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Anselmi, John Michael Montana State University 2002 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The purpose of this study was to develop for teacher educators a grounded theory of how elementary education majors' prior conceptions about teaching, formed during their own experiences as children in K–12 classrooms, impact their acceptance of the teacher education curriculum at Montana State University. The research method was a qualitative, grounded theory design. The researcher interviewed 40 pre-service teachers at Montana State University. This group consisted of 20 freshmen level and 20 junior level students who had declared education as their major. Findings supported prior research and reinforced existing themes in the literature regarding the impact of pre-service teachers' preconceptions on teacher education. Analysis of the data supported the contention that pre-service teachers arrive at Montana State University with well-developed conceptions of teaching and being a teacher. They develop these conceptions early in their lives, while they are in K–12 grade classrooms. These conceptions influence and at times limit what these students are willing to accept from the curriculum at Montana State University.
Management options for producers who traditionally plant barley for grain or forage
Boss, Darrin Lewis Montana State University 2007 해외공개박사
The objective of the experiment was to evaluate barley management options by varying seed band width, seeding rates, and harvest endpoint under dryland production conditions in Northern Montana. The experimental design was a randomized complete block with a factorial arrangement and was conducted for three years. Treatments consisted of two cultivars ('Harrington' and 'Haybet'), two band widths (125 mm and 193 mm), and three seeding rates (140, 184 and 226 seeds m-2). Year effects were significant. All established plant populations were lower than planned. Band width was confounded with seeding rate. Established plant populations increased from the narrow to the wide band width, any effect attributed to band width appears to be more what would be expected for increasing the seeding rate. Malt quality was never achieved and no treatment combination aided in moving the quality towards an acceptable malt grade of barley. Feed barley production was greatest in 2001 for the lowest seeding rate where as in 2002 and 2003 no difference existed between seeding rates. No beneficial water use patterns were established for any management endpoint or management option. Whole plant DM forage yield favored the highest seeding rate increasing 368 kg over the lowest seeding rate for the early harvest (soft dough) and when the crop matured 7 d longer, DM yield increased by 408 kg over both the lower rates. Nitrate-N was reduced 16 and 19% in the highest seeding rate for the early and late harvest, respectively. Reductions in Nitrate-N exhibited a linear and quadratic response for the early and a linear response for late harvest. With no quadratic affect observed for DM yield and substantially lower established plantsm-2 than predicted, additional research of seeding rate and band width interactions may be warranted to optimize both forage and grain production. Optimal management strategies for grain production and forage production were different, especially for seeding rate. A producer should decide on how the crop is to be utilized prior to planting of the crop.
A degree day model of sheep grazing influence on alfalfa weevil, Hypera postica
Goosey, Hayes Blake Montana State University 2009 해외공개박사
Alfalfa, Medicago sativa (L.), is produced on approximately 720,000 ha in Montana and is the foremost forage crop in many high, semiarid, intermountain states. Two biological stressors (insects and weeds) combined with poor field management are primarily responsible for reduced alfalfa production. In the U.S. alone, arthropods cause an estimated $260 million loss to alfalfa with the alfalfa weevil (AW), Hypera postica Gyllenhal, being the most damaging phytophagous pest in the United States. Using degree days as predictors for initiation and cessation of arthropod IPM programs is a common practice and on-line degree day calculators using regional temperature data are providing equal accuracy as on-site estimates. Grazing is emerging as a legitimate IPM tactic however there is no published literature using degree days to implement an IPM based grazing systems. A degree day predictive model is needed, as a producer decision and support tool, to improve the effectiveness of strategic sheep grazing to manage alfalfa weevil. Grazing treatments exclosures were established in a randomized complete block design at weekly intervals giving each treatment a unique degree day and stocking rate. Degree days calculated from both on-site and near-site data produced the same model accuracy. Therefore, the near-site model was selected to encourage use by producers. Treatments meeting the selection criteria (G3, G4, G5) were 'modeled' together and a simple linear regression (P < 0.01) was calculated predicting AW larval populations based on stocking rate and degree day. Harvest sample treatment DM did not differ (P > 0.16). However, NDF, CP, and Yield differed (P < 0.01) between treatments. Due to an interaction (P < 0.01), ADF and TDN were separated by year and did not differ P = 0.93 during 2008, but did (P < 0.01) during 2009. Based on yield and nutritive differences between treatments, a simple regression (P < 0.01) of plant RGR was calculated to predict when yield and nutritive characteristics of the modeled and less extensively grazed 'alternative' (NG, G1, G2) treatments would equal. The equation predicted that producers would need to wait an average of four days for treatment harvest characteristics to equal.
Junghans, Christopher John Montana State University 2002 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
This study was initiated and supported by the Dean of the College of Graduate Studies at Montana State University just before the Carnegie Foundation for the Advancement of Teaching published its revised, interim standards for its classification system of higher education institutions in October 1999. The dean was concerned that Montana State University may have been pursuing Grant and Contract Activity at the expense of the institution's teaching mission, which turned out to be one of the concerns at the Carnegie Foundation that led to its classification system's revisions. Literature reviewed for the study addressed questions of how university teaching and research missions can be treated in a way that strengthens both. There appeared to be anecdotal evidence and lore at Montana State University to suggest that the two missions are incompatible at some basic level. If that were true, the researcher would have expected to encounter a “please don't bother me about teaching, I'm a researcher” attitude from the Montana State University prominent researchers interviewed. In the qualitative component of this study, at least, quite the opposite view was found. This study found strong evidence to support the claim that prominent research faculty at Montana State University place a high priority on the institution's educational mission. The quantitative component of the study described a number of institutional trends, including flat doctoral production during a period (1989–1999) of booming Grant and Contract Activity. These results suggest that policy changes may be considered at Montana State University to better allow research activity to benefit graduate instruction and doctoral production, a goal that the Carnegie Foundation for the Advancement of Teaching appeared to consider relevant in revising its classification system of higher education institutions.
