(Chadic), which exhibits a number of asymmetries: Grammatical focus marking is obligatory only with focused subjects, where focus is marked by the particle án following the subject. Focused subjects remain in situ and the complement of án is a regular VP. With nonsubject foci, án appears in a cleft-structure between the fronted focus constituent and a relative clause. We present a semantically unified analysis of focus marking in Bura that treats the particle as a focusmarking copula in T that takes a property-denoting expression (the background) and an individual-denoting expression (the focus) as arguments. The article also investigates the realization of predicate and polarity focus, which are almost never marked. The upshot of the discussion is that Bura shares many characteristic traits of focus marking with other Chadic languages, but it crucially differs in exhibiting a structural difference in the marking of focus on subjects and non-subject constituents.

The purpose of this study was to determine the impact of an Instructor Effectiveness Course designed specifically to retain adjunct faculty and improve their overall success in teaching. The study also investigated the "online" and "face-to-face" groups of the Instructor Effectiveness Course and compared faculty who take this course to those who do not in order to detect any significant differences. Differences were measured through students' class grade point averages, (GPA's), and course completion rates for the three groups of faculty, as well as through the faculty performance on student evaluations. This mixed method, causal/comparative study looked at the adjunct faculty members who have taken the Instructor Effectiveness Course at a large southern community college compared to those who have not taken the course. This large southern community college employs approximately 1,400 adjunct faculty members. Four hundred of these adjunct faculty members have completed the Instructor Effectiveness Course offered at the college. For the past couple of years, the course has been offered both face-to-face and online. These adjunct faculty members teach both in the associate of arts (A.A.) programs, as well as the associate of science (A.S.) programs. The adjunct faculty members were divided into four groups: by those with less than one year of teaching experience, those with one year of teaching experience, those with two years of teaching experience, and those with three years of teaching experience. The adjunct faculty members were also divided by those teaching A.S. courses and those teaching A.A. courses, and by those teaching night and day classes. The adjunct faculty members with prior teaching experience who have been exempted from taking the course were not included in the study. The adjunct faculty members who had never taken the Instructor Effectiveness Course had significantly higher class GPA's than those who had taken the course onlin e or face-to-face. Student evaluations showed that adjunct faculty members who had completed the online version of the Instructor Effectiveness Course had a higher weighted average for all questions than those who had not taken the course. This study had three major objectives. The first was to investigate adjunct faculty members' retention rates. The second was to investigate students' success as measured by GPA and course completion. The third was to investigate adjunct faculty members' success as measured by students' evaluations. The research questions, hypotheses, participants, instrumentation, data collection, and data analysis have been provided in this chapter. The participants have been identified, and the rationale for their selection was described. The community college used as the research institution has been identified.

This thesis researched what characteristics of a training course influenced participants’ professional practice. The training this study evaluated was MarylandOnline’s Certificate for Online Adjunct Teaching (COAT) course. The COAT project began in 2008 when instructional designers from various higher education institutions collaborated on developing training for instructors who were making the transition to online teaching. Using a design-based research methodological approach within an interpretivist research paradigm, this study used mixed methods data collection tools and grounded theory data analysis techniques to evaluate whether the COAT course effectively helped the target audience of higher education adjunct faculty make the transition to online teaching. This study found that not only adjuncts with no online teaching experience, but also experienced online instructors, full-time faculty, and nonteaching professionals completed the COAT course. Research participants identified that the experience of being situated as students in an authentic online course focused on online teaching and learning influenced their later online teaching, campus-based teaching, and nonteaching professional practice. Focus group participants cocreated an observation protocol that was applied to archived courses taught by COAT alumni, and it was found that instructors, as reflective practitioners, took from their COAT experience instructional approaches and competencies that were appropriate for their specific teaching situations. Although limited to a particular context, the original contribution to scholarship of this study was the articulation of design principles and a conceptual framework that may be useful to researchers and practitioners working in the area of online instructor training. / 2013, 04

