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This historical study examines how the Boston Teachers' Union responded to the ever-changing complexities of urban education in the years 1980-2010. Using sociohistorical methods along with loose-coupling theory, it details the union's relationship with other decision-making sectors within the school district and the state, as well as documenting challenges the union has faced within its membership. In addition to chronicling the tensions resulting from collective bargaining, charter schools, and state and federal legislation, this study also address issues within the union surrounding racial tensions and professionalism and how these issues impacted on the union's participation in the various school reforms of the period. This dissertation addresses how the union itself defined school reform and what impact this definition had on one teachers' union local affiliate. The study is divided into four major themes: education reform, collective bargaining, relationships with other stakeholders, and economic budgetary issues. The study describes how the primary purpose of the BTU had evolved over the years from a focus on "bread and butter issues" into a process in which the union now had a say in education reform issues in Boston. The early years of adversarial bargaining had been replaced by "win-win" and "principled" negotiations. The scope of the union mission had expanded, and the BTU had shown itself willing to cede some contractual rights in the name of education reform. No longer could the BTU be seen as a hindrance to education reform. While the nature of the relationships with other stakeholders was not always ideal, the BTU and these stakeholders were able to move beyond politics and act in the interests of students to develop relationships that helped, not hindered to effect educational reform initiatives in Boston. [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.]

We present a perturbative non-Markovian extension to the Caldeira-Leggett 'system + environment model' of quantum Brownian motion, valid for general potentials and high temperatures. By expanding the Laplace transforms of the noise and dissipation kernels, we derive a master equation which describes the evolution of the reduced density matrix of a system of interest. By using a Fourier transform approach combined with the method of characteristics, an analytic solution is derived for the free particle case. The solution is plotted and discussed. The decoherence process is altered only slightly by the introduction of non-Markovianity, which we explain with a timescale argument. A new phenomenon which we term "lateral coherence" is observed. This is found to correspond to a resurgence of the l1-norm of coherence, at times much later than the decoherence time. We find that the coherence resurgence causes a transient reduction in the von Neumann entropy, and link this to an increasing body of work which makes links between non-Markovianity and entropy decrease. We show that this effect is independent of the high-frequency behaviour of the spectral density. Finally, we make some speculations about the relevance of our results in quantum biology, and suggest future avenues of research.

The processes that contribute to visual word recognition are highly versatile. Successful recognition is achieved via a complex set of interacting cognitive processes, which are coadapted from existing neuro-biological structures and shaped in response to the written environment. The overarching aim of this thesis was to better understand the nature and deployment of representations that arise during the early stages of word reading. The studies reported investigated both short-term situational factors that influence how readers weight orthographic information 'in the moment', as well as properties of the writing system that mould long-term representations over years of acquisition. The first half of this thesis investigated how letter identification is modulated online by surrounding orthographic and sentence context. The findings consistently indicated that letter identification processes are signal-contingent, as readers determine the precision of lower-level processing required based on cues from higher-level knowledge. Critically, the influence of surrounding orthographic information extends beyond individual word boundaries to mediate sub-lexical processing of other words within a sentence. The second half of this thesis focused on how weighting attributed to various orthographic cues emerges from long-term experience with the writing system. Our artificial language learning paradigm demonstrated that weightings assigned to various sources of orthographic information vary cross-linguistically, as they are shaped by salient characteristics of the written environment. In addition, we established partial MRI evidence that readers form neural representations for statistically salient letter combinations, such as those associated with morphemes. Overall, this thesis demonstrates that word recognition is achieved in a variable adaptive manner, as readers dynamically weight different sources of orthographic information based on immediate short-term context and long-standing knowledge of the writing system.

Hypoxic-ischaemic encephalopathy results from an acute period of reduced oxygen (hypoxia) and blood flow (ischaemia) at the time of birth, and typically comes as the devastating end to an otherwise normal pregnancy. The most severely affected infants will die within days, whereas the majority who survive have a high chance of sustaining significant lifelong disabilities including cerebral palsy. This therefore has profound implications for the affected infant, their family, and wider society. Magnetic resonance spectroscopy allows the non-invasive investigation of cerebral metabolism, and provides quantitative measures of brain injury. Since hypoxic-ischaemic encephalopathy is associated with acute metabolic changes in the perinatal period, magnetic resonance spectroscopy has the potential to give insight into the ongoing injury, and potentially predict the neurodevelopmental prognosis of affected infants at an early stage. This thesis tests the hypothesis that magnetic resonance spectroscopy, acquired within two weeks of birth, is effective at predicting neurodevelopmental outcomes years after the initial hypoxic-ischaemic injury. This is achieved via a prospective multi-centre observational study across several institutions across the UK and USA, the results of which indicate exceptional prognostic value. The following work tests the hypothesis that accurate magnetic resonance spectroscopy measurements can be performed in the context of routine clinical settings to assist prognostication. A novel acquisition and analysis strategy is developed and validated, demonstrating precise and accurate results in a clinical setting within a modest acquisition time.

Myeloproliferative Neoplasms (MPNs) are a group of clonally derived stem-cell disorders of haematopoietic progenitors resulting in a proliferation of differentiated myeloid cell types. They include polycythaemia vera (PV), essential thrombocythaemia (ET), and myelofibrosis (MF). JAK2 encodes a non-receptor tyrosine kinase and mutations in this gene are found in a large percentage of MPN cases. It is present in approximately 95% of PV and between 50-60% of ET and PMF cases. JAK2 plays a key role in cell proliferation and differentiation of haematopoietic stem cells to mature blood cells. Expression of key haematopoietic genes were studied along with their relationship to haematological parameters and JAK2 mutational status. Anagrelide was used to target the haematopoietic transcription factor, GATA1, in MPN model cell lines. The effect of this drug on downstream effectors of megakaryocytic differentiation was also studied to determine potential mechanisms for its antiplatelet activity in essential thrombocythaemia. Ruxolitinib, a JAK1/2 inhibitor, was used to block JAK2 and the downstream effects on STAT, SOCS and interferon-gamma target proteins were quantified. Global proteomic changes were studied, using isobaric tagging and relative quantification and LCMS/MS. This inhibitor was also used to examine the importance of JAK2 signalling in erythropoiesis and colony growth in primitive progenitor cells isolated from MPN patients. GATA1 expression was found to be dysregulated in the PBMCs of ET patients. In cell lines, expression of downstream GATA1 targets were found to be downregulated during inhibition of megakaryopoiesis using anagrelide. Functional protein analysis showed that STAT1 and associated key molecular pathways involved in interferon signalling were the target of JAK2 inhibition by ruxolitinib. The results in this study suggest a potential role for GATA1 as a disease biomarker, independent of JAK2 mutational status. The activity of the anti-platelet drug, anagrelide, may in part be due to targeting of GATA1 downstream targets. STAT1 is likely to play a key role in MPN pathogenesis and response to JAK inhibitor therapies.

