The quality control laboratory at PolyPeptide has been performing analysis based on ion chromatography (IC) of peptides. A method for separation of negative ions (acetate, chloride etc) is already in use. Lately there has been a need for developing a method to separate positive ions, like ammonium ions, in peptides. The task of this project was to develop a method for ion chromatography, suitable for determination of ammonium ions in the substance D-alanine amide, hydrochloride (D-Ala-NH2∙HCl). The D-alanine amide, hydrochloride is an amino acid derivative used as starting material for chemical synthesis of peptides. These peptides are used as active pharmaceutical substances. It is most possible to find ammonium chloride in amino acids substances which content amid group, as D-Ala-NH2∙HCl. The ammonium chloride is formed during the synthesis of these amino acid derivatives. The reason for analysing ammonium ions is that there is some risk to find undesired impurities in the product. These impurities are difficult to remove.

My goal in this dissertation is to analyze the question, why is co-location a problem for the metaphysics of material objects? I believe that the existing literature on the topic identifies three possible answers to this question: Either, (i) co-location is a problem because it violates the no-coincidence principle, or because (ii) co-location violates the claim that the best available explanation for the relationship between objects that share the same empirically discriminable properties is the relationship of numerical identity, or finally because (iii) co-location violates the thesis of microphysical determination. I argue that (i), (ii), and (iii) are not sufficient reasons to think that co-location is metaphysically problematic, and that a denial of these assumptions does not warrant a rejection of co-location. I maintain that, instead, if co-location is a problem, it is so in virtue of violating a more basic assumption. Co-location is a problem for the view that the individuation and persistence conditions of any given material object is completely and solely determined by the physical or material properties of such an object. I advance reasons to believe that the latter view is fundamental in the sense that (i), (ii), and (iii), are consequences of it, and that co-location is in conflict with (i), (ii) and (iii), because it questions the basic physicalist view that provides the conditions for (i), (ii), and (iii). The fact that (i), (ii) and (iii) depend on the belief that physical properties exhaust the individuation and persistence of material objects, explains why they are not good reasons against co-location: They cannot establish that co-location is a problem for an account of material objects because they depend on the belief that co-location denies. Therefore, (i), (ii), and (iii) provide no more than three different ways of begging the question against co-location. I argue that, in order to show that co-location is a problem, we must show that physicalism with respect to material objects is the correct, or at least the most plausible, metaphysics of material objects, and this is something that neither (i), (ii), or (iii) can show. This statement of the relationship between co-location and anti-colocation reasons is also a contribution to the discussion of co-location. / Philosophy

Abstrakt*   Introduktion: Fysisk inaktivitet är ett globalt växande problem som kan öka risken för hälsorelaterade sjukdomar vilket i sin tur kan medföra höga sjukvårdskostnader för samhället. För att främja en aktiv- och hälsosam livsstil som förebygger hälsorelaterade sjukdomar har fysisk aktivitet på recept visats vara en användbar behandlingsmetod för att främja hälsan. För att stärka en patients motivation till att bli fysiskt aktiv har sjukvårdspersonalens uppmuntran till fysisk aktivitet lyfts fram som en särskild viktig aspekt. Denna tvärsnittsstudie ska undersöka om det finns ett samband mellan självuppskattad nivå av fysisk aktivitet och grad av motivation bland studenter inom medicinska fakulteten vid Umeå Universitet. Metod: Enkäterna IPAQ-SF och BREQ-2 besvarades av 31 medicinska universitetsstudenter (arbetsterapeutprogrammet n=3, fysioterapeutprogrammet n=2, biomedicinsk analytikerprogrammet n=1, sjuksköterskeprogrammet n=5, läkarprogrammet n=20). Datamaterialet hanterades i Microsoft Excel. Deskriptiv statistik och Pearson’s korrelationskoefficient implementerades som statistisk metod. Resultat: Resultatet var ej statistiskt signifikant (p <0.05) och visade ett positivt samband (r=0.267) mellan självskattad nivå av fysisk aktivitet och grad av motivation bland studenterna inom medicinska fakulteten. Konklusion: En låg positiv korrelation mellan självskattad nivå av fysisk aktivitet och grad av motivation upptäcktes. Sambandet var ej statistiskt signifikant och med reservation för tvärsnittsstudiens begränsningar kan inga generella slutsatser appliceras på en bredare population. Mer framtida forskning krävs för att undersöka relevansen- och den samhälleliga nyttan mellan variablerna.

No description available.

Thesis. 1977. Sc.D.--Massachusetts Institute of Technology. Dept. of Earth and Planetary Sciences. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND LINDGREN. / Vita. / Includes bibliographies. / Sc.D.

