The use and application of embedded systems in everyday life has proliferated in the past few years. These systems are constrained in terms of power consumption, available memory and processing requirements. Typical embedded systems like handheld devices, cell phones, single board computer based systems are diskless and use flash for secondary storage. The choice of filesystem for these diskless systems can greatly impact the performance and the energy consumption of the system as well as lifetime of flash. In this thesis work, the energy consumption of flash based filesystems has been characterized. Both the processor and flash energy consumption are characterized as a function of filesystem specific operations. The work is aimed at helping a system designer compare and contrast different filesystems based on energy consumption as a metric. The macromodel can be used to characterize and estimate the energy consumption of applications due to filesystem running on flash. The study is done on a StrongARM based processor running Linux. Two of the popular filesystems JFFS2 and ext3 are profiled.

A handbook designed for teachers to illustrate how to utilize journaling as an effective teaching practice in the mathematics classroom. This thesis was written to illuminate educators about the powerful research and proper strategies for implementing journaling in mathematics. The handbook provides three lesson plan samples using journaling in the mathematics classroom for grades 3-5, strategies and idea for implementing journaling in mathematics, and tips and activities for mathematical journaling. The goal of this handbook is to give teachers clarity, examples, guidance, and strategies on mathematical journaling.

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I know it is my core, my purest nature to incessantly question myself and everything around me; as we pertain to the universe. As Robert Wilson suggests "I will always ask 'What is it?' before telling you what it is." My goal is to present you with some tools with which to approach your craft, your life, your uncertainties. And though I may not always be the best example, I still wish to encourage all that read this or spend time with me to see this craft/business and indeed your life as a great, happy adventure; guided by love. Because this will always lead to good and positive experiences, whatever path you find yourself on.In what I am doing now I am preparing to transition from a career in makeup into my next interest/phase/period with energy and excitement. Not disappointment, regret or rejection as I have seen over the years when this business is done with someone. And I think my timing is just about right, as I have done it while I am still in demand, while my phone is still ringing, while I am still at the top of my game, my craft.If this collection of thoughts is perceived a success or is widely read, discussed, or deliberated, because I have aimed it at, geared it toward or written it for success or sensationalism, then I have failed, and this amounts to little more than advertising or cheap unsatisfying tabloid television. But if this in any way grabs, challenges, informs, suspends you, makes you question or dream then like theatre when it is at its truest, most profound, rawest, absolutely undecorated, it serves its purpose: To move us forward to new debate, to new exploration of this/our condition.

A case study of a junior high and high school art classroom that examines students' development of identity and self-awareness through reflective practice in a caring community. This project considers what the role of teaching is and how working through vulnerability to create caring relationships can inspire teachers and aid adolescent students, within an art curriculum, to discover their true selves.

Der Vortrag stellt zwei Filesysteme aus der kommerziellen Welt vor die derzeit auf Linux portiert werden: JFS von IBM und XFS von SGI. Es wird ein Ueberblick ueber die beiden Dateissysteme, ihre Eigenschaften und ihre Portiertung gegeben.

Doctor of Philosophy / Curriculum and Instruction Programs / Frederick Burrack / One of the most important roles of a conductor is to prepare an ensemble to perform, not only accurately but expressively, utilizing physical gestures and facial expressions. For many music students, the development of physical gestures that elicit expressive performance are typically introduced in a beginning undergraduate conducting course. This is important in establishing a framework for understanding the technical aspects of conducting, considering that many beginning student conductors lack a basic comprehension of conducting fundamentals. However, the interpretative and expressive principles of conducting are equally important as basic technique and are often more difficult to teach to undergraduate students. There is an overwhelming amount of gestural skill that should be experienced and explored by a beginning undergraduate conductor. Despite a students’ best efforts in the classroom and in the practice room, expressive conducting skills that represent internal musical intentions remain a primary challenge with novice conducting students. The purpose of this study was to explore the experiences of a beginning undergraduate conductor as they learned to conduct and develop their considerations and skills of conducting to elicit expression. Through case study, exploring the experiences of an undergraduate music student enrolled in a beginning conducting course from a Midwestern university exposed valuable information that could become helpful when designing instruction. The findings addressed the research questions of the study and revealed additional aspects of the learning experience from the perspective of the participant. Through reflection, navigation of self, guided video elicitation, discussion of expressive conducting, and acknowledgement of prior musical expectations and intent, the participant discovered the differences between their perceived expressive gestures and the realization of an audible response from an ensemble.

This study investigated story journaling to enhance story comprehension. Eighteen kindergarten children participated in this six-week study with the teacher reading a total of twenty-four stories to the class. The class was randomly divided into Group A and Group B, with 3 focus participants from each group retelling the story. The retelling was audio taped and analyzed using Morrow's (2001) procedures. Group B experienced the intervention of story journaling on the third week of the study and showed an improvement in story comprehension during the fifth and sixth weeks of story journaling. Group A did not experience the intervention of story journaling until the fifth week of the study and showed a slight improvement by the end of the sixth week of story journaling. There appears to be a connection of story journaling to story comprehension when children are given the opportunity to story journal after hearing a story.

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