Orientador: Walkiria Hanada Viotto / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia de Alimentos / Made available in DSpace on 2018-08-04T18:17:42Z (GMT). No. of bitstreams: 1 Barros_ChristianeMacielVasconcellos_D.pdf: 1492030 bytes, checksum: b00c495d872c90d6954c160bd0b05bbf (MD5) Previous issue date: 2005 / Resumo: O objetivo desse trabalho foi estudar o perfil físico-químico, reológico e sensorial dos queijos Prato comerciais com reduzido teor de gordura e testar o uso de culturas adjuntas e de retentados de ultrafiltração de baixo fator de concentração para melhoria de sabor e textura dos queijos. O trabalho foi dividido em três etapas: 1) queijos comerciais; 2) queijos com cultura adjunta e 3) queijos fabricados a partir de retentados com diferentes fatores de concentração. Na primeira etapa foram avaliados três marcas comerciais de queijo Prato com reduzido teor de gordura encontradas no mercado de Campinas / SP. A composição físico-química dos queijos foi determinada. Os queijos foram analisados quanto ao pH, acidez titulável, nitrogênio solúvel (NS) em pH 4,6 e a 12 % de ácido tricloroacético (TCA), capacidade de derretimento, propriedades reológicas, microestrutura e avaliação sensorial, por análise descritiva quantitativa (ADQ) e teste de aceitação, durante os 60 dias de armazenamento refrigerado. Os queijos comerciais não apresentaram diferenças significativas (p>0,05) em relação à composição química. Dentre as três marcas analisadas, os queijos da marca B foram os que apresentaram proteólise mais intensa, maior maciez, menor elasticidade e maior aceitação sensorial. Os queijos Prato comerciais com reduzido teor de gordura apresentaram perfis sensoriais diferentes em relação aos atributos cor amarela, gosto ácido, gosto salgado e sabor de queijo Prato integral. Na segunda etapa, queijos foram fabricados com a adição das culturas adjuntas Lactobacillus casei e Lactobacillus helveticus, na quantidade de 105 UFC/mL de leite e comparados a um queijo controle (sem cultura adjunta). Os queijos foram analisados quanto à composição química no 5o dia de fabricação e quanto ao pH, acidez titulável, nitrogênio solúvel (NS) em pH 4,6 e em 12 % de ácido tricloroacético (TCA), evolução da microbiota, capacidade de derretimento, propriedades reológicas aos 5, 25, 45, 65 dias de armazenamento refrigerado. A eletroforese foi avaliada no 5o e 65o dias de armazenamento. A microestrutura e a análise sensorial foram realizadas aos 65 dias de fabricação. Os queijos fabricados com adição de Lactobacillus helveticus apresentaram maior índice de profundidade de proteólise ao final de 65 dias de maturação. A eletroforese mostrou que a degradação da as1-caseína com a formação da as1-I-caseína foi ligeiramente maior para o queijo adicionado de Lactobacillus helveticus. A capacidade de derretimento aumentou significativamente ao longo do tempo (p=0,0001). Os queijos com Lactobacillus helveticus apresentaram notas significativamente (p<0,05) mais altas para os atributos sabor, textura e impressão global. Cerca de 80 % dos provadores certamente ou provavelmente comprariam esse queijo, o que indica uma boa aceitação sensorial. Na terceira etapa, os fatores de concentração (FC) estudados foram: FC 1,0, FC 1,5 e FC 2,0. As composições do leite, soro, queijo, cálculo de recuperação de gordura e proteína e o rendimento de fabricação foram determinadas. Nos dias 5, 25, 45, 65 dias de armazenamento refrigerado foram avaliados o pH, nitrogênio solúvel (NS) em pH 4,6 e a 12 % de ácido tricloroacético (TCA), propriedades reológicas. A eletroforese foi avaliada nos dias 5, 25 e 65 de armazenamento refrigerado. A microestrutura foi avaliada após 60 dias e a análise sensorial após 65 dias de armazenamento. Variações no FC do leite não afetaram a composição química dos queijos (p<0,05). Os queijos fabricados a partir de leite ultrafiltrado a FC 1,5 e 2,0 apresentaram tendência de maior recuperação de gordura e proteína no queijo e de maior rendimento ajustado. No decorrer do tempo de armazenamento, todos os queijos apresentaram um aumento nos índices de extensão e profundidade de proteólise. O pH e a capacidade de derretimento dos queijos aumentaram até o 25o dia de maturação, permanecendo constante após esse período. Houve diminuição do teor de as1- caseína com o tempo de maturação dos queijos. Todos os queijos apresentaram uma pequena degradação da ß-caseína aos 65 dias de estocagem. Os queijos fabricados a partir de retentados com FC1,5 e FC2,0 tiveram boa aceitação. Os queijos controle (QC) e os fabricados com retentado FC 2,0 (Q2,0) foram os que apresentaram maior intensidade de sabor de queijo Prato integral e maior intenção de compra. A ultrafiltração do leite a baixos fatores de concentração e o uso de culturas adjuntas mostraram um bom potencial no sentido de melhorar os defeitos de sabor e textura do queijo Prato com reduzido teor de gordura / Abstract: The objective of this work was to determine the physico-chemical, sensorial and reological profile of commercial reduced fat Prato cheese and evaluate the use of adjunct cultures and low factor concentration ultrafiltration retentates for improvement of cheese flavor and texture. The work was carried out in three steps: 1) commercial cheeses; 2) cheeses with adjunct culture and 3) cheeses made with low factor concentration ultrafiltration retentates. In the first step, three commercial brands of reduced fat Prato cheese, found at Campinas/SP, were evaluated. The cheese chemical composition was determined. The cheeses were analyzed as for pH, titratable acidity, soluble nitrogen (SN) in pH 4.6 and in 12% of trichloracetic acid (TCA), melting capacity, reological properties, microstructure and sensorial profile ¿ Descriptive Quantitative analysis (QDA) and sensory acceptability ¿ during the 60 days of storage. There was no statistical difference (p>0,05) in cheese composition. The proteolysis extension, proteolysis depth and sensory acceptability were significantly higher (p<0,05) at the end of ripening for cheese B. The results showed differences on sensory profile for the three samples in relation to yellow color, acid taste, sourness, salty taste and typical flavour of full fat Prato cheese. In the second step, the cheeses were made with the addition of Lactobacillus casei and Lactobacillus helveticus as adjunct cultures, using 105 CFU/mL milk, and compared to control cheese (without adjunct culture). Cheese composition was determined after 5 days of manufacture and pH, titratable acidity, soluble nitrogen (SN) in pH 4,6 and in 12% of trichloracetic acid (TCA), viable cell counts, melting capacity, reological properties after 5, 25, 45 and 65 days of storage. Electrophoresis was evaluated in 5th and 65 th days of storage. The microstructure and the sensorial analysis were evaluated at 65 d after refrigerated store. The cheeses made with addition of Lactobacillus helveticus had higher proteolysis depth at the end of the ripening. Electrophoresis showed that the degradation of the as1-casein to as1-I-casein was higher for the cheese with Lactobacillus helveticus. The melting capacity increased significantly (p=0,0001) with increasing storage time. The cheeses with Lactobacillus helveticus presented significantly (p<0,05) higher scores for flavor, texture and global impression. About 80 % of the panellists certainly or probably would buy this cheese which indicates a good sensorial acceptability. In the third step, the concentration factors (CF) studied were: CF 1.0, CF 1.5 and CF 2.0. Milk, retentate, permeate, whey, cheese, fat and protein recoveries and yield were determined. At 5, 25, 45, 65 days of refrigerated storage pH, titratable acidity, soluble nitrogen (SN) in pH 4.6 and in 12% of trichloracetic acid (TCA), melting capacity, reological properties were evaluated. Electrophoresis was carried out at 5, 25 and 65 d of refrigerate storage. Microstructure and sensorial profile ¿ Descriptive Quantitative analysis (QDA) and sensory acceptability were evaluated during the ripening. There was no statistical difference (p>0,05) in cheeses composition. The cheeses made with retentate CF 1.5 and 2.0 presented a tendency for higher fat and protein recoveries and higher yield. The levels of extent and depth proteolysis and melting capacity increased until 25 d of storage. The electrophoresis showed that all the cheeses presented a small degradation of the ß-casein at the 65 d of storage. The cheeses made with retentates CF1.5 and CF2.0 had good acceptability. The control cheese (CC) and cheese made with CF2.0 (C2.0) showed higher intensity of full fat Prato cheese taste and higher buying intention. The milk ultrafiltration and the use of adjunct cultures had great potential to improve the flavor and texture of the reduced fat Prato cheese / Doutorado / Doutor em Tecnologia de Alimentos

