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7. Healable and conductive sulfur iodide for solid-state Li–S batteries

Author

Zhou, Jianbin, Holekevi Chandrappa, Manas Likhit, Tan, Sha, Wang, Shen, Wu, Chaoshan, Nguyen, Howie, Wang, Canhui, Liu, Haodong, Yu, Sicen, Miller, Quin R. S., Hyun, Gayea, Holoubek, John, Hong, Junghwa, Xiao, Yuxuan, Soulen, Charles, Fan, Zheng, Fullerton, Eric E., Brooks, Christopher J., Wang, Chao, Clément, Raphaële J., Yao, Yan, Hu, Enyuan, Ong, Shyue Ping, and Liu, Ping

Published
2024
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8. How Popular Music Pedagogy is Integrated in the Diverse Environment of International School Education in China: A Case Study in Shanghai

Author

Quin, Rhythy

Abstract

In Western countries, music educators have made efforts to revitalise enthusiasm for music education by integrating more mainstream and culturally-relevant genres into their curriculum. Conversely, current research indicates that popular music pedagogy in mainland China is not encouraged and faces many obstacles, as school music education is used to promote Chinese traditional music and bolster nationalism. This qualitative case study investigates how popular music pedagogy in an international school, based in China, accommodates the diverse cultural backgrounds of its Chinese and non-Chinese students when teaching Western and Chinese popular music. For 6 weeks, I had the privilege of closely observing a music class containing a mixture of 12 Chinese and non-Chinese students at an international secondary school based in Shanghai, China. Findings revealed that students were given autonomy to engage with their preferred music genre during lessons that focused on music performance and composition. Interestingly, Chinese students gravitated towards studying C-pop on their own accord, a domestic and sanitised form of popular music. However, the study of modern popular music genres was not prevalent during the music appraisal lessons. The challenges of integrating Chinese popular music pedagogy in an international classroom setting are also discussed.

Published
2022
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9. Analysis of Cannabinoids in Lotions Using High-Performance Liquid Chromatography

Author

Rosalynn Quin~ones, Anette Casiano-Negroni, Haley Pijor, Sara Moreno, Karla Suarez, Tamara D. Westfall, Carrie Sullins, Sarah Ivey, and Jose´ A. Buxo´

Abstract

Recently, topical products advertising cannabinoid ingredients have gained popularity. Consumers are seeing an increase of commercial products containing ingredients from hemp oil to cannabidiol (CBD) due to health benefit claims. Cosmetic products containing cannabinoids are currently not regulated at the federal level. A laboratory experiment for undergraduate students in analytical and organic chemistry courses was developed utilizing high-performance liquid chromatography (HPLC) analysis to identify and quantify cannabinoid compounds present in commercially available topical products. Students used calibration curves of a cannabinoid standard to quantify cannabinoids present in the CBD products. By comparing relative retention times of the cannabinoids present in the standard, students were able to identify the cannabinoids present in their lotion sample. Responsibilities and assignments suit students ranging from introductory to advanced chemistry courses. Students are provided the opportunity to extract and experimentally calculate the amount of CBD and compare to the amounts advertised on product labels. Results showed that the average CBD amounts were higher than advertised for all lotions except CBDFx when analyzed using HPLC. This experiment can be modified to incorporate a variety of different topical water-based products including hair products, shampoo, and other cosmetics. Furthermore, an analysis of samples using gas chromatography mass spectrometry (GC-MS) was also developed to adapt to instrument availability.

Published
2022
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11. Computerized Electronic Features Direct Children's Attention to Print in Single- and Dual-Language e-Books

Author

Yow, W. Quin and Priyashri, Sridhar

Abstract

There has been a rapid proliferation of electronic books in recent years. Given that dual-language books may impose extra cognitive load on children's information processing capacity, we investigated whether multimedia features in e-books (i.e., audio narration and tracking animation) were effective in directing preschoolers' attention to print in the target language. Seventy-one English-and-Mandarin speaking 4- to 6-year-olds were presented with single-language and dual-language e-books (with and without enhancing features) on a computer fitted with an eye tracker to read independently. Children attended more to their dominant language text than the other when reading dual-language texts silently but comparably in single-language texts. Most importantly, enhancing electronic features with synchronized dual-channel (visual and audio) inputs and attention-guiding cues effectively directed children's attention to print in both their dominant and nondominant languages. These findings provide important implications on how computerized electronic books affect children's attention to print and in turn support the development of children's emergent literacy.

Published
2019

12. Transfer Learning of Cognitive Control Using Mobile Applications

Author

Setiawan, Vincent, Chor, Tricia Jing Yi, Lai, Yee Qi, Wang, Gan, Yap, Wei Lok, and Yow, W. Quin

Abstract

This research aims to explore the transfer learning of cognitive control skills using mobile applications. We explored whether mobile application can serve as a viable platform in training interference control, specifically the color Stroop task. Mobile phone's advantage lies in its portability and its ability to reach many people. Forty undergraduates from the authors' university were involved in the experiment. We introduced the use of a mobile application to present training exercises as well as to record answers and reaction times. Half of the participants were given standard logical thinking questions whereas the other half was given different types of Stroop task as a form of training, followed by the color Stroop test as a test of transference. The results showed that mobile app training using different types of Stroop task significantly improved the performance on the color Stroop Task in reaction time. Future studies can explore transfer learning of other types of cognitive control as well as explore our findings for other age groups. [For the complete proceedings, see ED600498.]

