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In this dissertation, we develop multivariate Dickman distribution and explore its properties. In addition, we utilize the Dickman distribution to model the small jumps within a broad class of Levy processes. Our central theorem establishes that the limit distribution of an appropriately transformed truncated Levy process with finite variation exhibits a Dickman-type Levy measure. We also provide equivalent conditions to further characterize this result. Drawing inspiration from this, we partition the Levy process into small and large jumps. Small jumps are effectively modeled by the Dickman distribution, while the remaining large jumps follow a compound Poisson distribution. Further, we extend our findings to Ornstein-Uhlenbeck (OU) processes. Our investigation encompasses two scenarios: the truncated OU process and the OU process driven by a truncated Levy process. In general, employing the same transformation outlined in our main theorem, we observe that the limit distribution of the truncated OU process aligns with a Dickman-type Levy measure. Notably, for the OU process with a truncated driving process, the limit distribution remains consistent with that of the OU process with a truncated driving process having a Dickman-type Levy measure.
Over the last few decades, optical technologies utilizing organic materials in the solid state have become ubiquitous. In the solid state, contrary to their constituent molecules, organic materials exhibit energy level continuums along which excited-state energy (excitons) can diffuse. Controlled and efficient management of excitons in systems with numerous organic molecules packed in limited degrees of freedom has been the governing principle for organic optoelectronic devices. However, given the net neutral electrical charge of an exciton and the complex excited-state energy landscape in organic molecular aggregates, efficient management of excitons becomes a challenging task.
In this lecture I will present three significant studies that explore the manipulation of exciton behavior in organic solid-state materials through self-assembly techniques. By modulating molecular packing in the solid state, the energetics and photophysical properties of the chromophores can be effectively controlled, opening up avenues for advanced optical and photonic applications. The successful modulation of exciton diffusion in Zn-metalloporphyrin solution-processable thin films and the establishment of a structure-photophysics correlation in disubstituted alkoxyphenyl thiazolo[5,4-d]thiazole (TTz)-based crystals demonstrate the potential of this approach. Furthermore, the controlled formation and relaxation kinetics of excimers in asymmetric TTz films offer a novel route to achieving high luminescence efficiency, paving the way for a new generation of optical and photonic devices. These findings highlight the importance of self-assembly as a powerful tool for tailoring the behavior of excitons in organic chromophores, leading to significant advancements in various fields.
The purpose of this study was to explore the impact of the social construct of masculinity on the fraternity members’ experiences with accountability. This study focused on the methods fraternities used to hold their members accountable, how the members’ behavior changes, and the impact masculinity had on accountability methods. This study is rooted in an understanding of the concept of masculinity and how it is often engrained deeply in the fraternity experience (Harris & Edwards, 2010; Harris & Harper, 2015). This study used document review to understand espoused expectations and accountability process. Additionally, four participants each from two different fraternity chapters participated in semi-structured interviews. This qualitative phenomenological study sought to understand the experience each member had with accountability in their fraternity. After multiple rounds of coding, five themes were created encompassing the experiences fraternity members had with accountability: formal accountability only a formality, herd mentality: informal expectations of the group, informal accountability is the real accountability, being a man prioritized, and culture and context set the tone. The study largely found that masculinity had a strong influence over the accountability experience in the chapter. Additionally, informal accountability was used daily to enforce several informal expectations. Formal accountability and formal expectations, however, did not take priority in fraternities. The expanded understanding of accountability can be used by fraternity members and their advisors to help empower men to mitigate high-risk behavior. Doing so will be critical to ensuring fraternities remain a viable opportunity for undergraduate student involvement.
