The LAIR at East Texas A&M
Not a member yet
7179 research outputs found
Sort by
An Evaluation of the Historical Interactions and Epistemologies of Science and Christianity
No full textHot Rod Harry
No full textA draft of a poem titled Hot Rod Harry.https://lair.etamu.edu/scua-martin-drafts/1001/thumbnail.jp
Synthesis of the Microbial Polysaccharide Gellan from Dairy and Plant-Based Processing Coproducts
No full textThe purpose of this review is to provide both background about the microbial polysaccharide gellan and, more specifically, to examine bacterial gellan synthesis on dairy and plant-based processing coproducts. The anionic heteropolysaccharide gellan is known to be synthesized by Sphingomonas elodea strain ATCC 31461 [1,2]. Although originally classified as Pseudomonas elodea, this strain was reclassified as a species of Sphingomonas [3,4]. Structurally, the water-soluble gum gellan exists as a tetrasaccharide composed of 20% glucuronic acid, 60% glucose and 20% rhamnose [5–7]. The native form of gellan has been shown to contain acetyl and L-glyceryl groups. These substituents need to be removed by an alkaline heat treatment to produce a gel. The degree of deacetylation of gellan can be directly correlated to its gel-forming ability [8]. The alkaline treatment of the native biopolymer results in a tetrasaccharide sequence that is anionic (Figure 1). As the deacylated biopolymer cools, a double helix forms from the disordered coils which results in gelation. Gelation of the polysaccharide is enhanced when the pH of the polysaccharide becomes more acidic. An acidic pH diminishes the negative charge of the polysaccharide molecule that results in greater repulsion within the helix. The addition of monovalent cations to a gellan solution increases its rate of gelation [9–14]
Ford W. Hall Lion Statue
No full textA color photograph of the Ford W. Hall Lion statue.https://lair.etamu.edu/scua-univ-photos-browse-all/1361/thumbnail.jp
The Great OutRoars Basketball Courts
No full textA color photograph showing the basketball courts of The Great OutRoars. The image shows the north face of the Jerry D. Morris Recreation Center. Phase III Residence Hall can be seen in the background on the left.https://lair.etamu.edu/scua-univ-photos-browse-all/1370/thumbnail.jp
Pride Rock Residence Hall Exterior
No full textA color photograph showing the southeast corner of Pride Rock Residence Hall. Culver Street is on the left side of the image.https://lair.etamu.edu/scua-univ-photos-browse-all/1375/thumbnail.jp
An Investigation of Catalytic Hydrothermal Liquification of Chlorella
No full textThe development of third generation biofuels from microalgae has seen extensive research over the last few years. The hydrothermal liquefaction (HTL) is the promising route for the production of bio-oils. The major drawback in HTL is the high temperature and high pressure which result in high capital cost of equipment. To make HTL an economical process for bio-oil production, the temperature and pressure should be reduced and can be achieved by adding alcohol to water for HTL. The efficiency of the HTL process can also be improved by using a suitable heterogeneous catalyst with additional modifications. In this project, we investigated the effect of dielectric barrier discharge (DBD) plasma (argon and hydrogen plasma) modified zeolite Y as catalysts on the yield and quality of bio-oils produced in hydrogen atmosphere at different reaction times (0 min and 15 min) and temperatures (240 °C and 250 °C). The mixture of solvents (50 vol. % water & 50 vol. % ethanol) was used in HTL to increase the yield of bio-oils. Two sequential extractions were used to extract bio-oils from HTL products using dichloromethane. Different analytical techniques, such as thermal gravimetric analysis, elemental analysis, and gas chromatography-mass spectrometry, used to understand the physicochemical properties of the bio-oils and for the determination of higher heating value (HHV). The introduction of DBD plasma to modify zeolite Y improved the bio-oil quality and yield from HTL processes. H2 plasma catalyst enhanced the bio-oil yield from 46.83±1.48 (240-0-H2-ZY) to 50.04±0.88 (240-0-H2-ZY-HP) and from 50.24±1.96 (250-0-H2-ZY) to 53.01±0.73 (250-0-H2-ZY-HP). Argon plasma catalyst reduced N-containing compounds from 29.42 % (240-0-H2-ZY) to 2.94 % (240-0-H2-ZY-AP) and decreased O-containing compounds from 4.02 % (240-0-H2-ZY) to 1.38 % (240-0-H2-ZY-AP). Overall, the introduction of H2 atmosphere, zeolite Y and plasma zeolite Y in the HTL of Chlorella increased the bio-oil yield, reduced the N-containing compounds and O-containing compounds, enhanced the content of hydrocarbons, alcohols, and esters, and increased the 110-300 ° C fraction of bio-oils
