3543 research outputs found
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Advent 2 Series C 2018
No full textThis PDF comments on the Propers for the Second Sunday in Advent, Series C and offers ideas for proclamation and preaching
Insecticides and Invertebrate Neurophysiology: Testing the Efficacy of Caffeine as an Insecticide
No full textAll organisms have adapted to escape or fight predators to ensure their own survival. Chrysanthemum flowers have insecticidal properties through a natural compound called pyrethrin. Pyrethrin is neurotoxic to insects but is not photostable. With the growth of human population and environmental changes, pyrethrin has been artificially modified into compounds known as pyrethroids. Synthetic pyrethroids are neurotoxic, photostable, and insoluble in water. The widespread use of pyrethroids in agricultural pesticides, has led to an increased concern for the affected non-target species. This study looked at the effect of pyrethroids on insect neurophysiology and tested the efficacy of a proposed natural insecticide, caffeine. Our results suggest that caffeine is an effective insecticide toward the common house cricket. Furthermore, data showed increased neuronal activity prior to decline and death as a result of a depolarized membrane of neurons. This thesis also discusses the complications and future directions of finding an organic, yet effective insecticide
3toPHD Building Tour
No full textJoin us on a 3-minute, student-led tour of Faubion School + Concordia University, a 3 to PhD® community in Portland, Oregon.https://commons.cu-portland.edu/three2phd_videos/1012/thumbnail.jp
Teachers’ Perceptions of an Integrated Curriculum: An Action Research Study
No full textThis action research study examined the experiences of six fourth-grade teachers at a school in southern South Carolina regarding the integration of literacy and science. The analysis of data provided evidence that the teachers’ experiences during the study transformed their thinking concerning instructional strategies. The participants actively engaged in Stringer’s (2014) cyclical action research model: Look, Think, Act. Using this cyclical approach, they contributed to the five actions that took place during this study. They implemented a planned intervention that integrated literacy and science. The participants realized that using an integrated approach was a successful instructional strategy and began adding additional information to the intervention. The teachers discovered that integration enabled them to address more state standards effectively and efficiently. In addition, the participants embraced integration and began adding mathematics and social studies content to the intervention. The principal observed the fourth-grade teachers transform to using an interdisciplinary approach. Because of their success, the principal encouraged the fifth-grade teachers to engage in a similar project. As the participants viewed instruction through a new lens, they decided to develop and implement integrated plans for science and literacy for the remainder of the school year. This study demonstrated that transforming instruction from teaching in isolation to using an integrated approach can lead to efficient and effective use of instructional time for meeting additional state standards, and increased student learning in both English language arts and science, and successful preparation for mandated state assessments
Evaluation and Implementation of an After-School Program for Elementary School Students
No full textThe purpose of this 20-week language-based afterschool program was to develop a group of Hawaiian students’ English cognitive language skills while they learned a second language at their local youth center. The context, input, process, product evaluation (CIPP) model approach was used to evaluate the impacts of a structured language-based afterschool program. A diverse sample of participants was evaluated through semi-structured interviews, surveys, class observations, feedback, and the students’ academic progress. After the collected data were triangulated, it was learned that the language-based afterschool program has a positive outcome, which denotes a statistical significant improvement regarding the students’ English language skills. Further, a paired sample t-test revealed statistical improvement of the students’ pre and post reading, fluency, and comprehension diagnostic assessments. Qualitative data from interviews supports the cause to implement an on-going structured language-based afterschool program at the local youth center
A Basic Qualitative Research Study: How Marginalized Students’ Ability to Succeed Is Impacted During Freshman and Sophomore Years in College
No full textThe transition between high school and college is inconsistent and uncertain. Many marginalized students do not understand how to seek out assistance without guidance and mentorship. Although the number of marginalized college students enrolled in 4-year colleges in the United States is growing, many marginalized college students struggle to find and maintain a sense of stability during their first 2 years of college. The problem is marginalized students do not utilize the assistance offered to them or they do not know how to ask for help. The purpose of this basic qualitative research study is to explore what impacts marginalized students’ ability to succeed during their freshman and sophomore years of college. In order for change to happen all levels of leadership amongst colleges should acknowledge the issues and strive to answer questions such as: What support systems and resources are available to increase success? How do marginalized students become aware and utilize support systems during their freshman and sophomore years in college? In this basic qualitative research study 11 participants who graduated in 2015 or 2016 from the same high school in the Pacific Northwest Region of the U.S. participated in a confidential Qualtrics survey responding to questions about their experiences at a 4-year college during their first 2 years of college. Of the participants, 91% stated one of the substantial obstacles they faced when transitioning from high school to college was a lack of intentional mentorship. As the number of marginalized students in college continues to grow, the necessity for relative mentorship will continue to increase, which means 4-year colleges in the U.S. should consider finding ways to empower marginalized students with intentional and useful mentorship to sustain their education towards earning a bachelor’s degree