This project used data from the Dementia Progression Study, a longitudinal, population-based study based out of Cache County, Utah. Statistical models were used to examine the association between caregiver factors, the care environment, and cognitive outcomes in persons with dementia. Mediational analyses were also used to examine if the care environment, inferred for nutritional status, engagement in physical and cognitively stimulating activities, mediated the relationship between the closeness/caregiver coping strategies and cognition in persons with dementia. Results showed that closer caregiver-care recipient relationships were associated with better nutritional status and more engagement in number of cognitively stimulating activities as well as better cognitive scores (category verbal fluency, short-term auditory memory, auditory working memory, and immediate verbal memory). Coping strategies were not significantly associated with aspects of the care environment but Blames Self coping strategy was associated with better performance on a measure of verbal fluency, whereas Blames Others coping was associated with worse performance in confrontation naming. The care environment was not a mediator between caregiver factors and cognition, though if allowing for a broader criterion of statistical significance (.10), nutritional status mediated the relationship between closeness and the neuropsychological outcome, semantic fluency. The results of this project identify targets of intervention (caregiver-care recipient closeness and caregiver coping strategies) that may positively impact persons with dementia in possibly improving care-recipient outcomes.

With much emphasis on school accountability ratings and student achievement, it is imperative that building level leaders are equipped with leadership practices that will enhance academic progress. In essence, principals must implement leadership practices that will turn around low-performing schools. The purpose of this study was to investigate principals’ practices and ways to modify their existing leadership strategies to adapt to school improvement needs in low-performing schools in Mississippi. This study focused on 4 areas of principal practices in improving low-performing schools: (1) communication with staff, (2) instructional leadership, (3) professional development and growth opportunities, and (4) connection with key stakeholders as they relate to student achievement. A quantitative cross-sectional, non-experimental questionnaire design was utilized to examine leadership practices and principals’ preconceptions of communication, collaboration, and professional development used to promote student achievement. A self-reflective questionnaire was distributed via email to 898 Mississippi principals of which 152 responded. Generally speaking, for all schools, this study revealed there was a significant relationship between overall scale scores and math growth scores. However, there were no significant relationships between leadership practices and the other sub-scales of this study and student growth and proficiency for all participants. Further, when analyzing the results of individual leadership practices of principals of low-performing schools, findings indicated principals modeling instructional strategies displayed a significant relationship with English Language Arts growth. Findings also revealed a significant relationship between math growth and “using department chairs to collect data about staff concerns”. Further, findings revealed a significant relationship between math growth and “tracking and discussing professional growth with staff”. Additionally, when analyzing the results of individual leadership practices from all schools, communicating often and clearly to staff that change is not optional displayed a significant relationship to math growth. Also, principals utilizing shared leadership practices displayed a significant relationship with ELA proficiency. Recommendations for further research include conducting studies on the following: (a) high- performing Mississippi schools and leadership practices, (b) leadership practices utilized by principals in high-performing states, and (c) teachers’ perspectives of leadership practices and student achievement.

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Do you want to demonstrate the significance or vaIue of your integrated program? In this presentation, four researchers will tell their stories about how they collected good data in "real world" clinic settings. Practical recommendations will be provided for getting started in program evaluation in a way that will impact not only your developing program but also the field of integrated care. The audience will have the opportunity to frame their own questions and begin developing methods with feedback.

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In the last thirty years, language learning strategies have been used in the field of English as a Second Language (ESL) to help learners autonomously improve their English listening, speaking, reading, and writing. However, language learning strategies have not been applied to pronunciation learning in a large scale manner. This study attempted to bridge this gap by investigating the usage of pronunciation learning strategies among adult ESL learners. A strategic pronunciation learning scale (SPLS) was administered to 183 adult ESL learners in an Intensive English Program. Their scores on the SPLS were compared with their scores of spontaneous pronunciation on a program-end speaking assignment. A stepwise regression analysis showed that frequently noticing other's English mistakes, asking for pronunciation help, and adjusting facial muscles all correlated significantly with higher spontaneous pronunciation skill. Other analyses suggested that strong pronunciation learners used pronunciation learning strategies more frequently than poorer learners. Finally, a taxonomy is proposed that categorizes pronunciation learning strategies into pedagogically-founded groups based on Kolb's (1984) learning construct and four stages of pronunciation acquisition: input/practice, noticing/feedback, hypothesis forming, and hypothesis testing. This taxonomy connects language learning strategies to pronunciation acquisition research.

The main purpose of this thesis is to develop a search strategy for space debris that are in the geosynchronous orbit (GEO) region. The search strategy is not an effort to find the object initially but rather if found one time to aid in finding it again within a small time frame. This was a request from NASA Johnson Space Center Orbital Debris Program Office through the MODEST, Michigan Orbital Debris Survey Telescope, program. A single definitive search pattern was not found, however depending on the COEs of the orbit specific search strategy can be employed. These search strategies are far from perfect and can be improved upon with more rigorous testing as well as a larger data sample. Another goal is to look for correlation between the orbital parameters and the errors in the predicted right ascension (RA) and the declination (DEC). This was accomplished by varying the different orbital parameters by ±10% individually while holding the other parameters constant. This showed some correlation existed between some parameters and their errors, in particular there was correlation between a variation in right ascension of ascending node (RAAN) and the value of RAAN itself. The correlation found was that with the higher the value of RAAN the larger the RMS error.

