The Ledgewood-Bonair Landslide toe and where did it go? A case study in littoral sediment budgets from a deep-seated landslide in Island County, Washington

On the morning of March 27th, 2013, a small portion of a much larger landslide complex failed on the western shoreline of central Whidbey Island, Island County, Washington. This landslide, known as the Ledgewood-Bonair Landslide (LB Landslide), mobilized as much as 150,000 cubic meters of unconsolidated glacial sediment onto the coastline of the Puget Sound (Slaughter et al., 2013, Geotechnical Engineering Services, 2013). This study aims to determine how sediment from the Ledgewood-Bonair Landslide has acted on the adjacent beaches 400 meters to the north and south, and specifically to evaluate the volume of sediment contributed by the slide to adjacent beaches, how persistent bluff-derived accretion has been on adjacent beaches, and how intertidal grain sizes changed as a result of the bluff-derived sediment, LiDAR imagery from 2013 and 2014 were differenced and compared to beach profile data and grain size photography. Volume change results indicate that of the 41,850 cubic meters of sediment eroded at the toe of the landslide, 8.9 percent was redeposited on adjacent beaches within 1 year of the landslide. Of this 8.9 percent, 6.3 percent ended up on the north beach and 2.6 percent ended up on the south beach. Because the landslide deposit was primarily sands, silts, and clays, it is reasonable to assume that the remaining 91.1 percent of the sediment eroded from the landslide toe was carried out into the waters of the Puget Sound. Over the course of the two-year study, measurable accretion is apparent up to 150 meters north and 100 meters south of the landslide complex. Profile data also suggests that the most significant elevation changes occurred within the first two and half months since the landslides occurrence. The dominant surficial grain size of the beach soon after the landslide was coarse-sand; in the years following the landslide, 150 meters north of the toe the beach sediment became finer while 100 meters south of the toe the beach sediment became coarser. Overall, the LB Landslide has affected beach profile and grain size only locally, within 150 meters of the landslide toe.

A comparison of landslide inventories along the shoreline of Steamboat Island Peninsula, Thurston County, WA: office based protocol vs. field based protocol

The mountain ranges and coastlines of Washington State have steep slopes, and they are susceptible to landslides triggered by intense rainstorms, rapid snow melts, earthquakes, and rivers and waves removing slope stability. Over a 30-year timespan (1984-2014 and includes State Route (SR) 530), a total of 28 deep-seated landslides caused 300 million dollars of damage and 45 deaths (DGER, 2015). During that same timeframe, ten storm events triggered shallow landslides and debris flows across the state, resulting in nine deaths (DGER, 2015). The loss of 43 people, due to the SR 530 complex reactivating and moving at a rate and distance unexpected to residents, highlighted the need for an inventory of the stateís landslides. With only 13% of the state mapped (Lombardo et al., 2015), the intention of this statewide inventory is to communicate hazards to citizens and decision makers. In order to compile an accurate and consistent landslide inventory, Washington needs to adopt a graphic information system (GIS) based mapping protocol. A mapping protocol provides consistency for measuring and recording information about landslides, including such information as the type of landslide, the material involved, and the size of the movement. The state of Oregon shares similar landslide problems as Washington, and it created a GIS-based mapping protocol designed to inform its residents, while also saving money and reducing costly hours in the field (Burns and Madin, 2009). In order to determine if the Oregon Department of Geology and Mineral Industries (DOGAMI) protocol, developed by Burns and Madin (2009), could serve as the basis for establishing Washingtonís protocol, I used the office-based DOGAMI protocol to map landslides along a 40-50 km (25-30 mile) shoreline in Thurston County, Washington. I then compared my results to the field-based landslide inventory created in 2009 by the Washington Division of Geology and Earth Resources (DGER) along this same shoreline. If the landslide area I mapped reasonably equaled the area of the DGER (2009) inventory, I would consider the DOGAMI protocol useful for Washington, too. Utilizing 1m resolution lidar flown for Thurston County in 2011 and a GIS platform, I mapped 36 landslide deposits and scarp flanks, covering a total area of 879,530 m2 (9,467,160 ft2). I also found 48 recent events within these deposits. With an exception of two slides, all of the movements occurred within the last fifty years. Along this same coastline, the DGER (2009) recorded 159 individual landslides and complexes, for a total area of 3,256,570 m2 (35,053,400 ft2). At a first glance it appears the DGER (2009) effort found a larger total number and total area of landslides. However, in addition to their field inventory, they digitized landslides previously mapped by other researchers, and they did not field confirm these landslides, which cover a total area of 2,093,860 m2 (22,538,150 ft2) (DGER, 2009). With this questionable landslide area removed and the toes and underwater landslides accounted for because I did not have a bathymetry dataset, my results are within 6,580 m2 (70,840 ft2) of the DGERís results. This similarity shows that the DOGAMI protocol provides a consistent and accurate approach to creating a landslide inventory. With a few additional modifications, I recommend that Washington State adopts the DOGAMI protocol. Acquiring additional 1m lidar and adopting a modified DOGAMI protocol poises the DGER to map the remaining 87% of the state, with an ultimate goal of informing citizens and decision makers of the locations and frequencies of landslide hazards on a user-friendly GIS platform.

