Differences in Dropout Rates as a Function of High School Size for Students in Poverty: A Texas Multiyear, Statewide Study

Child poverty in the United States, with regard to student achievement, has grave challenges for the children who face poverty (Scott & Pressman, 2013). Not only is living in poverty associated with lower academic achievement, but student poverty is also associated with lower rates of school completion (Borg, Borg, & Stranahan, 2012; Cooper & Crosnoe, 2007; Kena et al., 2015). Consequentially, students who do not complete high school are more likely to (a) serve time in prison, (b) need government assistance, and/or ( c) die at an earlier age (Messacar & Oreopoulos, 2013). With the increasing number of children who are living in poverty, child poverty is an issue that needs to be at the forefront of the educational agenda (Tienken, 2012)

Becoming Enough: An ethnographic study of bicultural Latinx individuals in Boulder County and the GENESISTER program

This thesis is a community-based ethnographic study of how identity is constructed within a population of bicultural Latinx individuals in Boulder County. The GENESISTER program, a pregnancy prevention and sexual health education program within the Boulder County Public Health department is used as a site of study due to the large number of Latinx youth and families enrolled in the program. My research aims to uncover the experiences of bicultural Latinx individuals as representatives of a minority population in Boulder County and how this impacts their sense of self and identity. Being bicultural involves the constant need to maintain a balance between multiple aspects of one’s own identity, which at times can create a sense of struggle or confusion among bicultural individuals. GENESISTER, a program that has evolved into much more than just pregnancy prevention, provides services that are directly oriented towards supporting bicultural Latinx youth and their families. This study demonstrates that by participating in the GENESISTER program, Latinx youth and their families are given resources that aid them in navigating their unique life circumstances and help to maintain a healthy balance between their Latinx selves and their selves that are rooted in mainstream U.S. culture. GENESISTER successfully empowers bicultural Latinx youth to create a life that is of their own choosing rather than a life dominated by the various forms of racism, oppression, and discrimination that they so often face

Impact of Yoga on Low Back Pain and Function: A Systematic Review and Meta-Analysis

An estimated 70% of people will experience low back pain at some point in their lives, and recurrence rates can be as high as 85%. Recent studies suggest that yoga – a widely practiced physical/mental discipline – may relieve back pain and reduce functional disability. The objective of this study was to conduct a systematic review and meta-analysis of the existing research on the effects of yoga on chronic low back pain and function. Our literature search began April 2011 and continued through October 2011. Cochrane, PubMed, CINAHL, Embase, ProQuest Dissertations and Theses, Google Scholar, and Clinicaltrials.gov databases were searched electronically. The search terms used were: yoga AND back pain. A total of 58 relevant studies were originally identified through the database searches. Of those, 45 were excluded on the basis of the title and/or review of the abstract. The 13 remaining studies were fully evaluated via a careful review of the full text. On the basis of the inclusion and exclusion criteria, 6 studies were excluded, leaving a total of 7 studies to be included in the meta-analyses of the impact of yoga on low back pain and function. Effect sizes were calculated as the standardized mean difference and meta-analyses were completed using a random-effects model. Overall, yoga was found to result in a medium, beneficial effect on chronic low back pain [overall effect size (ES) = 0.58, p\u3c0.001], indicating that subjects practicing yoga reported significantly less pain than control subjects. Yoga subjects also reported significantly less functional disability after the intervention (overall ES = 0.53, p\u3c0.001). Moreover, the improvements in pain and function for yoga subjects remained statistically significant 12-24 weeks after the end of the intervention (overall ES = 0.44-0.54, p≤0.002). In conclusion, yoga practice can significantly reduce pain and increase functional ability in chronic low back pain patients

Resisting Gentrification: The Theoretical and Practice Contributions of Social Work

