A MIXED-METHODS STUDY OF ENTOMOLOGY INCORPORATION IN U.S. SECONDARY SCIENCE INSTRUCTION

To encourage understanding and appreciation of insects, entomology education advocates have supported and encouraged K-12 teachers to integrate insects and insect-related content into formal science instruction. However, research examining how and why science teachers incorporate entomology into secondary science courses is limited. A sequential explanatory mixed-methods research study was conducted to address this gap. The study was conducted in two phases. During the first phase, quantitative survey research was conducted with a representative sample of 254 U.S. secondary life science teachers. During the subsequent qualitative phase, follow-up interviews were conducted with a purposeful sample of 18 survey participants and an opportunistic sample of three secondary science teachers with experience incorporating entomology content in their science instruction. Data were analyzed separately, and quantitative and qualitative findings integrated to form a more complete understanding of how and why teachers’ incorporate entomology content in U.S. secondary science instruction. Results from this study (1) characterize entomology incorporation practices in a representative sample of U.S. secondary science classrooms, (2) identify factors that facilitate or hinder secondary science teachers’ entomology incorporation efforts, and (3) elicit teacher perspectives on how K-12 entomology education resources or supports can be designed to meet teacher needs. Findings indicate that a diverse assortment of insects are commonly incorporated into classrooms, but that incorporation generally occurs less than once per month. Lesson plans and live insects are commonly used to support incorporation of entomology content. Factors that impact teachers’ entomology incorporation efforts include teachers’ attitudes and beliefs, prior entomology experiences, as well as external variables such as amount of instructional time available and fit with approved curriculum or state or national science standards. These insights are especially valuable as they come directly from in-service life science teachers who are in the best position to identify obstacles and provide their feedback on preferred resources to address identified barriers. Recommendations for entomology and science education organizations include development of appropriate resources to address potential gaps in curriculum and professional development offerings. Advisor: Doug Golic

Hidden in Plain Sight: Homeless Students In America's Public Schools

Student homelessness is on the rise, with more than 1.3 million homeless students identified during the 2013-14 school year. This is a 7 percent increase from the previous year and more than double the number of homeless students in 2006-07. As high as these numbers seem, they are almost certainly undercounts.Despite increasing numbers, these students - as well as the school liaisons and state coordinators who support them - report that student homelessness remains an invisible and extremely disruptive problem.Students experiencing homelessness struggle to stay in school, to perform well, and to form meaningful connections with peers and adults. Ultimately, they are much more likely to fall off track and eventually drop out of school more often than their non-homeless peers.This study:provides an overview of existing research on homeless students,sheds light on the challenges homeless students face and the supports they say they need to succeed,reports on the challenges adults - local liaisons and state coordinators - face in trying to help homeless students, andrecommends changes in policy and practice at the school, community, state and national level to help homeless students get on a path to adult success.This is a critical and timely topic. The recent reauthorization of the Every Student Succeeds Act (ESSA) provides many new and stronger provisions for homeless students (effective Oct. 1, 2016); requires states, district and schools for the first time to report graduation rates for homeless students (effective beginning with the 2016-17 school year); and affirms the urgency and importance of dealing with homelessness so that all children can succeed

2015 Building a Grad Nation Report: Progress and Challenge in Ending the High School Dropout Epidemic

This sixth annual report to the nation highlights the significant progress that has been made, but also the serious challenges that remain – closing gaping graduation gaps between various student populations; tackling the challenge in key states and school districts; and keeping the nation's focus on ensuring that all students – whom Robert Putnam calls "our kids" – have an equal chance at the American Drea

X-ray Reverberation Mapping of Ark 564 using Gaussian Process Regression

Ark 564 is an extreme high-Eddington Narrow-line Seyfert 1 galaxy, known for being one of the brightest, most rapidly variable soft X-ray AGN, and for having one of the lowest temperature coronae. Here we present a 410-ks NuSTAR observation and two 115-ks XMM-Newton observations of this unique source, which reveal a very strong, relativistically broadened iron line. We compute the Fourier-resolved time lags by first using Gaussian processes to interpolate the NuSTAR gaps, implementing the first employment of multi-task learning for application in AGN timing. By fitting simultaneously the time lags and the flux spectra with the relativistic reverberation model RELTRANS, we constrain the mass at $2.3^{+2.6}_{-1.3} \times 10^6M_\odot$, although additional components are required to describe the prominent soft excess in this source. These results motivate future combinations of machine learning, Fourier-resolved timing, and the development of reverberation models.Comment: 19 pages, 9 figures. Accepted for publication in The Astrophysical Journa

