A utilização de sequências do DNA mitocondrial (mtDNA) como marcadores moleculares na investigação da diversidade genética e evolução é muito difundida, auxiliando na realização de inferências em inúmeros trabalhos. Apesar de sua inegável importância, a utilização dessas sequências como marcadores moleculares suscita algumas questões. A heteroplasmia, por exemplo, é reconhecida como um desafio na utilização de sequências do mtDNA. Este estado ocorre quando um organismo apresenta diferentes haplótipos mitocondriais. Em um trabalho anterior, foram encontrados indícios que sugeriam a presença de heteroplasmia na espécie de abelha Bombus morio. O trabalho atual investigou de forma mais detalhada a presença de heteroplasmia nessa espécie, assim como fatores que podem influenciar na identificação desse estado. Os resultados obtidos confirmaram a existência de heteroplasmia nessa espécie, e identificaram que alguns haplótipos heteroplásmicos foram compartilhados entre indivíduos de localidades distintas. Esses haplótipos heteroplásmicos compartilhados sugerem a existência de heteroplasmia estável em B. morio, o que pode influenciar inferências evolutivas, e em especial, os estudos populacionais. Também foi detectada a presença de NUMTs, pseudogenes nucleares resultantes da transferência de sequências do mtDNA para o genoma nuclear. Esses NUMTs apresentaram grande divergência de sequência em relação aos haplótipos mitocondriais, o que poderia afetar análises filogenéticas e populacionais, além da identificação de espécies por meio do DNA barcoding. Ainda, erros de amplificação podem ser falsamente interpretados como variação intraindividual do DNA mitocondrial (mtDNA), superestimando o número de haplótipos, principalmente quando polimerases de baixa fidelidade são utilizadas. Por fim, os resultados observados neste trabalho sugerem que a utilização de sequências do mtDNA deve ser utilizada de forma cautelosa, e indícios de heteroplasmia, como a presença de picos duplos, não devem ser ignorados. Quando essas evidências são observadas investigações mais detalhadas devem ser aplicadas, a fim de aferir qual a sua origem, e, no caso da heteroplasmia ser confirmada, quais as possíveis consequências produzidas pela presença desse estado / The mitochondrial DNA sequences (mtDNA) have been widely applied as molecular markers in the investigation of genetic diversity and evolution. Despite its undeniable importance, the use of these sequences as molecular markers may present some drawbacks. Heteroplasmy, for example, is recognized as a challenge. This state occurs when an individual has different mitochondrial haplotypes. In a previous work, evidences suggesting the presence of heteroplasmy in the bumblebee Bombus morio were verified. The present work investigated in more detail the presence of heteroplasmy in this species, as well as factors that may influence the identification of this state. The results confirmed the existence of heteroplasmy in this species, and identified that some heteroplasmic haplotypes were shared between individuals from different locations. These shared heteroplasmic haplotypes suggest the existence of stable heteroplasmy in B. morio, which may interfere in evolutionary inferences, especially in population studies. NUMTs, nuclear pseudogenes resulting from the transfer of mtDNA sequences to the nuclear genome, were also detected. These NUMTs showed great sequence divergence from mitochondrial haplotypes, which could affect phylogenetic and population analyzes, as well as species identification through DNA barcoding. In addition, it was observed that amplification errors might be misinterpreted as mtDNA intraindividual variation and overestimates the number of intraindividual haplotypes, especially when low fidelity polymerases are used. Finally, the results observed in this study suggest that the use of mtDNA sequences should be used carefully, and evidences of heteroplasmy, such as the presence of double peaks, should not be ignored. Additional investigations should be applied in case of heteroplasmy evidences to ascertain your source and the consequences of the presence of this state

New forms of digital storytelling directly challenge conventional notions about adaptation by allowing for increased audience participation. Fans today exercise unprecedented levels of influence over how beloved stories are adapted. According to Thomas Leitch, fans have historically influenced certain adaptations by calling for increased fidelity. He refers to these adaptations, which resist the inevitability of infidelity to an unusual degree, as “exceptionally faithful.” Though rare, these efforts at fidelity are typically the result of fan demands. Ultimately, these seemingly faithful adaptations are more faithful to fan expectations than to their original texts. Scholarship is needed on the extensive influence of what I call “fan faithfulness,” particularly in new transmedia adaptations that directly empower fans. This paper seeks to shed light on the problem by first placing itself within the current scholarly conversation on fidelity and then exploring the historical relationship between fan demands and faithfulness. Traditional Jane Austen adaptations, which have so often been exceptionally faithful, will form the cornerstone of this analysis, as will The Lizzie Bennet Diaries, a 2012-2013 serialized YouTube adaptation of Pride and Prejudice. In direct and immediate response to audience demands, this series altered its characters and storylines to accord with fans' belief that Jane Austen was a feminist and that her books echoed that feminism. As The Lizzie Bennet Diaries' dedication to Austen's feminist themes powerfully shows, new transmedia storytelling allows fans unprecedented power in demanding fidelity and deciding what that faithfulness means.

