An experimental study of several wind tunnel wall configurations using two V/STOL model configurations

Experiments were conducted in the low speed wind tunnel using two V/STOL models, a jet-flap and a jet-in-fuselage configuration, to search for a wind tunnel wall configuration to minimize wall interference on V/STOL models. Data were also obtained on the jet-flap model with a uniform slotted wall configuration to provide comparisons between theoretical and experimental wall interference. A test section configuration was found which provided some data in reasonable agreement with interference-free results over a wide range of momentum coefficients

Social Workers, Positive Behavior Interventions Supports, and Exclusionary Discipline of Black Males

School social workers play an instrumental role in providing school faculty members with skills and interventions to facilitate positive outcomes in both schools and the community at large. It is not known what role social workers play in the suspension and exclusion of Black male high school students. The research questions for this generic qualitative study explored the perspective of high school teachers and social workers from various South Mississippi counties perceptions of the roles social workers play in the implementation of positive behavior interventions and supports (PBIS) and social workers’ impact on the exclusion of Black male students from the high school setting as well as the influence PBIS has had on Black suspension rates in the high school setting. This study was directed using the open systems theory (OST). Virtual interviews were conducted with five participants including four high school teachers and one social worker. Thematic analysis was used to unveil patterns and themes in the data. Overall, findings suggested that social workers did not have substantial involvement with the exclusionary discipline of Black male students in the high school setting and no involvement in the implementation of PBIS. Moreover, PBIS has not had a substantial influence on the Black male exclusionary discipline rate. This qualitative study has the potential to enhance positive social change through social work competencies by providing research-based strategies to advance school social work practice, thus providing social workers in educational settings with evidence-based strategies that could improve the outcomes of Black students in the school setting and increase their ability to become productive members in society

CONCEPTUALIZING ONE’S SELF-EFFICACY AS ADVOCATE: PARENTS’ PERCEPTIONS AS EMBODIED IN SOCIAL AND CULTURAL CAPITALS

The purpose of the present study was to understand and generate theory relevant to educator-parents’ and non-educator parents’ perceptions of their efficacy as advocates for their own child(ren) with exceptionalities, as embodied in social and cultural capitals, as espoused by Bourdieu (1986). The present study was guided by the following research questions: How do educator-parents and non-educator parents perceive their efficaciousness as advocates for their own children with exceptionalities? How do educator-parents and non-educator parents construct the narrative of their efficaciousness as advocates as embodied in cultural and/or social capital? Constructivist Grounded Theory (Charmaz, 2000, 2006) was chosen for the six-month qualitative investigation to elicit parents’ perceptions that both informed, and was informed by, rich data using a constructivist approach. The participants in the present study included four educators who were also parents of children with exceptionalities and four non-educator parents of children with exceptionalities for a total of eight parents. Data sources included in-depth biographical and open-ended interviews, diaries, documents for review, participant-generated visual representations, and researcher-generated memos. These multiple data sources were analyzed using constant comparative analysis throughout the study. To identify analytic distinctions, Bourdieu’s Theory of Social and Cultural Capital (1986) was used as a beginning foothold for the grounded study upon which results were analyzed, findings were expounded, and researcher-generated theory was formulated. It is the confluence of parents’ experiences, expectations, and social and cultural affordances that help them conceptualize their efficaciousness as advocates for their child(ren) with exceptionalities. Theory as embodied by the participants of the study, educator-parents, and non-educator parents, reveal how social and cultural capitals differentially affect parents’ self-efficacy in advocating for their child(ren) with an exceptionality

An Analysis of the Ego-Depletion Effects of Emotion Versus Attention Draining Tasks: Even Emotionally Arousing Depletion Tasks Do Not Show an Ego-Depletion Effect

The theory of ego-depletion has come under intense scrutiny within the past few years. Beginning around 2010, researchers conducted meta-analyses and large replication studies that have investigated this topic, and found a wide range of evidence for and against the existence of an ego-depletion effect. Although the goal has been to determine whether this effect exists or not, the research has proved that the answer may be more complicated than that. The purpose of the current research was to examine the different theories about self-control, and to test two specific depleting tasks against a control group. The depleting tasks were chosen by selecting one that has been shown to have a depleting effect in multiple studies, the emotion-suppression task, and one that has shown small or negligible ego-depletion effects, the attention video task. This study also used two dependent measures, the impossible version of the Euler tracing task and the Multi-Source Interference Task, which have been used in previous studies on ego-depletion. The results did not show an ego-depletion effect for either task, on either of the dependent measures. This supports recent research that has contradicted the ego-depletion theory, however, more studies need to be done to determine if there are certain conditions in which the ego-depletion effect is present, or if the effect is universally spurious

