The work presented in this dissertation deals with the development of new methodologies for P-C bond formation as well as synthesizing biologically relevant organophosphorus compounds. A distinct emphasis is given to the important synthetic targets, the H-phosphinates. A review of relevant literature is provided in Chapter 1. Chapter 2 describes the synthesis and structural analyses, of triphenylmethyl-containing phosphorus compounds. For the first time, both phosphonothioic and boranophosphonic acids have been characterized by single X-ray diffractometry. The third chapter details the preparation and the reactivity of phosphine-borane complexes. Novel dialkoxyphosphine-borane complexes were introduced, both as general synthetic intermediates for the preparation of H-phosphinates or disubstituted phosphinic acids, and as boranophosphonate precursors. Related to this chemistry, silylation of an H-phosphinate intermediate can also be conducted and the resulting phosphonite protected with borane. This allows the temporary protection of the sensitive P-H group, so that manipulations of the alkyl chain might be conducted. In chapter 4, the palladium-catalyzed cross-coupling reaction of dialkylphosphites with aryl and heteroaryl halides is presented. An efficient, versatile and economically attractive alternative to the original Hirao cross-coupling by using only 1 mol% (or less) Pd(OAc)2/dppf is described. Moreover, first example of palladium-catalyzed P-C bond formation between activated aryl chlorides and a phosphite are herein reported. Chapter 5 focuses on the free-radical hydrophosphinylation of alkynes. The triethylborane-initiated radical addition of sodium hypophosphite to terminal alkyne affords the previously unknown 1,1-bis-H-phosphinates, precursors of the biologically relevant 1,1-bisphosphonates (e.g., treatment of bone diseases). Thus, the oxidative conversion of 1,1-bis-H-phosphinates to the corresponding bisphosphonates, as well as the synthesis of a series of bio-conjugates (steroids, carbohydrates, fluoroquinolones) was investigated. In the last chapter, the palladium-catalyzed hydrophosphinylation of hypophosphorous acid derivatives to terminal alkynes is reported. In an effort to improve the regioselectivity of the reaction, various terminal alkynes were tested, as well as the solvent and catalyst system.

This study measured the current characteristics of faculty development in public two-year colleges in Texas. Current characteristics were determined by an electronic questionnaire completed by the responding staff or faculty member designated by each Texas two-year college as the person most responsible for faculty development. In the case when faculty development responsibility was divided by technical and academic faculty, both designees at the college were sent electronic questionnaires. Of the 78 colleges, 6 colleges, or 8 percent, divided faculty development responsibilities between two individuals at the college. Those six identified colleges were sent two questionnaires each for the two selected representatives. Of those 6 colleges, 4 responded or 67 per cent. Overall, of the 78 colleges sent electronic questionnaires, 57 responded, yielding a 73 percent return. The major results of the study indicate: 1. The majority of colleges studied do not designate a faculty development space at the college.2. A large percentage of two-year public colleges in Texas, 49.2 percent of the total respondents, had no staff member responsible for faculty development who spent more than 51 percent of the time on faculty development duties. 3. Two-year public colleges budget relatively few funds for faculty development. 4. Of all respondents 42.6 percent report that they did not perform a needs assessment. 5. Most Texas two-year public colleges, 92.7 percent of respondents, claimed that their colleges evaluated faculty development activities. However, almost 25 percent of those respondents did not use an evaluation instrument. Of those respondents using an instrument, the most selected area of measurement was participant satisfaction. Performance outcomes measure was the least selected category at 5.8 percent.

The problem with which this study was concerned is a comparison of the problem solving ability of physics and engineering students in a two year college. The purpose of this study was to compare the problem solving ability of physics and engineering students in a two year college and determine whether a difference exists. Data was collected from an instrument administered to twenty-six engineering students and twenty-three physics students as a major examination in their regular courses. The instrument was validated by being taken from representative texts, by approval of the instructors using the examination, and by approval of a physics professor at a university. The instructors and professor were considered a panel of experts. Comparison of test scores of students who were registered in both physics and engineering and who took the exam twice, established concurrent validity of the instrument. A questionnaire was also administered to both groups of students to determine their personal problem solving strategies, if any, and to collect other demographic data. Additional demographic data, as available, was 2 obtained from the registrar. Instructor profiles were determined from interviews with each of the four instructors involved. Analysis of the data indicated there is a significant difference in the ability of engineering students and physics students to solve statics problems. The engineering students scored significantly better in solving both engineering problems and in overall problem solving, as hypothesized. The engineering students also scored significantly higher in problem solving ability on physics problems, resulting in the rejection of the hypothesis that there would be no difference in the problem solving ability of the two groups on physics problems.