Doctor of Education / Department of Educational Leadership / Royce Ann Collins / Judith F. Favor / As higher education populations are changing, institutions are forced to find new ways to meet students’ needs and schools’ declining budgets. Institutions have found that changing their business models by creating accelerated learning programs and extended campuses are assisting in this area. An outcome of these modifications is increased usage of adjunct faculty. These extended sites typically have small staffs and adjunct faculty members usually have little connection to the main campus, work a primary job, and have limited teaching experience. This research explored adjunct business faculty members teaching face-to-face at a private institution's off campus locations to understand their motivation level and perception of organizational support, as well as if the two interrelate. Multiple regression was completed to further explore the relationship of their demographics and motivation level or perceived organizational support. Self-determination theory was used to explore adjunct faculty members’ motivations, measuring motivation along a continuum from external to intrinsic motivation when a person is not exclusively one or the other. Adjunct faculty members at this institution have an identified motivation level moving toward integration, moving from extrinsic motivation and closer to being more intrinsically motivated. These adjunct faculty members have commitment to the organization’s goals and value their work. Organizational support was used to understand workers’ commitment to their organization as well as their satisfaction. These adjunct faculty members also reported a high level of perceived organizational support. A more thorough understanding of adjunct faculty members’ motivation levels and perceived organizational support will allow for better recruiting as well as create training and development programs to retain qualified, high-quality adjunct faculty members.

