An Ethic of Critical Care in the Midst of Paradoxes of Praxis: A Post-intentional Phenomenological Investigation of Teacher Care during Ambivalent Teaching Moments

Earley, Nathan W ProQuest Dissertations & Theses University of Minn 2019 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Schools have become places of increased expectations. The purposes of schooling have always been multifarious (Kliebard, 2004), but the increase in expectations has led to the intensification of the job of teaching (Apple, 2013) and increased teacher burnout (Chang, 2009). This complex and intensified school context leads to difficult decisions for teachers in the classroom (Gutierrez, 2015). One common purpose for teachers is care for students (Reinhart, 2000). This purpose is expanded into an ethical framework (Noddings, 2015) that can give direction to frequent and difficult decisions for teachers (Roberts, 2010). This post-intentional phenomenological study (Vagle, 2018) investigated the manifold nature of an ethic of care (Noddings, 2013) in the midst of dilemmas of teaching (Ball, 1993; Lampert, 1985). Nodding's ethic of care has been adapted and expanded to explicitly focus on care in conjunction with critical race theory (Roberts, 2010; Antrop?Gonzalez & De Jesus, 2006). This ethic of critical care was used as a lens to explore teacher praxis (Friere, 2018) in the midst of difficult decisions in the classroom. Teacher dilemmas (e.g. Gutierrez, 2015; Byers, 1984; Adler, 2001) were reviewed in order to predict possible moments in the classroom. Phenomenological material gathered included classroom observations and interviews with four mathematics teachers at a suburban high school in the midwestern United States. The lived experience of these teachers gave shape to an understanding of their actions through an ethic of critical care. In addition, a survey was administered to all teachers at the high school. The findings showed how mathematics teachers employed acts of critical care while also frequently encountering classroom dilemmas, both matching previous types of paradoxical moments and two new dilemma contexts, called paradoxes of praxis. These two new paradoxes of praxis included acts of care in the midst of dilemmas related to technology and dilemmas related to student choice and freedom. Implications of this study include the organization of difficult moments in teaching that can be used to prepare future teachers and equip current teachers for inevitable difficulties, thereby reducing teacher burnout and increasing positive relationships between students and their mathematics teachers. Common teacher snares of "soft care" (Curry, 2016) and others were also noticed. In addition, an ethic of critical care is shown to be a way in which teachers make decisions in the midst of these inevitable paradoxes of praxis. The way in which these actions were taken give shape to what and how teachers utilize an ethic of critical care. Descriptions of moments of teacher instigated ethic of critical care can serve as examples of how relationship-focused teaching appears in mathematics classrooms.

Epithelial GATA4 Regulates Bacterial Colonization and Regionalization of Intestinal Immunity in Homeostasis and Disease

Earley, Zachary Michael ProQuest Dissertations & Theses The University of 2021 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Sensory Substitution in the Presence of Vision: Providing Joint Speed Feedback to Improve Myoelectric Prosthesis Control and Adaptation

Earley, Eric Joseph Northwestern University ProQuest Dissertations & T 2020 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The regulation of ribosomal RNA gene transcription by histone deacetylase HDA6 in Arabidopsis

Earley, Keith Washington University in St. Louis 2007 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Eukaryotic genomes contain hundreds to thousands of repeated ribosomal RNA (rRNA) genes located within the nucleolus organizer regions (NOR). The level of rRNA gene transcription from these repeats is controlled by both the rate of transcription at each rRNA gene and the number of "open" rRNA genes available for transcription. Enzymes that alter chromatin modifications including histone acetylation, DNA methylation and nucleosome positioning influence rRNA gene expression. In Arabidopsis, RPD3-like historic deacetylase, HDA6, has been shown to regulate the transcription of the silent class of rRNA genes in the hybrid species of Arabidopsis, A. suecica. The experiments described within further our understanding of the mechanisms by which HDA6 regulates rRNA gene transcription in both hybrid and non-hybrid species of Arabidopsis. The data presented suggest that HDA6 is a broad specificity, Trichostatin A sensitive histone deacetylase that regulates transcription of silent rRNA genes in A. suecica. HDA6 localizes to the nucleolus, the site of rRNA gene transcription, where it may interact directly with the rRNA genes to deacetylate histories associated with the silent rRNA genes. The data suggest that HDA6, through its ability to deacetylate histones, regulates the number of "open" genes in non-hybrid species of Arabidopsis and controls spurious rRNA gene transcription within the intergenic spacer region between rRNA gene repeats.