This phenomenological qualitative research study sought to gain insight into the socialization experiences of new vocational technical faculty. Ten Louisiana vocational technical faculty members were interviewed face-to-face. The interviews were audiotaped, transcribed, and analyzed to discover how these new vocational technical faculty members transitioned from industry to academe. Data analysis revealed that participants in the study experienced a similar transitional process into the technical college as twoyear and four-year faculty into community colleges and universities. Like their two-year and four-year counterparts, the participants experienced similar challenges related to their new teaching positions, such as balancing heavy workloads, maintaining industry contacts, and interacting with administration, faculty and students. Similarly, they tended to value teaching, collegial relationships with other faculty and their interactions with students. However, some of the challenges were unique to their new positions as Louisiana vocational technical instructors. These faculty members experienced an anticipatory phase that prepared them for the workplace rather than academe. Many of the participants experienced notable levels of stress as they transitioned from industry to the technical college. The stress seemed to be related to their lack of pedagogical knowledge of teaching and the issues of forging a new academic persona. This research found that new vocational technical faculty members enjoyed formal professional development activities that were discipline specific and advanced their knowledge of their craft. The study also explored the use of Menges' (1999) Model of Faculty Academic Life as it related to the new vocational technical instructor experiences, role conceptualization, and resources that would help the faculty grow and develop as instructors. Through their shared experiences and stories the researcher identified the needs of this subpopulation and made recommendations for future studies.

The object of this thesis was to deepen the understanding of the contemporary political discourse regarding migrant women exposed to domestic violence. This was conducted by analysing propositions, motions and interpellation debates raising the issue during the years 2000-2012. The method used was inspired by Foucault’s discourse analysis and the traditional hermeneutic approach. The result showed how several different mechanisms work to both include and exclude these women from the Swedish welfare system. By being women they are included in the political debate regarding men’s violence against women, but their migrant status excludes them from it at the same time. When migrant women are exposed to domestic violence it is often seen as an individual problem even though men’s violence against women generally is seen as a structural problem. Several conflicts of interests were also found. One of them being whether migrant women are to be warned if their partners have abused women before. The man’s right to integrity stands against the woman’s right to protection. Another conflict is the fear of the migration right being abused, which is pitted against the migrant women’s rights. To summarize the analysis this thesis has shown how the portraying of migrant women as different in the political discourse plays an important role in creating conflicts of interest and to some extent exclude them from the welfare system. Women’s right seem to apply only to certain women under certain circumstances. An intersectional perspective was necessary for understanding the complexity of the situation, taking into account how different power relations interact and construct the contemporary discourse.

Master of Science / School of Family Studies and Human Services / Bronwyn Fees / For young children and their families, transitions between classrooms are a normative part of the child care experience, yet these types of transitions are seldom studied. In the United States, there are approximately 144,000 child care centers for children birth to five years of age (Child Care Aware, 2014). Nearly 60% of infants and toddlers participate in some form of nonparental child care arrangement (Iruka & Carver, 2006). In particular, how parents experience their child’s transitions between classrooms within child care centers is not well understood. Children aged birth to three years face challenges when separating from trusted caregivers and forming new relationships. This study explored the unfolding of perceptions of five families as their children turned two-years-old and moved between a one-year-old to a two-year-old classroom in the same child care setting. Drawing from a systems approach, the parental perception of the transition was examined in relation to their children’s experience. Structured interviews took place with families before, during, and after their children’s transition to the new classroom. Mothers were interviewed in four out of the five cases, and one couple chose to participate in the interviews together. Families reported unique concerns such as worry regarding the child’s adjustment or concern about how the child would be accepted in the new peer environment, based on certain factors of influence including past experiences with transitions and the temperament and behavior of their child in the child care setting. However, parents regarded the transition positively due to the perceived benefits of a classroom with older peers and advanced learning opportunities. Parents expressed this positive viewpoint to their children through conversations. Interviews suggested that the way parents perceived the transition was closely connected to the child’s behaviors in the new environment as well as the quality of relationships formed with the teachers and peers. The findings indicate the importance of individualizing the transition experience for families, remaining mindful of the family system during the transition, and implementing strategies to support the relationship building process. Keywords: qualitative, transitions, two-year-old, early childhood education, parents

