Synchronizing hand and foot movements under reactive versus predictive control results in differential timing structures between the responses. Under reactive control, where the movement is externally triggered, the electromyographic (EMG) responses are synchronized, resulting in the hand displacement preceding the foot. Under predictive control, where the movement is self-paced, the motor commands are organized such that the displacement onset occurs relatively synchronously, requiring the EMG onset of the foot to precede that of the hand. The current study used a startling acoustic stimulus (SAS), which is known to involuntarily trigger a prepared response, to investigate whether these results are due to differences in the pre-programmed timing initiation structure of the responses. Participants (n=17) performed isolated and synchronous movements of the right heel and right hand under both reactive and predictive modes of control. The reactive condition involved a simple reaction time (RT) task where participants performed the required movement in response to a visual go-signal. The predictive condition involved an anticipation-timing task where participants initiated the required movement coincidently with a sweeping clock hand reaching a target. On a subset of trials, a SAS (114 dB) was presented 150 ms prior to the imperative stimulus. Results from the SAS trials revealed that while the differential timing structures between the responses was maintained under both reactive and predictive control, the EMG onset asynchrony under predictive control was significantly smaller following the SAS. Additionally, there was no difference in the effect of the SAS when the movements were performed in isolation versus synchronously. Together, these results suggest that the timing between the responses, which differs between the two control modes, is pre-programmed; however, under predictive control, an increase in cortical activation from the SAS may have shortened the between-limb delay.

The school counseling field has evolved over the years and increasingly clarified school counselors' job roles and activities (Burnham & Jackson, 2000; Cervoni & DeLucia-Waack, 2011; Shillingford & Lambie, 2010; Trolley, 2011); however, school counselors\' job roles and activities remain inconsistently understood and practiced (Burnham & Jackson; Cervoni & DeLucia-Waack; Gysbers & Henderson, 2012; Hatch & Chen-Hayes, 2008; Herr & Erford, 2011; Lambie & Williamson, 2004; Perera-Diltz & Mason, 2008; Rayle & Adams, 2008; Scarborough & Culbreth, 2008; Shillingford & Lambie; Studer, Diambra, Breckner & Heidel, 2011; Trolley).  School counselors are highly trained in academic preparation programs to perform school counseling job activities in schools (American School Counselor Association [ASCA], 2008).  At the same time, the job expectations taught in academic preparation programs can differ from the actual school counseling job (Allen et al., 2002; Bodenhorn, 2006; Brott & Myers, 1999; Chambers, Zyromski, Asner-Self, and Kimemia, 2010; Culbreth, Scarborough, Banks-Johnson, & Solomon, 2005; Holcomb-McCoy, 2001; Kolodinsky, Draves, Schroder, Lindsey, & Zlatev, 2009; Milsom, 2002; Mustaine, Pappalardo & Wyrick, 1996; National Office for School Counselor Advocacy [NOSCA], 2011, 2012a; Pérusse & Goodnough, 2005; Sisson & Bullis, 1992; Steen, Bauman, & Smith, 2008; Trolley). As a result, several researchers recommended collecting data on school counselors' perceptions of the effectiveness of academic preparation to perform work related practices (Kolodinsky et al.; Pérusse & Goodnough; Pérusse, Goodnough, & Noël, 2001; Sisson & Bullis; Trolley).   In this dissertation study the author gathered information on and examined discrepancies between school counselors\' reported academic preparation and actual job activities.  The author will describe an overview of the problem in Chapter One, an in-depth literature review will be conducted in Chapter Two, the methodology will be described in Chapter Three, the results of the study will be outlined in Chapter Four, and lastly, Chapter Five will include a discussion of the results of the study, including implications and recommendations. / Ph. D.