Effects of Non-Point Nutrient Loading on Planktonic Community Structure and Function in a Great Lakes Coastal Wetland

A thesis presented to the faculty of the College of Science and Technology at Morehead State University in partial fulfillment of the requirements for the Degree of Master of Science in Biology by Brian M. Binion on July 26, 1995

Radiopharmaceuticals: the Application of Technetium-99m and Rhenium Complexes

Nuclear imaging used in diagnostic medicine requires the use of radiopharmaceuticals to make biological areas visible under a gamma camera. Although much success has been found in the use of technetium based imaging agents, their corresponding rhenium complexes can provide insight into the chemical properties of these radiopharmaceuticals without the potentially damaging effects of radiation. Technetium and rhenium complexes utilize a bifunctional chelator to act as a linker between biological vectors and the metal, improving the coordination between the two. Ligands containing thiazole rings have been successfully coordinated to technetium or rhenium tricarbonyl complexes, although it is uncertain whether coordination occurs through the nitrogen or the sulfur of the thiazole ring. Imaging studies of isomers of these compounds have extended understanding of the functioning of these compounds by providing insight into the chemistry of their coordination. This project involves the study of [Re(CO)3-1,1-bisthiazolate-(1,4)-diaminobutane] as a surrogate for the technetium based complex. The precursor to this complex, N1,N1-bis(thiazol-2, 4, or 5-ylmethyl)butane-1,4-diamine has been successfully synthesized using thiazole ring containing isomers, thiazole-2-carboxaldehyde, thiazole-4-carboxaldehyde, and thiazole-5-carboxaldehyde. Reverse-phase high performance liquid chromatography and characterization through 1H-Nuclear Magnetic Resonance (1H-NMR) and Electrospray Ionization-Mass Spectrometry (ESI-MS) have been completed to purify and confirm the presence of the desired products. HPLC chromatograms for N1,N1-bis(thiazol-2,4, or 5-ylmethyl)butane-1,4-diamine synthesized with thiazole-2-carboxaldehyde, thiazole-4-carboxaldehyde, or thiazole-5-carboxaldehyde give singular peaks indicating significant ligand purity and relatively poor yield. Following purification, it was determined that the solvent was best removed by lyophilization to minimize the deterioration of the product. 1H-NMR and ESI-MS results confirm the presence of the product, indicating that the desired ligands have been successfully synthesized. Additional research requires more extensive characterization of the synthesized ligands before the synthesis of the final product using these ligands. Previous research indicates that this product has a high potential for use as fluorescent surrogates to the corresponding technetium complexes. Fluorescence tests on the rhenium complexes should provide insight on the nature of the coordination of rhenium to the chelate and biological vectors. Extensive in vitro and in vivo studies will require completion before these complexes can be used in a clinical setting

Assessing Communication Effectiveness in Interprofessional Healthcare Teams

Indiana University-Purdue University Indianapolis (IUPUI)Interprofessional education and practice is a collaborative approach in equipping health professional students with the skills to become effective team members to improve patient outcomes. This research study used a grounded theory approach to identify the communication characteristics and behaviors that influenced a team’s communication effectiveness. Two-hundred and twenty-two students participated in an interprofessional simulation at a Midwestern university. Ninety-two standardized patients assessed the students’ communication skills and their ability to collaborate as a team using a CARE Patient Feedback form, which served as data for the study. The study found four characteristics of effective interprofessional team experiences: aware of the patient’s situation, participate in the interaction equally, create a safe space, and nurture and strengthen a relationship. Students demonstrated an increase in communication effectiveness between encounter one and two; teams worked collaboratively rather than individually; students demonstrated five of the eight IPEC communication competencies; and negative and positive behaviors had a significant impact on patient outcomes. This study informs educators the need for repeated exposure of interprofessional practice experiences, such as simulation activities. These opportunities allow students to practice, learn, and refine their communication skills before entering their clinical practice