Through the Lens of Trauma: Building Resilient Learning Communities

Children\u27s brains develop within the context of their earliest environments and experiences. Their neural and social development can be affected as consequences of complex trauma, disorganized attachment, maltreatment, and abuse. During early childhood, children\u27s nervous systems are in their most vulnerable period of maturation and organizational development. Early life traumas and stresses can lead to structural and physiological differences, having long-term consequences on emotional, behavioral, cognitive, and social development. Children with adverse childhood experiences, including complex trauma, are more likely to be suspended, expelled, or have lower academic achievement. This puts students with early trauma histories at greater risk of dropping out of school and experiencing difficulty in peer relationships. Early interventions and creating trauma-informed classrooms can have a strong positive impact on brain development for students who have experienced complex trauma by helping students to self-soothe and self-regulate. Yet, while trauma-informed care strategies have been proven to support students, teachers are not always able to implement these strategies in the classroom. This research explored both the internal and external barriers to providing trauma-informed care within one school district using a mixed methods approach, which included both teacher and administrator interviews, as well as an online survey about trauma-informed care in the classroom. The results of the study showed that shifting perspectives from a treatment-based approach to trauma-informed care to a model of building cohorts and creating community among teachers led to more resilient learning communities for both students and teachers. Implications are that future practice can include providing better trauma-informed care by supporting teachers build relationships so they can help these vulnerable student populations and improve their educational and life outcomes

Are Unicorns Extinct in the Modern World?: Directing Tennessee Williams\u27 The Glass Menagerie in 2017

What follows is a description of my process directing The Glass Menagerie by Tennessee Williams. I’ve made an effort to track the journey I undertook starting from my earliest encounter with the play and the selection of the story as a thesis project. This document contains my initial script analysis, notes from design meeting collaborations, casting decisions, general research approaches, the rehearsal process, performance insights, and evaluations after completion. This document will also provide, intermittently, additional reflections on my critical attitudes towards this play and production, as well as self-assessments related to notable lessons, successes, failures, and discoveries pertinent to my field of study: the art of directing. Moreover, selected entries from my personal journal which was maintained for eight months during this creative process will provide supplemental material for further reading at the conclusion

Finding Nash equilibria in two-player, zero sum games

In many games, it is desirable to find strategies for all players that simultaneously maximize their respective worst-case payoffs. A set of strategies satisfying this criterion is called a Nash equilibrium. Because the search space of possible strategies grows rapidly as the size of the game increases, specialized algorithms are needed to efficiently find Nash equilibria. In this paper, current equilibrium-finding methods are presented and key areas for future work are identified. The first algorithm, due to Koller, Megiddo, and von Stengel, computes standard Nash equilibria in two-player, zero-sum games. The second algorithm, due to Miltersen and Sorensen, extends the method of Koller, Megiddo, and von Stengel to find proper equilibria. Both algorithms run in polynomial time in the worst case. The hardness of the equilibrium-finding problem for general-sum games highlights the need for new approximation methods

