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The purpose of this qualitative case study was to explore through the lens of culturally responsive instruction (CRI) the development of teachers’ sense of efficacy, as defined by Bandura (1995), to address the literacy learning of diverse first, second, or third grade (i.e., primary grade level) students. In this process, I purposively selected the location and the participants because answering my research questions required that I conduct the investigation within learning settings where culturally and linguistically diverse students in the primary grade levels (i.e., first, second, or third grade) receive literacy instruction. My time in the field and my comprehensive focus on the participants and their teaching practices allowed me to gather rich descriptive data concerning the participants’ perspectives, experiences, and teaching practices through multiple traditional case study data collection means. Four overarching themes emerged from within, between, and across case analysis as significant in the development of teachers’ sense of efficacy to address the literacy learning of their pluralistic student populations in a culturally responsive manner. The themes include: (1) Perspectives shaping literacy instruction provision, (2) Understanding what constitutes CRI, (3) The impact of establishing a collaborative teaching community on the development of teachers’ sense of efficacy, and (4) Foundations of culturally responsive teachers’ sense of efficacy. I base my recommendations for the development of inservice teachers’ sense of efficacy to address the literacy learning of their students using CRI and my recommendations for future research on my study findings.

Accessibility is a well-established concept that appears frequently in urban planning. It refers to the ability of citizens to actively participate in society. Nevertheless, inaccessibility is experienced in many places, which can lead to exclusion of citizens. Against this background, this master's thesis aims to center on the concept of accessibility and examine it from two perspectives - strategic urban planners and individuals. The thesis examines how accessibility is interpreted by strategic urban planners in the two suburban municipalities of Botkyrka and Huddinge and how it is experienced by a group of “low-skilled” workers in an area where there are identified shortcomings in traffic planning. The thesis studies how this group experiences their accessibility in their daily commute before and after they test a Demand-Responsive Transport (DRT) service. The theoretical framework consists of the concepts of accessibility strategies, transport and accessibility, objective accessibility, perceived accessibility, accessibility barriers and social exclusion, which are used to analyze the two different perspectives. The results show that strategic planners view accessibility as the relationship between citizens and destination points, and that inaccessible places are mainly associated with rural or sparsely populated areas. At the same time, the thesis shows that the workers experience inaccessibility in their daily trips, despite living in surrounding municipalities. The results also show the identified potentials and risks of DRT in suburban environments from the perspective of both strategic planners and individuals. The results show that DRT reduced travel times for the workers. Furthermore, perspectives such as reliability, safety and equity are highlighted as important aspects in the design of DRT services.

Historically, American schools have reflected the larger societal structures. When crises occur across the nation, they seep into the classroom and impact the educational experiences of students. Scholars and social advocates have worked across professional arenas throughout history to reduce the injustices embedded in schools. Ongoing discussion and debate about educational equity in schools highlights the importance of an educational system that works for all learners. In more contemporary times, American schools are experiencing overlapping crises. These crises consist of the teacher well-being crisis, the school discipline crisis, and the crisis of the COVID-19 pandemic. The purpose of the proposed study is to examine the intersection of these three crises by exploring the relationship between teacher early childhood well-being and equitable educational practices in the context of the COVID-19 pandemic. The study utilizes a convergent design that includes both quantitative and qualitative data gathered sequentially. The quantitative data examined the association between early childhood teachers' feelings of efficacy in culturally responsive instruction and their emotional state as it relates to their profession. The qualitative data explored how early childhood teachers make sense of culturally responsive teaching and classroom management. The two forms of data were combined to better understand the three current crises impacting schools. Participants in the survey data collection included a total of 88 early childhood teachers (pre-kindergarten through third grade) working during the 2020-2021 academic school year. Qualitative interview data were gathered from a subsample of those early childhood teachers (n=11) via phone interviews. Qualitative findings revealed that teachers generally had a superficial understanding of culturally responsive teaching and culturally responsive classroom management (CRT-CRCM), although some expressed a desire to learn more. Quantitative results indicated that teachers' self-reported beliefs and ability in CRT-CRCM did not relate to their self-reported well-being. However, access to professional development was associated with well-being, suggesting a potential mechanism for cultivating greater CRT-CRCM skills in teachers while also supporting their well-being. I intend for the results of this study to contribute to the nascent literature regarding the needs of our nation’s teachers during this unprecedented time. / School Psychology