Published
2018

14. East Meets West: Investigating the State of DJing Culture and Turntablism Pedagogy in China

Author

Quin, Rhythy

Abstract

In the West, the music practice of turntablism continues to gain traction and awareness both inside and outside of the music classroom, as DJing becomes more prevalent in mainstream music culture. This qualitative study investigates the extent and type of turntablism pedagogy in China, a country with different cultural and political values where traditional Chinese music remains the centre of Chinese music education. Twelve DJs from cities across China took part in a series of in-depth interviews. They were asked to recall their experiences learning how to DJ in China, as well as their opinions of turntablism's inclusion in music education. Findings showed that participants preferred independent learning methods. In particular, participants significantly depended on Chinese social media applications to learn about turntablism and develop a national DJing culture. An absence of turntablism and popular music pedagogy in Chinese music education was the main reason for participants' self-discovery and learning of turntablism. Findings also revealed a cultural disconnect between the younger generation engrossed in DJing versus the older generation's fixation on traditional Chinese music to uphold nationalism and patriotism in society. This study examines an ongoing struggle regarding the extent to which popular music performance practices can be accommodated to work with the political aims of Chinese music education.

Published
2021
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15. Examining Particle Size of Inorganic Active Ingredients within Sunscreens Using Dynamic Light Scattering

Author

Quin~ones, Rosalynn, Moreno, Sara, Shoup, Deben, Klein, Mieke, Westfall, Tamara D., and Damai, Aakriti

Abstract

With the advancements in broad-spectrum sunscreens and the recent bans on benzene-based sunscreens due to their environmental toxicity, there has been a push toward broad-spectrum sunscreens containing in organic active ingredients. In this study, a procedure was developed to analyze the particle size and size distribution of inorganic active ingredients, titanium dioxide (TiO2) and/or zinc oxide(ZnO), of sunscreens with sun protection factor (SPF) values ranging from 15 to 50 using dynamic light scattering (DLS). These inorganic components are often engineered as nanoparticles in order to reduce visibility on the skin and retain UV scattering. Research suggests that the use of smaller nanoparticles to increase the efficacy of the inorganic filters may also be toxic to humans if it becomes permeable to the skin. This methodology allowed undergraduate students to workhands-on with particle sizing and compare sunscreen samples to nanopowder and dispersion standards using the effect of the hydrodynamic diameter. Students found that, due to agglomeration, the particle sizes for the nanopowder standards could exceed the manufacture's labeled size when dispersed in solution, which they then compared with their sunscreen data. The results also showed that some sunscreens had two distinct layers at the end of sample preparation, which could be correlated to the matrix components within the sunscreens. This study is intended for undergraduate analytical students and can be altered using the potential variations and scanning electron microscopy (SEM) with electron dispersive spectroscopy (EDS) to create a more challenging upper-level lab and allow for instrumentation comparisons.

Published
2021
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16. A Descriptive Exploration of Heart Rate Response to Live Professional Irish Dance Performance.

Author

Needham-Beck, Sarah C., Smith, Marcus S., West, Andy T., and Quin, Edel

Abstract

Introduction: Research investigating the physiological demands of dance performance has documented exercise intensity and time spent in work and rest; however, available data are across limited dance genres and often use rehearsal or simulated conditions. Real-time data recorded during live performance with an audience are limited. The aim of the study is to provide a detailed description of the physiological demands of live professional Irish dance performance. Method: The entire Irish dance cast of Riverdance participated in the study (n = 24). Approval was granted by the Institutional Research Ethics Committee. Matinee and evening performances on the first day of a tour were examined in a descriptive, cross-sectional design. Heart rate (HR) monitors worn discretely under costumes recorded data every 5-seconds. Video analysis allowed calculation of time spent in work and rest. All descriptive analyses were split by role (troupe/lead) and sex (male/female). Results: Dancers worked at hard/very hard intensities (mean > 72%, peak > 91% HRmax) for ~3 minutes at a time for 3-9 individual dance numbers. There was a high variation in overall demand experienced by individual dancers due to variation in both duration and intensity of on-stage time, dependent upon their role. Mean total on-stage time was 18.18 ± 5.82 minutes, 19.43 ± 5.80 minutes, 29.71 ± 0.62 minutes, 20.00 ± 0.00 minutes for male troupe, female troupe, male lead, and female lead dancers, respectively. Recovery periods were varied in terms of duration, activity undertaken, and HR response. Conclusion: Individual dance numbers within a professional Irish dance show were high intensity for a short duration when considered in isolation, but overall physiological demand experienced by any one dancer across the entire show varied dependent upon their role and off-stage/recovery practices. Future research investigating the physiological demands of dance performance should ensure analysis accounts for the individual dancer's role and should capture the entire show duration in repeated exposures. [ABSTRACT FROM AUTHOR]

Published
2025
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18. Can Clarifying Instructions Mitigate the Effects of Multifaceted Questions on Susceptibility to Suggestion?

Author

Chrobak, Quin M., Braun, Blair E., Smith, Allison L., and Zaragoza, Maria S.

Abstract

When cross-examining witnesses, lawyers will sometimes use complex questions to "trip-up" witnesses and thus cast doubt on their testimony. Extending prior research, the present study showed that multifaceted test questions (which contain both a true and false proposition) reduced accuracy for both misled and control participants but had a disproportionate impact on the former. Although misled participants accurately rejected blatant suggestions when tested with simple questions, there was a two-fold increase in false assents when multifaceted questions were used (Experiment 1). Providing participants with explicit instructions on how to respond to multifaceted questions (i.e., respond "yes" only if all parts of the question are true) improved accuracy slightly but did not mitigate the magnitude of the misinformation effect (Experiment 2). Collectively, the results underscore the importance of assessing eyewitness suggestibility in contexts that mimic those witnesses are likely to encounter in the real world.

Published
2021
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28. Levels of Problem Behaviours and Risk and Protective Factors in Suspended and Non-Suspended Students

Author

Quin, Daniel

Abstract

External suspension from school is a common disciplinary practice in traditionally English-speaking countries. Few studies have sought student perceptions of school suspension, as well as measures of problem behaviours and emotional problems, and known factors that influence the development of antisocial behaviour, to examine associations between these variables. Three hundred and four adolescents, aged 12-17 years, from five schools in southern Australia completed a self-report questionnaire that asked about behavioural and mental health problems, and risk and protective factors known to be associated with suspension. Seventy-four of the participants had been previously suspended from school at least once. Having been previously suspended was associated with a greater level of problem behaviours and emotions, poor family management, low school commitment, reduced supportive teacher relationships, and interactions with antisocial peers. School suspension appears likely to be applied to students who lack the ability to self-regulate their behaviours and emotional problems in the classroom. By excluding students from school, pre-existing behavioural problems may be exacerbated by diminishing school protective factors and increasing exposure to known risk factors. Adolescents most at risk of being suspended would benefit from alternative school behaviour management policies and procedures that maintain the school as a protective factor.

