7,028 research outputs found
Evaluation Report for the Southern Regional Education Board Institute on Teaching and Mentoring, 2011-2016
No full textWith funding from the National Science Foundation, a 2018 study surveyed nearly 2,000 participants of the Institute on Teaching and Mentoring from 2011 to 2016 and compared the results against data from the Survey of Doctorate Recipients for a national benchmark of Ph.D. graduates. David Feldon conducted the study with a grant from the NSF Directorate for Education and Human Resources, Division of Human Resource Development
Modeling Theories and Theorizing Models
No full textSupplementary files for: Feldon, D. F., & Litson, K. (2021). Modeling Theories and Theorizing Models: An Attempted Replication of Miller-Cotto & Byrnes’ (2019) Comparison of Working Memory Models Using ECLS-K Data. Educational Psychology Review, 33(4), 1907-1934
Modeling Theories and Theorizing Models
No full textSupplementary files for: Feldon, D. F., & Litson, K. (2021). Modeling Theories and Theorizing Models: An Attempted Replication of Miller-Cotto & Byrnes’ (2019) Comparison of Working Memory Models Using ECLS-K Data. Educational Psychology Review, 33(4), 1907-1934
Modeling Theories and Theorizing Models
No full textSupplementary files for: Feldon, D. F., & Litson, K. (2021). Modeling Theories and Theorizing Models: An Attempted Replication of Miller-Cotto & Byrnes’ (2019) Comparison of Working Memory Models Using ECLS-K Data. Educational Psychology Review, 33(4), 1907-1934
Landsat MSS classification of fire fuel types in Wood Buffalo National Park, northern Canada
No full textJ1: Global Ecology & Biogeography Letters; M3: Article; Milne, David Franklin, Steven E. Wilson, Bradley A. Ghitter, Geoff Heathcott, Mark McCaffrey, Thomas M. Ow, Charlotte F. Y.; Source Information: Mar1994, Vol. 4 Issue 2, p33; Subject Term: FOREST fires; Author-Supplied Keyword: Canada (Wood Buffalo National Park); Author-Supplied Keyword: Forest fire; Author-Supplied Keyword: Fuel type classification; Author-Supplied Keyword: Landsat data; Number of Pages: 0p; Document Type: Articl
Dynamics and folding of single two-stranded coiled-coil peptides studied by fluorescent energy transfer confocal microscopy
No full textWe report single-molecule measurements on the folding and unfolding conformational equilibrium distributions and dynamics of a disulfide crosslinked version of the two-stranded coiled coil from GCN4. The peptide has a fluorescent donor and acceptor at the N termini of its two chains and a Cys disulfide near its C terminus. Thus, folding brings the two N termini of the two chains close together, resulting in an enhancement of fluorescent resonant energy transfer. End-to-end distance distributions have thus been characterized under conditions where the peptide is nearly fully folded (0 M urea), unfolded (7.4 M urea), and in dynamic exchange between folded and unfolded states (3.0 M urea). The distributions have been compared for the peptide freely diffusing in solution and deposited onto aminopropyl silanized glass. As the urea concentration is increased, the mean end-to-end distance shifts to longer distances both in free solution and on the modified surface. The widths of these distributions indicate that the molecules are undergoing millisecond conformational fluctuations. Under all three conditions, these fluctuations gave nonexponential correlations on 1- to 100-ms time scale. A component of the correlation decay that was sensitive to the concentration of urea corresponded to that measured by bulk relaxation kinetics. Thetrajectories provided effective intramolecular diffusion coefficients as a function of the end-to-end distances for the folded and unfolded states. Single-molecule folding studies provide information concerning the distributions of conformational states in the folded, unfolded, and dynamically interconverting states.Author manuscript. Published in final edited form as: Proc Natl Acad Sci U S A. 2000 November 21; 97(24): 13021-13026.The final published version of this article is located at: http://www.pnas.org/cgi/reprint/97/24/13021NIH GM54616; to William F. DeGradoNIH GM12592; to Robin M. HochstrasserNIH GM48130; to William F. Degrado and Robin M. HochstrasserThis work was supported by GM54616 (to W.F.D.), GM12592 (to R.M.H.) and GM48130 (to W.F.D. and R.M.H.) with instrumentation developed under RR01348. D.S.T. was supported by National Institutes of Health Grant NRSA F32-GM18589.Also available in PubMed Central. PMCID:PMC2717
The effects of cognitive task analysis-basedinstruction on students’ motivation in an undergraduate biology course
No full textTheoretical FrameworkThe gaps in instructional content that result from the inadvertent omission of important steps in problem-solving procedures induce higher levels of cognitive load in learners (e.g., Chandler & Sweller, 1991; Kirschner, Sweller, & Clark, 2006). With inherently challenging material the additional, extraneous cognitive load typically results in significant drops in motivation—especially persistence (Britt, 2005; Paas, Tuovinen, van Merriënboer, & Darabi, 2005). Cognitive Task Analysis (CTA) is an effective tool for eliciting, analyzing, and representing expert knowledge in a more accurate and complete manner (Clark, Feldon, van Merriënboer, Yates, & Early, 2008). Empirical evidence suggests that CTA-based training systems which have explicitly accommodated the tacit nature of experts’ knowledge are significantly more effective than those that have not (e.g., Feldon et al., 2010; Merrill, 2002; Velmahos et al., 2004; see Feldon, 2007 for review).