The purpose of the study aimed at gaining a better understanding of how the intended Project Lead the Way (PLTW) curriculum differs from the enacted curricula and what factors impact this. This understanding is important to make the professional development program more meaningful to the immediate needs of the teacher in the classroom. Identifying the factors that contribute to any emerging differences between the curricula helped fill the gap in research on teacher knowledge and beliefs about the use of science and mathematics content in the PLTW classroom. PLTW is an innovative hands-on pre-engineering curriculum designed for K-12 students based on project-based and problem-based learning. It tries to combine math and science principles to present engineering concepts to students in a way that tries to keep up with the rapid changes associated with technology in their everyday world. Multiple case sampling was used to select four teachers based on their years of teaching experience as well as background in science and math. They were interviewed about their knowledge and beliefs about project and problem-based learning. In addition, non-participant observations and teacher beliefs questionnaires were used to triangulate the data for more credible results. A fidelity of implementation rubric was also used to determine how well the teachers were implementing the curriculum. Findings of the study show that there were differences in the way teachers chose to enact the curriculum that were heavily influenced by the curriculum materials, the professional development training and their own personal beliefs about how the curriculum should be enacted. A conceptual model is developed that aims at improving the professional development experiences for the teachers that considers their beliefs.

The Friends for Life program is an evidence-based practice being used in schools to assist children to learn skills to manage anxiety. The Friends for Life program has been used by school districts in British Columbia, Canada, for over 10 years, yet there is little research on how the program is being implemented in schools by teachers. This qualitative case study investigated the implementation practice of the Friends for Life program by teachers in Grades 4 and 5. Semi-structured interviews were conducted with 8 teachers from a smaller school district in British Columbia, Canada. The results yielded themes, which described critical factors that helped or hindered teachers in implementing the program with fidelity. A key finding of the study demonstrated teachers were running the program weekly, as per program guidelines. A key factor that was identified as helping teachers to implement the program with fidelity was support of school counselors, district staff, and the building administrator. The implications for social change include providing school administrators with information, which can help them to support teachers to implement the Friends for Life program with fidelity. As a result of these findings the Friends for Life program may consider updating the training materials and program implementation protocols in order to ensure teachers are implementing the program with fidelity and therefore, children are learning the skills they need to manage their anxieties and worries.

Disruptive classroom behavior has led many schools to implement positive behavioral strategies intended to create orderly learning environments. Despite initiation of such a strategy, an elementary school in the mid-Atlantic region still experienced an increase in office referrals and a decline in student achievement. The purpose of this mixed methods case study was to investigate the connections between a blended behavior program and student behavior and academic achievement, as well as staff perceptions about their experience with the program, and the degree to which the practices were implemented with fidelity. Skinner's behavioral theory served as the theoretical basis for the investigation. Office referrals and standardized math scores of 72 students were analyzed across 3 years, including the year before and the 2 years following the implementation of the blended behavior program, to determine whether significant differences existed within-subjects. Interviews were conducted with 9 teachers, representing kindergarten-6th grade, to explore staff perceptions of the blended behavior program. Quantitative results indicated a reduction in referrals after the 1st year of implementing the blended program and an improvement in math achievement after the 2nd year. While a decline in math scores occurred the 1st year of implementation and an increase the 2nd year, the difference in net performance rendered the results inconclusive to determine the influence of the program on achievement. Qualitative results revealed inconsistencies in the way teachers implemented the program initiatives. This study contributes to positive social change by providing stakeholders a deeper understanding of the blended program and increasing staff capacity to manage challenging behaviors.