Disk, Corona, Jet Connection in the Intermediate State of MAXI J1820+070 Revealed by NICER Spectral-timing Analysis

We analyze five epochs of Neutron star Interior Composition Explorer (NICER) data of the black hole X-ray binary MAXI J1820+070 during the bright hard-to-soft state transition in its 2018 outburst with both reflection spectroscopy and Fourier-resolved timing analysis. We confirm the previous discovery of reverberation lags in the hard state, and find that the frequency range where the (soft) reverberation lag dominates decreases with the reverberation lag amplitude increasing during the transition, suggesting an increasing X-ray emitting region, possibly due to an expanding corona. By jointly fitting the lag-energy spectra in a number of broad frequency ranges with the reverberation model reltrans, we find the increase in reverberation lag is best described by an increase in the X-ray coronal height. This result, along with the finding that the corona contracts in the hard state, suggests a close relationship between spatial extent of the X-ray corona and the radio jet. We find the corona expansion (as probed by reverberation) precedes a radio flare by ~5 days, which may suggest that the hard-to-soft transition is marked by the corona expanding vertically and launching a jet knot that propagates along the jet stream at relativistic velocities

Lack of Antinociceptive Cross-Tolerance With Co-Administration of Morphine and Fentanyl Into the Periaqueductal Gray of Male Sprague-Dawley Rats

Tolerance to the antinociceptive effect of mu-opioid receptor (MOPr) agonists, such as morphine and fentanyl, greatly limits their effectiveness for long-term use to treat pain. Clinical studies have shown that combination therapy and opioid rotation can be used to enhance opioid-induced antinociception once tolerance has developed. The mechanism and brain regions involved in these processes are unknown. The purpose of this study was to evaluate the contribution of the ventrolateral periaqueductal gray (vlPAG) to antinociceptive tolerance and cross-tolerance between administration and co- administration of morphine and fentanyl. Tolerance was induced by pretreating rats with morphine or fentanyl or low-dose combination of morphine and fentanyl into the vlPAG followed by assessment of cross-tolerance to the other opioid. In addition, tolerance to the combined treatment was assessed. Cross-tolerance did not develop between repeated vlPAG microinjections of morphine and fentanyl. Likewise, there was no evidence of cross-tolerance from morphine or fentanyl to co-administration of morphine and fentanyl. Co-administration did not cause cross-tolerance to fentanyl. Cross- tolerance was only evident to morphine or morphine and fentanyl combined in rats pretreated with co-administration of low-doses of morphine and fentanyl. In conclusion, cross-tolerance does not develop between morphine and fentanyl within the vlPAG. This finding is consistent with the functionally selective signaling that has been reported for antinociception and tolerance following morphine and fentanyl binding to the MOPr. This research supports the notion that combination therapy and opioid rotation may be useful clinical practices to reduce opioid tolerance and other side effects. Perspective: This preclinical study shows that there is a reduction in cross tolerance between morphine and fentanyl within the periaqueductal gray which is key brain region in opioid antinociception and tolerance

Social Networks and Friendships at School: Comparing Children With and Without ASD

Self, peer and teacher reports of social relationships were examined for 60 high-functioning children with ASD. Compared to a matched sample of typical children in the same classroom, children with ASD were more often on the periphery of their social networks, reported poorer quality friendships and had fewer reciprocal friendships. On the playground, children with ASD were mostly unengaged but playground engagement was not associated with peer, self, or teacher reports of social behavior. Twenty percent of children with ASD had a reciprocated friendship and also high social network status. Thus, while the majority of high functioning children with ASD struggle with peer relationships in general education classrooms, a small percentage of them appear to have social success

Comprehensive and Integrated Genomic Characterization of Adult Soft Tissue Sarcomas

Sarcomas are a broad family of mesenchymal malignancies exhibiting remarkable histologic diversity. We describe the multi-platform molecular landscape of 206 adult soft tissue sarcomas representing 6 major types. Along with novel insights into the biology of individual sarcoma types, we report three overarching findings: (1) unlike most epithelial malignancies, these sarcomas (excepting synovial sarcoma) are characterized predominantly by copy-number changes, with low mutational loads and only a few genes (, , ) highly recurrently mutated across sarcoma types; (2) within sarcoma types, genomic and regulomic diversity of driver pathways defines molecular subtypes associated with patient outcome; and (3) the immune microenvironment, inferred from DNA methylation and mRNA profiles, associates with outcome and may inform clinical trials of immune checkpoint inhibitors. Overall, this large-scale analysis reveals previously unappreciated sarcoma-type-specific changes in copy number, methylation, RNA, and protein, providing insights into refining sarcoma therapy and relationships to other cancer types