Source: Dissertation Abstracts International, Volume: 40-07, Section: B, page: 3077. / Thesis (Ph.D.)--The Florida State University, 1979.

The present study was designed to achieve three goals: (1) to investigate some physical properties of the crude antimicrobial substance (lactobulgarican) produced by Lactobacillus bulgaricus, (2) to test the effect of several types of sugar present in the growth medium of L. bulgaricus on production of lactobulgarican, and (3) to purify and characterize the pure lactobulgarican. / Lactobulgarican was located extracellularly and was more active toward gram-negative than -positive organisms. It had an optimum pH of 4.0. It was reversibly inactivated at pH range of 5.0-12.0 but irreversibly inactivated at pH 1.0. At the optimum pH, lactobulgarican was highly thermostable. It was also stable to refrigerated storage up to 18 days. / Carbohydrate-free formula, with a given type of sugar added, was used to test the effect of sugar on lactobulgarican production. Among the sugars tested, glucose produced the lowest pH value and the largest inhibition zone under a short incubation period, i.e., 48-hours. Under a long incubation period, i.e., 96-hours, both glucose and lactose, at the same concentration, produced comparable results. A ninety-six hour incubation period was the best one among those tested. Fructose and sucrose were not fermented by L. bulgaricus, and did not produce any inhibition zones. / Reversed phase HPLC column was used to purify lactobulgarican. Lactobulgarican did not contain lactic acid or hydrogen peroxide. The UV spectrum of lactobulgarican produced two broad peaks at 198 and 274 nm. Negative and positive chemical ionization mass spectra produced peaks at m/e 181, 180, 163 and 179, 91, 88, 57, respectively. The biuret test for lactobulgarican was negative. Results from the UV and mass spectra indicated the possible presence of a hexose and a phenol-containing compound, possibly phenylalanine. The molecular weight of lactobulgarican was (LESSTHEQ) 507. / Source: Dissertation Abstracts International, Volume: 46-01, Section: B, page: 0012. / Thesis (Ph.D.)--The Florida State University, 1984.

Video art is a more recent development and use of video technology. This much less commonly known aspect of video making focuses on art rather than entertainment. Video artists are interested not only in the formal visual aspects of the medium, but also in those other intrinsic qualities of the medium. The particular language of video art can be understood, however, only when the proper education is gained by the viewer. That is, a method of critically viewing video art is needed in order to help students understand this new art form and be able to derive meaning from video art works. The purpose of this study, therefore, is to develop a framework for critiquing video art in an educational contest. The basic structure of the framework developed is based both on Lippitt's (1973) framework for the development of a model and Van Gigch's (1991) model building concepts. In this study, the framework is composed of five major constituents which are: supports and policies of the government, collaborative relationships, art criticism, educational methods of art criticism, and instructional framework. They are structured as a framework for pedagogically developing secondary school students' critical skills, which are required for critiquing video art. In addition, this instructional framework can be used as reference by regular classroom teachers, arts specialist teachers, or school administrators. / Source: Dissertation Abstracts International, Volume: 57-04, Section: A, page: 1449. / Major Professor: Jessie Lovano-Kerr. / Thesis (Ph.D.)--The Florida State University, 1996.

Walnuts contained about 16.66% protein and 66.90% lipids. Linoleic (61.21%) and linolenic (13.81%) acids accounted for up to 75% of the total fatty acids in walnut lipids. The majority of walnut proteins were soluble in 0.1 M NaOH with a minimum solubility at pH 4. Albumins, globulins, prolamins, and glutelins respectively accounted for 6.81, 17.57, 5.33, and 70.11% of the total protein. Both protein solubility and electrophoretic analyses revealed glutelins to be the major walnut proteins. The total protein contained at least seven major polypeptides with estimated molecular weight range 19,590-21,830 and 33,340-37,150. Lysine was the first limiting essential amino acid in total proteins, globulins, and glutelins. Leucine and methionine plus cysteine were the limiting amino acids, respectively, for prolamins and albumins. Hydrophobic and acidic amino acids dominated the amino acid composition in all protein fractions. Minimum extractability of nitrogen at 0.5-1 M TCA represented the nonprotein nitrogen compounds in defatted walnuts. The nonprotein nitrogen values in walnuts ranged from 6.24 to 6.50% of the total nitrogen. Native or heat denatured walnut glutelins were easily hydrolyzed in vitro by the common digestive proteases. The tannin content of inshell and shelled walnuts was in the range of 889-1095 and 574.4-667.2 mg catechin equiv./100 g walnut, respectively. After three weeks of storage, walnut assayable tannins were reduced by about 20%. Blanched walnuts (BW) retained about 2% of assayable tannins, had a buttery-sweet taste, and rated less astringent then unblanched walnuts (UW). The astringency scores and tannin content of BW were correlated (r = 0.9249). / Source: Dissertation Abstracts International, Volume: 57-03, Section: B, page: 1526. / Major Professor: Shridhar K. Sathe. / Thesis (Ph.D.)--The Florida State University, 1996.

