9,109,238 research outputs found
Attentional enhancement of tracked stimuli in early visual cortex has strict capacity limits
No full textData files and analysis scripts accompanying the manuscript "Attentional enhancement of tracked stimuli in early visual cortex has strict capacity limits" by N. Adamian and S. K. Anderse
Attentional enhancement of tracked stimuli in early visual cortex has strict capacity limits
No full textData files and analysis scripts accompanying the manuscript "Attentional enhancement of tracked stimuli in early visual cortex has strict capacity limits" by N. Adamian and S. K. Anderse
Attentional enhancement of tracked stimuli in early visual cortex has strict capacity limits
No full textData files and analysis scripts accompanying the manuscript "Attentional enhancement of tracked stimuli in early visual cortex has strict capacity limits" by N. Adamian and S. K. Anderse
Synthesis, characterization, and electrochemical behavior of (5,10,15-tri-X-phenyl-2,3,7,8,12,13,17,18-octamethylcorrolato)cobalt(III) triphenylphosphine complexes, where X = p-OCH3, p-CH3, p-Cl, m-Cl, o-Cl, m-F, o-F, or H
No full textComplexes of (5,10,15-tri-X-phenyl-2,3,7,8,12,13,17,18-octamethylcorrolato)cobalt(III) triphenylphosphine, (OMTXPC)Co(PPh(3)), where X = p-OCH3, p-CH3, p-Cl, m-Cl, m-F, o-Cl, o-F, or H, were synthesized and characterized in nonaqueous media using electrochemical, spectroelectrochemical, and EPR techniques. The o-Cl derivative exists as different atropisomers in solution, and a thermal interconversion between them was achieved at 338 K in toluene. Activation parameters (Delta S-double dagger, Delta H-double dagger) for interconversion between the atropisomers were obtained from H-1 NMR measurements and were similar in magnitude to values reported for ortho-substituted tetraphenylporphyrin derivatives. Formation constants for pyridine binding to the pentacoordinate cobalt(III) corroles in benzene were obtained from W-visible spectrophotometric measurements and ranged between 20 and 193 M(-1), with the exact value depending upon the specific electron-donating or electron-withdrawing group on the three phenyl rings of the complex. The redox potentials of (OMTXPC)Co(PPh(3)) also shift with the nature of the phenyl ring substituents, and linear free-energy relationships are observed. Each cobalt(III) derivative undergoes two one-electron reductions, the first of which involves a Co(III)/Co(II) conversion add concomitant loss of the bound PPh(3) ligand. Four one-electron oxidations; are also observed for the investigated compounds, and this contrasts with the oxidative properties of related cobalt(II) porphyrins which undergo a maximum of three one-electron oxidations under similar solution conditions. The first one-electron oxidation of each cobalt(III) corrole is metal-centered and results in formation of a Co(IV) corrole as ascertained by EPR spectroscopic characterization of the electrogenerated species
A Moving Imagination in Spaces of Distress: Teacher and Student Agency in a Science Classroom
No full textThis qualitative study explored the ways in which our classroom community (students and teacher) engaged with humanizing pedagogy in a seventh grade science classroom, toward the full development (e.g. personal, social, emotional, academic) of our classroom community, and the dismantling of inequitable practices and unjust policies that we recognized in our science classroom, school and/or community while utilizing the process of teacher and student participatory action research (tsPAR) (Adamian, 2015) and Critical Race Praxis for Educational Research (CRP-Ed) (Jayakumar & Adamian, 2015).
This study examined the complexities of mutually engaging across differing positionalities while intentionally working in spaces of distress (e.g. push and pull between oppression and liberation). The findings demonstrated the ways in which building a beloved community while situated within an oppressive U.S. schooling system, supported students and teacher toward cultivating pedagogy rooted in love and agency, with a collective commitment toward social justice. As a result, this study contributed toward expanding the possibilities for teaching and learning toward social justice in constricting institutional contexts that honor students and teachers relationships while simultaneously defining for ourselves the purpose of schooling and who we are
Supplemental material for Motion-Induced Scotoma
No full textSupplementary Material for Motion-Induced Scotoma by Tatjana Seizova-Cajic, Nika Adamian, Marianne Duyck and Patrick Cavanagh in Perception</p
Creating and Sustaining a Democratic Classroom in the Presence of Market Ideology
No full textABSTRACT\ud
CREATING AND SUSTAINING A DEMOCRATIC CLASSROOM IN\ud
THE PRESENCE OF MARKET IDEOLOGY\ud
by\ud
?? Annie S. Adamian 2010\ud
Master of Arts in Education\ud
Curriculum and Instruction Option\ud
California State University, Chico\ud
Spring 2010\ud
Equitable learning environments that empower, enlighten and promote lifelong\ud
learning for all students are rare in today???s American public schools. Addressing\ud
the need for a forum in which students begin to gain knowledge by the means of critical\ud
pedagogy has been silenced and dominated by the rigid discourse driven by market ideology.\ud
High stakes testing sustained through sanctions and incentives are promoting a\ud
culture of schooling which deems knowledge as a means to an end. In order for equitable\ud
learning environments to become a reality, democratic practice needs to come alive\ud
in the classroom. This study explores the ways to create and sustain an equitable learning\ud
environment by means of democratic practice. The author employs action research,\ud
using both qualitative and quantitative measures, and develops meaningful insight into\ud
how democratic practice can coexist within the context of market ideology. Seeking\ud
xi\ud
balance between the public (social reconstruction ideology) and private (market ideology)\ud
purposes of schooling was the foundation of this study. This study provided an emic\ud
perspective into four seventh grade life science classrooms. By linking theory and practice\ud
(praxis), action was taken to meet the needs of all learners, and the results show that\ud
it is possible to teach democratically in a system that is driven by market ideology.CSU, Chic
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