Geology and landslide geomorphology of the Burpee Hills, Skagit County, Washington, USA

Landforms within the Skagit Valley record a complex history of land evolution from Late Pleistocene to the present. Late Pleistocene glacial deposits and subsequent incision by the Skagit River formed the Burpee Hills terrace. The Burpee Hills comprises an approximately 205-m-thick sequence of sediments, including glacio-lacustrine silts and clays, overlain by sandy advance outwash and capped by coarse till, creating a sediment-mantled landscape where mass wasting occurs in the form of debris flows and deep-seated landslides (Heller, 1980; Skagit County, 2014). Landslide probability and location are necessary metrics for informing citizens and policy makers of the frequency of natural hazards. Remote geomorphometric analysis of the site area using airborne LiDAR combined with field investigation provide the information to determine relative ages of landslide deposits, to classify geologic units involved, and to interpret the recent hillslope evolution. Thirty-two percent of the 28-km2 Burpee Hills landform has been mapped as landslide deposits. Eighty-five percent of the south-facing slope is mapped as landslide deposits. The mapped landslides occur predominantly within the advance outwash deposits (Qgav), this glacial unit has a slope angle ranging from 27 to 36 degrees. Quantifying surface roughness as a function of standard deviation of slope provides a relative age of landslide deposits, laying the groundwork for frequency analysis of landslides on the slopes of the Burpee Hills. The south-facing slopes are predominately affected by deep-seated landslides as a result of Skagit River erosion patterns within the floodplain. The slopes eroded at the toe by the Skagit River have the highest roughness coefficients, suggesting that areas with more frequent disturbance at the toe are more prone to sliding or remobilization. Future work including radiocarbon dating and hydrologic-cycle investigations will provide a more accurate timeline of the Burpee Hills hillslope evolution, and better information for emergency management and planners in the future.

RESEARCHING SITUATED LEARNING AS THE DEVELOPMENT OF PRACTICE FOR COLLEGE ACCESS PRACTITIONERS: A CASE STUDY OF THE COLLEGE ASSISTANCE MIGRANT PROGRAM

Thesis (Ph.D.)--University of Washington, 2016-03

Sustainable rural micro-enterprises through co- and tri-generation:review of concepts

Biomass production, conversion and utilization can be done locally with value addition to small farmers. However, new technical inputs are needed for profitable exploitation of biomass within the constraints related to land, water and skill availability and to provide higher quality of energy needed for rural industries. Trigeneration, which is generating energy simultaneously in three forms (electric power, heat for processing and refrigeration), helps in fully utilizing the stored energy in biomass and would be most appropriate for micro enterprises. This paper presents concepts in terms of trigeneration systems feasible for rural areas.

Technical efficiency and human capital in the retail sector

The performance of the British retail sectors in terms of productivity growth is not brilliant. This paper focuses on a specific component of productivity growth (technical efficiency) and tests the extent to which its variance across the sector can be explained by the differences in the educational attainment of the pool of workers to which retail firms have access. The empirical analysis is carried out on a sample of 1061 retail firms from the Annual Respondents Database, 1997-2005. The results confirm that the county-level differences of the stock of human capital can explain the technical efficiency differentials across the sector. © 2011 Taylor and Francis Group, LLC.

