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The purpose of this study was to compare the achievement and attitudes of students who experienced two different methods of intermediate typewriting teaching at Utah State University. This experimental research was conducted in the Department of Business Education and Office Administration at Utah State University, Logan, Utah, during the winter quarter of 1973. The statistical population included forty-two control group students and eighteen experimental group students. An instructional model was developed to allow the control group to move through the instructional model as a traditional structured group while the experimental group proceeded through the instructional model on an individualized progress basis. The design of the model included eight learning units, videotaped instruction, individual and group testing, and group administered skill building. Two teachers were used in the study. Each teacher taught a control and experimental group. To evaluate the effectiveness of the model, two major categories of mll hypotheses were tested. They were: (1) hypotheses testing the overall effects of the experiment, and (2) hypotheses testing the effects of each individual learning unit. Teacher-made pretests and posttests were developed to measure the overall achievement in typewriting theory, straight-copy, five-minute timed writing speed, accuracy, and proofreading. Also, pretests and posttests were developed to measure typewriting theory, production speed, and production accuracy for each of the learning units used in the study. Sixteen selected questions from the Illinois Course Evaluation. Form 66, 1965, were used to measure the attitudes of students. A report was made by each teacher stating the number of days it took etch student to complete the course requirements. Two-way regression analysis of covariance was employed to test the hypotheses related to the achievement of students on theory tests, straight copy timed writing tests, and unit production tests. The hypothesis related to the attitudes of students was tested by two-way regression analysis of variance on each of the sixteen questions. The following findings were reported: There were no significant differences with respect to treatment groups, teachers, and method-teacher interaction on all overall achievement measures, 01 four of the six learning units tested, or on twelve of the sixteen attitude questions. There was a significant difference between teachers in favor of Teacher One but not treatment groups nor method-teacher interaction on each of these questions: "The instructor seemed to be interested in students as a person." "The instructor had a thorough knowledge of his subject matter." "The instructor seemed to consider teaching a chore or routine act." There was a significant difference between treatment groups in favor of the control group but not teachers nor method-teacher interaction on the question, "It was a very worthwhile course," although both groups agreed that the course was worthwhile. There was a significant difference between treatment groups in favor of the control group on manuscript production speed. No other significant differences in the manuscript unit were found. There was a significant difference between teachers in favor of Teacher One on simple tables production speed. No other significant differences in the simple tables unit were found. The control group had thirty-nine students who completed the course requirements at the end of the normal quarter and had three students who finished late. The experimental group had eight students who completed the course requirements early, nine students who finished at the end of the normal quarter, and one student who finished later. The major recommendations were: Business educators should consider the individualized progress method of instruction as a viable alternative to the traditional structured-group method of instruction in all areas of intermediate typewriting achievement except on manuscript production speed development. Business educators should consider the individualized progress method of instruction as a viable alternative to the traditional structured-group method of instruction when favorable attitudes toward intermediate typewriting are important. To utilize the current typewriting facilities at Utah State University more efficiently and to accommodate the needs of individual students, a minimum of two sections of intermediate typewriting should be offered in the typewriting curriculum of Utah State University. One of these sections should be a traditional structured-group method of instruction and the other should be an individualized progress method of instruction.

