The bulk motion of the neutral gas at altitudes between about 200 and 600 km is an important factor in predicting the onset of plasma instabilities that are known to distort and/or disrupt high frequency radio communications. A ram wind sensor is a space science instrument that, when mounted on a satellite in low-Earth orbit, makes in-situ measurements of the component of the neutral gas velocity that lies along the orbit track of the satellite. The instrument works by changing the voltage on one of a set of grids and measuring a corresponding electron current generated by ions flowing through the grid stack and detected by the microchannel plate, generating a function of current vs. voltage called an I-V curve. Traditionally, the size and power requirements of ram wind sensors has limited their use to larger satellites. In this thesis, the electrical design and basic testing of a cubesat compatible RWS known as the ram energy distribution detector (REDD) are described. The mechanical design of the REDD sensor is first described, and the requirements of the electrical design are presented. The electrical requirements are based on both the characteristics of the ionosphereic flight environment, and on the size and power requirements typical of the small cubesat platforms for which the instrument is intended. The electrical hardware is then described in detail. The microcontroller design is reviewed as well, including the instrument's operating mode, and timing scheme. Test data showing the basic functionality of the instrument are then presented. Bench tests validate the design by confirming its ability to control voltages and measure small electron currents. End-to-end tests were also performed in a vacuum chamber to mimic the ionospheric environment. These data are presented to show the ability of the REDD sensor to meet or exceed its design specifications. / Master of Science

The purpose of this study is to determine an evaluative instrument for evaluating a modern school program.

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. / The thought process of social justice scholarship is something that is often implied, but has yet been explicitly defined. This dissertation explores the concept and development of this thought process through three manuscripts. The first manuscript defines social justice thinking as metacognitive social justice through an extensive literature review to find common themes that permeate social justice content. The themes found across the literature can be distilled to four attributes found in “social justice thinking”: (a) self-awareness through consciousness-raising, (b) value in the narratives of others, (c) awareness of unseen forces, and (d) questioning historical origins or intents. The second manuscript explores the perceptions of self- proclaimed social justice thinkers, extracting what they define as “social justice thinking” and the role it plays in their daily choices and decision-making. This manuscript explores three other emergent themes of action, discomfort and community, as a well as the need for developing social justice thinkers. In addition, it highlights significant connections to the attributes in the first manuscript. The third manuscript is the development of an instrument designed to measure the attributes of metacognitive social justice described in the first manuscript. The goal of the instrument is to provide a snapshot of what metacognitive social justice attributes may be found in undergraduate classes. This is the first edition of the instrument, with the idea that the instrument will be ever evolving, becoming more accurate and valid, and carefully reworded for different audiences beyond college undergraduates.

This research aims to analyze the spatial and temporal characteristics of instrument meteorological conditions (IMC) over the Southern Appalachian Region from 2008 to 2023, utilizing Meteorological Terminal Aerodrome Report (METAR) stations across six USGS-defined physiographical provinces. IMC is defined as visibility less than three statute miles and/or cloud ceiling heights less than 1,000 feet above ground. Percentage of hours reporting IMC are considered on an annual, seasonal, and hourly basis. The greatest increase in IMC over the period occurs in the Piedmont province, and the greatest decrease in the Interior Low Plateaus province. All provinces experience the greatest amount of IMC in wintertime, and the season with the fewest IMC hours varies by province. All provinces see a maximum hour of IMC within three hours following sunrise except summertime in the Interior Low Plateaus, which experiences the highest frequency of IMC within two hours prior to sunset.

Depuis plus de trente années, des recherches en didactique de la physique ont montré dans un grand nombre de pays que les élèves rencontrent des difficultés d'apprentissage en électricité et ce, quel que soit le niveau scolaire. Ces difficultés s’expliquent notamment par un certain nombre de conceptions qui viennent entraver la compréhension des phénomènes électriques. Pour palier ces difficultés, les didacticiens, et de fait les enseignants, utilisent des analogies plus ou moins adaptées et performantes. Pour réaliser notre travail de recherche, nous étudions une analogie innovante entre les domaines mécanique (domaine source) et électrique (domaine cible), cette analogie a la particularité d'être instrumentée, ce qui permet d'expérimenter dans le domaine source. Notre travail de recherche s’intéresse aux conditions d’efficacité de cette analogie pour l'apprentissage des élèves. La revue bibliographique dans les domaines de la didactique de la physique, l'ergonomie et la cognition incarnée a permis, dans un premier temps, d'établir un ensemble de conditions auxquelles doit répondre l'analogie pour être efficace. Notre travail a permis de montrer que cette analogie possède les critères requis pour être considérée comme une analogie potentiellement efficace. Dans un second temps, nous avons vérifié l'impact de la mise en oeuvre de cette analogie avec des élèves de terminale scientifique. Pour cela nous avons réalisé des questionnaires et des entretiens avec les élèves. Les résultats aux questionnaires mettent en évidence une efficacité moindre que celle que laissait supposer l'étude sur le potentiel didactique de l'analogie. C'est par le biais d'entretiens auprès des enseignants et d'enregistrements de cours qu'une très grande disparité d'utilisation de l'analogie a été repérée. L'étude des données recueillies permet de mieux comprendre les raisons qui expliquent la faible utilisation de l'analogie. Ces résultats ont permis la conception d'une première version d'un guide d'utilisation à destination des enseignants. / For over thirty years, research in didactics of physics have shown in many countries that students encounter learning difficulties in electricity and that, regardless of the grade level. These difficulties can be especially explained by a number of misconceptions that prevent the understanding of electrical phenomena. To overcome these difficulties, researchers in didactics and teachers use analogies which are more or less adapted and powerful. To achieve our research, we study an innovative mechanical analogy between mechanical domain (source domain) and electrical domain (target domain). This analogy has the feature of being instrumented, which allows to experiment in the source domain. Our research focusses on the conditions of effectiveness of this analogy for student learning. The literature review in physics, science education, ergonomics and embodied cognition allowed, firstly, to establish a set of conditions to be met by the analogy to be effective. Our work has shown that this analogy has the necessary criteria to be considered an effective analogy. Secondly, we tested the impact of the implementation of this analogy with scientific 12th grade students. For this, we made tests and interviews with students. The test results show a lower efficiency than suggested by the study of the potential of the analogy. Through interviews with teachers and course records, we note a great disparity of use of the analogy. The study of collected data allows to better understand the reasons of the low use of the analogy. These results allowed to design a first version of a manual for teachers.