The relationship between the teacher's experience, the teacher's college major, and the teacher's level of education in predicting classroom attitudes in high school science students

A review of the literature reveals few research has attempted to demonstrate if a relationship exists between the type of teacher training a science teacher has received and the perceived attitudes of his/her students. Some of the teacher preparation factors examined in this study include the college major chosen by the science teacher, the highest degree earned, the number of years of teaching experience, the type of science course taught, and the grade level taught by the teacher. This study examined how the various factors mentioned, could influence the behaviors which are characteristic of the teacher, and how these behaviors could be reflective in the classroom environment experienced by the students.^ The instrument used in the study was the Classroom Environment Scale (CES), Real Form. The measured classroom environment was broken down into three separate dimensions, with three components within each dimension in the CES. Multiple Regression statistical analyses examined how components of the teachers' education influenced the perceived dimensions of the classroom environment from the students.^ The study occurred in Miami-Dade County Florida, with a predominantly urban high school student population. There were 40 secondary science teachers involved, each with an average of 30 students. The total number of students sampled in the study was 1200. The teachers who participated in the study taught the entire range of secondary science courses offered at this large school district. All teachers were selected by the researcher so that a balance would occur in the sample between teachers who were education major versus science major. Additionally, the researcher selected teachers so that a balance occurred in regards to the different levels of college degrees earned among those involved in the study.^ Several research questions sought to determine if there was significant difference between the type of the educational background obtained by secondary science teachers and the students' perception of the classroom environment. Other research questions sought to determine if there were significant differences in the students' perceptions of the classroom environment for secondary science teachers who taught biological content, or non-biological content sciences. An additional research question sought to evaluate if the grade level taught would affect the students' perception of the classroom environment. (Abstract shortened by UMI.) ^

The effectiveness of an intelligent tutoring system on the attitude and achievement of developmental mathematics students in a community college

This study examined the effectiveness of intelligent tutoring system instruction, grounded in John Anderson's ACT theory of cognition, on the achievement and attitude of developmental mathematics students in the community college setting. The quasi-experimental research used a pretest-posttest control group design. The dependent variables were problem solving achievement, overall achievement, and attitude towards mathematics. The independent variable was instructional method.^ Four intact classes and two instructors participated in the study for one semester. Two classes (n = 35) served as experimental groups; they received six lessons with real-world problems using intelligent tutoring system instruction. The other two classes (n = 24) served as control groups; they received six lessons with real-world problems using traditional instruction including graphing calculator support. It was hypothesized that students taught problem solving using the intelligent tutoring system would achieve more on the dependent variables than students taught without the intelligent tutoring system.^ Posttest mean scores for one teacher produced a significant difference in overall achievement for the experimental group. The same teacher had higher means, not significantly, for the experimental group in problem solving achievement. The study did not indicate a significant difference in attitude mean scores.^ It was concluded that using an intelligent tutoring system in problem solving instruction may impact student's overall mathematics achievement and problem solving achievement. Other factors must be considered, such as the teacher's classroom experience, the teacher's experience with the intelligent tutoring system, trained technical support, and trained student support; as well as student learning styles, motivation, and overall mathematics ability. ^

Coronary heart disease risk factors among tri-ethnic students at Florida International University

The present study identified and compared Coronary Heart Disease (CHD) risk factors quantified as “CHD risk point standards” (CHDRPS) among tri-ethnic (White non-Hispanic [WNH], Hispanic [H], and Black non-Hispanic [BNH]) college students. All 300 tri-ethnic subjects completed the Cardiovascular Risk Assessment Instruments and had blood pressure readings recorded on three occasions. The Bioelectrical Impedance Analysis (BIA) was used to measure body composition. Students' knowledge of CHD risk factors was also measured. In addition, a 15 ml fasting blood sample was collected from 180 subjects and blood lipids and Homocysteine (tHcy) levels were measured. Data were analyzed by gender and ethnicity using one-way Analysis of Variance (ANOVA) with Bonferroni's pairwise mean comparison procedure, Pearson correlation, and Chi-square test with follow-up Bonferroni's Chi-square tests. ^ The mean score of CHDRPS for all subjects was 19.15 ± 6.79. Assigned to the CHD risk category, college students were below-average risk of developing CHD. Males scored significantly (p < 0.013) higher for CHD risk than females, and BNHs scored significantly (p < 0.033) higher than WNHs. High consumption of dietary fat saturated fat and cholesterol resulted in a high CHDRPS among H males and females and WNH females. High alcohol consumption resulted in a high CHDRPS among all subjects. Mean tHcy ± SD of all subjects was 6.33 ± 3. 15 μmol/L. Males had significantly (p < 0.001) higher tHcy than females. Black non-Hispanic females and H females had significantly (p < 0.003) lower tHcy than WNH females. Positive associations were found between tHcy levels and CHDRPS among females (p < 0.001), Hs (p < 0.001), H males (p < 0.049), H females (p < 0.009), and BNH females (p < 0.005). Significant positive correlations were found between BMI levels and CHDRPS in males (p < 0.001), females (p < 0.001), WNHs (p < 0.008), Hs (p < 0.001), WNH males (p < 0.024), H males (p < 0.004) and H females (p < 0.001). The mean knowledge of CHD questions of all subjects was 71.70 ± 7.92 out of 100. The mean knowledge of CHD was significantly higher for WNH males (p < 0.039) than BNH males. A significant inverse correlation (r = 0.392, p < 0.032) was found between the CHD knowledge and CHDRPS in WNH females. The researcher's findings indicate strong gender and ethnic differences in CHD risk factors among the college-age population. ^