The model of rejuvenation of a near-solidus crystal mush to produce large volumes of crystal-rich magma is tested here by analyzing the mineralogical, chemical, modal, and physical characteristics of the 31.1 Ma super-eruptive (2000 km3) Cottonwood Wash Tuff. It is the oldest in a series of three so-called “monotonous intermediate” ignimbrites from the Indian Peak-Caliente volcanic field in southern Utah and Nevada. A crystal-rich (~50% Pl > Qz ≈ Hbl ≈ Bt > Mag ≈ Ilm > Cpx + Zrn + Ap+ Po) dacite (62 – 69 wt% SiO2), the Cottonwood Wash Tuff is similar in age, volume, mineralogy, crystallinity, and elemental composition to the 28.0 Ma, ~5000 km3 Fish Canyon Tuff (~45% Pl + Kfs + Qz + Hbl + Bt + Ttn + Mag + Ilm + Ap + Zrn + Po, 66 – 68 wt% SiO2), used as the basis of the rejuvenation model, which suggests that magma chambers remain in a near-solidus state until a late heating event melts the magma enough to allow eruption. The Cottonwood Wash magma chamber was compositionally varied, as shown by the composition of mineral and juvenile clast compositions. Most of the whole-rock compositional variations are likely due to the variation of mineral proportions induced by shear in the magma chamber. A volumetrically minor component with evolved mineral compositionss, is represented by “evolved” juvenile clasts. Mineral compositions and experimental phase relationships show the pre-eruption magma crystallized at 800°C, 2.3 kb under water-undersaturated but oxidized conditions (delta QFM = 2.1). The majority of plagioclase and amphibole grains exhibit small-scale oscillatory zonation; where systematic compositional zonation exists, normal and reverse zonation are equally present. Cathodoluminescence of quartz reveals typically normally zoned phenocrysts with late resorption, considered to be the result of eruptive decompression. Many of the characteristics used to identify the warming of a near-solidus mush for the Fish Canyon Tuff are not present in the Cottonwood Wash Tuff [i.e., reversely zoned hornblende or plagioclase, partially remelted mineral aggregates, evidence of fluid saturation, resorption textures not related to decompression, rapakivi mantles, and hybrid andesite inclusions]. The Cottonwood Wash Tuff magma system did not undergo rejuvenation from a near-solidus state. Instead, the magma was apparently cooling and crystallizing just prior to eruption.

<p>This thesis investigates how disparity estimation may be used to visualize an object on a 3D-screen. The first part looks into different methods of disparity estimation, and the second part examines different ways to visualize an object from one or several stereo pairs and a disparity map. Input to the system is one or several stereo pairs, and output is a sequence of images of the input scene but from more angles. This sequence of images can be shown on Setred AB's 3D-screen. The system has high real time demands and the goal is to do the disparity estimation and visualization in real time.</p><p>In the first part of the thesis, three different ways to calculate disparity maps are implemented and compared. The three methods are correlation-based, local structure-based and phase-based techniques. The correlation-based methods cannot satisfy the real-time demands due to the large number of 2D-convolutions required per pixel. The local structure-based methods have too much noise and cannot satisfy the quality requirements. Therefore, the best method by far is the phase-based method. This method has been implemented in Matlab and C and comparisons between the different implementations are presented.</p><p>The quality of the disparity maps is satisfying, but the real-time demands cannot yet be fulfilled. The future work is therefore to optimize the C code and move some functions to a GPU, because a GPU can perform calculations in parallel with the CPU. Another reason is that many of the calculations are related to resizing and warping, which are well-suited to implementation on a GPU.</p>

While Western science education has always been ubiquitous in the Canadian educational system and society, many researchers have recognized the scientific and educational values of Traditional Ecological Knowledge (TEK). This study aims to contribute to the understanding of TEK and the integration of TEK into science curricula. The prevalence and representation of TEK in grades 7 and 8 official science curriculum documents used in Canada were examined. To describe TEK in the documents, both quantitative and qualitative content analyses were conducted. The results show the high variation of the prevalence and representations of TEK. Overall, Nunavut and Saskatchewan show the highest prevalence and representation of TEK in their curriculum documents, which could establish a benchmark for developing a national learning framework for integrating TEK.

In this qualitative study, I examine two elementary-intermediate teachers’ understandings and pedagogical practices of global citizenship education in the Ontario and British Columbia classroom contexts. Key findings reveal contrasting portrayals of global citizenship education that foreground particular themes and practices found in the literature and curriculum guidelines. One teachers’ understandings and goals highlight an environmental global justice angle whereas the other teacher focuses on critical thinking. Three broad themes appeared to underpin their pedagogical practices – child-centred learning, critical thinking, and authentic performance tasks – although each theme is portrayed in distinctive ways. Both teachers identified factors such as the departmental and school culture, a collaborative learning community, and suitable resources as either encouraging or hindering their ability to transform their preferred learning goals into practice. These findings reveal a level of ambiguity and uncertainty regarding the teacher participants’ understandings and practice, which is complicated by varying levels of support.

