Theoretical and empirical evidence suggests that peoples' perceptions of household seismic adjustments, in addition to their perceptions of earthquakes themselves, should predict the likelihood that seismic adjustments are performed. However, little research has been done to address this issue. While recent research has found peoples' perceptions of the effectiveness of household adjustments to influence adjustment levels, people's perceptions of inconvenience of household seismic adjustments - namely the cost, time effort, required cooperation and required knowledge involved in making these adjustments - have been found to not influence seismic adjustment. However, this study did find that the higher the perceived inconveniences of an adjustment, the less likely people are to perform those adjustments. As a second area of investigation, a survey was given to subjects in an understudied risk population (residents living along the Wasatch Fault Line that runs through the state of Utah) to compare Utahns to Washingtonians and Californians. The survey revealed that although California residents have the highest risk perceptions and the most previous earthquake experience, they rank lower than Washington and Utah residents in terms of how much they think, talk, and gather information about earthquakes. Implications of both areas of research are discussed.

The efficacy of marriage preparation education (MPE) continues to be demonstrated through participant outcome research. However, understanding the elements that make MPE effective is still unclear and standards for quality have not been established. In an effort to address these deficits and promote improvement in the field of MPE, currently available and widely recognized marriage preparation education programs were examined according an evaluative model created by Hughes (1994). The four components of the Hughes model (content, instructional process, implementation process, and evaluation) outline research-supported elements that are essential in the development of quality family life educational programs. Eight MPE programs that had undergone previous outcome research and been included in meta-analytic studies or reviews were selected for evaluation in the current study. An evaluation team of three researchers rated the components and elements of each program. Evaluators also included qualitative comments associated with the utilization of the programs. Quantitative rating scores were summed for all members of the evaluation team. Results in this study showed that programs varied between the measured components in the extent to which they adhere to research-supported factors that are essential for a quality educational experience, and that none of the selected programs scored consistently high, or low, on the all of the program elements measured . Quantitative and qualitative results illuminated strengths and weaknesses within individual programs, as well as deficits common among current MPE programs. Recommendations are offered for improving MPE programs and professionalism in the field of marriage preparation education.

The purpose of this study was to explore teacher preparation program content throughout American history in order to determine trends in programs of study, specifically including coursework in education foundations, teaching methods involving the behavioral sciences, and subject area content. These categories were selected because their content is responsible for teachers' working knowledge of their subject area, as well as student learning, behavior management and motivation. The study also examined documented teacher knowledge voids: student behavior management, time management, organization, dealing with parents, motivating students, and meeting individual students' needs to determine which aspects of teacher education could improve teachers' skills in these areas. Programs of study from traditional and alternative teacher preparation programs were gathered from Massachusetts, Indiana, Tennessee, California and Florida in an effort to research across the United States. Traditional programs were defined as four or five-year teacher education programs in colleges or universities which began as teacher normal schools and in those that did not. Program components from 1839 through 2007 were analyzed using Thinking Maps® for organizing and interpreting the information while focusing on education foundations, teaching methods, or subject area content gaps which would correlate to teacher knowledge voids. Patterns were traced within teacher education programs focusing on the art or science of teaching. Trends in course offerings were investigated and linked to concurrent events which may have influenced them. The following results were obtained from this research. American teacher preparation programs began in 1839 with elements of teaching methods, subject area content and education foundations, which remained the common elements in 2007. The ratio of each element in teacher preparation programs fluctuated throughout history. The dissent over teaching as an art or a science was evident in the early years of teacher normal schools, and the argument continued in 2007, largely affected by the absence of a clear definition of either approach. Early teacher normal schools admitted that teacher education programs were "imperfect preparation" for the classroom, and teacher knowledge voids remained an issue in 2007. From the inception of common schools in America, there was a shortage of teachers to fill them, and the teacher shortage continued in 2007, which may have contributed to the vast difference in teacher education program composition. An avenue taken to alleviate the teacher shortage issue was alternative teacher certification. Alternative certification programs were enacted in the 1800s, and alternative certification programs were widely used in 2007.

