Rural Secondary School Educator Perceptions of College-Going Culture in Their Schools

Libby, Jason Christopher University of Southern Maine ProQuest Dissertation 2022 해외박사(DDOD)

Postsecondary education enrollment and attainment are indicators that are continually examined by policymakers, business leaders and the community-at-large to understand the overall health of a community, state, or country. Communities in Maine and in other rural states have seen dramatic shifts in their local economies which have increased the need for postsecondary credentialing. For rural communities, schools play an important role in developing aspirations and expectations for postsecondary education and career planning. The school’s culture has a significant role in instilling in students and their families, the importance of thinking about life after high school.This nonexperimental quantitative research study explores rural secondary school educator perceptions of college-going culture in their schools, with analysis for identifying differences in perceptions based upon the educator’s role, and differences among their perceptions when looking at their school’s enrollment, graduation rate, postsecondary enrollment rate, per pupil spending, and economically disadvantaged student status. Building administrators, school counselors, and classroom teachers at 75 rural schools in Maine were surveyed for their perceptions of their schools’ college-going culture. Results of the study indicate statistically significant differences in perceptions when comparing for certain educator position and for school variables related to postsecondary enrollment and economically disadvantaged student status rates.

Seeing meaning: Imagery perspective, action identification, and perceptions of change in the self

Libby, Lisa Kathryn Cornell University 2003 해외박사(DDOD)

Colloquial expressions such as, “You should take a good look at yourself”, draw on the metaphorical idea that observing one's self from an external viewpoint illuminates the larger meaning of one's actions. The studies presented in this dissertation suggest some literal truth to this idea, and also some implications for the way people experience and judge change in themselves over time. When people visually imagine or remember their own actions, they may use the first-person perspective (looking through their own eyes) or the third-person perspective (observer's visual perspective). People may also construe any given action (e.g., writing a paper) in different (e.g., expressing one's self). In Chapter 2, three studies show that first-person visualization of one's own actions both leads to and is produced by concrete construals of those actions; third-person visualization both leads to and and I have conducted which links imagery perspective in autobiographical memory to self-concept change: Perceptions of change in the self both influence and are influenced by the visual perspective people use to recall past autobiographical events. Chapters 4 and 5 suggest that these effects may arise due to the relationship between imagery perspective and construal level. In Chapter 4 participants they had changed since the recalled event occurred than if they had not, and this difference caused people who had changed to be more likely to recall of past behavior—instead of memory perspective—but affected self-change judgments in the same was as memory perspective manipulations do, suggesting that memory perspective induction influences self-change judgments by changing the meaning of one's own past behavior. Chapter 6 explores the implications of these findings for the construction of future selves, cross-cultural differences in the self-concept, social judgment, and approaches to studying the self-concept.

Mystic assemblages and the translation of affect

Libby, Christine Marie Indiana University 2016 해외박사(DDOD)

Mystic Assemblages and the Translation of Affect is a twofold project that endeavors to place medieval religious texts in conversation with contemporary theory. The project is grounded in an examination of the role of textually embedded affect in the development of medieval mystic subjectivity. It utilizes medieval writing on the passions, affectus, sensation, and embodiment to offer insight into questions posed by contemporary affect theorists regarding textuality and the translation of affect. To pursue this investigation I examine two vernacular mystic texts, Henry Suso's The Exemplar and Mechthild of Magdeburg's Das fliessende Licht der Gottheit, in conjunction with Angela of Foligno's Latin text Il Libro della beata Angela da Foligno. Reading these primary sources alongside recent work in affect studies by Lauren Berlant, Brian Massumi, and Sara Ahmed, I reexamine pre-modern expectations concerning the ability of religious texts to elicit affective responses -- ecstasy in particular -- in readers. I argue that although the desire for ecstasy was stimulated through affectively charged writing and reading practices, this only offers a partial explanation of how these texts functioned. Mystic texts were equally, if not more, concerned with experiences of failure and estrangement from the divine. This insight provides a link between pre-modern and modern writing on the usefulness of negative affect as a site of relationality. I conclude that medieval authors and readers demonstrate an affective literacy that attests to the ongoing interface between embodiment, affect, and textuality.

Targeting of mu and delta opioid receptors in cultured neurons

Libby, Therissa Anne University of Minnesota 2005 해외박사(DDOD)

Opioid receptors transduce signals from endogenous opioid peptides and exogenous opioid alkaloids. Most opioid alkaloids are potent analgesics with high addictive liability, so opioid receptors have been extensively studied for their role in opioid addiction. The mu and delta opioid receptors (MOR1 and DOR1) are known to be involved in dependency-producing effects of opioid drugs. There is evidence for subcellular targeting differences between MOR1 and DOR1. Cultures from four brain regions were used to study the extent and possible determinants of such targeting differences. Fluorescent MOR1 and DOR1 and their tail-swap chimerae were expressed in neurons cultured from frontal cortex, hippocampus, nucleus accumbens and ventral tegmental area, the latter two regions being especially important in the motivational-incentive properties of opioid drugs. All constructs were seen in the somatodendritic domain in 100% of cells from all four regions. In cultures from frontal cortex, hippocampus and nucleus accumbens, all constructs were seen in the axonal domain in 70--92% of transfected cells; in ventral tegmental area, MOR1- and DOR1-based constructs were seen in the axonal domain in 100% of cells. These results suggest targeting differences across cell types rather than receptor types, although they do not rule out the latter possibility in cells from other brain regions. These results also suggest that MOR1 and DOR1 undergo regulated trafficking into the axonal compartment of cultured neurons.

