EVOLUTION OF CHITINASES IN AMPHIBIANS: A MULTI-FACETED GROUP OF ENZYMES WITH DUAL FUNCTION IN DIGESTION AND AT THE FOREFRONT AGAINST FUNGAL INFECTIONS

Chitinases are essential enzymes found in living organisms such as amphibians, and they ensure that amphibians survive in their varied ecosystems. They are crucial in the digestion and immunity of most organisms, including plants and animals. Chitinases’ diversity of functions is a testament to their evolutionary adaptability. The primary function of chitinases is the breakdown of chitin, a complex polymer of saccharides often found in the exoskeleton of insects and the walls of fungi. Amphibians that feed on insects make use of chitinases to hydrolyze chitin into simpler sugars that can be easily absorbed to extract the necessary nutrients from the prey. Most amphibians inhabit moist habitats and have thin skins, so their life history makes them susceptible to fungal infections. Again, this makes chitinases essential in protecting them against these pathogens by identifying them and degrading the chitin in fungal cell walls, leading to their quick elimination. In spite of chitinase relevance, only a few evolutionary studies exist in amphibians that have revealed gene duplication and specialization patterns. This functional diversity has led to the origin of different chitinase genes, each of which is designed to adapt to harsh adaptation conditions or dietary use. Several genomic findings indicate that chitinases in vertebrates are often well-conserved. In contrast, those in amphibians have new modifications in need of further characterization, such as their ability to prevent fungal infections and help in the digestion of a chitin-rich diet. Continued study and understanding of the diversity and activity of amphibian chitinases hold an immeasurable source for further discoveries on their evolution, amphibian health and conservation, and possible mechanisms to mitigate fungal pathogens

EVALUATING SCHOOL PSYCHOLOGISTS’ UNDERSTANDING OF PSW APPROACHES IN SLD IDENTIFICATION

Specific Learning Disability (SLD) is the most common classification for special education children in the United States (National Center for Education Statistics, 2018). With the high prevalence of this disorder, an increase in the use of the pattern of strengths and weaknesses (PSW) method, and the responsibility of the school psychologist to engage in competent practice, this study aimed to investigate the level of understanding school psychologists have in three of the most common PSW methods: Naglieri’s (1999) discrepancy/consistency method (DCM), Flanagan and colleagues’ (2002, 2013) dual-discrepancy consistency method (DD/C), and Hale and Fiorello’s (2004) concordance-discordance method (C-DM; Maki & Adams, 2018; National Association of School Psychologists [NASP], 2020). Seventy-three participants completed a survey that included questions about the three approaches\u27 core elements. Results indicated that on average, participants did not demonstrate sufficient knowledge of the PSW method (e.g., C-DM, DCM, or DD/C) they reported moderate to extreme familiarity with. However, the results nonetheless demonstrated that, in general, as participants’ self-reported familiarity levels of DCM and DD/C increased, their knowledge scores improved as well. Lastly, participants indicated the highest preference for and familiarity with the DD/C method. The need for additional training in PSW methods and implications for the field of school psychology are discussed

SYNTHESIS AND CHARACTERIZATION OF NOVEL COUMARIN DERIVATIVES

An optimized approach toward the synthesis of representative coumarin derivatives is described. In addition to standard heat application methods, microwave-assisted coupling has proven beneficial in generating the targeted molecular hybrids which will serve as key templates in the development of new drugs to address resistance and specificity challenges. The coumarin moiety is a fantastic scaffold for molecular hybridization and has gained much warranted attention due to its efficacy in anticancer, antibacterial, and antitumor activity. In this research, novel molecular hybrids of umbelliferone were synthesized and fully characterized as new potential players in the anticancer, antitumor and antibiotic race, as well as the fight against drug resistance. All desired hybrids were analyzed by 1H NMR, 13C NMR and Infrared (IR), sufficiently substantiating expected data. This study further demonstrated the potential of molecular hybridization of coumarin moieties, and adds to the list of novel conjugates with potentially increased pharmacological properties

