The LAIR at East Texas A&M
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Quantum Efficiency Study of Bdmo-Ppv Photo-Degradation Processes in Different Solutions
No full textPoly-phenylene vinylenes (PPVs) are organic semiconducting polymers with good opto-electronic properties, but are known for instability and degradation when exposed to oxygen. Poly-2,5-bis(3’,7’-dimethyloctyloxy)-1,4-phenylenevinylene (BDMO-PPV), poly2-methoxy-5-(2-ethylhexyloxy)-1,4-phenylenevinylene (MEH-PPV), and poly[2- methoxy5-(3’,7’-dimethyloctyloxy)-1,4-phenylenevinylene] (MDMO-PPV) exhibit enhanced quantum yield during continuous illumination and degradation in an oxygen-rich environment. Through variations in absorbance, scattering, reflectance, and transmittance of the PPV solutions as well as various spectroscopic techniques we observe the processes responsible for these increased quantum yields. A proposed highly emissive intermediate photoluminescent state due to a combination of photo-physical and photochemical reactions is responsible for emission enhancement
Lawrence Edward Pickard, Oral History
No full textThis is a video recording of an oral history interview with Lawrence Edward Pickard. It was conducted February 27, 2020. The interviewer is Marcia Lair.
This interview focuses on Lawrence Edward Pickard’s memories of growing up in Pecan Gap, Texas.
Lawrence Edward Pickard was born on March 3, 1954 to Lawrence Edward and Nina Amalie Lassiter Pickard. He grew up in Pecan Gap, Texas. He recalls memories such as the family’s first television, protests against the first stop sign installed in Pecan Gap, and the segregation of local schools. He also discusses farming and how he bought the first round hay baler in Delta County.
Pickard graduated from Fannindel School and married Karen Jones Pickard. Pickard has been involved in his local community by serving as Mayor Pro Tem of Pecan Gap, as a board member of the Delta County Water Board, the Fannindel School Board, and the Giles Cemetery Association. In addition, Pickard teaches Sunday School at his church.https://lair.etamu.edu/scua-oral-history-all/1057/thumbnail.jp
Clarice Pendergrass Maddox, Oral History Index
No full textThis is an index of an oral history interview with Clarice Pendergrass Maddox. It was conducted January 31, 2020. The interviewer is Louise Skinner. The videographer is Sandy Bond.
This interview focuses on Clarice Pendergrass Maddox\u27s memories of life in Delta County, Texas over 100 years.
Clarice Pendergrass Maddox was born in 1921 to Marvin Felon and Eva Bush Pendergrass. Her parents were cotton and corn farmers. Their family was poor and Maddox recalls canning fruits and vegetables, washing clothes with a washboard, and her first car ride. She graduated from high school in Enloe, Texas in 1939. The following year she married Tommie Calvin Maddox and the couple had two sons.
Maddox also discusses the Civilian Conservation Corps, the implementation of electricity, and life during World War II.https://lair.etamu.edu/scua-oral-history-all/1035/thumbnail.jp
The Voices of Leaders: Examining the Underrepresentation of Diverse Students in Advanced Academic Programs through a Culturally Responsive Leadership Lens
No full textWhile there is much discussion and research on equitable teaching practices toward diverse student populations in gifted and advanced placement (AP) programs (also known as advanced academics), there is a lack of discussion on culturally responsive leadership (CRL) practices that aid in success for these students specifically those in gifted and AP programs at the time of this study. There is also a trend of underrepresentation of culturally and linguistically different students within advanced academics as a whole. In this interpretative qualitative research study, the researcher explored if the perceptions of advanced academic leaders and their implementation of culturally responsive leadership practices influenced the representation of racially, culturally, ethnically, linguistically different (RCELD) students in advanced academics. This included exploring if culturally responsive leadership practices aided leaders in understanding the various ways RCELD students learned and succeeded in gifted and AP programs. The researcher employed a semi-structured interview with open-ended questions guided by the theoretical framework derived from the literature review focusing on culturally responsive pedagogy, culturally responsive leadership, and RCELD student programming needs in advanced academics. The participants in the study were five leaders in an urban North Texas school district. The participants were interviewed and observed to capture their experiences with culturally responsive leadership practices and explore if their perceptions influenced the underrepresentation of RCELD students in gifted and AP programs. The researcher employed semi-structured interview questions with open-ended questions guided by the theoretical framework derived from the literature review focusing on culturally responsive pedagogy, culturally responsive