Depression is a prevalent and debilitating psychiatric condition. However, currently available pharmacological treatments are ineffective for almost a third of all depressed patients. Moreover, even when effective, standard treatments suffer from substantial therapeutic lag, often taking weeks-to-months to reach maximum efficacy. Thus, the need for faster acting treatments for depression is high. Evidence of novel glutamatergic pharmacological and brain stimulation antidepressant treatments has been reported. However, it is unknown how exactly these treatments, namely transcranial direct current stimulation and ketamine, work at either the biological or cognitive level. The aim of this thesis was to provide a cognitive and systems level biological explanation for the efficacy of these treatments on two important symptoms of depression, anhedonia and cognitive control. Following a general introductory chapter, the first experimental chapter explores the effect of tDCS on cognitive control in healthy volunteers. The second experimental chapter explores the reliability of 7 Tesla (T) proton magnetic resonance spectroscopy (1HMRS) as a technique to quantify glutamate and glutamine levels in the healthy human brain. The third experimental chapter explores the relationship between levels of glutamatergic metabolites, one purported mechanism to which ketamine and tDCS elicit their antidepressant response, and anhedonia in medication-free depressed patients and healthy individuals at baseline and following ketamine and placebo. The fifth and final experimental chapter explores whether ketamine alters the behaviour and neural activity underlying cognitive control in patients with depression. The results suggest that tDCS may induce improvements in cognition in healthy volunteers and that ketamine may improve levels of anhedonia and mood, but not cognition, in depressed patients. Surprisingly, a decrease in 7T 1H-MRS measured glutamine, but not glutamate, levels was found post-ketamine; moreover, baseline levels of glutamine, but not glutamate, were associated with the antidepressant and anti-anhedonic response to ketamine. The final chapter discusses the experimental results in light of cognitive and neural mechanisms thought to underpin depression and its treatment.

This research provokes a different set of perspectives on education policy. It observes that in England education is so connected to ideas of knowledge and identity that it operates at two levels. The first level is rational and concentrates upon institutional and organisational behaviour. The second level is linked to a system of beliefs which enable us to demonstrate knowing and understanding. The categorical mistake often made in educational policy analysis is to try to apply first level thinking to second level problems. This research applies a conceptual framework which looks at policy formulation of 14-19 education reform in the period 2001-2005 based around the Tomlinson report. It also subjects this analysis to questions derived from the thinking of Gramsci, Bourdieu and Wittgenstein on such second level thinking. Readings of educational purpose by governments as a tool for economic and social purposes are exposed as elements of Bourdieu’s misrecognition. Indeed the purpose of education that emerges is about raising standards and operating a system based on choice and institutional autonomy. The danger in such a system is that means have become ends and there is no connection between the actions taken by government and their stated aims. Government policy can be reduced to a series of self-evident statements which rely upon belief rather than rationality. The research concludes that although education reformers in England can envisage transformational reform they are impeded by doxastic beliefs from articulating the means to implement such reform. As a result education in England is likely to continue its cycle of misremembered reform through further attempts. The proposal made here is that fundamental reform can only be made by working through such beliefs on an individual basis. The specific solution advanced here is taken from the Tomlinson and involves introducing a transformed vocational education system for those aged 16 and over. This research offers four new understandings. It presents a new approach to the research of educational policy based upon philosophical assumptions about knowledge and identity. It services that approach through a new analysis based upon a conceptual framework drawn from Williams’ tensions around purpose, change and democracy. Secondly it deploys such assumptions and analysis in a specific historical period which demonstrates the conceptual limits upon change within 14-19 reform. In doing this it also draws out new understandings about the ability to identify change propositions and the profound difficulty in translating them into change processes. The final claim of this research is that it seeks to tackle how transformational change in education might occur within the limits that are identified here.

School exclusion is experienced by some of the most vulnerable children in society, and challenges to sustained reintegration and consequent ‘inclusive’ educational issues are well documented. The literature in this area has primarily focussed on exclusion or reintegration in isolation; however few studies have explored both phenomena, and those that do often focus on experiences of one set of actors at the expense of another. This research aims to contribute to these identified gaps by exploring the lived experiences (through the voices) of pupils, parents and teachers; those actors most intimately involved in both processes. This study focuses on four secondary aged pupils who had experienced multiple fixed-term exclusions, followed by sustained and successful reintegration. Using a qualitative design and a preventative approach to establish 'what works' in sustaining reintegration, data was collected via semi-structured interviews with pupils, parents and teachers to obtain their multiple perspectives. Using Interpretative Phenomenological Analysis participants' experiences of exclusion and reintegration were captured through emerging themes of security. Three interacting super-ordinate themes representing participants accounts were identified as: ‘Threats to Security’, the ‘Search for Security’, and the ‘Re-establishing of Security’. Themes were interpreted to explore how potential risk and protective factors are mediated within the pupil’s ecological system, and how these precipitated the emergence of vulnerability and resilience for young people. With a primary focus on how preventative practices can enhance protective factors leading to successful reintegration, the implications of these findings for Educational Psychologists and professionals working with pupils, parents and teachers are discussed in relation to the resources within the child's system. It is proposed that strengthening these resources may promote resilience and facilitate positive social, emotional and educational wellbeing.