Understanding the relationship between the Talented Twenty program and college aspirations for high ranking students at a high priority school

Percentage plans such as the Talented Twenty program purport to assist and motivate high ranking students to attend college and grant access to higher education. This type of plan is particularly important to students enrolled in high priority schools who might not view themselves as potential college students. This study examined the relationship between Florida’s Talented Twenty program that begins intervention with juniors and the college aspirations for high ranking students at a high priority school. Numerous studies have established that increased levels of education lead to higher salaries, career mobility, and an increased quality of life (e.g., Bowen, 1997; Leslie & Brinkman 1988; Pascarella & Terenzini, 1991, Swail, 2000). Given the importance of students’ decisions regarding whether or not they will attend college, understanding how and when they make decisions about attending college is important for them, their parents, advisors, and educational administrators. This research examined students’ perceptions and insights via interviews. The overarching research question was: How do high ranking high school students attending a high priority school in a south Florida district perceive their college opportunities? Sixteen high ranking students, grades nine – 12 from a high priority school in Miami-Dade County participated in the study. Participants were identified by a school counselor and individual semi structured interviews were conducted at the school. Utilizing a student development theoretical framework developed by Hossler and Gallagher (1987) that centered on students’ predisposition, search strategies and choices, data were organized and emergent themes analyzed. The analysis of the data revealed that in alignment with the framework (a) parents were the strongest influence in the development of these students’ college aspirations, (b) these students formalized their higher education plans between eighth and 10th grade, (c) these students actively engaged in academic searches and learning opportunities that increased their chances to be admitted into college, and (d) there was no relationship between knowledge regarding the Talented Twenty program and their educational decisions. This study’s findings suggest that interventions and programs intended to influence the educational aspirations of students are more likely to succeed if they take place by the eighth or ninth grade.

The relationship between socioeconomic status, course delivery method, and student success at a state college: A single institution analysis

In an effort to improve instruction and better accommodate the needs of students, community colleges are offering courses delivered in a variety of delivery formats that require students to have some level of technology fluency to be successful in the course. This study was conducted to investigate the relationship between student socioeconomic status (SES), course delivery method, and course type on enrollment, final course grades, course completion status, and course passing status at a state college. ^ A dataset for 20,456 students of low and not low SES enrolled in science, technology, engineering, and mathematics (STEM) course types delivered using traditional, online, blended, and web enhanced course delivery formats at Miami Dade College, a large open access 4-year state college located in Miami-Dade County, Florida, was analyzed. A factorial ANOVA using course type, course delivery method, and student SES found no significant differences in final course grades when used to determine if course delivery methods were equally effective for students of low and not low SES taking STEM course types. Additionally, three chi-square goodness-of-fit tests were used to investigate for differences in enrollment, course completion and course passing status by SES, course type, and course delivery method. The findings of the chi-square tests indicated that: (a) there were significant differences in enrollment by SES and course delivery methods for the Engineering/Technology, Math, and overall course types but not for the Natural Science course type and (b) there were no significant differences in course completion status and course passing status by SES and course types overall and SES and course delivery methods overall. However, there were statistically significant but weak relationships between course passing status, SES and the math course type as well as between course passing status, SES, and online and traditional course delivery methods. ^ The mixed findings in the study indicate that strides have been made in closing the theoretical gap in education and technology skills that may exist for students of different SES levels. MDC's course delivery and student support models may assist other institutions address student success in courses that necessitate students having some level of technology fluency. ^

The effectiveness of an intelligent tutoring system on the attitude and achievement of developmental mathematics students in a community college

