Examining COVID-19 Long-Haulers Along Gender, Race Stress and Social Support Variables

Unfortunately, the United States has experienced approximately 620,000 deaths as a direct result of COVID-19, with elderly, Hispanic, and Black Americans experiencing the greatest risk (CDC, 2021). Although most individuals recover from mild to moderate COVID-19 infections within a few weeks, some may experience lingering symptoms for many months (Mayo Clinic, 2020). These individuals are commonly known as COVID-19 long-haulers. In order to properly assist in the well-being of COVID-19 long-haulers, more needs to be understood in terms of how gender, race, stress, and social support impact symptomatology within this population. The present study seeks to address this gap in the literature by examining the frequency and severity of symptoms experienced by COVID-19 long-haulers throughout their illness. Independent t-tests were used to assess the differences in symptoms between females and males, and also White and BIPOC participants. Regression analyses were conducted to determine the prediction of COVID-19 symptom frequency and severity by stress, social support, and gender. Results demonstrated that female participants report experiencing greater symptom frequency and severity in several COVID-19 symptom domains, compared to male participants. In addition, results indicate that stress predicts COVID-19 severity and frequency in several symptom domains. The implications of this study’s findings include helping COVID-19 long-haulers in managing their stress, which may be especially important for female long-haulers

Chromatic Fluidity

University of Michiganhttps://deepblue.lib.umich.edu/bitstream/2027.42/144741/1/Mabie_Hannah_Thesis.pd

The present freedom of woman and its bearing on the life of the family

This item was digitized by the Internet Archive. Thesis (M.A.)--Boston Universityhttps://archive.org/details/thepresentfreedo00wel

An Examination of Student Performance in Reading/Language and Mathematics after Two Years of Thinking Maps® Implementation in Three Tennessee Schools.

The purpose of this study was to determine what, if any, association exists between Thinking Maps® instruction and student achievement in fifth grade students in Reading/Language and Mathematics as reported by the State NCE scores of the criterion referenced portion of the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test in 3 Title I elementary schools in northeast Tennessee. The association was examined after 2 years of Thinking Maps® implementation and instruction. Using a quantitative design, the quasiexperimental study included fifth grade students\u27 State NCE scores from 2005 and the same students\u27 State NCE scores from 2003. Scores obtained by fifth grade students who received Thinking Maps® instruction were examined for differences in Reading/Language and Mathematics and were also compared with scores obtained by fifth grade students who did not receive Thinking Maps® instruction for the same 2-year period. Paired t-tests and a 3-factor repeated measures design, repeated on 1 factor, were used to investigate differences in achievement as categorized by Thinking Maps® instruction or no Thinking Maps®instruction for 2 years. The results of the study indicated that there was a significant difference for the Reading/Language means for students after 2 years of Thinking Maps implementation but not a significant difference for Mathematics. There was not a significant difference between the two treatment schools in either Reading/Language or Mathematics. The 2 treatment schools had different percentages economically disadvantaged students. The results of the study also indicated that there was a significant 2-way interaction for Year by School in Reading/Language between 1 treatment school and the control school, the 2 schools with similar percentages of economically disadvantaged students. The findings of the tests of simple effect for the differences between the 2003 and 2005 Reading/Language means for the treatment school showed the 2005 Reading/Language mean was over 7 points higher than the 2003 Reading/Language mean. The findings of the tests of simple effect for the differences between the 2003 and 2005 Reading/Language means for the control school were also significant with the 2005 Reading/Language mean being 6 points lower than the 2003 Reading/Language mean

Geophysical investigation of the T and T Mine Complex, Preston County, West Virginia

The U.S. Department of Energy National Energy and Technology Laboratory have utilized an airborne platform with remote sensing technologies consisting of a multi-spectral scanner and airborne electromagnetic conductivity technologies to provide a rapid reconnaissance of watershed areas. Airborne surveys were flown over the T&T Mine Complex, located in Preston County, West Virginia. The electromagnetic and thermal anomalies observed in the airborne data were compared to mine maps to correlate anomalous features with mine pools and ground water discharge points that may represent acid mine drainage (AMD). Surface geophysical studies were performed to delineate the conductivity anomalies observed in the airborne data. The geophysical surveys were not able to resolve the mine pool at a depth of 90 meters; however, there was resolution between airborne and ground survey results up to a depth of 40 meters. The thermal data was not able to resolve groundwater discharge points that may represent AMD