Curated dataset of asphaltene structures

Asphaltenes, a distinct class of molecules found in crude oil, exhibit insolubility in nonpolar solvents like n-heptane but are soluble in aromatic solvents such as toluene and benzene. Understanding asphaltenes is crucial in the petroleum industry due to their detrimental effects on oil processing, resulting in significant economic losses and production disruptions. While no singular structure defines asphaltenes, two major molecular architectures, namely archipelago and continental models, have gained wide acceptance for their consistency with various experimental investigations and subsequent use in computational studies. The archipelago model comprises two or more polyaromatic hydrocarbon entities interconnected via aliphatic side chains. In contrast, the island or continental model features a unified polyaromatic hydrocarbon moiety with 4 to 10 fused aromatic rings, averaging around 7 rings. To establish a comprehensive collection, we meticulously curated over 250 asphaltene structures derived from previous experimental and computational studies in this field. Our curation process involved an extensive literature survey, conversion of figures from publications into molecular structure files, careful verification of conversion accuracy, and structure editing to ensure alignment with molecular formulas. Our database provides digital structure files and optimized geometries for both predominant structural motifs. The optimization procedure commenced with the PM6 semi-empirical method, followed by further optimization utilizing density functional theory employing the B3LYP functional and the 6-31+G(d,p) basis set. Furthermore, we compiled a range of structural and electronic features for these molecules, serving as a valuable foundation for employing machine learning algorithms to investigate asphaltenes. This work provides a ready to use structural database of asphaltenes and sets the stage for future research endeavours in this domain

Benefits of Dual Immersion Programs on Elementary School Students

This senior capstone research project aims to share the benefits of dual immersion programs in elementary school years. Understanding what a dual immersion program is and knowing the different models within the program allow parents to select which program is best suited for their students. A key point in clarification is that a dual immersion program does not aim to replace an English, or standard, education program, but adds a target language to enhance the students learning. This study looks at the overall benefits that students can gain in elementary school, from kindergarten through fifth grade, sometimes through eighth grade. Through the use of literature review, teacher surveys, as well as personal experiences, the findings indicate that bilingualism, biliteracy, and multicultural competence are part of all important products of a dual immersion program

Introduction to Educational Interpreting and Translation

Introduction to Educational Interpreting and Translation is written with the working interpreter in mind. Drawing on years of experience interpreting in U.S. public schools, author Judy Cortés, PhD, tackles the topics most relevant to educational interpreters. Learn to handle a broad range of assignments effectively, from IEPs to assessments to parent-teacher conferences, whether interpreting in-person or remotely. If you’re new to the field or simply looking to refine your approach, this book has you covered. With an emphasis on promoting language accessibility, IEIT is relevant not only to interpreters and translators, but also teachers, specialists, trainers and school administrators. Written in clear, engaging language, this book will provide educational interpreters a solid foundation in interpreter ethics, all modes of interpreting, as well as important legal requirements. IEIT is both a guide to the field and a hands-on workbook for skill reinforcement, packed with review activities, role plays and practical exercises.https://digitalcommons.csumb.edu/fac_books/1083/thumbnail.jp

Increasing Social-Emotional Competence in Preschoolers

This capstone project focused on the enhancement of social-emotional competence in preschool-aged children, typically ages 3 to 5 years old. Preschool children often struggle to express their feelings and solve social problems in stressful situations. According to Stein and Steed (2022), children with social-emotional challenges may struggle with several behaviors, including self-regulation, conflict resolution, and peer interaction. Furthermore, these social-emotional challenges are linked to an increased risk for later academic problems and mental health issues (Stein & Steed, 2022). Preschoolers need social-emotional skills to regulate their attention, emotions, and behavior. Because of this need, I developed a set of three lessons to foster preschool children’s social-emotional development, which will ultimately foster their resilience. The first lesson focused on being aware of and labeling feelings with words and expressions. The second lesson focused on preschool children learning to understand their peers’ feelings by recognizing them and showing understanding during group activities such as playtime. The third lesson focused on preschoolers demonstrating two ways to build positive peer relationships. My lessons were conducted at Marina Child Development Center in Marina, California. The participants were preschool children, ages 3 to 4 years old, in an inclusion classroom setting, including students with Individualized Education Plans and English language learners

The Impact of Parental Involvement on Academic Achievement and Self-Concept of Elementary School Students