The Advancement Via Individual Determination (AVID) Program was implemented to prepare students from groups traditionally underrepresented in postsecondary education for eligibility, acceptance, and success in 4-year colleges and universities. The purpose of this study was to investigate the effects of AVID on course taking patterns, weighted cumulative grade point averages, and achievement level of twelfth grade high school students. This is the first study that will provide school districts in the southeast with information on the effects of middle school and high school participation. The investigation included 7-year AVID participants (AVID-7), 3-year AVID participants (AVID-3), and non-AVID participants (AVID-0). The three research questions were: (1) Is there a difference in group membership with respect to course selection as measured by the combined number of honors and advanced standing courses; (2) is there a difference in group membership with respect to weighted cumulative grade point average; (3) is there a difference among group membership with respect to achievement as measured by scaled scores on the English: Reading/Literature and Research Standards of Learning (SOL) Test scaled scores? Descriptive statistics were used to determine the mean, standard deviation, median and mode for the groups in the study. Three one-way Analysis of Variances (ANOVAs) were used to determine whether the group means differ significantly from each other. The Dunnett C post hoc procedure was used to determine where the difference occurred in the pairs of variables. The results of the study indicated that statistically (p <.05), AVID-7 students earned more combined honors and advanced standing courses than AVID-3 or AVID-0 students and AVID-3 students earned more combined honors and advanced standing courses than AVID-0 students. There were three major findings revealed in this study. The first finding indicated that students who participated in AVID take more rigorous courses than non-AVID participants. Secondly, the length of time a student participated in AVID has an effect on the number of honors and advanced standing courses students are likely to earn. The third finding of the study indicated that students who remained in the AVID program for seven years (during middle and high school) earned a significantly higher (p <.05) weighted cumulative grade point average than non-AVID students. There were no statistically significant differences in the weighted cumulative grade point average of the AVID-3 groups. The final finding of the study indicated that there was no statistically significant difference noted in the mean English: Reading/Literature and Research SOL Test scaled scores for any group in this study. However, it must be noted that the means for the three groups differed numerically, but not statistically. For example, the AVID-7 group had a mean scaled score of 476, the AVID-3 group had a mean scaled score of 455, and the AVID-0 group had a mean scaled score of 450. These scaled scores were different, but not statistically different (p >.05). It appears that participation in AVID does affect the course selection and the weighted cumulative grade point average of students who participate in the AVID program from grades 6 through 12. These results indicate that AVID-7 students take more rigorous courses and perform well in them. Students in the program only during middle school enroll in more rigorous courses than non-AVID (AVID-0) students but their weighted cumulative grade point average is statistically the same as non-AVID participants. Even though AVID-7 and AVID-3 students earned higher mean English: Reading SOL scaled scores than AVID-0 students, after performing the analysis of variance (ANOVA), there was no statistically significant difference in the scores(p >.05). In this era of accountability, school districts are searching for viable programs that affect the academic performance of students. The AVID program appears to make a positive impact on students who participate in the program from grades 6 through 12. These students enroll in more rigorous courses and perform better academically in those courses as evidenced by their weighted cumulative grade point average. However, the evidence is not as conclusive for students who participate in the program during middle school (grades 6 through 8). These students appear to make gains in their course selections, but their achievement in these courses is not impacted. If school districts are to receive the full benefit of the AVID program, they should consider implementing the program from grades 6 through 12. It is apparent that AVID middle school students who remain in the AVID program during high school realized higher academic achievement than non-AVID students. Educational leaders in school districts should consider these findings before implementing the AVID program. / Ed. D.

The purpose of this study was to examine the characteristics of students with disabilities who contact the school counselor for college information. Self-determination was the theoretical framework guiding this study. Self-determination refers to a student's ability to (a) act autonomously, (b) identify goals, (c) engage in problem solving activities, (d) appraise strengths and limitations, and (e) capitalize on opportunities. The current study used the Education Longitudinal Study (ELS:2002), a nationally representative database that tracks high school students as they transition from high school to postsecondary options. The dependent variable was whether the student went to the school counselor for college information. The independent variables included student characteristics (i.e., sex, race and ethnicity, socioeconomic status, disability type, self-determination) and school characteristics (i.e., school enrollment, number of school counselors). This study has conveyed significant information about the relationship between students with disabilities and professional school counselors. The results of this study provided a wealth of information about students with disabilities who contacted the school counselor for college information. This results marks the first time research addressed the characteristics of students with disabilities who visited the school counselor for college information by utilizing the Educational Longitudinal Study (ELS:2002). The recommendations to school counselors as a result of this research are to develop comprehensive school counseling programs that embody the characteristics of students with disabilities. One logistic regression model was conducted to determine the influence of sex, race, socioeconomic status, disability type, and self-determination on whether students with disabilities were likely to visit the counselor for college information. Predicted odds were calculated to demonstrate the statistically significant, predictive quality of the variables on visiting the counselor for college information. The theoretical framework of self-determination demonstrated an important relationship in whether the student visited the counselor for college information. Finally, a Pearson correlation (r) that was used for enrollment and number of school counselor variables produced a positive correlation between the number of school counselors and whether the student visited the counselor for college information. / Ph. D.

