17179 research outputs found
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Establishing Neuroblastoma Cell Lines that are Resistant to Differentiation-Inducing Agents
No full textNeuroblastoma is one of the most prominent cancer types in children that accounts for around 15% child mortality rate. Neuroblastomas develop after the failure of neural crest differentiation. Even though retinoic acid has been used in the treatment of neuroblastoma, the incidence of recurrence of the tumor cells is around 50%. Synthetic mimics of miR-506-3p, a microRNA, induce neuroblastoma cell differentiation effectively, showing promise for differentiation therapy. However, responses vary among different neuroblastoma cell lines. Understanding neuroblastoma cell response to differentiation agents is crucial for developing new, effective treatments for resistant cases caused by current differentiating agents. In this project, my research goal was to establish cell lines that are resistant to ATRA (All trans retinoic acid) and miRNA-506-3p from neuroblastoma cell line BE (2)-C. We successfully established the first, second, and third generations of ATRA- and miR-506-3p-resistant neuroblastoma cell lines. The IC50 values increased across generations, confirming progressive resistance. ATRA-resistant lines remained partially sensitive to miR-506-3p, while miR-506-3p-resistant lines showed reduced response to both agents. miR-506-3p consistently induced greater neurite outgrowth, suggesting stronger differentiation potential and therapeutic promise in overcoming neuroblastoma resistance. This study establishes foundational neuroblastoma cell line models to investigate resistance to differentiation-based therapies. The results highlight miR-506-3p as a promising therapeutic candidate for overcoming.Chemistry and Biochemistr
Investigating the Role of Self-Reflection Among Integrated Reading and Writing Instructors
No full textThis multiple-case study sought to understand how and why novice, experienced, and expert integrated reading and writing (INRW) instructors in developmental education (DE) in Texas engaged in self-reflection. Using Flavell’s (1979) model of metacognitive monitoring as a theoretical framework, this research explores the layered complexities of self-reflective teaching practices. The study recruited INRW instructors from 2- and 4-year colleges in Texas through surveys and categorized participants into three focus groups based on teaching experience. This study aimed to capture participant perspectives to develop a nuanced understanding of self-reflection in teaching and its role in improving instructional methods. Data analysis utilized coding cycles to identify themes, with a cross-case analysis comparing differences across expertise levels.
Findings indicate that self-reflection is a dynamic and evolving practice, with variations in engagement based on teaching experience. Novice instructors primarily engaged in self-reflection as a means of building confidence and improving classroom management, while experienced instructors used reflection to refine pedagogical strategies and adapt to student needs. Expert instructors demonstrated a more metacognitive approach, integrating self-reflection into their teaching philosophy and using it to mentor others. Across all levels, challenges such as time constraints and institutional expectations influenced reflective practices. The study highlights the role of self-reflection in bridging the gap between teaching intent and outcomes which emphasizes its importance in professional growth and student success. These findings have implications for educator training and suggests the need for structured support to develop reflective practices at all career stages.Curriculum and Instructio
Scared Leadership: A Grounded Theory of Fear and Compliance in Public Education
No full textThere is a notable gap in the research on how fear, compliance, and leadership behavior intersect. It’s not enough to examine how fear shapes individual behavior—we must interrogate how our educational systems produce and perpetuate what I call scared leadership. As we uncover the deep-rooted issues embedded in U.S. public education, we must also name the ways fear has been institutionalized and rewarded. As James Baldwin remind us, “not everything that is faced can be changed, but nothing can be changed until it is faced” (1962, p. 2). To carve a pathway toward courageous leadership, we must “face” and name the barriers, trap, and cultural norms that keep us grounded in cycles of fear and compliance. This study utilizes Grounded Theory to explore and explain the relationship between fear, compliance, and leadership behavior in public education.Counseling, Leadership, Adult Education, and School Psycholog
Culturally Responsive Pedagogies in Middle and High School Geography Classrooms: A Study of Teacher Practices
No full textThis study examines how training in the Powerful Geography approach and culturally and community-relevant pedagogies influences teachers’ instructional practices. Geographic education has the potential to empower students and reduce achievement disparities, yet many teachers lack geography-specific preparation, hindering effective instruction. Implementing equitable, student-centered practices may address these disparities. This study examined how culturally responsive Powerful Geography training prepared teachers to integrate student aspiration data and real-world geographic content into their instruction, while using culturally relevant practices to build relationships and foster caring, responsive classrooms. Using a convergent mixed methods design, this study examined the instructional practices of five trained teachers and one untrained comparison teacher, collecting data from surveys, teacher logs, and interviews. Findings indicate that the training significantly shifted teachers’ perspectives of geography instruction, leading to increased use of culturally responsive strategies and Powerful Geography real-world applications. Trained teachers aligned instruction with student aspirations, fostering stronger engagement and meaningful learning experiences. However, systemic barriers, including time constraints, lack of administrative support, and standardized testing pressures, hindered full implementation. This study highlights the transformative potential of culturally and community-relevant Powerful Geography in creating equitable, engaging learning environments. Overcoming institutional barriers and sustaining professional development may improve teachers' application of these strategies. Future research should examine longitudinal models to evaluate their impact on instructional change.Geography and Environmental Studie
Exploring dining practices to reduce social isolation in older adult communities in Central Texas: A photo voice approach
No full textProblem Statement: Food insecurity combined with a higher risk of social isolation associated with increasing age has a disproportionate and detrimental effect on the quality of life of older adults.