<p> Temperature sensitive microgel latexes of poly (N-isopropylacrylamide) cross-linked with N-N'methylene bisacrylamide (BA) were prepared and characterized by Dynamic Light Scattering, Titration and Electrophoresis. The study of gels, including temperature sensitive gels, is limited by the large size of traditional bulk gels which are slow to respond to changes and are difficult to measure. An alternative system, which may be easier to study, is a microgel latex which would constitute small particles of gel which would respond quickly to changes in their environment and could also be measured using colloidal measuring techniques like dynamic light scattering and particle electrophoresis.</p> <p> Monodisperse and stable microgel latex particles were prepared by reacting Nisopropylacrylamide (NIPAM) monomer with a cross-linking agent BA in water at 70°C with a surfactant (sodium dodecylsulfate) present. Latexes prepared without surfactant were polydisperse.</p> <p> Characterization of the poly (NIPAM) particles by dynamic light scattering at several different temperatures showed that the particles go through a transition from a water swollen gel at low temperature to a shrunken gel with a low water content at high temperature. The transition occurs about 32°C. The degree of swelling of the poly (NIPAM) particles can be expressed by the Flory-Huggins Interaction parameter c and is dependent upon the level of cross-linking agent included.</p> <p> Titration and electrophoresis results indicate that the particles contain about 0.39 Coulombs per gram of polymer of carboxylic and sulfuric charged end groups which are distributed throughout the particle.</p> / Thesis / Master of Engineering (MEngr)

Research indicates that serious behavior problems begin during the early childhood years. The study examined the perceived preparedness of teachers related to behavior management as well as preschool teachers' usage of evidence-based prevention and intervention strategies. The data indicates that preschool teachers feel prepared for managing aggression in their classrooms and report utilizing evidence-based prevention and intervention strategies regularly. Additionally, the data shows a weak relationship between teacher variables and the likelihood of feeling prepared for managing aggression or utilizing evidence-based strategies. The results can be used to gain a better understanding of special education preschool teachers' training needs in regard to behavior management and managing behavior problems in the preschool classroom.

No description available.

Increasingly virtual worlds are being used to provide new and varied learning opportunities by various educational organizations such as universities, K-12 schools, and museums (Dembo, 2008; Ketelhut, Nelson, Clarke, & Dede, 2010; The Forbidden City: Beyond Space and Time, 2008). Simultaneously teacher preparation programs are increasingly being offered online (Minsun & Yoon-Joo, 2009; Saltmarsh & Sutherland-Smith, 2010; Sawchuk, 2009; Schrum, Burbank, & Capps, 2007). However, these more traditional online asynchronous learning experiences are often more challenging in several ways: (a) they require greater self-regulation (Artino & Stephens, 2009; Bol & Garner, 2011), (b) they have been reported as sometimes less effective than face-toace learning (Hudson, 2006; C. L. Peterson & Bond, 2004; Saltmarsh & Sutherland-Smith, 2010; Zirkle, 2002); and (c) they have sometimes been perceived as less effective (E. I. Allen & Seaman, 2011; Huss, 2007). Given the potential of virtual worlds for teaching and learning, it was believed that the use of a virtual world for middle level teacher preparation might provide a solution to some of these reported challenges of online learning. The purpose of this study was to describe and examine the experiences of online middle level teacher candidates using a multi-user virtual environment (MUVE) for teacher preparation. Case study methodology was employed, using multiple data sources including interviews, surveys, observations, snapshots, course artifacts, and the primary researcher’s journal. All data were coded and reviewed iteratively to inductively deduce the nature of the participants’ experiences. The data indicate middle level teacher preparation in the MUVE was more supportive and engaging than traditional online-learning experience, and was useful for learning about middle level education. Though the participants found the experiences to be positive, distractions including personal and technical issues played a role. This study offers insights on the use and implementation of MUVEs in online middle level teacher preparation.