Over the past twenty years, journal writing has become more common in mathematics classes at all age levels. However, there has been very little empirical research about journal writing in college mathematics (Speer, Smith, & Horvath, 2010), particularly concerning the relationship between journal writing in college mathematics and college students' motivation towards learning mathematics. The purpose of this dissertation study is to fill that gap by implementing homework journals, which are a journal writing assignment based on Powell and Ramnauth's (1992) "multiple-entry log," in a college mathematics course and studying the relationship between homework journals and students' motivation towards learning mathematics as grounded in self-determination theory (Ryan & Deci, 2000). Self-determination theory predicts intrinsic motivation by focusing on the fundamental needs of competence, autonomy, and relatedness (Ryan & Deci, 2000). In addition, the purpose of this dissertation study is to explore and describe the relationship between homework journals and students' attitudes towards writing in mathematics. A pre-course and post-course survey was distributed to students enrolled in two sections of a college mathematics course and then analyzed using a 2Ã 2 repeated measures ANOVA with time (pre-course and post-course) and treatment (one section engaged with homework journals while the other did not) as the two factors, in order to test whether the change over time was different between the two sections. In addition, student and instructor interviews were conducted and then analyzed using a constant comparative method (Anfara, Brown, & Mangione, 2002) in order to add richness to the description of the relationship between homework journals and students' motivation towards learning mathematics as well as students' attitudes towards writing in mathematics. Based on the quantitative analysis of survey data, no differences in rate of change of competence, autonomy, relatedness, or attitudes towards writing were found. However, based on the qualitative analysis of interview data, homework journals were found to influence students' sense of competence, autonomy, and relatedness under certain conditions. In addition, students' attitudes towards writing in mathematics were strongly influenced by their likes and dislikes of homework journals and the perceived benefits of homework journals. / Ph. D.

The knowledge of particle size and size distribution are important parameters for understanding the behavior of numerous colloid systems. These areas include for example, clays, viruses, paints and blood. Until recently this information could be obtained only by the use of expensive, slow and complex instrumentation. Hydrodynamic chromatography provides a means of investigating particles in the submicron and micron region. The separation mechanism of this method is based upon the flow parameters with which the solute particles interact as they pass through a packed column. In the past the interpretation of these chromatograms has been based upon the mathematical modeling of the column parameters. We have developed a new multiwavelength detector system to be used in conjunction with hydrodynamic chromatography which provides size and concentration information of the eluant directly. The result is a rugged system that provides size and size distribution information rapidly and at low cost. / Ph. D.

The active learning assignment, Pink Time, provides an opportunity to experience and reflect upon learning that may both benefit individuals and contribute to high-quality teaching. Previous studies have found that Pink Time supports university students' motivation and comprehension of the learning process (Baird et al., 2020, Baird et al., 2015). The present study examined the impact of an active learning assignment, Pink Time, on pre-service elementary teachers' motivated-related perceptions. A multiple method approach offers an understanding of the extent to which Pink Time influences the three psychological needs that are a part of Self-Determination Theory (SDT). This theory provides a framework to examine three key components of motivation: autonomy, competence, and relatedness. A sample of 28 pre-service teachers participated in two Pink Time iterations over two different courses. Quantitative data was collected through 21 responses on the MUSIC Model of Academic Inventory (Jones, 2012, 2020) with open-ended response questions to perceptions related to empowerment (autonomy), usefulness, success (competence), interest, and caring (relatedness). Qualitative data was collected using five interviews, four group discussions, and 21 responses to the open-ended survey questions on the MUSIC Model Inventory. The findings imply that Pink Time is a useful tool to support pre-service teachers' perception of motivation in areas of empowerment, usefulness, success, interest, and caring. Implications of this study include contributions to classroom assignments in teacher education programs that support motivation which results in high-quality teachers. Pink Time may also be used in the PK-12 setting for both students and teachers. Supporting PK-12 students in pursuing interests and increasing motivation is pertinent to academic success. Educational leaders could offer teachers professional development opportunities through Pink Time where teachers seek out their interests to support their own professional growth and uniquely contribute to school-level outcomes such as inclusive learning environments, effective online/virtual learning, and wellness. / Doctor of Philosophy / This study was used to understand how pre-service teachers perceive motivation through an active learning assignment called Pink Time. Pre-service teachers participated in two Pink Time assignments by skipping class and learning about a self-selected topic related to education. During the next class session, the pre-service teachers presented what they had learned through the assignment and about themselves as learners. After the presentations were completed, the researcher facilitated a discussion with motivation-related questions. After completing the second Pink Time assignment, pre-service teachers were given a survey that included open-ended questions. Five interviews were conducted after the two Pink Time assignments were completed. Analysis from the interviews, group discussions, and answers on the open-ended items suggested that pre-service teachers described their motivation-related perceptions of Pink Time with three overall themes: influencers of motivation, outcomes of Pink Time, and reactions toward Pink Time. This study showed that Pink Time supported pre-service teachers' motivation related to empowerment, usefulness, success, interest, and caring. Implications of this study can lead to teacher educator programs using Pink Time to support pre-service teachers' motivation. Implications are discussed for the PK-12 school setting as PK-12 teachers can support their students' motivation by allowing young learners to choose topics of interest to learn.