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Inventory of STS-40 and STS-41 Mission Documents
No full textThese series of documents contain documents from the STS 40 and STS 41 missions. They include mission reports, press information, and flight dat
Inventory of Mission Support Files: Rodney Rose
No full textRodney G. Rose (FA - Mission Support) served as Technical Assistant for the Space Shuttle (1972-75) and is currently [at the time this inventory guide was written] Assistant Director for the Shuttle, a position he has held since 1976. His files have been maintained essentially in the order in which they were received. Unfoldered material has been arranged chronologically and foldered material has been arranged alphabetically by folder title. The files consist of handwritten notes, heavily annotated documents, viewgraphs, correspondence, and reports
A Study on the Impact of Kindergarten on the Mathematical Skills of African American Students
No full textThe specific purpose of this study was to add to the previous research using The Early Childhood Longitudinal Database to examine if there is a difference in the mathematics
achievement growth trajectory of African American students based on racial-ethnicity, socioeconomic status, and kindergarten participation (attendance for the first time or
repetition). Using a convenience sample, a nationally representative sample of children was identified from archival data that included mathematical assessment scores, student racial-ethnic identity, family socioeconomic status, and kindergarten participation. The
researcher used a quantitative study method to test the effects of students’ characteristics on their mathematical assessment scores. Data analysis showed math scores generally
increased significantly from kindergarten to third grade for all students independent of their subgroup affiliation. However, math scores did not change at the same rate when disaggregated by student ethnicity. The rate of change in student math scores from year to year did not differ significantly relative to income. Overall, however, there was a significant difference in math scores relative to income. Math scores did not change at the same rate when disaggregated by whether students attended kindergarten for the first
time. Overall, however, there was no significant difference in math scores between students who had attended kindergarten for the first time and students who had attended kindergarten more than once
Nontraditional student attitudes about emerging adulthood
Get PDFThe present study assessed beliefs about adulthood, including meeting one’s own criteria for adulthood, among nontraditional students based on different markers of nontraditional status. In addition, the study examined whether meeting multiple criteria of nontraditional status was associated with different attitudes about adulthood. Participants (n = 217) consisted of students from the University of Houston-Clear Lake (UHCL) who answered questions about demographic characteristics, which were used to determine nontraditional student statuses, aspects of emerging adulthood, and aspects of established adulthood. Results indicated that students who met the criteria for some of the different nontraditional statuses, as well as students who met the criteria for multiple nontraditional statuses, reported feeling less like emerging adults and more like established adults than students who met the criteria for traditional statuses. These findings demonstrate that some nontraditional students may feel more established in adulthood than others, and theory regarding emerging adulthood may need to be refined to reflect the attitudes and experiences of nontraditional students
Factors Affecting Black, Hispanic, and White Females to the Superintendency
Get PDFThe purpose of this study was to examine the perceived barriers and strategies held by Black, Hispanic, and White women with regard to the position of school superintendent. This study will include a review of data collected from the Questionnaire on Perceptions of Barriers and Strategies Impacting on Women Securing the Superintendency from a purposeful sample of active Black, Hispanic, and White female superintendents from Southern states and Southwestern states in the U.S. A purposeful sample of active Black, Hispanic, and White female superintendents from Southern states and Southwestern states in the U.S. were interviewed in an attempt to provide a more in-depth understanding of the factors affecting Black, Hispanic, and White females in attaining the superintendency. Quantitative data were analyzed using frequencies, percentage, and a one-way Analysis of Variance (ANOVA), while an inductive coding process was used to analyze the collected qualitative data. Quantitative analysis demonstrated that there was not a significant mean difference with regard to perceived barriers and strategies among the three groups. The qualitative analysis supported evidence from current research related to the topic that barriers do exist to the superintendency and strategies can be employed to attain the superintendency.
