A Quantitative Case Study on Policy and Access at an Urban, Public University

The purpose of this study was to examine how the use of standardized test scores may have had potential impacts on students of color at an urban public university. Historically, standardized test scores have disproportionately impacted students of color and other traditionally marginalized populations in education (Fair Test, 2018). The primary research question of this study addressed the outcomes associated with the heavy reliance on standardized test scores for admission at an urban, public institution. Additionally, the study examined the impact of admissions policies on race and access to higher education. The specific questions for the research included how admission rates varied according to student characteristics. In regards to race, what is the effect on admissions when admissions criteria are increased using standardized test scores? This quantitative study adopted a case study approach. The specific context in this study examined the outcomes associated with increased admissions standards at the University of New Orleans, an urban public university. More specifically, this study only focused on students in the Greater New Orleans area. The primary goal of this research was to apply Disparate Impact analysis to examine if the increase in admissions standardized test scores changed the outcome of who (by race, socioeconomic status, gender, and community type) was admitted or denied admission to the University of New Orleans. This quantitative case study used two statistical tools, chi-square and binary logistic regression, to seek answers to two questions on the use of strict standardized test cut scores in admissions policies. This study added to the existing limited quantitative data on the impact of standardized testing on urban, public universities in the face of changing demographics in their regions. Results showed a significant decrease in applications during the change in admissions policy

Nanoparticulate Mycophenolic Acid Eye Drops - Analytical Validation of a High Performance Liquid Chromatography Assay and Stability Studies

BACKGROUND: Mycophenolic acid (MPA), an immunosuppressive agent, is used orally to reduce corneal graft rejection. However its oral use is associated with gastrointestinal side effects. OBJECTIVES: To prepare MPA nanoparticle eye drops and a validated analytical method. METHODS: Aqueous MPA eye drops were prepared by nanoencapsulation of MPA using Nanomerics MET (N-palamitoylN-monomethyl-N,N-dimethyl-N,N,N-trimethyl-6-O-glycolchitosan) at a MET, MPA ratio of 7.5: 1 g g-1 in the presence of glycerol (2.75% w/w). A validated MPA in-formulation drug substance assay was then developed. RESULTS: MET-MPA formulations were prepared as well as a validated assay. Assay validation parameters for the analysis of MPA in the formulation were satisfactory [Plate count = 16458, Capacity Factor = 2.4, Tailing Factor = 1.02, linearity = 0.999 (0.016 - 0.5 mg mL-1 ), limit of detection = 0.056 mg mL-1 , limit of quantification = 0.17 mg mL-1 , accuracy = 98%, intraday and interday relative standard deviation = 0.45% and 4% respectively]. The candidate formulation (z - average mean = 66 ± 0.4 nm, polydispersity index = 0.12 ± 0.012, drug content = 1.14 ± 0.003 mg mL-1 , zeta potential = +8.5 ± 1.4 mV, pH = 7.4 ± 0.02, osmolarity = 309 ± 1.5 mOSm L-1 , viscosity = 1.04 ± 0.001 mPa.s) was then found to be stable for 14 days with respect to drug content at refrigeration, room and accelerated (40C )temperature and. All other formulation parameters were within the ocular comfort range. CONCLUSIONS: A validated assay (ICH and US FDA guidelines) for new MPA nanoparticle eye drops has been developed

Strengthening Cross-Identity Collaborations and Relationships: A Critical Conversation

Cross-identity collaborations operate within the larger societal context of whiteness and other forms of domination. Thus, individual actors within cross-identity collaborations must navigate this context and their collaborations with consideration for the interpersonal/social, functional, material, and emotional risks and precautions. Given historical patterns of domination, exploitation, and oppression, caution is understandable and advised, yet can undermine forward progress. In order to productively examine this challenge, this session focuses on cross-identity collaboration among those who engage in the preparation of school leaders, and more specifically, those who prepare school leaders with a central focus on social justice

Constitutional Implications of School Punishment for Cyber Bullying

In this article, we address the scope of student free speech rights as it relates to cyber bullying. We provide a review of legal theories under which school administrators can address cyber bullying while still respecting student free speech rights and the First Amendment. Additionally, we address the jurisdiction of administrators to deal with off-campus bullying conduct