The problem addressed by this project study was low levels of adjunct faculty compliance and satisfaction with the professional development program at a local college. The purpose of the study was to determine if an alternative delivery method would yield higher levels of compliance and satisfaction than would a traditional professional development workshop. The guiding research question was whether an alternative delivery method would yield higher levels of compliance and satisfaction than a traditional professional development workshop. The theoretical base included andragogy, self-directed learning, and connectivism. Using an experimental design, the project examined archival data concerning compliance and satisfaction for 69 adjunct faculty members who had been randomly assigned to an online (experimental group; n = 39) or on-campus (control group; n = 30) professional development workshop. A chi-square analysis showed that compliance levels were significantly higher for participants in the online professional development workshop compared to those who participated in an on-campus workshop. An analysis of variance found that the overall satisfaction level was higher for participants in the online workshop compared to those who participated in the on-campus workshop. The project resulting from the study was a policy recommendation report. Online professional development can positively influence social change by increasing adjunct faculty participation and facilitating the creation and maintenance of networks of health educators. Additionally, direct and indirect costs currently associated with traditional professional development may be reduced through the use of online professional development.

Diagnostic methods to effectively image dense breast tissue (DBT) can pose challenges for breast cancer screening. While conventional mammography is the gold standard for breast cancer screening, this technique has a low sensitivity to DBT and can miss about 78% of cancers in DBT, but magnetic resonance imaging (MRI) has a high sensitivity for imaging DBT, and produces a smaller number of false positives. The purpose of this study was to determine the extent to which conventional mammograms can miss breast cancer in women with DBT and to determine if an adjunct method of imaging DBT might detect breast cancers that are missed by mammography alone. Quantitative data were collected from a sample of 300 randomly selected participants using surveys. SPSS statistical software was used to analyze the data with the factor analysis method. Qualitative data were collected by telephone interviews from 10 women who were patients of a breast cancer center. NVivo software was used to analyze the data with the thematic analysis method. All analyses were guided by theoretical framework of von Bertalanffy's general systems theory, Miller's living systems theory, and the theory of intelligent medical diagnosis. Key results determined that a significant number of women with DBT had breast cancer that was undetected by mammograms; results also showed that women with DBT can benefit from breast cancer screening by adding an adjunct screening method (e.g., MRI). This study may contribute to social change by making the breast cancer screening community aware of the potential benefit of adding MRI as an adjunct to conventional screening so that more breast cancers are detected in the early stages of the disease.

