An examination of Indiana Early College High School students who attended Purdue University between 2006 and 2015

Kirkham, Lisa P Purdue University 2016 해외박사(DDOD)

Early College High Schools (ECHS) are an educational intervention designed to promote rigor in high school education along with increased post-secondary access and success for disadvantaged students. Based on evidence, the Early College High School program is effective at helping students who traditionally are not in college-bound tracks find their way into that path. ECHSs provide a comprehensive, rigorous high school experience allowing students to earn an associate's degree along with the high school diploma. Regarding structure, the ECHS is an entire high school, with all students earning college credits. Examining post-secondary experiences of students participating in Early College High School programming is necessary to understand the full impacts of this phenomenon. To date, no studies have done so. This work begins the process by describing outcomes and experiences of students from seven endorsed Early College High Schools in Indiana who chose to attend Purdue University between the years of 2006 and 2015. Because little is known about the post-secondary experiences of ECHS students, this study is a non-experimental sequential mixed methods study that uses descriptive and process analytical methods. Success of the ECHS intervention in the high school domain is well documented. Analysis of the outcomes of the intervention in the post-secondary domain is vital to determine a complete assessment of the ECHS programming. his study examined post-secondary choices and factors that impact two outcomes, time-to-degree and graduation rate, for the 2006-2011 cohort and 2012-2015 cohort. Time to degree was defined as number of semesters needed to earn the first baccalaureate degree, with timely graduation being within six years, and graduation rate had four categories: graduated, voluntarily withdrawn, dropped by the university, and enrolled still persisting to graduation. Four factors that influence outcomes were selected because of their potential impact of time-to-degree and graduation rate. The four factors were demographic information (gender and race/ethnicity), readiness for college defined by SAT/ACT scores, and change of degree option (CODO). This information is compared to the Purdue cohort matriculating at the same time to provide comparison to the typical Purdue student. In addition to secondary data obtained from the Office of the Registrar, a survey was administered to ECHS students on campus. The survey questioned students' sense of preparation and benefit from the ECHS for the Purdue experience. Individual interviews were held to gain personal insights into perceptions of preparation and benefits of the Early College High School program on the Purdue experience. The mixed method approach provided greater strength to the study by providing answers to questions raised in student secondary data (Creswell & Plano Clark, 2007). For example, why did ECHS students elect to stay longer when they were able to graduate earlier due to earned credits prior to matriculation?. Results showed that the Indiana ECHS schools in this study sent students to Purdue University that were able to graduate at approximately the same rates and times as traditional Purdue students. These ECHS students did not change majors nearly as often as their Purdue peers. While SAT scores showed ECHS students not as perhaps college ready as the typical Purdue student in the same cohort, graduation rate performance indicates that was not a hindrance to success at Purdue. A growing body of literature supports the positive effects of the program at the high school level. This small study fills a gap by identifying the positive effects of Indiana ECHS programming at the post-secondary level and provides four recommendations to the Early College High School leadership for increasing student success at universities similar to Purdue.

The role of the catalyst in the growth of one-dimensional nanostructures

Kirkham, Melanie Georgia Institute of Technology 2009 해외박사(DDOD)

Quasi one-dimensional (1D) nanostructures show great promise for many applications, including in solar cells, nanogenerators and chemical sensors, due to the high surface-to-volume ratio and unique properties of nanostructures. The growth of these nanostructures is commonly catalyzed by metal nanoparticles and generally attributed to the vapor-liquid-solid (VLS) mechanism. The purpose of this research is to better understand the role of the catalyst nanoparticles in the growth of 1D nanostructures, in order to allow improved control of the synthesis process. To this end, nanostructures were grown with a variety of compositions, including Au- and Sn-catalyzed ZnO, Au-catalyzed FexOy and Au-catalyzed Si nanostructures. The morphology of the nanostructures was characterized with electron microscopy, and the crystallographic orientation with X-ray texture analysis. The catalyst particles were further characterized with both in-situ and post-growth X-ray diffraction. The types of bonding in the source material and catalyst play a significant role in the diffusion path of the source material to the growth front and in the catalyst particle state during growth. Dissimilar bonding types in the source material and catalyst prevent bulk diffusion of the source material through the catalyst, thereby preventing eutectic melting of the catalyst. These results bring new insight into the catalyzed growth of 1D nanostructures and assist the informed choice of appropriate catalyst materials, which may aid the utilization of 1D nanostructures in energy-related and other applications.

From revolutionary patriots to principal chiefs: Promoting civilization and preserving savagery in American museums, 1785--1865 (Pennsylvania, Washington, D.C.)

