Tattoo Adversity, Regret, and Removal: Constructivist Grounded Theory

To date, unique tattoo designs and inks have become a trend (Mao & De Joseph, 2012). Regrettably, trendy tattoos have brought many forms of tattoo adversity. Tattoo adversity can include tattoo regret, tattoo-related health complications, and tattoo artist -tattooed relational betrayal (Birrell & Freyd, 2006). The purpose of this study was to explore the events, circumstances, and experiences that comprise tattoo adversity to such a degree that an individual would seek tattoo removal. The researcher utilized constructivist grounded theory to understand participants’ experiences of tattoo adversity leading to tattoo removal. Interview data illuminated participants’ tattoo regret, pain, and aspirations while undergoing tattoo removal. The findings underlined themes that were used to generate grounded theory on the phenomenon of tattoo adversity resulting in tattoo removal. The grounded theory generated by this study was: Participants in this study experienced a range of tattoo regret that was predominantly related to tattoos attained in their youth. Laser tattoo removal was sought to reduce distress such that participants’ bodies were congruent with their current life experiences. Future studies utilizing larger, diverse samples offering participants multiple ways to share their experiences were recommended

A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation

This program evaluation examines MindQuest21, a project-based learning (PBL) model that was implemented in a Chicago, Illinois suburban community. It began with a summer institute experience with a group of approximately seventy teachers in grades kindergarten through fifth grade. These teachers volunteered to attend a four-day MindQuest21 professional development seminar where they actively participated in a facilitated PBL model of instruction and collaborated on the development of PBL units within their district. A pre-post survey was used to compare teacher confidence increases and PBL understanding after the summer institute. This was followed by teacher interviews, follow-up sessions, classroom visits, and examinations of student artifacts. This study aims to be a resource for other school districts interested in implementing a highly collaborative PBL professional learning process within their school community. Data collected throughout the first-year implementation served as invaluable formative and summative information sources to identify specific themes and recommendations. Conceptual frameworks structure the recommendations in categories of strategic action. These recommended actions include; shifting from traditional staff development to professional learning systems, building internal sustainability for change, exploring stakeholder belief systems, moving from curriculum delivery to investing in curriculum development, and fostering environments where learning is optimized through active experiences. The research reveals insights and provides direction for educators seeking to transform their teaching and learning practices to meet the needs of our expanding and diverse 21st Century students

Results of investigations on an 0.015 scale 140A/B configuration space shuttle vehicle orbiter model (49-0) in the LTV 4 by 4-foot high speed wind tunnel (0A84)

Data obtained from a wind tunnel test of an 0.015-scale 140 A/B configuration space shuttle vehicle orbiter model (49-0) are presented. Runs were conducted at Mach numbers 0.6, 0.9, 1.2, 1.6, and 2.0 and Reynolds numbers of 8.4, 9.0, 9.0, 10.9, and 13.6 million per foot respectively. Various control surface settings were investigated from angles of attack of minus 4 degrees to plus 30 degrees at fixed angles of sideslip of zero and minus 5 degrees and through angles of sideslip from minus 2 to plus 8 degrees at fixed angles of attack of zero, plus 10, plus 15, and plus 20 degrees. The purpose of the test was to define the longitudinal and lateral-directional stability and control characteristics for the updated SSV configuration

Genome-Wide Association Study and Subsequent Exclusion of ATCAY as a Candidate Gene Involved in Equine Neuroaxonal Dystrophy Using Two Animal Models.

Equine neuroaxonal dystrophy/equine degenerative myeloencephalopathy (eNAD/EDM) is an inherited neurodegenerative disorder of unknown etiology. Clinical signs of neurological deficits develop within the first year of life in vitamin E (vitE) deficient horses. A genome-wide association study (GWAS) was carried out using 670,000 SNP markers in 27 case and 42 control Quarter Horses. Two markers, encompassing a 2.5 Mb region on ECA7, were associated with the phenotype (p = 2.05 × 10-7 and 4.72 × 10-6). Within this region, caytaxin (ATCAY) was identified as a candidate gene due to its known role in Cayman Ataxia and ataxic/dystonic phenotypes in mouse models. Whole-genome sequence data in four eNAD/EDM and five unaffected horses identified 199 associated variants within the ECA7 region. MassARRAY® genotyping was performed on these variants within the GWAS population. The three variants within ATCAY were not concordant with the disease phenotype. No difference in expression or alternative splicing was identified using qRT-PCR in brainstem across the ATCAY transcript. Atcayji-hes mice were then used to conduct functional analysis in a second animal model. Histologic lesions were not identified in the central nervous system of Atcayji-hes mice. Additionally, supplementation of homozygous Atcayji-hes mice with 600 IU/day of dl-α-tocopheryl acetate (vitE) during gestation, lactation, and adulthood did not improve the phenotype. ATCAY has therefore been excluded as a candidate gene for eNAD/EDM