Due to higher standards of living around the world, greater industries and larger infrastructures causes an increase of the global energy consumption. This harvest of energy puts a great stress on the global environment. With this development, it becomes increasingly important to utilize energy resources in the best possible way. Fans are components that are often used in the industry and in households. A common problem is that the fan is oversized. An oversized fan causes an excessive flow, which has to be adjusted in order to achieve the correct flow. This results in larger energy usage than the use of a properly sized fan. When designing a ventilation system calculations have to be made in order to determine the total pressure loss of the system. A series of simplifications are applied when using theoretical calculations. The total pressure loss of the system is assumed to be the sum of the pressure loss of each component in the system. This simplification ignores the separation distance that exists between each component. In reality, when air passes through the components, swirls emerge and a distortion of the velocity profile occurs. This causes large pressure losses due to friction losses occurring between the fluid and the pipe wall. The recommendation given in HVAC installations states that two 90 degree elbows should not be placed closer to each other than 6D (D representing the hydraulic diameter of the pipe) to thereby prevent large pressure drops. This dissertation will address the following questions: The recommendation in HVAC installations states that two 90 degree elbows should not be placed closer to each other than 6D (D representing the hydraulic diameter of the pipe) to thereby prevent large pressure drops. Does this recommendation conform with the empirical data obtained from conducted experiments?  What is the relation between the pressure drop and the separation distance between two 90 degree elbows? In this dissertation a series of experiments are conducted where pressure loss measurements are made within a circular ventilation duct with two integrated 90 degree elbows. Pressure loss measurements within a U-shaped piping system are made at five different fluid velocities each at 11 different separation distances between the two 90 degree elbows. By analysis of the obtained empirical data and by comparing it to the recommendation no results were found to validate this statement.

Sensation seeking is a personality characteristic associated with problematic alcohol use and positive alcohol expectancies, but little research has examined the relationship between sensation seeking and the acquisition of alcohol expectancy information. In a recent study (Steinberg, 2003), sensation seeking was associated with how quickly and accurately college-aged students were able to learn alcohol-expectancy word pairs in a paired associate learning task. In this age group, however, the individuals had fully developed alcohol expectancies that may have influenced their rates of learning. The current study sought to minimize the influence of previously held alcohol expectancies by exploring this relationship in children when the development of alcohol expectancies is just beginning. The participants in this study were fifth grade students. A series of regressions examined the relationship between sensation seeking, alcohol expectancies, current and predicted future drinking with the acquisition of alcohol and expectancy word pairs in a paired associate learning task. Although no statistically significant relationships were found, children with higher drinking frequency and males with higher Thrill and Adventure Seeking (TAS) demonstrated a minor advantage in their ability to match alcohol and expectancy words in cued-recall trials. Although the results of this study are inconclusive, they suggest that sensation seeking may play a role in the acquisition of alcohol expectancies. Future research with refined word pairs and a larger sample size is necessary to further clarify these trends.

The purpose of the study was to explore in what ways the principles of Multiple Intelligences Theory (MIT) are implemented on the 1st graders&rsquo / Literacy Education (LE), to find out the effects of the implementation on 1st graders&rsquo / tendency towards the course and their teachers / on the 1st grade teachers&rsquo / tendency towards their students / on the 1st graders&rsquo / literacy achievement / on improvements of the 1st graders&rsquo / multiple intelligences. The qualitative data were gathered through interviews, observations, checklist form, students&rsquo / drawings and writings about the LE, students&rsquo / portfolios, photographs, written document and Teele Inventory for Multiple Intelligences. Descriptive and content analysis were done. The study was conducted during the 2003-2004 academic year. Based on purposeful sampling methods, the participants of the study was comprised of one 1st grade classroom with 26 students, five 1st grade teachers from BaSkent University College AySe Abla Schools and four 1st grade teachers from Gazi University Foundation Private Primary School. The results of the data analysis indicated that the teachers&rsquo / main focus was on preparing learning activities while planning the LE lesson based on the principles of MIT. They had difficulty in preparing and implementing the learning activities for naturalistic intelligence. However, they prepared and implemented learning activities for linguistic, interpersonal, bodily-kinesthetic, visual-spatial intelligences easily. Also, the students willingly participated in the learning activities that were based on bodily-kinesthetic, visual-spatial, musical-rhythmic, interpersonal intelligences / that were based on their most dominant intelligences and that activated more than one intelligence. Also, when the students who faced difficulty throughout the LE were helped by using the way based on the students&rsquo / dominant intelligences, they overcame the difficulties. Besides, most of the teachers knew various assessment methods based on the principles of MIT, but they rarely used them. Moreover, the teachers&rsquo / views about the differences and similarities between the LE based on MIT and that based on traditional methods were different from each other. The effects of the implementation on the 1st graders&rsquo / tendency towards the course, their teachers / on the 1st grade teachers&rsquo / tendency towards their students / on the 1st graders&rsquo / LE achievement were positive. Also, some variations were observed in terms of the students&rsquo / multiple intelligences throughout the LE.

