270,127 research outputs found
Deep boundary current disintegration in Drake Passage
Get PDFThe 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
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
The Influence of District Support During Implementation of High School Standards Based Grading Practices
Get PDF288 leavesThe important components of district support to facilitate a fundamental change in teacher
grading practices are not known. This mixed methods case study explored a school district’s
organizational development as standards-based grading (SBG) practices were partially mandated
in high schools. The overarching goal of this study was to understand the influence of support on
teachers’ ability to implement reform and how institutional reforms impact the relationship
between grading practices and external measures of student learning. Twelve implementing
teachers with various levels of support were interviewed and surveyed. Focus groups of leaders
and PD materials provided additional insights. Comparisons of assigned grades before and after
the initiative’s partial implementation were made and correlations between assigned grades and
state assessment scores were analyzed. There were three types of support that were most
influential to teachers feeling supported during implementation: having a collaborative team of
teachers implementing SBG together, attending district-led SBG PD, and being provided an
SBG-configured grade book. Helpful characteristics of SBG PD were purposeful grouping
strategies, content matched to readiness for change, and discourse-centric delivery. Adopting
SBG practices led to moderated grades— generally increased course GPAs for core subjects,
decreased for non-core subjects. In Algebra I and English I, grades were better aligned with state
test scores after implementation, but the reform did not improve overall student achievement.
Supports necessary to implement effective organizational reform in schools, specifically those
that require change to deeply embedded teacher practices such as grading, include a clear vision
for change, trusting relationships between and among actors and agents that are developed over
time and through collaborative discussions that recognize the emotional journey teachers must go
through to change. The working environment of teachers must also support the change
Use of Self-Actualization Scales as a Predictor of Academic Success with Underachievers
Get PDF106 leaves.The problem. Drake University placement officers do not know with any degree of certainty whether or not students selected for the Transitional Services Program can earn a first-semester 2.0 grade point average (CPA), which is a requirement for their admission to the University. The currently used ACT-prediction method (a computation provided by American College Testing Service using the student's high school CPA, ACT or SAT score, and a correction factor for the specific university) does not use scores of Time-Competence or Inner-Directedness scales from the Personal Orientation Inventory
(POI) as indices of academic success. Yet, the implication is that a relationship exists between these variables and academic success or failure.
The problem, then, was to determine whether POI scale pre-test scores could more accurately be used as predictors of first semester CPA's than is the ACT-prediction method. The second problem was to investigate the existence and degree of relationship between the POI major scale post-test scores, compared separately (a standardized measure of selfactualization) and actual CPA (evidence of behavior associated with self-actualization).
Procedure. In the fall of 1973, 102 students were enrolled in the Transitional Services Program (TSP), a special-help program provided for students whose high school grades, ACT or SAT scores and/or class rank or a combination of these, prevents their admission to Drake. The TSP provides and requires participation in both a speed reading and study skills course, English I, other courses to total 10 hours or more, and regular individual counseling. At the end of the first semester, the student must have earned a 2.0 GPA to gain admission to the University.
The sample consisted of 102 students currently enrolled in the TSP. Data were compiled from three sources--POI pre- and post-tests (given at the beginning and at the end of the semester), the ACT-predicted GPA (computed prior to the beginning of the semester), and the actual GPA (computed at the end of the semester). Pearson Product-Moment correlations were calculated for the total group and for each sex between:
1. ACT-predicted CPA and actual GPA.
2. Pre-test scores on each major- and sub-scale of the POI and actual GPA.
3. Post-test scores on each major scale of the POI and actual GPA. Comparison was then made between the magnitude of the error of prediction using POI scale pre-test scores, the ACT prediction method error of prediction, and the standard deviation of the actual GPA's to determine which was the smallest, and thus, was the best predictor.