Research in Special Education: Implications for Practice

Identifying How to Better Support Parents of Children with Autism by Sarah Rushworth Autism Spectrum Disorder (ASD) is collection of neurological disorders affecting communication, social, and behavioral development (Nealy, 2012). More and more children are being diagnosed as having ASD each year in America. Today, 1 in every 110 children in the United States has autism (Nealy, 2012). The families of these children with autism must learn how to cope with the challenges that come along with the disorder. These challenges include lacking social and communication skills, which can lead to difficult behaviors. Raising a child with autism is associated with increased family stress and depression. This impacts family functioning and can lead to families being isolated from friends and family, as well as leave families with a feeling of stress and helplessness; parents need more support with how to cope with having a family member with autism in order to help improve these families overall quality of life (Russa, 2015). The purpose of this research was to examine how parents of children with autism could be better supported, using interview data. Families of children with autism need to have a variety of supports in place and overall feel as though they are not receiving enough (Nealy, 2012). The intention of this study is to obtain more knowledge of what parents of children with autism need in order to feel better supported, more confident, and less stressed. The Use of Project Based Learning to Empower Latino Students by Shannon Ward Today, the high school graduation rate for Latino males is 50% (Huerta, 2015). Additionally, Latino males often compose a disproportionate amount of suspensions, and the Latino population makes up a disproportionate amount of the students in special education. There has been much research done on the history of the Latino experience in the American school system, and how it has affected their current performance (Conchas, 2015), cultural factors that have impeded Latino student performance, as well as ways in which school counselors, and more developed college access programs can help mitigate this issue (Huerta, 2015). However, there has been little or no research done as to what teachers, in the classroom, can do to support Latino students to help them feel more part of the school community and graduate from high school. Therefore, the goal for this research is to identify learning strategies that can be successful in empowering Latino students in their education. The Common Core State Standards (CCSS) aim to provide young men and women with the skills necessary to be successful in their future college and career endeavors. The incorporation of Project Based Learning (PBL) is one method educators use to achieve this purpose. PBL may be very beneficial to the Latino community as its focus on group work will ensure that they interact with their peers, and become more involved in their own learning. Currently, there is significant research on PBL project ideas, group dynamics, and cooperative learning strategies. However, there is very limited empirical research on the effect PBL has on the education of struggling learners. Therefore, the goal of this study is to determine how to use PBL to empower students of the Latino community. Behavior Interventions for the Classroom by Anna Veelman Behavior challenges and Urban Education are two terms that unfortunately go hand and hand. Students from urban communities are more likely to experience trauma due to violence, death, neglect, and abuse. Children may respond to these traumatic experiences in the form of behaviors in the classroom. Students with trauma or behavior disorders are likely exhibit severe behaviors such as violence, disruption, self-harm, and defiance with in the classroom (Gregory, Skiba, & Noguera, 2010). Students who exhibit these types of behaviors may be put on a behavior plan or be referred for an Individualized Education Program for Emotional Disturbance or miss academics due to being sent out of the classroom. With a high amount of these students being boys of color, this increases the over-representation of this demographic within special education but also aids in the continuation of systems like the school to prison pipeline and achievement gap (Wilson, 2014). This project will be looking deeper into trauma-based behaviors and strategies for teachers to use within the classroom to best support students who exhibit these severe behaviors. The Role of Trauma in Special Education and Early Interventions for Educators by Kristen Wimpee Children\u27s brains develop within the context of their earliest environments and experiences. Their neural and social development can be affected as consequences of complex trauma, disorganized attachment, maltreatment, and abuse. During early childhood, children\u27s nervous systems are in their most vulnerable period of maturation and organizational development. Early life traumas and stresses can lead to structural and physiological differences, which can have long-term consequences on emotional, behavioral, cognitive, and social development. These students often have trouble interacting with others, communicating, playing, and learning. Research shows that students with trauma have difficulty with self-regulation and self-soothing; they tend to struggle with aggressive tendencies, attention, disassociation, and physical and motor delays (Bath, 2008). Children with adverse childhood experiences, including complex trauma, are more likely to be suspended, expelled, and have lower academic achievement. They are at a higher risk of failing, dropping out, and are usually assigned to special education. This puts students with early trauma histories at greater risk of behavioral challenges, suspension, expulsion, low academic achievement, drop out, and difficulty in peer relationships. Many of these children are assigned to special education. Early interventions and creating trauma- sensitive classrooms through multi-modal methods can significantly impact brain development for students who have experienced complex trauma by helping students to self-soothe and self-regulate. Therefore, this presentation will report on the complex link between trauma, diagnosed behavioral disabilities, and behavioral difficulties in the classroom that affect student learning. Trauma-informed teaching methods can help build strong relationships with trauma-affected children, who often have disrupted attachments. These methods can help students develop a resiliency mindset and develop the skills and motivation to successfully engage with the world around them

Effects of Land Use and Pollution Loadings on Ecotoxicological Assays and Bacterial Taxonomical Diversity in Constructed Wetlands

