sense of purpose and Christian identity among emerging adults. By blending modern and neoclassical orientations to calling, these programs help participants cultivate a vocation that is both personally fulfilling and oriented toward the common good
Exploring West Michigan high school students’ experiences completing academic tasks without Wi-Fi at home : a single case study.
No full textThe 21st century has brought technology to the forefront in society, showing parallels to the changes in technology usage at school. In today’s society, the digital divide separates individuals who have access to technology and those who do not have access. For students in their high school years, a lack of Wi-Fi access at home makes it more difficult to make academic progress and prepare for life after graduation. With one quarter of American households not having a broadband internet connection at home, there is a problem in technology accessibility for students.
The purpose of this single case study was to explore how west Michigan public high school students without Wi-Fi at home describe their digital divide experiences with completing academic tasks, including their motivational access, material access, skills access, and usage access. Three high school student participants without Wi-Fi at home shared their experiences through a questionnaire, semi-structured interview, and reflection letter prompt. The single case study design allowed me to focus on a specific school district and the experiences of its students. I analyzed the data I collected using van Dijk’s (2005, 2006) model of technology access and the four areas of technology access.
I uncovered three key findings in this study. First, high school participants who have motivational access but not material access to Wi-Fi at home describe their desire to be academically productive despite their difficulties completing academic tasks due to lack of material access. Second, high school participants who did not have material access to Wi-Fi at home describe the importance of gaining material access to a hotspot to complete academic tasks at home. Finally, high school participants who have skills access but not material access to Wi-Fi at home describe their experiences completing academic tasks with the skills they had to learn during the school day due to a lack of material access at home. Findings from this study have implications for high school students, high school teachers, district leaders, and community partners. The data collected in this study shows the importance of school district awareness to technology inequity. Furthermore, districts and community partners should take an active stance in awareness and support for both students without Wi-Fi at home and their teachers
Charter school secondary educator perceptions of neurodiverse learner engagement : a single case study.
No full textNeurodiverse (ND) students often face challenges with school engagement and academic proficiency, contributing to higher dropout rates and mental health issues. Despite advancements in inclusive policies and the emergence of evidence-based practices informed by neuroscience and cognitive science, gaps persist in applying these practices in secondary core subject classrooms. Teachers need a background in inclusive pedagogy and evidence-based practices to feel adequately prepared to teach neurodiverse learners effectively. Despite advancements in laws and policies promoting school inclusion, educators have not consistently applied universal design principles or recent scientific findings on inclusive teaching in their classrooms, which has led to a disparity in addressing the varied needs of students.
This qualitative single case study explored secondary charter school educators’ perceptions of utilizing the Universal Design for Learning (UDL) framework to engage neurodiverse learners and identified perceived barriers to engagement. The UDL framework uses three elements: engagement (the why), representation (the what), and action and expression (the how) per the 3.0 guidelines. Each UDL element contains three subsets, which framed the data collection questions through a questionnaire, interview, and journal entries. Qualitative inquiry allowed exploration of secondary core subject teachers, perceptions of ND student engagement, and barriers to engagement within an inclusive setting.
Findings revealed that core subject educators believed ND students were more engaged by using inclusive strategies from UDL that fostered a sense of belonging, offered choices, and optimized support. However, barriers such as student attitudes and systemic school factors persisted. The study has implications for teachers, teacher educators, K–12 school administrators, and districts. Suggestions for future studies include advancing research on student perspectives and academic outcomes. These findings contribute to the growing literature on inclusive pedagogy and its potential for engaging neurodiverse learners in secondary education
Text mining journalism syllabi for framework concepts.
No full textThis chapter explores the use of text mining to identify opportunities for curriculum-integrated information literacy instruction within the Journalism, Public Relations, and New Media (JPRNM) department at Baylor University. Leveraging the Syllabi Information Literacy Miner (SILM), an open-source tool developed by Baylor Libraries, the author mined four years of departmental syllabi using terms derived from the ACRL Framework’s Journalism Companion Document. The analysis revealed key courses where information literacy concepts, such as source evaluation, attribution, and data literacy, are embedded in course content. Based on these findings, the author outlines a strategic plan to support and enhance existing instruction through targeted resources like LibGuides, tutorials, and in-class sessions. This evidence-based approach demonstrates how librarians can use text mining to align instructional outreach with disciplinary needs and pedagogical goals
Consent : metaphysical and epistemological foundations.