Findings. Compared to the ACT-method, neither of the POI major scales was a better predictor of first semester GPA. One correlation reached significance (p < .05) for males (Synergy, r=.26955) and one for females (Self-Regard, r= -.33354). For males, the ACT-predicted GPA had the higher correlation with actual GPA (r=.45170). For females, the subscale, Self-Regard, was a better predictor than was the ACT prediction method, which did not reach a significant level (r=.09415)·
Conclusions. The Self-Regard sub-scale could be tried as a potentially better predictor for TSP females. The POI major scales are without value for predictive purposes in the TSP. No claim can be made that self-actualization as measured by the POI is related to GPA. No given set of variables can be used for prediction for both sexes. Though the ACT prediction method had the highest correlation with GPA, a high level of confidence in it as a predictor can not be justified. Thus a continued search using different variables is indicated
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
Perceptions of the Reform Agenda from Selected Superintendents in the Keystone Area Education Agency I of the State of Iowa
Get PDFiii, 153 leaves. Advisor: Edward R. Ducharme.The problem. Beginning with the Nation at Risk report, there has been a continuous stream of public recommendations, national and state
goals, business initiatives, and local efforts to reform America's public schools. Although educational change appears simple from the
perspective of the popular press, reform (transformation, restructuring, or improvement) of schools is a complex and time consuming task.
Iowa's 379 school districts are at different stages in the process of reform and have embraced different reform initiatives. Little data presently exist to show where Iowa schools are in the reform process. To properly assess the current state of affairs and to provide data usable at the practitioner level, it was necessary to limit the size of the group studied.
Procedures. I developed and used a survey instrument and interview protocol to determine what Iowa school superintendents perceived as the
status of reform (transformation, restructuring, improvement) efforts (perceived state of implementation) in Northeast Iowa. The survey and
interview protocol included the four broad categories and the 24 subcategories of transformation identified by superintendents in a 1993 survey conducted by the Keystone AEA. I followed a qualitative methodology. I recorded the perceptions (views, opinions) of informed professional educators.
Findinqs. I reviewed, analyzed, and recorded the data derived from the written surveys and the 10 on-site interviews. The resulting narratives provide a summarized compilation of the perceived state of school reform in the 22 responding districts. The most significant individual in the implementation of the various school reforms in Northeast Iowa is the superintendent. The
superintendent has control of the financial and human resources that are available and, with small exceptions, was the person responsible for school reform activities. The Area Education Agency is the one single factor that surfaces in the drive to implement school reform activities in Northeast Iowa.
All superintendents rely on the expertise and assistance from the AEA.
Conclusions. The results of this study support the conclusion that schools in Northeast Iowa are actively involved in transformation activities. The individual superintendent determines the emphasis on reform activities in any given school district
The Relationship Between Self-Esteem and the Length of Time in an Administrative Position Among School Administrators
No full textvi, 136 leaves. Advisor: Paul Joslin.The problem: This study was developed to examine and determine the relationship between self-esteem and length of time in an administrative position among school administrators of the Des Moines Independent Community School District.
Procedure. One hundred seventy-eight Des Moines
independent Community School District Administrators were administered questionnaires and the "Tennessee Self Concept Scale". The questionnaire gathered demographic information
and identified administrators' interests in seeking change of administrative levels. The "Tennessee Self Concept Scale" identified administrators' levels of self-esteem. The relationship between self-esteem and length of time in an administrative position was statistically analyzed through the use of partial correlations and stepwise multiple regression. Predictor variables of self-esteem were statistically controlled.
Findings. One significant relationship between levels of self-esteem and length of time in vice principals' positions was determined: no significant relationships were identified in the three major administrative groups addressed.
The results did not indicate a significant relationship between self-esteem and length of time in an administrative position of school administrators who were interested in seeking change in administrative levels and believed it
likely to be obtained; school administrators who were interested in seeking change and believe it not likely to be obtained; and school administrators who were not interested in seeking change.
Conclusions. There is no significant relationship
between self-esteem and length of time in an administrative position of school administrators in the Des Moines Independent Community School District.