A manutenção das estradas florestais pode afetar diretamente os processos erosivos. Assim, o presente trabalho teve por objetivo conhecer a influência da atividade de nivelamento, utilizando a motoniveladora, na produção de sedimentos pelas estradas florestais. Para tanto, três estradas (1, 2 e 3) foram submetidas ao nivelamento e outras três estradas (4, 5 e 6) permaneceram sem tratamento. As estradas foram divididas em trechos de 30 m os quais foram demarcados com pares de estacas, devidamente nivelados. Para se determinar o perfil da superfície da estrada formado entre os pares de estaca, um fio de nylon, demarcado de 10 em 10 cm, foi preso na parte superior das estacas e, utilizando-se uma régua graduada, foram medidas as distâncias entre o fio de nylon e a superfície da estrada. Esse procedimento foi realizado entre todos os pares de estaca que compunham as estradas. Determinado o perfil inicial, as estradas 1, 2 e 3 foram submetidas à passagem da motoniveladora e nova medição foi realizada. A remoção média de sedimentos foi de 2,13 cm. Considerando a densidade média do solo de 1,6 g cm-3, a remoção média de sedimentos foi de 341 t ha-1 de estrada. Após esta primeira etapa, foram realizadas mais 6 medições ao longo de um ano em todas as estradas. A análise conjunta das estradas verificou que o tratamento (nivelamento), a porcentagem de argila na camada de 0 a 5 cm e a declividade foram fatores considerados altamente significativos (p<0,0001) na produção de sedimentos. A precipitação também foi significativa (p=0,0028). A maior perda média de solo (0,53 cm) foi registrada para as estradas que foram motoniveladas, enquanto que as estradas não motoniveladas apresentaram perda média de 0,24 cm. Considerando-se os valores médios de perda de sedimentos (cm) e a densidade média do solo de 1,6 g cm-3, a perda de sedimentos nas estradas motoniveladas e não motoniveladas foi, respectivamente, 84,8 t ha-1 ano-1 de estrada e 38,4 t ha-1 ano-1 de estrada. A remoção média de sedimentos pelo nivelamento (341 t ha-1) foi quatro vezes maior do que o valor perdido pelas estradas motoniveladas (84,8 t ha-1 ano-1) e oito vezes maior do que o valor obtido nas estradas não motoniveladas (38,4 t ha-1 ano-1) durante um ano de medições. Frente aos resultados, a adoção no plano de manejo de técnicas adequadas de construção e de manutenção, além da redução da densidade das estradas poderia contribuir na redução da quantidade de sedimentos produzida, uma vez que essas ações influenciam diretamente na extensão que as estradas vão ocupar na paisagem e também na durabilidade dessas estradas. / The maintenance of the forest roads can affect the erosive processes directly. Thus, the present work had the objective of determining the influence of the regrading operation, using the motor grader, in the production of sediments in forest roads. Three roads (1, 2 e 3) were submitted to regrading operation and others three roads (4, 5 e 6) remained without treatment. The roads were divided in 30 m long segments marked with leveled stakes. A nylon thread, demarcated of 10 in 10 cm, was then stretched across the leveled stakes and the distance from the nylon thread to the road surface was measured using a ruler. This procedure was carried in all pairs of stakes that composed the roads. Once the initial profile had been determined, roads 1, 2 and 3 were submitted to regrading operation and new measurement was carried out. The average removal of sediments was of 2,13 cm. Considering the mean density of soil 1,6 g cm-3, the average removal of sediments was of 341 t ha-1 of road. After this first stage, 6 measurements throughout one year were carried out in all roads. The analysis of the roads permitted to observe that the regrading operation, the percentage clay (0 a 5cm) and the slope were the factors considered highly significant (p < 0,0001) in the production of sediments. The precipitation also was significant (p = 0,0028). The roads that were regraded had lost an average of 0,53 cm, while the untreated roads lost an average of 0,24 cm. Considering the average values of loss of sediments and the mean density of the soil, the losses of sediments in the regrading roads and ungraded roads were, respectively, 84,8 and 38,4 t ha-1 year-1 of road. The average removal of sediments (341 t ha-1) was four times greater than the losses of sediment in regraded roads (84,8 t ha-1 ano-1 ) and eight times greater than the losses of sediment of ungraded roads (38,4 t ha-1 ano-1) during one year. The adoption in the management plan of adequate techniques of road construction and maintenance, as well as the reduction of the density of the roads, could contribute in the reduction of the amount of sediments produced.