Solid Phase Microextraction (SPME) associated with Microwave Assisted Extraction (MAE)^(1-3) , on-line headspace derivatization ^(4-6) and the selectivity of different SPME coatings ⁽⁷⁾ were studied. Trace amounts of Veltol ®, Veltol Plus® and short chain fatty acids in food samples were analyzed by GC/MS. Since SPME is not directly applicable to solid samples, SPME associated with MAE techniques was studied for solids, primarily food samples. The efficiency of classical solvent extraction and MAE was compared. The parameters which affect SPME, were optimized for the determination of Veltol® and Veltol Plus® in food products such as potato chips and coffee. The technique gave a detection limit of 2 ppb for Veltol Plus ® which is 200 times more sensitive than conventional GC technique. Headspace injection is characterized by simple and easy handling of complicated solid and solution matrices. Headspace injection, however, is not suitable for high molecular weight substances or non-volatile compounds. An on-line derivatization headspace technique was studied for short chain fatty acids. These samples are difficult to do by classical GC. The developed technique simplified the conventional derivatization procedures and combined the sample preparation and GC/MS analysis into one step. The thermostatting temperature, time, solvent and matrix effects were investigated. Low calorie fat and some agricultural samples were analyzed. The detection limit for acetic acid is 8 ppb. SPME is a novel sample introduction technique. The behavior of di(methylsiloxane), polyacrylate and Carbowax coatings on SPME fibers for compounds having different functional groups were investigated. The selectivities of the coating, sample pH and the sample temperature were investigated. / Ph. D.

Due to teacher shortages at the study site, teaching positions in the state that is the focus of this study are filled by alternate route (AR) teachers, who earned bachelor degrees in the fields that were not related to education and received teacher certification through alternative teacher education programs. Because there is limited information about the preparation and performance of AR teachers at the site of this study, the purpose of this sequential mixed methods project study was to explore AR teachers' preparation and their effect on student learning as measured by Northwest Evaluation Association's Measures of Academic Progress/Discovery Education Assessments. Guided by Mezirow's experiential learning theory and Dewey's educational philosophy, this project study investigated the relationship between the alternate route teachers' field experiences and years of experience, and teachers' effect on student learning. Data collection included a survey of 36 K-12 AR teachers selected through convenience sampling, document analysis of their student assessment scores, and 6 structured interviews with purposefully selected high performing AR teachers. Data were triangulated and cross-analyzed. Findings indicated that when AR teachers engage in field experiences prior to teaching, their students have higher levels of achievement as evidenced in their assessment scores. There was no correlation between AR teachers' years of teaching experience and their student assessment scores. Analysis of AR teachers' interview responses revealed a need for professional development, which was then created to address those needs. This study may contribute to social change by offering the targeted professional development of AR teachers and improving the design of AR preparation programs to better influence student learning.

I It was unclear how the teacher education curriculum at a regional university in the south central region of the United States developed mathematical knowledge for teaching (MKT) in prospective elementary teachers. Understanding how MKT develops during teacher training is important because MKT has been linked to student achievement. The purpose of this sequential explanatory mixed methods study was to examine how prospective elementary teachers' MKT developed while enrolled in a math and science strategies course. Guided by Ball et al.'s MKT framework and Silverman and Thompson's development of this framework, this study investigated changes in prospective teachers' MKT levels and teacher candidates' perceptions of instructional tasks that assisted in the development of MKT during the course. During the quantitative phase, teacher candidates (N = 30) completed the Number Concepts and Operations assessment as a pre- and posttest. Paired t test results showed no significant changes in candidates' MKT levels. During the qualitative phase, volunteers were interviewed about their perceptions of how the course influenced their development of MKT. Thematic analyses revealed that teacher candidates recognized instruction that developed MKT, perceived the strategies course to have little to no influence on MKT, and felt unprepared to teach math. Findings were used to develop a revised curriculum plan for developing prospective teachers' MKT. The findings may lead to positive social change in the form of curriculum revisions aimed at developing teacher candidates' MKT to improve future instruction. The project may be shared with other colleges to improve curriculum with the goal of improving the quality of math instruction statewide.