Published
2019
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30. The College Completion Agenda: State Policy Guide

Author

College Board Advocacy & Policy Center, Stedron, Jennifer M., Shah, Tajel, Bautsch, Brenda, Martin, Patricia, Deye, Sunny, Bailey, Lamar, Handel, Stephen J., Vasavada, Natasha, Shen, Yilan, Exstrom, Michelle, Shelton, Sara, Santiago, Helen, Bell, Julie Davis, Quin, Bradley J., Baum, Sandy, Sturtevant, Anne, Williams, Ronald, Kerouac, Pamela, and Badolato, Vincent

Abstract

There are formidable challenges at every level of the system that confront students who aspire to enroll and succeed in college. In 2007, the College Board formed the Commission on Access, Admissions and Success in Higher Education to study the educational pipeline as a single continuum and identify solutions to increase the number of students who graduate from college and are prepared to succeed in the 21st century. The commission found that a "torrent of American talent and human potential entering the educational pipeline is reduced to a trickle 16 years later as it moves through the K-16 system." In short, too many students fall through the cracks at each point of the P-16 pipeline. Led by William "Brit" Kirwan, chancellor of the University System of Maryland, the commission established 10 interdependent recommendations to reach its goal of ensuring that at least 55 percent of Americans hold a postsecondary degree by 2025. The College Board and the National Conference of State Legislatures (NCSL) joined together to produce a practical policy guide for state legislators to pursue each of the commission's recommendations. The guide acts as a road map toward increasing the number of Americans who attain a postsecondary degree and empowering legislators to be an even more positive and active force. The College Board and NCSL have identified coauthors in their respective organizations with policy and practice expertise in each recommendation area to create the individual chapters of this State Policy Guide. Each chapter of this guide includes: (1) Brief background information on the topic; (2) A list of questions that state legislators need to ask about conditions in their own states; (3) An overview of current and relevant research; (4) Specific strategies for dealing with the problems; (5) The cost implications of the policy strategies (including low- , medium- and high-cost options); (6) Examples of policies that are currently being implemented in the states; and (7) Short- , medium- and long-term action steps state legislators can take. Individual sections contain figures, notes and references.

Published
2010

32. The Wiley Handbook of Teaching and Learning. Wiley Handbooks in Education

Author

Hall, Gene E., Quin, Linda F., Gollnick, Donna M., Hall, Gene E., Quin, Linda F., and Gollnick, Donna M.

Abstract

This enlightening handbook offers current, international perspectives on the conditions in communities, contemporary practices in schooling, relevant research on teaching and learning, and implications for the future of education. It contains diverse conceptual frameworks for analyzing existing issues in education, including but not limited to characteristics of today's students, assessment of student learning, evaluation of teachers, trends in teacher education programs, technological advances in content delivery, the important role for school leaders, and innovative instructional practices to increase student learning. "The Wiley Handbook of Teaching and Learning" promotes new, global approaches to studying the process of education, demonstrates the diversity among the constituents of schooling, recognizes the need for and presents a variety of approaches to teaching and learning, and details exemplary practices in education. Divided into four sections focused on general topics--context and schooling; learners and learning; teachers and teaching; and educators as learners and leaders--and with all-new essays that look at what has been, what is, and what could be, this book is destined to inspire thoughtful contemplation from readers about what it means to teach and learn. This book: (1) Examines teaching, learners, and learning from a contemporary, international perspective, presenting alternative views and approaches; (2) Provides a single reference source for teachers, education leaders, and agency administrators; (3) Summarizes recent research and theory; (4) Offers evidence-based recommendations for practice; (5) Includes essays from established and emerging U.S. and international scholars; and (6) Each chapter includes a section encouraging readers to think ahead and imagine what education might be in the future. Scholars from around the world provide a range of evidence-based ideas for improving and modifying current educational practices, making "The Wiley Handbook of Teaching and Learning" an important book for the global education community and those planning on entering into it. Following the Introduction: Issues Affecting Teaching and Learning in Today's Schools, by Gene E. Hall, Linda F. Quinn, and Donna M. Gollnick, this book has five parts and 27 chapters. Part 1, The Context of Schooling, contains: (1) The Complexity of American Teacher Education (David Imig, Scott Imig, Michael Neel, and Loretta Holmberg-Masden); (2) School Reform--A Never-Ending Story: Avoiding Attractive Pitfalls and Exploring Promising Perspectives (Roland Vandenberghe); (3) The Culture and Teaching Gap: What Is It, and How Can Teacher Educators Help to Close It? (Roderick L. Carey, Abiola Farinde-Wu, H. Richard Milner IV, and Lori Delale-O'Connor); (4) The Role of the Community in Learning and Development (Elizabeth Spier, Raquel L. González, and David Osher); (5) Building Capacity in Order to Strengthen Teaching and Learning (Sharon Harsh); and (6) Implementing and Sustaining Language Curriculum Reform in Singapore Primary Schools (Jason Loh and Foong Poh-Yi). Part 2, Learners and Learning, contains: (7) Educational Neuroscience: Are We There Yet? (John T. Almarode and David B. Daniel); (8) Turning Toward Students: Adopting a Student-Centered Stance in Mandate-Centered Times (Alison G. Dover and Brian D. Schultz); (9) Learning Anytime, Anywhere through Technology: Reconsidering Teaching and Learning for the iMaker Generation (Timothy D. Green and Loretta C. Donovan); (10) The Place of Learning in the Systematization and Standardization of Early Childhood Education (Susan Grieshaber and Sharon Ryan); (11) Exceptional Education is Special (Dena D. Slanda and Mary E. Little); and (12) CASE STUDY: Nevada's English Language Learner Strategy: A Case Study on Policymaking and Implementation (Magdalena Martinez). Part 3, Teachers and Teaching, contains: (13) Next Generation Research in Dialogic Learning (Lauren B. Resnick, Christa S. C. Asterhan, and Sherice N. Clarke, with Faith Schantz); (14) Guiding and Promoting Student Learning: Applying Theory to Practice (LeAnn G. Putney, Connie L. Malin, Teresa Miller, Sarah Crosby, and Bobbie Stanley); (15) A Smile is Universal: Building Sensitivity to and Understanding of Culturally and Linguistically Diverse Learners through International Field Experiences (Amanda J. Laichak); (16) Envisioning Alternative Futures: Elliot Eisner's Challenge to Industrial Educational Practice (Richard Siegesmund); (17) CASE STUDY: Trajectories in Developing Novice Teacher Leadership Potential: A Tale of Two Countries (Ping Gao); and (18) CRITIQUE: What Effect Size Doesn't Tell Us (Barrie Bennett). Part 4, Educators as Learners and Leaders, contains: (19) The Importance of Teacher Induction for Improving Teaching and Learning (Matthew C. Nishimoto); (20) Teacher Leadership: Past, Present, and Future (Barnett Berry); (21) Principal Instructional Leadership: From Prescription to Theory to Practice (Philip Hallinger); and (22) CASE STUDY: Restorative Justice: An Alternative Approach to School Discipline (Tom Cavanagh). Part 5, Evaluation and Assessment, contains: (23) Back to the Future: Assessment from 1990 to 2016 551 (Elliott Asp); (24) Views of Classroom Assessment: Yesterday, Today, and Tomorrow (Julie Oxenford-O'Brian and Kay P. Uchiyama); (25) Rethinking Teacher Quality in the Age of Smart Machines (Yong Zhao); (26) Rethinking the Intersection of Instruction, Change, and Systemic Change (Barrie Bennett and Stephen Anderson); and (27) CRITIQUE: On the Limits to Evidence-Based Learning of Educational Science (James G. Ladwig). The book ends with: Epilogue: Reflections of the Co-Editors (Gene E. Hall, Linda F. Quinn, and Donna M. Gollnick).

