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Response of Feeder Calves to Pasteurella multocida Vaccine
No full textThe leading problem faced by the beef cattle industry, primarily by the feedlot sector, is the common occurrence of bovine respiratory disease (BRD), which can be caused by a variety of different bacterial infections. It is chiefly attributed to Mannheimia haemolytica. The second most common pathogen cultured from infected calves is Pasteurella multocida, an organism that is much less commonly studied but which is increasing in frequency in diseased calves. This research sought to investigate the ability of beef feeder calves to produce antibodies against this pathogen before and after being vaccinated using modified live vaccine. Antibody titers before and after vaccination were determined using ELISA. The results showed that vaccination did not have the impact expected. Post-vaccination antibody titers were not significantly higher than than pre-vaccination antibody titers. These results could be due to a genetic factor in these particular calves affecting their ability to produce antibodies in response to the vaccine. Considering the close genetic relation of the calves sampled, it makes sense that these results would be similar across all calf samples, as was observed. Alternatively, these results could indicate that the period between samplings (three weeks) was not sufficient for the vaccine to fully take effect. Further research would be required to determine this with any certainty
GCMS VS HPLC
No full textGas chromatography-mass spectrometry (GC-MS) and high-performance liquid chromatography (HPLC) are two powerful analytical techniques commonly used in chemical analysis and separation science. Both techniques have their strengths and weaknesses, making them suitable for different applications depending on the specific analytical needs. GC-MS is a technique that combines the separation capabilities of gas chromatography with the detection and identification capabilities of mass spectrometry. In GC-MS, the sample is vaporized and injected into a GC column, where it is separated based on its volatility and affinity for the stationary phase. The separated compounds are then ionized and fragmented in the mass spectrometer, producing a mass spectrum that can be used to identify the components of the sample. GC-MS is particularly well-suited for the analysis of volatile and semi-volatile compounds, such as organic pollutants, drugs, and environmental contaminants. On the other hand, HPLC is a chromatographic technique that utilizes a liquid mobile phase to separate the components of a sample based on their affinity for the stationary phase. In HPLC, the sample is dissolved in a liquid solvent and pumped through a column packed with a stationary phase. The components of the sample are eluted from the column at different rates, depending on their interactions with the stationary phase. HPLC is highly versatile and can be used to separate a wide range of compounds, including polar and non-polar molecules, peptides, proteins, and pharmaceuticals. The choice between GC-MS and HPLC depends on several factors, including the nature of the sample, the analyte(s) of interest, and the required sensitivity and selectivity. GC-MS is typically preferred for the analysis of volatile and thermally stable compounds, while HPLC is more suitable for non-volatile and thermally labile compounds. Additionally, GC-MS offers superior sensitivity and specificity for many analytes, but HPLC may be preferred for complex mixtures or when sample derivatization is required. Overall, both techniques are invaluable tools in analytical chemistry, offering complementary capabilities for the separation and analysis of a wide range of compounds
Examining the Relationship Between Students’ Home Environment and Math Test Scores
Full text linkThis research study examined the relationship between a student’s home environment and their STAR math score by investigating 9 home environment variables. It also examines the best model to predict STAR score from the 9 home environment variables while controlling for the covariate, prior STAR score. The results being that including the covariate in the 9 predictor model was a statistically significant improvement over not including the covariate. However, the best model to predict STAR score was a model that only included the covariate and one variable, number of people living in house(s). Furthermore, when investigating the 9 variables, it was found that multiple variables had a statistically significant correlation. For the quantitative variables, this includes the correlation between number of people living in house(s) and number of adults living in house(s) being statistically significant with a moderate correlation, the correlation between number of people living in house(s) and number of primary homes being statistically significant with a small correlation, and the correlation between number of adults living in house(s) and number of primary homes being statistically significant with a moderate correlation. The only statistically significant correlation for categorical variables is between QuietArea and Dinner. These findings contribute to the existing literature on mimicking beliefs, uncontrollable factors for students, and the influence of the home environment on work ethic. The study acknowledges limitations, including the restricted choice of variables and only collecting data from one school and one grade, restricting generalizability. However, the results provide insight to school districts, administrations, and teachers on the impacts that home environments are having on student academic success
The Effect of Students’ Place of Residence, Length of Time in a District, Race, and SES on Academic and Behavioral Success
