Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The goal of this study was to compare two approaches to teaching a combined music fundamentals/methodoloy course to preservice early childhood/elementary classroom teachers. The 25 subjects in the control group participated in a teacher-directed approach involving teacher explanation, student response, and teacher feedback. The 25 subjects in the experimental group participated in a student-centered Arts PROPEL approach involving strategies for production, perception and reflection. The two approaches were examined in terms of changes from the beginning to the end of the course in subjects' knowledge of music, their performance skills, and their attitudes about music education for children. The researcher was the instructor for both groups. Data were gathered from both groups using pre- to post Music Achievement Tests 1 and 3 (Colwell, 1969, 1970), Attitude Behavior Scale-Elementary General Music Survey (Tunks, 1973), and researcher-developed assessments based on the music sections of the National Standards for Arts Education (Consortium of National Arts Education Associations, 1994) including Reading and Notating, Personal Identification of Skills Scale, and Singing and Recorder Performance Assessments. Reflections and vision statements were used to clarify results of the analyses. Additional data gathered from the experimental group at the beginning, the middle, and the end of the course included Singing and Recorder Self-Assessments, Singing and Recorder Ensemble Rehearsal Critiques, and Peer Interviews. Findings showed significant improvement from beginning to end of course for both groups on reading and notating, instrument recognition, singing, attitudes and subject awareness of skills. There was borderline significant changes in interval discrimination in the experimental group and borderline significant changes in meter discrimination in the control group. Arts PROPEL experimental group subjects showed significantly greater improvement in reading and notating than did control group subjects. The Arts PROPEL approach showed no significant advantage over teacher-directed instruction in all other dimensions. Differences between approaches may be explained by the methodology, in particular, the use of domain projects in Arts PROPEL that require subjects to regularly self assess and report on their performances. / 2031-01-01

Corticotomies have been used to assist orthodontic treatment since the late 18th century. This review describes and compares different surgical techniques available to accelerate tooth movement: PAOO™, Corticision, Piezocision™ and Propel. All of the approaches described accelerate orthodontic tooth movement and may protect against root resorption. PAOO™ and Piezocision™ offer the option of bone and soft tissue grafting at time of surgery. Corticision, Piezocision™ and Propel are considered minimally invasive procedures thanks to the flapless approach, but the use of the mallet in Corticision could constitute a trauma for the patient. The piezoelectric knife creates a more intense Regional Accelleratory Phenomenon (RAP) at the site of injury due to the effect of high frequency vibrations. This suggests that Piezocision™ could create a greater effect on bone remodeling, hence producing faster tooth movement and extended RAP. The lack of randomized controlled clinical trials makes an effective comparison between these techniques difficult and future studies are needed to better evaluate the outcomes of each of these.

Prozessmuster ermöglichen die modulare Modellierung und flexible Anwendung von Softwareprozessen. Gegenwärtige Beschreibungen von Prozessmustern weisen jedoch Mängel wie uneinheitliche und uneindeutige Beschreibungsformen und fehlende Beziehungsdefinitionen auf. Diese Mängel wirken sich nachteilig auf den effektiven Einsatz von Prozessmustern aus. In dieser Arbeit stellen wir die Sprache PROPEL (Process Pattern Description Language) vor, die Konzepte zur Beschreibung von Prozessmustern und Beziehungen zwischen Prozessmustern bereitstellt. Mit Hilfe von PROPEL können einzelne Prozessmuster modelliert und durch Definition von Beziehungen zu komplexeren Prozessen zusammengesetzt werden. Durch die Darstellung eines Prozessmuster-Katalogs in verschiedenen Sichten können die Prozessmuster und ihre Beziehungen übersichtlich dargestellt werden. Ein Beispiel illustriert, wie ein Prozessmuster-Katalog und die zugehörigen Prozessmuster modelliert werden.

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Due to increasing teacher accountability and standardized test score requirements attributed to the No Child Left Behind Act of 2001, this essay examines research of the positive influences of arts education on student academic achievement and social growth. Howard Gardner's Multiple Intelligences Theory and brain research, such as that of Eric Jensen, suggest the necessity for various types of instruction and assessment to ensure that all students' learning needs are met; and to maximize the potential for intellectual growth in each student. Harvard University's Project Zero programs: Artful Thinking, Art Works for Schools, and Arts PROPEL are examined. A+ Schools Program (North Carolina), and various schools and school districts around the United States having arts-rich curricula and high student academic and social achievement are identified. Community Outreach programs: Chicago Arts Partnership in Education (CAPE),Young Audiences of Indiana, the Pennsylvania Ballet show positive arts influence outside of the traditional classroom setting. Research by James S. Catterall, J. Burton, R. Horowitz, and H. Abeles on the question of learning transfer taking place across the disciplines is also examined.

In an era of struggling public educational systems, the Allegheny County Propel Schools organization has made great strides to improve academic performance while producing students who are also great citizens. From their founding less than a decade ago, a clear vision and approach to education, captured in a handful of Promising Principles, has been an unquestionable part of their success. As the organization grows and new schools are planted, Propel must find effective means of replicating their model to ensure that each Propel school is as successful as the others. With this project, the author aims to prove that design and designers have an important role to play in helping this type of organization reach their goals without approaching the situation from a problem-solving, artifact-based angle. Instead, the author deliberately departs from a discipline-specific design approach to engage strategically with an organization devoted to social impact; through this relationship she uses design methodology in a non-traditional setting to show that the power of fully immersive collaboration is greater than the power of design alone. The result is a set of design recommendations for a systemic model of replication that is both sensitive to the organization’s culture and forward-thinking in its approach. This model, paired with the introduction of a new job position and virtual assistant, is a comprehensive proposal for helping the organization plan for future growth. It is meant to provide a foundation for what is possible, a framework for visualizing the potential, attainable next steps.