This thesis presents a study into the use of microgels to restore degenerated intervertebral discs (IVDs). This was undertaken using a pH-triggered microgel which was able to form self-supporting gels through an increase in pH. The microgels were based on the poly(A/MAA/X) formulation, where MAA is methacrylic acid and A is the structural and X is the crosslinking monomer. The microgel particles were also used to construct composite poly(ethylene glycol) dimethacrylate (PEGD) hydrogels. The properties of the microgels and the composite hydrogels were then investigated. Microgel particles were synthesised based on poly(EA/MAA/BDD) (poly(ethyl acrylate/MAA/butanediol diacrylate). These were able to swell on increasing pH. Concentrated dispersions formed a gel with a high elastic modulus. The EA and BDD were replaced with related monomers and gave gels with different properties. Using monomers with high glass transition temperatures reduced the rate of swelling, and using monomers with similar reactivity ratios appeared to produce more uniformly crosslinked particles. It is proposed from the data presented that those with a large difference in reactivity ratio resulted in microgel particles with a change in crosslinking gradient through the radius of the particle. In some cases this produced microgels which appeared to fragment on increasing pH. The microgels investigated were based on poly(EA/MAA/X), (E-X) with BDD, EGD (ethylene glycol dimethacrylate) and PEGD. The EGD and PEGD microgels were shown to fragment with increasing pH. Poly(EA/MAA/PEGD) dispersions were able to form a gel at a pH below the pKa which appeared to be an electrostatically repulsive gel. Following this work, it became apparent that the E-BDD microgel was the most ideal of all the microgels with gels giving low values tanδ and frequency dependence of tanδ (tanδ = G"/G', where G" is the viscous modulus and G' is the elastic modulus). It also appeared to give physical gels with the highest elastic modulus. This microgel was therefore used for the composite gels. The poly(EA/MAA/BDD) microgel was then used to form covalently-linked composite hydrogels with PEGD of different molecular weights. PEGD with a molecular weight less than 550 formed a hydrogel-linked microgel, with interpenetrating polymer chains. These composites had high G' values and swelling ratios. Using PEGD with molecular weights higher than 550 produced microgel-filled hydrogels which had high values for G' and swelling ratios. Furthermore, due to osmotic deswelling of the microgel particles, the dispersions underwent a gel-to-fluid transition prior to being heated with initiator and crosslinked. This meant that some of the formulations were injectable. The mixture of high molecular weight PEGD and microgel was therefore combined with an accelerator which enabled gel formation and crosslinking at physiological temperature. Composites formed under physiological conditions were then tested for their ability to support biomechanically meaningful loads using degenerated IVDs. The discs were then compressed and the compressive strain to measured. The results showed that the composite was able to restore the mechanical modulus and height of the degenerated disc, showing favourable results for future research.

Introduction: Pregnant women increasingly expect to be involved in decisions about their care in collaboration with their clinicians. This involves a of sharing information, knowledge, experience and values, by both the woman and the clinician in order to make decisions together. Shared decision making is especially pertinent in the management of pain in labour where there are many options available, with varying degrees of evidence and acceptability. Pregnancy and childbirth is a context in which the appropriateness of shared decision making has been yet to be thoroughly investigated. Objectives: The key objectives of this research are as follows: · To carry out a systematic literature review covering women’s experience of labour and of pain relief in labour; · To ascertain the views and expectations of various groups of women and professionals using qualitative methodology in order to develop appropriate decision support; · To develop the most appropriate decision support for choice of pain relief in labour in order to assist women in the decision making process. Methods A qualitative approach was used to gain an in-depth perspective of the experience of women and professionals. Semi-structured interviews were conducted with women at various stages of their pregnancy and during their post natal period, whilst focus groups were undertaken with obstetricians, anaesthetists, delivery suite and community midwives. Data were transcribed verbatim and analysed using the principles of the constant comparison method. My analysis was informed by my relativist approach to my work, understanding that there are multiple realities which need to be examined to gain a full understanding of shared decision making in this context. The themes that emerged were used to identify the issues that were important to the two groups. Results: The three key result areas identified were:- 1. Discordance between expectations and realities. Discordance was identified between what women expected in areas such as how painful and how long labour would be, as well as in what support would be provided for example. There was also discordance between what the professionals said they told women and the information women wanted; 2. Information. Despite the information provision professionals still felt that women were generally unprepared for labour. This ill preparation pointed to information that did not answer questions women were asking, was presented at times when women were not receptive and in a format that was not appropriate; 3. Values. At no point in pregnancy were women routinely asked what was important to them regarding their labour in relation to pain relief. Understanding a woman’s values would allow a midwife to offer options of pain relief and support that were congruent with these values, thus helping the woman achieve the birth she hoped for. Discussion: The information needs of both women and professional’s needs to be recognised to ensure that woman have access to sufficient detail to enable them to engage in decision making. The information should be delivered in a format and at a time which is acceptable to the women and which translates into knowledge. During the antenatal preparation of women it is important for midwives to support women in clarifying what is important them – their values. Clarification of a woman’s values will enable the healthcare professionals to discuss options that fit with women’s values and ensure they receive the support they desire during labour. I propose that during pregnancy we need to ensure women are fully informed about their options, the risks and benefits and are clear of their values, but do make a decision antenatally – merely express a preference. This model of antenatal preparation would ensure that a woman was making decisions during labour in reaction to the level of pain she was experiencing based on her knowledge and how these choices related to her values. Women also need to be made aware antenatally that during labour there are elements of unpredictability and events may rapidly become of a more urgent clinical nature. At times of an emerging urgent clinical situation midwives and clinical staff are in a better position to recommend a course of action rather than deliberate options with the woman. Conclusion To support women and healthcare professionals in engaging in shared decision making the following recommendations needs to be considered. The maternity service needs to refine its information provision including the risks and benefits of each option. Provision needs to be made for those women who require enough information to allow them to make informed decision as well as those who require a greater depth of information. Support needs to be developed for midwives and women to allow them to develop new skills to allow engagement in shared decision making. Developing skills for shared decision making early in pregnancy will equip women to make the many decisions they face during pregnancy and once their baby is born. A critical examination of antenatal education provision needs to undertaken to ensure information is being provided at a time and in a format that is both appropriate and accessible to a wide range of women. Responsibility for preparation needs to be made explicit and suitable resources of information accessed and shared. Finally there needs to be a review of the current birth plan, to assess it’s suitability as a tool for assessment of knowledge, clarification of values and communication to support shared decision making. In conclusion the most appropriate way of supporting women is to ensure that, at the beginning of pregnancy, midwives start to prepare women to make decisions by giving them the skills necessary to be involved in shared decision making. This preparation needs to be underpinned by appropriate information delivered in an accessible manner and informed by what is important to the woman.

