We present multiple spectropolarimetric observations of the nearby Type. Ia supernova (SN) 2011fe in M101, obtained before, during, and after the time of maximum apparent visual brightness. The excellent time coverage of our spectropolarimetry has allowed better monitoring of the evolution of polarization features than is typical, which has allowed us new insight into the nature of normal SNe. Ia. SN. 2011fe exhibits time-dependent polarization in both the continuum and strong absorption lines. At early epochs, red wavelengths exhibit a degree of continuum polarization of up to 0.4%, likely indicative of a mild asymmetry in the electron-scattering photosphere. This behavior is more common in subluminous SNe. Ia than in normal events, such as SN. 2011fe. The degree of polarization across a collection of absorption lines varies dramatically from epoch to epoch. During the earliest epoch, lambda 4600-5000 angstrom complex of absorption lines shows enhanced polarization at a different position angle than the continuum. We explore the origin of these features, presenting a few possible interpretations, without arriving at a single favored ion. During two epochs near maximum, the dominant polarization feature is associated with the Si lambda 6355 angstrom absorption line. This is common for SNe. Ia, but for SN. 2011fe the polarization of this feature increases after maximum light, whereas for other SNe. Ia, that polarization feature was strongest before maximum light.

Source: Dissertation Abstracts International, Volume: 40-07, Section: B, page: 3372. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-07, Section: B, page: 3363. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 40-08, Section: A, page: 4755. / Thesis (Ph.D.)--The Florida State University, 1979.

The purpose of this study was to determine the effect of a behavioral contract upon the academic performance and self-concept of failing middle school students. These students were selected by random sample from failing sixth, seventh, and eighth grade students of approximately the same socio-economic level in one school in Northwest Florida. / The California Test of Basic Skills, the grade point average as determined by percentage scores, and the Piers-Harris Children's Self-Concept Scale were used to obtain data. The achievement test scores and grade point averages earned prior to the treatment were obtained from the school records and compared for significant differences. / The contract treatment was used cooperatively by the student, teachers, counselor, and parents for a period of 18 school weeks. Treatment began in January, 1979, and was completed by May, 1979. / Thirty-five cases each were selected for experimental and control cases. Thirty-three of the experimental cases completed the treatment. Average differences in scores between the experimental and control cases were compared for significant gains in grade point averages, composite achievement tests scores and subtest scores and for significant differences in these scores using the t-test. Self-concept scores were obtained at the completion of the treatment and compared for significant differences also. / Significant differences at the .05 level were found in achievement test scores and grade point averages in all cases (except the language subtest gain score at the completion of the treatment). The self-concept scores were found to be significant at the .05 level; the subtest scores, Intellectual and School Status were also found to be significant at the .05 level. / Source: Dissertation Abstracts International, Volume: 41-02, Section: A, page: 0469. / Thesis (Educat.D.)--The Florida State University, 1980.

This study was designed to examine the following questions: (a) What aptitude level(s) of learners provide(s) optimal feedback for formatively evaluating instructional materials; and (b) At what stage(s) of the formative evaluation process (one-to-one or small group, or combination of both) is the most useful data provided for revision purposes? / The procedures for conducting this study were undertaken in two stages. The first stage consisted of conducting a series of independent formative evaluations of an instructional product. Three different groupings of ninth-grade mathematics students (high aptitude, mixed aptitude, and low aptitude) and three different formative evaluation techniques (one-to-one, small group, and a combination of the two) were employed. Theory-based principles and research-based guidelines for materials design were used to identify the revisions called for by the formative data. The second stage of the study consisted of (a) comparing the feedback and revision decisions that resulted from the various formative evaluation techniques employed, and (b) examining the instructional effectiveness of the resulting instructional products. Instructional effectiveness was measured by posttest scores, along with attitude and instructional time data. / Results indicated that high aptitude students were more adept at pinpointing inaccuracies in the module and were able to provide their own events of instruction for those that might be missing. Low aptitude students identified the more basic problems (e.g., vocabulary) within the module, but did not provide many other suggestions for revisions. Students in the mixed aptitude group offered a greater variety of types of feedback than any one aptitude group alone. / Results also indicated that students who received materials revised according to the feedback from the mixed aptitude group scored significantly higher on the posttest than did students who received materials revised according to feedback from either the high aptitude group or the low aptitude group. The materials revised according to feedback from the mixed aptitude group received the most favorable attitude rating. No practical differences were found in student completion times. / Results also indicated that the materials revised according to feedback from the one-to-one sessions with the mixed aptitude group were as effective as materials revised according to feedback from a combination of one-to-one and small group sessions. Both sets of materials were more effective than the original materials. The materials revised according to feedback from one-to-one sessions with the mixed aptitude group were also more effective than materials revised according to feedback from a small group session alone. / These findings indicate that formative evaluation using both one-to-one and small group stages does not necessarily lead to the production of more effective instructional materials than using the one-to-one stage with a heterogeneous aptitude group. These findings also indicate that using a heterogeneous aptitude group during the one-to-one formative evaluation stage provides better revision data than using a homogeneous group. Replications of this study, investigating other learner characteristics or successive stages of one-to-one formative evaluation may suggest ways to further improve the evaluation process. / Source: Dissertation Abstracts International, Volume: 41-10, Section: A, page: 4375. / Thesis (Ph.D.)--The Florida State University, 1980.