Smith, Michael Merle Montana State University 2002 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The problem in this study was, given there is not sufficient instructional time in a Montana student's K–12 schooling years to master all the content knowledge and skills identified in the McREL comprehensive national subject-matter content standards database, which content standards do Montana school board trustees perceive to be definitely necessary for all Montana students to master prior to high school graduation?. Montana school board trustees serving in school districts enrolling students in grades K–12 rated the relative importance of the McREL subject-matter content standards. The average percentage of trustees who indicated a content standard as definitely necessary for all Montana students to master prior to high school graduation allowed for the rank-ordering of the content standards from the most important to the least important. Trustees also rated the relative importance of three main goals of education. The demographic variables of school district classification, trustee gender, age, years of school board experience, educational level, occupation, and income level were analyzed to determine if there was a relationship between the variables and trustee responses. The major findings from this study are: (a) only 120 to 140 of the 248 national subject-matter content standards would be included in the Montana K–12 school curriculum, (b) the Montana K–12 school curriculum would include virtually all of the content standards in some subjects while excluding virtually all of the national content standards in other subjects, (c) there were few significant differences between Montana school board trustee responses and the demographic variables examined, (d) trustees believe the main goal of education should be to provide the knowledge and skills students need to become well-rounded and live productive lives, and (e) there were more similarities than dissimilarities between the McREL/Gallup national study and this study. The major conclusion from this study is if those who are responsible for identifying and defining the essential subject-matter content knowledge and skills all Montana students should master prior to high school graduation choose to review and consider what Montana school board trustees perceive all Montana students should know and be able to do, they will need to develop a K–12 school curriculum that focuses more on some subjects and content standards while focusing less on others.
X-ray crystallographic studies of the proteins from Sulfolobus Spindle-shaped viruses (SSVs)
Menon, Smita Kesavankutty Montana State University 2009 해외공개박사
Viruses populate virtually every ecosystem on the planet. Fuselloviridae are ubiquitous crenarchaeal viruses found in high-temperature acidic hot springs around the world. However, compared to eukaryotic and bacterial viruses, our knowledge of viruses infecting the archaea is limited. Fuselloviral genomes show little similarity to other organisms, generally precluding functional predictions. However, structural studies can reveal distant evolutionary relationships and provide functional insights that are not apparent from the primary amino acid sequence alone. Several such structural studies have already contributed to our understanding of the Sulfolobus Spindle-shaped viruses (Fuselloviridae ). Here we report the structure of two proteins, SSV1 F112 and SSVRH D212. Biochemical, proteomic and structural studies of F112 reveal a monomeric intracellular protein that adopts a winged helix DNA binding fold. Continuing these efforts, a second structure was also determined where the overall fold and conservation of active site residues place D212 within the PD-(D/E)XK nuclease superfamily. Notably, the structure of F112 contains an intrachain disulfide bond, prompting analysis of cysteine usage in this and other hyperthermophilic viral genomes. The analysis supports a general abundance of disulfide bonds in the intracellular proteins of hyperthermophilic viruses and the evolutionary implications of such distribution are discussed. Here we review and describe our progress towards understanding these viruses at a molecular level.
Role of Elementary School Leaders in Special Education Decisions
Seger, Christa Mae Montana State University ProQuest Dissertations & 2020 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
This study was designed to gain an understanding of tasks elementary building leaders are personally involved with special education building tasks and identify building leaders who self-identify as highly engaged in special education. Instructional leaders must have a full understanding of educational practices as they relate to special education. Building level leaders are asked to perform many different tasks daily. With over 7.0 million students identified as needing special education services, many building leaders struggle with their knowledge of special education and their role. Many Educational Leadership programs do not require a building leader to be educated specifically in the area of special education practices and law thus creating a disconnect in instructional leadership. A case study design was used in answering the four research questions. A survey, Questionnaire on the Special Education Roles and Functions of the School District and/or Building Level Administrator, was administered to elementary building level leaders in one western urban school district in Denver, Colorado. Once quantitative data was collected and analyzed, a qualitative phase using interviews with self-identified highly engaged elementary leaders was conducted. The findings suggest principals who are highly engaged in special education tasks have an understanding of their role and what strategies are needed to be an effective special education instructional leader. These strategies include being (a) collaborative, (b) accountable, and (c) being in a position to create trusting, authentic relationships with stakeholders. It is important for building leaders to have appropriate training to (a) access information through on-the-job training, (b) to prevent a lack of knowledge in IDEA tasks, and (c) be held accountable for ensuring special education programs are adequately supported in their building.
Walsh, Kathryn Bills Montana State University ProQuest Dissertations & 2020 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
Understanding Hydrogeomorphic Influences on Stream Network Denitrification and Temperature Dynamics
Carlson, Sam Paul Montana State University ProQuest Dissertations & 2020 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
Nusbaum, Rebecca Mae Montana State University ProQuest Dissertations & 2020 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.