Purpose: Administration of a mechanical bowel preparation (MBP) has long been standard before colorectal surgery with the aim of preventing complications such as surgical site infection (SSI). Newer evidence suggests that MBP does not reduce the risk of infection and that oral antibiotic (OA) use may be important in reducing post-operative infectious complications, however, there is little evidence comparing MBP, OA, and combination preparations. Our goal was to determine the relationship between type of bowel preparation and SSI in patients undergoing elective colorectal resections Methods: All patients within the American College of Surgeons-National Surgical Quality Improvement Program (ACS-NSQIP) database undergoing elective colorectal resections from 2012 to 2013 were identified. The primary outcomes of interest were: any post-operative SSI, wound SSI, and organ/space SSI. Secondary outcomes were anastomotic leak, post-operative ileus, cardiac complications, renal complications, death, unplanned readmission, and length of stay (LOS). Univariate models were used to compare frequencies of patient and surgical characteristics across types of bowel preparation, and propensity adjustment was used to study the relationship between type of bowel preparation and all outcomes of interest. Results: Among the study sample, 25.5% received no bowel preparation, 40.8% received MBP, 3.3% received OA, and 30.4% received OA+MBP. A total of 1,844 patients (9.5%) developed any type of post-operative SSI. 1,231 (6.4%) developed a wound SSI and 672 (3.5%) developed an organ/space SSI. MBP was not associated with a reduced risk of any type of SSI compared to no bowel preparation. Both OA and OA+MBP were significantly associated with a decreased risk of any SSI and wound SSI compared to both no preparation and compared to MBP. No differences were observed for any SSI or wound SSI between OA and OA+MBP. Compared to no preparation, OA+MBP was associated with a decreased risk of anastomotic leak and post-operative ileus. No differences were observed between MBP and OA, or between these preparation methods and no preparation, for these secondary outcomes. There were no significant associations between type of bowel preparation and cardiac or renal complications, mortality, or readmissions. Both OA and OA+MBP were associated with a reduction in LOS. Conclusion: These results suggest that a combination oral and mechanical bowel preparation may be most effective at preventing SSI after elective colorectal resection and that OA alone may also be effective. Future prospective studies comparing combination and OA preparations may be warranted to explore this relationship further. / Clinical Research and Translational Medicine

This qualitative interpretive study explored how five pre-service teachers constructed meaning of reflection, and how these meanings informed their practice. The purpose of this research was to better understand reflective practice in teacher preparation. The theories on reflective practice by Dewey (1933), Schon (1983, 1987), and van Manen (1977) guided this study. This research incorporated the historical and institutional contexts of the study, and applied a symbolic interaction theoretical and analytical framework (Denzin, 1978, Prus, 1996). The interpretations of the pre-service teachers' conceptions and understandings of reflective practice were captured through the transcriptions and analysis of interviews, and through the examination of the pre-service teachers' reflection journals. Participant-observations were recorded in field notes and serve to inform the social context of the study, as well as to provide portraits of the pre-service teachers, and to verify their responses. Themes were derived from the data and categorized within the symbolic interaction social processes of acquiring perspectives, achieving individuality, experiencing relationships, situating the act, and the act of reflection (Prus, 1996). The research questions were answered as I interpreted the meanings that these pre-service teachers attached to reflection, as well as the process, context and content of their reflective practice (Calderhead, 1989). I derived thirteen themes from the data that highlighted how the pre-service teachers interpreted and practiced reflection in this teacher preparation program. The themes were: (1) defining reflection; (2) questioning as reflection; (3) gaining opportunities for reflection; (4) Defining reflection from self and significant others; (5) looking back on action; (6) reflection is based on personal beliefs, and educational theory; (7) encountering professors; (8) encountering mentors; (9) encountering cooperating teachers; (10) self-reflections; (11) verbal reflections; (12) written reflections; and (13) content of reflection. The study resulted in an interpretation of the pre-service teachers' views of reflective practice as they experienced it in the teacher preparation program that they felt gave them many opportunities for reflection. The findings indicated that the pre-service teachers had a general understanding of reflection. They practiced technical and interpretive levels of reflection in different contexts. The findings of the study implied that pre-service teachers understood and learned to reflect through courses and field activities. The findings also raised questions about the necessity of extensive writing requirements in reflection. This study has implications for the ways in which pre-service teachers learn about reflection, and may be useful for teacher educators who prepare reflective practitioners. / Ph. D.

The cross-case analysis described in this study examined the patterns of practice that support the beginning teacher in the elementary school environment of a large suburban school district. Bronfenbrenner’s (1976) systemic model of the educational environment as a series of nested, interacting sub-systems was used as a compass for this study. Data were collected beginning in the exo-system and continued through the meso-system and micro-system of the educational environment. Interviews with central office staff at the exo-system level, with the school administrator at the meso-system level, and with beginning elementary teachers at the micro-system were the primary means of data collection. Interview data were collected from three beginning teachers in the elementary school with the largest number of beginning teachers in the district, the principal of the school, and central office personnel. Evolving display matrices were the primary strategy for data analysis. Themes were identified at each level of the educational environment. Findings reveal consistent themes within the levels of the elementary school environment. / Ed. D.