This bachelor thesis dives into the topic of responsive images on the web. With more and more devices different devices accessing the web all with different conditions, serving the right image for each and every device is an important matter. This thesis looks into the topic and compares a few available techniques that potentially could solve this problem of providing the right image. This thesis will include a literature study as well as an experiment. When both these parts are done they will be presented, analyzed and summarized for the reader. The experiment is a performance benchmark of two different responsive image techniques, a non responsive image alternative is also tested in order to have something to evaluate the responsive image techniques with and see how big of a difference the techniques can make. Ultimately both responsive image techniques put through the experiment performed relatively even and both showed huge improvements in terms of performance over the non responsive alternative.

The work in this dissertation has two main focuses: (1) to develop sensors based on a quadruplex-forming oligonucleotide scaffold for the sensing of specific sequences, (2) to develop an indicator displacement assay for the high-throughput determination of host-guest binding capable of easy discrimination between strong and weak-binding species. Chapter 1 serves to provide a brief introduction to some shared background for both projects, through introducing basic tenants of aqueous supramolecular chemistry and nucleic acid chemistry, in addition to some general lessons in system design that can be learned from the study of biology. Chapter 2 describes the design of a sensor based on a naphthalene mono-imide (NMI) scaffold, which due to an intramolecular charge-transfer from the naphthalene to a conjugated bipyridine has a low native fluorescence emission. When exposed to curcubit[7]uril (CB[7]) a macromolecular host able to encapsulate the bipyridine unit, the intramolecular charge-transfer is interrupted, resulting in a significant increase in fluorescence quantum yield (by over an order of magnitude). This enhancement is reversible, with competing binders for CB[7] causing a return to the unbound state with quenched emission. Importantly, this sensor exhibits robust activity with no significant variance in properties throughout the range of 5-10 pH, and is amenable to secondary functionalization for surface attachment without loss of activity. A facile microplate assay was developed on the surface-bound sensor, and a proof of concept study was shown by testing for binding against a library of therapeutically relevant drug classes, resulting in the discovery of three novel guests for CB[7] possessing strong to moderate binding affinities. Chapter 3 discusses the development of an oligonucleotide sensor called a quadruplex molecular beacon (QMB) that is able to transition between a closed, intramolecular quadruplex state and an open, intermolecular duplex state on the sequential application of two stimuli in the form of specific oligonucleotide sequences. The chapter initially focuses on optimizing strand exchange mechanisms that allow for the sequential stimuli to open (and close) the system, finding that the combined use of a short toehold sequence with a targeted base-pair mismatch leads to efficient hybridization and displacement with sequential stimuli. The remaining part of the chapter examines the use of this strand exchange mechanism to drive a fully constituted QMB through sequential opening and closing in response to sequential stimuli, with a corresponding fluorescence signal. / Cooper Battle

This study addresses the problem of a lack of culturally responsive literacy instruction in poorand marginalized communities, in developing countries. Relatedly, the study addresses factors that affect the implementation of this instruction, specifically the training of teachers to provide culturally responsive literacy instruction. This research provides a grounded description of how teachers in a Bolivian Fe y Alegria school use culturally responsive literacy instruction in the classroom and what factors affect their ability to do so. This case study was based on qualitative data collected from participant interviews, classroom and community observations and analysis of school and government documents. This study concludes that in this setting, despite the Fe y Alegria school's philosophy that reflects the aspects of culturally responsive instruction, few instances of this type of pedagogy in practice were observed. The data revealed rich and varied literacy practices within the community context. However, the data also suggested gaps between the home literacy practices and the literacy practices students were exposed to at school. As well, during the course of teacher interviews regarding formal and informal training, the data supports previous findings in other research that teacher training programs in the developing world were theory laden and for the most part impractical. This study contributes to a small but, hopefully, growing base of research on culturally responsive schools, give educators much needed information on how to consider and utilize the communities' cultural contexts when planning and teaching their students and highlight some of the factors, such as teacher training, that hinder or help the implementation of this type of instruction.

