Browsing by Subject "ACP"
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Item Developing a diagnostic tool for acyl carrier proteins through trypsinolysis, reverse-phase chromatography and native chemical ligation(2010-08) Reyes, Graciela, 1957-; Willets, Katherine A.; Keatinge-Clay, Adrian TristanPolyketide biosynthesis is a field that has had tremendous advances in the past 50 years. The understanding of the mechanisms is updated as investigations delve into domain interactions of these microbial natural products. Although numerous polyketides are known, similarities in the sequence of product generation can be used as templates for further exploration of enzymatic activity. The focus of studies recently has been towards developing protocols to manipulate the natural products resulting in medicinally important manufactured products. This investigation examined the mechanism of the acyl carrier protein (ACP) module involved in biosynthesis.Item The perceptions and experiences of white special education teachers certified through an ACP program at a HBCU(2010-05) Budd, Eric Eugene; Sorrells, Audrey McCray; Garcia, Shernaz; Schaller, James; O'Reilly, Mark; Moore, AliciaThis research study explored and analyzed the perception and attitudes of first year White special education teachers’ experiences as they successfully matriculated through an alternative teacher certification program with a concentration in Special Education. The certifying entity for this teacher preparation program was a historically Black university (HBCU). It was the intent of this study to gather data on how White first year special education teachers view multiculturalism and diversity. This studied explored the rationale for why White pre-service teachers would select a HBCU to prepare them to enter the teaching field. This was a qualitative study using a naturalistic inquiry approach to learn about the perception of the participants. There were five participants selected to participant in this study. A set of guiding questions were used in order to maintain a focus, provide structure and give consistency to the interview process. The participants all were teaching in special education classrooms in large urban school districts. The classrooms they taught in were culturally and linguistically diverse. The data collection methods used included interviews, small group discussions and surveys. These interactions were audio taped then transcribed. The transcriptions were then reviewed by the participants to incorporate a member checking mechanism for the study. All five of the participants believed they benefitted from receiving their teaching certification from the HBCU. Their goal was to work in an urban setting and they agreed the certification program they attended helped them to become aware of the importance of celebrating diversity in their classes. All of the participants described an awakening to the challenges faced by students from low socio-economic, culturally and linguistically diverse students. Along with this epiphany the participants discussed the need to close the cultural gap between themselves and the students they teach. They all realized the importance of closing the gap in order to build mutual trust in their classrooms. The implications for future research include a broader study of the strategies used by White teachers to connect with culturally and linguistically diverse students in their classrooms.Item The impact of an alternative certification program on teacher retention in selected Texas public school districts as reported by personnel in Education Service Center, Region 20, Texas(Texas A&M University, 2005-11-01) Goldhorn, Jeffery LeeThe purpose of this study was to determine the impact of an alternative certification program on the retention of teachers in Region 20, Texas, as reported by Education Service Center, Region 20, Texas. Demographic variables were used to determine association with retention rates. Additionally, the study provided qualitative data and information that assisted in explaining the retention rates of Teacher Orientation and Preparation Program (TOPP) participants. A mixed methods research, utilizing logistic regression and a survey interview instrument, was used to determine retention rates as well as variables that influence retention rates of TOPP participants. A total of 537 TOPP participants were analyzed. Additionally, a sub-sample of 10 participants was interviewed. The study provides an analysis of the following demographic variables: ethnicity, gender, current grade type (elementary ??PK-5, middle school ??6-8, and high school ??9-12), and current socioeconomic level (as determined by the percent of children who qualify for free and reduced lunch programs). Of the four demographic variables analyzed, none was found to have an association with retention rates. A number of other variables were found to have an impact on the retention of the teachers interviewed in the sub-sample. Those variables included personal commitment to the field of education or the kids, a mentor, team support, administrative support, and new teacher induction programs. The implications from the findings of this research study are numerous and can have an effect in areas such as teacher hiring practices, teacher retention practices, and teacher preparation programs. It is important to note that the researcher recommends that expert opinions be sought and further research be conducted on teacher retention and teacher preparation programs before any recommendations for change are made.