Dans la formation du baccalauréat STD2A, il n’est pas question d’enseigner à des élèves la profession de designer, contrairement aux formations supérieures, mais de les préparer à intégrer ces formations. Son objectif est de donner plus des éléments de compréhension des démarches de conception qu’une compétence professionnelle de designer. La finalité de ce travail est de regarder comment l’activité de conception est enseignée au lycée. Le cadre théorique interroge les articulations entre activité, instrument, milieu, tâche et compétences et activité de conception. Le cadre de l’étude a été circonscrit à l’épreuve certificative « Projet en Design et AA » . La méthodologie s’appuie (1) sur une analyse a priori de la tâche prescrite par l’institution et redéfinie par des enseignants travaillant dans trois lycées différents, et (2) sur une analyse de l’activité d’un échantillon de leurs élèves. Les activités sont regardées à travers des entretiens menés avec les enseignants sur le dispositif qu’ils conçoivent, à travers des entretiens menés avec les élèves sur les tâches qu’ils ont réellement effectuées, et à travers les signes produits par les uns et les autres. Les résultats montrent d’une part, que l’activité d’apprentissage est instrumentée plus par les représentations différentes que les enseignants ont de la situation de référence prescrite que par leur représentation d’un état prescrit de compétence de conception. D’autre part, bien que l’activité de l’élève soit motivée par l’obtention du baccalauréat et non par la conception d’artefacts, il élabore des instruments sémiotiques et matériels propres à l’activité des étudiants qui apprennent à devenir designers. / The secondary school leaving certificate in Science and Technology: Design and Applied Arts prepares pupils to integrate postsecondary design programmes.The purpose of this study was to investigate how design activity is taught in secondary school. In an attempt to highlight the impact of the environment on the learning activity, the theoretical framework questions the relationship between activity, instrument, environment, task and skills, design activity.The study favoured an exploratory analysis based on the observation of real situations in an unambiguous and operational way. The scope of the study was limited to the certification exam “Project in D and AA”. The research design was empirical and based on (1) a priori analysis of the task prescribed by the institution and redefined by teachers belonging to three different high schools, and (2) an analysis of the activity of a sample of their pupils. Observation tools were based on the abstention from direct observation. The activities were viewed: through interviews conducted with teachers; through interviews conducted with pupils on the tasks they have actually accomplished; through the signs produced by teachers and pupils. The results show that the learning activity is instrumented to a greater extent by the different representations teachers have of the prescribed reference situation than by their representation of a prescribed state of design skills. In addition, although the pupil’s activity was motivated by the obtention of a school leaving certificate and not by the design of artefacts, the pupil develops semiotic and material instruments specific to the activity of students who train to become designers.

Syfte: Att genom vetenskaplig litteratur beskriva vilka metoder och instrument somanvänds inom hälso- och sjukvård för att mäta följsamheten tillhygienföreskrifter.Metod: Föreliggande studie har genomförts som en litteraturöversikt. Artiklar söktes viaCinahl, PubMed och Web Of Science.Resultat: Resultatet grundar sig på 14 artiklar. Fem kategorier av metoder beskrevs, medtio tillhörande instrument. I tio av studierna användes manuell observation sommätmetod. Två studier tog upp provtagning på ytor (ATP-mätning) för attutvärdera städrutiner. Även elektronisk observation, självskattning samt intervjubeskrevs. Instrumenten som beskrevs var fyra typer av observationsformulär, tvåtyper av ATP-mätare, två typer av enheter som registrerar elektroniska signaler,ett intervjuformulär samt ett självskattningsformulär.Slutsats: Att mäta följsamheten till hygienregler behöver inte vara svårt eller kostsamt,men kan hjälpa oss i arbetet mot en högre patientsäkerhet. Mätningar kan ge ossen bild av våra svaga punkter i följsamhet till hygienregler. I och med attsynliggöra svagheterna kan vi också arbeta med att förbättra dem.

Thesis (D.M.A.)--University of Oklahoma, 1996. / Includes bibliographical references.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 1997. / Includes bibliographical references (leaves 95-103).

Thesis (Ed.D.)--Teachers College, Columbia University, 1994. / Includes tables. Typescript; issued also on microfilm. Sponsor: Harold F. Abeles. Dissertation Committee: Lenore M. Pogonowski. Includes bibliographical references (leaves 89-104).