108,553 research outputs found
A Follow-up Study of the Undergraduate Teacher Education Program at Drake University, 1980-1983
No full textvi, 75 leaves. Advisor: Jack Jones.The problem: The purpose of this study was to collect and analyze data received from recent graduates of the teacher education program at Drake University and to determine their perceptions of the preparation based upon program objectives. A secondary purpose was to provide information to the College of Education at Drake University.
Procedure. University records were used to locate the names and addresses of the 1980 through August 1983 graduates of Drake University's Teacher Education Program. The survey was designed to obtain demographic, educational, employment
data and the perceptions to the instructional objective statements. Two mailings produced a return of 64 percent of the surveys. The data presented the percentage of positive responses
and mean values of the program objectives. The data was divided into subgroups based upon program major and graduation years. Descriptive statistics, a t-test and a oneway analysis of variance procedures were used to test the hypotheses.
Findings. The graduates' perceptions of their program objectives paralleled the findings of previous studies. Significant differences were found in four objective items between mean values by major groups and in one objective mean value for the graduation year groups. Graduates were very or somewhat satisfied about teaching. The majority of graduates were elementary majors and female with one year of teaching experience.
Conclusion. Positive feedback and program improvements were indicated by the 1983 graduation year group. The student teaching experience was a major strength to the program, while the lack of supervision and advisement needed improvement.
Overall, the graduates indicated that Drake's teacher education program was very relevant and prepared them for the teaching profession.
Recommendations: Further research is recommended to continue follow-up studies of the teacher education program based upon curriculum, methods of instruction and faculty. These studies may need to examine the admission requirements for the education degree as well as the teaching profession "job market"
Drake Passage summary report: Cruises on RRS "James Clark Ross", 1993-2000. Drake Passage repeat hydrography: WOCE Southern Repeat Section 1b - Elephant Island to Burdwood Bank.
No full textThis report documents five early cruises in the Drake Passage annual repeat series conducted by Southampton Oceanography Centre in collaboration with the British Antarctic Survey. The series began under the auspices of the World Ocean Circulation Experiment as southern repeat section SR1b with a SeaSoar (towed undulating profiler) occupation in 1992. We document cruises from 1993 (JR0a), 1994 (JR0b), 1996 (JR16), 1997 (JR27) and 2000 (JR47). The cruises were all hydrographic CTD sections across Drake Passage between Burdwood Bank and Elephant Island, comprising 30 stations. One cruise (JR27) was occupied at higher resolution with 52 stations; also additional chemical measurements were made. On two cruises (JR16 and JR27), a lowered acoustic Doppler current profiler (ADCP) was introduced to provide full-depth water velocity profiles. Other measurements (vessel-mounted ADCP, sample salinity, navigation, expendable athythermographs, etc.) are described in context
Deep boundary current disintegration in Drake Passage
No full textThe fate of a deep boundary current that originates in the Southeast Pacific and flows southward along the continental slope of South America is elucidated. The current transports poorly ventilated water of low salinity (a type of Pacific Deep Water; PDW), into Drake Passage. East of Drake Passage, the boundary current breaks into fresh anticyclonic eddies, nine examples of which were observed in mooring data from December 2009 to March 2012. The observed eddies appear to originate mainly from a topographic separation point close to 60°W, have typical diameters of 20–60 km and accompanying Rossby numbers of 0.1–0.3. These features are likely to be responsible for transporting PDW meridionally across the ACC, explaining the near-homogenization of Circumpolar Deep Water properties downstream of Drake Passage. This mechanism of boundary current breakdown may constitute an important process in the Southern Ocean overturning circulation
The Effect Of Leucogenenol and Chemotherapy on B and T Lymphocyte Populations in Mice Infected With Friend Virus Leukemia
No full text70 leaves. Advisor: Dr. Stephen C. ElliottThe problem. These experiments were designed to determine the effects of the immunostimulant leucogenenol and the combination chemotherapy of arabinosyl cytosine and vinblastine on the Band T lymphocyte populations of mice infected with Friend virus leukemia.