Pingree, Mark Kirkham University of California, Davis 2003 해외박사(DDOD)

This dissertation argues that American museums shifted from classifying human beings as the apex of the natural world, who had with the transcendent capability for individual transformation, during the late eighteenth and early nineteenth century, to defining individuals as racial type specimens within the natural world, who were confined by a set of fixed physical, emotional, intellectual, and moral capabilities, during the antebellum period. This project explores this transition by comparing exhibitions within four different American museums in the nation's capital—Philadelphia and Washington, D.C.—between 1785–1865. By looking at this change within the context of American museums located at the seat of the federal government, this project sheds light on the complex relationship between national policies and contemporary scientific theories regarding natural history and human difference. It looks at Charles Willson Peale's Philadelphia museum from 1785–1810, the United States War Department's Indian Archive during the 1820s and 1830s, the National Institution for the Promotion of Knowledge in the 1840s and 1850s, and the Smithsonian Institution, from 1846 through 1865.

Orphans and vulnerable children: Direct effects, spillover effects, and assistance (Kenya)

Evans, David Kirkham Harvard University 2005 해외박사(DDOD)

This thesis examines the schooling impacts of parent death for orphans in Africa as well as for children in households that take in those orphans. The thesis also evaluates the impact of an intervention to facilitate education for vulnerable children in Africa. The thesis is divided into three chapters. In chapter one, I estimate the impact of parent death on primary school participation using an unusual five-year panel data set of over 20,000 Kenyan children. There is a substantial decrease in school participation following a parent death, and a smaller drop before the death (presumably due to pre-death morbidity). Estimated impacts are smaller in specifications without individual fixed effects, suggesting that estimates based on cross-sectional data are biased toward zero. Effects are largest for children whose mothers died, and those with low baseline academic performance. In chapter two, I first characterize households that provide care for orphans using a collection of 41 Demographic and Health Surveys from 26 African countries. I then estimate the impact of taking in orphans on outcomes for other household residents, including children's health and education. One finding is that orphan care is concentrated in households with fewer other childcare responsibilities, especially elderly households. Using bias-corrected matching estimation, sibling differences within households, instrumental variables estimation, and a range of specifications, I find no evidence for significant effects of having an orphan join the household on other household members, contrary to popular views that orphans generate negative spillovers. In chapter three, I evaluate the impact of an educational intervention, in which a Kenyan non-governmental organization distributes school uniforms to children in poor communities. The NGO used a lottery to determine who would receive uniforms. Although compliance with the lottery was not perfect, I use winning the lottery as an instrumental variable to identify the impact of receiving a uniform. I find that giving a school uniform significantly increases school attendance (by 4.5% off a base of 83%), with a particularly marked effect for girls.

Step Counts, Cardiorespiratory Fitness, and Goal Setting in Elementary School Physical Education

King, Mandy Kirkham The University of Utah ProQuest Dissertations & Th 2018 해외박사(DDOD)

Re-enacting the Civil War: Genre and American memory

Johnson, Steven Kirkham University of Washington 2006 해외박사(DDOD)

Examining the various ways of memorializing the American Civil War in the fifty years that follow it provides a better understanding of how fragmented cultural practices intersect with dominant cultural discourse in reorganizing economic, social, and political power relations after periods of national instability. The period of National Reconstruction (1867-1877) and the decades that followed found Americans re-enacting memories of the war as attempts to master significant shifts in political, social, and economic power relations wrought by the war-changes perceived as threatening to those with the most to lose. This dissertation claims that particular post-war genres are the forgotten sites through which cultural practices enact dominant (and often dominating) memories of the American Civil War. What is the function of genre in cultural memory? Using an interdisciplinary approach considering cultural theories of everydayness and memory alongside psychological theories of masculinity and aggression, and rhetorical theories of genre, this study argues that postbellum America discursively reconstructs historically traumatized antebellum beliefs about masculinity and aggression into a reconstructed National Symbolic that attempts to maintain antebellum power relations---memorialized in genre practices spanning from literary texts to athletics, battlefield parks, Memorial Day speeches, and national cemeteries. Chapter One conducts a rhetorical genre analysis of three post-Civil War memoirs by Whitman, Higginson, and De Forest that evidence particular recurrent rhetorical features, such as the narrative voice of the eye-witness, a reliance on fragmented time/space, and surveillance of daily military life, as important strategies within the genre that attempt to symbolically master anxiety about future access to social and political power. Chapter Two warrants that the relation between American football and the post-Civil War novel has succumbed to a cultural amnesia, forgetting that both genres similarly take up masculinity and aggression as a means to symbolically reconstruct the war. Chapter Three argues that the material rhetoric of the battlefield park and the more conventional rhetoric of the Memorial Day speech have similar tropological structures in their symbolic memorializations of the war. Finally, Chapter Four examines the National Cemetery and particular short stories that exhibit strategies of dominant discourse that induce cultural amnesia.