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Development of a Dance/Movement Therapy (DMT) Challenge Task Method to Facilitate Motivation in Children with Cerebral Palsy Participating in Group DMT: A Capstone Study Project
No full textChildren with CP have a lower motivation level of participation than typical developing children. This capstone study project focused on developing a method for introducing appropriate challenge tasks within dance/movement therapy (DMT) groups for children with cerebral palsy (CP). The challenge tasks were designed to motivate the participants' behavioral, emotional, social, and cognitive engagement in DMT. Challenge task in this project was defined as an activity in which children are required to use more effort to solve a problem, or were supported in choosing to engage outside their normal comfort zones, to take risks that might expand their range of experience, as well as their psychosocial and physical resources. In this project, challenge tasks were offered in DMT groups at HMS School for Children with Cerebral Palsy in Philadelphia. Three DMT groups were involved. The four challenge tasks developed in this project were a ball targeting tasks, a ball balancing task, a traveling and targeting task, and a prop passing task. The challenge tasks appeared to have effects on motivating children with CP to engage in activities designed to promote body awareness, motor ability, group cooperation, and cognition. In addition, the challenge tasks may have helped the participants to cope with grief by increasing their sense of control. This capstone project resulted in guidelines to support dance/movement therapists in developing and implementing challenge tasks in their clinical practices.M.A., Dance/Movement Therapy and Counseling -- Drexel University, 201
Military-Connected Students in Online Learning Programs: Students' Perceptions of Personal Academic Perseverance
Get PDFActive duty United States soldiers encounter unimaginable stressors and challenges throughout their military career. Many of these soldiers are also simultaneously working to achieve a long-term goal of obtaining post-secondary education, yet they face unique challenges due to the demands of military service that traditional students do not. Active duty soldiers are referred to by Molina and Morse (2015) as military-connected students, defined as "National Guard members, reservists, active duty personnel, and veterans" from the United States Army, Navy, Marine Corps, and Air Force" (p. 1). Military students present uncommon challenges to institutions of higher education due to the demands of military service such as frequent deployments and duty assignments that may cause lack of access to their online courses for an extended amount of time (Brown & Gross, 2011). Due to challenges such as these, active duty soldiers have been shown to exhibit more risk factors of non-completion in higher education than other military-connected students; yet, it is unknown if there are additional risk factors that affect their academic perseverance in online learning programs (Molina & Morse, 2015). The purpose of this phenomenological case study was to identify the factors that affect the academic perseverance of active duty soldiers stationed at a large military installation in the southeast region of the United States to determine what relationships, if any, existed between factors related to active duty military service, personal factors, and grit in a sample of military-connected students who were enrolled in or had recently completed an online learning program. The central research question addressed in the study was as follows: What are the factors that affect the academic perseverance of military-connected students in online learning programs? Three sub-questions were addressed within the central research question. Applying the social constructivist stance, the researcher conducted data collection through semi-structured individual face-to-face interviews and administered the Short Grit Scale to eight active duty soldiers at a large military installation located in the southeast region of the United States. Data analysis followed Moustakas' (1994) modified version of the Van Kaam method of phenomenological analysis. Quantitative results from the Short Grit Scale were scored in accordance with the guidance in Duckworth and Quinn (2009). Five themes emerged from participants' shared experiences during eight semi-structured interviews as follows: (1) military-connected students may experience inter-role conflicts between work (military service), family, and school that could affect their academic perseverance in online learning programs; (2) military resources and incentives for higher education reported may positively affect military-connected students' academic perseverance in online learning programs; (3) military service obligations reported may negatively affect military-connected students' academic perseverance in online learning programs; (4) educational experiences in childhood and personal factors in adulthood may affect military-connected students' academic perseverance in online learning programs; (5) grit impact factors may influence military-connected students' work ethic and level of achievement in online learning programs. Results from the study will be used to better understand factors that affect the academic perseverance of military-connected students and to provide recommendations for supporting this population in institutions of higher education.Ed.D., Educational Leadership and Management -- Drexel University, 201
Computational Framework for Multiply-Connected and Electromagnetic Quantum Systems