Procedure. Isolated lymphocyte populations were quantitated using a cytotoxic assay for T lymphs and a direct immunofluorescent technique for B lymphs. Spleen and liver weight to total body weight ratios, survival times, peripheral nucleated cell counts and peripheral white blood cell differentials were also monitored to show the progression of the FV leukemia and the effects of leucogenenol and chemotherapy.
Findings. The effect of the leucogenenol was to initially elevate the B and T lymphoid cell numbers of the peripheral circulation significantly over the untreated controls. Increases were also noted between FV infected mice and those FV-infected mice that were given leucogenenol. The effects of the drugs were to lower the peripheral lymphoid cell numbers and significantly reduce the spleen and liver weight to total body weight ratios. Mixed effects were noted in all groups and at the various time intervals in the percentage of B and T lymphs in the spleen and lymph node cell suspensions.
Conclusion. The effect of leucogenenol seems to be the stimulation of both B and T lymphocyte stem cell lines. This is most clearly shown by the increase in the number of identifiable B and T lymphocytes in the peripheral blood. The effect of the drugs was to offset the effects of the FV. The addition of leucogenenol to the therapy seems to work in opposition to the drugs by reducing their leucopenic affects.
Recommendations. More studies on the cellular action of leucogenenol are necessary. The combination of leucogenenol and an anti-B-lymphocyte serum may prove effective in counteracting virus-induced leukemias. Further studies using leucogenenol on solid tumors such as sarcomas and carcinomas should be done as in these cases, the neoplasias do not directly affect the hemapoietic process
An Intracellular Polysaccharide that Serves as a Carbon and Energy Source for Sporulation in "Bacillus Cereus" Strain T
No full text53 leaves. Advisor: Dean A. HogansonThe Problem. "Bacillus cereus" strain T accumulates an intracellular polysaccharide during late logarithmic and early stationary phases of the growth cycle. The polysaccharide is subsequently degraded during the sporulation
phase of the growth cycle. Initial research suggested that the polysaccharide was used as a carbon and energy storage compound for the completion of sporulation. Subsequent work
involved using polysaccharide-minus mutants of the strain to support this hypothesis. This paper details the use of a mutant deficient in its ability to degrade the polysaccharide to verify the original hypothesis.
Procedure. Spores of "Baccilus cereus" strain T were treated with the chemical mutagen ethyl methane sulfonate and screened for the ability to accumulate and not degrade the intracellular polysaccharide. A suitable mutant (CH-5) was isolated and compared to the wild-type in terms of
growth characteristics, polysaccharide and poly-B-hydroxy butyrate (PHB) accumulation and degradation, spore heat resistance, and the ability to sporulate endotrophically.
Findings. The mutant strain (CH-5) demonstrated growth characteristics almost identical to those of the wild-type strain (T). Polysaccharide and PHB accumulation were very similar in both strains under similar conditions but CH-5 was unable to degrade the polysaccharide during spore formation.
Mutant spores, produced in the absence of intracellular PHB, were much less heat resistant than wild-type spores produced under the same conditions. The mutant strain was also unable to sporulate endotrophically when grown under conditions preventing PRB accumulation.
Conclusions. The intracellular polysaccharide of "Bacillus cereus" strain T functions as a source of carbon and energy for sporulation, especially under conditions preventing PHB accumulation. The polysaccharide also appears to contribute to increased heat resistance of spores, possibly by an osmotic mechanism.
Recommendations. It might be of interest to obtain
mutants blocked at various stages of sporulation to see what effect this has on polysaccharide accumulation and degradation
Characterizing and following eddies in Drake Passage
No full textDrake Passage, the gap between South America and Antarctica, is a very energetic region, with strong currents and numerous eddies. These eddies are important for mixing waters across the main three fronts, and for affecting the biological productivity in the region. We use weekly maps of colour images, sea level anomaly and geostrophic velocities to characterize physical and biological activity in the region surrounding Drake Passage. In particular, we note that the largest eddy kinetic energy occurs to the east of the passage and is principally in the area bounded by the mean Subantarctic Front (SAF) and the mean Polar Front, whilst the biological productivity is highest in coastal regions, with the SAF acting as a clear southern boundary. In a number of cases, cyclonic eddies detected by altimetry also show a strong signature in ocean color. Regular XBT (eXpendable BathyThermograph) surveys provide information on sub-surface structure, confirming the altimetric identification of features and showing that they often contain water masses originating from the other side of the front
Using Video Reporting as a Communications Modality for Federal Evaluation Reports
No full textvi, 90 leaves. Advisor: Howard TraxlerThe Problem. The problem studied was how the recipient of a training grant such as the Drake Rehabilitation Placement Specialist Program can best report its goals, activities, and achievements to a sponsoring federal agency. Traditionally, final reports have been made in writing. The study focused on whether a video reporting system could effectively convey both cognitive and affective information.