Summary Gentrification is changing the landscape of many cities worldwide, exacerbating economic and racial inequality. Despite its relevance to social work, the field has been conspicuously absent from scholarship related to gentrification. This paper introduces the dominant view of gentrification (a political economic lens), highlighting its contributions and vulnerabilities, then introduces four case studies that illuminate the distinct contributions of social work to broaden the ways in which gentrification is theorized and responded to within communities. Findings When gentrification is analyzed exclusively through a political economy lens, researchers, policy makers, and practitioners are likely to focus on changes in land and home values, reducing the adverse effects of gentrification to a loss of affordable housing. A singular focus on affordable housing risks paying insufficient attention to racial struggle, perpetuating damage-based views of poor people and neighborhoods, and obfuscating political, social, and cultural displacements. Social work practice—including social action group work, community organizing, community development, and participatory research and planning—offers a holistic approach to understanding, resisting, and responding to gentrification and advance equitable development in the city. Applications By exploring social work practice that amplifies residents’ and change makers’ efforts, advances existing community organizing, produces new insights, builds inter-neighborhood and interdisciplinary collaborations, and facilitates social action and policy change, this paper helps community practitioners to reimagine the role of social work research and practice in gentrifying neighborhoods

Imaging Scatterometer for Observing In-Situ Changes to Optical Coatings During Air Annealing

Annealing of amorphous optical coatings has been shown to generally reduce optical absorption, optical scattering, and mechanical loss, with higher temperature annealing giving better results. The achievable maximum temperatures are limited to the levels at which coating damage, such as crystallization, cracking, or bubbling will occur. Coating damage caused by heating is typically only observed statically, after annealing. An experimental method to dynamically observe how and over what temperature range such damage occurs during annealing is desirable as its results could inform manufacturing and annealing processes to ultimately achieve better coating performance. We developed a new instrument that features an industrial annealing oven with holes cut into its sides for viewports to illuminate optical samples and observe their coating scatter and eventual damage mechanisms in-situ and in real-time during annealing. We present results that demonstrate in-situ observation of changes to titania-doped tantala coatings on fused silica substrates. We obtain a spatial image (mapping) of the evolution of these changes during annealing, an advantage over x-ray diffraction, electron beam, or Raman methods. We infer, based on other experiments in the literature, these changes to be due to crystallization. We further discuss the utility of this apparatus for observing other forms of coating damage such as cracking and blisters.Comment: 14 pages, 6 figures, submitted to Applied Optics. arXiv admin note: text overlap with arXiv:2202.1239

Clinical Symptoms Contributing to Zenker\u27s Diverticulum Repair: A Retrospective Review

Objective: Zenker\u27s diverticulum (ZD) is usually associated with dysphagia and other symptoms due to the interrelated functions of several systems. Surgical management of ZD is effective for all sizes of diverticula, but not all patients decide to undergo surgery. The purpose of this study was to determine the relationship between clinical presentation and patients\u27 decision to undergo surgical repair. Subjects and methods: This is a retrospective study including 165 patients with ZD treated over the last 11 years. Data collection includes patients\u27 chief complaints and symptoms, medical history, findings on radiologic swallow evaluations, and patients\u27 decision to undergo surgery. Pearson correlation and logistic regression analysis were performed. Results: Among our cohort, dysphagia was the most prevalent symptom (89.1%), followed by cough (65.5%) and regurgitation (58.8%). Dysphonia was prevalent among patients with a small-sized ZD. Our logistic regression model showed that patients\u27 decision to undergo surgical repair could be predicted by diverticula size (β=1.10, p=0.002) and the presence of dysphagia (β=1.91, p=0.005), cough (β=1.01, p=0.042), and dysphonia (β=-1.37, p=0.024). Conclusion: Patients\u27 decision to undergo surgery usually involves interrelated factors, including symptomatic burden, presence of comorbidities, and recommendation of the surgeon. This study has identified that diverticula size and the presence of dysphagia, cough, and dysphonia are significant factors influencing decision-making for surgical repair in patients with ZD

Youth digital activism, social media and human rights education: the Fridays for Future movement

This article examines the social media activity (Twitter) of the youth-led ‘Fridays for Future’ climate movement during the transition from in-person to online strikes early in the Covid-19 pandemic. Our aim was to identify possibilities and challenges for human rights education in youth digital activism. The research question of the study was to explore whether and how the digital environment serves as an educational space for learning about, for and through human rights. Adopting a digital ethnography, we analysed over 9,400 posts in 2020 and 2022, examining the extent to which activists’ understandings of civil, political and socio-economic rights—particularly peaceful assembly, freedom of expression, the right to a healthy environment and adequate standard of living—developed. Findings reveal the responsive, inclusive, and experiential nature of peer-to-peer learning in a social movement and our discussion considers how digital activism might support future human rights-based digital learning

