<p> The legacy of disposal practices for radioactive and other heavy metals has resulted in highly contaminated soils at the INL facility in Idaho Falls. Microbial effects on the mobility of a suite of metals (U, As, Cr, Co and Zn) within INL vadose sediments were assessed over a range of solution metal concentrations and biological activity through batch experiments. Sediment associated metals in the bulk sample as well as individual soil compartments increased as a function of total solution metal concentration. System specific trends in partitioning coefficients emerged, reflecting complex interrelations among biological activity, solution metal concentration and the specific metals involved. </p> <p> Results of this study clearly show that cyclic linkages between metal concentration and biological activity play a role in metal sediment biogeochemical behaviour. Differential impacts of biological activity on metal solid retention as a function of solution metal concentration were observed. This result may reflect feedback of metals on the microbial population such that the extent and/or nature of microbial activity is concentration dependent. Typically biological activity has a stronger effect with increased concentration, changing from a beneficial/neutral impact to an increasingly negative effect across the concentration range. The degree of this effect, and whether positive or negative on soil metal retention was however, element specific and dependent on the degree of biological activity. </p> <p> This is one of the first studies to evaluate the relative affinities of a suite of metals for the solid vs. solution phases over varying metal cocktail concentrations and levels of biological activity. My results indicate that differing affinities occur across this suite of metals, and that their relative affinities are non-linearly dependent on both the levels of metal and biological activity present. These results indicate that successful prediction of metal behaviour in complex natural systems, based on mono-metal laboratory experiments is likely limited. </p> / Thesis / Master of Science (MSc)

After nearly 20 years of negotiations and peacebuilding, Palestinians are no nearer to self-determination. This article explains this failure through an analysis of the context and peacebuilding framework created as a product of the Oslo Accords and the assumptions of Western donors about how peace would be achieved. It argues that the occupied Palestinian territory (oPt) is subject to an assemblage of colonial practices - some of which are the product of Western peacebuilding. While the practices of the occupying power, Israel, has constituted one part of the colonial equation (extracting and controlling resources and settling its own people), Western peacebuilding has played another through its pursuit of a modern version of the 'mission civilisatrice'. The ideological discursive framework that binds these two parts of the colonial equation together and gives them common purpose is the 'partners for peace' discourse that has been used to justify a multitude of practices, including the arrest and detention of Palestinian politicians, military action, the withdrawal of aid and regime change.

The purpose of this study was to examine the difference in the effects of teacher efficacy on student achievement in Title I and Non-Title I schools. With the exception of teacher efficacy, there have been few studies reporting a consistent and significant relationship between teacher characteristics, student behavior, and student achievement (Woolfolk and Hoy, 1990). Utilizing the Teacher Sense of Efficacy Scale, formerly known as the Ohio State Teacher Efficacy Scale, the researcher determined the teacher efficacy levels in Title I and Non-Title I schools within an urban district. A two-way ANOVA was used to examine whether there is a statistically significant main effect between teacher efficacy and student achievement within an urban school district. The main effect of teacher efficacy on student achievement was examined by comparing the student achievement of schools on the Fourth Grade Virginia Standards of Learning Reading and Mathematic Assessment to determine if there was a significant difference in the mean score between these two groups. A t-test was used as a follow-up test of simple significant main effect and interaction effect. The correlation between all schools and overall teacher efficacy indicated a positive relationship between teacher efficacy and math scores and efficacy of instructional strategies and math scores. Moreover, the results indicated a positive relationship between overall teacher efficacy, efficacy of student engagement, and efficacy of instructional strategies and math scores. There was no relationship between efficacy levels and student achievement when just examining Non-title I Schools. The first ANOVA indicated no statistically significant interaction between efficacy level and school type, but significant main effects for efficacy level, and school type. This test indicated the presence of significant differences in reading achievement in Title I schools. The second ANOVA indicated no significant interaction between efficacy level and school type, but significant main effect for efficacy level, and no significant main effect for school type. The t-test revealed no significant differences in top quartile and bottom quartile schools in math achievement for Title I and Non-Title I schools. An independent sample t-test was used in order to determine whether there was a significant difference between the overall efficacy levels and efficacy levels in the three dimensions of teachers in Title I schools and Non-Title I schools. The test indicated there was no significant difference in the mean scores of Title I and Non-Title I teachers on the overall efficacy scale, nor in the three dimensions. Descriptive statistics and pair sample t-test were used to answer questions four and five. The test indicated that Title I and Non-title I teachers scored highest in the dimension labeled efficacy for instructional strategies. There was a statistically significant difference in the mean scores of student engagement / instructional strategies and student engagement / classroom management in both Title I and Non-Title I teachers. High levels of teaching efficacy may serve as a necessary component for teaching students who are difficult “to reach.” Therefore it is imperative that teacher efficacy levels be considered before placing teachers in schools. It may become increasingly important for human resource to gauge a teacher's efficacy level during the hiring process and the placement of new teachers. Principals must be dedicated to finding ways to increase efficacy levels in their teachers. Longitudinal studies that examine teacher efficacy levels in various teaching environments such as urban, suburban, rural, high SES, low SES, and other similar classifications would be useful. / Ph. D.

