We are living in an information based society that has resulted in the availability of new technology for use by students and teachers. The video camera is an ideal tool for disseminating information and teaching skills; it is easy to use, produces immediate results and feedback, and catches the students' attention in an instant. Yet, many teachers shy away from incorporating the video camera as a part of their classroom curriculum. Some are wary of the camera itself. Others fail to see its potential as a part of their classroom curriculum since there are already many skills to be taught during the school day. Child-created video has value as a part of the curriculum. Therefore, support in the form of a manual written for teachers will make the video camera user-friendly for both teachers and their students. Child-created video can become an integral part of the classroom curriculum. Since there are no prerequisite skills to film making (Cox, 1983), it is appropriate for all age levels. This project resulted in the production of a manual designed for use by teachers and their students in the Duval County (Florida) School System. The manual gives sequential instructions for the planning and production of a child-created video production. Activities that enhance camera skills and visual techniques are included. The manual was evaluated by teachers and personnel familiar with classroom video production techniques who then made recommendations as to it's usefulness as a guide for teachers.

Recent trends in crusade historiography depict the Frankish participants of the First Crusade as acting out of piety, while their Norman counterparts remain as impious opportunists. This thesis challenges this prevailing point of view, arguing that the Norman crusaders met the same standard of piety as the Franks. To support my theory, I looked at four different facets on the question of Norman piety, dividing them up into chapters of my thesis. In the first chapter, there is a brief discussion of the current portrayal of the Normans in modem crusade historiography. In the next chapter, I established what piety meant and how it was demonstrated by Christians of the 11th and 12th centuries. This includes an examination of relevant monastic charters, which provide evidence that the Normans had strong ties to the Papacy prior to the expedition to the East. The third chapter is a short summary about the developments leading to the First Crusade, and the standard of piety set by Pope Urban II. In the fourth chapter I examine the chronicles of the First Crusade and their characterization of the crusaders, both Norman and Frank, to see if the crusaders met the pontiff's standard. I conclude that the primary accounts depict the Normans as no different from their Frankish co-religionists, with both groups acting out of piety as well as ambition. The actions of a Norman knight, Bohemond, and a Frankish crusader, Raymond of Toulouse, exemplify this fact. The comparison of these two, as well as the rest of the crusade leaders, demonstrate that the Norman crusaders were driven by a complex and sometimes conflicting mix of pious and secular motivations, no different from their Frankish counterparts. The armies of soldiers fighting in the First Crusade in response to Pope Urban II's call to retake Jerusalem were composed of a variety of cultural groups from Western Europe. The argument over what motivated these men to become armed pilgrims, to travel long distances to strange lands, to fight and most likely die, began with the accounts of the eyewitnesses and continues to the present day. Early on the distinction was made between the pious Franks and the materialist Normans. Some Medieval chroniclers portrayed the Norman crusaders as interested only in amassing land and power, rather than fulfilling their religious vow. Even in recent historiography, the traditional interpretation of the Norman role in the First Crusade is not one of piety, but rather of opportunism - to use the conflict as a springboard for expansion into Byzantine and Muslim lands. This depiction is in stark contrast to the ongoing reexamination of the Frankish crusaders, who some crusade historians see as having a deep religious motivation. The Normans remain as the standard bearer of the pre-revisionist interpretation of crusader motives - for gold and glory, but not for God. However, examination of the evidence does not bear this distinction out. Instead of greed, a pattern of pious acts emerges performed by the families of the prominent Norman crusaders or in the case of Bohemond of Taranto, the crusaders themselves. The Normans who took up the cause for crusade were as conventionally pious as the Franks and other Europeans, exposing the falsehood of their historical portrayal as impious opportunists.