The aesthetics of adventure: Sublime confrontation and the making of empire

Libby, Andrew Ian Indiana University 2003 해외박사(DDOD)

My dissertation explores the relationship between aesthetics, literature, and British empire-building by mapping the role of the sublime in Victorian adventure fiction and travel narratives. The importance of such a mapping in these texts is that moments in which adventure is written in the register of the sublime serve as an index by which to gauge Victorian attitudes towards heroism, masculinity, progress, and British racial superiority. By conquering wild landscapes and taming hostile natives in the name of civilization and progress, these narratives invoke the sublime to sanction the values and prejudices under which British imperialism flourished and British cultural hegemony was defended. To this end, pro-imperialist rhetoric and representation in Victorian adventure narratives work to reconfigure the sublime from an index of native savagery to a mark of heroic achievement. Typically, Victorian adventure narratives are populated by aged witch-doctors, savage cannibals, ferocious native warriors, wild animals, dark heathen temples, and gloomy jungles, and the threat of death in such surroundings is nearly constant. Yet such dangers merely serve to push the British protagonists to new levels of ingenuity and courage. There are plenty of close calls, but miraculously, the British always survive. And yet, it is precisely because the British do always survive that sublime moments in these narratives can be read as staged encounters. They promise the threat of danger and hold out the possibility that there is a limit to British power, but, in the end, they resist such conclusions. It is a false sublime, one constructed for dramatic tension in narratives that turn out to be as much guidebooks for successful colonialism as they are adventure tales. As pro-imperialist propaganda, the stories use the sublime to teach the reader how to convert native savages to Christianity; how to fight back in threatening and dangerous situations; how to maintain moral integrity in the face of almost-certain death; how to promote British commercial interests in the colonial territories; and how to preserve sexual and racial purity while in close proximity to tempting and treacherous women. Rather than a threat to British power, the sublime encounter becomes an occasion for pro-imperialist writers to use the aesthetics of literary representation to justify and encourage British empire-building.

Negotiating language and literacy in a bilingual/bicultural context: Learning, teaching, and leading with ell students in a multilingual/multicultural New Zealand school

Libby, Mary E University of Pennsylvania 2015 해외박사(DDOD)

This multi-year autoethnographically oriented practitioner inquiry was concerned with Pasifika English Language Learner (ELL) students, teachers, and staff in a multilingual, multicultural secondary school in New Zealand. Drawing from my practice as a teacher and teacher-leader, I explored the range of learning and teaching opportunities that could be created by and made available for ELL students within the context of existing school-based practices and policies. In linguistically and culturally pluralistic national contexts framed by educational policies and practices conceptualized to value one (or two) languages and cultures over others, policies often insufficiently account for the full diversity of identities, knowledges, and ideologies present in the wider population. As national borders become more permeable, there is a greater need in predominantly English speaking countries to understand the relationships, practices, and policies enacted by and for ELL students. This study was conducted from my location as an experienced teacher and teacher-leader practicing in an unfamiliar cross-cultural context. The conceptual framings recognize languages and literacies as socially constructed, socially situated, and inherently ideologic, and the enactment of school-based practice and policy as inevitably local and relational. The methodology was connected to my braided personal, political, scholarly, and professional commitments to inquiry-based practice and cultural, linguistic, and ideological diversity. Collected and analyzed during my time at the school and in retrospect, data included artifacts of practice, an inquiry journal, formal and informal interviews, and analytic memos. By putting forth conceptions of ELL students and school-based staff as generators of knowledge and situating local knowledge of practice within wider contexts, this study illuminates the importance of locating difference within discourses of possibility. Using my practice over 2 years as a case, I found that Pasifika ELL students and the school-based staff supporting them, actively resisted their positionings as silent majorities by envisioning, creating, and taking up opportunities to enact more equitable school-based pedagogy and curriculum. Using a series of vignettes of practice as data sources, I argue for the generative participation of multiple languages, literacies, and ideologies in linguistically and culturally pluralistic schools.