No full textConsent is one of the central concepts in contemporary ethics, yet there is widespread disagreement among philosophers about what exactly consent is and the epistemic conditions it requires. This dissertation attempts to shed light on the nature of consent by arguing for five distinct points about consent. First, Aristotelians can give a better account of normative powers, which includes our power to consent, than other rival accounts on offer. Second, consent is a hylomorphic, communicative act. Third, a natural law view is in a better position to explain what determines the norms of consent than a Kantian view. Fourth, there is no disclosure condition for consent, and there is only an understanding condition, not a knowledge condition. And fifth, informed consent differs from consent simpliciter in that one gives informed consent when one consents to another’s action and is in an epistemic position to relevantly specify the consent, narrowing the gap between the action the consent giver has in mind and the actual action to be performed
Perceived parenting style and cyberbullying relationship comparisons among middle school students in Southwestern Texas : a quantitative examination.
No full textCyberbullying among middle school-aged students is becoming more prevalent in the United States, with nearly half of all students aged 13 to 17 reporting cyberbullying behavior engagement (Vogel, 2022). The rise in cyberbullying became more severe during the COVID-19 pandemic, particularly when schools shifted to remote learning, giving students greater online access. The challenge is to understand how different parenting approaches affect a student’s vulnerability to cyberbullying, whether as victim, perpetrator, or observer. The purpose for this causal comparative quantitative study is to examine differences among perceived parenting styles and cyberbullying behaviors of middle school students in Southwestern Texas. I used Baumrind’s (2013) parenting styles model, which categorizes parenting into three styles: permissive, authoritative, authoritarian, to frame this study. I used these styles to explore potential differences in how parenting styles influence students’ roles in cyberbullying behaviors as victim, observer, and offender.
I collected data using a survey distributed to 46 middle school students from a low-income, rural Southwestern Texas county. I asked participants about their experiences with cyberbullying, either as victims, bullies, or observers and were also asked to identify the perceived parenting style they experienced at home. The results showed there were no statistically significant differences in cyberbullying perpetration (H(2) = 1.33, p = 0.514) and victimization (H(2) = .21, p = .901) or observation (H(2) = 1.12, p = 0.571) between parenting styles, showing small effect sizes (h2 = 0.02, h2 = 0.04 and h2 = 0.02). Despite Baumrind’s model suggesting that parenting styles shape behavior, this study did not find support for a direct link between parenting approaches and cyberbullying. The results imply that factors beyond parenting style may play a more critical role in cyberbullying prevention. These results highlight the need for broader approaches to addressing cyberbullying, considering additional social, environmental, and psychological factors that influence student behavior online
Synthesis, characterization, and anticancer evaluation of novel gold(I) phosphine thiolate complexes : solubility, cellular uptake, and cytotoxicity.
No full textThis dissertation describes the design, synthesis, characterization, and evaluation of novel gold(I) phosphine thiolate complexes as potential anticancer agents. Inspired by the activity of auranofin and the limitations of existing platinum-based drugs such as cisplatin, this research sought to explore the therapeutic potential of systematically varied gold(I) complexes.
Ten complexes, comprising two series with either tri(2-furyl)phosphine (TFP) or triphenylphosphine (PPh3) and five different thiolate ligands, were synthesized and rigorously characterized. Spectroscopic (NMR, IR) and spectrometric (ESI-MS, ICP-MS) techniques, along with X-ray crystallography for four complexes, confirmed their identity, purity, and structural features. A critical, and often overlooked, aspect of drug development – accurate solubility determination – was addressed using ICP-MS. This technique allowed for direct measurement of gold concentration in saturated solutions, providing precise solubility values in both water and McCoy's 5A cell culture medium supplemented with 10% fetal bovine serum (FBS). The solubility of auranofin was found to be significantly lower (approximately four-fold) in cell culture media compared to water, underscoring the importance of measuring solubility in biologically relevant environments. Furthermore, the solubilities of the synthesized complexes varied considerably depending on the ligands. The addition of DMSO to aqueous solutions showed anticipated and substantial implications in determining the solubility of compounds. In vitro cytotoxicity assays, employing a range of breast cancer (SK-BR-3, MCF-7, MDA-MB-231) and non-cancerous (MCF 10A, HEK293T) cell lines, revealed that several of the synthesized complexes exhibited potent antiproliferative activity, comparable to that of auranofin and cisplatin. Notably, some complexes displayed selectivity towards cancer cells, particularly in the absence of DMSO. Cellular uptake studies in MCF-7 cells, using different drugs and media without additional cells introduced demonstrated a positive correlation between solubility in growth media and the amount of gold accumulated within cells, linking a compounds uptake rate in a cancerous cell line to cellular accumulation/retention. Overall, these measurements emphasize the crucial role of solubility measurements at different stages of any drug treatment development.