abstract: Research shows that teachers hold different expectations for different students and these varying expectations influence students’ academic performance (Good & Brophy, 1997; Jussim, Smith, Madon, & Palumbo, 1998; Rubie-Davies, 2007; Rubie-Davies, Hattie, Townsend, & Hamilton, 2007). Teachers form expectations of students based on personal beliefs about individuals’ capabilities (Rubie-Davies, 2015). Teachers’ differential expectations for students can have positive and negative influences on student learning opportunities and their future potential (Weinstein, 2002). The purpose of this action research study was to better understand if gifted second-graders perceive their teachers’ expectations and if there is a difference in their academic performance or classroom behavior. The research focused on observing and interpreting ideas from the perspectives and experiences of the six gifted second-graders. The innovation focused on the voice of the students in making change in their classroom environment. It focuses on classroom observations and reflections of the six participants to discuss their thoughts and feelings about their perceptions about their teachers’ expectations. The greater purpose behind the design of the innovation was to provide a space where students could share their thoughts, feelings, and ideas, without fear of punishment from their teachers. Participants shared their ideas through online selfie videos in order to inform teachers’ practice. Data were available from several sources including the Teacher Treatment Inventory questionnaires, transcriptions from interviews, and videotaped lessons. The study aimed to determine: (1) How do gifted second-graders perceive to understand and respond to the varying expectations of their teachers for their academic success? and, (2) How do the varying expectations of teachers’ impact the classroom learning of gifted second-graders? Findings suggest teachers with low expectations for their students establish a climate of failure, but teachers that value their students’ abilities create a climate of success. Students achieve more when their teachers have purposeful and clear expectations. As indicated by the literature, when teachers listen to student voice in classrooms, it improves students’ morale. Creating an inclusive social learning environment in a gifted classroom requires teachers to build their classrooms around student voice to enhance the supportive and caring environment (Fraser & Gestwicki, 2012). / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2018

This study examined the interrelationships among the following variables: (a) students' current motivational style--through the use of the Self-Regulation Questionnaire (SRQ), (b) academic achievement--assessed through the Reading Comprehension and Mathematics Computation subtests of the California Achievement Test (CAT),(c) satisfaction with classroom structure--as measured by the Attitude toward Learning Processes Scale (ALP), (d) grade level, and (e) gender. The sample of 105 third and 101 sixth graders chosen to represent a diverse ethnic and socioeconomic sample, responded to the two self-report instruments, the SRQ and ALP. Their scores on these measures were compared with their reading comprehension and mathematics computation subtest scores on the CAT. Statistical analyses included the Pearson product-moment correlation, t-test of the correlation coefficient, z-test for the difference between independent correlations and a two- or three-way analysis of variance. The findings from this study indicated that third graders showed more significant and consistent relationships among all three dependent variables than their sixth grade counterparts. Third graders were likely to report more internal motivational styles, show a higher correlation between a more internalized motivational style with higher achievement test scores, and report more satisfaction with classroom structure and overall level of motivation. Third graders who had low scores on mathematics computation were slightly more likely to be externally motivated. There were no grade level differences noted regarding the external motivational style. Males showed a weak positive relationship between a more internalized motivational style with mathematics computation, while their female counterparts did not. Females had higher scores on the identified motivational style (task involvement) than their male peers. The implications of these results were discussed as they impact on educators' choice of motivational strategies to meet the individual needs of their students.

<p>The decline in Americans’ civic knowledge and engagement is alarming and concerning for U.S. democracy. Over the years, there has been an increasing concern about the amount of civic knowledge and content taught in schools, students’ civic scores, equipping classrooms with civic learning opportunities, and federal funding for students in civics and civic programs. Thus, extant literature shows four critical gaps of concern: 1) curriculum gap, 2) knowledge gap, 3) research gap, and 4) funding gap. As a result, studies on civic readiness have become essential due to the growing concern for reinforcing civic readiness in U.S. classrooms. However, despite the National Council for the Social Studies (NCSS) advocacy for inquiry as the best practice for social studies teaching and using the Inquiry Design Model (IDM) in teaching inquiry across all social studies disciplines [history, civics, geography, economics], few studies examine the civic readiness of middle-graders using inquiry-based approaches, such as the IDM. Likewise, research examining how different schools are equipped with civic learning opportunities, practices, and access to resources for students is limited. This study employed a multiple-case design to investigate how inquiry-based instructional approaches, such as IDM, foster the civic readiness of middle graders in seven middle-grade social studies classrooms in a midwestern school. Multiple datasets were used, including 14 teacher interviews with seven middle-level social studies teachers, 162 class observation hours, and 246 documents/content analyses. This study argues that there are barriers to middle graders’ civic readiness, and teachers employ different strategies in diagnosing and addressing the barriers; however, inquiry teaching, using the IDM, is an effective instructional approach and plays a pivotal role in fostering civic readiness of middle graders. The findings highlight seven barriers for middle graders in their preparation for civic readiness. Participants shared five strategic ways to diagnose those barriers and five approaches to address them. The study further highlights practical implications for teachers and students, teacher preparation programs, policymakers and teacher educators, and future research. </p>