Get PDFIn this dissertation, we develop the capabilities of the Finite Element Method (FEM) and Finite Element analysis (FEA) in the domain of computational quantum physics. We describe how FEM works and how it has been leveraged in quantum physics research over the last several decades. We derive new methods for modeling and analyzing quantum systems by using "holes" (cutouts) in the geometries of billiards in order to tune energy levels and energy level spacing. We address historical issues of the method in modeling systems with magnetic fields. These issues include non-convergence of gauge choice as well as non-convergence of solutions at higher energy levels. By developing a set of tools and a framework to form various 'admissible systems', we demonstrate that these issues stem from a misrepresentation of FEM algorithm design in quantum models. Through leveraging gauge-invariance in algorithm design, we describe how an appropriate unique gauge is identified for modeling various physical parameters. We then extend this idea into a framework that leverages various gauge selections in order to gain a much more complete picture of a quantum model and its various complementary observables. Finally, we show that this framework extends to modeling quantum systems that are bounded at realistically sized length-scales on the cusp of magnetic confinement. Through this work new limits on the canonical Dirichlet boundary conditions are defined.Ph.D., Physics -- Drexel University, 201
Prenatal nutritional supplementation and autism spectrum disorders in two European population-based cohorts
Get PDFObjective: In two prospective population-based cohorts, we examined whether prenatal nutrient supplementation is protective against autism and its sub-components, and whether associations depend upon relevant genotypes. Study design: The Stockholm Youth Cohort (SYC) is a total population register-based cohort of children living in Stockholm County, Sweden. Self-reported supplement and drug use was assessed at first antenatal visit. ASD was ascertained after 4 to 15 years of follow-up covering all pathways to ASD care and services in Stockholm County. Intellectual disability was ascertained through two Stockholm-based registers. The Avon Longitudinal Study of Parents and their Children, UK (ALSPAC) is a population-based prospective birth cohort study based in Avon, England. Nutritional supplements were reported at 18-weeks gestation regarding use during pregnancy. Factor analysis produced seven factor scores related to autism and 1 combined score based on traits assessed at multiple ages, and IQ scores were obtained at 8.5 years of age. Methods: In the SYC, adjusted odds ratios (ORs) and 95% confidence intervals (CI) were estimated using multivariable regression, sibling controls, and propensity score matching. In ALSPAC, linear regression was used to calculate [beta] estimates with 95% confidence intervals (CI) for factor scores and IQ. Supplementation was examined in main effects models and in interaction models with maternal and child genetic variants involved in folate metabolism. Results: In the SYC, maternal multivitamin use was associated with lower odds of ASD with ID in the child relative to mothers who did not use folic acid, iron, or multivitamins in regression (OR: 0.69 [95% CI: 0.57 to 0.84], sibling control (0.77 [0.52 to 1.15]), and propensity score matched (0.68 [0.54 to 0.86]) analyses. Findings were not specific to ASD, as similar estimates were found for ID only. There was no consistent evidence that either iron or folic acid use were associated with lower risk of ASD. In ALSPAC, vitamin supplementation was associated with higher language acquisition skills, while folic acid use were associated with lower articulation scores; both of these relationships were also observed for higher dietary folate. Vitamin and folic acid supplementation were associated with higher IQ scores in the child; associations between folic acid supplementation and IQ appeared to depend upon child MTHFR677 genotype. There was no strong evidence of relationships between iron and ASD sub-components. Conclusions: Our findings suggest that maternal nutrition may be related to specific features of autism such as cognition and facets of language development, and may depend upon genes involved in folate metabolism, specifically child MTFHR677. Further scrutiny of maternal nutrition and its role in the etiology of autism, cognition, and language development is warranted.Ph.D., Public Health -- Drexel University, 201
Humanizing Mathematics: An Amalgamation of Constructionist Theory and Situated Cognition in the Mathematics Classroom
Get PDFA primary contributor to facilitating student learning in mathematics includes the mathematics teacher. The design of instructional delivery, presentation of engaging activities and analysis of student feedback are the key responsibilities that mathematics teachers are tasked with in order to present learning opportunities to the students. The approach to satisfying these responsibilities is contingent on the teachers' values and beliefs regarding the various aspects of mathematical proficiency. In this study, I have investigated teachers' valuation of two of these aspects: procedural fluency and conceptual understanding. The literature on these two aspects of mathematical proficiency has focused almost exclusively on elementary teachers. Research studies have uncovered a proclivity of elementary teachers toward procedural learning despite the abstract nature of mathematical processes. Elementary teachers have been found to possess a