The present work presents a framework for multiscale modeling of multimaterial flows using surrogate modeling techniques in the particular context of shocks interacting with clusters of particles. The work builds a framework for bridging scales in shock-particle interaction by using ensembles of resolved mesoscale computations of shocked particle laden flows. The information from mesoscale models is “lifted” by constructing metamodels of the closure terms - the thesis analyzes several issues pertaining to surrogate-based multiscale modeling frameworks. First, to create surrogate models, the effectiveness of several metamodeling techniques, viz. the Polynomial Stochastic Collocation method, Adaptive Stochastic Collocation method, a Radial Basis Function Neural Network, a Kriging Method and a Dynamic Kriging Method is evaluated. The rate of convergence of the error when used to reconstruct hypersurfaces of known functions is studied. For sufficiently large number of training points, Stochastic Collocation methods generally converge faster than the other metamodeling techniques, while the DKG method converges faster when the number of input points is less than 100 in a two-dimensional parameter space. Because the input points correspond to computationally expensive micro/meso-scale computations, the DKG is favored for bridging scales in a multi-scale solver. After this, closure laws for drag are constructed in the form of surrogate models derived from real-time resolved mesoscale computations of shock-particle interactions. The mesoscale computations are performed to calculate the drag force on a cluster of particles for different values of Mach Number and particle volume fraction. Two Kriging-based methods, viz. the Dynamic Kriging Method (DKG) and the Modified Bayesian Kriging Method (MBKG) are evaluated for their ability to construct surrogate models with sparse data; i.e. using the least number of mesoscale simulations. It is shown that unlike the DKG method, the MBKG method converges monotonically even with noisy input data and is therefore more suitable for surrogate model construction from numerical experiments. In macroscale models for shock-particle interactions, Subgrid Particle Reynolds’ Stress Equivalent (SPARSE) terms arise because of velocity fluctuations due to fluid-particle interaction in the subgrid/meso scales. Mesoscale computations are performed to calculate the SPARSE terms and the kinetic energy of the fluctuations for different values of Mach Number and particle volume fraction. Closure laws for SPARSE terms are constructed using the MBKG method. It is found that the directions normal and parallel to those of shock propagation are the principal directions of the SPARSE tensor. It is also found that the kinetic energy of the fluctuations is independent of the particle volume fraction and is 12-15% of the incoming shock kinetic energy for higher Mach Numbers. Finally, the thesis addresses the cost of performing large ensembles of resolved mesoscale computations for constructing surrogates. Variable fidelity techniques are used to construct an initial surrogate from ensembles of coarse-grid, relative inexpensive computations, while the use of resolved high-fidelity simulations is limited to the correction of initial surrogate. Different variable-fidelity techniques, viz the Space Mapping Method, RBFs and the MBKG methods are evaluated based on their ability to correct the initial surrogate. It is found that the MBKG method uses the least number of resolved mesoscale computations to correct the low-fidelity metamodel. Instead of using 56 high-fidelity computations for obtaining a surrogate, the MBKG method constructs surrogates from only 15 resolved computations, resulting in drastic reduction of computational cost.

This study examined differences in the effects of three active-learning teaching strategies (case-based learning, simulation, and simulation with narrative pedagogy) on the outcomes of nursing student performance of intervention activities, performance retention of intervention activities, student satisfaction, self-confidence, and educational practice preferences. Engagement theory of student learning provided the overarching theoretical framework. An experimental posttest-only design incorporating two posttests (first performance and retention performance) was used with a sample of 74 nursing students at the University of Iowa College of Nursing. Students attended a cardiac lecture and completed a cardiac test prior to the teaching strategies. Students were randomly assigned and participated in one of the three active-learning teaching strategies and completed the Demographic Questionnaire, the Satisfaction and Self-Confidence in Learning Instrument, and the Educational Practices Questionnaire. Week 3 of the study, after the teaching strategies students participated in an individual performance demonstration in which they implemented nursing intervention activities in response to a cardiovascular scenario interacting with a high-fidelity mannequin. Week 8 of the study, another individual retention performance demonstration was completed by the students using a different case scenario. Both performance demonstrations were digitally recorded and scored using the Student Performance Demonstration Rubric. Two-way mixed analysis of variance (ANOVA) revealed a significant main effect (within-subjects effect) of time, meaning that students in all three teaching strategy groups experienced improved performance of nursing interventions over time, from first performance to retention performance. No significant interaction effect (within-subjects) for time and teaching strategy groups were found. There was also no significant main effect (between-subjects effect) of teaching strategy groups (F 2, 71 = 2.33, p = .105). An exploratory one-way ANOVA on student's first performance rubric scores revealed results approaching significance for the three groups (F 2, 71 = 2.90, p = .06). The simulation with narrative pedagogy group had the highest first performance mean (72.74), followed by the case-based learning group mean (70.68), and finally the simulation group scored the lowest mean (66.16). One-way ANOVA revealed no significant differences across the groups for students' Satisfaction Total scores, Self-Confidence Total scores, and Presence and Importance of Educational Practices Total scores.