Freshwater ecosystems are affected by anthropogenic alterations. Different studies have extensively studied the concentrations of metals, nutrients, and water quality as measurements of pollution in freshwater ecosystems. However, few studies have been able to link these pollutants to bioindicators as a risk assessment tool. This study aimed to examine the potential of two bioindicators, plant ecotoxicological assays and sediment bacterial taxonomic diversity, in ecological risk assessment for six freshwater constructed wetlands in a rapidly urbanizing watershed with diverse land uses. Sediment samples were collected summer, 2015 and 2017, and late summer and early fall in 2016 to conduct plant ecotoxicological assays based on plant (Lepidium, Sinapis and Sorghum) growth inhibition and identify bacterial taxonomical diversity by the 16S rRNA gene sequences. Concentrations of metals such as lead (Pb) and mercury (Hg) (using XRF), and nutrients such as nitrate and phosphate (using HACH DR 2800TM spectrophotometer) were measured in sediment and water samples respectively. Analyses of response patterns revealed that plant and bacterial bioindicators were highly responsive to variation in the concentrations of these pollutants. Hence, this opens up the scope of using these bioindicators for ecological risk assessment in constructed freshwater wetland ecosystems within urbanizing watershed

Rate accelerations in nuclear 18S rDNA of mycoheterotrophic and parasitic angiosperms

Rate variation in genes from all three genomes has been observed frequently in plant lineages with a parasitic and mycoheterotrophic mode of life. While the loss of photosynthetic ability leads to a relaxation of evolutionary constraints in genes involved in the photosynthetic apparatus, it remains to be determined how prevalent increased substitution rates are in nuclear DNA of non-photosynthetic angiosperms. In this study we infer rates of molecular evolution of 18S rDNA of all parasitic and mycoheterotorphic plant families (except Lauraceae and Polygalaceae) using relative rate tests. In several holoparasitic and mycoheterotrophic plant lineages extremely high substitution rates are observed compared to other photosynthetic angiosperms. The position and frequency of these substitutions have been identified to understand the mutation dynamics of 18S rRNA in achlorophyllous plants. Despite the presence of significantly elevated substitution rates, very few mutations occur in major functional and structural regions of the small ribosomal molecule, providing evidence that the efficiency of the translational apparatus in non-photosynthetic plants has not been affected

The evolution of the plastid chromosome in land plants: gene content, gene order, gene function

This review bridges functional and evolutionary aspects of plastid chromosome architecture in land plants and their putative ancestors. We provide an overview on the structure and composition of the plastid genome of land plants as well as the functions of its genes in an explicit phylogenetic and evolutionary context. We will discuss the architecture of land plant plastid chromosomes, including gene content and synteny across land plants. Moreover, we will explore the functions and roles of plastid encoded genes in metabolism and their evolutionary importance regarding gene retention and conservation. We suggest that the slow mode at which the plastome typically evolves is likely to be influenced by a combination of different molecular mechanisms. These include the organization of plastid genes in operons, the usually uniparental mode of plastid inheritance, the activity of highly effective repair mechanisms as well as the rarity of plastid fusion. Nevertheless, structurally rearranged plastomes can be found in several unrelated lineages (e.g. ferns, Pinaceae, multiple angiosperm families). Rearrangements and gene losses seem to correlate with an unusual mode of plastid transmission, abundance of repeats, or a heterotrophic lifestyle (parasites or myco-heterotrophs). While only a few functional gene gains and more frequent gene losses have been inferred for land plants, the plastid Ndh complex is one example of multiple independent gene losses and will be discussed in detail. Patterns of ndh-gene loss and functional analyses indicate that these losses are usually found in plant groups with a certain degree of heterotrophy, might rendering plastid encoded Ndh1 subunits dispensable

Phylogenetics of Seed Plants: An Analysis of Nucleotide Sequences from the Plastid Gene rbcL