Social Media as a Marketing Tool for Public Schools
Get PDFThis study utilized a sequential mixed-methods design to investigate the role of social media as a marketing tool for public schools. The quantitative portion applied content analysis to 18 elementary schools with Facebook accounts. Post types and content categories were coded and analyzed to determine their roles in social media posts and user engagement. Inductive thematic analysis was utilized in the qualitative portion to determine short-term trends from Facebook posts and attitudinal responses from user comments. This study suggests that public schools may be falling behind the private sector in some areas of marketing. Public schools used specific tactics excessively, such as digital graphics as a post type and frequent announcements such as parent reminders and multiple posts in one day. Posts are often directly informative content without integrating brand personality attributes on social media, resulting in lower engagement. Additionally, schools were not intentional in requesting user interaction and seemed to be under-responsive to user questions and comments on Facebook. Although, findings from this study suggest that public schools can generate higher levels of engagement. During the time of this study, schools posted many celebration posts. Results show that the celebration posts utilized more brand personality attributes, including photos, videos, and school spirit, which led to more user engagement. When the schools directly requested user engagement, users were very responsive. Based on findings from this study, researchers and practitioners may be able to identify specific strategies and best practices to improve engagement from parents and other users on social media. This level of engagement is vital for public school leaders in direct competition with other organizations such as charter schools
Inventory of STS-26 Mission Documents
Get PDFThis subseries of Shuttle Documents collected primarily from Mr. R. Khorns/GA, and Mr. S. Aldrich/VA5 consists of presentations, charts, maps, photos, reports, and various reviews. The material is arranged chronologically and runs from 1986 to 1979, the bulk being 1988
Geometric Spinors
Get PDFGeometric Algebra is a unique variant of what is otherwise known as Clifford
Algebra. In this work we show that the geometric algebra provides better tools to visualize physical problems, benefited by our natural geometric intuition. Geometric algebra provides a routine and systematic way to analyze physical systems. It is demonstrated that the calculations of magnetic moment with constant magnetic field
and that of the oscillating magnetic field, can both be expressed in a single expression. Using the geometric algebra we reproduce the solutions of Schrodinger’s equation in quantum mechanics, and show that the spacetime algebra can express Dirac’s
equation without the use of imaginary numbers or matrices
Inventory of STS-42 to STS-50, STS-52 Mission Documents
Get PDFThese series of documents, contain documents from STS-42 through STS-50, and STS-52. They include mission reports, press information, flight data, and presentations, as missions grow this run, a subseries named for each mission will be created. Documents are arranged numerically by mission (not chronologically as flown) and within each mission documents are arranged chronologically and run from 1989 to 1992
An Exploration of the Relationship Between Social-Emotional Learning and Office Discipline Referral Frequency
Get PDFHigh rates of student misbehavior within the American public school system are a
chronic problem for many public schools. Public schools sometimes address the rising
problem of student misbehavior in ineffective, unproductive, and often harmful ways;
they punish and exclude students from the academic setting, thus fostering resentment in
students who misbehave, wasting school resources, contributing to the “school-to-prison
pipeline,” increasing disproportionality, and setting students up for negative long-term
outcomes. Furthermore, schools may fail to assess for, identify, and address the skill
deficits that lead students to misbehave. The implementation of Social-Emotional
Learning (SEL) as a component of positive behavior supports, as well as the integration
of universal screening for students to determine the risk of future school misbehavior,
could help schools address discipline problems more proactively, effectively, and
efficiently. The current study sought to examine whether SEL is a predictor of office
discipline referral (ODR) frequency by using archival data of teacher ratings of
elementary, middle, and high school students’ social-emotional learning skills. The
results obtained from the data analyses indicated that SEL competencies predicted ODR
frequency in the elementary school, middle school, and high school samples. Taken
together with the existing and emerging literature base, these findings suggest that SEL
interventions might contribute to decreases in ODR frequency. These findings are
encouraging to school psychologists seeking to understand, prevent, and decrease the
frequency of ODRs and their negative consequences