Exercise training for clients at out-patient drug rehabilitation centers likely helps with coping skills. However, a better examination of the mechanisms producing changes may help identify effective interventions. PURPOSE: To test the effect of a vigorous exercise prescription on drug abstinence in voluntary rehabilitation patients. METHODS: 25 surveyed participants in a male drug treatment program underwent a 12-week minimum training program. The program included moderate-rigorous exercise and psychotherapy. Three days per week all subjects participated in EP for 90 minutes. Subjects also participated in ABIT 3 days per week where each session lasted 2 hours. Subjects also participated in ESM which ran for 90 minutes 5 days per week. Within each week, program participants also completed between 2-3 hours of psychotherapy (individual and/or group) per day, varying depending on level of care and phase of the treatment process. Exercise performance and adherence, sobriety and relapse rates, and emotional coping skills were collected. RESULTS: Subjects experienced frequent relapse (5±8 occurrences) prior to admission; however, 84% were currently sober on completion of the program, 8% relapsed during treatment, and 36% relapsed after treatment. The longest duration of sobriety a subject achieved was 273±111 days. Post-treatment survey results indicate 84% of subjects still exercised regularly, 68% continued to practice yoga or meditation, and 60% followed a diet that required disciplined awareness. Bench press max improved significantly throughout the program (39%; p<.001), as did squat (55% improvement; p<0.001) and deadlift (69.8%; p<0.001). On completion of the survey 91% of patients who exercised regularly were sober; 50% of patients who did not engage in regular exercise were sober on completion of the program (P=0.043). Owing to a small sample of patients who relapsed during treatment (N=2), the difference in exercisers who relapsed during treatment (5%) and non-exercisers who relapsed (25%) was not significant (P=0.171). Twenty-nine percent of exercisers relapsed after treatment; 75% of non-exercisers relapsed after treatment (P=0.076). The odds of managing adverse emotional states when they arose increased 20-fold among subjects who reported regular participation in exercise (Nagelkerke R2=0.333; P=0.036). Similarly, each additional day per week that a patient practiced yoga predicted a 20-day increase in duration of sobriety (R2=0.227; P=0.016). CONCLUSION: Exercise training exerts a statistically significant positive effect for sobriety and coping skills within a population that previously struggled with perpetual relapse.

This study explores the teaching practices and labor conditions of media and communication adjunct faculty at three universities. Since the late 1960s, the number of faculty who are part-time and contingent is increasing and adjuncts are now more than 70% of college and university faculty (AAUP, n.d.). In this study, I examine the neoliberal university’s reliance on the teaching labor of part-time faculty and interrogate the use of adjunct labor for skills-based, vocationally oriented elements of the media and communication curriculum. The history of higher education, the literature of teaching and learning, and the theoretical frameworks of Bourdieu’s practice theory and Freire’s critical pedagogy situate this qualitative study of adjunct faculty teaching practices and labor conditions. A multi-method approach includes textual analysis of course syllabi and university documents; eight interviews with administrators, department chairs, sequence heads, course directors, and university leadership; three interviews with union activists; eleven interviews with current or former adjuncts; semester-long participant observation of teaching practices of thirteen courses taught by nine adjunct faculty; and three student focus groups with nineteen total participants. This study reveals media and communication adjuncts as key members of the academic community who apply student-centered practices and who are responsible for important elements of the curriculum, and at the same time, marginalized as a flexible, on-demand, and disposable labor force that serves the neoliberal university. This study offers insights to improve the labor conditions of adjunct faculty. I conclude that the COVID-19 global pandemic and the disruption of higher education’s normal tempo reveals a changing higher education landscape with threats of financial exigency and increased precarity for all faculty. / Media & Communication

Indiana University-Purdue University Indianapolis (IUPUI)