This study examined the effectiveness of intelligent tutoring system instruction, grounded in John Anderson's ACT theory of cognition, on the achievement and attitude of developmental mathematics students in the community college setting. The quasi-experimental research used a pretest-posttest control group design. The dependent variables were problem solving achievement, overall achievement, and attitude towards mathematics. The independent variable was instructional method. Four intact classes and two instructors participated in the study for one semester. Two classes (n = 35) served as experimental groups; they received six lessons with real-world problems using intelligent tutoring system instruction. The other two classes (n = 24) served as control groups; they received six lessons with real-world problems using traditional instruction including graphing calculator support. It was hypothesized that students taught problem solving using the intelligent tutoring system would achieve more on the dependent variables than students taught without the intelligent tutoring system. Posttest mean scores for one teacher produced a significant difference in overall achievement for the experimental group. The same teacher had higher means, not significantly, for the experimental group in problem solving achievement. The study did not indicate a significant difference in attitude mean scores. It was concluded that using an intelligent tutoring system in problem solving instruction may impact student's overall mathematics achievement and problem solving achievement. Other factors must be considered, such as the teacher's classroom experience, the teacher's experience with the intelligent tutoring system, trained technical support, and trained student support; as well as student learning styles, motivation, and overall mathematics ability.

The relationship between the teacher's experience, the teacher's college major, and the teacher's level of education in predicting classroom attitudes in high school science students

A review of the literature reveals few research has attempted to demonstrate if a relationship exists between the type of teacher training a science teacher has received and the perceived attitudes of his/her students. Considering that a great deal of time and energy has been devoted by university colleges, school districts, and educators towards refining the teacher education process, it would be more efficient for all parties involved, if research were available that could discern if certain pathways in achieving that education, would promote the tendency towards certain teacher behaviors occurring in the classroom, while other pathways would lead towards different behaviors. Some of the teacher preparation factors examined in this study include the college major chosen by the science teacher, the highest degree earned, the number of years of teaching experience, the type of science course taught, and the grade level taught by the teacher. This study examined how the various factors mentioned, could influence the behaviors which are characteristic of the teacher, and how these behaviors could be reflective in the classroom environment experienced by the students. The instrument used in the study was the Classroom Environment Scale (CES), Real Form. The measured classroom environment was broken down into three separate dimensions, with three components within each dimension in the CES. Multiple Regression statistical analyses examined how components of the teachers' education influenced the perceived dimensions of the classroom environment from the students. The study occurred in Miami-Dade County Florida, with a predominantly urban high school student population. There were 40 secondary science teachers involved, each with an average of 30 students. The total number of students sampled in the study was 1200. The teachers who participated in the study taught the entire range of secondary science courses offered at this large school district. All teachers were selected by the researcher so that a balance would occur in the sample between teachers who were education major versus science major. Additionally, the researcher selected teachers so that a balance occurred in regards to the different levels of college degrees earned among those involved in the study. Several research questions sought to determine if there was significant difference between the type of the educational background obtained by secondary science teachers and the students' perception of the classroom environment. Other research questions sought to determine if there were significant differences in the students' perceptions of the classroom environment for secondary science teachers who taught biological content, or non-biological content sciences. An additional research question sought to evaluate if the grade level taught would affect the students' perception of the classroom environment. Analysis of the multiple regression were run for each of four scores from the CES, Real Form. For score 1, involvement of students, the results showed that teachers with the highest number of years of experience, with masters or masters plus degrees, who were education majors, and who taught twelfth grade students, had greater amounts of students being attentive and interested in class activities, participating in discussions, and doing additional work on their own, as compared with teachers who had lower experience, a bachelors degree, were science majors, and who taught a grade lower than twelfth. For score 2, task orientation, which emphasized completing the required activities and staying on-task, the results showed that teachers with the highest and intermediate experience, a science major, and with the highest college degree, showed higher scores as compared with the teachers indicating lower experiences, education major and a bachelors degree. For Score 3, competition, which indicated how difficult it was to achieve high grades in the class, the results showed that teachers who taught non-biology content subjects had the greatest effect on the regression. Teachers with a masters degree, low levels of experience, and who taught twelfth grade students were also factored into the regression equation. For Score 4, innovation, which indicated the extent in which the teachers used new and innovative techniques to encourage diverse and creative thinking included teachers with an education major as the first entry into the regression equation. Teachers with the least experience (0 to 3 years), and teachers who taught twelfth and eleventh grade students were also included into the regression equation.