Published
2018

33. A Genealogy of Media Studies

Author

Quin, Robyn

Abstract

This paper seeks to explain why the subject media studies looks and sounds the way it does today through the production of a genealogy of the subject. The questions addressed are first, why was this subject introduced into the curriculum in the 1970s? Secondly, how has knowledge in the subject been defined and contested, how and why has it changed in the course of the subject's history? Thirdly, which knowledge attains the status of truth and becomes the accepted definition of what the subject is about? The theoretical perspective adopted in this study draws from both postmodernist critiques and sociologies of subject knowledge. It presents a critical sociology of knowledge that draws insights from both social historians of school subjects and the work of Michel Foucault. The study draws a distinction between knowledge as defined by formal educational authorities (articulated in syllabuses) and knowledge defined by those practising the subject (teachers and curriculum advisors).

Published
2003

39. Are Physical and Depressive Symptoms Different Between Women and Men With Heart Failure?: An Exploration Using Two Analytic Techniques.

Author

Roberts Davis, Mary C., Dieckmann, Nathan F., Hansen, Lissi, Gupta, Nandita, Hiatt, Shirin, Lee, Christopher, and Denfeld, Quin E.

Subjects
MENTAL depression risk factors, SOMATOFORM disorders, RISK assessment, SELF-evaluation, STATISTICAL models, MYOCARDIAL infarction, SECONDARY analysis, CRONBACH'S alpha, T-test (Statistics), VENTRICULAR ejection fraction, BODY mass index, SEX distribution, QUESTIONNAIRES, MULTIPLE regression analysis, FISHER exact test, EDEMA, FATIGUE (Physiology), SMOKING, HEART failure, STRUCTURAL equation modeling, DESCRIPTIVE statistics, CHI-squared test, MANN Whitney U Test, DISEASE prevalence, RELATIVE medical risk, AGE distribution, HEALTH behavior, DATA analysis software, CONFIDENCE intervals, DYSPNEA, INFLAMMATION, COUGH, COMORBIDITY, EDUCATIONAL attainment, EMPLOYMENT, DISEASE risk factors, SYMPTOMS
Abstract

Background: Adults with heart failure (HF) experience a constellation of symptoms; however, understanding of gender differences in HF symptoms remain elusive. The aim of this study was to determine whether there are gender differences in physical and depressive symptoms and symptom patterns in HF using 2 different analytic techniques. Methods: We performed a secondary analysis of combined data from 6 studies of adults with HF. Physical symptoms were measured with the HF Somatic Perception Scale, and depressive symptoms were measured with the Patient Health Questionnaire-9. First, we performed propensity matching with the nearest neighbor to examine the average treatment effect for HF Somatic Perception Scale and Patient Health Questionnaire-9 in the matched sample of women and men. Next, we used the entire data set in a latent class mixture model to determine patterns of symptoms. Finally, we calculated predictors of class membership with multinomial logistic regression. Results: The sample (n = 524, 86.5% systolic HF) was 37% women with a mean age of 58.3 ± 13.9 years and mean number of years with HF of 6.9 ± 6.9. Three hundred sixty-six participants were matched on propensity scores; there were no significant gender differences in symptom scores between matched women (n = 183) and men (n = 183). Among all 524 participants, 4 distinct latent classes of symptom patterns indicate that many patients with HF are fatigued, some have more depressive symptoms, and others have significantly more edema or cough. Gender did not predict membership to any symptom pattern. Conclusions: There were significant gender differences in sociodemographics, health behaviors, and clinical characteristics, but not HF symptoms or symptom patterns, using either analytic technique. [ABSTRACT FROM AUTHOR]

Published
2024
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41. Impacts of Performance-Based Funding Institutional Measurement Goals on Faculty at State Colleges