Lack of parental involvement in schools is the missing link to long-term student success at the elementary school level. Within the first few years of elementary school, parental help and support is all that students need as they begin to grow and learn new concepts at school The continuing absence of parental involvement in school can have a long-term impact on the students, hindering their growth in the years to come in their academics and self-concept. A literature review and surveys with parents and teachers indicated that the lack of parental involvement in schools contributed to students’ behaviors, lack of self-awareness, and self-regulation

Equipping Educators: Solutions for Overcoming Classroom Scarcity of Materials

In this capstone project, the researcher examined elementary school teachers\u27 perceptions of the shortage of student materials and their proposed solutions for improvement. The researcher developed an action plan to address the core issue by evaluating the collected data and relevant research literature. The plan\u27s goal was to inspire, inform, or actively engage a specific audience in alleviating the material scarcity issue in elementary schools. Because it directly affected them, the lack of materials had a big impact on both students and teachers. To gain deeper insights, the researcher prioritized teachers\u27 viewpoints. As individuals responsible for navigating challenges arising from insufficient classroom materials, teachers\u27 firsthand experiences and perspectives proved invaluable in understanding the issue\u27s extent and formulating effective strategies to create a more conducive learning environment for all. This project highlighted the importance of addressing material scarcity in elementary schools by engaging teachers\u27 perspectives and developing targeted action plans to improve the learning experiences of both students and educators

Diversity Coordinator Training

The Restorative Justice Program in The Schools is an agency that helps students, facilities and family members resolve conflict in a restorative method and helps them understand the result of their actions. Historically, students of color continue to have a higher suspension rate than white students. Providing coordinators with answers to help students with their questions about race and ethnicity in the schools can help eliminate students\u27 own misunderstandings that contribute to disputes that result in suspensions. The contributing factors are minimal parental engagement and implicit bias and discriminatory practices. The consequences include academic achievement gap and increased drop out risk. The project\u27s purpose is to provide a comprehensive workshop training for RJP school coordinators to have conversations with students about race and ethnicity so students will be able to engage in the conversation. The most important findings were that the school coordinators needed guidance on the topic of race and ethnicity and were more comfortable speaking about ethnicity rather than race. After the workshop training their confidence increased about the topic. It is recommended that the workshop training continues to be implemented and be updated every academic year

Interview with David Bonilla

David Bonilla is president of Family First Car & Bike Club. He shares his experiences growing up in lowriding culture in Watsonville. He discusses lowriding mentors, and development of the club. David also reflects on lowriding as self expression and bonds forged through lowriding culture. He emphasizes community service through car clubs.https://digitalcommons.csumb.edu/ohcma_lowrider/1001/thumbnail.jp

[2024 Honorable Mention] Diversifying Local Histories: Religion’s Erasure of Indigeneity

Our podcast explores the nature in which the Carmel Mission has been projecting a false narrative of their religious origins. Hence, erasing the indigenous culture and communities while developing the Mission System. Our research unveils the historical discrepancies, the accurate portrayal of Junipero Serra. While acknowledging the traumatic experiences of Indigenous communities when facing religious indoctrination.https://digitalcommons.csumb.edu/esa_submissions/1153/thumbnail.jp

Implementing an Enhanced Care Management Program Serving Post-Incarcerated Individuals

The post-incarcerated population has poor health and social outcomes in San Benito and Santa Clara counties. Youth Recovery Connections is a nonprofit organization serving individuals with substance use disorders, gang, and justice involved individuals. The Enhanced Care Management program was implemented in the organization with the addition of serving post-incarcerated individuals. Contributing factors that lead to negative health outcomes include lack of case managers with lived experience, lack of self management skills, and instability of care transitions. Consequences that can arise from these factors include increased healthcare costs, recidivism, and lack of stable housing. The identified consequences cause negative health outcomes in individuals who have a history of incarceration. The program offers case management, care planning, assessments, and self management skills by using a whole person approach. The project consisted of applications to health plans, electronic health record development, training staff, and thirty days to implement the workflows and services. Assessment of expected outcomes included staff surveys, application approval, an interview, and enrollment data. The application was approved and a contract was provided to the organization and 13% of participants were enrolled. Recommendations include analysis of enrollment data four months from implementing the program, a longer implementation time to assess outcomes, and improved software training to staff once finalized