certain aversion toward a deeper conceptual understanding of mathematics. With regard to secondary teachers, the research is more focused on instructional strategies that emphasize mathematical concepts, but neglect the relationship that these concepts may have to the robust procedures that allow students to process known values as they attempt to discover solutions to both prescribed and unique problems. This study examined the values that secondary teachers place upon two learning constructs within the framework of mathematical proficiency, and how these values influence their approach to teaching. "How do secondary mathematics teachers value procedural fluency and conceptual understanding in their instructional practices?" is the fundamental question of this study. The study reaches beyond this initial question to also examine the root causes of the establishment of these values by asking "how do teachers develop their value-system of procedural fluency and conceptual understanding in their instructional practices?". This study consisted of two phases. In phase one, teachers completed a 27-item survey instrument in order to gather responses about their beliefs regarding conceptual understanding, procedural fluency and a blend of the two constructs. Phase two consisted of a focus group interview of teachers to delve deeper into the source of the various belief systems that serve as the foundation for mathematics instruction in secondary schools in southeastern Pennsylvania.Ed.D., Educational Leadership and Management -- Drexel University, 201
Characterization of polymers of nucleotide biosynthetic enzymes
Get PDFMammalian cells contain various proteins that assemble into filamentous structures. Examples include cytoskeletal proteins such as actin and even metabolic enzymes like acetyl-CoA carboxylase. Within the last decade, CTP synthase (CTPS) and inosine monophosphate dehydrogenase (IMPDH) have been found to assemble into filaments. Both are rate-limiting enzymes involved in nucleotide biosynthesis. Their assemblies are linked to nucleotide depletion. Filaments containing CTPS and/or IMPDH have been identified within the cells of different organisms such as bacteria, yeast, flies and mammals. CTPS and IMPDH2 can co-assemble into filaments. To determine whether additional proteins can co-assemble with CTPS and IMPDH2, we implemented the Bio-ID system followed by mass spectrometry. Histidine ammonia lyase was identified as a candidate and preliminary immunofluorescence studies found that it localizes to the filaments. Histidine ammonia lyase releases ammonia in its enzymatic reaction which may be used by CTPS which requires ammonia. CTPS and IMPDH2 are also capable of assembling individually into filaments. CTPS filaments can regulate both cell shape and enzymatic activity within bacterial cells. On the other hand, the function of IMPDH2 polymerization is unclear. What is known is that IMPDH2 polymerization can be regulated by the binding of its allosteric regulators GTP and ATP which bind to the Bateman domain of the enzyme. ATP triggers the assembly of enzymatically active filaments composed of extended octamers. GTP, on the other hand, promotes enzymatically inactive octamers which are compressed in form and it is unknown whether these octamers can polymerize. To determine whether IMPDH2 polymerization changed IMPDH2 enzymatic activity, point mutants of IMPDH2 that either prevent or reinforced octamer polymerization were engineered. No difference in activity, substrate affinity, or GTP inhibition sensitivity was found between polymerized and non-polymerized IMPDH2. Cellular isotope tracing experiments validated these results. Surprisingly, electron microscopy revealed that compact octamers can polymerize. These findings demonstrate that IMPDH 2 polymerization has no effect on enzymatic activity. IMPDH is also involved in activities unrelated to its enzymatic activity such as gene regulation. Polymerization may be a way to regulate its involvement in these activities.Ph.D., Molecular and Cell Biology and Genetics -- Drexel University, 201
Interactive AR Experiences as Training Applications: Guidelines and Requirements for Piano Pedagogy in Mixed Reality
Get PDFIn this thesis, we analyze research regarding augmented reality (AR) and its use as an educational and training tool, for piano pedagogy specifically. Several exiting systems involve the use of AR in training and educational scenarios. The effectiveness of any one system varies based on the learning environment and how the technology is being used in a given scenario. Integrating new technology with learning environ-ments is not a simple process and if the technology is used in an ineffective way it can hinder the learning experience. To prevent this, it is important to have a comprehensive understanding of the users' needs as well as an argument as to why the technology will aid in the learning process. In order to work towards such an understanding and argument with respect to piano pedagogy, focusing on notation literacy, and Augmented Reality, we designed and implemented a series of prototypes of a piano training application called KeynVision (keen-vision) for the Microsoft Hololens. The design goal was to explore the introduction of octave scales, chords, and arpeggios to beginners while also improving their note literacy. The design of the developed prototypes was evaluated by an iterative playtesting process with a panel of experts and practitioners in piano pedagogy. By utilizing the benefits of augmented contextualization that mixed reality experiences provide, we created prototypes of an application that can meet the requirements needed to effectively aid students in the process of learning with beginner's exercises. Based on our research and the results of the expert panel, we believe that AR can be an effective tool for aiding students in the process of learning new tasks such as playing piano.M.S., Digital Media -- Drexel University, 201