This thesis forms part of an ongoing project in the DNA Group to build and operate a synthetic ribosome. We present two synthetic ribosome designs that can be combined with DNA-templated chemistry to generate libraries of functional synthetic small molecules. In Chapter 2 we use the DNA strand displacement technique to construct a mechanism that is capable of moving along a DNA track. We explore ways to control the speed and the driving force of the mechanism, and present a mathematical model of the system. We discuss the ability of the design to incorporate chemically-functionalised DNA strands. In Chapter 3 we use a 2D DNA origami tile as the basis of the synthetic ribosome mechanism. Functionalised DNA strands are arranged on the surface of the tile, and we demonstrate the ability to template reactions between the strands, and discuss the possibility of creating a library of distinct chemical products from a single origami tile.

This thesis significantly contributes towards a fuller and more complex appreciation of the formation of human identity in Iron Age Southern England. It constitutes the first doctoral study of infancy, infant death and infant deposition for this region and period, and is the first piece of research to specifically consider infancy as an informer upon the formation of identity at this time. This thesis is structured around four main themes: (1) Was there a concept of infancy in Iron Age southern England? (2) How does infancy inform upon the construction of identity at this time? (3) If present, how did the concept of infancy fit into any perceived understanding of a wider Iron Age life course? (4) Were infants treated in similar ways to older individuals in death? These themes led to the formation of a set of hypothesised research questions. The investigative results offer an important and fresh insight into the nature and construction of identity at this time. Results suggest that infant (and older) bodies and bones were conceptualised and treated in multiple, and often co-existing, ways; many of which appear to have had nothing to do with the formal burial of the ‘person’ per se. Rather, while some bodies were formally buried, many others were perceived and treated in objectified ways. In these instances, human bodies and bones were conceptualised as forms of materiality, perceived and treated in a similar way to animal bodies and bones, objects and environmental materials. Importantly, this thesis provides evidence which suggests that although multiple and complex, in many instances, the conceptual nature of the infant (and older) body, and its subsequent treatment and deposition during this time, may have been underpinned by a uniform and geographically widespread concept of infancy.

With obesity rates rising steadily in most parts of the world, there is considerable interest in novel weight loss interventions. This thesis tests the utility of habit formation theory for designing behaviour change advice for weight loss. Central to models of habit operation is the idea that habits develop through repetition of the behaviour in consistent contexts (Context Dependent Repetition CDR), but the process itself has attracted little research attention, and it has never been used as a basis for interventions. This thesis used CDR as the basis of a weight loss intervention and also examined the process of habit development for diet and activity behaviours. Study 1 was an eight week pilot study with ten participants who were given simple advice on developing diet and exercise habits associated with weight loss. Post-intervention interviews found evidence that some behaviours had acquired 'automaticity' - the hallmark of habits - and weight data showed an average 3kg weight loss. Study 2 extended the evaluation of the intervention in a randomised controlled trial of the habit-based advice compared with a no-treatment control group, incorporating standardised measures of automaticity. The results showed significantly greater weight loss in the intervention group, which was maintained over follow up. The recommended behaviours also became increasingly automatic. Study 3 tracked changes in automaticity over three months as volunteers repeated one eating or activity behaviour in a consistent context on a daily basis. The results showed that advice on CDR is sufficient to promote habit formation and supported the prediction that an asymptotic curve of increasing automaticity reflects a generalised habit-formation process. The average length of time to reach an asymptote was 70 days. This research has contributed to the understanding of habit formation and shown that it may be a useful foundation for simple, easily disseminable, weight loss interventions.

This descriptive case study examined educators' perceptions of the effect of tiered instruction on the reading achievement of kindergarten students. The purpose was to explore and describe current cultural and structural conditions that support or inhibit effective school-level implementation of a Response to Intervention (RtI) model. This study was guided by the following research question: How do teachers perceive the effectiveness of a tiered instruction program in reading in full day kindergarten? Data was gathered from five educators and one administrator within a suburban public early childhood school through individual interviews, analysis of student benchmark assessments and a focus group discussion. Vygotsky's sociocultural theory, with its focus on interdependence among social and individual processes to construct knowledge, provided a lens through which to examine the context of the study and inform the findings. Findings from this study revealed understandings and beliefs that supported the use of tiered instruction as a general education model that benefitted all students, provided the necessary supports for beginning readers and contributed to reading success. Results indicated that communication, collaboration, shared goals, increased individual accountability, training and professional development contributed to the success and sustainability of tiered instruction. This study identified a number of components perceived to facilitate or challenge successful implementation of instructional practices, assessment and data-driven decision making within the RtI model. These findings have implications for educational practice and can be used to inform key stakeholders at the building and district levels. [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.]

Cryptosporidium parvum is an obligate intracellular protozoan which infects the gastrointestinal tract of a wide range of mammalian species. It is a common cause of diarrhoeal illness in humans and neonatal ruminants. Despite the medical and veterinary importance of C. parvum studies of this organism at the genetic level have begun only recently. This is due to the lack of interest shown in the parasite until it was recognised as a cause of human and animal disease, and also to the difficulty in producing sufficient parasite material in order to carry out such studies. The aim of this study was to identify, by screening a DNA library with anti-C. parvum antisera, genes or gene fragments encoding antigens of C.parvum. A C. parvum λgt 11 expression library was constructed using EcoRI-digested genomic DNA prepared from in vitro-excysted oocysts. Screening the library resulted in the isolation of two immunopositive clones, λCPR1, recognised by rat serum raised against excysted C. parvum oocysts, and λCPS10 recognised by serum from a gnotobiotic lamb experimentally infected with C. parvum. The DNA inserts from these clones (CPR1 and CPS10 respectively) were subcloned into the pMS plasmid expression vectors, and the recombinant peptides expressed by the resulting subclones analysed by Western blotting. Subclones containing CPS10 expressed a peptide which was recognised by some, but not all, lambs infected with C. parvum. When CPR1 was subcloned into pMS1S the resulting subclone expressed a 200kDa β-galactosidase fusion protein. This fusion protein was partially purified and used to raise polyclonal antiserum in a rabbit. Western blotting indicated that this serum recognised a 190kDa peptide constituent of the C. parvum oocyst wall. The CPR1 DNA fragment was sequenced in both directions and found to consist of 2359 nucleotides, 2358 of which form a continuous open reading frame. The DNA sequence has a realtively low G+ C content (39.1%) and there is a corresponding bias towards the use of codons ending in A or T (82.1%) within this open reading frame.