A new procedure for assaying the phagocytosis of isolated rat rod outer segments (ROS) by cultured rat pigment epithelial (PE) cells has been developed. Utilizing an ROS antiserum and the technique of indirect immunofluorescence, ROS which are attached to the external surfaces of the PE cells can be distinguished from those which have already been ingested by the cells. With this assay procedure, large numbers of PE cells can be visualized for study. Most importantly, the procedure makes it possible to separate and to quantitate both ROS attachment and ingestion. This makes it feasible to study the effects of a variety of metabolites on the recognition and attachment phases of phagocytosis, as well as on the ingestion phase. / The Royal College of Surgeons (RCS) strain of rat has been extensively studied in recent years because it has an hereditary retinal dystrophy in which there is a defect in the phagocytosis of shed ROS material by the PE cells. Numerous in vivo and in vitro studies have been unable to localize the step in the phagocytic process which is affected by the genetic mutation. Using cultured, dystrophic PE cells, and the assay procedure described above, it was possible to show that the recognition and attachment phases of phagocytosis are normal in these dystrophic cells. However, the ingestion phase is deficient. After 4 hours of incubation, normal rat PE cells ingested about 80% of the ROS which had attached to the cells. In contrast, after this incubation period, less than 20% of the ROS which had bound to the dystrophic rat PE cells had been ingested. / Since actin is the main component of the microfilaments which surround an attached particle during its ingestion by a phagocytic cell, it seemed likely that actin might be the defective component in the ingestion process for dystrophic PE cells. Utilizing actin antibodies and the technique of indirect immunofluorescence, normal PE cells were shown to have an extensive network of actin filaments. These filament arrangements did not change when the PE cells were challenged with isolated ROS. This was true whether the ROS were externally bound, in the process of being ingested, or completely internalized. However, a localized concentration of actin was seen to take place at many sites of ROS attachment and ingestion. The arrangement of actin filaments in the dystrophic PE cells appeared normal. Additionally, actin was seen to accumulate at the few sites of ROS ingestion. Thus it appears that actin, a contractile protein important for the ingestion phase of phagocytosis, functions normally in the dystrophic rat PE cell. However, the ingestion phase of phagocytosis becomes activated at very few sites of ROS attachment. / The failure of ingestion to take place at all but a few sites of ROS attachment in the dystrophic PE cells raises the possibility that these cells are deficient in those plasma membrane receptor sites which normally mediate ROS ingestion. However, the phagocytic defect in these PE cells may be due to a failure of actin to accumulate and/or form the microfilaments necessary for pseudopod extension. If this is found to be true, then the defect may be in one of the proteins which regulates the intracellular pool of actin, or in the signal necessary to cause actin accumulation and filament formation at sites of ROS attachment. / Source: Dissertation Abstracts International, Volume: 42-01, Section: B, page: 0034. / Thesis (Ph.D.)--The Florida State University, 1981.