Educational leadership is challenged with meeting the requirements of No Child Left Behind (NCLB) and the Individuals with Disabilities Education Act (IDEA) legislation which mandates an education for all students. The focus on accessibility and accountability has resulted in more students with disabilities being served in the general education setting. The co-teaching service delivery model is offered in the school environment to provide an education for all students and is intended to include instruction that is specially designed for students with disabilities. Instructional leadership is essential to a successful implementation and maintenance of inclusive practices. This study sought to provide a better understanding of instructional leadership practices of the co-teaching service delivery model. The purpose of the study was to describe and explain how leaders support co-teaching. A distributed perspective based on the combination of activity and distributed cognition theories has been developed to study school leadership. This distributed perspective views leadership practice as an interaction between leaders, followers, and the situation (Spillane, Halverson, and Diamond 2004). This study examined instructional leadership practices of the co-teaching service delivery model at the elementary level. Data were collected through a qualitative design, using interviews, observations, and review of documents. Interviews were conducted with administrators responsible for the direct supervision of the co-teaching model and with co-teachers, both general and special educators. Observations occurred in the school setting and related documents were collected and analyzed. The distributed leadership perspective guided the data collection focusing on leadership tasks and functions, task-enactment, and social and situational distribution of leadership practice. The data revealed leadership tasks that included forming the team, scheduling, assigning instructional roles, allocating resources, and developing the co-teacher relationship. Leadership was shared between the administrators and teachers with both providing leadership. School environment, organizational arrangements with available resources, and participants' profile were identified as factors influencing the leadership practice of co-teaching. It is hoped by understanding the leadership roles and responsibilities of co-teaching, educators may better understand and nurture a co-teaching model that supports students in an inclusive environment. / Ed. D.

The purpose of this study was to determine how current admission policies and practices at four-year public institutions of higher education in Virginia are implemented to evaluate home school applicants. University administrators, admission officials, and other interested individuals may gain insight into (a) admission policy implementation and informal practices, (b) anticipated policy revisions or new policy developments, (c) evaluative criteria currently being utilized to evaluate applicants, and (d) current home school application and enrollment trends. An interview protocol was developed and used to conduct interviews with the chief admission officer, or designee, at each of the 15 public institutions. Admission policies, admission requirements and guidelines, undergraduate catalogs, view books, and web sites were examined. Each institution's data were analyzed independently. The major findings revealed that 14 of the 15 public institutions had received home school applications, 13 of the 14 have made offers of admission to home school applicants; however, very few institutions had traced applicant enrollment. Only one institution had a written policy that had been approved through the institution's governance structure. One institution had a verbal agreement and a statement in the undergraduate catalog related to home school applicant's requirements. Three institutions reported recent and on-going discussion and research related to policy development and the evaluation of home school applicants. Five institutions indicated that policy development might be considered should home school applications continue to increase. / Ph. D.

