I find a similarity between my work and the absurd character of many of the unrealized inventions of earlier times. An example of the latter is the Saluting Device, whch allowed a gentleman to tip his hat without having to use his hand. These machines were never produced for popular use precisely because of their absurdity. Unlike these inventions, however, my sculptures are not created to perform any useful function. I intend them to be viewed as satirical, comical, and fictitious oddities through which I work to convey ideas and feelings about the dilemmas of modem society. Like a machine, our society needs careful maintenance and fuel to function smoothly, but it is, I believe, running out of energy and beginning to break down. I build my obsessive-compulsive objects to resemble household appliances and toys. Ths is an attempt to establish a comfort level for the viewer. Contemplation of ,these machnes will, I hope, spark the viewer's curiosity and stimulate their imagnation to propel and enable the objects to perform their intended satirical purpose. My creative process starts with intuitive pencil sketches that resemble crude technical drawings. The drawings suggest machnes that might perform some imagnary function. I determine the function and then fkther refine the drawing. The final drawing becomes a reference point and sometimes a template for the building process. For further interpretation and intricacy, I allow for deviation from the drawing as I build. The buildmg process begms with an interior frame which is similar to house construction, except that I use clay slabs instead of framing boards. After the skeleton is complete, I enclose the structure and make any parts that must be added or assembled after firing. I use whatever type of builQng procedure necessary to complete the object; this may include coil building, wheel throwing, extruding shapes, and surface carving. Through these odd, imagnative gizmos and gadgets, I offer social commentary. I have chosen satire and humor to engage the viewer in various ways of looking at the modem world. This is an attempt to provoke joyful imagination and intrigue through the intricacy of the pieces. I also suggest my view of the current human condition through the precariousness of the various elements in these sculptures. Finally, my work is an attempt to provide another context from whch to view and respond to our place and time in history.

The primary goal of this study was to acquire an understanding of those practices that encourage the sustained use of simulations in support of inquiry-based science instruction. With the rapid distribution of Internet-related technologies in the field of education, it is most important to undertand the function of these innovations. Technology, specifically the implementation of simulations to support inquiry-based instruction, provides new educational strategies for science teachers. Technology also influences the field of education by repeatedly making some teachers' best practices obsolete. The qualitative research design was selected to explore the nature of science leaders' and teachers’ consideration or lack of consideration to incorporate simulations into their inquiry-based instruction. The method for collecting the data for this study included in-depth, semi-structured interviews. The analysis of this interview data was conducted in two phases. Phase I focused on the consensus views of the participants regarding the implementation of simulations. In order to gain a more in-depth understanding of the interview data, Phase II focused on the subtle differences among the participants regarding their execution of this instructional tool. The overall conclusion of this study was that the use of simulations requires a multi-faceted approach to ensure sustainability. As noted, science leaders must continue to encourage the high, medium and low users of simulations to implement the ongoing use of these instructional tools. Also, science teachers must do their part to ensure the success of these programs. By addressing the primary and secondary research questions, five major conclusions were reached. These conclusions include (a) the use of web-based simulations can have a positive influence on inquiry-based science instruction, (b) technology challenges have influenced the teachers’ use of simulations, (c) time influences the use of simulations, (d) ongoing professional development strategies support the sustained use of simulations, and (e) student engagement in inquiry-based science instruction is positively influenced by the use of simulations. This study concludes with suggestions for educational leaders and teachers along with further considerations for future research.