Values-based leader behavior is commonly referenced by scholars and practitioners as an effective style of leadership. Problematically, multiple definitions of the concept exist that are either ambiguous, tautological, or valanced. Additionally, the concept has been researched almost entirely via questionnaires with little triangulated evidence. The current study reviews previous conceptualizations of values-based leader behavior as well as the key components of leadership, values, and behavior to arrive at a new conceptualization framed from a signaling theory perspective: goal-oriented action or inaction signaling an individual’s, organization’s, or society’s value structure. Then, I review three commonly referenced manifestations of values-based leader behaviors (charismatic leader tactics, ethical leader signals, and transformational leader behaviors) and make the case that pay-for-performance strategies too are strategies that can signal one’s value structure. Using a pre-registered experimental design, I explore the extent to which each of these values-based leader behaviors influence stakeholder in- and extra-role behavior compared to a control condition in a realistic text labeling task. Results found that the pay-for-performance strategies were strong predictors of both in- and extra-role behavior, charismatic leader tactics were strong predictors of extra-role behavior, and the control condition produced the least net output for in- and extra-role behavior combined. I conclude with a discussion of the theoretical and practical implications as well as future research directions.
The expectation for educators to engage in evidence-based decision-making has become standard protocol in public education, yet translating research into effective practice can often be mired with implementation challenges. Research-practice partnerships (RPP) support research-informed practice by engaging key stakeholders to address real and contextual problems encountered by K-12 educators. This qualitative critical realist case study investigated the inner workings and attributes of a teacher-centric RPP formed to address ongoing implementation challenges with the North Carolina Early Learning Inventory. Data sources included observations of RPP meetings, teacher interviews, communications, and analysis of artifacts. Thematic findings suggest that teacher-centric RPP models strengthen trust and credibility between educational agencies through a series of preconditions: Expanding access, diversifying perspectives, developing alliances, and deepening knowledge. This resulted in increased implementation practices and enhanced the production of usable information to address implementation fidelity. Simultaneously, this framework also heightened teachers’ sense of professional identity. This study contributes to a dearth of literature on applying RPP models to support evidence-based policy mandates and offers a new model for leveraging classroom practitioners. This investigation contributes to the field of evaluation by providing a sustainable model to maintain implementation fidelity and strengthen teachers’ perceptions of their professional identity and agency.
Materials science aims to explore the properties and behaviors of different materials, from metals to advanced carbon structures. This dissertation focuses on three distinct areas of study: Inconel Alloy 740H, polycrystalline graphene, and tetragraphene (TG).
The first part of this work concentrates on developing and validating a Chaboche unified constitutive model. This model incorporates both nonlinear isotropic and kinematic hardening rules to accurately predict the stress-strain behavior of Inconel Alloy 740H, a high-temperature nickel-based superalloy. The material parameters of the model are determined and its accuracy validated through experimental data obtained from uniaxial strain-controlled loading tests across a wide temperature and strain ranges.
The second part explores the mechanical properties of polycrystalline graphene, bridging scales from nanoscale to macroscale through a multiscale molecular dynamics (MD)–finite element (FE) modeling approach. By studying the behavior of graphene sheets with different grain boundaries and atomic structures, insights are gained into the influence of grain size on mechanical properties like the Young modulus and fracture stress.
The third part of this dissertation investigates the mechanical properties of tetragraphene (TG), a quasi-2D semiconductor carbon allotrope, with a focus on addressing graphene's limitations in electronic applications. Through MD simulations, the research examines TG's fracture properties under mixed mode I and II loading, considering variables such as loading phase angle, crack structure, and temperature.
ABSTRACT
ALYSSA RENAYE OLIVERI. A Radiation Safety Education Intervention for Certified Registered Nurse Anesthetists. (Under the Direction of DR. STEPHANIE WOODS, PH.D., RN)
CRNAs provide anesthesia for surgeries that utilize ionizing radiation daily and must possess the knowledge to protect themselves from the negative biological sequelae that can be caused by ionizing radiation exposure. CRNAs must remain compliant with the Occupational Safety and Health Administration’s (OSHA) ionizing radiation standards, and not exceed an annual whole body dose equivalent of 1.25 rem per quarter, or 5 rem per year (OSHA, n.d.). By increasing awareness of the risks of occupational exposure to ionizing radiation in the anesthesia setting, safer radiation precautions and practices can be promoted to aid in minimizing workplace exposure. The PICO question for the quality improvement (QI) project is, “In Certified Registered Nurse Anesthetists, does a radiation safety online educational intervention improve knowledge of radiation safety measures?” For the implementation of this project, an online education intervention was distributed to 157 CRNAs at a Level I trauma center. The intervention contained a pre-test consisting of four demographic and 11 knowledge-based questions, a narrated radiation safety infographic, and a post-test consisting of the same knowledge-based questions as the pre-test. Data analysis revealed that the educational infographic enhanced CRNAs knowledge of radiation safety. Moreover, CRNAs demonstrated the most improvement in their knowledge of potential health hazards of occupational exposure to ionizing radiation. The QI project recommends a strong emphasis on increasing distance away from the radiation source, custom fit lead, acknowledgement of ionizing radiation use during the surgical time-out, and for CRNAs to be sent their quarterly dosimeter reports.