The purpose of this study is to explore the professional practices of teachers in both a Positive Behavior Support (PBS) high school and a traditional high school using Charlotte Danielson's (1996) 22 components of teaching responsibility that are clustered into four domains: Domain 1: Planning and Preparation, Domain 2: Classroom Environment, Domain 3: Instruction, and Domain 4: Professional Responsibilities. This comparison serves as a tool to determine if there is any difference in the professional practices of teachers in a high school with Positive Behavior Support and those in a traditional school. The results may be used to examine a variety of means to provide effective staff development and possible PBS implementation strategies. The teacher professional practices data retrieved were attained from teachers and principals of PBS and non-PBS schools. The major views that came forward from the respondents' survey questionnaires demonstrated that teachers and principals from the two schools characterize their professional practices quite similarly. Results from this study confirm the findings of research studies discussed in the literature review. On the whole, there were many similarities in the characterizations and levels of importance of teacher professional practices in the PBS and non-PBS schools. The descriptive data displayed that the PBS school out performed the non-PBS in the majority of the identified student outcomes. This study also noted that effective leadership and staff training are needed to facilitate the implementation of school improvement tools, such as PBS. / Ed. D.

This dissertation is a combination of two manuscripts. By using autoethnography in manuscript one, this study first reflects on my learning English as a foreign language journey and the influences that brought to my life. The seven stories in this study cover many aspects of foreign language education, including teaching contents, teaching methods, and teacher preparation. Through the lens of autoethnography, I will further explore factors that influence foreign language education. Through detailed analysis, I discover language learning is not isolated. Foreign language teaching and learning will be influenced by economy, politics, cultures, and society. Based on these findings, I ask many thought-provoking questions on foreign language education, such as teaching contents and teaching methods. Manuscript two is traditional qualitative research using ethnographic methods. I use in-depth interviews to explore teachers' beliefs and practices of one supervisor and three foreign language teachers. I first present findings on their beliefs and practices in foreign language teaching and learning, including changes and challenges in the division's language education and foreign language teachers' beliefs and practices and their alignment with the ACTFL Standards. I will also use the ACTFL Standards as a lens to analyze how their beliefs and practices match with the 5Cs: Communication, cultures, connections, comparisons, communities. Finally, I will provide suggestions for future similar studies. / Doctor of Philosophy / This dissertation is a combination of two manuscripts. Manuscript one reflects on the author's journey learning English as a foreign language and the influences that had brought to her life. The seven stories in this study cover many aspects in foreign language education, including teaching content, teaching methods, and teachers' preparation. The author further explores the causes and other related factors in foreign language education. Through detailed analysis, the author discovers language learning is not isolated. Foreign language teaching and learning will be influenced by economy, politics, cultures, and society. Manuscript two is traditional qualitative research using ethnographic methods. The author uses interviews to explore teachings beliefs and practices of one supervisor and three foreign language teachers. She provides suggestions for future studies.

Hop (Humulus lupulus L.) is an indispensable raw material in beer brewing because it can provide unique aroma and bitterness to beer products. With growing consumer interests in locally-sourced ingredients and increasing number of microbreweries, hop production is emerging in many non-traditional U.S. growing regions like Virginia (VA). However, the lack of understanding on aroma chemistry of regional hops limited their prosperity. Moreover, suitable postharvest drying and packaging practices for VA hop producers are not available. This dissertation aims to address above issues by investigating the aroma chemistry of VA hops by varieties (Cascade, Chinook), growing locations (Meadowview/Petersburg/Blacksburg, VA), smaller-scale drying practices (oven drying, dehydrator drying, freeze drying) and packaging materials (PA/PE, OPP/Foil/PE, EVOH). Our efforts also extended to the novel application of hop-derived ingredients in non-beer drinks to promote value-added products. Solid phase microextraction and solvent-assisted flavor evaporation were applied for aroma extraction. Gas chromatography-mass spectrometry-olfactometry was used with stable isotope dilution analysis and standard addition method for accurate quantitation of aroma-active compounds. A total of 33 and 36 aroma-active compounds were identified in all fresh and dried hops, respectively. Geraniol, β-myrcene, linalool, methyl octanoate and trans-α-bergamotene were found to be the predominant compounds. Aroma profiles varied significantly with growing locations for both varieties. Individual aroma contents and total essential oil were the highest in dehydrator-dried hops, indicating the advantage of dehydrator-drying being a suitable practice to retain aroma power in hops for most smaller-scale producers in VA. Most volatile compounds in different packaged dried hops showed decreased concentrations over 8-month storage, but the variation was not statistically significant. Hop essential oil (HEO) microcapsules, manufactured by spray drying using modified starch CAPSUL® as the wall material, showed high flavor retention and controlled aroma release. The addition of HEO microcapsules significantly improved the aroma recovery and stability in hop tea. Our findings enhance the understanding of the aroma chemistry in regional hops as affected by multiple pre- and postharvest factors. The novel non-beer application of HEO was also successfully demonstrated. / Doctor of Philosophy / Hop (Humulus lupulus L.) is an essential raw material in beer brewing because it can provide beer products with unique flavor. With the growing "buy local" trend among consumers in recent years, hop production is moving to many non-traditional growing regions in the U.S. including Virginia. This resulted in an increasing number of local craft breweries operating on a smaller scale across the state. However, the aroma characteristics of Virginia-grown hops are unclear. Specific suggestions related to hop postharvest processing and storage are also unavailable for regional smaller-scale hop producers. Therefore, this study aims to study the aroma characteristics of Virginia-grown hops by varieties, growing locations, smaller-scale drying practices and packaging strategies. The novel non-alcoholic application of hop essential oil (HEO, mixture of many hop aroma compounds) was also demonstrated in hop tea. The results showed that both fresh and dried Virginia hops had a complicated profile of aroma compounds that primarily exhibited typical citrus, woody and fruity attributes. Both Cascade and Chinook varieties harvested from Meadowview showed significantly higher aroma contents than hops harvested from the other two locations in Virginia. Most aroma compounds in hops were better preserved by dehydrator drying than freeze an oven drying. No significant change was observed in aroma compositions from hops packaged in three different materials after storage. Finally, HEO particles with enhanced stability were prepared by engineering approaches, which were finally added to hop tea bags for the evaluation of aroma-intensifying effects and storage stability. The results indicated an overall desirable characteristic for the obtained HEO particles. The addition of HEO particles could significantly enhance the aroma stability of hop tea products during storage. Overall, the findings from this study enable a better understanding of flavor chemistry of regional hops from various origins and demonstrated a successful application of HEO particles as a flavoring agent in non-beer products.