Sexual minorities (SM) are at a greater risk for experiencing a serious mental illness (SMI) compared to their heterosexual counterparts. Furthermore, SM with a SMI continue to experience stigma and discrimination that leads to more negative outcomes and a greater need for counseling services. Current researchers have not adequately addressed the specific needs of SM with a SMI and how to prepare counselors to work with this population. Furthermore, most SM with a SMI find that counseling services are inadequate and do not meet their unique needs. The purpose of this transcendental phenomenological study, grounded in a Husserlian philosophical and Minority Stress Model conceptual framework, was to explore the experiences and perceptions of counselors who provide counseling services to SM with a SMI. Data was collected from six participants using a semistructured interview and followed a thematic data analysis process, ensuring thematic saturation. The results of this study highlighted many themes regarding the unique needs of SM with a SMI, such as their multiple minority stressors, negative counseling experiences, and the impact of family, as well as counselor's perception regarding the lack of preparation in graduate school to work with SM with a SMI. Study findings may improve counselors' understanding of the needs of SM with a SMI so they may provide more effective counseling services. Also, this study highlights the importance of training counselors to work with this population and may bolster the efforts of counselor educators.

The purpose of this study was to develop a model to predict the college mathematics courses a freshman could expect to pass by considering their high school mathematics preparation. The high school information that was used consisted of the student's sex, the student's grade point average in mathematics, the highest level of high school mathematics courses taken, and the number of mathematics courses taken in high school. The high school sample was drawn from graduated Seniors in the State of Utah for 1979. The college sample was drawn from the fall semester 1980 at Utah State University, Weber State College, University of Utah, Westminster College, and Brigham Young University. The model was developed using ACT Scores as the dependent variable with the high school data in one equation and the college data in another equation and then predicting from high school to college using the ACT Scores as the bridge. The results showed that those students that had courses in the higher levels of mathematics in high school, were significantly more successful! in college mathematics. The level of mathematics was more significant than the grades received in mathematics. Females who had had higher levels of mathematics in high school were as successful! as males on that level.

Remarriage has gained special attention in the past couple of decades from clinicians, researchers, and educators because of the unique issues faced by individuals entering such a relationship. Recognition of these issues increased marriage practitioners' hope that a shift in the social climate had led individuals to prepare for remarriage through various means. This study sought to, one, gain a current perspective on remarriage preparation; two, learn how individuals rate the helpfulness of preparation; and three, note any differences in remarital quality (remarital satisfaction and adjustment) and perceptions of preparedness between individuals who did or did not participate in preparation. Data were analyzed from the Utah Newlywed Study. Results showed that most individuals prepared by talking to others or read ing written information, and most individuals who participated in some form of preparation found it helpful. Despite a high number of participants who reported remarriage preparation as helpful, nonparticipants were more plentiful than participants. The majority of those who did not participate reported preparation as unnecessary. Remari tal quality varied based on the preparation form considered. Based on the resu lts, it was suggested that marriage practitioners should do more to increase individuals' views that preparation is valuable, as those who participated generally found it to be helpful.

The purpose of this study was to define the messages related to food preparation that are conveyed by women's magazines to homemakers as consumers during the post-World War II period, and to analyze any changes of those messages over time. A content analysis of food related articles and advertisements in representative issues of Ladies' Home Journal and Good Housekeeping magazines from 1947 to 1986 was conducted. Both manifest and latent content were coded and agreement between the two measures was analyzed. Of eighteen messages defined, five were found to account for 78.9 percent of the messages conveyed,. The five messages, listed in descending order, were (1) taste and visual appeal, (2) convenience and versatility, (3) nutrition, (4) quality, and (5) expertise in homemaking and hostessing skills. Using a test of chi-square, no significant difference in the distribution of the messages conveyed from year to year was found. Nevertheless, changes in presentation of the messages were found. Changes were geared to changing technological orientations, economic conditions, and gender roles.

A random survey was conducted to determine the academic preparation and background of the public secondary mathematics teachers in the state of Utah. The survey indicated that there is a wide variance in the teacher mathematics preparation between the three types of public secondary schools. The class B high schools have a smaller percentage of well prepared mathematics teachers than either the class A high schools or the junior high schools. The following facts were discovered: (1) 22.03 percent of all the surveyed mathematics teachers had between 1 and 15 quarter hours of college mathematics preparation, (2) 5.22 percent had 0 quarter hours of mathematics preparation, (3) 33.33 percent of all the surveyed teachers had 45 or more quarter hours of mathematics preparation, (4) 53.33 percent had completed one year of calculus, (5) 68.41 percent had some formal training in "modern" mathematics, and (6) 43.77 percent had participated in some type of National Science Foundation mathematics institute.