<p>The main body of this thesis deals with three related concepts pertaining to vaccination strategies for childhood infectious disease. Chapter 2 deals with the implications of reversion in the Oral Polio Vaccine on global polio eradication programs. Chapter 3 explores the phenomenon of contact or secondary vaccination in the use of live-attenuated virus vaccines. Chapter 4 explores the importance of demographic stochasticity in pulse vaccination campaigns. largely focusing on measles dynamics. Abstracts for each chapter are given below.</p><p>Poliomyelitis vaccination via live Oral Polio Vaccine (OPV) suffers from the inherent problem of reversion: the vaccine may, upon replication in the human gut, mutate back to virulence and transmissibility resulting in circulating vaccine derived polio viruses (cVDPVs). We formulate a general mathematical model to assess the impact of cVDPVs on prospects for polio eradication. We find that for OPV coverage levels below a certain threshold, cVDPVs have a small impact in comparison to the expected endemic level of the disease in the absence of reversion. Above this threshold, the model predicts a small but significant endemic level of the disease, even where standard models predict eradication. In light of this, we consider and analyze three alternative eradication strategies involving a transition from continuous OPV vaccination to either continuous Inactivated Polio Vaccine (IPV), pulsed OPV vaccination, or a one-time IPV pulse vaccination. Stochastic modeling shows continuous IPV vaccination is effective at achieving eradication for moderate coverage levels, while pulsed OPV is effective if higher coverage levels are maintained. The one-time pulse IPV method may also be a viable strategy, especially in terms of the number of vaccinations required and time to eradication, provided that a sufficiently large pulse is practically feasible. More investigation is needed rq?;arding the frequency of revertant virus infection resulting directly from vaccination, the ability of IPV to induce gut immunity, and the potential role of spatial transmission dynamics in eradication efforts.</p> <p>Viruses contained in live-attenuated vims vaccines (LAVV) can be transmitted between individuals, resulting in secondary or contact vaccinations. This fact has been exploited successfully in the use of the Oral Polio Vaccine (OPV) to better control wild polio viruses. In this work we analyze general LAVV vaccination models for infections that confer lifelong immunity. We consider both standard (continuous) vaccination strategies and pulse vaccination programs (where mass vaccination is carried out at regular intervals). For continuous vaccination, we provide a complete global analysis of a very general compartmental ordinary differential equation LAVV model. We find that the threshold vaccination level required for eradication of wild virus depends on the basic reproduction numbers of both the wild and vaccine viruses, but is otherwise independent of the distributions of the durations in each of the sequence of stages of disease progression (e.g., latent, infectious, etc.). Furthermore, even for vaccine viruses with reproduction numbers below one. which would naturally fade from the population upon cessation of vaccination, there can be a significant reduction in the threshold vaccination level. The dependence of the threshold vaccination level on the virus reproduction numbers largely generalizes to the pulse vaccination model. For shorter pulsing periods there is negligible difference in threshold vaccination level as compared to continuous vaccination campaigns. Thus, we conclude that current policy in many countries to employ annual pulsed OPV vaccination does not significantly diminish the benefits of contact vaccination.</p><p> In the last two decades, many countries have implemented pulse vaccination for infectious diseases (mass vaccination campaigns repeated annually or at other regular intervals). Based on deterministic mathematical models, previous work has shown that the total expected cost of control or eradication (measured by the number of vaccine doses required) is identical for pulse vaccination (with any pulse interval) and for traditional, continuous vaccination. We reconsider this problem using stochastic epidemic models (both by direct simulation and by employing a moment closure approximation). We focus on measles and show that demographic stochasticity has a large impact on the relative success of pulse and continuous vaccination programs, even for well-mixed populations as large as 10 million.</p> / Thesis / Doctor of Philosophy (PhD)

This qualitative study examined educators' perceptions of motivational strategies influencing and motivating middle school students to comprehend and perform in mathematics courses. This study used interview data from 15 participants with 2 to 30 years of teaching experience. Educators may utilize this information in multiple settings within the classroom to influence and motivate students in mathematics courses. Data collection strategies included one-on-one semi-structured middle school educator interviews. Analysis of data occurred in three phases: (a) categorization of data under the five organizational factors, (b) building the explanation in narrative form, and (c) re-examination of the data. The analysis of the phenomenological study data was based on the theoretical framework of the achievement goal theories - the differences in how people judge their perceptions of competence (Nicholls, 1984) and TARGET structures (Task, Authority, Rewards, Grouping, Evaluation, and Time) (Epstein, 1989). The credibility of the analysis was protected by triangulation of data through multiple sources of evidence, establishment of a chain of evidence, and member checking. The results revealed that current and innovative motivational strategies influenced students in middle school mathematics. The results revealed how educators motivate middle school students through traditional and non-traditional strategies. Five themes emerged from the interview data analysis that contribute to the motivation of middle school students: (1) internal motivation, (2) external motivation, (3) building thinking classrooms, (4) student choice, and (5) building relationships.

The No Child Left Behind (NCLB) mandated that school districts and schools ensure that English Language Learners (ELLs) are provided with equitable opportunities and experiences that support student success academically. However, many ELL students have faced challenges at school, have not been academically successful, and struggle to read on grade level. NCLB has also mandated that elementary schools give parents the tools needed to support their children's learning in the home. Researchers have supported the importance of parental involvement in the academic success of children. The purpose of this study was to determine whether parents' knowledge of reading strategies and interventions increase after participating in a series of workshops specifically designed for the parents of English Language Learners. The professional development activities were delivered in a series of three workshops from March 26 to April 16 of 2011 for three hours each Saturday. Results indicated that pare