The Fulbright Program is the US’ flagship international exchange program. Given its continued prominence in international higher education from its postwar inception to the present day, this study uses critical discourse analysis methods to analyze power, mission, and purpose in the history of the Fulbright Program. The analysis demonstrates several overarching ideas. First, throughout the program’s history, the concept of promoting mutual understanding between nations has been conflated with mutuality in the exchange of resources. Second, while the program’s efforts have often promoted the idea of a singular US identity, critics have consistently challenged this argument. Third, while the program grapples with its relationship to Senator Fulbright, the influence of his ideology remains throughout history. Scholars and practitioners of educational diplomacy may consider these findings as they pursue ways to promote equitable and mutual educational exchange.

The major purpose of this exploratory study was to determine if electroencephalographic (EEG) auditory biofeedback training combined with Open Focus relaxation therapy would increase alpha-brain-wave production in highly anxious freshman university students who were also deficient in reading skills. The subjects for the study were 15 volunteer university freshmen assigned to a remedial reading course. The 15 students were divided into three closely matched groups designated treatment groups one, two, and control. Treatment groups one and two attended sessions of Open Focus relaxation therapy and practiced on days when they were not attending the sessions. The control group did not receive any treatment. Findings comparing pre- and posttest differences for six variables indicated that treatment group one significantly lowered anxiety and tension and increased reading achievement and vocabulary scores. These subjects also increased alpha production and, to a degree, could control alpha brain waves. Treatment group two significantly lowered anxiety and increased vocabulary scores, and the control group significantly increased reading achievement and speed of comprehension. (Author/LL)

Transcription factors (TFs) have been a focal point of molecular biology research for decades, with evolving methodologies offering progressively deeper insights into their critical roles in gene regulation. Recent advancements in experimental and computational techniques have significantly enhanced our understanding of TF functionality, yet this depth of knowledge varies widely across the spectrum of known TFs — from extensively characterized ones with quantitative binding affinity data to those scarcely studied or understood. In this work, we systematically carried out binding and expression experiments on all Escherichia coli TFs using a standardized computational pipeline to identify direct and indirect regulatory targets. We further leveraged our binding data to develop a novel biophysically motivated neural network capable of predicting TF-DNA binding affinity from DNA sequence. This approach allowed us to design binding sites with specified affinities, including those stronger than any sequence observed in nature, which we validate experimentally using an in vitro binding assay. We further optimized this assay to provide insight into complex TF binding regimes, where chemical signals can modulate TF binding affinity. Finally, we demonstrate the utility of systematically mapping TF binding sites through a case study on a previously thought dormant TF acquired from viral infection, revealing an unexpected phenotype where it can hijack the host cell. This work not only offers broad insights into the determinants of TF binding and regulation, but also provides a means to predictively engineer binding sites with desired affinity, while demonstrating the power of efficient data processing in uncovering intricate biological processes.

Additive manufacturing is revolutionizing the aerospace, transportation, energy, healthcare and various consumer product industries, replacing centralized manufacturing plants with more localized fabrication. 3D printing has become ubiquitous within these industries for prototyping and production. Currently, the smallest 3D printed features are on the order of a micron. While sufficient for some academic and industry applications, nanoscale features are required for the electronics industry and research endeavors. Optical lithography is still the workhorse for industrial nanofabrication utilizing large expensive commercial foundries. Here, an atomic scale 3D printer is presented with many of the features found in a complex semiconductor fabrication plant. This process is reproduced using three separate die with microelectromechanical systems (MEMS), which are bonded together to create an integrated 3D printer with the capability to print at the atomic scale. Due to the microscale size and surface areas of MEMS devices, they are extremely sensitive with rapid response times. These onboard MEMS devices replicate the functions of a thermal evaporator, patterning mask, mass sensor, heaters, temperature sensors and Van de Pauw setups. The assembled 3D printer dimensions are 3.8 mm x 2.5 mm x 1.8 mm (LxWxH) and it is therefore ideal for cryogenic environments. Quenched condensed thin film metals can be deposited using the atomic scale thermal evaporators in varying thicknesses up to approximately 50 nm. Replacing the atomic scale evaporators with microscale evaporators, the deposited film thickness can reach 3.5 microns. Evaporated films are monitored during and after the deposition with the embedded MEMS devices. While this particular 3D printing assembly is designed for research-scale investigations, the same technology could be extended to wafer-scale 3D printing with high resolution, rapid throughput, and reduced cost.

Water resources are progressively under pressure from anthropogenic uses. Students need to learn about water systems as they are the future decision-makers and problem solvers who will be faced with unknown challenges in the future. The overarching goals of this dissertation were: 1) to identify ways in which geoscience instructors are incorporating systems thinking and science modeling in their teaching along with the accompanying methods for improving systems thinking and modeling implementation and 2) explore how the implementation of science modeling and systems thinking increase student evaluation of models and the understanding of hydrologic content. Data for these studies came from the Geoscience Educators Research (GER) 2016 survey data, student assignments and interviews surrounding the Water Balance Model, and student responses from a sociohydrologic systems thinking assignment. First, GER survey data was analyzed with significant variation observed in reported frequency of science modeling and systems thinking (SMST) practices with the highest levels of SMST reported in the atmospheric and environmental sciences, those who emphasize research-based, student centered pedagogical methods, those who recently made course revisions, and those who reported high levels of participation in educational professional development. Therefore, to test if this was replicable in subsequent work, we examined a course at UNL, SCIL 109: Water in Society, a novel course. Courses in SCIL (Science Literacy) are housed in the College of Agricultural Sciences and Natural Resources, are interdisciplinary, and include both human and scientific dimensions. A case study emerged from this data presenting the use of a computer-based water model over three iterations of SCIL 109. Results indicate that students regardless of year in college, gender, or major can effectively reason about the Water Balance Model. Specific investigation into student performance and reasoning surrounding the Water Balance Model indicate that model evaluation and understanding of core hydrologic content increased from 2017 to 2018 in part due to a flipped classroom format. Finally, the systems thinking assignment from SCIL 109 was studied using mixed-methods to investigate student operationalization of a sociohydrologic system. Results show that students scored highest on problem identification from their written work and mechanism inclusion form their drawn models. Each of these studies contributes to the overall body of knowledge surrounding undergraduate geoscience education. Adviser: Cory T. Forbes