Students cannot benefit from what they do not experience. Multiple reasons exist for why an intervention may not be delivered as it was designed. In this era of educational accountability and limited dollars to go around, understanding how an intervention is delivered in the classroom is key to understanding program outcomes. In order to assess whether a program has been implemented as intended, an assessment of fidelity is needed. However assessing fidelity is complex given varying conceptual interpretations, which then fosters inconsistent application of methods to measure the construct. Additionally the methods for validating fidelity measures are still unclear. The current study evaluated the reliability and validity of the student Instructional Pedagogical (10 items) and Instructional Student Engagement (15 items) scores for use in assessing teachers' fidelity of implementation on the participant responsiveness component of fidelity. The sample consisted of over 5,000 responses from students and 242 teachers in Mathematics and Science across three school districts and 41 schools to an online fidelity of implementation questionnaire. Given that students were nested within teachers, the data structure was multilevel, which warranted that the psychometric analyses be conducted using a multilevel framework. Instructional Pedagogy is represented by 10 items that measure three factors. Multilevel confirmatory factor analysis was used to test a two-level model that had three factors at the student-level and three factors at the teacher-level. Instructional Student Engagement is represented by 15 items that measure four factors. Multilevel confirmatory factor analysis was used to test a two-level model that had four factors at the student-level and four factors at the teacher-level. The psychometric results of the student questionnaire assessing the student engagement components of fidelity were mixed. Support for the factorial validity of the multilevel student models was mixed, with model fit indicating that some of the measured variables did not load strongly on their respective factors and some of the factors lacked discriminant validity. Lastly, the correlations between students' and teachers' scores for both the observed and latent variables (ranging from -.15 to .72 in math; -.07 to .41 in science) displayed limited convergent validity.

The growing number of school-aged children displaying challenging behavior has increased the need for effective interventions. School-based consultants (SBC) report using behavioral consultation to assist teachers in designing behavior intervention plans (BIP) that help students engage in appropriate behavior in the classroom. Research indicates that direct training methods increase teacher's implementation of the BIP. One commonly used direct training method, performance feedback (PF), is used to assess teachers' treatment integrity. Research also indicates that checklists (non-direct measures) are more cost efficient methods. The purpose of this paper was to evaluate a direct training method used to train teachers to self-monitor their own implementation of their student's BIP in an effort to increase accuracy of self-report and sustainable treatment integrity outcomes. Two educators who worked with children with challenging behavior participated in this study. The effect of using self-monitoring on both educators' implementation of BIPs was evaluated. Results indicated that both educators' implementation increased and maintained into the maintenance phase. Also, results indicated that educator's accuracy of reporting was similar to independent observers.

<p>Simulators provide great promises of pedagogical utility in a wide array of practices. This study focuses on the use of a full-scale mannequin simulator in training of personnel at an intensive care unit at a Swedish hospital. In medicine, simulators are a means of doing realistic training without risks for the patient. Simulators for use in intensive care medicine are built to resemble as closely as possible the human physiology. In the studied sessions the simulator (a Laerdal SimMan) is set up to be an as-authentic-as-possible replication of the nurses regular, day-to-day practice.</p><p>In examining the training-sessions, it was found that the participants often did other things than “proper” simulation, such as joking or making comments about the simulation. These “transgressional activities” were studied from a perspective of ethnomethodology, using video-recordings of the session. These were transcribed and analyzed in detail using ethnomethodologically informed interaction analysis.</p><p>Several themes were developed from the recordings and transcripts. These have in common that they demonstrate the participants’ own achievement and maintenance of the simulation as a distinct activity. The analysis provides an account of how the local order of the simulation is upheld, how it is breached and how the participants find their way back into doing “proper” simulation. It is an overview of the interactional methods that participants utilize to accomplish the simulation as a simulation.</p><p>This study concludes with a discussion of how this study can provide a more nuanced view of simulations, in particular the relation between simulated and “real” practices. Notions of realism, authenticity and fidelity in simulations can all be seen to be the participants’ own concern, which informs their activities in the simulation.</p>