leadership, and RCELD student programming needs in advanced academics. A purposeful sampling method was used to select five leader participants in an urban North Texas school district. The participants were interviewed and observed to capture their experiences with culturally responsive leadership practices in advanced academics and understand ways RCELD students could experience academic success in these programs. District data were collected, analyzed, and coded to develop themes and subsequent findings.The findings from this study revealed the leaders of advanced academic programs exhibited various culturally responsive leadership behaviors including those that foster inclusivity and awareness and encourage parent and community engagement. Leaders also promoted RCELD student representation in advanced academics, understood the importance of professional learning in teachers and leaders in advanced academics, and utilized non-traditional methods of identification and recruitment for student enrollment. Lastly, these leaders focused on the programming needs of gifted and Advanced Placement and made decisions that were research and data-driven. While some research has been conducted on culturally responsive leadership in schools, there is little research on how culturally responsive leadership can be employed in advanced academic programs. This study contributes to the limited body of literature on culturally responsive leadership practices in advanced academic programs. It has the potential to lend valuable insight into how campus and school district leaders of gifted and Advanced Placement programs become highly effective culturally responsive leaders while preparing RCELD students for academic achievement and success
Prioritizing Variables for Network Traffic Analysis
No full textFeature selection is important to reduce the learning complexity by eliminating variables, particularly for a massive, high dimensional dataset like network traffic data. In reality, however, it is not an easy task to effectively perform the variable selection despite the availability of the existing selection techniques. From my initial experiments, I observed that the existing selection techniques produce different sets of variables even under the same condition (e.g., a static size for the resulted in set). In addition, individual selection techniques perform inconsistently, sometimes showing better performance but sometimes worse than others, thereby simply relying on one of them would be risky for building models using the selected variables. More critically, it is demanding to automate the selection process to some extent because it needs laborious endeavors with intensive studies by a group of experts otherwise. In this research, I will explore challenges in the automated variable selection with the application of network anomaly detection. In particular, I intend to develop an ensemble approach that benefits from the existing variable selection techniques by incorporating them. In addition, I will also investigate a method to determine the number of variables for the reduced feature set. Finally, the developed methods and algorithms will be evaluated using recent public network datasets
Examining if a Character Education Program Would Reduce Cheating and Plagiarism in Higher Education
No full textMany institutions of higher education within the United States and throughout the world encounter one of the largest nemeses they have on their campus—student cheating and plagiarism. Almost all colleges and universities have some type of honor code, but some form of student dishonesty continually occurs. The purpose of this qualitative research focuses on the characteristics, motivations, concerns, and advantages of the implementation of a character education program into higher education. In addition, because higher education institutions primarily use honor codes to curb the amount of academic dishonesty, this study looks at the possibility of the use of a character education program. A survey was used based on Liçkona, Schaps, and Lewis’s (2010) Eleven Principles of Effective Character Education, to probe whether a character education program was needed in higher education. This showed the different responses pertaining to cheating and plagiarism and indicated if a character education program were initiated, would the dishonest work subside
Sustaining Learning and Leading in a K–8 Charter School Setting Using Collaborative Structures: A Descriptive Single-Case Qualitative Study