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How do we as art educators help adolescents maintain artistic creation as a way of visual expression? This study reviews artistic approaches among kindergarten through eighth grade students as they relate to the U-curve model of development (Davis, 1997; Pariser & van den Berg, 1997). As an art educator, my observation has been that as students approach seventh and eighth grades they lose confidence in their art making abilities as they try to draw in a realistic manner. When asked if they think they are artists, most are certain that they are not. This lack in confidence is in stark contrast to the lower elementary students, who when asked the same question, are certain that they are artists and create in an uninhibited manner. The problem addressed in this thesis is the decline in artistic confidence in older children and ways we as art educators can help adolescents maintain artistic creation as visual expression. A survey was conducted in response to this problem that explored the artistic approaches of kindergarten through eighth grade students to address the decline of artistic activity in older children. This survey included questionnaires that were given to the seventh and eighth grade students I taught to help answer the question as to why adolescents become more inhibited and lose the desire to create art the same way they did when they were younger. The questionnaires were given to each student before and after the Core Knowledge based art curriculum asking students if they thought they were artists and how confident they were in making art. The findings showed a measurable increase in students' self-confidence as artists after experiencing a Core Knowledge based art curriculum. A review of current textbooks revealed that not enough curricula which included contemporary practices were included in many elementary and secondary art programs. Only 2 percent of the art textbooks examined included units that dealt with contemporary art and postmodern practices after 1980. Much is being taught in art history and the historical functions of art, leaving large gaps in contemporary art and postmodern practices. A Core Knowledge based art curriculum was designed in response to the ostensible demise of art making as a way of visual expression in adolescent children. Historical practices bridged with contemporary practices such as appropriation, Conceptual art, and Installation art are included in the curriculum and designed to boost students' confidence and interest in artistic creation. A Core Knowledge based art curriculum for seventh and eighth grades consists of three units: Pre-modern, Modern, and Postmodern. Three periods of time, the Renaissance, High Modernism, and Contemporary art are covered within these units. The first two lesson units, the Renaissance and High Modernism, lead up to the Contemporary art unit which includes Conceptual art and culminates in an installation piece. Each unit contains two lesson plans. The first lesson in each unit covers historical aspects of that particular era, and the second lesson ties current practices with the historical content of each specific unit. Within each unit, students explore different ways of making art through appropriation, borrowing ideas, Conceptual art, and Installation art. As students build on various concepts and learn new ways to make art, they are more able to sustain artistic creation as visual expression through new methods and materials. The three lesson units included in the Core Knowledge based curriculum are not only designed to sustain artistic creation and help students to gain self-confidence in their own abilities, but also to gain a better understanding of the contemporary art world around them. Students' understandings are broadened as they learn about the artists and art movements from previous eras and their connections to artists, ideas, and art movements today.

The importance of reading proficiency is unquestioned. Although the nation has set a goal for all students to be proficient in reading, many of the nation’s students are not proficient readers. The vast majority of research examining reading proficiency and reading achievement has concentrated on the cognitive aspects of reading and the use of scientifically based reading interventions. However, there is a body of literature that suggests that reading achievement is related to attitudes toward reading. The purpose of this study was to determine the recreational and academic reading attitudes of a group of sixth-grade students and to determine if their attitudes toward reading were related to measures of their reading achievement. This study was guided by seven research questions and utilized three research designs. Descriptive research was used to answer research questions one and two which sought to determine the recreational and academic reading attitudes of the sixth grade students participating in this study. Causal comparative research was used to answer research questions three and four which compared measures of academic and recreational reading attitudes by gender and ethnicity. Research questions five, six, and seven were answered using correlational research to determine if measures of reading attitudes were related to the scores on the language arts portion of the MCT2. The results of data analyzed to answer the research questions revealed that overall the sixth grade participants in this study had reading attitudes that were less than positive. The results also revealed that males had reading attitudes that were more positive than females. The results of the analysis of reading attitudes by ethnicity revealed that African American students had higher measures of positive recreational reading attitudes than Caucasian students and the students in the other ethnic group while Caucasian students had higher measures of positive academic reading attitudes than African American students and students in the other ethnic group. The only significant relationship discovered between measures of reading attitude and MCT2 scores was a very weak relationship between measures of academic reading attitudes and the language arts section of the MCT2. The study concludes with recommendations for further research.