A History of Sarcasm: Effects of Balanced Use of Sarcasm in a Relationship

We often think of sarcasm as a way to be mean—and it usually is. For instance, sarcasm has been shown to be victimizing, offensive, and anger-provoking to its targets (Toplak & Katz 2000, Bowes & Katz 2011). However, the reported valence (or emotional value) of sarcasm improves dramatically when two members of a conversation share some common ground (knowledge, perceptions & experiences), becoming more appropriate ( Kreuz, Kassler, Coppenrath, & Allen 1999), understandable (Pexman & Zvaigzne 2004), and memorable (Gibbs 1986). To test the hypothesis that the balanced use of sarcasm can similarly improve its valence, we examined differences in pragmatic uses and impressions of sarcastic dialogues, with either a balanced (two sarcastic speakers) or unbalanced (one sarcastic speaker) use of sarcasm. We conclude that a history of sarcasm in a relationship does not reduce its negative valence

1:1 Technology Initiatives, Socioeconomic Status, Gender, and Native Language on Student Academic Performance

The purpose of this dissertation was to determine the effects of socioeconomic status, gender, native language, and 1:1 initiative participation on academic performance as measured by ACT composite scores for 11th-grade students in seven high schools in Southwest Arkansas. In this study, 1:1 initiative participation was defined as providing all students in a school with a laptop or other mobile-computing device for school and home use each day. Scores chosen for this study were from the 2017 and 2018 11th-grade students in seven high schools in Southwest Arkansas. The samples were chosen from the two main accessible populations, which included scores from students in the four schools participating in a 1:1 initiative and scores from students in the three schools not participating in a 1:1 initiative. ACT composite scores were used to provide the academic performance data for the dependent variable used in each hypothesis. During the spring semesters of 2017 and 2018, the ACT was administered to 11th-grade students across the state of Arkansas including students from the seven high schools in Southwest Arkansas. For the three hypotheses, none displayed a significant interaction effect between 1:1 initiative participation and its moderator variable. Additionally, the main effect for 1:1 vii initiative participation was not significant for the three hypotheses. Similarly, the main effect for gender was not significant for Hypothesis 2. However, the main effects of socioeconomic status in Hypothesis 1 and native language in Hypothesis 3 were significant, regardless of their 1:1 initiative participation

Effects of a BMP antagonist on fracture healing in a mouse model

Thesis (M.A.)--Boston UniversityIntroduction: Fracture healing is a complex process that is responsible for forming a fracture callus to stabilize the site of injury while producing new bone. Delayed fracture healing or the development of non-union as a result of failed fracture healing is a major clinical concern effecting ~10% of all treated fractures. Recent studies have shown that RAP-661, an antagonist of Bone Morphogenetic Proteins (BMP) 2 and BMP-4 binding to its receptor BMPR-1A has shown anabolic efficacy in treating bone loss associated with osteoporosis. The purpose of this study was to assess the effectiveness of the RAP-661 protein as a therapeutic agent to improve fracture healing. Materials and Methods: 34 C57/B6 mice received unilateral mid-shaft transverse right femur fractures. Three study groups used: Vehicle Treated Control (10 mM Tris-Buffered Saline) and RAP-661 in 10 mM TBS either where the drug treatment was administered continuously over the 35 days of the study or administered with a delayed treatment beginning 14 day after fracture. Both drug and vehicle were administered via intraperitoneal injection twice per week. RAP-661 was administered at 10 mg/kg for each injection. The mice were terminally harvested at 35 days. The harvested femora were then tested via microCT analysis for material and structural properties and by mechanical testing for strength and torsional stiffness and rigidity. Results: MicroCT testing showed that both drug groups had increased bone volume and bone volume percentage. Mechanical testing however, showed that the control group was significantly stronger based on its maximal torque to failure than both either drug treatment group. Although not significant, the 35 day delay group showed comparable stiffness and rigidity to the control and trended toward higher values compared to the 35 day continuous group. Conclusion: Although both drugs groups had increased total mineral density and percentage bone volume, they both had significantly lower maximal torque to failure when compared to the control. This discordance indicates that while the RAP-661 improves overall bone accumulation, it is effecting the structural integrity of bone bridging in some manner that compromise the regain of the bone’s normal mechanical strength. Further research will be needed to resolve the mechanism(s) behind this phenomenon. These results indicate that RAP- 661 does not show therapeutic efficacy in promoting fracture healing

VIEWS FROM THE BLACKBOARD: EXPLORING PERSPECTIVES OF COTEACHING IN ELEMENTARY MATHEMATICS TEACHERS

The purpose of this study was to investigate the perceptions and experiences of third and fourth grade elementary mathematics teachers and special education teachers regarding the co-teaching inclusion model. Views of general and special education teachers toward co-teaching in mathematics in elementary classrooms was investigated. This study sought to explore how (a) elementary mathematics teachers perceived Friend’s (2008) co-teaching model, (b) which co-teaching models are most frequently used, and (c) to determine if there were similarities and/or differences between the co-teachers’ perspectives. Questionnaires, personal semi-structured interviews, classroom observations, and focus group sessions were used. Data were presented utilizing a case study approach. Data collected during this study support the results of other studies and literature that identify the needs and perceptions of co-teachers. Additional results found in this study not found by other research included 1) most participants delivered mathematics instruction using the station teaching model, 2) the one-teach one-observe method was not used in any of the mathematics classrooms and was viewed negatively by some of the participants, 3) some teachers believe students are placed in co-taught classes because of poor student behavior, not due to a learning disability, 4) if the formerly mentioned is teachers’ realities, teachers believe that professional development in behavior management would improve their ability to create a productive learning environment. Implications of this study support the understanding of co-teachers’ needs for training and shared planning times. Co-teachers’ expressed that planning time and professional development would help them in further development of their co-teaching knowledge and skills, improve instruction in their inclusive classrooms, and in managing misbehaviors. The results will benefit stakeholders in elementary schools including administrators, all students in inclusive general education classrooms, and particularly co-teachers