Like many classroom teachers, I long understood antiracist pedagogy as white privilege pedagogy (McIntosh, 1988), where students must confess to their privilege to embrace antiracism. By leaving young white people with untenable models of understanding themselves as raced beings, this work has, to put it generously, come up short. Using critical ethnographic methods, I seek to make better sense of these sincere shortcomings by locating them in historical (Allen, 2012; Roediger, 1991) and emotional (Boler, 1999; Trainor, 2008; Zembylas, 2006) contexts. I worked with ten white high school students over the final five months of their senior year. We attempted to work through the constrained and paradoxical ways they understood race and race talk. We worked through their struggles with the languages and patterns of race talk, their inadequate schooling on race, and their inability to manifest their antiracist values. I find that the discourses available to them, in particular white privilege pedagogy, limit their capacity to both imagine themselves as antiracist actors and take up antiracist actions. I suggest that by examining and unpacking the discursive binds attendant to their race talk (Pollock, 2004), and by making visible the historical and emotional contexts of their understandings of themselves as raced beings, educators can more effectively guide young white people toward antiracism.

Myeloid Cell Leukemia-1 (MCL-1) is an anti-apoptotic member of the BCL-2 family of proteins that is known to antagonize intrinsic apoptotic cell death. Our lab has previously shown that the cardiac-specific ablation of MCL-1 in mice leads to severe cardiomyopathy and mitochondrial dysfunction. Surprisingly, these defects were accompanied by necrotic rather than apoptotic cell death. This suggested that MCL-1 has additional functions at the mitochondria. This study demonstrates the mechanisms by which MCL-1 sustains mitochondrial homeostasis. Weviiifound that overexpression of MCL-1 promotes mitochondrial perinuclear clustering. However, MCL-1 does not promote mitochondrial perinuclear clustering when Drp1 is knocked-down. Mutation of MCL-1’s BH3-domain abrogates MCL-1 mediated mitochondrial clustering. Replacing MCL-1’s BH-domains with the corresponding BH-domains from BCL-2 does not perturb this function. Additionally, overexpression of MCL-1 promotes mitochondrial clearance in response to FCCP and hypoxia. A screen of MCL-1 revealed three putative LC3-interacting region (LIR) motifs. Mitophagy was assessed when each of these three LIR motifs was mutated but no change was detected. However, mutation of MCL-1’s three LIR motifs lead to a small but significant reduction in MCL-1 mediated mitophagy. Furthermore, we demonstrated that MCL-1 can promote mitophagy independently of its anti-apoptotic function and that MCL-1-mediated mitophagy and mitochondrial aggregation occur independently of one another. Instead, we found that MCL-1 interacts with known mitophagy receptor BNIP3 during hypoxia and FCCP treatment. Thus, our data suggest that MCL-1 promotes Drp1-dependent mitochondrial fission and aggregation as well as mitochondrial clearance.

As higher education becomes further entangled with globalization, national governments have an impact on how students view themselves and their ties to their nations of citizenship. In the United States, the Fulbright U.S. Student Program is one of the most long-standing and prestigious government-funded international exchange programs in the world. However, little research has been done on how the participants of these programs make meaning of their experiences once completing their role as a cultural diplomat abroad, especially as it relates to national identity. The purpose of this constructivist narrative inquiry is to understand the national identity of students who participate in U.S. government international education programs through the meaning-making of their experience and identities. The findings of this study indicate that Fulbright scholars view themselves as cultural diplomats for the United States on an international context, which in turn complicates their understanding of their own identities Americans.

To provide greater spatial coverage of late Pleistocene to Holocene environmental change in the Midwestern United States, a 1350 cm long sediment core was collected from Silver Lake in northeast Ohio. Age control was provided by new radiocarbon dates, correlation to a dated lake record from western Ohio, and a prior study of Silver Lake. Lithologic descriptions and sedimentary profiles of dry bulk density (DBD), organic matter (OM), carbonate, C/N, grain size, magnetic properties, and concentrations of terrigenous derived elements (Al, Ti, and K) allow the core to be divided into six periods. The climate interpretations are compared to published regional and hemispheric climate records. The first period is Deglaciation, which spans from 17,560 – 13,600 cal year BP (1353 - 1188 centimeters below lake floor (cmblf)). Silty sediment with low OM (average 6 %) and high DBD (average 0.832 g/cm3) are interpreted to reflect cold conditions soon after deglaciation. The Latest Pleistocene Period is the second period and spans from 13,600 – 12,200 cal yr BP (1188 – 1103 cmblf). Brown to light brown mud with silty layers, a slight increase in % OM (average 9 %) and decrease in DBD (average 0.694 g/cm3) characterize this interval. The Latest Pleistocene Period may have been a time of increased primary productivity in Silver Lake. The third period is the Younger Dryas, which spans from 12,200 – 11,500 cal yr BP (1103 – 1070 cmblf). Gray-brown to light-brown silty mud having low % OM (average 6%), high DBD (average 0.703 g/cm3), high concentrations of magnetic minerals, and elevated concentrations of Al, Ti, and K characterize this period. These sediment characteristics are interpreted as cold and dry conditions, increased terrigenous input, and/or decreased primary productivity. The fourth period is the Early Holocene which spans from 11,500 – 7,450 cal yr BP (1070 – 824 cmblf), and is divided into two subperiods. During the first subperiod, from 11,500 – 10,600 cal yr BP (1070 – 1016 cmblf), there was an increase in % OM (average 28 %) and decrease in DBD (average 0.311 g/cm3) and concentrations of Al, Ti, and K. The first subperiod of the Early Holocene is interpreted to be a period of brief warming. The second subperiod of the Early Holocene spans from 10,600 – 7,450 cal yr BP (1016-824 cmblf), and is characterized by highly variable % OM and DBD and increased Al, Ti, and K. This subperiod is interpreted as a period of increased aridity. The fifth period is the Mid to Late Holocene which spans from 7,450 – 200 cal yr BP (824 – 128 cmblf). Alternating brown and dark brown mud having no visible silty layers, high % OM (average 51%), low DBD (average 0.116 g/cm3), and decreased Al, Ti, and K and magnetic concentration characterize this period. These sediment characteristics are interpreted to reflect warm and moist conditions when primary productivity increased and/or terrigenous influx decreased. However, within the Mid to Late Holocene Period there are six pronounced intervals of decreased % OM and increased Al, Ti, and K suggestive of millennial-scale increases in terrigenous input and/or decreases in lake productivity. These six intervals may be related in part to rapid global climate changes during the Holocene, when temperatures and moisture balance fluctuated. The sixth period is the Anthropogenic Period, which spans from 200 cal yr BP to the present (128 – 0 cmblf). The Anthropogenic Period is characterized by a pronounced decrease in % OM (average 19%), increase in DBD (average 0.273 g/cm3), and an increase in the mass accumulation rate (MAR) resulting from Euro-American land clearance enhancing watershed erosion.