THE ROLE OF ADVANCED BUSINESS ANALYTICS IN SHAPING ORGANIZATIONAL DECISION-MAKING IN BANKING INDUSTRY

This study explores the role of advanced business analytics in shaping decision-making within the banking industry, focusing on its implementation, impact, and the challenges that financial institutions face. As banks increasingly embrace data-driven strategies to enhance competitiveness and customer service, analytics has emerged as a key enabler of operational efficiency and strategic foresight. However, despite its potential, banks often encounter obstacles such as legacy systems, data silos, regulatory constraints, and skill shortages that hinder full-scale integration. Adopting a mixed-methods research design, the study combines quantitative survey data from banking professionals with qualitative insights drawn from interviews and secondary data analysis of industry reports and case studies. This approach enables a comprehensive evaluation of how analytics influences decision-making, risk management, and innovation in the banking sector. Regression models are used to assess the measurable impact of analytics on decision-making speed and forecasting accuracy, while thematic analysis highlights implementation best practices and recurring barriers. Ethical considerations—such as confidentiality, informed consent, and compliance with data protection regulations—are rigorously maintained throughout the research process. Findings indicate that banks effectively leveraging analytics benefit from improved loan processing efficiency, enhanced fraud detection, personalized customer engagement, and more robust compliance reporting. Nonetheless, the success of analytics adoption is influenced by organizational culture, leadership support, and technological readiness. This study contributes to the understanding of analytics adoption in banking by offering actionable recommendations for financial institutions and policymakers. It also provides a foundation for future research aimed at examining long-term outcomes and emerging technologies such as AI, blockchain, and explainable analytics in the banking domain

THE EXPERIENCES OF ELEMENTARY SCHOOL EDUCATORS WHO CHOOSE TO WORK IN AND REMAIN WORKING IN SCHOOLS THAT SERVE MARGINALIZED COMMUNITIES

For decades, teacher attrition has continued to plague education, especially urban schools serving marginalized communities (Berry, 2004; Carver-Thomas & Darling-Hammond, 2017; Jacob, 2007; Ronfeldt et al., 2013). It is well documented that almost 50% of educators leave the profession within the first five years of teaching (Allen et al., 2019; Palma-Vasquez, 2022; Sims & Jerrim, 2020), and it is unsurprising that literature primarily focuses on why teachers leave. As a result, there is limited research that focuses on why teachers remain, and my dissertation contributes to this underdeveloped line of research. Embracing a multicase study design, I examine the experiences of educators who choose to work in and remain working in elementary schools that serve marginalized communities. This study features eight elementary school educators who have taught for a minimum of 5 years in schools serving marginalized communities. The participants include three teachers and one principal from an elementary charter school serving a marginalized community in New York City, as well as three retired teachers and one retired principal from the New York City Department of Education who formally left the profession in the last three years. Through this dissertation research, I highlight the experiences of teachers and administrators who have chosen to work in and have remained working in elementary schools serving marginalized communities. Grounded in the theoretical frameworks of culturally relevant pedagogy, care, and resilience, these three theories work in concert to highlight the values, relationships, and interactions imbued in the educators’ experiences. Overall, this dissertation sheds light on the interconnection of six key factors that appear across all the participants’ experiences: a sense of safety, opportunities for creativity, valuing students, belonging to a collective, the leadership of the principal, and ongoing capacity building. The examination of the data in light of these six themes calls attention to the values, relationships, interactions—dynamics that not only shape the educators’ experiences, but also inform the responsive practices that support the students and the teachers in schools serving marginalized communities

EXAMINING ADHD DIAGNOSED YOUNG ADULTS’ SELF-PERCEPTIONS OF PERSONAL READING BEHAVIORS DURING PLEASURE READING EXPERIENCES

Attention-deficit/hyperactivity disorder (ADHD) impacts the lives of individuals with neurodivergent brains in varied and personal ways. This phenomenon mirrors the diversification of the minds I have been intrigued by for decades. In an effort to better understand the relationships between ADHD and pleasure reading, the lived experiences with pleasure reading of six young college students were examined. Participants were formally diagnosed with some form of ADHD before the study, yet did not have a reading disability diagnosis. One-on-one interviews were conducted to explore in-depth each participant’s experiences with pleasure reading. Through interpretative phenomenological study (IPA), four themes emerged: (a) perceptions of self as a reader, (b) varied experiences with reading comprehension, (c) flow experiences with high-interest self-selected reading content, and (d) relationships between reading and distractions. The purpose of this study was to capture and explore more deeply each participant’s experiences with pleasure reading, rather than prescribe a “one-size-fits-all” strategy. The researcher eschewed all attempts to settle upon recommending any strategies, other than one––allow complete autonomy (reader’s completely free choice, not in name only, but in reality) regarding pleasure reading both at home and in school. All participants emphasized freedom of choice (high-interest, self-selected content) as most important to them when engaging in pleasure reading, as well as the cause of their greatest struggle (when forced by an adult to read any content without their free choice). Although complete autonomy may not be feasible at this time in traditional classrooms, regarding pleasure (independent) reading, all people (but especially those with ADHD brains) should be supported to reading by their natural curiosities and set individual timelines for doing so. This study’s participants unanimously exhorted the positive impact this strategy has done for them and their enjoyment of pleasure reading