Corneal abrasions (CA) are one of the most common anesthesia-related adverse events. There is limited evidence about the effect of virtual education on providers’ knowledge regarding CA prevention. The purpose of this project was to assess if a web-based educational module effectively improved anesthesia providers’ awareness of evidence-based preventative measures of CA. This project had a quasi-experimental, pretest-posttest design. All participants completed a questionnaire regarding the knowledge on CA prevention before and after the educational module. A student T-test was used to compare the differences in pre- and post-education knowledge scores. Among 25 participants, 12.0% were anesthesiologists and 88.0% were certified registered nurse anesthetists. There was a significant pretest-posttest difference on the total knowledge score (6.88 ± 1.59 vs. 8.29 ± 1.31, p < .001). Overall, the average number of correct answers increased from 6.88 (SD = 1.59) to 8.29 (SD = 1.31), t = 4.22, p<.001. The web-based educational module effectively enhanced anesthesia providers’ knowledge in preventing surgical induced CA. The finding may add evidence when developing guidelines and standardizing provider education in CA prevention.
Background
Corneal abrasions (CA) are one of the most common anesthesia-related adverse events. There is limited evidence about the effect of virtual education on anesthesia providers’ knowledge regarding CA prevention.
Purpose
The purpose of this study project was to assess if a web based educational module effectively improved anesthesia providers’ awareness of evidence-based preventative measures of CA at a One Day Surgery Center.
Method
This was a quasi-experimental pretest-posttest study design. All participants completed a questionnaire regarding the knowledge on corneal abrasion prevention before and after the educational module. A student T-test was used to compare the differences in pre- and post-education knowledge scores.
Results
Among 26 participants, 15.4% were anesthesiologists, and 84.6% were CRNA. There was a significant pretest-posttest difference on the total knowledge score (6.54±1.14 vs. 8.55± 1.53, p< .001). Overall, the average number of correct answers increased from 6.54 ± 1.14 to 8.55 ± 1.53 ( t = 5.74, p < .001)
Conclusion
The web-based educational module was effectively to enhance anesthesia providers’ knowledge in preventing surgical induced CA. The finding may add evidence on developing the effective guideline and standardizing provider education in CA prevention.
Corneal abrasions are one of the most common anesthesia-related adverse events. There is limited evidence about the effect of virtual education on anesthesia providers’ knowledge regarding corneal abrasion prevention. The purpose of this study project was to assess if a web-based educational module effectively improved anesthesia providers’ awareness of evidence-based preventative measures of corneal abrasions. This was a quasi-experimental pretest-posttest study design. All participants completed a questionnaire regarding their knowledge of corneal abrasion prevention before and after the educational module. A student T-test was used to compare the differences in pre- and post-education knowledge scores. There were 55 participants in the study. Among them, 23.6% were anesthesiologists and 76.4% were certified registered nurse anesthetists. There was a significant pretest-posttest difference in the total knowledge score (6.49±1.23 vs. 8.24± 1.08, p< .001). The average number of correct answers increased from 6.49 ± 1.23 to 8.24 ± 1.108 (t = 9.94, p < .001) Overall, the web-based educational module was effective in enhancing anesthesia providers’ knowledge in preventing surgical-induced corneal abrasions. The finding may add evidence for developing effective guidelines and standardizing provider education in corneal abrasion prevention.