Author

Holmes, Lakisha Quin

Abstract

State colleges in Florida are subjected to performance-based funding and must meet state-mandated performance measures to receive core funds each year. Efforts to improve student retention and completion rates are made not only by the leadership of the state colleges, but by the faculty members. The purpose of this single, holistic, qualitative case study was to understand and describe faculty members' beliefs about any changes they made to their own mindset and to their teaching strategies based on performance-based funding measures placed on them while employed in a state college in Central Florida. The conceptual frameworks for this study included performance-based funding theory, and student retention strategies theory (Basham, 2012; Den Hartog, Van Muijen, & Koopman, 1997; FDOE, 2015; SUSFBG, 2014), and faculty member mindset theory (Dweck, 2000). Nonprobability purposive sampling produced a sample size of 15 participants from a single state college in Central Florida. The data sources included a pre-interview questionnaire, interviews, a Faculty Teaching Strategy Survey, and a review of archival data. Three research questions guided the research study. Results revealed seven primary themes that provided answers to the three research questions. The seven major themes were adapting to performance-based funding, use of high-impact teaching strategies since performance-based funding, faculty mindset, faculty accountability, professional development, barriers to faculty, and use of high-impact teaching strategies before performance-based funding. The recommendations included the Holmes Framework for Faculty Adaptation to Performance-Based Funding in State College as a best practices framework that consists of three components (e.g., Communication, Inclusivity, and Professional Development) and included recommendations to create open lines of communication between faculty members and administrators, ensure inclusivity amongst faculty members and the institutional efforts to increase performance, and promote a growth mindset for faculty members supported by rich professional development experiences. Recommendations for future research included: (a) future researchers should conduct a quantitative or mixed-methods study to expand on the results from the current qualitative study, and (b) to conduct more studies within the 28 state colleges of the Florida College System. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2018

42. Associations between Teaching Quality and Secondary Students' Behavioral, Emotional, and Cognitive Engagement in School

Author

Quin, Daniel, Hemphill, Sheryl A., and Heerde, Jessica A.

Abstract

Students' perceptions of their social and instructional interactions with their teachers play a key role in students' engagement. Understanding how the quality of these interactions can influence students' engagement in school is paramount to improving students' engagement. Eighty-eight year 7 students from three schools in the state of Victoria, Australia, completed a self-report survey. Participants reported their perceptions of teaching quality, and their own behavioral, emotional, and cognitive engagement in school. After controlling for individual (i.e., gender, age, academic grades, mental health) and family variables (i.e., parent support of education), teaching quality was uniquely associated with behavioral and emotional engagement. The findings indicated that teaching quality has an important, but not exclusive role in influencing students' engagement in school.

Published
2017
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43. Longitudinal and Contextual Associations between Teacher-Student Relationships and Student Engagement: A Systematic Review

Author

Quin, Daniel

Abstract

This systematic review examined multiple indicators of adolescent students' engagement in school, and the indicators' associations with teacher-student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed analysis. Cross-sectional studies showed better quality TSRs were associated with enhanced engagement in school. These associations with TSRs were demonstrated among multiple indicators of student engagement (i.e., psychological engagement, academic grades, school attendance, disruptive behaviors, suspension, and dropout). Similar associations were found in longitudinal studies. Longitudinal and cross-sectional associations remained when covariates from the individual, family, school, and teacher contexts known to influence student engagement were controlled for. TSRs were shown to have an important but not exclusive role in their association with a comprehensive range of indicators of student engagement.

Published
2017
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46. The potential of ΛΞ- and ΛΞ- studies with PANDA at FAIR