In this qualitative study, I examine two elementary-intermediate teachers’ understandings and pedagogical practices of global citizenship education in the Ontario and British Columbia classroom contexts. Key findings reveal contrasting portrayals of global citizenship education that foreground particular themes and practices found in the literature and curriculum guidelines. One teachers’ understandings and goals highlight an environmental global justice angle whereas the other teacher focuses on critical thinking. Three broad themes appeared to underpin their pedagogical practices – child-centred learning, critical thinking, and authentic performance tasks – although each theme is portrayed in distinctive ways. Both teachers identified factors such as the departmental and school culture, a collaborative learning community, and suitable resources as either encouraging or hindering their ability to transform their preferred learning goals into practice. These findings reveal a level of ambiguity and uncertainty regarding the teacher participants’ understandings and practice, which is complicated by varying levels of support.

La coordinación selectiva del oro a los triples enlaces fue la chispa que desencadenó la fiebre del oro en la química organometálica. Una amplia gama de sustratos han sido empleados pero ha sido recientemente que los cicloheptatrienoshan sido sometidos a transformaciones químicas catalizadas por oro. Se ha determinado que la reacción de alquinilcicloheptatrienos catalizada por Au(I) y Au (III) produce indenos 2- y 1-substituidos, respectivamente. En el mecanismo de esta reacción interviene un intermediario catiónico de tipo barbaralilo, sin precedentes en este tipo de química. Asimismo se ha intentado desarrollar una metodología para la síntesis de acenos por medio de una ciclación catalizada por oro, así como la síntesis de buckybowls a partir de derivados alquinílicos de la truxentriona.

Tropical rainforests are among the most complex and diverse ecosystems, composed of a mosaic of shady understory under the closed canopy and tree-fall gaps of varying sizes and age. The light reaching the forest floor favors the recruitment of fast growing plant species and provide food resources for other animal species including butterflies. The Nymphalidae are the most species rich butterfly family in the tropics, and are ideal bioindicators. We investigated the effect of the tree-fall gaps on the assemblages of fruit feeding Nymphalidae. We used fruit-bait traps in 15 tree-fall gaps from 100 to 1000 m2 and 15 in undisturbed understory, from July until November, in a lowland tropical rainforest in southeastern Peru. We found distinct differences in butterfly assemblages between tree-fall gaps and understory, with a higher number of species in gaps, associated with a higher level light. We identified several species mostly found in one of the habitats, and generalist species. The heterogeneity was large within the same site both in gaps and in the understory. The difference between butterfly assemblages increased with gap size. Butterfly species were mainly associated with the absence of vines in the gaps, and found in large and light gaps. We distinguished several species according to their preferences for the vegetation structure, light level and size of gaps. We concluded that one example that maintains the biodiversity in the tropical rainforest is the formation of tree fall gaps of different sizes resulting in different species assemblages.

<p>This thesis examines causal inference related topics involving intermediate variables, and uses Bayesian methodologies to advance analysis capabilities in these areas. First, joint modeling of outcome variables with intermediate variables is considered in the context of birthweight and censored gestational age analyses. The proposed methodology provides improved inference capabilities for birthweight and gestational age, avoids post-treatment selection bias problems associated with conditional on gestational age analyses, and appropriately assesses the uncertainty associated with censored gestational age. Second, principal stratification methodology for settings where causal inference analysis requires appropriate adjustment of intermediate variables is extended to observational settings with binary treatments and binary intermediate variables. This is done by uncovering the structural pathways of unmeasured confounding affecting principal stratification analysis and directly incorporating them into a model based sensitivity analysis methodology. Demonstration focuses on a study of the efficacy of influenza vaccination in elderly populations. Third, flexibility, interpretability, and capability of principal stratification analyses for continuous intermediate variables are improved by replacing the current fully parametric methodologies with semiparametric Bayesian alternatives. This presentation is one of the first uses of nonparametric techniques in causal inference analysis,</p><p>and opens a connection between these two fields. Demonstration focuses on two studies, one involving a cholesterol reduction drug, and one examine the effect of physical activity on cardiovascular disease as it relates to body mass index.</p> / Dissertation