Basigin, the mouse form of the human protein EMMPRIN, is commonly found as a transmembrane homodimer with carboxy termini in the cytosol and extracellular amino-termini. Because of its important role as a cell-to-cell junction molecule, and possible implications for cancer research, a Basigin null mouse was developed in 1996 by Igakura et al., to aid in the study of this protein. Their early research demonstrated that Basigin plays a large role in embryonic development. Mice lacking the Basigin gene are blind from the time of eye opening, and have demonstrated a lack of aversion to offensive odors such as acetic acid and isogine, as well as increased sensitivity to electric foot shock (Naruhashi et al., 1997). Further research demonstrated that Basigin is associated with cell-to-cell communication within the retina of the eye (Ochrietor et al., 2002), and in the olfactory system (Igakura et al., 1996). It is thought that Basigin acts as a chaperone for several Monocarboxylate Transporters (MCTs), accompanying them for proper placement in the cell membrane. The focus of this current study is to explore the role and function of Basigin in the olfactory bulb of the mouse. Data from biochemical analysis of tissue samples show that MCTs in the olfactory bulb are unaffected by absence of Basigin. Further study involving immunohistochemistry reveals that MCT2 is the most abundant transporter present in normal olfactory bulbs, and that a metabolic defect does not likely underlie the anosmia exhibited by Basigin null mice.

The current research examined whether mock jurors make differential assessments of guilt of defendants based on inclusion or exclusion of confession evidence and type of coercion to determine if jurors' behavioral reactions to confession evidence could be predicted. Hypotheses addressed effects of various factors on jurors' decisions of verdicts regarding defendants' guilt or innocence and their certainty of these verdicts: inclusion of confession evidence, type of coercion used in obtaining confessions, admissible or inadmissible presentation of confession evidence, and influence of potential predictor variables. Predictor variables assessed included participants' Belief in a Just World, Spheres of Control, New Authoritarianism, and Belief in False Confession Evidence. No main effects were found for participants' first or second verdicts or certainty assessments.

The death of a child has tremendous impact on a caregiver. Even when prognosis is poor and death appears imminent, care of the dying child typically focuses on achieving cure. Consequently, caregivers are often ill prepared to cope with the grief they experience as their child is dying. Anticipatory mourning allows caregivers time to begin grief work prior to the death of a loved one. Literature suggests that those who experience anticipatory mourning have a less complicated bereavement period. The purpose of this qualitative study is to (a) describe the presence (or absence) and role of anticipatory mourning in caregivers who recently experienced the death of a hospitalized child and to (b) determine if consistent themes exist that caregivers describe as helpful or detrimental to them during this process. An exploratory, descriptive design was used to answer questions in focused, guided, semi-structured, in-depth, tape-recorded interviews. Thematic content analysis derived themes from the interview transcripts of a sample of 11 caregivers who recently experienced the death of a hospitalized child. Caregivers' descriptions of their experiences surrounding the death of their child reveal an environment and health care team that is often ill prepared to deal with the impending death of a child. Also described are instances that reflect a compassionate process that positively affects the experience while facilitating appropriate grief work. Offered are recommendations for health care professionals that may assist caregivers in coping with the death of their child.

Papillomaviruses are a genera of small tumor viruses in the Papovaviridae family, whose lifecycle and replication ability is directed by epithelial differentiation. During latency, papillomavirus DNA replication occurs synchronously with the host cell's replication by the activation of the El protein. To elucidate the effects upon viral replication, this study utilized chemical inhibition of several kinases predicted to phosphorylate, and subsequently modify the activity of, the papillomavirus' E1 protein. The amount of DNA replicated was observed via autoradiography following DNA extraction and southern blotting of BPV-transformed C127 cells. Sample extracts from cells exposed to specific chemical inhibitors of PKC, CDK, and DNAPK showed a consistent and significant decrease in viral DNA when compared to the DNA abundance of a control set of extracts. Extracts of cells subjected to inhibition of CK2 displayed an observable increase in replicated viral DNA. To ensure that the kinase modification was not effecting the growth or viability of the cells, a neutral red assay was performed and found no significant difference between control and chemically treated samples in cell viability or overall cell number. These findings, in conjunction with the differential viral DNA abundance, implicate that kinases PKC, CDK, CK2, and DNAPK, have a role in viral genome replication.

