Chemical synthesis of monomeric self-sealant type esters Status report

Synthesis of alkyl esters of alpha-cyanosorbic acid for self-sealing polymerizatio

Results of the pretest analysis of the Apollo SM-LM RCS engine when operated at severe off-limits test conditions

Pretest analyses of Apollo SM-LM RCS engine to predict component failure effects on engine performanc

The Identification of Variables and Factors Related to Preservice Teacher Candidates’ Passing a State Teacher Certification Examination at an HBCU

This study sought to examine the outcome of teacher education candidates’ performance on a state content exam. Seventeen participants from the class of 2012 were identified for the study of which 12 participants fully participated in the study. This study utilized data collected from the participants through the Teacher Quality Enhancement Subcontract Grant Summer/Fall/Spring 2011-2012 Workshop Series held at the private HBCU. The research design used a QUAN- QUAL-QUAN to triangulate the data through three methods of data collection: GACE early childhood education (ECE) data, GACE ECE survey questionnaire and class of 2012 member interviews. The findings from the survey items related to program quality for the participants’ mean was 3.05 (n = 12) on a 1 to 5 Likert scale. The findings from the survey items related to motivation for the participants’ mean was 4.35 (n = 12) on a 1 to 5 Likert scale. A limitation was the total participants that were available for the case study of majors for the degree in the class of 2012 (n = 17). Recommendations for future studies include a concentrated study from public and private HBCUs and/or minority serving institutions with teacher preparation programs enrolling more than 30 candidates of color in their graduating classes

Persistence to Graduation: Does Financial Aid Matter?

This mixed methods research study used a QUAN-QUAL Model to examine the impact that various factors have on student persistence to graduation in postsecondary education. A documentary research approach was used to collect existing data for first-time full-time freshmen in the Fall 2008 Cohort who graduated within six years at a private Historically Black College or University. A correlational research design was employed to determine if a significant relationship existed between the dependent variables—Persistence to Graduation within Six Years and Final GPA at Time of Degree Completion and independent variables. Descriptive statistical analyses were used to describe, summarize, and interpret the data collected. A case study research approach was used to gain an in-depth understanding into the real-life experiences of a small group of students who did not graduate within six years and who were still persisting toward degree attainment. Selected findings revealed that persistence to graduation within six years was significantly and positively related to the number of occurrences of financial aid awarded. As the number of financial aid occurrences decreased, the number of years to graduate decreased. Alternatively, an increase in the number of financial aid occurrences resulted in an increase in years to graduate

Shifting the paradigm on cultural property and heritage in international law and armed conflict: time to talk about reparations?

The demolition of the mausoleums in Timbuktu, the destruction of the Temple of Bel in Palmyra, and the aerial bombardment of the Old City of Sana’a in Yemen - each mark a continuing trend of intentionally targeting cultural property, and disregard for its protection under international humanitarian law. From as far back as records of war exist, through to contemporary conflicts, cultural sites have been a target for states and non-state armed groups. The destruction is used as a means to delegitimise opponents and displace their populations, reject the symbols of a regime, disrupt a sense of continuity for communities and corrode collective identities. (Brosché et al. 2017 & Ascherson 2005) While international law has focused on a three-P approach (hereafter ‘PPP’), imposing obligations on states to preserve, protect and prosecute the destruction of cultural property, treaties in this area remain silent on the aftermaths of such violence with little attention to reconstruction or reparative measures, thus further endangering sites. Moreover, such treaties emphasise the physical and properterial manifestations of heritage, neglecting its more intangible manifestations that are equally destroyed – such as language and traditions, oral history, songs and dance. As a result there is a vast lacuna in addressing the real impact of war on communities whose cultural heritage, and through it the cultural bonds between individuals and across generations, is destroyed.AHR