This research is a formative evaluation of personal learning networks to determine their applicability for professional development in the architecture and design industry. The researcher seeks to find a catalyst toward discipline-wide realization of integrated design practices. This research initiative was spurred by leaders in the field who indicate that a swift transformation to integrated design practice is required in the discipline in order for the practice of architecture to remain effective in today's global economy. The AIA knowledge community has designated this issue a primary focus for professional development, yet innovative solutions for timely and effective knowledge transfer at a discipline-wide scale do not currently exist. Concurrently, there is active research in computer-based organizational learning within the social sciences, education and the human computer interaction disciplines, indicating its potential as an effective method for the dissemination of knowledge. The research strategy draws upon the human computer interaction discipline's user-centered design philosophy to harness the disciplines knowledge by actively engaging experts in a formative evaluation of personal learning networks using the Delphi method.

Few studies have examined the influence of social status on adjudication practices involving assaults. Those that have suffer from a number of internal and external validity problems. As a result, we are left without an empirically testable framework to help explain if and how social stratification impacts legal decision making regarding assaults in the U.S. Black's theory of social geometry presents us with a paradigm that directly addresses the influence of stratification by way of a multi-dimensional approach. Specifically, it suggests that law reacts to the social position of the victim compared to that of the perpetrator awarding greater advantage to those that rank higher. This research suggests that its broad design lends itself for application in providing an empirically testable theory regarding legal behavior in respect to assault outcomes.

The goal of this study is to develop a model using GIS to estimate the source and quantity of accumulated sediment in the Emory & Henry College (EHC) duck pond.  Located in the Highlands of Southwest Virginia, the 1,194 acre duck pond watershed consists primarily of agricultural, forested, and low density urban land uses. The Revised Universal Soil Loss Equation (RUSLE) and the Sediment Distributed Delivery (SEDD) prediction models were used to determine the quantity of eroded sediment and the sediment yield at the duck pond, respectively.  These models require numerous computations, which were performed at the watershed scale with the aid of ArcGIS software.  In ArcGIS the watershed was broken into a raster grid of approximately 5,200 discrete 100 foot by 100 foot grid cells. The resulting watershed erosion model identified two main sources of sediment: a cluster of farms relatively close to and east of the duck pond, and a harvested timber site north of the duck pond.  The model predicted that 1,076 tons of sediment are delivered into the duck pond annually. The estimated sediment yield was then compared to the estimated amount deposited between October 2011 and September 2012, as measured by a topographic survey.  The model prediction was found to be within a factor of 6.3x of the measured value.  The predicted and measured sediment yields as well as identified erosion sources can be used to develop a water quality improvement plan and to help alleviate the need for periodic dredging.

Of the wide variety of existing optical techniques for non-contact 3D surface mapping, Fourier Transform Interferometry (FTI) is the method that most elegantly combines simplicity with high speed and high resolution. FTI generates continuous-phase surface maps from a projected optical interference pattern, which is generated with a simple double-pinhole source and collected in a single snapshot using conventional digital camera technology. For enhanced stability and reduced system size, the fringe source can be made from a fiber optic coupler. Unfortunately, many applications require mapping of surfaces that contain challenging features not ideally suited for reconstruction using FTI. Rough and discontinuous surfaces, commonly seen in applications requiring imaging of rock particles, present a unique set of obstacles that cannot be overcome using existing FTI techniques. This work is based on an original analysis of the limitations of FTI and the means in which errors are generated by the particular features encountered in the aggregate mapping application. Several innovative solutions have been developed to enable the use of FTI on rough and discontinuous surfaces. Through filter optimization and development of a novel phase unwrapping and referencing technique, the Method of Multiple References (MoMR), this work has enabled surface error correction and simultaneous imaging of multiple particles using FTI. A complete aggregate profilometry system has been constructed, including a MoMR-FTI software package and graphical user interface, to implement these concepts. The system achieves better than 22µm z-axis resolution, and comprehensive testing has proven it capable to handle a wide variety of particle surfaces. A range of additional features have been developed, such as error correction, particle boundary mapping, and automatic data quality windowing, to enhance the usefulness of the system in its intended application. Because of its high accuracy, high speed and ability to map varied particles, the developed system is ideally suited for large-scale aggregate characterization in highway research laboratories. Additionally, the techniques developed in this work are potentially useful in a large number of applications in which surface roughness or discontinuities pose a challenge.