Procedure. A video reporting system was designed to serve the purposes of government reports. A video report about the Drake Placement Program using this design was produced. A second version combining the video report with a written summary was developed. The effectiveness of these experimental models was compared with that of the written report prepared by the program administrators. The participants in the study were thirty rehabilitation specialists from five rehabilitation state agencies involved in the assessment and funding of government grants. From this sample, three groups of ten were randomly selected. Group I viewed the video tape, Group II read the written report, and Group III viewed the video tape and read a summary report. A test was designed to determine the level of a viewer’s cognitive understanding of the program. A second instrument was designed to identify viewer attitudes toward the program. Subjects were pre-tested, presented one reporting model and given post-tests on cognitive understandings and attitudinal concepts.
Findings. Two analyses of variance were conducted. The first compared the mean changes of the three groups on the cognitive test. The null hypothesis, that there are no differences in comprehension of the project when presented in written form only, in video form only, or in a combination of video presentation and written summary, was accepted.
The second hypothesis, that there are no differences in a reviewer’s attitude toward a project when the report is presented in written form only, in video format only, or in a combination of video report and written summary, was rejected at the .05 level. A further comparison of scores, using the t-test, between the attitudinal test for the written and the video/summary revealed no significant difference. A comparison of the attitudinal test for the written and video only was significant at the .05 level in favor of the video presentation using the t-test.
The grant evaluators participating in the study were asked to make a professional judgment regarding the continuance or discontinuance of the program presented. In 40% of the cases those reading the written report recommended that the program be discontinued. Those reading the summary and seeing the video report responded negatively in 10% of the cases. None of those seeing only the video report voted to discontinue the program.
Conclusions. The cognitive material of a report can be communicated equally well in video format, in written format, or in a combination of the two. However, the study’s findings suggest that a video report will be more effective that a written report in changing attitudes or opinions.
The feasibility of a video reporting format hinges on the availability of production funds, access to video equipment and technical assistance. Advances in television technology together with a growing consumer market have established a trend toward lower cost and simplified operation. Government applications are increasing as a result.
The findings indicate that a video report can influence an evaluator’s opinion of a program. It was the consensus among the rehabilitation grant reviewers participating in the study that the video presentation provided a more affective understanding of a program than the traditional reporting system. However, they identified the need to include more hard date and critical assessments
An Evaluation by Recovered Alcoholics of Those Who Tried to Help
No full text33 leaves.The problem. It was the purpose of this study to ask recovered alcoholics for their opinions on what worked to help them achieve sobriety.
Procedure. After reviewing current literature, an opinionnaire wae prepared. The opinionnaire asked the respondents, recovered alcoholics, for a rating of the Help and Understanding they reoeived from the following six groups:
1-Physicians.
2-Spouse.
3-Clergy.
4-Psychiatrists and Psychologists.
5-Members of the court, attorneys, and legal officials.
6-Recovered Alcoholios.
The opinionnaire was validated by colleagues of the writer who work in the field of alcoholism treatment and by members of the Drake University faculty.
The opinionnaire was presented to the members of five Alcoholics Anonymous clubs in Iowa and to twenty residents of the North Central Alooholism Research Foundation in Fort Dodge,lowa. Copies and addressed envelopes were also left in the Carroll, Fort Dodge, and Webster City referral offices of the North Central Alcoholism Research Foundation.