Recomendations. Additional research concerning the
means for determining the subscales scores of the "Tennessee Self Concept Scale" should be performed. Further research should be performed concerning the relationship of self-esteem
and length of time in a vice principal's position,
Duplicate this study with a larger population selected from a broader population base
Avgang 2023: Jag nystar i farmors hus
No full textJag nystar i farmors hus är ett trådverk som grundar sig i det flyktiga, fragmentariska och fascinerande minnet.
Scenografi / installationsverk / minnearbete och textskapande / performance av Vega Drake Carlsson.
Dokument 11:
// Vega, 26 år
När jag i höstas tar upp luren för att snacka med min far, går vi igenom en del nyheter från senaste tiden. En slags uppdatering för varandra, lättsamt tar vi upp anekdoter och minnen från förr. Denna gång styrde jag samtalen in på en specifik tidpunkt i löpet av farmors sjukdomsperiod, då vi satt i köket och hade påsklunch.
Farmor satt på kanten, till bordet och till cancern. //
I mitt arbete jag har behov av att lära mer om mitt visuella och rumsliga minne i kombination med mitt taktila, kroppsliga och textliga minne. Jag binder trådar och vill utforska den skrivande metoden som verktyg till att sätta igång ett “osynligt minne” innanför ett arkitektonisk ramverk.
I denna process har jag funnit en stund som var viktig för mig i min uppväxt. Vändpunkten från det naiva barnet till att växa sig en erfarenhet rikare.
Jag nystar i farmors hus är ett trådverk som grundar sig i det flyktiga, fragmentariska och fascinerande minnet.
Kredittering / Medskapare
Scenografi, Dramatiker och egenregi: Vega Drake Carlsson
Medskapare i konceptutveckling och samtalspartner: Ida Ingels
Musiker / Kompositör: Julian Hognestad
Vägledare: Jesper Haller och Norunn Standal
Snickare: Anders Hamre
Målarmäster: Olivier Marcoullier
Scenmästare: Christopher Reitan
Kostym: Hedda Simonsen Lund
Rekvisiter: Ida Lome Brevik
Inspicient: Ronja Kløver
Ljusdesign: Martin Myrvold
Tack till: Anne Holtan, Caroline Grønbekk, Lydia Hann, Kristine Gulbrandsen, Ilke
Student Evaluation of Teachers: Is It Consistent with Former Students, Administration and Teachers at The Secondary Level
Get PDF63 leave
The Effects of Birth Weight on Rates of Motor Development of Identical Twins
No full textv, 77 leaves. Advisor: Ione Shadduck.The problem. The problem of this study is to determine whether birth weight effects the rate of motor development of identical twins.
Procedure. A questionnaire concerning rates of motor development was administered to mothers of identical twins. The questionnaires were returned, analyzed and divided into two select groups used in the study. The intra-pair differences of rates of development of five motor skills were compared
for the minimal birth weight difference group and the maximal birth weight difference group. The mean performance gains were established and a "t" test was administered to them. Concurrently a longitudinal case study of identical twins, who
possesssd a maximal birth weight difference was made. The data were recorded on films and in a diary of motor development. The films and diary were viewed and analyzed by the researcher and two educators.
Findings. The value of "t" was determined to be 1.19 which is less than the 0.5 level of probability (2.776). The researcher therefore concludes that there was no significant difference between the mean performance gains of "twin B" of the minimal birth weight difference group and the mean performance gains of "twin B" of the maximal birth weight difference group.
Conclusions. The researcher accepts the null hypothesis. There is no significant difference between the mean performance gains of "twins B" of the minimal and maximal birth weight difference groups.
Recommendations. 1. Placenta analysis should be performed routinely when twins are born to determine if anastomoses occurred and to determine zygosity.
2. More research concernint the effects of birth weight on the rate of motor development of identical twins should be performed with research controls concerning: placenta analysis, intra-pair birth order, type of birth process, complications of birth process, and age of twins when research is performed
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