Envisioning landscapes of warfare: A multi-regional analysis of Early Iron fortress-states and Biainili-Urartu

Earley-Spadoni, Tiffany Celena The Johns Hopkins University 2015 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The present dissertation---an interdisciplinary study incorporating archaeological data, textual sources, art-historical evidence, and ethnography---investigates state development in the highland, non-urban empire of Urartu and the Early Iron fortress-states that preceded it during the early first millennium BCE. GIS studies take social agents into account, employing Social Network Analysis and human-scale analysis techniques. Vision acts as an organizing principle for the present study and provides a window into the priorities and decision making of the people who created the ancient states in question. The investigation of Iron Age fortress states has been hindered by a paucity of systematic, multi-regional studies. In order to understand the spatial development of Urartu, the dissertation employs a large-scale, temporally-sensitive study, utilizing results from archaeological survey performed by German and Italian expeditions to Iranian Azerbaijan and the Lake Sevan region in Armenia. An examination of the data---both historical and archaeological---reveals, contrary to previous scholarship, that the strategies of the Urartian empire varied across space as well as in time. Furthermore, the Urartian occupation in the studied areas did not constitute a dramatic break with previous modes of regional organization, but intensified pre-existing patterns, particularly those of regional defense. The role of systematic warfare in the large-scale organization of states is examined. The visibility studies reveal that forts, fortresses and settlements were strategically placed for defensive communication and the systematic surveillance of roads, and that these patterns were already in place by the Early Iron Age. The insecurity created by the threat of warfare is understood as only one of a variety of factors that influenced the organization of the studied Iron Age states along with economic incentives, ritual importance and the ideological impact of socially-constructed space. It is furthermore proposed that fortress-states, dominated by military architecture and frequently accompanied by bellicose philosophies and religious ideas, are a response to crisis and may promote continued cycles of violence.

Literacy instruction, personnel, and governance in state-designated highest and lowest performing schools

Earley, Deborah L Florida Atlantic University 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The A+ Plan for Education (A+ Plan), the basis of Florida's school accountability system, was instituted in 1999. Public schools are graded from highest (A) to lowest (F) based on student performance on the statewide assessment, the Florida Comprehensive Assessment Test (FCAT). This study investigated the impact of the school grading policy of the A+ Plan on literacy instructional practices, personnel, and governance procedures between Florida public schools graded A and F. Twenty-six randomly selected schools from 15 school districts agreed to participate. Three groups of participants (N = 136) were associated with the participating schools: (1) Grades 3–10 classroom teachers who taught reading, writing, and/or language arts during the 2001–02 school year; (2) the principal for each school; and (3) the District Director of Curriculum or equivalent position. Teacher participants (<italic>n</italic> = 107) responded to the Literacy Instructional Practices Survey. This survey collected data concerning the frequency of use of instructional practices related to literacy in six composites: Instructional Groupings, Materials, Decoding Teaching Practices, Comprehension Teaching Practices, Writing Teaching Practices, and Classroom Activities. T-tests were employed to compare the Composite mean scores for the A and F school teacher participants (<italic>a</italic> = .05). Results revealed no significant differences in the types and frequency of literacy instructional practices between A and F schools. Responses to open-ended questions reported narrowing of curriculum to skills tested by the FCAT and principal expectations to teach to the test. Principal participants (<italic>n</italic> = 17) and district-level participants (<italic>n</italic> = 12) completed surveys concerning personnel and school governance practices. Descriptive analyses revealed that 50% of F schools employed Title I literacy teachers compared to 8% of A schools. All principals used informal classroom observation and student achievement on FCAT to evaluate literacy personnel performance. Collaboration among district staff, principals, and teachers concerning school governance decisions was reported. Findings of this study imply that factors other than the types and frequency of literacy instructional practices are affecting a school's grade. Also, high-stakes assessment is impacting curriculum and instruction at A and F schools. Recommendations are made for future research.

Time and Rate of Synthesis of Phytin, Invert Sugar, and Total Sugars in Corn Grain during the Reproductive Period

Earley, Ernest Benton ProQuest Dissertations & Theses University of Illi 1941 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

There have been many investigations dealing with the chemical composition of the mature corn ovule. A few of these works were concerned primarily with the total percentage composition of the grain and its various parts, such as the hull, the horny gluten, the horny starch, the germ and so forth. The data usually consisted of percent protein, ash, oil and carbohydrates or nitrogen-free extract. In other experiments the com ovule has been subjected to total chemical analysis at several stages in its development, The purpose of these investigations was to determine at what stage of growth the yield and composition of the grain justified its use as feed. While these studies accomplished their purpose, and were desirable from several points of view, they contributed meager information on the metabolism of the chemical constituents of the developing ovule. This study therefore, was undertaken for the purpose of following the course of phytin, total phosphorus, reducing sugars, sucrose and starch in the corn ovule at frequent intervals from before pollination to advanced maturity.