Full text linkThis study intended to determine if place of residence, length of time in a district, race, and socioeconomic status were statistically significant predictors of academic success and disciplinary issues. The study took place in the Mississinawa Valley School District, a small district in western Ohio consisting of a mix of students from both rural and urban/suburban areas. Existing literature on districts comprising rural and urban portions was missing, allowing this study to fill a gap in research. A sample of 2,002 students from the school from 2008 to 2023 was analyzed to answer two primary research questions. Three separate multiple regression models were created to inspect academic success, which was measured by GPA, Ohio State Test average scores, and ACT composite scores. A logistic regression was used to study disciplinary status, which was dichotomized as no recorded incidents or at least one recorded incident. Place of residence significantly predicted GPA and state test scores, where rural students scored higher than in-town students. The number of years in the district significantly predicted GPA and disciplinary incidents, with more years leading to a higher GPA and greater odds of having at least one disciplinary incident. Race only significantly predicted discipline, with non-White students being found more likely to have no incidents than White students. Socioeconomic status, as determined by free / reduced lunch status, was a significant predictor for all four models, where students on free lunch performed significantly worse academically and behaviorally than students on full price lunch. These results imply that teachers need to be made aware of students on free lunch in their classes and 3 offer them more attention and support. Extra resources should also be directed to students living in town, such as establishing a local tutoring center. Finally, the lack of significance of the race variable may be encouraging to the district in its efforts to be racially inclusive and unbiased
Cognitive Processes, Self-Efficacy, and Environment: A Comprehensive Study of Mathematics Achievement in a Private International School in China
Full text linkThe purpose of this study was to investigate the complex interplay between cognitive processes, self-efficacy, and environmental factors on academic achievement in mathematics within a private international school in China. Utilizing the Social Cognitive Theory as a theoretical framework, this research aimed to elucidate the extent to which these factors serve as significant predictors of mathematics achievement. The study involved a sample of 410 students from Years 6 to 12, with data collected through While the study provides substantial insights, several limitations were noted, including the restricted generalizability due to the specific sample, potential biases from self-reported data, and the constraints of a cross-sectional design. Future standardized assessments, specifically the Cognitive Abilities Test (CAT-4), as well as self-efficacy and classroom environment questionnaires (Mathematics Self-Efficacy and Anxiety Questionnaire and the What Is Happening In this Class? questionnaire). The results confirmed that verbal ability (VAB), quantitative ability (QUAAB), and spatial ability (SPAAB) are significant cognitive predictors of mathematics achievement. Additionally, self-efficacy emerged as a determinant, highlighting its role in student motivation and performance. Environmental factors, notably student cohesiveness and task orientation, were also found to significantly contribute to academic success. This study\u27s findings have practical implications for educational practices. Schools should consider leveraging tools like CAT-4 to tailor interventions focused on enhancing specific cognitive skills. Programs aimed at boosting self-efficacy and reducing anxiety should be integrated into the curriculum. Furthermore, fostering supportive and task-oriented classroom environments is essential for promoting engagement and achievement in mathematics. research should address these limitations through broader samples, mixed methods approach, and longitudinal studies to further elucidate the factors influencing academic achievement in mathematics. In conclusion, this research contributes to the comprehensive understanding of the multifaceted elements that impact mathematics achievement, offering a foundation for developing effective educational strategies and policies to support student success in diverse educational contexts
April 19, 2024 Executive Committee Meeting
Full text linkMinutes of the April 19, 2024 Executive Committee meeting, Board of Trustees
Cosmic Radiation and Solar Storms
No full textCosmic Rays are atomic nuclei ejected from stars, the majority of these particles that hit the Earth are blocked by Earth’s magnetic field. The higher energy particles hit the atmosphere and explode into a shower of subatomic particles. A Geiger-Müller tube can be used to detect these secondary particles that make it all the way to the ground. It is believed that there is a connection between the sun’s magnetic activity and the cosmic rays we detect on earth. When the sun is more active, fewer cosmic rays are detected on the ground. As the sun reaches the peak of it’s activity, i am looking for the predicted drop in cosmic ray intensity
Designing Color-Inclusive User-Interfaces & User-Experiences for Enhanced Accessibility
No full textThis study delves into color accessibility within video game user interfaces (UI’s), focusing on its profound implications for design and user experience, particularly concerning individuals with color vision deficiencies.
An examination of multiple video games in the industry underscores the imperative for inclusive designs for diverse users regardless of age, gender, ethnicity, mobility, or circumstances and advocates for strategies to bolster accessibility across the gaming landscape
The Use of Immersive Technology for the Occupational Therapy Evaluation and Intervention of Adults with a Traumatic Brain Injury Researchers
No full textThe use of immersive technology is an emerging area of occupational therapy (OT) practice and is evolving within adult traumatic brain injury (TBI) rehabilitation. Three occupational therapists completed an online survey to identify and understand descriptive statistics related to the use of immersive technology for OT evaluation and intervention across rehabilitation settings for adults with a TBI. Although participants reported differing years in practice, practice setting, level of education, and specialized certifications, participants reported using immersive technology for occupational therapy intervention but not evaluation when working in adult TBI rehabilitation. Implications for practice included the use of immersive technology as a beneficial intervention for adults with TBI and was within the scope of occupational therapy practice. Results were consistent with current occupational therapy practice guidelines, which supported using immersive technology in occupational therapy interventions to improve outcomes in adult TBI rehabilitation