Ledroit Park, A Portrait In Black And White: A Study Of Historic Districts, Social Change, And The Process Of Neighborhood Placemaking

This research examines the process of placemaking in LeDroit Park, a residential Washington, DC, neighborhood with a historic district at its core. Unpacking the entwined physical and social evolution of the small community within the context of the Nation’s Capital, this analysis provides insight into the role of urban design and development as well as historic designation on shaping collective identity. Initially planned and designed in 1873 as a gated suburb just beyond the formal L’Enfant-designed city boundary, LeDroit Park was intended as a retreat for middle and upper-class European Americans from the growing density and social diversity of the city. With a mixture of large romantic revival mansions and smaller frame cottages set on grassy plots evocative of an idealized rural village, the physical design was intentionally inwardly-focused. This feeling of refuge was underscored with a physical fence that surrounded the development, intended to prevent African Americans from nearby Howard University and the surrounding neighborhood, from using the community’s private streets to access the City of Washington. Within two decades of its founding, LeDroit Park was incorporated into the District of Columbia, the surrounding fence was demolished, and the neighborhood was racially integrated. Due to increasingly stringent segregation laws and customs in the city, this period of integration lasted less than twenty years, and LeDroit Park developed into an elite African American enclave, using the urban design as a bulwark against the indignities of a segregated city. Throughout the 20th century housing infill and construction increased density, yet the neighborhood never lost the feeling of security derived from the neighborhood plan. Highlighting the architecture and street design, neighbors successfully received historic district designation in 1974 in order to halt campus expansion. After a stalemate that lasted two decades, the neighborhood began another period of transformation, both racial and socio-economic, catalyzed by a multi-pronged investment program led by Howard University. Through interviews with long-term and new community members, this investigation asserts that the 140-year development history, including recent physical interventions, is integral to placemaking, shaping the material character as well as the social identity of residents.

Ionospheric Turbulence Near the Upper Hybrid Layer: Theory and Experiment

The thesis presents experimental results, simulations, and theory on turbulence excited in magnetized plasmas near the ionosphere’s upper hybrid layer. The results include: The first experimental observations of super small striations (SSS) excited by the High-Frequency Auroral Research Project (HAARP) The first detection of high-frequency (HF) waves from the HAARP transmitter over a distance of 16x10^3 km The first simulations indicating that upper hybrid (UH) turbulence excites electron Bernstein waves associated with all nearby gyroharmonics Simulation results that indicate that the resulting bulk electron heating near the upper hybrid (UH) resonance is caused primarily by electron Bernstein waves parametrically excited near the first gyroharmonic. On the experimental side we present two sets of experiments performed at the HAARP heating facility in Alaska. In the first set of experiments, we present the first detection of super-small (cm scale) striations (SSS) at the HAARP facility. We detected density structures smaller than 30 cm for the first time through a combination of satellite and ground based measurements. In the second set of experiments, we present the results of a novel diagnostic implemented by the Ukrainian Antarctic Station (UAS) in Verdansky. The technique allowed the detection of the HAARP signal at a distance of nearly 16 Mm, and established that the HAARP signal was injected into the ionospheric waveguide by direct scattering off of dekameter-scale density structures induced by the heater. On the theoretical side, we present results of Vlasov simulations near the upper hybrid layer. These results are consistent with the bulk heating required by previous work on the theory of the formation of descending artificial ionospheric layers (DIALs), and with the new observations of DIALs at HAARP’s upgraded effective radiated power (ERP). The simulations that frequency sweeps, and demonstrate that the heating changes from a bulk heating between gyroharmonics, to a tail acceleration as the pump frequency is swept through the fourth gyroharmonic. These simulations are in good agreement with experiments. We also incorporate test particle simulations that isolate the effects of specific wave modes on heating, and we find important contributions from both electron Bernstein waves and upper hybrid waves, the former of which have not yet been detected by experiments, and have not been previously explored as a driver of heating. In presenting these results, we analyzed data from HAARP diagnostics and assisted in planning the second round of experiments. We integrated the data into a picture of experiments that demonstrated the detection of SSS, hysteresis effects in simulated electromagnetic emission (SEE) features, and the direct scattering of the HF pump into the ionospheric waveguide. We performed simulations and analyzed simulation data to build the understanding of collisionless heating near the upper hybrid layer, and we used these simulations to show that bulk electron heating at the upper hybrid layer is possible, which is required by current theories of DAIL formation. We wrote a test particle simulation to isolate the effects of electron Bernstein waves and upper hybrid layers on collisionless heating, and integrated this code to work with both the output of Vlasov simulations and the input for simulations of DAIL formation.

Knowing What to Do: School Focus, Teacher Morale, and Teacher Turnover

This study explored how schools’ focus – the collective perception among teachers of clarity and consistency regarding school goals, expectations, and priorities – related to schoolwide morale and school turnover rates. I examined the hypothesis that focus attenuates the deleterious effects of student misconduct on teacher morale and the contributory role of student misconduct leading to teacher turnover. In addition, I examined climate strength regarding perceptions school focus as an indicator of focus itself, as well a potential moderating effect of climate strength on the magnitude of school focus-school morale and school focus-turnover relationships. Data from a national sample of middle and high schools (N schools = 348, N teachers = 11,376) were analyzed using school-level multiple regression models. Schools with higher focus had significantly higher morale, independent of related perceptions of administrative leadership. No significant relationship was found between school focus and school turnover rates. The hypothesized moderating effect of focus on student misconduct and morale was not supported, though there was a significant indication that focus attenuated the positive relationship between student misconduct and turnover. Climate strength of school focus ratings significantly correlated with focus scores, but did not moderate relationships between focus and predicted outcomes. Findings suggest that school-level focus does represent a characteristic of schools that has a meaningful positive relationship with teacher morale but do not necessarily clarify how that relationship manifests in schools or if that relationship presents an avenue for intervention.

STUDENTS’ PERCEPTIONS OF TEACHER INSTRUMENTAL SUPPORT AS A PREDICTOR OF MOTIVATION IN READING AND MATH AND ACHIEVEMENT FROM SECOND THROUGH TWELFTH GRADE

In this study, relations among students’ perceptions of instrumental help/support from their teachers and their reading and math ability beliefs, subjective task values, and academic grades, were explored from elementary through high school. These relations were examined in an overall sample of 1,062 students from the Childhood and Beyond (CAB) study dataset, a cohort-sequential study that followed students from elementary to high school and beyond. Multi-group structural equation model (SEM) analyses were used to explore these relations in adjacent grade pairs (e.g., second grade to third grade) in elementary school and from middle school through high school separately for males and females. In addition, multi-group latent growth curve (LGC) analyses were used to explore the associations among change in the variables of interest from middle school through high school separately for males and females. The results showed that students’ perceptions of instrumental help from teachers significantly positively predicted: (a) students’ math ability beliefs and reading and math task values in elementary school within the same grade for both girls and boys, and (b) students’ reading and math ability beliefs, reading and math task values, and GPA in middle and high school within the same grade for both girls and boys. Overall, students’ perceptions of instrumental help from teachers more consistently predicted ability beliefs and task values in the academic domain of math than in the academic domain of reading. Although there were some statistically significant differences in the models for girls and boys, the direction and strength of the relations in the models were generally similar for both girls and boys. The implications for these findings and suggestions for future research are discussed.