The review of the literature reveals the historical nature of Vocational Education programs and how they relate to the importance of Virginia Tech's two-year post-secondary Agricultural Technology Program. The literature review also provides a historical review of information regarding Virginia Tech's Agricultural Technology program, brief histories of other post-secondary land-grant two-year agricultural programs, vocational education philosophers, and two-year program evaluations. The purpose of this study was to perform an evaluation of past performance of the two-year Agricultural Technology Program at Virginia Tech as perceived by the two-year program graduates. The study focused on two points, a) the graduate's opinions with regards toward the improvement of the program on behalf of the students, and b) the strength and weaknesses of the program in order to determine what the program has accomplished and where it should be headed. Five research questions guided this study: 1. How pleased were the graduates with the education they received through the Agricultural Technology Program? 2. What is the salary range of the graduate's first job after graduation and what is their present salary range? 3. What were the strengths and weaknesses of the program as perceived from the graduates? 4. What are the Agricultural Technology graduates current occupations? 5.What recommendations do the graduates have for the improvement of the Agricultural Technology Program? A survey instrument was used as the research method for the collection of the data. A pilot study was performed to test the survey instrument. Three rounds of survey instruments were sent to increase the possible response rate. A non-respondents study was performed to determine if there was a difference between the respondents and non-respondents of the survey instrument. Frequencies, mean, median, mode, and standard deviation were used in the analysis of the data. The population consists of all of those that graduated from the two-year Agricultural Technology Program at Virginia Polytechnic Institute and State University from the date of the programs first graduation class (1989) to the fall semester of 1998. Because there was such a small number of subjects within the population, to prevent sampling error, and to be able to prevent any deviation of assumptions between the sample and the population the whole population was mailed an evaluation instrument. All three of the mailings yielded a total 215 received survey instruments for a 62% response rate from an N of 343. This left a total of 128 or 37% non-respondents. A reliability test was run in SPSS using the Cronbach Alpha method, also know as Alpha coefficient, the Standard Item Alpha = .7661. The major conclusions of the study were that the Agricultural Technology Program graduates were pleased with the overall education that was received at Virginia Tech, the mean salary for the graduates first job was between $18,000 and $23,999, the mean of the graduates current job is between $24,000 and $29,999, the major strengths to the program were the mandatory internship requirement, the hands-on courses, and the advisors for the program, the weaknesses of the program are issues with the transferability of credit hours to the four-year program, additional computer and technology courses and information are needed, and a lack of available elective course offerings. Just over 78% of the program graduates are employed within the field of agriculture and 16% have gone back to farm ownership or to work on the family farm. Some of the major recommendations that were made by the program graduates were to offer additional courses and options, add more emphasis to computers and technology, additional job placement services, and to allow students to take more four-year courses. Based on the findings recommendations were made about further studies for the addition of courses, faculty, program options, more emphasis of technology in courses, curriculum development, job placement, and credit hour transferability. Specific recommendations were made for an external review to be performed of the Agricultural Technology Program, a formal review of curriculum, additional courses in computers and technology, and further research to be performed with regards to policy change in transferability of credit hours to the four-year program, addition of courses offered as electives, and for students to take courses provided by the four-year program. / Ph. D.

Indiana University-Purdue University Indianapolis (IUPUI) / The research for this dissertation is a study of one case example of programs and classes put into place for African American males at community colleges around the United States with a focus on how these programs were successful or not in assisting in the persistence, retention, and graduation of these students. The purpose of using Cross’ (1991) Black Identity Development Theory as a framework for exploring the students’ experiences in racial ‘awakening’ was to track the patterns in how these experiences aligned with Cross’ concepts.

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