NANI, AJI, & MY MEMORY: POEMS FROM A GUYANESEAMERICAN GRANDDAUGHTER

This thesis is an autoethnography reflecting the generations who came before me from Guyana, as well as my own identity as a Guyanese-American writer in the present day, contributing to the growing creative scholarship available on our Motherland and the descendants of its broader diaspora. Alongside the knowledge that can only derive out of lived experience, I begin with a Critical Preface that draws from imaginative literature of enslavement before exploring indenture literature, queer poetry, and, finally, Guyanese poetry, in my Critical Preface. A Poetic Statement follows thereafter, sharing insight into my mindset during my writing process. The next section contains a variety of my poetry and concludes with my Parting Thoughts. Above all, it serves as a reminder that creative writing is personal writing is academic writing. This work belongs to my communities and those who see themselves in it

POSITIVE FAMILY INTERVENTION FOR A SPANISH-SPEAKING FAMILY OF A CHILD WITH AUTISM: IMPACT ON CHILD’S BEHAVIORS AND PARENTAL COGNITIONS AND STRESS

The present study investigated the effects of a culturally and linguistically adapted Positive Family Intervention (PFI) on child behavior as well as parental stress and beliefs for a Spanish-speaking family of a child with autism. PFI combines Positive Behavior Support (PBS) to teach parents the skills to manage their child’s behavioral challenges with Cognitive-Behavioral Therapy (CBT) to help parents manage their own thoughts and feelings. An AB single-case design was used to examine the impact of PFI on directly observed child behavioral challenges and adaptive behavior. Further, parent-reported stress, parental attributions, and parent-reported child behavioral challenges were examined pre- and post-intervention. The parents received eight weekly 90-minute PFI sessions, delivered in Spanish and culturally adapted. Results demonstrated a decrease in observed child challenging behavior and an increase in adaptive behavior during the targeted routine in the intervention phase compared to baseline. On the parent-report scales, the father reported lower levels of stress on the Parenting Stress Index and a change in attributions on the Parent Attribution Questionnaire. However, parent-report on the Scales of Independent Behavior-Revised suggested that, in general, challenging behaviors outside of the targeted routine continue to be a concern. Lastly, the parent reported having a greater understanding of his child\u27s behavior, a greater ability to implement strategies, and feeling more optimistic about his child\u27s future

EXAMINATION OF OBTAINED AND EXPECTED COGNITIVE PERFORMANCE OF ENGLISH LEARNERS: AN EVALUATION OF BROAD ABILITY COMPOSITES VERSUS AGGREGATE MEAN SCORES

The United States population continues to shift towards a majority rich in cultural, ethnic, and linguistic minorities (Rhodes et al., 2005). Within the education system, school psychologists are challenged with the task of conducting nondiscriminatory assessment of English Learners (ELs), while also adhering to the standards for ethical practice. In recent years, minority students have too frequently been placed in special education settings without sufficient support to signify need of a classification. To provide equitable and fair assessments to ELs in schools, clinicians require the knowledge necessary to understand the influence of cultural and linguistic developmental factors that affect performance. The Culture-Language Interpretive Matrix (C-LIM) and its respective test classifications were developed as an interpretation tool to promote an understanding of the degree of cultural and linguistic loading present in standardized assessments. Most recently, the development of the Diverse-Student Normal Ability Performance (D-SNAP; Ortiz & Pristo, 2023) provides a new framework that builds upon the principles of the C-LIM and allows practitioners to evaluate the impact of cultural and linguistic differences on test score validity at the composite and broad ability level. The current study seeks to evaluate the degree of consistency between expected scores from the D-SNAP and the actual scores obtained from the cognitive assessment of ELs