Influence of Deployment on the Returning Student Veteran to a Four Year Institution

The impact of deployment on the returning student veteran to a four-year institution is unknown to the majority of the general population. With less than 5% of the population having served in the military and even fewer of those deployed overseas for greater than one year, it can be expected that there is little research on this topic at this institution of higher education. The purpose of the narrative inquiry qualitative research study is to fill the knowledge void and add to the current literature. The research participants are current or former students (graduates) within the last ten years, whose academic programs were interrupted at least once by a military deployment. These student veterans includes current and alumni undergraduate and graduate students. The theoretical framework used for this study was Transition 2.0: A Theoretical Critique of Tinto’s Model for Exploring Student-Veteran Persistence. This research utilized the narrative inquiry method to gain the lived experiences of the research participants. The sample consisted of 9 participants from an upper Midwest regional state university. Interviews were recorded and later analyzed using NVivo Software; interview notes supplemented transcripts for non-verbal messaging. Analysis of the participant narratives identified three themes that support the Theoretical Framework presented above: Goals/Commitments, Institutional Commitment, and Development and Integration. Student-veterans shared their experiences and thoughts about how they felt as students returning to the same institution regarding academics, fellow students, and the administrative processes. In summary, all participants reported a positive experience with suggestions for improvements

What Teachers Wish Administrators Knew About Co-Teaching in High Schools

This article presents the results of individual and focus group interviews with the co-teaching partner teachers comprised of general and special educators. In particular, the analysis reveals the teachers’ perceptions regarding what principals need to know and understand to support co-teaching in their schools. The co-teaching teams identified the following factors as important for the success of co-teaching in a high school classroom: teacher training, administrator training, compatibility, planning time, student schedules, natural proportions, respect and value for the teaching assignment, administrative support, and professional development. The teams also identified student and teacher benefits from participating in a co-taught classroom

Aerodynamic Characteristics of Blunt Bodies

Aerodynamic characteristics of blunt bodie

Conjugated Porphyrin Dimers: Cooperative Effects and Electronic Communication in Supramolecular Ensembles with C60

Two new conjugated porphyrin-based systems (dimers 3 and 4) endowed with suitable crown ethers have been synthesized as receptors for a fullerene-ammonium salt derivative (1). Association constants in solution have been determined by UVvis titration experiments in CH2Cl2 at room temperature. The designed hosts are able to associate up to two fullerene-based guest molecules and present association constants as high as 5 × 108 M‒1 . Calculation of the allosteric cooperative factor for supramolecular complexes [3·12] and [4·12] showed a negative cooperative effect in both cases. The interactions accounting for the formation of the associates are based, firstly, on the complementary ammonium-crown ether interaction and, secondly, on the π−π interactions between the porphyrin rings and the C60 moieties. Theoretical calculations have evidenced a significant decrease of the electron density in the porphyrin dimers 3 and 4 upon complexation of the first C60 molecule, in good agreement with the negative cooperativity found in these systems. This negative effect is partially compensated by the stabilizing C60-C60 interactions that take place in the more stable syn-disposition of [4·12]