This study provides an orientation to Waldorf education and to the educational ideas of Rudolf Steiner, the founder of the movement. Waldorf education is described analyzed and some of the key educational ideas (Steiner's) behind it are compared with those of A.S. Neill and Maria Montessori, founders of two widely known alternative school movements. / The Waldorf School movement began in Germany in 1919 and has grown, spreading to other countries. Though international and found throughout the world, the Schools are virtually unknown to American educators and the general public. / The study includes: a brief biographical sketch of Rudolf Steiner's life, Steiner's basic philosophical ideas including his interpretation of human growth and development, Steiner's suggestions for educational practice and use in Waldorf Schools, characteristics of a contemporary (1970s) German Waldorf School, and a comparison of key statements made about education by Maria Montessori, Rudolf Steiner and A. S. Neill. / As a school movement which has existed since 1919, the Waldorf Schools deserve the attention of those who seek ways to improve educational approaches and the development of the total human being. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2629. / Thesis (Ph.D.)--The Florida State University, 1981.

In order to determine whether complex, abstract concepts could be practically, and efficiently memorized using mnemonic memory aids compared to using a traditional, rote, repetition study method, a 2 x 3, one-way analysis of variance was used on a pre-post design comparing the performance of two groups, an experimental group, n = 15, and a control group, n = 15, on an immediate recall, and a 48 hour delayed recall memory test. The two groups were prison inmates who were divided into three levels of intelligence, bright-average, average, and dull-normal. Four dependent variables were used, a 20-word concrete list, a 20-word abstract list, 20 uncued biology definitions, and the same 20 biology definitions cued by the biology word. The experimental group was taught two mnemonic systems, (a Peg, and Loci system), and the control group practiced improving their memory using a traditional rote, repetition memory strategy (the Whole-Part method). / Results supported the primary research hypothesis. The experimental subjects recalled significantly more abstract words and cued biology concepts than the control subjects (p = .025, n = 15) on the immediate recall memory test. There was a nonsignificant difference between the two groups on the 48 hour delayed memory test. Overall, intelligence did not significantly influence recall in a consistent manner. / While research findings were significant in a statistical sense, the actual differences in recall between the experimental and control subjects were small, and relatively unstable, suggesting that significant amounts of time and practice would be required before mnemonic memory aids could be effectively used to memorize complex, abstract concepts in an applied setting. / Source: Dissertation Abstracts International, Volume: 42-06, Section: B, page: 2499. / Thesis (Ph.D.)--The Florida State University, 1981.

This study explored and identified factors that affect the degree of implementation of population education in Indonesia. For this purpose, 382 teachers were selected purposively from junior high and high schools in the Province of Yogyakarta Special Region, Indonesia. / The degree of implementation was measured with a nine item index, through which the teachers were requested to report their activities that were related to population education. / Five blocks of variables were hypothesized to be related to the degree of implementation: (1) socio demographic variables including sex, age, education, educational background and teaching experience; (2) job related variables including salary, teaching load, work load and teaching status; (3) school characteristic variables including location, sponsorship and level; (4) teacher perception of school work environment variables; and (5) variables related to population education and Curriculum 75. / Using multiple regression, the unique contribution of each variable to the variance of the degree of implementation was estimated. It was found that teacher's exposure to population education facilities and acceptability of population education were strongly related to the degree of implementation: the first contributed 10.3% ((DELTA)R('2) = 103) increment to the variance explained, while the latter 4.6% ((DELTA)R('2) = .046). / Four other variables were also found to be significantly related to the degree of implementation but their (DELTA)R('2) were relatively low: age contributed .8%, teaching assignment 2.9%, teaching status 1.3% and school level .7%. The unique contributions of all the other variables were found to be insignificant. / Together, the five block of variables explained 55% (R('2) = .55) of the variance of the degree of implementation. / Based on its findings this study suggests some general policy recommendations such as: (1) the teacher training should include a special training in population education; (2) the distribution system of the population education textbooks and other related materials should be improved; and (3) the general public especially the parents should be made more aware of the nature and the goal of population education. / Source: Dissertation Abstracts International, Volume: 42-10, Section: A, page: 4209. / Thesis (Ph.D.)--The Florida State University, 1981.