A trait-based impression formation task was used to investigate whether inconsistency discounting is one of the cognitive processes that produce self-generated attitude polarization. Three predictions were made. First, attitude polarization would increase as opportunity for thought increased. Second, inconsistency discounting would also increase as opportunity for thought increased. Third, the relationship between discounting and opportunity for thought would differ with individual differences in need for closure, need for structure, and intolerance of ambiguity. The results did not support the predictions. In contrast with the findings of previous self-generated attitude change investigations, differential opportunity for thought did not affect attitude change. Explanations for the results and directions for future research are discussed.

As present trends in education indicate, learning with technology is increasingly being considered as a means of instructional delivery for K-1 2 learners. Educational leaders must be informed of how to provide the experiences, skills, and knowledge required of the learners for whom they are responsible. This qualitative study examined the conceptualization of a school district's attempt to design and implement a high-computer-access (HCA) program. Research methodologies included interview, observation, and analysis of related documents. The results comprised the thinking of the HCA program designers and how they viewed learning theory and effective instruction principles in relationship to the HCA environments they were creating. The findings from this study indicated that designing and implementing an HCA program into a school district involves several issues. These issues were organized into the following themes: (a) goals and assumptions; (b) appropriation; (c) transformative teaching; (d) child-centered instruction; and (e) logistics. The goals and assumptions theme addressed the participants' thinking about the organization's and the designers' goals that evolved during the design phase. The appropriations theme encompassed the use of computer as a learning and teaching tool. Reported changes in instructional planning and delivery are represented in the transformative teaching theme. The child-centered instruction theme resulted from participants' numerous references to learning theory. The fifth theme, logistics, included the procurement, maintenance, and knowledge acquisition inherent in HCA environments. Further investigation of these themes may assist educational leaders who would choose to implement HCA environments into their schools.

Green Cove Springs Elementary School is located in a rural community and has a population of approximately five hundred and fifty fourth and fifth grade students. The classes are mostly self-contained, except for some grouping in reading and mathematics. There is one resource specialist in physical education who sees each class every day and one music resource specialist who sees each class twice a week and has classes in recorder and guitar.In a survey taken last year of parents and teachers, respondents were asked to rank many areas of the curriculum in order of importance. When the results came in, music was next to last on the list. Whether or not it is correct to assume that some subject areas have greater importance than others, the results of the survey were disturbing in that they indicated that the respondents felt music and the other arts were not as important as other areas of the curriculum.Although a few students show growth in their knowledge of the musical content taught, the majority not only fail to acquire musical concepts, but also become bored and frustrated and begin to have negative attitudes towards music.The purpose of this project was to increase elementary students' understanding and knowledge of musical concepts and skills through a curriculum of music activities related to the language arts and mathematics. The program was implemented jointly by the classroom teacher and the music resource specialist. It was expected that the implementation of this project would provide elementary students more opportunities to experience success in learning musical, mathematics, and language arts content through more frequent music activities.The objectives for the project were threefold. First, for the students to show cognitive growth in musical content and maintain a positive attitude toward music study. Secondly, to demonstrate the part the music specialists play in reinforcing language arts and mathematics skills. Thirdly, to provide a means for the classroom teacher to become involved in the students' music instruction and increase the teachers' understanding and appreciation of the value of music in the curriculum.Classroom teachers were chosen to participate with the music resource specialist in the program to allow more frequent music experiences for the students than are possible when the music resource specialist is totally responsible for all music instruction. The portion of the curriculum for the classroom teacher consisted of prepared lessons with activities that require little musical background. This was done to gain the cooperation and acceptance of the classroom teacher.

It would appear that examination of student and teacher perceptions of classroom practices might provide information useful in explaining the descrepancies among what teachers think they are doing and what the students see them doing, the achievement and attainment levels of the student, and the application of process oriented science and traditional textbook science. Therefore, the purpose of this project was to determine if a discrepancy exist between student and teacher perceptions of classroom practices in Duval County junior high schools. Specifically, this project attempted to answer the question: Do the perceptions of Advanced Ninth-Grade Biology students in Duval County parallel those of their teachers with respect to the strategies being used, the treatment of text and related materials, the laboratory assignments and the follow-up to them, and the level and kind of overall student and teacher participation in the classroom?