We present the results of two exploratory parsimony analyses of DNA sequences from 475 and 499 species of seed plants, respectively, representing all major taxonomic groups. The data are exclusively from the chloroplast gene rbcL, which codes for the large subunit of ribulose-1,5-bisphosphate carboxylase/oxygenase (RuBisCO or RuBPCase). We used two different state-transformation assumptions resulting in two sets of cladograms: (i) equal-weighting for the 499-taxon analysis; and (ii) a procedure that differentially weights transversions over transitions within characters and codon positions among characters for the 475-taxon analysis. The degree of congruence between these results and other molecular, as well as morphological, cladistic studies indicates that rbcL sequence variation contains historical evidence appropriate for phylogenetic analysis at this taxonomic level of sampling. Because the topologies presented are necessarily approximate and cannot be evaluated adequately for internal support, these results should be assessed from the perspective of their predictive value and used to direct future studies, both molecular and morphological. In both analyses, the three genera of Gnetales are placed together as the sister group of the flowering plants, and the anomalous aquatic Ceratophyllum (Ceratophyllaceae) is sister to all other flowering plants. Several major lineages identified correspond well with at least some recent taxonomic schemes for angiosperms, particularly those of Dahlgren and Thorne. The basalmost clades within the angiosperms are orders of the apparently polyphyletic subclass Magnoliidae sensu Cronquist. The most conspicuous feature of the topology is that the major division is not monocot versus dicot, but rather one correlated with general pollen type: uniaperturate versus triaperturate. The Dilleniidae and Hamamelidae are the only subclasses that are grossly polyphyletic; an examination of the latter is presented as an example of the use of these broad analyses to focus more restricted studies. A broadly circumscribed Rosidae is paraphyletic to Asteridae and Dilleniidae. Subclass Caryophyllidae is monophyletic and derived from within Rosidae in the 475-taxon analysis but is sister to a group composed of broadly delineated Asteridae and Rosidae in the 499-taxon study

Phylogenetics of Seed Plants: An Analysis of Nucleotide Sequences from the Plastid Gene rbcL

We present the results of two exploratory parsimony analyses of DNA sequences from 475 and 499 species of seed plants, respectively, representing all major taxonomic groups. The data are exclusively from the chloroplast gene rbcL, which codes for the large subunit of ribulose-1,5-bisphosphate carboxylase/oxygenase (RuBisCO or RuBPCase). We used two different state-transformation assumptions resulting in two sets of cladograms: (i) equal-weighting for the 499-taxon analysis; and (ii) a procedure that differentially weights transversions over transitions within characters and codon positions among characters for the 475-taxon analysis. The degree of congruence between these results and other molecular, as well as morphological, cladistic studies indicates that rbcL sequence variation contains historical evidence appropriate for phylogenetic analysis at this taxonomic level of sampling. Because the topologies presented are necessarily approximate and cannot be evaluated adequately for internal support, these results should be assessed from the perspective of their predictive value and used to direct future studies, both molecular and morphological. In both analyses, the three genera of Gnetales are placed together as the sister group of the flowering plants, and the anomalous aquatic Ceratophyllum (Ceratophyllaceae) is sister to all other flowering plants. Several major lineages identified correspond well with at least some recent taxonomic schemes for angiosperms, particularly those of Dahlgren and Thorne. The basalmost clades within the angiosperms are orders of the apparently polyphyletic subclass Magnoliidae sensu Cronquist. The most conspicuous feature of the topology is that the major division is not monocot versus dicot, but rather one correlated with general pollen type: uniaperturate versus triaperturate. The Dilleniidae and Hamamelidae are the only subclasses that are grossly polyphyletic; an examination of the latter is presented as an example of the use of these broad analyses to focus more restricted studies. A broadly circumscribed Rosidae is paraphyletic to Asteridae and Dilleniidae. Subclass Caryophyllidae is monophyletic and derived from within Rosidae in the 475-taxon analysis but is sister to a group composed of broadly delineated Asteridae and Rosidae in the 499-taxon study