Why Are They Leaving: A Qualitative Case-Study Examination of Student Affairs Professionals Who Left Their Role Amid the COVID-19 Global Pandemic

Earley, Michael Joseph, Jr University of Florida ProQuest Dissertations & The 2023 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Using a qualitative approach, this research inquiry examines workplace motivations of ten professionals within the field of student affairs/student life at a single institution, the University of Florida. This research inquiry set out to examine both the contributing and detracting workplace motivations of student affairs/student life employees participating in the study through semi-structured interviews. Study participants were recruited through convenience and snowball sampling. The goal of this research study was two-fold: (1) to see what, if any, impact the COVID-19 global pandemic had on study participants' decisions to voluntarily leave their role with the central division of student life and (2) to identify possible themes contributing to voluntary turnover that may be used to empower current and future educational leaders to retain quality talent within the organization. Both need-based motivation and employee turnover theories were evaluated to help inform this research. Using Braun and Clarke's (2012) six phases of thematic analysis, four overarching themes were identified: leadership, role alignment, organizational growth opportunities, and work/life balance. Considerations for current and future educational leaders regarding each of these themes as well as implications and considerations for future research are also included within the discussion.

Two component regulation of the ysa type three secretion system in Yersinia enterocolitica

Mildiner-Earley, Shirly Washington University in St. Louis 2007 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Type three secretion systems play an important role during infection by helping bacteria evade host immune responses by translocation of virulence factors into host cells. Regulation of type three secretion systems (TTSS) often includes various environmental stimuli that trigger a response through two-component signaling systems. Yersinia enterocolitica has two TTSS that vary in the secreted effectors and mode of regulation. One TTSS, Ysc-Yop, is encoded on the virulence plasmid while the other (Ysa-Ysp) is encoded on the chromosome. The focus of this thesis is to further our understanding of the latter, the chromosomal ysa TTSS, by studying the interplay between two, two-component signaling systems (TCS) and their effects on the expression of secreted proteins. YsrRS is a putative two component system encoded in the ysa locus. In the presence of NaCl, YsrRS has been shown to regulate expression of ysa genes, though it is still unknown how this system functions as a TCS to control ysa gene expression. Based on homology with other systems, the YsrRS TCS is classified as a hybrid TCS. The YsrRS TCS likely engages in a phosphorelay cascade that includes a histidine-phosphotransfer (Hpt) intermediate. However the Hpt intermediate for the YsrRS TCS previously has been undefined and was proposed to be the RcsD protein that is a component of the RcsBCD TCS based on the analogous E. coli Rcs system. Work in this thesis demonstrates that RcsD is not required for the YsrRS TCS and that a novel Hpt (YsrT) intermediate is necessary for ysa gene expression. We further show that RcsC is also not necessary for the activation of ysa genes though RcsB is necessary for ysa gene expression. Finally, we demonstrate that expression of ysa genesis regulated upon exposure to solid surface in the presence of NaCl in a ysrRS and rcsB dependent manner, which only had been shown to be important for rcs regulated genes in E. coli.

Beginning again: Reading repetition with Samuel Beckett, Jacques Derrida and Gilles Deleuze

Gendron, Sarah Earley The University of Wisconsin - Madison 2001 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation investigates repetition in the work of Deleuze, Beckett, and Derrida. I argue that these writers employ a contemporary conceptualization of repetition—repetition and difference—in order to undermine some of the more fundamental assumptions of Western metaphysical thought, among them origins and copies, beginnings and endings, and clear and distinct subjects. Chapter One traces the philosophical evolution of repetition from Plato to Derrida and Deleuze, while exploring the extent to which we are still conditioned by this traditional model. That chapter closes by introducing the problematic of the “unthinkable,” or that which lies beyond our current means of representation. All three writers commit themselves to exploring the “unthinkable” with repetition. Chapter Two investigates genre as a classificatory term. I explore the compulsion of many Beckett scholars to fit his work within certain categories of genre (autobiography, etc.) and discursive form (poetic, prosaic or philosophical language). Reviewing the literary and philosophical scholarship on Beckett's work reveals much about how these scholars read Beckett's texts <italic>and </italic> how they read and interpret in general. Chapter Three explores the notion of originality in writing. The first half of this chapter reasons that no text is ever “original” because no text can ever be self-sufficient. The second half of this chapter investigates the relationship between repetition and translation. I argue that repetition in Derrida and Beckett's work demonstrates how translation as an exact transposition of signification from one language to another cannot exist. While every text is multiple, every translation is singular and as “original” as the “original” text. Chapter Four probes the relationship between presence, subjectivity, and repetition. First, I examine how Beckett employs repetition in order to expose the illusion of “full presence” some ten years before Derrida. I conclude this chapter by exploring how repetition in Deleuze's <italic> Difference and Repetition</italic> and Beckett's work in general renders ambiguous the traditional conceptualization of the subject. Hardly a unified and authoritative being, the subject in all three writer's work is fragmented, indefinable, and ultimately the product of language.