Framework for Querying and Analysis of Evolving Graphs
Get PDFThe average person spends several hours a day behind the wheel of their vehicles, which are usually equipped with on-board computers capable of collecting real-time data concerning driving behavior. However, this data source has rarely been tapped for healthcare and behavioral research purposes. This MS thesis is done in the context of the Diagnostic Driving project, an NSF funded collaborative project between Drexel, Children Hospital of Philadelphia (CHOP) and the University of Central Florida that aims at studying the possibility of using driving behavior data to diagnose medical conditions. Specifically, this paper introduces focuses on the classification of driving behavior data collected in a driving simulator using deep neural networks. The target classification task is to differentiate novice versus expert drivers. The paper presents a comparative study on using different variants of LSTM (Long-Short Term Memory networks) and Auto-encoder networks to deal with the fact that we have a small amount of labels (16 examples of people driving in the simulator, each labeled with an 'expert' or 'inexpert' label), but each simulator drive is high dimensional and too densely sampled (each drive consists of 100 variables sampled at 60Hz). Our results show that using an intermediate number of neurons in the LSTM networks and using data filtering (only considering one out of each 10 samples) obtains better results, and that using Auto-encoders works worse than using manual feature selection.Ph.D., Information Studies -- Drexel University, 201
Embedding reporters into war: A military perspective
No full textThe Embedded Media Program was created in 2003 prior to the war in Iraq to allow reporters unprecedented access to the battlefield (DoD, 2003). As part of the Information Operations Campaign, the objectives were to counter disinformation and increase reporter objectivity, strengthen the trust between the military and the media and positively sway public opinion. Military leaders leveraged the media to counter propaganda and more accurately tell the story to the American people back home (DoD, 2003). In doing so, they rallied support for the troops and enhanced the shaky relationship between the press and the United States Armed Forces. This study examines the impact on the military-media relationship from the perspective of servicemembers who served in combat zones along side civilian reporters. Six active duty men and women from the Armed Services were interviewed to explore their opinions about what effect having civilian media embedded had on reporter objectivity, counteracting propaganda, mustering support for the troops and the overall relationship between the military and the media.M.S., Television Management -- Drexel University, 201
Genetic Mapping and Analysis of Disease Susceptibility in a Mouse Model of Multiple Sclerosis
No full textMultiple sclerosis (MS) is a debilitating chronic inflammatory disease of the nervous system that affects approximately 2.3 million individuals worldwide, and is influenced by environmental and genetic factors. The disease course in both MS and experiential allergic encephalomyelitis (EAE), the most commonly used animal model for MS, depends on a central nervous system (CNS)-directed autoimmune inflammatory response. While over 200 MS susceptibility loci have been identified in genome wide association studies (GWAS), the underlying mechanisms whereby they contribute to disease susceptibility remain ill-defined. Conventional laboratory mouse strains are useful in identifying genes that control disease-relevant phenotypes, but they are hindered by their limited genetic diversity. Consomic strains, such as the B6 x PWD panel, can overcome this issue through introgression of naturally derived (wild) allelic variants onto a uniform genetic background. Work with this panel indicates susceptibility to EAE is highly influenced by genome-wide genetic diversity that is a natural consequence of the profound genetic control exerted upon the immune transcriptome. We have chosen to study further the C57BL/6J-Chr10.3PWD/Ph/ForeJ (10.3-PWD) strain of this panel. These 10.3-PWD mice are highly resistant to EAE due to naturally derived alleles present on the distal portion of chromosome 10. QTL mapping preparatory to positional cloning indicates that the locus controlling EAE resistance resides within 73.5-95.4 Mb on chromosome 10. Several interesting candidate genes reside within this interval including Timp3 and Igf1 that are differentially expressed during the initial phases of disease within peripheral immune tissue. The peripheral immune response in this EAE resistant strain is characterized by an increase in TNF[alpha] production and a deficit in TH17 cytokine production that is not antigen-specific. Despite the TH17 difference, similar proportions of T cells are present in the CNS during the peak of disease; however, lower proportions of myeloid cells reside in the CNS of these resistant mice at this time. The differential expression (DE) of candidates Timp3 and Igf1 extends to bone marrow-derived macrophages and dendritic cells (BMDC), which may be responsible for the EAE resistant phenotype.Ph.D., Microbiology and Immunology -- Drexel University, 201