Linewidth is a measure of the frequency stability of any kind of oscillator, and it is a defining characteristic of coherent lasers. Narrow linewidth laser technology, particularly in the field of fiber-based infrared lasers, has progressed to the point where highly stable sources are commercially available with linewidths on the order of 1-100 kHz. In order to achieve a higher level of stability, the laser must be augmented by an external frequency stabilization system. This paper presents the design and operation of a frequency locking system for infrared fiber lasers. Using the Pound-Drever-Hall technique, the system significantly reduces the linewidth of an input laser with an un-stabilized linewidth of 2 kHz. It uses a high-finesse Fabry-Perot cavity, which is mechanically and thermally isolated, as a frequency reference to measure the time-varying frequency of the input laser. An electronic feedback loop works to correct the frequency error and maintain constant optical power. Testing has proven the Pound-Drever-Hall system to be highly stable and capable of operating continuously for several seconds at a time.

This quasi-experimental study of task-based learning aimed to determine to what extent task-type (jigsaw, decision-making and opinion exchange) and group size (partner and small group) impact both the quantity and quality of learner discourse in synchronous computer-mediated communication (SCMC). SCMC is a tool used increasingly in foreign language instruction for creating environments that encourage interaction between learners (Salaberry, 1996). According to Nobuyoshi and Ellis (1993), using content-based tasks in interaction develops learners’ communicative strategies and contributes to learners’ language development, by allowing them to apply linguistic knowledge in spontaneous speech and providing them with exposure to new linguistic forms. In the current study, 62 students in third-semester German completed six 30- minute online discussion tasks designed to stimulate use of new vocabulary. Task-group configurations (e.g., jigsaw-partner) were counterbalanced among the five sections of the course. Transcripts were coded for foreign language, non-target language and off-task communication-units, holistically scored language quality and task completion, grammatical accuracy, lexical targets, negotiated interactions, and restricted lexical and grammatical composite collocations. Students also completed an initial survey designed to collect demographic data and initial reactions to SCMC use and a follow-up survey including questions regarding the use and usefulness of SCMC and its structure, use of German, task preference and resulting attitudes. 10 students completed a 30-minute interview conducted to elicit more information about their responses on the follow-up survey. Results of this study indicate that: 1) decision-making-partner tasks elicited a significantly higher amount of foreign language output and quality in language than the other task-group configurations; 2) the patterns of negotiated interactions differed in some ways from Smith’s (2001, 2003a) model; 3) there was no significant effect for taskgroup configuration for increasing the quantity or promoting a higher quality of negotiated interactions; 4) opinion exchange-partner tasks elicited the largest amount and most appropriate use of both lexical and grammatical composite collocations; and 5) learner reactions to task-based SCMC were largely similar to previous findings. Participants overwhelmingly preferred the open-ended and least constrained opinion exchange task. These results demonstrate that task-group configurations in SCMC have important implications for meeting pedagogical objectives.

The burst of the Japanese bubble economy in 1992 brought about many reforms in Japanese education. One example of these reforms is the recent introduction of web-based instruction into Japanese classrooms. Since traditional Japanese education has been greatly influenced by elements of Confucianism, many educators are concerned about the integration of web-based instruction with traditional Japanese teaching methods. The purposes of this study were to investigate Japanese female junior college students' attitudes and/or perceptions of learning in a web-based environment, and to measure performance between students in a traditional teacher-centered course with another group of students learning via web-based instruction. This study utilized a mixed-methodology design to investigate the following two research questions: (a) What cultural factors related to Confucianism influence Japanese freshman female college students' perceptions of learning in a web-based environment, and (b) Are there significant differences between pre and posttest mean scores on the Pre-TOEFL Test of those Japanese female college students taking a TOEFL preparation course via web-based instruction, and the mean pre and posttest scores of another group of Japanese female college students taking a similar course in a teacher-centered class? Sixty Japanese female college students aged 18–19 years old participated in the study. The students were randomly assigned by last name into a Treatment group which took a TOEFL course via web-based instruction, and a Control group which studied via a teacher-centered class. For the qualitative section, six students from the Treatment group were interviewed three times each; before, during, and after the treatment. Results indicated a movement away from cultural influences of Confucianism as the treatment progressed. For the quantitative investigation, a Pre-TOEFL test was given to both groups before and after the treatment. Results indicated there were significant differences of the pre and posttest mean scores at the .05 level within each group; however, there was no significant difference in the gain scores between the groups. Incorporating results from both the qualitative and quantitative sections provided implications for instructional designers of web-based courses for Japanese female college students. Because the study was limited to the sample population, results cannot be generalized to the larger Japanese population, therefore, recommendations for further research were listed.

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Purpose. The purpose of this study was to describe the administration of gifted education programs in rural Alaskan school districts for grades K-6. A secondary purpose was to extrapolate from the survey data successful programs and procedures currently adopted in rural Alaskan schools for gifted and talented education. Procedures. A survey instrument was developed and mailed to a sample of 47 rural Alaskan school superintendents. Findings. In 94% of the schools sampled, gifted education programs existed, and served approximately 7% of the school population. Intellectual ability and specific academic ability were the definitions most utilized. All the districts used multiple identification criteria, with individual IQ tests, achievement test scores, general aptitude tests, and teacher nomination as the most utilized methods. Math, language arts, and computers were the most highly implemented curricular options with 74% of the districts providing programs in those areas. Half of the districts provided for curricula in the fine and performing arts. Although Native children comprised over 50% of the districts population, they were only 19.5% of the gifted program. One-fifth of the program provided special definitions of giftedness that were culturally relevant, 40% provided special identification methods for Native children. Special programs incorporating the Native culture were provided by 26% of the districts. The community was active in gifted programs primarily through the use of mentors. Planning, assessment, evaluation, and support were engaged in by about one-fifth of the communities. Successful programs, as reported by the respondents, appear to be those which combine both the traditional, academically oriented curricula and the more non-traditional offerings related to leadership, arts, and Native cultural and linguistic areas. Community mentors, interested teachers, and use of outside resources such as the fine arts and computer camps offered within the state are the means to accomplish such a diversity of programs in small schools. Recommendations. The commitment to gifted education as evidenced by the survey should continue. Gifted programs should be expanded to include those elements of a successful program as indicated by the survey respondents--academically oriented curricula as well as inclusion of leadership, the arts, and Native cultural and linguistic areas.