Due to their controllable size, low cytotoxicity, and unique architecture, cyclodextrin based pseudopolyrotaxanes have been developed to encompass a broad range of diverse medical and chemical engineering applications. The study of complexation between α-cyclodextrin (alfa-CD) grafted PEG segments on the surface of PAMAM dendrimers was carried out to investigate the physical properties and driving force of this so called host guest interaction. At pH of 10, complexation between alfa-CD and PEGylated-PAMAM occurred once alfa-CD was titrated to the PAMAM solution. However, at pH of 2 no binding took place until a critical alfa-CD concentration (C*) of ~ 8.0 mM was exceeded. The size of the nanostructures increased with alfa-CD concentration ranging from 0.5 to 25 mM at pH value of 2. From zeta potential measurements it was found that the PEGylated-PAMAM possessed positive charges, attributed to the protonation of primary amine groups on PAMAM chains that impart electrostatic repulsive forces to the system. As observed from DLS and SLS study at increasing alfa-CD concentration and pH values, the morphology of the complex changed from a start shaped to a Gaussian like structure. The dynamics and dimensions (length, diameter, translation and diffusion coefficients) of rod-like cellulose micro crystallites (whisker) were also investigated using simulated parameter estimation technique. For rod with L/d ratio equal to 17 (ROD 17), experimental D and Θ values produced length and diameter values showing close resemblance to experimental results with a significant reduction in the percentage error approaching 0.22 and 0.27% after 1000 iterations, respectively. The proposed approach provides a suitable and simple method to determine the length and diameter of rod-like nanoparticles, such as nanocrystalline cellulose.

Imagine the anatomy of architecture as a complex system, where the form is the result of generative processes, the material properties of the components, and their patterns of assembly. Within this paradigm, surface is that part of the system which exchanges energy, information, and materials with the local environment. How does human occupation of a space offer energy, information, or material to the system-building, and how can the surface best vector these exchanges? Walking could represent human occupation in this context. I choose my walker’s lineage and declare my interest, as an architect, in empathetic space. I explore the history of bipedalism, of the path as an architectural object, and of the sciences, philosophies and poetries of walkers. And I browse through contemporary architectural discourse pertaining to emergent design methodologies. Along the way, I test my proposal in two experiments: one complete, and one in progress...

This study addresses the problem of a lack of culturally responsive literacy instruction in poorand marginalized communities, in developing countries. Relatedly, the study addresses factors that affect the implementation of this instruction, specifically the training of teachers to provide culturally responsive literacy instruction. This research provides a grounded description of how teachers in a Bolivian Fe y Alegria school use culturally responsive literacy instruction in the classroom and what factors affect their ability to do so. This case study was based on qualitative data collected from participant interviews, classroom and community observations and analysis of school and government documents. This study concludes that in this setting, despite the Fe y Alegria school's philosophy that reflects the aspects of culturally responsive instruction, few instances of this type of pedagogy in practice were observed. The data revealed rich and varied literacy practices within the community context. However, the data also suggested gaps between the home literacy practices and the literacy practices students were exposed to at school. As well, during the course of teacher interviews regarding formal and informal training, the data supports previous findings in other research that teacher training programs in the developing world were theory laden and for the most part impractical. This study contributes to a small but, hopefully, growing base of research on culturally responsive schools, give educators much needed information on how to consider and utilize the communities' cultural contexts when planning and teaching their students and highlight some of the factors, such as teacher training, that hinder or help the implementation of this type of instruction.

Due to their controllable size, low cytotoxicity, and unique architecture, cyclodextrin based pseudopolyrotaxanes have been developed to encompass a broad range of diverse medical and chemical engineering applications. The study of complexation between α-cyclodextrin (alfa-CD) grafted PEG segments on the surface of PAMAM dendrimers was carried out to investigate the physical properties and driving force of this so called host guest interaction. At pH of 10, complexation between alfa-CD and PEGylated-PAMAM occurred once alfa-CD was titrated to the PAMAM solution. However, at pH of 2 no binding took place until a critical alfa-CD concentration (C*) of ~ 8.0 mM was exceeded. The size of the nanostructures increased with alfa-CD concentration ranging from 0.5 to 25 mM at pH value of 2. From zeta potential measurements it was found that the PEGylated-PAMAM possessed positive charges, attributed to the protonation of primary amine groups on PAMAM chains that impart electrostatic repulsive forces to the system. As observed from DLS and SLS study at increasing alfa-CD concentration and pH values, the morphology of the complex changed from a start shaped to a Gaussian like structure. The dynamics and dimensions (length, diameter, translation and diffusion coefficients) of rod-like cellulose micro crystallites (whisker) were also investigated using simulated parameter estimation technique. For rod with L/d ratio equal to 17 (ROD 17), experimental D and Θ values produced length and diameter values showing close resemblance to experimental results with a significant reduction in the percentage error approaching 0.22 and 0.27% after 1000 iterations, respectively. The proposed approach provides a suitable and simple method to determine the length and diameter of rod-like nanoparticles, such as nanocrystalline cellulose.

