La Ropa Sucia Se Lava En Casa: ADHD in the Latinx Community

The focus of this Capstone Project is on attention-deficit/hyperactivity disorder (ADHD) in the Latinx community, with an emphasis on parent education to spread awareness. This is an important issue for Latinx parents because proper identification and treatment of ADHD are essential for student academic success. An evidence-based argument is offered that Latinx youth are underdiagnosed with ADHD and that is because Latinx parents underutilize ADHD resources available to them. The three primary stakeholder perspectives chosen were parents, students, and teachers because their relevant experience allows them to provide insight into how the Latinx community views ADHD. Three themes emerged from an analysis of the data and were explored as ways to address the issue presented: 1) promoting parent education; 2) providing bilingual, bicultural ADHD resources; and 3) improving the accessibility of on-campus resources. Amongst the three action options that were suggested, providing bilingual, bicultural resources is argued to be the most effective way to achieve the goal of destigmatizing ADHD in the Latinx community

Child Development & Covid-19: How Different Modes of Interpersonal Communication Impact Social Skills in Early Elementary School Students

Due to Covid-19, many American schools ceased in-person instruction during the 2020/21 school year. These closures have severely impacted young children’s academic and social development. This study focuses on the influence of school closures on social development, specifically the difference in the effect of online and in-person interactions. Thirty-nine parents of first and second graders responded to a survey about their family’s experience during the 2020/21 school year. Questions focused on how 4 factors (mode of instruction, social interactions, support systems, and time for activities) impacted a child’s 3 primary social skills (play, emotion regulation, and communication). Results concluded that the mode of instruction had no impact on social skills scores. In-person interactions were associated with higher play scores. Implications of differences in social interactions are discussed

TCP in the Internet of Things: from ostracism to prominence

© 2018 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.TCP has traditionally been neglected as a transport-layer protocol for the Internet of Things (IoT). However, recent trends and industry needs are favoring TCP presence in IoT environments. In this article, we describe the main IoT scenarios where TCP will be used. We then analyze the historically claimed issues of TCP in the IoT context. We argue that, in contrast to generally accepted wisdom, most of those possible issues fall in one of the following categories: i) are also found in well-accepted IoT end-to-end reliability mechanisms, ii) can be solved, or iii) are not actual issues. Considering the future prominent role of TCP in the IoT, we provide recommendations for lightweight TCP implementation and suitable operation in such scenarios, based on our IETF standardization work on the topic.Postprint (author's final draft

Teacher and Administrator Knowledge, Beliefs, Attitudes, and Practices Related to Equity in a Suburban California School District

This dissertation is a case study of one district’s efforts to reduce the disparities in educational outcomes among its ethnic groups as well as the disparities in educational outcomes between its economically disadvantaged students and its students that are not economically disadvantaged. The literature reviewed began with the larger historical context around equity issues in education and then discussed in-school and out-of-school factors affecting educational outcomes. The methods used included interviews with teachers and administrators, site visits, and classroom observations. The results summarized the successes and remaining challenges facing the district as it continues its desired journey towards more equitable educational outcomes for the students they serve

Standards and Promising Practices for Schools Educating Boys of Color

The Coalition of Schools Educating Boys of Color (COSEBOC) worked in partnership with New York University's Metropolitan Center for Urban Education to develop the "Standards and Promising Practices for Schools Educating Boys of Color." Based on current research, the Standards are a set of guidelines intended to assist school districts, schools, and school leaders who seek to develop and enhance schools and programs serving boys and young men of color. It is also a self-assessment tool that can serve as the basis for self-assessment, reflection, planning, professional development, and accountability. COSEBOC's Standards are designed to complement the Common Core and other District Standards