The overall goal of this research was to explore new living radical polymerization methods and the blending of renewable polymers. Towards this latter goal, polylactic acid (PLA) was blended with a new renewable polymer, poly(trimethylene-malonate) (PTM), with the aim of improving mechanical properties, imparting faster degradation, and examining the relationship between degradation and mechanical properties. Blend films of PLA and PTM with various ratios (5, 10, and 20 wt %) were cast from chloroform. Partially miscible blends exhibited Young’s modulus and elongation-to-break values that significantly extend PLA’s usefulness. Atomic force microscopy (AFM) data showed that incorporation of 10 wt% PTM into PLA matrix exhibited a Young’s modulus of 4.61 GPa, which is significantly higher than that of neat PLA (1.69 GPa). The second part of the bioplastics study involved a one-week hydrolytic degradation study of PTM and another new bioplastic, poly(trimethylene itaconate) (PTI) using DI water (pH 5.4) at room temperature, and the effects of degradation on crystallinity and mechanical properties of these films were examined by differential scanning calorimetry (DSC) and AFM. PTI showed an increase in crystallinity with degradation, which was attributed to predominately degradation of free amorphous regions. Depending on the crystallinity, the elastic modulus increased at first, and decreased slightly. Both bulk and surface-tethered stimuli-responsive polymers were studied on amine functionalized magnetite (Fe3O4) nanoparticles. Stimuli-responsive polymers studied, including poly(N-isopropylacrylamide) (PNIPAM), poly(2-(dimethylamino)ethyl methacrylate) (PDMAEMA), and poly(itaconic acid) (PIA), were grafted via surface-initiated aqueous atom transfer radical polymerization (SI-ATRP). Both Fourier transform infrared spectroscopy (FTIR) and x-ray photoelectron spectroscopy (XPS) spectroscopies showed the progression of the grafting. The change in particle size as a function of temperature was measured using dynamic light scattering (DLS). Once the PIA was grafted from the Fe3O4 nanoparticles for 13 h, the PIA thickness was around 13 nm. After the PNIPAM was grafted for 6 h, the stimuli-responsive nanocomposites with a lower critical solution temperature (LCST) of 32 °C exhibited a particle size of 236 nm. Moreover, a variety of stimuli-responsive bulk block copolymers were synthesized. The stimuli-responsive nanocomposites could be good candidates as drug carriers for the targeted and controllable drug delivery.

In today’s modern society large amounts of learning materials and lectures have beendigitalized and made available in different forms as video, text and images on variousplatforms. Platforms specific to e-learning are common and having a design that is bothresponsive and with high usability plays a great part in how users can absorb information.Making content available across different devices in a usable way enables users to performsome (if not all) tasks on devices more suitable "on the go", like mobile phones or tables.This thesis concerns the development and evaluation of an usable and responsive ad-ministration tool for e-learning. The intent of the tool is to improve and possibly replacethe platforms used today by adding missing functionality in the current tools. The imple-mented tool is evaluated using heuristic evaluation on both desktop and mobile devices inorder to evaluate the usability and responsiveness of the design.

