This study is concerned with Michael Corrette (1709-1795) and his contribution to music pedagogy through seven of his extant string instrument treatises. Besides the translations from French into English, the dissertation includes an extensive commentary corroborating his information with ideas of other noteworthy, predominantly-French string writers of the period.

No description available.

Arsenic contamination in groundwater is a worldwide problem. The existing portable field test kits can not provide accurate results when the arsenic concentration is around 10 μg L-1 or lower. This research first was focused on the development and validation of methods in which portable instrumentation, such as electrochemistry instruments or quartz crystal microbalances, could be used to accurately determine arsenic concentrations in water even when the concentration is below 10 μg L-1. A modified anodic stripping voltammetry (ASV) and cathodic stripping voltammetry (CSV) method with measurement at a microarray electrode manufactured by TraceDetect Inc. was developed. When the ASV method with a gold electrode was applied for real water analysis, the detection limit of arsenite was 2.2 μg L-1, and for arsenate was 0.13 μg L-1. In the CSV method the more commonly used hanging mercury drop electrode was replaced with a mercury film array electrode. Under the optimum condition, this method had a detection limit for arsenite of 0.58 μg L-1 and for arsenate of 2.7 μg L-1. A method for the determination of arsenic using a quartz crystal microbalance was developed in which the crystal surface was modified in situ by dithiolthreitol, an arsenite-selective ingand. The method was applied to real water sample analysis with a limit of 0.6 μg L-1. The second was concerned with an investigation of the kinetics of the reactions that are the basis of several currently available field test kits (as exemplified by the Hach Kit) using inductively coupled plasma mass spectrometry (ICP-MS) with the goal of improving the performance of the test kit. The time for arsine gas reaches to the maximum concentration in the headspace of the vessel was about 60 min without continuous stirring and only 20% of arsenic was absorbed on the test strip. To speed up the arsine generation, continuous stirring condition can be applied. It also made more arsine absorbed on the test strip. The SEM study proves the structure of the darker colored compound. For the lighter colored compounds, the information is not enough to make a conclusion.

<p> Two methods of approach are presented for the analysis of digitized data containing instrument response effects. The first method corrects the data vector by means of multiplication by the inverse response matrix. In order to accomodate large size data fields, a special effort is made to obtain expressions for the inverse. matrix elements in closed form. Reduction of statistical uncertainties is accomplished by application of non-negativity conditions. The second approach is based on the method of least squares. Applications to two-dimensional coincidence spectra and nonlinear model functions are discussed in some detail. Although the main emphasis is placed on analysis of nuclear spectra, the techniques presented need· not be limited to this application alone. </p> / Thesis / Doctor of Philosophy (PhD)

Over the years, teachers, administrators, and policy makers have been concerned with optimizing learning for all students. The No Child Left Behind Act put an emphasis on summative assessments, which measure what students have learned. In contrast, formative assessment has been shown in many studies to improve student achievement and motivation because it is applied while students are learning. The purpose of this study was to investigate, for middle and high school mathematics and science instruction, the validity and reliability of a newly developed observation instrument called AssessToday, which is used in a single class period to assess a teacher’s use of short-cycle formative assessment. The content validity of the instrument was supported through an extensive literature review, feedback from experts in the field of formative assessment, and an examination of 98 classroom observations. For assessing reliability of the instrument, inter-rater reliability coefficients were calculated using data collected by trained observers who independently rated teachers during the same class period using three measures: percentage of agreement between raters, Cohen’s kappa, and Fleiss kappa. Cohen’s kappa (N = 36 pairs) ranged from .62 to 1.00 for all observer pairs with an average kappa of .75 for mathematics (n = 16 pairs) and .76 for science (n = 20 pairs). The recommended threshold for kappa is k = .70. An exploratory factor analysis was conducted on the observation data and the determined factors related to the theoretical framework established in the literature. The results affirmed that the instrument is a tool to be utilized in short-cycle formative assessment with middle and high school science and mathematics teachers.

No description available.

No description available.

No description available.

<p>Validerat; 20150701 (global_studentproject_submitter)</p>

This dissertation explores the concept and development of metacognitive social justice through three manuscripts. The first manuscript defines metacognitive social justice through an extensive literature review from prominent social justice scholars and theorists to find common themes that either explicitly or subtly permeate social justice content. Drawing from theory and empirical data, the first manuscript provides a foundation of this cognitive process that is relatable to all social justice scholarship, defining cognitive common ground. The themes found across the literature can be distilled to four metacognitive attributes found in "social justice thinking": (1) self-awareness through consciousness-raising, (2) value in the narratives of others, (3) awareness of unseen forces, and (4) questioning historical origins or intents. The second manuscript is a qualitative analysis of the perception of self- proclaimed social justice thinkers, exploring how they define 'social justice thinking' and the role it plays in their daily choices and decision-making. Through thoroughly coded and analyzed transcripts of one-on-one, semi-structured interviews, this manuscript explores three other emergent themes of action, discomfort and community, as a well as the need for developing social justice thinkers, and highlights significant connections to the attributes in the first manuscript. The third manuscript is a detailed description of the development of the metacognitive social justice survey for college undergraduates, a psychometric instrument designed to measure the metacognitive social justice attributes in individuals described in the theoretical manuscript. The instrument was found to be increasing in quantitative validity through two exploratory factor analyzes (EFA) with still room for improvement. Drawing on the questions developed so far, a final version of this psychometric instrument will provide a snapshot of what metacognitive social justice attributes are found in undergraduate classes and potentially to what extent. This is the first edition of the instrument, with the idea that the instrument should be ever evolving, becoming more accurate and valid, and carefully reworded for different audiences beyond college undergraduates. / Ph. D.