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OF THE DISSERTATION A Study of the Effects of Bilingual and Structured English Immersion Programs on the Oral and Literacy Developmentof Students Learning English as a Second LanguagebyDanny Lee WoodDoctor of Philosophy in EducationUniversity of California, Los Angeles, 2014Professor Concepción M. Valadez, ChairThis study had two purposes: (1) to compare two different English language learner (ELL) programs--transitional bilingual education (TBE) programs and transitional structured English immersion (SEI) programs--to identify which, if either, was superior in facilitating English language acquisition; and (2) to identify the relationship between English oral proficiency and English literacy proficiency. To answer these questions, this study analyzed English proficiency scores from the California English Language Development Test (CELDT) from a large school district in California from 2002 - 2007. The CELDT is an instrument that was aligned with the English Language Development (ELD) standards of California and first administered in 2001 to measure English language proficiency. The CELDT provided measurements in three English skill scales: oral (listening and speaking), reading, and writing. The CELDT also produced a composite overall English proficiency score from the combined performance scale scores. The students in the study were primarily Hispanic (98.26%) native Spanish speakers (99%) from lower socioeconomic backgrounds (91.4%). Of the 2,731 students whose scores were analyzed, 1,196 (44%) were in their respective SEI or TBE programs the entire 6-year period of the study. For the program comparisons, there were four groups of students: (a) students who were in transitional bilingual programs for the entire length of the study, (b) students who were in transitional bilingual programs for various lengths of time before transferring to SEI programs, (c) students who were in the SEI program for the entire length of the study, and (d) students who were i

Ford, CCAC President from 1958-1984, and Streetz, VP of Student Affairs 1976-1982, with two students

Bella Feldman and others in front of Macky

Lateral ankle injuries often result in residual disability. Increasing the endurance of the peroneous longus may reduce this problem. Bicycle ergometry may increase the endurance of the peroneous longus, but the activity of the peroneous longus during pedaling is not known. The purpose of this study was to analyze the electromyographic (EMG) activity of the peroneous longus across work load (1, 2, and 3 Kp) and pedal type (standard and medial support only) during pedaling. The analysis included total, peak, and phasic EMG activity per cycle. EMG activity was monitored with bipolar surface electrodes arranged in a longitudinal configuration over the motor points. The pedaling cycle was monitored with a photo electric cell and the gait cycle was monitored with a heel switch. Gait data were used to normalize the pedaling data. Data from nineteen muscles were collected from eleven subjects, all adult males. Results indicated that: (1) increasing work load significantly increases the total, peak, and phasic EMG activity; (2) modified pedals significantly increase the total, peak, and phasic EMG activity; (3) the interaction between work load and pedal type significantly increases the total and peak EMG activity; and (4) only pedaling with modified pedals results in EMG activity comparable to gait.