Capture-Recapture Reveals Heterogeneity in Habitat-Specific Mongoose Densities and Spatiotemporal Variability in Trapping Success in St. Kitts, West Indies

The small Indian mongoose (Urva auropunctata) is a non-native invasive species across the Caribbean and a rabies reservoir on at least four islands in the region. Although previous studies reported mongoose density estimates in their non-native range, the variability in trapping designs, study seasonality, and analytical methods among studies precludes direct comparisons. This study is the first to report mongoose densities for the island of St. Kitts, West Indies. Our objective was to quantify mongoose densities across four habitats characteristic for the island. High capture and recapture rates in this study resulted in detailed estimates of spatial heterogeneity in mongoose densities, ranging from 0.53 (CI95: 0.46–0.61) mongooses/ha in suburban habitat to 5.85 (CI95: 4.42–7.76) mongooses/ha in nearby dry forest. Estimates were robust to the estimation method used (correlation among methods, r \u3e 0.9). Female-biased sex ratios estimated from fall season versus mostly unbiased sex ratios estimated from summer season suggests seasonality in capture success resulting from differences in sex-specific activity patterns of mongooses. We found no effect of habitat characteristics, at the scale of trap placements, associated with mongoose capture success

Greater than the Sum of its Parts: Centering Science within Elementary STEM Education

Conceptualizing STEM Integration For our reform efforts, the fundamental question to consider was, “What is STEM learning, or what should count as STEM learning?” The different models and definitions for Integrated STEM education range from STEM disciplines traditionally taught as separate and distinct content areas to integration among the four STEM disciplines (NAE and NRC, 2014; Stohlmann et al., 2012). Teacher educators are often challenged to design STEM learning experiences within teacher preparation courses that prepare for the reality of classrooms while presenting pedagogical alternatives (Corp et al., 2020). Many researchers, for instance, Roehrig et al. (2012) distinguish between content and context integration of STEM. Content integration requires the blending of knowledge from different content fields into a single curricular activity or unit to build a collective knowledge of STEM from multiple content areas (Roehrig et al., 2012; Wang et al., 2011) while context integration, “primarily focuses on the content of one discipline and uses contexts from others” to make the content more relevant (Roehrig et al., 2012, p. 9). Most researchers conclude that STEM integration should involve the merging of some or all the STEM disciplines to solve real-world problems (Moore et al., 2020; Rinke et al., 2016). Our conceptualization of STEM integration stems from (1) Dewey’s work (1938) that highlights learning as an active process that involves students engaged in experiences situated in and connected to the real world and, (2) ideas based on social constructivism developed by Vygotsky (1978) that emphasize learning via social interactions among individuals within a social setting. Constructionist theory (Ackermann, 2001; Harel and Papert, 1991; Papert, 1980) also framed learning experiences in the integrated STEM semester. Teaching Integrated STEM calls for pedagogies that pro-mote active learning that engages students in social interactions while working collaboratively in teams (Moore et al., 2014), and knowledge that is constructed via social discourse (Stohlmann et al., 2012). Other pedagogies that are fundamental to conceptualizing STEM learning are inquiry-based and hands-on strategies promoted in the Next Generation Science Standards (Bybee, 2009); NGSS Lead States, 2013), problem-based learning that involves a problem to solve (Shaughnessy, 2013) and connections to real-life experiences (Kelley and Knowles, 2016). In leading our curriculum reform effort, we draw upon the viewpoint that STEM curriculum must involve both content and context integration. Our framework positions science at the center placing emphasis on scientific inquiry (Kelley and Knowles, 2016). Integrated STEM education has strong ties to inquiry processes allowing students to formulate questions, participate in investigations that facilitate engineering design, and integrate technology and mathematics to design solutions to complex real-world problems (Kennedy and Odell, 2014; Moore and Smith, 2014). The framework served as a guide to inform our Integrated STEM curriculum design and STEM pathways (shared assignments) across multiple courses within the STEM Semester as explained in the subsequent sections