No full textThe purpose of this descriptive single-site case qualitative study was to explore elements of collaboration perspectives and shared beliefs among school leaders and teachers in a Texas K–8 charter school setting. In this study, the elements of collaboration are described, along with the influences and impairments of collaborative structures and beliefs both teachers and school leaders share that aid or influence collaboration in this school setting. The purpose of this descriptive single-case qualitative study was to identify elements of collaboration evident at the school setting, to understand the factors that influence and impair collaboration from a teacher and school leader perspective, and, lastly, to distinguish beliefs that aid or impair collaboration among school leaders and teachers. To assist in understanding collaboration and how it is authenticated as well as created in this setting, the researcher observed a school leader in the natural setting, which provided context for creating and cultivating an environment of collaboration. The researcher then explored the perspectives and beliefs of 6 participants using semi-structured, face to face interviews. The analysis of the data (which included interviews, an observation log, and reflection journal entries) rendered 4 categories and 12 themes. Sengé’s learning organization theory was used as the theoretical framework. The underpinnings of Sengé’s work provided a basis for understanding collaborative structures including professional learning communities (PLCs). Personal mastery, mental models, and team learning specifically grounded this research and supported alignment to the work teachers and school leaders do daily in their PLCs, content meetings, vertical team meetings, and lesson demonstrations. The researcher found the most prevalent elements of collaboration among the study participants were open communication, buy-in, and a safe environment. The factors that influenced collaboration at this study site included PLCs, coaching, and communication, while factors of impairment included time and personality differences. The beliefs held by participants that aid in collaboration included a growth mindset and school leadership, while the beliefs to impair included personality conflicts and language barriers among teachers at the school. Key words: collaboration, public charter school, teacher and school leader perspectives, PLC, learning organizational theory
The Effect of Mentoring on Feelings of Impostor Phenomenon in Black Women Pursuing a Terminal Degree
No full textIn 1978, Clance and Imes observed a phenomenon in primarily white, middle – to upperclass highly educated and successful women in which they described feeling as though they were an intellectual fraud despite their accomplishments and labeled it the Impostor Phenomenon. In the years since, studies have found the phenomenon present in groups regardless of race, gender, socioeconomic status, or age and attempted to discover factors that alter the intensity of the feelings experienced. The purpose of this study is to determine if Black women in advanced degree programs with a Black woman mentor have lesser feelings of impostor phenomenon than those with a mentor of another race or no mentor at all and if having the mentor assigned by the institution or found on her own also affects these feelings. The results showed that feelings of impostorism might not be as simple as having the same race and gender mentor or even having a mentor at all
Betty Holman Hoskison, Oral History Index
No full textThis is an index of an oral history interview with Betty Holman Hoskison. It was conducted on February 25, 2020. The interviewer is Louise Skinner. The videographer is Sandy Bond.
This interview focuses on Betty Holman Hoskison’s memories of growing up in Delta County, Texas and her recollections of how a disastrous car accident affected her family’s life.
Betty Holman Hoskison was born to Jake and Myrtle Rogers Holman in 1934. She grew up in Clarendon and Klondike, Texas. Hoskison recalls memories of many of the families and businesses in the area. She began dating Rayford Hoskison when she was 17 and the couple was married in 1951. They moved between Dallas, Texas and Delta County often in order to find employment.
The family, including Hoskison’s parents, went on a road trip in 1960. A catastrophic car wreck killed Hoskison’s mother and injured all the members of the family. Multiple members of the family were unable to work for a period of time as a result of their injuries.
Ultimately, Hoskison and her family settled in Delta County. Hoskison worked at Walmart for more than seventeen years. At age seventy, Hoskison achieved her GED. In addition, Hoskison is a quilter and shares stories about making her first quilts.https://lair.etamu.edu/scua-oral-history-all/1052/thumbnail.jp
Linda Conway Silman, Oral History Index
No full textThis is a index of an oral history interview with Linda Conway Silman. It was conducted March 3, 2020. The interviewer is Marcia Lair.
In this interview, Linda Silman Conway discusses her life in Delta County, Texas and her career as a Mary Kay consultant.
Linda Conway Silman was born in 1944 to Joe Thomas and Marguerite Gray Conway. She grew up in Clarksville, Texas and attended Paris Junior College. She met Billy Jack Silman while he was in barber school and the couple was married at the First Baptist Church in Clarksville. Silman discusses her career as a Mary Kay consultant, how she worked to become a director, and earning a pink Cadillac.https://lair.etamu.edu/scua-oral-history-all/1060/thumbnail.jp