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US Dept of Interior (NPS) Hovenweep National Monument Square Tower Group: Hovenweep Memorandum
Get PDFCommunication regarding Hovenweep ma
US Dept of Interior (NPS) Hovenweep National Monument Square Tower Group: Hovenweep Memorandum
Get PDFCustodian report on Hovenweep and surrounding area. Site\u27s access location and topograph
Geometric Identification of Discrete Painlevé Equations
No full textThis thesis determines the type of a particular discrete Painlevé equation using a geometric approach based on Sakai theory. Previous work on discrete Painlevé equations has connected the dynamics of these equations to actions of their symmetry groups on certain families of rational algebraic surfaces. There is a known procedure for identifying the geometry of a discrete Painlevé equation from its birational mapping. This thesis uses this known procedure to determine the type of a particular discrete Painlevé equation appearing in [9]
Optimization of XRF Experimental Protocol for Bruker Picofox
Get PDFThe research performed was to improve the precision and accuracy of sample measurements made with the Bruker Picofox X-ray fluorescence spectrometer. The initial method of sample preparation using a 10 μL drop spotted onto an acrylic plate and then drying in an oven at 80˚C produced inconsistent results even when processing replicates or the same sample multiples times. Multiple experiments were conducted to determine the effects of different sample preparation conditions on the resulting accuracy. The conditions tested were drop size, plate composition, and drying temperature. For each experiment an internal standard (gallium) was used at concentrations similar to that of the analytes. Trends in XRF signal intensity and concentration measurements were correlated against microscope images of crystal formations to identify why variations in detections were being seen. The results indicate that a sample drop size of 4 μL spotted onto an acrylic plate and dried at 60˚C on a hotplate produce the most precise measurements. This sample preparation was then used to prepare a calibration curve of 10, 30, 60, and 100 ppm copper and iron with a 50 ppm gallium internal standard. A control sample of 63 ppm iron and 76 ppm copper was also tested to compare calculated results to the predicted concentration from the XRF software. The calibration curve allowed for the concentrations of the metals to be calculated using their signal intensities with an error of less than 1% for both iron and copper while the XRF software predictions had 14% and 5% error respectively
US Dept of Interior (NPS) Hovenweep National Monument Square Tower Group: Hovenweep Memorandum
Get PDFMemo requesting more supply of leaflets along with updates and correction
Preservice Teachers and Game Development: Constructing Learning Experiences
Get PDFIncorporating game-based learning and technology integration into teacher preparation programs through communities of practice can effectively bridge the gap between theory and practice. This approach involves creating simulations of real-life situations, enabling preservice teachers to prepare to co-construct knowledge and connect with learners on pedagogical and interpersonal levels. The purpose of this critical case study was to explore preservice teachers\u27 experiences constructing game-based learning experiences by collaborating in groups to develop a content-based educational card game along with a lesson plan based on the technological, pedagogical, and content knowledge (TPACK) framework. This study\u27s epistemological view is the transformative learning theory, and the ontological viewpoint is constructivism. This study aims to provide a deeper understanding of the intersection between game-based and technology integration pedagogies to contribute to developing best practices for preservice teacher education. A total of 50 preservice teachers participated in two undergraduate educational technology courses, one for early education (EdTech1) and the second for middle and high school (EdTech2). The findings were analyzed as a case-within-case design in the context of constructing game-based learning experiences. Each course was analyzed separately, and the unique and common thematic relationships were discussed. The research questions included: 1) What are preservice teachers\u27 experiences with developing game-based learning experiences using a content-adaptable card game template? 2) What are preservice teachers\u27 experiences with integrating technology into lesson plans using the TPACK framework? 3) What are preservice teachers\u27 experiences collaborating in small groups to develop educational card games and lesson plans? Thematic findings were derived from three data sources: 1) playtest debrief forms, 2) individual written learning reflections, and 3) two focus group interviews. The findings included 26 unique themes and five intersecting themes from both cases. The case of EdTech1 explored a focus on the creative utilization of game-based learning, deepening understanding of pedagogical methods, addressing developmentally appropriate tools, and focusing on engaging experiences. The case of EdTech2 focused on fostering social-emotional growth, rethinking pedagogical approaches, and shifting tradition to embrace change. The intersecting findings between cases involve creating an engaging, collaborative, standards-based, technology-infused, and reflective approach that prepares learners for the real world
A DisCrit Analysis of Experiences Influencing Belonging for College Students with Disabilities
Get PDFDespite growing numbers of college students with disabilities and a call to offer support beyond disability service offices, earlier data demonstrate disproportionate barriers to disabled students’ academic success resulting from or in (a) limitations to existing accommodations, (b) worsening mental health, (c) academic achievement gaps, and (d) a privileged understanding of disability. Using disability critical race theory (DisCrit) as a theoretical framework, the purpose of this narrative case study was to discover the intersectional experiences impacting sense of belonging for college students with disabilities at a mid-sized regional institution (pseudonym: Mountain West University) in the United States. The study was designed to guide higher education’s scholarship and professional practices alike. A combination of purposeful sampling strategies was used within the case institution, specifically network sampling and maximum variation sampling, to form the sample of six current or recent undergraduate students. The participants were interviewed twice over Zoom for approximately 90 minutes and each of them created a material data collection of at least three items, images, or locations that, for them, exemplified the presence or absence of belonging in higher education. The four major themes discussed in the narrative analysis are (a) academic (in)accessibility, (b) barriers to formal accommodations, diagnosis, and documentation, (c) persistence and sources of support, and (d) personal relationship with disability. In addition to the narrative thematic analysis, detailed participant descriptions are shared to introduce multidimensional and intersectional counter-narratives that have been largely omitted from disability research—especially disabled voices of color and students who have been unable to access formal academic accommodations. Furthermore, they’re shared to offer a small sample of the large variety that exists within the collective “students with disabilities” on college and university campuses. In conjunction with participants’ direct quotes and suggestions, the findings detail harmful university structures and practices that inhibit belonging for disabled college students. The inability to pursue, receive, or use formal accommodations, for example, was a theme with several foundations including prohibitive and biased healthcare, gaps in on-campus support, and insufficient financial means. Conversely, as participants detailed the barriers to belonging, they identified their sources of persistence and on-campus support, namely fellow students and Mountain West University’s cultural and resource centers. The participants’ narratives also revealed shared progression with their personal relationship with disability and belonging. While their intersectional identities were unique, there was commonality in the marginalization, ableism, and shame they encountered. Similarly, they embraced a call to action and voiced a profound desire for community and belonging among fellow students with disabilities. In addition to addressing the need for dismantling whiteness in disability, recommendations for practice include (a) creating universal access, (b) improving formal accommodation processes, (c) fostering students’ self-advocacy, (d) shifting regard for disability in higher education, and (e) creating opportunities for community among disabled college students. Ultimately, the data elicits a call to action and several tangible strategies for improving sense of belonging for college students with disabilities
Park Service seeks water rights for Black Canyon
Get PDFArticle on plan to keep water flowing through Black Canyo
Strang Faces tough test on Black Canyon Park bill
Get PDFCongressman Mike Strang proposes making Black Canyon a National Par