Goals: Reduce social isolation and foster connection across generations through dining.
Methods: This study examines dining practices, food access, and social isolation among older adults in Central Texas using photo voice research. In Spring 2025, 51 BHA students partnered with older adults for a weekly service- learning project on virtual and in-person dining. The research combines qualitative analysis (photos and narratives) with social, cultural, and economic context to identify barriers, highlight positive practices, and provide recommendations, offering a community-driven perspective on dining improvements
Coherence Between Instructors' Intentions and Students' Experiences with Examinations in Undergraduate Proof-Based Mathematics Courses
No full textAssessment plays an important role in the teaching and learning of mathematics. It is used to evaluate students, provide feedback to teachers and learners, and communicate to students the knowledge and skills that are important (Houston, 2011). Although closed-book examinations are the primary way in which undergraduate mathematics students are assessed, little is known about the nature of such exams in proof-based mathematics courses (Iannone & Simpson, 2015). Additionally, there is evidence that instructors lack adequate methods of assessing their students’ understanding of a proof and broader proof-writing skills (Conradie & Frith, 2000). Since students’ experiences with assessment have the potential to influence both the content that they focus on and their approaches to learning, it is important to understand how students are experiencing examinations in proof-based mathematics courses (Göller, 2017; Marton & Säljö, 1997).
The primary goal of this study is to describe the ways in which students’ experiences with examinations in undergraduate proof-based mathematics courses align or deviate from their instructors’ intentions. To accomplish this, I analyzed interview data from instructors and students in proof-based courses across four dimensions: activity, evaluation, familiarity, and difficulty. I then used a combination of analytic memos and summaries to create classroom assessment profiles which summarized students’ experiences and instructors’ intentions, as well as described and explained instances of coherence and incoherence. I concluded by analyzing across the classroom assessment profiles to identify themes of coherence and incoherence. The primary theme I identified is that familiarity plays a role in occurrences of coherence and incoherence across the evaluation and difficulty dimensions. When students perceived exam items as familiar, they were more likely to respond to them by recalling from memory or engaging in rehearsed procedures. When students did not perceive exam items as familiar, they were more likely to describe them as difficult and less likely to make progress on them.
The secondary goal of this study is to describe the ways in which instructors’ assessment-related decisions were guided by their professional obligations. To accomplish this, I used Herbst and Chazan’s (2011) descriptions of four professional obligations as categories to analyze instructors’ interview data. I also described instances where instructors experienced tension between one or more of their professional obligations. To conclude, I identified themes of obligations and tensions across the five instructors. The primary result of this analysis was that the nature of the course exams could be understood as the product of the instructors working to resolve tensions between various professional obligations. In particular, instructors experienced tension when determining the format, frequency, and content to include on their course exams. They resolved these tensions by administering in-class exams that primarily contained content that they believed would feel familiar to their students.Mathematic
Sleep and mental health: Barriers to student veteran academic success
No full textNo abstract prepared.No abstract prepared.Respiratory CareSocial Wor
Identifying the Effects of the Agricultural Mechanics Academy Electricity Workshop
No full textSchool-based agricultural education (SBAE) programs play a pivotal role in preparing students for agricultural careers, yet many teachers enter the profession underprepared in agricultural mechanics, particularly in electricity. This shortage of qualified SBAE teachers limits students' access to essential technical skills, potentially hindering career readiness. This study combines a literature review and empirical research to explore challenges and opportunities related to improving electricity instruction within SBAE. Drawing from multiple theoretical frameworks, including Bandura’s self-efficacy theory, engagement theory, Ericsson’s expertise theory, and skill acquisition theory, this research emphasizes the importance of collaboration, deliberate practice, and skill growth through professional development. A pre- and posttest design was used to assess SBAE teachers’ perceptions of their importance to teach, their knowledge to teach, and their ability to perform electrical skills after attending a targeted, hands-on electricity workshop. Results indicated significant improvements in self-perceived competence across multiple electrical skill areas, including safety and tools, switches and receptacles, electrical connections, and electrical testing. SBAE teachers reported increased confidence, especially when instruction aligned with real-world applications and was supported by feedback. Key themes from the literature – such as inadequate preparation and the value of hands-on learning – were confirmed in this study. Findings reinforce the need for expanded professional development opportunities, improved curriculum design, and stronger industry partnerships. Future research should explore skill retention, the impact of varied training formats, and the role of mentorship. By addressing training gaps, SBAE programs can enhance teacher preparation and ensure students receive high-quality instruction in electricity and agricultural mechanics.Agricultural Science
Oral history interview: Kenneth Knight
No full textTranscript file (.pdf) and closed captioning available.Video interview with Roberto Espinosa who shares the story of Kenneth Knight, and the night Knight survived an accidental bombing at his post
Log-regularized laplacian sparse functional connectivity of fMRI data
No full textNo abstract prepared.Computer Scienc