This project study addressed the problem of the low percentage of a Mid-Atlantic university's radiography graduates passing their credentialing registry examination. The cohort had a 2014 pass rate of 83% while the majority of surrounding schools had pass rates of 100%. In order to become registered radiographers, graduates must be able to take what they have learned in their educational program and directly apply it to their professional skill set. The conceptual framework for the study was social constructivism, adapting and transforming what was new information to previous experiences and group activities. A qualitative case study research design was chosen, and interviews were conducted with 9 graduates from the 2014 radiography cohort. The interviews were recorded, transcribed, manually coded, and analyzed for emerging themes. Key results indicated the graduates needed to self-monitor, self-motivate, and self-propel to successfully pass their credentialing exam. A 3-day professional development plan for graduates was created based on the findings from the study. Passing the credentialing exam affects social change in that knowledge and education produces positive outcomes, and for allied health professionals, it produces optimum patient care. Social change is possible through education, which will enhance an individual's self-efficacy, thereby enriching the society and culture to which they contribute. This knowledge will support the local problem in that optimum performance for radiography graduates will be monitored for standards of excellence.

The pursuit of Sustainable Development Goals (SDGs) requires a transformative approach to energy systems, focusing on cleaner, reliable, and affordable energy services. This pursuit of achieving the SDG 7 goal of universal access to affordable and clean energy, can have numerous positive and negative implications on all other SDGs and their targets. This thesis project explores and addresses these interlinkages between SDGs and energy projects, highlighting the synergies and trade-offs of energy projects to contribute to achieving the SDGs. In this project, we propose a methodology and framework to facilitate the integration of the SDGs into the energy project planning and implementation phase. This framework is implemented into a tool called SDGs-PROPEL (Sustainable Development Goals - PROject Performance Evaluationand Learnings) that is tailor-made to help energy practitioners identify potential trade-offs and synergies, and develop strategies to maximize positive impacts and minimize negative ones by prioritizing the SDGs that are relevant to their projects. The proposed methodology also takes into consideration the growing importance of Environmental, Social, and Governance (ESG) reporting, ensuring that energy projects align with sustainable practices and societal expectations. Three case studies - one Wind energy projectand two district heating projects, all in France, are utilized to test the SDGs-PROPEL tool. It also incorporates feedback from technology experts working in District Heating and Cooling(DHC) and wind energy in energy companies and academia. The tool was also tested by studentsat the master’s level at KTH Royal Institute of Technology. The proposed methodology in the SDGs-PROPEL tool can be used by any energy practitioner for building a robust testing process for their tools and, in turn, help address some of the challenges of integrating SDGs with energy projects by providing a structured approach to incorporating the SDGs into theplanning and implementation phase of the energy projects. In conclusion, this paper emphasizes the significance of incorporating the SDGs into energy projects as a means to drive sustainable development. By enabling companies to assess the environmental, social, and economic impacts of their energy initiatives, this integration plays a crucial role in addressing critical global issues like climate change, poverty reduction, and energy access. / Strävan efter hållbara utvecklingsmål (SDG) kräver ett transformativt förhållningssätt till energisystem, med fokus på renare, pålitliga och överkomliga energitjänster. Denna strävan efter att uppnå SDG 7-målet om universell tillgång till hållbar energi, kan ha många positiva och negativa konsekvenser för alla andra SDG och deras mål. Detta avhandlingsprojekt utforskar och tar upp dessa kopplingar mellan SDG och energiprojekt, och belyser synergierna och avvägningarna mellan energiprojekt för att bidra till att uppnå SDGs. I det här projektet föreslår vi en metod och ett ramverk för att underlätta integrationen av SDGs i energiprojektets planering och genomförandefas. Detta ramverk är implementerat i ett verktyg som kallas SDGs-PROPEL (Sustainable Development Goals - PROject Performance Evaluation and Learnings) som är skräddarsytt för att hjälpa energiutövare att identifiera potentiella avvägningar och synergier, och utveckla strategier för att maximera positiva effekter och minimera negativa. genom att prioritera de SDG som är relevanta för deras projekt. Den föreslagna metoden tar också hänsyn till den växande betydelsen av miljö-, social- och styrelserapportering (ESG), vilket säkerställer att energiprojekt överensstämmer med hållbar praxis och samhälleliga förväntningar. Tre fallstudier - ett vindenergiprojekt och två fjärrvärmeprojekt, alla i Frankrike, används för att testa SDGs-PROPEL-verktyget. Den innehåller också feedback från teknikexperter som arbetar med DHC och vindenergi i energiföretag och akademi. Verktyget testades även av studenter på masternivå vid Kungliga Tekniska Högskolan. Den föreslagna metoden i SDGs-PROPEL-verktyget kan användas av alla energiutövare för att bygga en robust testprocess för sina verktyg och i sin tur hjälpa till att hantera några av utmaningarna med att integrera SDGs med energiprojekt genom att tillhandahålla ett strukturerat tillvägagångssätt för att införliva SDGs in i planerings- och genomförandefasen av energiprojekten. Sammanfattningsvis betonar detta dokument betydelsen av att införliva SDGs i energiprojekt som ett sätt att driva hållbar utveckling. Genom att göra det möjligt för företag att bedöma de miljömässiga, sociala och ekonomiska effekterna av sina energiinitiativ, spelar denna integration en avgörande roll för att ta itu med kritiska globala frågor som klimatförändringar, fattigdomsminskning och tillgång till energi.