The purpose of this study was to understand the teaching practices of the Agriculture Faculty at Bangladesh Agricultural University (BAU). This study is at the intersection of the critical assessment and examination of assumption and exploring options and plans stages of transformative learning theory (Mezirow, 2000) and the environment factor of Astin's I-E-O model. Previous studies showed that tertiary education of Bangladesh fails to develop critical thinking abilities among the students. Higher order teaching practices help to develop critical thinking abilities among the students. Thus, it is important to explore the level of teaching practices at the Agriculture Faculty of BAU to understand how it supports critical thinking abilities among the students. Graduates being able to use critical thinking skills to solve agricultural issues will increase total food production and reduce national poverty. This study was an instrumental single case study. Faculty of Agriculture of BAU was the unit of analysis for this study. The findings of this study were only generalizable to the Agriculture Faculty at BAU and only relevant for Summer 2020. The phenomenon of this study was teaching practices at the Agriculture Faculty of BAU. Data sources included a census survey of active faculty members and content analysis of course syllabi. Findings from this study suggested that both teaching methods and course learning outcomes of the courses of the Agriculture Faculty at BAU were related the lower order of Revised Bloom's Taxonomy (RevBT). Moreover, faculty members from biological science and engineering used more teaching practices from evaluating level of RevBT than social science disciplines. Evaluating level is considered as higher level of RevBT. Male faculty members also used more teaching practices related to analyzing level than female faculty members. Analyzing level is also considered as higher level of RevBT. Faculty members identified that they have lack of training, standard teaching resources to use higher order teaching practices. Moreover, they also said that students of the Agriculture Faculty at BAU are more interested in job preparation than classroom education. However, faculty members also felt that higher order teaching practices can improve the creativity and critical thinking abilities for students and brings enthusiasms in teaching. Faculty members recommended that BAU revise its curriculum, syllabi, and assessment strategies to create higher order teaching practices in classrooms. As a result of this study, there is opportunity for faculty to increase their use of higher order teaching practices and develop course outcomes that support higher order learning. In addition, the university should revise their existing curricula and assessment techniques and give more freedom to the faculty members to choose their teaching and assessment methods. Finally, training should be organized to support higher order teaching by female faculty members. / Doctor of Philosophy / The purpose of this case study was to understand the teaching practices of the Agriculture Faculty at Bangladesh Agricultural University (BAU). Conceptually, this study was coupled up with transformative learning theory (Mezirow, 2000) and the Astin's I-E-O model. The unit of analysis of this study was the educational environment provided by Agriculture faculty of BAU that offers a single under-graduate degree program called B.Sc. Ag. (Hons.). A structured survey questionnaire was used to collect data from the faculty members of the Agriculture Faculty of BAU based on Revised Bloom's Taxonomy (RevBT). Additionally, all course syllabi were analyzed to identify the level of intended teaching practices based on RevBT. RevBT is the benchmark standard to evaluate the cognitive orders of the teaching-learning process, curriculum planning, instruction, and test tasks. Findings from this study suggested that faculty members slightly more preferred teaching practices from the lower levels of RevBT for the classroom teaching at BAU. Findings also suggested that teaching practices connected to the higher cognitive levels of RevBT were significantly varied based on academic disciplines and gender of the faculty members. Faculty members mentioned that lack of students' interest in classroom lessons, the rigid curricula and existing examination system of BAU, large numbers of students in classes, and lack of training of the faculty members are the main limiting factors for them to use higher order teaching practices in classrooms. However, faculty members also wanted to use the higher order teaching practices in classrooms as higher order teaching practices enhances students' creativity, problem solving skills, and critical thinking skills. Faculty members suggested to update course curricula, syllabi, and the exam system to support higher-order teaching practices at BAU. Findings from the course syllabi analysis supported that most of the action verbs of course learning outcomes of the course syllabi were connected to the lower cognitive levels of RevBT. As a result of this study, there is opportunity for faculty to increase their use of higher order teaching practices and develop courses that support higher order learning. In addition, the university should revise their existing curricula and assessment techniques and give more freedom to the faculty members to choose their teaching and assessment methods. Finally, training should be organized to support higher order teaching by female faculty members.