Source: Dissertation Abstracts International, Volume: 37-07, Section: B, page: 3331. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 37-07, Section: A, page: 4077. / Thesis (Ph.D.)--The Florida State University, 1976.

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Thesis advisor: Diana Pullin / Thesis advisor: Vincent Cho / There is limited research that outlines how a superintendent's instructional vision can help to gain acceptance of a large-scale technology initiative. This study explored how superintendents gain acceptance for a large-scale technology initiative (specifically a 1:1 device program) through various leadership actions. The role of the instructional vision in helping superintendents gain acceptance for a technology initiative was the focus of this research. Five school districts where a large-scale, 1:1 technology initiative was being implemented were the location for this study. These superintendents as well as district administrators with key roles in the technology initiative were interviewed to explore their knowledge and perceptions regarding the district's instructional vision and how it was being utilized to gain acceptance for the technology initiative. The study found that the superintendents utilized various strategic processes to create resonance with stakeholders between the instructional vision and the technology initiative. The superintendents utilized instructional visions that contained many elements of constructivist and 21st century learning skills. However, the definition and communication of the superintendent's specific instructional vision was not always clear and consistent throughout the district. The mission statements, technology plans and district administrators often communicated an instructional vision for the district that was unrelated to the instructional vision communicated by the superintendent. Additionally, while the implementation of the instructional vision was described as a collaborative effort in all of the districts, the development of the instructional vision was primarily limited to the superintendent and his leadership team (principals and central office academic administrators). Study results showed that while there was an understanding amongst district administrators of how technology can support teaching and learning, there was inconsistency in the understanding of the superintendent's instructional vision for the district and how technology should be utilized to help accomplish these goals. Often, it would appear that the technology initiative was driving the instructional vision for the districts and not the other way around. Since there is limited research that outlines how a superintendent's instructional vision can help to gain acceptance of a large-scale technology initiative, this study hopes to highlight the use of the instructional vision in gaining acceptance of a large-scale technology initiative and the practical methods of achieving this. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: John B. Williamson / While much has been written about the effects of information and communication technology (ICT) on the workplace, little research has focused specifically on its effect on older workers. Using Pierre Bourdieu's theories of "capital" as a frame, I investigate how older academic faculty, clergy, and government employees have been affected by the rapid technological changes that have occurred in the workplace over the past 25 years. I conducted 75 semi-structured interviews and discovered that older workers, while generally limited in their technological familiarity and competence when compared to their younger coworkers, do have a wealth of skills that make them invaluable as employees in the modern workplace. Through the use of their social connections and organizational knowledge, I found that older workers are able to successfully mitigate almost any lack of technological skill. Moreover, as the responsibilities of workers change, because of globalization and the automation of work, I contend that the skills of older workers will be able to successfully manage the transition. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.

In recent years, virtual reality (VR) has become more common within the media industry and with its increasing popularity, spatial audio reproduction methods such as ambisonics have got more attention. But how humans perceive auditory events in VR is an ongoing research topic and there is a need for keep evaluating the reproduction methods used for it. Even though humans’ auditory distance perception in natural and laboratory conditions has been investigated in many previous studies, little has been made in VR environments. Thus, there is a need for keep investigating how humans estimate sound source distances in VR and which recording techniques that results in most accurate estimations. This study aimed to investigate human’s accuracy in sound source distance estimations in VR, when sound sources have been recorded with an artificial head or first-order ambisonic (FOA) microphone. Three different reproductions methods were used in the study: artificial head, FOA-tracked binaural and FOA-static binaural. In a VR environment, twenty-three subjects were asked to position a virtual loudspeaker at the same position as a sound source. The results showed no significant differences between the three reproduction methods. In the results it was also shown that the subjects clearly overestimated the sound source distances. A possible reason is that the subjects underestimated the size of the virtual environment.