Clean water in the classroom : understanding the importance of water quality

This study’s objective was to answer three research questions related to students’ knowledge and attitudes about water quality and availability issues. It is important to understand what knowledge students have about environmental problems such as these, because today’s students will become the problem solvers of the future. If environmental problems, such as those related to water quality, are ever going to be solved, students must be environmentally literate. Several methods of data collection were used. Surveys were given to both Bolivian and Jackson High School students in order to comparison their initial knowledge and attitudes about water quality issues. To study the effects of instruction, a unit of instruction about water quality issues was then taught to the Jackson High School students to see what impact it would have on their knowledge. In addition, the learning of two different groups of Jackson High School students was compared—one group of general education students and a second group of students that were learning in an inclusion classroom and included special education students and struggling learners form the general education population. Student and teacher journals, a unit test, and postsurvey responses were included in the data set. Results suggested that when comparing Bolivian students and Jackson High School students, Jackson High School students were more knowledgeable concerning clean water infrastructure and its importance, despite the fact that these issues were less relevant to their lives than for their Bolivian counterparts. Although overall, the data suggested that all the Jackson High students showed evidence that the instruction impacted their knowledge, the advanced Biology students appeared to show stronger gains than their peers in an inclusion classroom.

International teachers in the American classroom : deposing the myth of monolingualism

An international graduate teaching assistant‘s way of speaking may pose a challenge for college students enrolled in STEM courses at American universities. Students commonly complain that unfamiliar accents interfere with their ability to comprehend the IGTA or that they have difficulty making sense of the IGTA‘s use of words or phrasing. These frustrations are echoed by parents who pay tuition bills. The issue has provoked state and national legislative debates over universities‘ use of IGTAs. However, potentially productive debates and interventions have been stalemated due to the failure to confront deeply embedded myths and cultural models that devalue otherness and privilege dominant peoples, processes, and knowledge. My research implements a method of inquiry designed to identify and challenge these cultural frameworks in order to create an ideological/cultural context that will facilitate rather than impede the valuable efforts that are already in place. Discourse theorist Paul Gee‘s concepts of master myth, cultural models, and meta-knowledge offer analytical tools that I have adapted in a unique research approach emphasizing triangulation of both analytic methods and data sites. I examine debates over IGTA‘s use of language in the classroom among policy-makers, parents of college students, and scholars and teachers. First, the article "Teach Impediment" provides a particularly lucid account of the public debate over IGTAs. My analysis evidences the cultural hold of the master myth of monolingualism in public policy-making. Second, Michigan Technological University‘s email listserve Parentnet is analyzed to identify cultural models supporting monolingualism implicit in everyday conversation. Third, a Chronicle of Higher Education colloquy forum is analyzed to explore whether scholars and teachers who draw on communication and linguistic research overcome the ideological biases identified in earlier chapters. My analysis indicates that a persistent ideological bias plays out in these data sites, despite explicit claims by invested speakers to the contrary. This bias is a key reason why monolingualism remains so tenaciously a part of educational practice. Because irrational expectations and derogatory assumptions have gone unchallenged, little progress has been made despite decades of earnest work and good intentions. Therefore, my recommendations focus on what we say not what we intend.

How do we teach usability? An Investigation of Usability Instruction in Technical Communication

This dissertation investigates the curricular implementation of usability instruction in technical communication. Though there are a plethora of publications and studies on usability in technical communication, little discussion focuses on usability instruction in the classroom or its implementation in the curriculum. Thus, this exploratory qualitative research seeks to contribute to a better understanding about technical communication students' and instructors' knowledge of and experiences with usability practices in the classroom, the challenges that impacted their usability efforts, and their recommendations on how their efforts could be improved. The study results demonstrate the need for more productive discussion on this issue and for developing more effective strategies for implementing usability in the classroom.

AN EXPERIMENTAL INVESTIGATION INTO THE EFFECTS OF BIODIESEL BLENDS ON PARTICULATE MATTER OXIDATION IN A CATALYZED PARTICULATE FILTER DURING ACTIVE REGENERATION

Active regeneration experiments were carried out on a production 2007 Cummins 8.9L ISL engine and associated DOC and CPF aftertreatment system. The effects of SME biodiesel blends were investigated in this study in order to determine the PM oxidation kinetics associated with active regeneration, and to determine the effect of biodiesel on them. The experimental data from this study will also be used to calibrate the MTU-1D CPF model. Accurately predicting the PM mass retained in the CPF and the oxidation characteristics will provide the basis for computation in the ECU that will minimize the fuel penalty associated with active regeneration. An active regeneration test procedure was developed based on previous experimentation at MTU. During each experiment, the PM mass in the CPF is determined by weighing the filter at various phases. In addition, DOC and CPF pressure drop, particle size distribution, gaseous emissions, temperature, and PM concentration data are collected and recorded throughout each experiment. The experiments covered a range of CPF inlet temperatures using ULSD, B10, and B20 blends of biodiesel. The majority of the tests were performed at CPF PM loading of 2.2 g/L with in-cylinder dosing, although 4.1 g/L and a post-turbo dosing injector were also used. The PM oxidation characteristics at different test conditions were studied in order to determine the effects of biodiesel on PM oxidation during active regeneration. A PM reaction rate calculation method was developed to determine the global activation energy and the corresponding pre-exponential factor for all test fuels. The changing sum of the total flow resistance of the wall, cake, and channels was also determined as part of the data analysis process in order to check on the integrity of the data and to correct input data to be consistent with the expected trends of the resistance based on the engine conditions used in the test procedure. It was determined that increasing the percent biodiesel content in the test fuel tends to increase the PM reaction rate and the regeneration efficiency of fuel dosing, i.e., at a constant CPF inlet temperature, B20 test fuel resulted in the highest PM reaction rate and regeneration efficiency of fuel dosing. Increasing the CPF inlet temperature also increases PM reaction rate and regeneration efficiency of fuel dosing. Performing active regeneration with B20 as opposed to ULSD allows for a lower CPF temperature to be used to reach the same level of regeneration efficiency, or it allows for a shorter regeneration time at a constant CPF temperature, resulting in decreased fuel consumption for the engine during active regeneration in either scenario.