The wicking properties of multi-ply paper samples with dissimilar plies were investigated. These materials exhibit wicking performance in excess of either of their individual plies. Samples were produced from a ply of softwood pulp and a ply of hardwood pulp of equal caliper and basis weight. The softwood sample possessed a larger average pore size, a fact verified via porometry. Samples of a single ply were also produced for comparison. The samples were tested using both upward and downward gravimetric wicking tests. There was no saturation gradient observed, however there was a variation in the degree of bulk expansion during wicking. Capillary pressure and permeability for the various sample types were determined from the results of these tests and compared. It is shown that the wicking performance of the two ply sample is comparable to that of a theoretical material with the capillary pressure of the hardwood ply but the permeability of the softwood ply. Wicking in two-ply samples was also observed in an NMR apparatus. This was used to determine that the hardwood ply leads during wicking, and observe the rate of saturation as well as bulk expansion. A third type of experiment tracked the transport of dyed water from one ply to the other, establishing the direction of fluid transport during wicking to be from the softwood ply to the hardwood ply. The theory is proposed, based on these results, that wicking in this type of material consists of a smaller pored leading ply that draws water from a more permeable larger pored material that acts as a moving reservoir.

The demographics of the United States are rapidly changing, resulting in an increasingly diverse student population. Public school personnel must contend with the fact that a large number of students have limited English proficiency. These students deserve a quality education, yet often face impediments within the school system that hinder their academic progress. One means of helping English language learners is to offer bilingual or English as Second Language (ESL) instruction. Indeed, the demand for bilingual/ESL teachers is greater than the current supply. Teacher preparation programs have recognized this fact and have taken actions to increase the number of students attaining bilingual/ESL degrees and/or certifications. This study examines what strategies institutions of higher education in Texas are utilizing to recruit and retain bilingual/ESL teacher candidates. It also considers to what extent these institutions are effectively preparing their students to face linguistic issues in their future classrooms. Finally, the study describes the institutions of higher education in Texas that attract the highest number of bilingual/ESL teacher candidates and identifies the key factors in their successful efforts. The researcher used a combination of quantitative and qualitative methods to address the research questions. Data was generated via an electronically mailed questionnaire, sent to forty Deans or administrators of teacher preparation programs in Texas that offer bilingual and/or ESL education; thirty five of them responded. Descriptive statistic methods, including frequency counts, percentages, crosstabulation, and logistic regression, were used to analyzed the data. Information obtained from openended questions was checked for the recurrence of common themes. Five administrators at high enrollment institutions participated in follow-up interviews in order to provide more in-depth information. Findings from the study indicated that institutional commitment and funding levels were associated with high enrollments and with higher student scores on state-mandated bilingual and ESL certification exams. Recommendations include: making the programs a priority, expanding recruitment efforts, expanded advertising of programs and establishing university/public school liaisons. Bilingual/ESL student organizations, offering scholarships and financial advising, and establishing student/faculty mentoring programs should be used to assist teacher candidates during their academic careers so that they will be effective teachers when they graduate.

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes bibliographical references (p. 106-116).

Thesis (Ph. D.)--Institute of Paper Chemistry, 1936. / Bibliography: leaves 114-117.

Thesis (Ph. D.)--Institute of Paper Chemistry, 1948. / Bibliography: leaves 84-86.

Thesis (Ph. D.)--Institute of Paper Chemistry, 1953. / Bibliography: leaves 112-117.

This thesis comprises an investigation in order to find possibilities to implement the method used in the automotive industry to automatically generate a collision free measurement program within the aircraft components manufacturer. The purpose with the study was to compare and analyse the different methods used to generate measurement programs at GKN Aerospace Engine Systems in Trollhättan, National Electric Vehicle Sweden (NEVS) and Volvo Cars Corporations (VCC).The study was conducted through meetings, observations and questionnaires with staff from the geometry assurance engineering (GAE) departments and measurement departments in each company. By mapping the virtual GAE process started from concept development in CAD to the measurement phase in which components are measured in coordinated measuring machines (CMM), a chain of activities was analysed.NEVS and VCC are today using RD&T and IPS to generate optimized CMM programs in which a time efficient measurement path can be generated. This method was compared with the current approach at GKN Aerospace where they use one supplier for offline CMM programming (OLP) software solutions and CMMs. They are thereby working in a closed system where the OLP communicates with the CMM by supplier specific methods. The automobile manufacturer NEVS and VCC, in contrast, uses a DMIS protocol which is an ISO and ANSI standard.The study shows that an implementation of the software used by the Swedish automobile manufacture NEVS and VCC at GKN Aerospace in Trollhättan, may not have any significant improvements regarding time savings and thereby no economic benefits. However, the approach for generating an optimized measurement program in RD&T and IPS may have major improvements in other facilities within the aerospace industry which has also resulted in an instruction manual to be used for potential implementation.