Improving selectivity in methanol fuel cell membranes: A study of a polymer-zeolite composite membrane

Libby, Brett University of Minnesota 2001 해외박사(DDOD)

Direct methanol fuel cells require membranes with the dual properties of high proton conductivity and low methanol crossover. New membranes need improved selectivity: i.e., a higher ratio of proton conductivity to methanol permeability. The approach taken in this research involves a proton conducting polymer membrane loaded with proton conducting, methanol impermeable zeolites. In this scenario, protons travel a direct path through both the polymer and zeolite phases, while methanol has a more tortuous path around the zeolite particles. The composite membranes consisted of mordenite particles embedded in a PVA matrix. The hydrophilic nature of both materials prevents the formation of non-selective voids at the PVA-mordenite interface. These membranes were tested for both methanol permeability and proton conductivity. Methanol permeability was determined using a diaphragm diffusion cell interfaced with a differential refractometer for tracking concentration change. Proton conductivity was measured in the traverse direction of the membrane using a two-point probe technique. Composite membranes, consisting of 50% mordenite by volume, represent up to a 20-fold improvement in selectivity over Nafion. The improved behavior is a result of the proper tailoring of diffusion properties for methanol and protons between the polymer and dispersed phase. Predictions using Maxwell's theory for diffusion in composite media are in good agreement with the experimental selectivity values. Thus, the experimentally determined increase in selectivity, correlated with simple membrane theory, demonstrates the feasibility of the composite membrane approach for direct methanol fuel cell membranes.

Costs in the medical market : physician ownership of health facilities

Libby, Anne Michelle Washington University 1994 국내박사

Building the capacity of the modern urban principal

Libby, Paula University of Southern California 2010 해외박사(DDOD)

The purpose of this research study was to investigate the impact of principal participation in a leadership capacity building and support program on educational leaders' practice and the professional practice of teachers. The two examined principals participated in the Duncan Principal Coaching Initiative (DPCI), a comprehensive, research and standards-based executive leadership program which included both professional development for the principal as well as the support of a principal coach. This mixed-methods case study explored the following five questions: (a) How does participation in the Duncan ISD Principal Coaching Initiative (DPCI) prepare principals to become effective instructional leaders? (b) How does the DPCI influence the knowledge, beliefs, and leadership practices of urban school principals? (c) How does an urban school principal create and sustain organizational structures and processes that promote effective teacher practice and improved student outcomes? (d) What leadership support structures enable leader practice? (e) How can the VAL ED Instrument serve as a coaching tool to assist principals to become effective instructional leaders?. The study took a comprehensive look at the leadership practices enacted by principals who had the potential to lead to the attainment of the Texas core leadership standards to determine (a) the relationship between principal participation in the DPCI program and their leadership practice; and (b) if the practice of the two principals varied, what accounted for that variance. Qualitative as well as quantitative data were collected in a pre-intervention and post-intervention design to determine the leader's change in practice and how these factors had been shaped or reshaped by participation and experiences in the DPCI program over time. Principal and teacher interviews, classroom observations, and principal field observations provided qualitative data sets, while quantitative data were provided from the results of the pre-post intervention of the Vanderbilt Assessment of Leadership in Education (VAL-Ed) survey administrations. Document analysis also contributed instrumental data sets from which to assess a change or growth in the principal's leadership behaviors. When comparing the two case schools, findings from this research revealed critical differences in the principals' levels of participation in the DPCI and the effective utilization of their coach. This study also indentified several conditions that may have contributed to these differences and which, if remedied, could refine the DPCI and other executive leadership development programs. These include (a) adopting a formalized cohort model for principals as well as their coaches, (b) establishing a purposeful criteria for principal selection and clear expectations for coaches, and (c) expecting the use and embedding opportunities for greater understanding of a leadership assessment tool.

Self-Supervised Learning on Mobile Robots Using Acoustics, Vibration, and Visual Models to Build Rich Semantic Terrain Maps

Libby, Jacqueline Carnegie Mellon University ProQuest Dissertations 2019 해외박사(DDOD)

Humans and robots would benefit from having rich semantic maps of the terrain in which they operate. Mobile robots equipped with sensors and perception software could build such maps as they navigate through a new environment. This information could then be used by humans or robots for better localization and path planning, as well as a variety of other tasks. However, it is hard to build good semantic maps without a great deal of human effort and robot time. Others have addressed this problem, but they do not provide a high level of semantic richness, and in some cases their approaches require extensive human data labeling and robot driving time.We use a combination of better sensors and features, both proprioceptive and exteroceptive, and self-supervised learning to solve this problem. We enhance proprioception by exploring the use of new sensing modalities such as sound and vibration, and in turn we increase the number and variety of terrain types that can be estimated. We build a supervised proprioceptive multiclass model that predicts seven terrain classes. The proprioceptive predictions are then used as labels to train a self-supervised exteroceptive model from camera data. This exteroceptive model can then estimate those same terrain types more reliably in new environments. The exteroceptive semantic terrain predictions are spatially registered into a larger map of the surrounding environment. 3d point clouds from rolling/tilting ladar are used to register the proprioceptive and exteroceptive data, as well as to register the resulting exteroceptive predictions into the larger map. Our claim is that self-supervised learning makes the exteroception more reliable since it can be automatically retrained for new locations without human supervision. We conducted experiments to support this claim by collecting data sets from different geographical environments and then comparing classification accuracies. Our results show that our self-supervised learning approach is able to outperform state of the art supervised visual learning techniques.