A collection of source materials on the state of Maine

Thesis (M.A.)--Boston University, 1945. This item was digitized by the Internet Archive

Assessing Students\u27 Risk Factors for Type II Diabetes at a Midwest Public University

The purpose of this study was to assess students\u27 risk factors for type II diabetes at a Midwest public university. It further examined students\u27 perceived susceptibility, perceived severity, and self-efficacy of the disease. The design of the cross-sectional study was based on risk factors for type II diabetes listed by the American Diabetes Association and the Health Belief Model\u27s constructs of perceived susceptibility, perceived seriousness, and self-efficacy. A survey was distributed to non-diabetic college students aged 18 and older enrolled in general education courses at a Midwest public university. A purposive sampling of 432 students enrolled in Health 101 and Psychology 101 at Minnesota State University, Mankato was used in this study. The survey included questions on risk factors for type II diabetes, perceived susceptibility, perceived seriousness, and self-efficacy toward the disease. Data analysis showed the most common risk factors for type II diabetes among college students were lack of physical activity, increased body mass index, and an apple body shape. Males possessed more risk factors than females. Findings from the study in relation to the Health Belief Model\u27s perceived susceptibility, perceived severity, and self-efficacy showed that on a group level, participants with more risk factors for type II diabetes perceived themselves as more susceptible to the disease, and participants with familial history of type II diabetes perceived the seriousness of the disease at the same level as those with no family history. As for the Health Belief Model\u27s construct of self-efficacy, nearly three-quarters of the participants felt confident that they can prevent type II diabetes

Gaps in Family and Teacher Involvement Beliefs

Studies have shown an increase in student achievement when educational partnerships between families and schools exist. At the elementary school that was the focus of this study, there had once been a thriving family involvement program; however, the number of family-school partnerships had declined in recent years. Students, families, and teachers needed improved knowledge of the types of family involvement programs that everyone would be willing to participate in to increase student learning and achievement. The purpose of this case study was to determine whether the types of involvement currently offered to families at the elementary school matched the types of involvement in which families would be willing to participate. The study also determined which types of involvement teachers were currently providing and which they would be willing to provide. Epstein\u27s 6 types of family involvement were used as a conceptual foundation for this case study. The study used questionnaires, focus groups, and interviews to collect data from 14 teachers and 25 families. The key research question involved determining what teachers and families were willing to participate in to increase partnerships and involvement. Surveys, focus group transcripts, and interview transcripts were analyzed for themes. A data spiral was used to analyze the data, and triangulation and peer review were used to ensure trustworthiness of the findings. By implementing the suggestions from this study, including more communication and family input, the elementary school may form more partnerships with families and the community, which may help to increase involvement and ultimately improve student achievement. This study offers implications for social change by helping create an atmosphere where the school, families, and community work together to help students succeed

A coupled mode model for omnidirectional three-dimensional underwater sound propagation

Author Posting. © Acoustical Society of America, 2020. This article is posted here by permission of Acoustical Society of America for personal use, not for redistribution. The definitive version was published in Journal of the Acoustical Society of America 148(1), (2020): 51-62, doi:10.1121/10.0001517.A fully three-dimensional (3D) omnidirectional numerical coupled mode model of acoustic propagation is detailed. A combination of normal mode and finite element computational methods is applied to produce the numerical results. The technique is tested in a strongly range-dependent ocean environment modeled after the Hudson Canyon. Modeled sound from three source locations selected over different bathymetric depths is examined to determine capabilities and difficulties associated with varying numbers of propagating vertical modes across the horizontal domain, and variable amounts of mode coupling. Model results are compared to those from a unidirectional Cartesian 3D parabolic equation simulation, and from adiabatic (uncoupled) simulations to illustrate the capabilities of the techniques to study the influences of coupling, strong refraction, and reflection.This work was supported by the Office of Naval Research under a grant to Woods Hole Oceanographic Institution [Grant No. N00014-18-1-2172 which is a Postdoctoral Fellowship for B.J.DeC.]. T.F.D. acknowledges ONR Ocean Acoustics Program Grant No. N00014-17-1-2624.2021-01-0

Neurodiverse Navigation and Disability Equity in a NYC DoE Early College Library

The Bard High School Early College Queens (BHSEC Q) serves high school students who are simultaneously earning college associates degrees. The library works in partnership with a student affinity group called the Abled-Disabled Alliance (ADA). During the 2021-22 school year, the ADA has recommended a library renovation and a disability studies course, among other initiatives. The librarian taught “Disability and Equity in the Library,” to 13 students, many of whom identified as neurodiverse or disabled, and invited them to reflect on their learning needs. The course culminated in research-based proposals to redesign library space and services. This work complements one of our student ADA leaders’ citywide advocacy efforts in special education