Principals of Title I schools have a responsibility to ensure that all students achieve so that they may graduate on time and are career and college ready (Virginia Department of Education [VDOE], 2022b). This research focused on the principals' instructional leadership practices in elementary and middle Title I schools impacting student achievement. The purpose of this qualitative study was to identify principal instructional leadership practices and their perceived impact on student achievement in elementary and middle Title I schools within a school division in Virginia. The research question was, what are the principal instructional leadership practices and their perceived impact on student achievement in elementary and middle Title I schools within a school division in Virginia as reported by principals, assistant principals, instructional coaches, and teachers? A demographic survey of eight teachers was completed, and one-on-one interviews were conducted with two principals, one assistant principal, and two instructional coaches, and focus interviews held with eight teachers. Data on instructional leadership practices and the perceived impact on student achievement in Title I schools in one school division in Virginia were analyzed. Deductive coding was used for this purpose to determine common themes from the data. Eight major findings were discovered including seven principal instructional leadership practices and the most impactful principal instructional leadership practices. Six of the findings pertain to elementary and middle Title I schools, and two of the findings were specific to elementary Title I schools. The research could provide current and future practitioners in elementary and middle Title I schools and school divisions with principal instructional leadership practices to help improve overall student achievement and close achievement gaps amongst student groups. Practitioners can utilize the study to assist with the professional development (PD) of Title I school principals and for developing principal preparation programs. Researchers might use the study for literature research-based strategies on instructional leadership practices and the perceived impact on student achievement in Title I schools. Whether students are learning face-to-face, blended, or virtual, these practices can be utilized by leaders of Title I schools to ensure that students achieve. / Doctor of Education / Principals of Title I schools have a responsibility to ensure that all students achieve so that they may graduate on time and are career and college ready. This research focused on the principals' instructional leadership practices impacting student achievement in elementary and middle Title I schools. The research question was, what are the principal instructional leadership practices and their perceived impact on student achievement in elementary and middle Title I schools within a school division in Virginia as reported by principals, assistant principals, instructional coaches, and teachers? A demographic survey of eight teachers was completed, and one-on-one interviews were conducted with two principals, one assistant principal, and two instructional coaches, and focus interviews held with eight teachers. The research might benefit current and future practitioners in elementary and middle Title I schools and school divisions by providing principal instructional leadership practices to help improve overall student achievement and close achievement gaps amongst student groups. Practitioners can utilize the study to help with PD of principals or for developing principal preparation programs. This study might provide researchers with literature research-based strategies on instructional leadership practices and the perceived impact on student achievement in Title I schools.