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Search Results: 1 - 10 of 5216 matches for " Cassie Anderson "
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What Are the Characteristics of Arabinoxylan Gels?  [PDF]
Cassie Anderson, Senay Simsek
Food and Nutrition Sciences (FNS) , 2018, DOI: 10.4236/fns.2018.97061
Abstract: Arabinoxylan gels are commonly characterized to determine the feasibility of utilizing them in numerous applications such as drug delivery systems. The general characteristics of numerous types of arabinoxylan gels as well as their susceptibility to degradation are discussed in this manuscript. There are two main types of arabinoxylan: water-extractable and alkali-extractable. The physicochemical characteristics of the arabinoxylan determine its extractability and gelling characteristics. Gels can be created from numerous types of arabinoxylan including wheat (Triticum aestivum L.) and maize (Zea mays L.). These gels can also be developed with the addition of protein and/or β-glucan, which results in modified mechanical properties of the gels. To create a sound gel, arabinoxylan must be cross-linked, which is often done through ferulic acid. When this takes place, the gel developed is thermo-irreversible, unsusceptible to pH and electrolyte interactions, and does not undergo syneresis during storage. Despite these strengths, arabinoxylan gels can be broken down by the enzymes produced by Bifidobacterium, which is present in the human large intestine. After further development and research on these gels, they could be utilized for many purposes.
The infrared dielectric function of solid para-hydrogen
Cassie Kettwich,David Anderson,Mark Walker,Artem Tuntsov
Physics , 2015,
Abstract: We report laboratory measurements of the absorption coefficient of solid para-H2, within the wavelength range from 1 to 16.7 micron, at high spectral resolution. In addition to the narrow rovibrational lines of H2 which are familiar from gas phase spectroscopy, the data manifest double transitions and broad phonon branches that are characteristic specifically of hydrogen in the solid phase. These transitions are of interest because they provide a spectral signature which is independent of the impurity content of the matrix. We have used our data, in combination with a model of the ultraviolet absorptions of the H2 molecule, to construct the dielectric function of solid para-H2 over a broad range of frequencies. Our results will be useful in determining the electromagnetic response of small particles of solid hydrogen. The dielectric function makes it clear that pure H2 dust would contribute to IR extinction predominantly by scattering starlight, rather than absorbing it, and the characteristic IR absorption spectrum of the hydrogen matrix itself will be difficult to observe.
The Potential of Photo-Talks to Reveal the Development of Scientific Discourses  [PDF]
Cassie Quigley, Gayle Buck
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.32033
Abstract: This study explores the potential of a photo-elicitation technique, photo-talks (Serriere, 2010), for understanding how young girls understand, employ and translate new scientific discourses. Over the course of a nine week period, 24 kindergarten girls in an urban girls’ academy were observed, videotaped, photographed and interviewed while they were immersed into scientific discourse. This paper explicitly describes how their emerging discursive patterns were made visible through this methodological tool. The findings are presented in vignettes in three themes uncovered during our analysis which are the following: Presented the recollection of the scientific Discourse, Described the understanding of scientific Discourse, and Created an opportunity for the translation into everyday discourse. Science educators can benefit from this methodological tool as a reflective tool with their participants, to validate and/or complicate data. Additionally, this methodological tool serves to make discourse patterns more visible by providing a visual backdrop to the conversations thus revealing the development as it is occurring in young children.
The perceptions of teachers and school principals of each other's disposition towards teacher involvement in school reform
Cassie Swanepoel
South African Journal of Education , 2008,
Abstract: Worldwide teachers are faced with the task of continuously facilitating and implementing educational reform that has been designed without their participation. This exclusion of the key agents, who must mediate between the change agenda and actual change in the classroom, from the planning and decision-making processes, is detrimental to educational reform. Although school-based management has recently emerged as the instrument to accomplish the decentralisation of decision-making powers to school level, the success thereof depends largely on school principals' disposition regarding teacher involvement. It is argued that the expectation of principals regarding their own leadership role, as well as the professional role teachers should fulfil, is a primary determinant of principals' willingness to involve teachers in responsibility-taking processes outside the classroom. The results from an empirical investigation revealed that principals' perception, of the wishes of teachers regarding involvement, significantly underestimated teachers' actual involvement wishes. Likewise, the expectation of teachers regarding the willingness of principals to involve them was a significant underestimation of the involvement level principals are actually in favour of. These misperceptions probably discourage actual school-based management and could jeopardize the implementation of educational reform in general.