Focusing on increasing student diversity, special education teacher preparation programs must work towards developing preservice special education teachers’ ability to address culture, language, and disability in meeting the educational needs of students from socio-culturally and linguistically diverse (CLD) backgrounds with disabilities during the field-based experiences (Cloud, 1993, 2002; Garcia & Malkin, 1993; Kushner, 2008). Field-based experiences provide preservice special education teachers an opportunity to apply the knowledge and skills learned at the university while receiving guidance from teacher educators. Expanding on what has been reported in the literature, this study focused on what the Higher Education Consortium for Special Education (HECSE) member institutions are reporting about the preparation of preservice special education teachers to use culturally responsive teaching (CRT) with students from CLD backgrounds with disabilities during the field-based experience. The purpose of this non-experimental, mixed-methods study was to explore what coordinators of special education teacher preparation programs with specific knowledge of the field-based experience component are currently reporting about the preparation of preservice special education teachers to be culturally responsive in their work with students from CLD backgrounds with disabilities during the field-based experience. The following were addressed as a part of the survey: (a) demographic information (b) program preparation for addressing diversity, (c) incorporation of diversity standards, (d) conceptualization of how teachers learn to teach, (e) selection of field-based experiences, (f) supervision of preservice special education teachers, (g) facilitated reflection, and (h) outcomes. The survey yielded a response rate of 50%. Data were analyzed using descriptive statistics and qualitative analysis. The findings provided a more thorough understanding of the practices currently being reported by the HECSE member institutions to prepare preservice special education teachers to meet the educational needs of students from CLD backgrounds with disabilities during the field-based experience including: (a) incorporation of the Council for Exceptional Children (CEC) skills standards for multicultural competence (b) implementation of the components of CRT, and (c) facilitated reflection opportunities. Implications for the preparation of preservice special education teachers and future research are discussed. / text

This study aimed to understand the relationship between (a) student teachers' conceptions of classroom technology use and digital equity and (b) the teacher education programs in which they study. This mixed method study occurred during the spring semester of 2012. Forty-one student teachers enrolled in two different university teacher certification programs completed an online survey in regards to their technology attitude and beliefs, technology knowledge and skills, technology support and infrastructure, and digital equity perceptions near their graduation date. Semi-structured interviews were conducted with 12 of the participants to allow for student teachers to expand upon their conceptions of classroom technology use and their understanding of digital equity. The study found that student teachers in both programs were inclined to integrate technology in their future classrooms, but were lacking in experiences of student-centric, faculty modeling of technology integration within their subject, content areas. In regard to digital equity, student teachers that completed a formal educational technology course had a more complex and conscious conception of digital equity and its impact on the classroom than student teachers lacking a formal educational technology course. Discussion focuses on (a) persistent traditionalist power and pedagogy, (b) lack of content-based modeling, (c) dodging digital equity, (d) varying digital equity conceptions, and (e) persistent societal inequalities within these two teacher education programs. I then introduce 'critical transformative technology integration' (CTTI), which needs to be established in teacher education. CTTI provides students with opportunities for contextually and culturally relevant integration of technology into subject-content areas. Additionally, CTTI considers existing power relations, and aims to empower action and change. Student teachers possessing an understanding of technology integration and an awareness of digital equity will be better equipped to offer CTTI in their future classrooms. By providing all PK-12 students with opportunities for CTTI, teachers can reduce classroom digital inequities. To empower future teachers with the knowledge, skills, and conceptions necessary for CTTI, teacher education programs must consider their approach to technology integration and the development of digital equity. / text

Lewis Carroll's novels Alice's Adventures in Wonderland and Through the Looking Glass and What Alice Found There share many characteristics with the author's photographs. Both Carroll's portraits and literature utilize dreamlike imagery to move beyond the present time and space into a dream world. The similar imagery demonstrates an important creative link between Carroll's novels and photographs. The creation of Carroll's masterpiece, Alice's Adventures in Wonderland and its sequel, Through the Looking Glass and What Alice Found There, creatively depended on the photographic images Carroll produced. Utilizing the four step process of creativity generally accepted by psychologists, Carroll's photographs are examined alongside his texts. In doing so, modern readers of Carroll's novels can glimpse the creative process that produced Wonderland. To argue the creative relationship between Carroll's photography and literature, R. Keith Sawyer's 2006 text, Explaining Creativity: The Science of Human Innovation is employed. Sawyer describes creativity as a four step process: preparation, incubation, insight, and verification. Using these fours steps as reference points, passages from Alice's Adventures in Wonderland and Through the Looking Glass and What Alice Found There are examined alongside Carroll's photographs in order to demonstrate the creative importance of photography to the creation of the Alice novels.