Objective, Data Source, and MethodsThis study employed a double-blind experimental design to evaluate the impact of CTA-based instruction on undergraduate biology students’ motivation compared to traditional instruction provided by a senior biology professor who has received multiple teaching awards. Supplemental online instructional videos were delivered to students in a laboratory-based undergraduate biology course (n = 2079). These lectures were either written by the professor (traditional) or derived from cognitive task analyses conducted with expert biologists (CTA-based). The biology professor was the presenter in both sets of videos.The Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, García, & McKeachie, 1991, 1993) was administered at the beginning and the end of each semester. Participants were categorized based on the patterns of their pre and post MSLQ subscale scores (i.e., low-to-high, high-to-low, low-to-low, and high-to-high on self-efficacy and task value subscales). One-sided Z tests were performed to determine whether the CTA-based group had higher proportions of participants with strengthened motivation, or lower proportions of participants with weakened motivation than the traditional group.ResultsResults show that for participants majored in disciplines not related to biology, proportion of participants (21.7%) whose self-efficacy changed from low to high in the CTA-based group was significantly higher than that (12.1%) in the traditional group, z = 2.177, 1-tailed p = .015 \u3c .05. The participants who received CTA-based instruction perceived increasing self-efficacy at twice the rate of participants who received traditional instruction. For participants majored in biology related disciplines, results show that the proportion of participants (21.8%) whose task value changed from low to high in the CTA-based group was significantly higher than that (16.7%) in the traditional group, z = 2.227, 1-tailed p = .013 \u3c .05. The participants who received CTA-based instruction perceived increasing task value 1.4 times more often than participants who received traditional instruction.SignificanceThese results suggest that the CTA-based instruction holds promise for boosting students’ motivation in biological sciences through streaming video formats
Fly about round me coursing, swallow sweet birds come near [first line]
No full textstrophicpiano and voiceCover is duplicated in 125.115b.Johns Hopkins University, Levy Sheet Music Collection, Box
125, Item 115aTranslated From the French of Volney L'Hotelier by Samuel J. Gardner, Esq. The Music by Felicien David (Author of "Le Desert").E.G. Warren, Engr
Fly about round me coursing, swallow sweet birds come near [first line]
No full textstrophicpiano and voiceCover is duplicated in 125.115b.Johns Hopkins University, Levy Sheet Music Collection, Box
125, Item 115aTranslated From the French of Volney L'Hotelier by Samuel J. Gardner, Esq. The Music by Felicien David (Author of "Le Desert").E.G. Warren, Engr
Cult: A Composite Novel
No full textCult (redacted)
The first component of the thesis is a composite novel called Cult which falls into two parts with seven narratives in each. Part 1 tracks the protagonist, Ellen, from her first involvement with the cult through to her eventually leaving it. Although fiction, the first half of the book answers the kinds of questions the author is asked when people discover that she was once a sannyasin (a follower of the guru Bhagwan Shree Rajneesh). While the experiences of meditation, group therapy and communal living are all faithfully rendered within the stories, the need for strong characters, narrative drive and a lightness of touch takes precedence.
Part 2 picks up Ellen’s story some twenty or so years later and explores what becomes of her in middle age. It also looks at other groups in society, such as academia, the law and the internet dating community which each have their own jargon, hierarchies, rituals and rules but are not considered to be cults.
The book examines the question raised in the Epigraph, ‘how do we be together when we feel so alone’ with a focus on relationships other than the familial and the romantic.
Collisions, Chasms and Connections: a Performative Exploration of the Composite Novel Form
The second part of the thesis is both a critical and creative response to three contemporary American books: Olive Kitteridge by Elizabeth Strout; A Visit from the Goon Squad by Jennifer Egan; and Legend of a Suicide by David Vann. The critical element comprises a close reading of the three books; a chronological reconstruction of their overarching storylines; and a consideration of what their authors have said about writing the books. It concludes that, in the composite novel, the simultaneous presentation of multiple views and storylines operate much like a 3D image to give the impression of depth to the characters and situations rendered. The creative element of the essay is a playful and personal response to the texts
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