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Climate change, water stress, and rapid population growth have increased the need to manage water resources through innovative sustainable technologies. Decentralized systems such as membrane treatment trains have become increasingly important to provide high volumes of potable water to millions of people. Pressure-driven membrane systems have dominated separation processes due to their low cost, small footprint, ease of operation, and high permeate quality. Conventionally, pressure-driven membranes are classified into microfiltration (MF), ultrafiltration (UF), nanofiltration (NF), and reverse osmosis (RO). MF and UF membranes operate under low pressure (< 7 bar, <~100 psi). They can separate a variety of large particles such as bacteria, natural organic matter, suspended solids, and colloids. In contrast, NF and RO membranes are more energy-intense due to operating at high pressures (7 – 80 bar, ~100 – 1200 psi) and can remove small molecules such as ions, pharmaceuticals, and heavy metals. Fouling is a primary challenge with membranes that compromises the membrane performance, increases energy consumption, and reduces the membrane lifetime. Many strategies are used to address fouling, such as pre-treatment (pH adjustment, screening, coagulation), membrane modification (chemical and morphological properties), and membrane cleaning (physical, chemical). However, such strategies increase operational expenditures, produce waste products that can impact the environment, and negatively impact membrane lifetimes. Recently, electrically conductive membranes (ECMs) have been introduced to address the challenges with traditional membranes. They contain conductive surfaces that offer self-cleaning and antifouling properties across the surface in response to electrical potential externally applied to them. ECMs are advantageous as compared to traditional membranes because (a) they are more effective in treating foulants as they target foulants at the membrane/solvent interface, (b) they are more economical and environmentally friendly as they reduce the need for chemical consumption, and (c) they can be responsive to fouling conditions as their antifouling mechanisms can be easily manipulated by changing the applied current type (positive, negative, direct current, alternating current) to match the foulant. ECMs have been formed from all categories of membranes (MF, UF, NF, MD, FO, and RO) with a range of applications. Despite the remarkable progress in demonstrating their excellent antifouling performance, there are many hurdles to overcome before they can be commercialized. Two of these are (a) a fundamental understanding of their underlying mechanisms, (b) surface materials that can withstand extreme chemical and electrical conditions. In this work, we have comprehensively discussed antifouling mechanisms with respect to surface polarization and elaborated on the impact of electrically-induced mechanisms on four major fouling categories. i.e., biofouling, organic fouling, mineral scaling, and oil wetting. In addition, we characterized surface properties of a common electrically conductive composite membrane composed of carbon nanotubes (CNTs) and polyvinyl alcohol (PVA). We then investigated the impact of cross-linkers in CNT/PVA network on transmembrane flux, electrical conductivity, hydrophilicity, and surface roughness. In addition, we proposed standard, practical, and straightforward methodologies to detect and quantify the electrochemical, physical, and mechanical stability of ECMs, using chronoamperometry and cyclic voltammetry, an evaluation of polymer leaching from membranes, and micro mechanical scratch testing, respectively. Our methods can readily be extended to all membrane-based separation processes and different membrane materials (carbonaceous materials, ceramics, metal-based, and polymers). To demonstrate the antifouling properties of ECMs, we challenged ECMs with mixed-bacterial cultures in a flow-through system. Although ECMs showed high rejection, comparable flux, and excellent self-cleaning performance under application of electrical potential, understanding the relationship between applied electrical currents and antifouling mechanisms demands a well-controlled investigation. To this end, we quantified the impact of electrochemically-induced acidic conditions, alkaline conditions, and H2O2 concentration on model bacteria, Escherichia Coli. We first quantified the electrochemical potential of CNT-based ECMs in generating stressors such as protons, hydroxyl ions, and H2O2, under a range of applied electrical currents (± 0-150 mA). Next, these individual stressors with identical magnitude were imposed on E. Coli cells and biofilms in batch and flow-through systems, respectively. This thesis guides researchers to understand the underlying antifouling mechanisms associated with ECMs, how to match the mechanisms to the application of ECMs, and offers benchmarks for making practical ECMs. / Thesis / Doctor of Philosophy (PhD)

There are a lot of spaced repetition system based online learning services available nowadays, but none of them are popular or widely accepted as a good means for studying. The problem of these services is, instead of exploiting and utilizing the possibility of modern technology, they simply brought this old school learning method to the web as an application with exactly the same experience as one could have with textbooks and flash cards. This master’s thesis project concerns Sharplet, a spaced repetition system based web service, who is trying to stand out by offering some features that none of the other comparable services have. One of these features is the integration of YouTube video clips, so that in addition to text and pictures, study materials may now include both audio and video material. This thesis begins by reviews spaced repetition systems in general, and then focuses on some of the existing services and how to provide a better service. Next the thesis describes the design, implementation, and evaluation of a new service that includes both audio and video content. The main practical result of this master’s thesis project is a working prototype audio and video enabled spaced repetition based service. Unfortunately, the actual performance of this prototype is unacceptable, hence there is a need to improve its performance before it can be integrated with the production spaced repetition system. / Det finns en hel del repetitionssystem baserat online- lärande tjänster som finns idag, men ingen av dem är populära och allmänt accepterat som ett bra sätt för att studera. Problemet med dessa tjänster är, i stället för att utnyttja och utnyttja möjligheten till modern teknik, de helt enkelt fört din gamla inlärningsmetod för webben som ett program med exakt samma upplevelse som man kunde ha med läroböcker och flash-kort. Denna magisteruppsats projektet gäller Sharplet, ett repetitionssystem baserat webbtjänst, som försöker sticka ut genom att erbjuda vissa funktioner som ingen av de andra jämförbara tjänster har. En av dessa funktioner är att integrera YouTube- videoklipp, så att förutom text och bilder, samt ljud och video både är nu tillgänglig för läromedel. Detta examensarbete recensioner repetitionssystemi allmänhet, fokuserar sedan på några befintliga tjänster och hur man kan ge bättre service. Den största utmaningen kommer att undersöka YouTube API och studera användarbeteendeför att ge en bättre användarupplevelse. Det viktigaste resultatet av detta examensarbete är en fungerande prototyp av en ljud -och video aktiverat repetitionsbaserad tjänst. Tyvärr är det faktiska utförandet av denna prototyp oacceptabelt, därför finns det ett behov av att förbättra sina resultat innan den kan integreras med tillverkningen fördelade upprepning systemet.

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