Imagine the anatomy of architecture as a complex system, where the form is the result of generative processes, the material properties of the components, and their patterns of assembly. Within this paradigm, surface is that part of the system which exchanges energy, information, and materials with the local environment. How does human occupation of a space offer energy, information, or material to the system-building, and how can the surface best vector these exchanges? Walking could represent human occupation in this context. I choose my walker’s lineage and declare my interest, as an architect, in empathetic space. I explore the history of bipedalism, of the path as an architectural object, and of the sciences, philosophies and poetries of walkers. And I browse through contemporary architectural discourse pertaining to emergent design methodologies. Along the way, I test my proposal in two experiments: one complete, and one in progress...

Doctor of Philosophy / Curriculum and Instruction Programs / Thomas Vontz / Today, more than ever, educators throughout the United States need to know more about the challenges, opportunities, and value diversity brings to their schools. In one decade, 2003 to 2013, the population of K-12 public school students who identified as white decreased by 9%, or by 3.2 million. During this same time, the number of Hispanic students in the K-12 public school system increased from 19% to 25%, or by 3.5 million (NCES, 2016). Projections for K-12 student enrollment in public schools indicate a continued decline in the number of White students and increases in students from diverse racial and ethnic backgrounds within another decade (NCES, 2016). We must consider the ways in which we socialize, communicate, and act within these unfamiliar and new spaces – especially those spaces where our beliefs intersect with observable actions in the classroom. The literature is replete with research on teacher epistemologies and culturally responsive teaching, yet research on the dynamic interaction between the two does not exist. Research in this area is needed to better understand how a teacher’s individual epistemology interacts with culturally responsive teaching practices. The purpose of this study was to examine whether individual teacher’s epistemologies, as measured by the Epistemic Belief Inventory (EBI) can predict their level of effective practice with culturally and linguistically diverse (CLD) students, as measured by the Biography-Driven Practices (BDP) rubric. Further, five subscales of the EBI – Simple Knowledge, Certain Knowledge, Innate Ability, Omniscient Authority, and Quick Learning – were examined individually to test for potential correlations. Results show that, overall, a teacher’s epistemic beliefs do not predict their level of effective practice at a statistically significant level; however two subscales, Simple and Certain Knowledge significantly predicted effective practice with CLD students.

This study addresses the problem of a lack of culturally responsive literacy instruction in poorand marginalized communities, in developing countries. Relatedly, the study addresses factors that affect the implementation of this instruction, specifically the training of teachers to provide culturally responsive literacy instruction. This research provides a grounded description of how teachers in a Bolivian Fe y Alegria school use culturally responsive literacy instruction in the classroom and what factors affect their ability to do so. This case study was based on qualitative data collected from participant interviews, classroom and community observations and analysis of school and government documents. This study concludes that in this setting, despite the Fe y Alegria school's philosophy that reflects the aspects of culturally responsive instruction, few instances of this type of pedagogy in practice were observed. The data revealed rich and varied literacy practices within the community context. However, the data also suggested gaps between the home literacy practices and the literacy practices students were exposed to at school. As well, during the course of teacher interviews regarding formal and informal training, the data supports previous findings in other research that teacher training programs in the developing world were theory laden and for the most part impractical. This study contributes to a small but, hopefully, growing base of research on culturally responsive schools, give educators much needed information on how to consider and utilize the communities' cultural contexts when planning and teaching their students and highlight some of the factors, such as teacher training, that hinder or help the implementation of this type of instruction. / Education, Faculty of / Graduate