Author

Barucca, G., Davì, F., Lancioni, G., Mengucci, P., Montalto, L., Natali, P. P., Paone, N., Rinaldi, D., Scalise, L., Erni, W., Krusche, B., Steinacher, M., Walford, N., Cao, N., Liu, Z., Liu, C., Liu, B., Shen, X., Sun, S., Tao, J., Xiong, X. A., Zhao, G., Zhao, J., Albrecht, M., Alkakhi, W., Bökelmann, S., Feldbauer, F., Fink, M., Frech, J., Freudenreich, V., Fritsch, M., Hagdorn, R., Heinsius, F. H., Held, T., Holtmann, T., Keshk, I., Koch, H., Kopf, B., Kuhlmann, M., Kümmel, M., Küßner, M., Li, J., Mustafa, A., Pelizäus, M., Pitka, A., Reher, J., Reicherz, G., Richter, M., Schnier, C., Sohl, L., Steinke, M., Triffterer, T., Wenzel, C., Wiedner, U., Denizli, H., Er, N., Beck, R., Hammann, C., Hartmann, J., Ketzer, B., Müllers, J., Rossbach, M., Salisbury, B., Schmidt, C., Thoma, U., Urban, M., Bianconi, A., Bragadireanu, M., Pantea, D., Domagala, M., Filo, G., Lisowski, E., Lisowski, F., Michałek, M., Poznański, P., Płażek, J., Korcyl, K., Kozela, A., Lebiedowicz, P., Pysz, K., Schäfer, W., Szczurek, A., Fiutowski, T., Idzik, M., Swientek, K., Terlecki, P., Korcyl, G., Lalik, R., Malige, A., Moskal, P., Nowakowski, K., Przygoda, W., Rathod, N., Rudy, Z., Salabura, P., Smyrski, J., Augustin, I., Böhm, R., Lehmann, I., Schmitt, L., Varentsov, V., Al-Turany, M., Belias, A., Deppe, H., Dzhygadlo, R., Flemming, H., Gerhardt, A., Götzen, K., Heinz, A., Jiang, P., Karabowicz, R., Koch, S., Kurilla, U., Lehmann, D., Lühning, J., Lynen, U., Orth, H., Peters, K., Rieger, J., Saito, T., Schepers, G., Schmidt, C. J., Schwarz, C., Schwiening, J., Täschner, A., Traxler, M., Voss, B., Wieczorek, P., Abazov, V., Alexeev, G., Arefiev, V. A., Astakhov, V., Barabanov, M. Yu., Batyunya, B. V., Dodokhov, V. Kh., Efremov, A., Fechtchenko, A., Galoyan, A., Golovanov, G., Koshurnikov, E. K., Lobanov, Y. Yu., Olshevskiy, A. G., Piskun, A. A., Samartsev, A., Shimanski, S., Skachkov, N. B., Skachkova, A. N., Strokovsky, E. A., Tokmenin, V., Uzhinsky, V., Verkheev, A., Vodopianov, A., Zhuravlev, N. I., Branford, D., Watts, D., Böhm, M., Eyrich, W., Lehmann, A., Miehling, D., Pfaffinger, M., Quin, N., Robison, L., Seth, K., Xiao, T., Bettoni, D., Ali, A., Hamdi, A., Himmelreich, M., Krebs, M., Nakhoul, S., Nerling, F., Belousov, A., Kisel, I., Kozlov, G., Pugach, M., Zyzak, M., Bianchi, N., Gianotti, P., Lucherini, V., Bracco, G., Bettner, Y., Bodenschatz, S., Brinkmann, K. T., Brück, L., Diehl, S., Dormenev, V., Düren, M., Erlen, T., Föhl, K., Hahn, C., Hayrapetyan, A., Hofmann, J., Kegel, S., Kesselkaul, M., Köseoglu, I., Kripko, A., Kühn, W., Lange, J. S., Metag, V., Moritz, M., Nanova, M., Novotny, R., Orsich, P., Pereira-de-Lira, J., Peter, M., Sachs, M., Schmidt, M., Schubert, R., Stenzel, H., Straube, M., Strickert, M., Thöring, U., Wasem, T., Wohlfahrt, B., Zaunick, H. G., Tomasi-Gustafsson, E., Glazier, D., Ireland, D., Seitz, B., Deepak, P. N., Kulkarni, A., Kappert, R., Kavatsyuk, M., Loehner, H., Messchendorp, J., Rodin, V., Schakel, P., Vejdani, S., Dutta, K., Kalita, K., Huang, G., Liu, D., Peng, H., Qi, H., Sun, Y., Zhou, X., Kunze, M., Azizi, K., Derichs, A., Dosdall, R., Esmail, W., Gillitzer, A., Goldenbaum, F., Grunwald, D., Jokhovets, L., Kannika, J., Kulessa, P., Orfanitski, S., Pérez Andrade, G., Prasuhn, D., Prencipe, E., Pütz, J., Ritman, J., Rosenthal, E., Schadmand, S., Schmitz, R., Scholl, A., Sefzick, T., Serdyuk, V., Stockmanns, T., Veretennikov, D., Wintz, P., Wüstner, P., Xu, H., Zhou, Y., Cao, X., Hu, Q., Li, Z., Li, H., Liang, Y., Ma, X., Rigato, V., Isaksson, L., Achenbach, P., Aycock, A., Corell, O., Denig, A., Distler, M., Hoek, M., Lauth, W., Leithoff, H. H., Liu, Z., Merkel, H., Müller, U., Pochodzalla, J., Schlimme, S., Sfienti, C., Thiel, M., Zambrana, M., Ahmed , S., Bleser, S., Bölting, M., Capozza, L., Dbeyssi, A., Ehret, A., Grasemann, P., Klasen, R., Kliemt, R., Maas, F., Maldaner, S., Morales Morales, C., Motzko, C., Noll, O., Pflüger, S., Rodríguez Piñeiro, D., Schupp, F., Steinen, M., Wolff, S., Zimmermann, I., Fedorov, A., Kazlou, D., Korzhik, M., Missevitch, O., Balashoff, A., Boukharov, A., Malyshev, O., Balanutsa, P., Chernetsky, V., Demekhin, A., Dolgolenko, A., Fedorets, P., Gerasimov, A., Golubev, A., Goryachev, V., Kantsyrev, A., Kirin, D. Y., Kristi, N., Ladygina, E., Luschevskaya, E., Matveev, V. A., Panjushkin, V., Stavinskiy, A. V., Basant, K. N., Kumawat, H., Roy, B., Saxena, A., Yogesh, S., Bonaventura, D., Brand, P., Fritzsch, C., Grieser, S., Hargens, C., Hergemöller, A. K., Hetz, B., Hüsken, N., Kellers, J., Khoukaz, A., Bumrungkoh, D., Herold, C., Khosonthongkee, K., Kobdaj, C., Limphirat, A., Manasatitpong, K., Nasawad, T., Pongampai, S., Simantathammakul, T., Srisawad, P., Wongprachanukul, N., Yan, Y., Yu, C., Zhang, X., Zhu, W., Blinov, A. E., Kononov, S., Kravchenko, E. A., Antokhin, E., Barnyakov, A. Yu., Beloborodov, K., Blinov, V. E., Kuyanov, I. A., Pivovarov, S., Pyata, E., Tikhonov, Y., Kunne, R., Ramstein, B., Hunter, G., Lattery, M., Pace, H., Boca, G., Duda, D., Finger, M., Finger, Jr., M., Kveton, A., Pesek, M., Peskova, M., Prochazka, I., Slunecka, M., Volf, M., Gallus, P., Jary, V., Korchak, O., Marcisovsky, M., Neue, G., Novy, J., Tomasek, L., Tomasek, M., Virius, M., Vrba, V., Abramov, V., Bukreeva, S., Chernichenko, S., Derevschikov, A., Ferapontov, V., Goncharenko, Y., Levin, A., Maslova, E., Melnik, Y., Meschanin, A., Minaev, N., Mochalov, V., Moiseev, V., Morozov, D., Nogach, L., Poslavskiy, S., Ryazantsev, A., Ryzhikov, S., Semenov, P., Shein, I., Uzunian, A., Vasiliev, A., Yakutin, A., Roy, U., Yabsley, B., Belostotski, S., Fedotov, G., Gavrilov, G., Izotov, A., Manaenkov, S., Miklukho, O., Zhdanov, A., Atac, A., Bäck, T., Cederwall, B., Makonyi, K., Preston, M., Tegner, P. E., Wölbing, D., Gandhi, K., Rai, A. K., Godre, S., Crede, V., Dobbs, S., Eugenio, P., Lersch, D., Calvo, D., De Remigis, P., Filippi, A., Mazza, G., Rivetti, A., Wheadon, R., Bussa, M. P., Spataro, S., Iazzi, F., Lavagno, A., Martin, A., Akram, A., Calen, H., Ikegami Andersson, W., Johansson, T., Kupsc, A., Marciniewski, P., Papenbrock, M., Regina, J., Schönning, K., Wolke, M., Diaz, J., Pothodi Chackara, V., Chlopik, A., Kesik, G., Melnychuk, D., Tarasiuk, J., Wojciechowski, M., Wronka, S., Zwieglinski, B., Amsler, C., Bühler, P., Kratochwil, N., Marton, J., Nalti, W., Steinschaden, D., Widmann, E., Zimmermann, S., and Zmeskal, J.