Findings. On the basis of one hundred completed opinionnaires and the results thereof validated through F ratio tests and t-tests, it is the conclusion of this study, that of those who responded to the opinionnaire, they felt that the greatest source of Help and Understanding that they had received while drinking was from Recovered Alcoholics. The amount of Help and Understanding received from the group of Recovered Alcoholics was significantly greater than it was from each of the other five groups. In addition, no one of the other five groups was significantly more effective in Help or Understanding than any other groups out of this five
Measuring Change in Sex-Role Self Perceptions
No full textv, 80 leaves. Advisor: George S. LairThe Problem. The problem of this study was to
determine the changes in participants' sex-role self perceptions following their participation in the interpersonal and male/female component of the human relations training model in Drake University's Teacher Education Program. The research was designed to investigate the
effectiveness of the program in changing student's self perceptions toward androgyny.
Procedure. Experimental and control samples were
identified and administered the Bem Sex-Role Inventory in a pretest, posttest, and posttest-2 sequence. The experimental group experienced the training model. The control sample did not. Raw scores were converted to t-scores for each subject. A mean difference change score was computed for both samples representing the difference between pretest and posttest-l and between pretest and posttest-2. One-tailed t-tests for independent samples were calculated for a Difference Between Mean Change Scores and were considered significant at the .05 level of probability (p< .05).
Findings. The study found no significant difference as measured by the B.S.R.I. between the mean change in sex-role self perceptions of the group participating in the human relations component and the mean change in sex-role self perceptions of the group not participating. This was also true for males and females when considered separately in both situations.
Conclusions. Possible conclusions to be drawn from
the study are: 1) A two week model may not have
an impact sufficient to offset years of socialization. 2) Changes may occur at developmental levels different from androgyny and thus may not be measurable by the B.S.R.I.; 3) Enough students may have been androgynous to begin with so that the stability of their personalities contributed to the results of "no difference".
Recommendations. Continued experimentation with
methodologies for enhancing androgynous potential is needed. Further research lS needed to determine methods of evaluation appropriate to different developmental levels so that change can be measured more accurately. Continued research is needed specifically on ways to affect change in the sex-role perceptions of late adolescence e.g., college students
A Study of Academic Service Quality and Instructional Quality in a Midwestern Higher Education Environment
No full text112 leaves. Advisor: Thomas Westbrook. Notice: This pdf document was created from an original electronic word-processing file. The text is the same as the original paper-bound copy that is located at the Drake University Cowles Library. The signature page is a scanned copy of an
original. The document was converted to pdf format using a word processing program released after the paper document was created. Because of the change in word-processing programs, the pagination of this document is different from the original. The Table of Contents entries have been updated to show pages for this pdf document.The problem: The purpose of this study was to determine if a relationship existed between perceptions of academic service quality and instructional quality in a higher education environment. Academic service was defined as service that is not directly related to the classroom activity. This included adaptations of Parasuraman et al. (1988) constructs of tangibles (i.e. classroom facility) and relationships between student and faculty including reliability, responsiveness, assurance, and empathy. Instructional quality was defined along Marsh’s (1982) nine dimensions: learning, enthusiasm,
organization, group interaction, individual rapport, breadth, examinations, assignments,
and workload/difficulty. Quality was measured along three dimensions suggested by Parasuraman et al. (1985): expected, observed and quality gap between expected and observed.
Procedures: The study employed pre and post surveys of a cohort of 360 students during the fall semester of their higher education experience. The expectation segment was completed at the beginning of the semester and the observed segment was completed after three months. Various statistical analyses were performed including
correlations, factor analysis and t-tests.
Findings: The findings included a high correlation between service and instructional quality. Instructional quality formed a separate construct from academic service quality while academic service quality overlapped with instructional quality in three subscales: enthusiasm, organization, and rapport. Workload was not found to be a construct of either instructional or service quality while tangibles were found to be a
construct of observed quality, but were not a construct of the gap between expected and
observed quality. Expected academic service and instructional quality significantly exceeded observed academic and instructional quality for first year students.
Conclusions: The findings supported conclusions that academic service quality is related to instructional quality. While the relationships exist at overall and subscale levels and across a variety of demographic variables, the factor constructs of instructional quality are clearly distinguished from academic service quality with
academic service quality constructs including instructional subscales for interpersonal
relationships.
Recommendations: Recommendations for future research included expansion of the study to distance environments, studies of persistence, and participant mood states
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