Impact of Integrating a Literacy Intervention in a Pre-Kindergarten Physical Education Class
No full textProfessional education associations, educators, policy organizations, and educational administrators agree that expanding academic time can improve achievement in core academic subjects. However, increasing academic time often comes at the cost of physical activity. Interdisciplinary instruction could be the solution to this problem. Interdisciplinary instruction involves combining 2 or more content areas in a lesson. Thus, the opportunity for students to learn other curriculum content through their physical education classes exists. As the research shows, when planned correctly, physical education classes can evoke and aid learning at all levels.The purpose of this mixed method study is to examine the impact of the integration of literacy concepts in a physical education curriculum on the academic achievement of prekindergarten students. This study utilized a quasi-experimental pretest–posttest method to test the literacy intervention (independent variable), to determine its impact on the students’ academic achievement (dependent variable). Semi-constructed interviews with students, teacher interviews, and the researcher’s field notes were the qualitative data to support the quantitative results. The researcher hypothesized that there would be a statistically significant difference between students’ pre- and post-intervention word awareness and identifying rhyme literacy TOPEL scores after they experienced the literacy intervention in their physical education class for 6 weeks. Based upon the statistical analysis, the researcher rejected both null hypotheses because there was a statistically significant difference between students’ pre-intervention and post-intervention TOPEL word awareness scores (p \u3c 0.01), and because there was a statistically significant difference between students’ pre-intervention and post-intervention TOPEL identifying rhyme scores (p \u3c 0.01)
Project-Based Learning: An Embedded-Descriptive Single-Case Qualitative Study of Mahogany Grove Comprehensive School
No full textIn this embedded-descriptive, single-case qualitative study, the researcher sought (a) to examine the teaching and assessment strategy of project-based learning (PBL) at one comprehensive secondary school in the British West Indies and (b) to explore the stakeholders’ perceptions of its efficacy on students\u27 success in secondary school and beyond. The researcher reviewed documents supporting instructional mandates, implementation plans, and actual practice at the school and employed an attitude survey to examine stakeholders’ perceptions of the implemented instructional methodologies. Findings from this study indicated that although PBL is effective in developing students’ basic and life-long skills, cognitive learning, and strengthening school-home-community partnerships, in order for its implementation to have the desired outcomes, stakeholders and the education system need to address the following challenges: curriculum mandates, program implementation, and stigmatization of process-based instruction as well as product-based assessments. Pseudonyms are used throughout this study to protect the identity and location of the study site
The Impact of Multi-Layered Reading Strategy Instruction in a Technology Platform on Reading Comprehension Levels and Motivations of Pre-Adolescents
No full textWith the inclusion of internet-based educational tools in the classroom, students are now required to comprehend online, which is different than comprehending in print. Educators are realizing that comprehension gaps are compounded when students are required to develop 21st literacies, like analysis and synthesis, especially when encountering a variety of informational text. Coupled with the waning motivation of pre-adolescent readers, comprehension faces greater obstacles with the 21st century learner. This naturalistic, descriptive multiple case study used a qualitative design in an attempt to address questions of reading comprehension and student motivations through the use of a technology format to motivate, engage and develop metacognitive awareness and strategy use in third and fifth graders. Two grade levels in a rural East Texas school were sampled to assess the impact, if any, of multi-layered reading strategy instruction in a technology platform on reading comprehension and student motivations