Cyber Bullying and Free Speech: Striking an Age-Appropriate Balance

Cyber bullying has generally been dealt with by the courts using one of two legal analyses: the “true threats” doctrine, or the Tinker substantial disruption test. This law review, the Cleveland State Law Review, recently published Anti-Cyber Bullying Statutes: Threat to Student Free Speech (referred to herein as “the Threat to Speech article”), which addressed these two theories, and argued that the current evolution of cyber bullying legislation simply goes too far. For example, Hayward states Anti-cyber bullying laws are the greatest threat to student speech because they seek to censor it anytime it occurs, using “substantial disruption” of school activities as justification and often based only on mere suspicion of potential disruption. The Threat to Speech article advocates greater protection of student speech. While we recognize that any regulation of speech by the state may raise First Amendment concerns, we are not so quick to conclude that cyber bullying regulations “chill student free speech.” Our analysis of the law leads us to the conclusion that school administrators have relatively broad discretion to regulate student speech, provided those regulations either serve legitimate pedagogical ends or protect the rights of other students and the school environment. Indeed, as we will demonstrate below, the evolution of the Supreme Court’s student free speech jurisprudence has followed the trend of granting more and more leeway to administrators. Contrary to the claims in the Threat to Speech article, in our opinion that leeway clearly extends to allowing regulation of speech which originates off campus but has a reasonable likelihood of making its way on campus. We also believe that, in addition to true threats and the Tinker substantial disruption standard described in the Threat to Speech article, school administrators may also regulate student speech consistent with the Court’s holding in Fraser—which set what we refer to as the “fundamental values standard” —and based on the fighting words doctrine

Pathways to the Principalship: An Event History Analysis of the Careers of Teachers With Principal Certification

Utilizing rich data on nearly 11,000 educators over 17 academic years in a highly diverse context, we examine the career paths of teachers to determine whether and when they transition into the principalship. We utilize a variety of event history analyses, including discrete-time hazard modeling, to determine how an individual’s race, gender, and their combination—among other characteristics—contribute to their likelihood of making this transition. We found that inequitable pathways to the principalship are not explained by systematic differences in personal and contextual characteristics along lines of race and gender but rather that the selection of school leaders may be a process influenced by systemic bias

Cyber Bullying and Free Speech: Striking an Age-Appropriate Balance

Cyber bullying has generally been dealt with by the courts using one of two legal analyses: the “true threats” doctrine, or the Tinker substantial disruption test. This law review, the Cleveland State Law Review, recently published Anti-Cyber Bullying Statutes: Threat to Student Free Speech (referred to herein as “the Threat to Speech article”), which addressed these two theories, and argued that the current evolution of cyber bullying legislation simply goes too far. For example, Hayward states Anti-cyber bullying laws are the greatest threat to student speech because they seek to censor it anytime it occurs, using “substantial disruption” of school activities as justification and often based only on mere suspicion of potential disruption. The Threat to Speech article advocates greater protection of student speech. While we recognize that any regulation of speech by the state may raise First Amendment concerns, we are not so quick to conclude that cyber bullying regulations “chill student free speech.” Our analysis of the law leads us to the conclusion that school administrators have relatively broad discretion to regulate student speech, provided those regulations either serve legitimate pedagogical ends or protect the rights of other students and the school environment. Indeed, as we will demonstrate below, the evolution of the Supreme Court’s student free speech jurisprudence has followed the trend of granting more and more leeway to administrators. Contrary to the claims in the Threat to Speech article, in our opinion that leeway clearly extends to allowing regulation of speech which originates off campus but has a reasonable likelihood of making its way on campus. We also believe that, in addition to true threats and the Tinker substantial disruption standard described in the Threat to Speech article, school administrators may also regulate student speech consistent with the Court’s holding in Fraser—which set what we refer to as the “fundamental values standard” —and based on the fighting words doctrine

Feedback from activity trackers improves daily step count after knee and hip arthroplasty: A randomized controlled trial

Background: Commercial wrist-worn activity monitors have the potential to accurately assess activity levels and are being increasingly adopted in the general population. The aim of this study was to determine if feedback from a commercial activity monitor improves activity levels over the first 6 weeks after total hip arthroplasty (THA) or total knee arthroplasty (TKA). Methods: One hundred sixty-three consecutive subjects undergoing primary TKA or THAwere randomized into 2 groups. Subjects received an activity tracker with the step display obscured 2 weeks before surgery and completed patient-reported outcome measures (PROMs). On day 1 after surgery, participants were randomized to either the “feedback (FB) group” or the “no feedback (NFB) group.” The FB group was able to view their daily step count and was given a daily step goal. Participants in the NFB group wore the device with the display obscured for 2 weeks after surgery, after which time they were also able to see their daily step count but did not receive a formal step goal. The mean daily steps at 1, 2, 6 weeks, and 6 months were monitored. At 6 months after surgery, subjects repeated PROMs and daily step count collection. Results: Of the 163 subjects, 95 underwent THA and 68 underwent TKA. FB subjects had a significantly higher (P \u3c .03) mean daily step count by 43% in week 1, 33% in week 2, 21% in week 6, and 17% at 6 months, compared with NFB. The FB subjects were 1.7 times more likely to achieve a mean 7000 steps per day than the NFB subjects at 6 weeks after surgery (P ¼ .02). There was no significant difference between the groups in PROMs at 6 months. Ninety percent of FB and 83% of NFB participants reported that they were satisfied with the results of the surgery (P ¼ .08). At 6 months after surgery, 70% of subjects had a greater mean daily step count compared with their preoperative level. Conclusion: Subjects who received feedback from a commercial activity tracker with a daily step goal had significantly higher activity levels after hip and knee arthroplasty over 6 weeks and 6 months, compared with subjects who did not receive feedback in a randomized controlled trial. Commercial activity trackers may be a useful and effective adjunct after arthroplasty