A comparison between the views of teachers in South Africa and six other countries on involvement in school change
Cassie Swanepoel
South African Journal of Education , 2009,
Abstract: Worldwide, and especially in South Africa, change and decentralised decision-making have been topical issues in the provision of education for the past years. It appears that teachers - the key agents in implementing the policies concerned - are largely ignored in the pre-implementation phases, and treated merely as implementers of these policies. The results from an empirical investigation revealed that the teachers in the South African sample expressed an exceptional degree of eagerness to be involved in decision-making and responsibility-taking concerning school change, even in aspects of management that could be considered as the principal's 'turf'. Although the views of a group of teachers in six other countries showed very similar result patterns, the sample of South African teachers was considerably more eager to be involved in initiatives of school change and related responsibilities than the teachers in the samples of the other countries. The results are illuminating, taking into consideration the increased workload of teachers, as well as certain other factors. Possible explanations for these observations are discussed.
Globalization and Science Education: The Implications for Indigenous Knowledge Systems
Cassie Quigley
International Education Studies , 2009, DOI: 10.5539/ies.v2n1p76
Abstract: Much of the current diversity literature in science education does not address the complexity of the issues of indigenous learners in their postcolonial environments and calls for a “one size fits all” instructional approach (Lee, 2001). Indigenous knowledge needs to be promoted and supported. There is currently a global initiative of maintaining worldviews, languages, and environments of which science education can be a part (McKinley, 2007). This paper is organized around five main topics that further guide the theoretical framework for this important area: a) describing postcolonialism and indigeneity related to science education, b) defining the terms indigenous knowledge, traditional ecological knowledge, c) western modern science and the effects of globalization on these terms d) examining the research on learning implications of IK and/or TEK in classrooms with a focus on the research into student learning in indigenous language, e) connecting place-based education to curricular implications for indigenous knowledge systems.
The involvement of teachers in school change: a comparison between the views of school principals in South Africa and nine other countries
Cassie Swanepoel, Johan Booyse
South African Journal of Education , 2006,
Abstract: Previous international studies, in which the authors participated, have revealed that involvement of teachers in decision-making and responsibility-taking processes is crucial for their receptiveness towards implementation of current and future educational change. It is also evident that the role and responsibilities of school principals have changed significantly over the last decade or two. An indication was obtained of the views of South African secondary school principals regarding the involvement of their teachers in processes of school change and these were compared to the views of school principals from other countries. The results for the South African sample, as well as those for the other nine countries, showed that there was fairly strong support for the involvement of teachers in most school-change activities. It also appeared that, in comparison to other countries, principals in the South African sample occupied a middle position in all of four clusters of possible activities, as well as for the mean questionnaire score. South African Journal of Education Vol. 26(2) 2006: 189-198
Levantamento de plantas daninhas aquáticas no reservatório de Alagados, Ponta Grossa - PR
Dalva Cassie Rocha
Planta Daninha , 2011,
Local heuristics and an exact formula for abelian surfaces over finite fields
Jeff Achter,Cassie Williams
Mathematics , 2014,
Abstract: Consider a quartic $q$-Weil polynomial $f$. Motivated by equidistribution considerations we define, for each prime $\ell$, a local factor which measures the relative frequency with which $f\bmod \ell$ occurs as the characteristic polynomial of a symplectic similitude over $\mathbb{F}_\ell$. For a certain class of polynomials, we show that the resulting infinite product calculates the number of principally polarized abelian surfaces over $\mathbb{F}_q$ with Weil polynomial $f$.
The effect of a word processor as an accommodation for students with learning disabilities
Cassie L. Berger,Larry Lewandowski
Journal of Writing Research , 2013,
Abstract: The effects of writing format (handwritten (HW) versus word processor (WP)) were examined in a sample of college students with and without learning disabilities (LD). All students wrote two essays, one in each format, scored for quality and length. Groups did not differ in age, gender, ethnicity, mathematical calculation, writing fluency, essay length or essay quality. The "interaction hypothesis" was not supported, in that the use of a word processor as a writing accommodation did not provide a differential boost to students with LD. Both groups produced longer essays in the WP versus HW condition. The best predictor of essay quality was essay length regardless of writing format. Most students in each group preferred the WP format. Interestingly, a smaller percentage of students in the LD group (72%) than NLD group (91%) used the available time for writing.
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