Published
2021
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47. Feasibility studies for the measurement of time-like proton electromagnetic form factors from p¯p→μ+μ-P¯ANDA at p¯p→μ+μ-P¯ANDA at FAIR

Author

Barucca, G., Davì, F., Lancioni, G., Mengucci, P., Montalto, L., Natali, P. P., Paone, N., Rinaldi, D., Scalise, L., Erni, W., Krusche, B., Steinacher, M., Walford, N., Cao, N., Liu, Z., Liu, C., Liu, B., Shen, X., Sun, S., Tao, J., Xiong, X. A., Zhao, G., Zhao, J., Albrecht, M., Alkakhi, W., Bökelmann, S., Coen, S., Feldbauer, F., Fink, M., Frech, J., Freudenreich, V., Fritsch, M., Grochowski, J., Hagdorn, R., Heinsius, F. H., Held, T., Holtmann, T., Keshk, I., Koch, H., Kopf, B., Kuhlmann, M., Kümmel, M., Küßner, M., Li, J., Linzen, L., Maldaner, S., Oppotsch, J., Pankonin, S., Pelizäus, M., Pflüger, S., Pitka, A., Reher, J., Reicherz, G., Schnier, C., Steinke, M., Triffterer, T., Wenzel, C., Wiedner, U., Denizli, H., Er, N., Keskin, U., Olgun, A. T., Yerlikaya, S., Yilmaz, A., Beck, R., Hammann, C., Hartmann, J., Ketzer, B., Müllers, J., Rossbach, M., Salisbury, B., Schmidt, C., Thoma, U., Urban, M., Bianconi, A., Bragadireanu, M., Pantea, D., Domagala, M., Filo, G., Lisowski, E., Lisowski, F., Michałek, M., Poznański, P., Płażek, J., Korcyl, K., Kozela, A., Lebiedowicz, P., Pysz, K., Schäfer, W., Szczurek, A., Firlej, M., Fiutowski, T., Idzik, M., Moron, J., Swientek, K., Terlecki, P., Korcyl, G., Lalik, R., Malige, A., Moskal, P., Nowakowski, K., Przygoda, W., Rathod, N., Rudy, Z., Salabura, P., Smyrski, J., Augustin, I., Böhm, R., Lehmann, I., Schmitt, L., Varentsov, V., Al-Turany, M., Belias, A., Deppe, H., Dzhygadlo, R., Flemming, H., Gerhardt, A., Götzen, K., Heinz, A., Jiang, P., Karabowicz, R., Koch, S., Kurilla, U., Lehmann, D., Lühning, J., Lynen, U., Orth, H., Peters, K., Saito, T., Schepers, G., Schmidt, C. J., Schwarz, C., Schwiening, J., Täschner, A., Traxler, M., Voss, B., Wieczorek, P., Abazov, V., Alexeev, G., Arefiev, V. A., Astakhov, V., Barabanov, M. Yu., Batyunya, B. V., Dodokhov, V. Kh., Efremov, A., Fechtchenko, A., Galoyan, A., Golovanov, G., Koshurnikov, E. K., Lobanov, Y. Yu., Olshevskiy, A. G., Piskun, A. A., Samartsev, A., Shimanski, S., Skachkov, N. B., Skachkova, A. N., Strokovsky, E. A., Tokmenin, V., Uzhinsky, V., Verkheev, A., Vodopianov, A., Zhuravlev, N. I., Branford, D., Watts, D., Böhm, M., Eyrich, W., Lehmann, A., Miehling, D., Pfaffinger, M., Quin, N., Robison, L., Seth, K., Xiao, T., Bettoni, D., Ali, A., Hamdi, A., Himmelreich, M., Krebs, M., Nakhoul, S., Nerling, F., Belousov, A., Kisel, I., Kozlov, G., Pugach, M., Zyzak, M., Bianchi, N., Gianotti, P., Lucherini, V., Bracco, G., Bettner, Y., Bodenschatz, S., Brinkmann, K. T., Brück, L., Diehl, S., Dormenev, V., Düren, M., Erlen, T., Föhl, K., Hahn, C., Hayrapetyan, A., Hofmann, J., Kegel, S., Kesselkaul, M., Köseoglu, I., Kripko, A., Kühn, W., Lange, J. S., Metag, V., Moritz, M., Nanova, M., Novotny, R., Orsich, P., Pereira-de-Lira, J., Peter, M., Sachs, M., Schmidt, M., Schubert, R., Stenzel, H., Straube, M., Strickert, M., Thöring, U., Wasem, T., Wohlfahrt, B., Zaunick, H. G., Tomasi-Gustafsson, E., Glazier, D., Ireland, D., Seitz, B., Deepak, P. N., Kulkarni, A., Kappert, R., Kavatsyuk, M., Loehner, H., Messchendorp, J., Rodin, V., Schakel, P., Vejdani, S., Dutta, K., Kalita, K., Huang, G., Liu, D., Peng, H., Qi, H., Sun, Y., Zhou, X., Kunze, M., Azizi, K., Tavukoglu, Z., Derichs, A., Dosdall, R., Esmail, W., Gillitzer, A., Goldenbaum, F., Grunwald, D., Jokhovets, L., Kannika, J., Kulessa, P., Orfanitski, S., Pérez Andrade, G., Prasuhn, D., Prencipe, E., Pütz, J., Ritman, J., Rosenthal, E., Schadmand, S., Schmitz, R., Scholl, A., Sefzick, T., Serdyuk, V., Stockmanns, T., Veretennikov, D., Wintz, P., Wüstner, P., Xu, H., Zhou, Y., Cao, X., Hu, Q., Li, Z., Li, H., Liang, Y., Ma, X., Rigato, V., Isaksson, L., Achenbach, P., Corell, O., Denig, A., Distler, M., Hoek, M., Lauth, W., Leithoff, H. H., Liu, Z., Merkel, H., Müller, U., Pochodzalla, J., Schlimme, S., Sfienti, C., Thiel, M., Zambrana, M., Ahmed , S., Bleser, S., Bölting, M., Capozza, L., Dbeyssi, A., Ehret, A., Klasen, R., Kliemt, R., Maas, F., Motzko, C., Noll, O., Piñeiro, D. Rodríguez, Schupp, F., Steinen, M., Wolff, S., Zimmermann, I., Fedorov, A., Kazlou, D., Korzhik, M., Missevitch, O., Balanutsa, P., Chernetsky, V., Demekhin, A., Dolgolenko, A., Fedorets, P., Gerasimov, A., Golubev, A., Goryachev, V., Kantsyrev, A., Kirin, D. Y., Kristi, N., Ladygina, E., Luschevskaya, E., Matveev, V. A., Panjushkin, V., Stavinskiy, A. V., Balashoff, A., Boukharov, A., Malyshev, O., Basant, K. N., Kumawat, H., Roy, B., Saxena, A., Yogesh, S., Bonaventura, D., Brand, P., Fritzsch, C., Grieser, S., Hargens, C., Hergemöller, A. K., Hetz, B., Hüsken, N., Kellers, J., Khoukaz, A., Mannweiler, C., Vestrick, S., Bumrungkoh, D., Herold, C., Khosonthongkee, K., Kobdaj, C., Limphirat, A., Manasatitpong, K., Nasawad, T., Pongampai, S., Simantathammakul, T., Srisawad, P., Wongprachanukul, N., Yan, Y., Yu, C., Zhang, X., Zhu, W., Blinov, A. E., Kononov, S., Kravchenko, E. A., Antokhin, E., Barnyakov, A. Yu., Beloborodov, K., Blinov, V. E., Kuyanov, I. A., Pivovarov, S., Pyata, E., Tikhonov, Y., Hunter, G., Lattery, M., Pace, H., Boca, G., Duda, D., Finger, M., Finger, Jr., M., Kveton, A., Pesek, M., Peskova, M., Prochazka, I., Slunecka, M., Volf, M., Gallus, P., Jary, V., Korchak, O., Marcisovsky, M., Neue, G., Novy, J., Tomasek, L., Tomasek, M., Virius, M., Vrba, V., Abramov, V., Bukreeva, S., Chernichenko, S., Derevschikov, A., Ferapontov, V., Goncharenko, Y., Levin, A., Maslova, E., Melnik, Y., Meschanin, A., Minaev, N., Mochalov, V., Moiseev, V., Morozov, D., Nogach, L., Poslavskiy, S., Ryazantsev, A., Ryzhikov, S., Semenov, P., Shein, I., Uzunian, A., Vasiliev, A., Yakutin, A., Roy, U., Yabsley, B., Belostotski, S., Fedotov, G., Gavrilov, G., Izotov, A., Manaenkov, S., Miklukho, O., Zhdanov, A., Atac, A., Bäck, T., Cederwall, B., Makonyi, K., Preston, M., Tegner, P. E., Wölbing, D., Gandhi, K., Rai, A. K., Godre, S., Crede, V., Dobbs, S., Eugenio, P., Lersch, D., Calvo, D., De Remigis, P., Filippi, A., Mazza, G., Rivetti, A., Wheadon, R., Bussa, M. P., Spataro, S., Iazzi, F., Lavagno, A., Martin, A., Akram, A., Calen, H., Andersson, W. Ikegami, Johansson, T., Kupsc, A., Marciniewski, P., Papenbrock, M., Regina, J., Rieger, J., Schönning, K., Wolke, M., Pothodi Chackara, V., Chlopik, A., Kesik, G., Melnychuk, D., Tarasiuk, J., Wojciechowski, M., Wronka, S., Zwieglinski, B., Amsler, C., Bühler, P., Marton, J., Nalti, W., Steinschaden, D., Widmann, E., Zimmermann, S., and Zmeskal, J.

Published
2021
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48. Developing Preschool Language Classrooms: A Resource Guide for the Speech-Language Pathologist.

Author

Children's Language Inst., Ludlow, MA. and Quin, Paul E.

Abstract

This text is designed to assist in the replication of a successful classroom-home language intervention program for mildly to moderately language impaired preschool children. The first portion of the manual discusses the rationale and operation of the program. Provided in the second part are sample lesson plans which provide specific examples of the integration of language remediation targets into preschool activities. After an introductory chapter, a literature review examines a pragmatic approach to language intervention in the classroom. Appended to this chapter are resources on pragmatic skills. The next chapter considers the use of space, furniture, and learning materials in the classroom and includes a checklist for arranging and equipping a classroom. Staffing and training in the preschool language classroom are discussed next and samples of school newsletters and forms for training and home visits provided. The next chapter addresses planning and scheduling of language intervention and is followed by a consideration of classroom management with guidelines for managing behavior, and a review of data collection in the classroom. Provided for each lesson plan in Part II is information on language targets, materials, and procedures. References accompany most chapters. (DB)

Published
1990

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