These findings contribute to a deeper understanding of structure-activity-solubility relationships in gold(I) complexes and inform future efforts in the design and optimization of metal-based anticancer drugs
Set up for success : a multiple case study exploring first-year job resources and demands for center-based new hire early childhood leaders.
No full textEarly childhood leaders have complex and challenging job responsibilities and often are not well-supported to fulfill these job tasks. The literature indicates that early childhood leaders play a significant role in early childhood program quality (Douglass, 2018; Kirby et al., 2021; Lee et al., 2022; Muijs et al., 2004) and in staff development and retention (Muijs et al., 2004; Myran & Masterson, 2021; Sheridan et al., 2009; Totenhagen et al., 2016). However, the early childhood leader's role has yet to be well defined or supported and is not well represented in the research (Douglass, 2018; Lee et al., 2022; Myran & Masterson, 2021). Early childhood leaders are essential to early childhood programs and deserve adequate job support. In this study, I explored new early childhood leaders' experiences with job resources and demands. I used a qualitative multiple case study to understand the job experiences of five new early childhood leaders in their first year. I recruited early childhood leaders who had been in their roles for three years or less and used a questionnaire and semi-structured interview to learn about their first-year job experiences as leaders in early childhood programs. At the time of the study, the five participants were early childhood leaders in two center-based early childhood program models. I used Demerouti et al.'s (2001) job demands-resource model to guide data collection and analysis. The study's findings indicate that new early childhood leaders experience consistent job demands and receive inconsistent job resources. All the participants in the study reported experiencing job demands such as an overwhelming workload, impacts on their physical and mental health, and compassion fatigue. In contrast, the job resources participants discussed receiving in their first year were unpredictable across participants and center-based program models. The participants stated they encountered job resources such as formal training and leadership, peer, and onboarding support. The results from this study implicate that early childhood program administrators and professional development staff must work to provide adequate job support to early childhood leaders to lessen the impacts of the job demands associated with the role of the early childhood leader
A quantitative examination of self-regulation, parental experience, and age of biological parents.
No full textEmotional dysregulation presents substantial challenges to parents' well-being and healthy child development. Nonetheless, many parents find self-regulation a challenge to manage, which may result in adverse consequences (Lunkenheimer et al., 2023). The purpose of this quantitative cross-sectional survey design study was to examine relationships among biological parents' perceived self-regulation levels, experience, and age. I used the parental self-regulation framework (Sanders, 1999) components of self-management, self-sufficiency, self-efficacy, and personal agency to determine 121 biological parents' perceived PSR levels. I measured these levels using an online cross-sectional survey with demographic items and the Me as a Parent scale (Hamilton et al., 2015). I performed a Pearson's r correlation to explore the relationship between the four components of PSR. Results showed strong, positive statistically significant relationships between the four components and PSR with p = .001 and r ranging from .50 to .89 (.50–.89). Additionally, correlations showed strong effect size and have practical significance, or are meaningful in a real-world context. I then performed a simple linear regression analysis to examine whether time as a parent (i.e., parenting experience) predicted PSR levels. Results showed time as a parent is not a statistically significant predictor of PSR (F(1, 119) = 0.072, p = 0.789, R² = 0.001). Further, this analysis revealed a weak effect size (β = .025). A weak effect size shows the result is too small to be meaningful in real world application. Finally, I used a Mood's median test to compare perceived PSR levels between younger (17–27) and older parents (28–38). The results indicated that younger parents (Mdn = 65) had slightly lower levels of PSR compared to older parents (Mdn = 66). However, the difference between the groups was not statistically significant (p = 0.178), and there was a small effect size (r = 0.21). A small effect size means the difference between groups is too small to be meaningful. The implications of this study highlight the importance of continuous learning for parents, the role of school counselors and administrators in parent support, and the role of researchers in future studies on this topic