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SLEEP’S IMPACT ON MUSIC PROCESSING IN THE DEVELOPING BRAIN
Get PDFSleep plays a crucial role in human development, particularly in early childhood. While its influence on brain function is well documented, the relationship between sleep and auditory processing in the developing brain remains underexplored. The present study aimed to investigate how sleep duration impacts cortical responses to music, focusing on children aged 5 to 10. Using a six-feature passive listening oddball paradigm, analysis was conducted on event-related potentials (ERPs) across six music conditions: intensity, location, pitch, rhythm, slide, and timbre. Participants were divided into two groups based on average sleep duration (more or less than 10 hours per night). ERP data revealed that children who slept more exhibited more positive amplitude responses in all six conditions. Additionally, the study explored the role of mismatch negativity (MMN), a pre-attentive auditory response, and found that sleep-related differences in MMN were not significant, despite trends of MMN observed. Hemispheric analysis indicated a greater right hemisphere dominance in children with less sleep, while also displaying a greater sleep related sensitivity to amplitude attenuation in the left hemisphere. These findings contribute new insights into the impact of sleep on auditory processing in children, suggesting that sleep may modulate brain responses across hemispheres, with greater ERP implications for understanding sleep as a confounding variable in cognitive studies and clinical research
INCREASED DISSOLUTION RATE AND DECREASED PROCESSING TEMPERATURE FOR IMMEDIATE RELEASE FDM 3D PRINTED TABLET OF WEAKLY ACIDIC DRUGS BY ACID-BASE SUPERSOLUBILIZATION
No full textIn recent years, there has been much interest in three-dimensional (3D) printing for the development of personalized and on-demand medications for better therapy. In 3D-printing, materials are deposited layer by layer to form tablets and pellets. Among various 3D-printing technologies, the fused deposition modeling (FDM) 3D printing, where melt-extruded filaments of drug-polymer mixtures are used for 3D printing, is most promising. However, the FDM 3D-printing often produces slow-release tablets that are not suitable for rapid drug action in the body. The present investigation was undertaken to demonstrate how rapidly dissolving 3D-printed tablets of poorly water-soluble acidic drugs could be developed using amorphous solid dispersions (ASD) prepared by applying the acid-base supersolubilization (ABS) principle. Two model drugs, flurbiprofen and telmisartan, were used to demonstrate the application ABS principle to increase dissolution rates of acidic drugs, and flurbiprofen was then used for 3D-printing. Flurbiprofen is a weakly acidic drug (pKa 4.2) with aqueous solubility of 0.005-0.010 mg/mL (5-10 µg/mL). By adjusting pH in aqueous media by using bases like meglumine, lysine, tromethamine and sodium hydroxide, it has been demonstrated that flurbiprofen exhibited acid-base supersolubilization (ABS) with the increase in solubility to \u3e347 mg/g in presence of meglumine, while crystallization of salts occurred for other bases. Dried flurbiprofen-meglumine solutions produced ASDs with rapid drug dissolution rates. Rapidly dissolving ASDs were also formed when mixtures of flurbiprofen with meglumine and Kollidon® VA 64 were melt-extruded. Filaments produced by such ternary mixtures were, however, brittle and not printable. The printability of tablets was improved by the addition of Affinisol™ E15 or Aeroperl® 300, and the tablets still had rapid dissolution rates. The solubility of the second acidic drug, telmisartan, could be increased from \u3c 0.0001 mg/mL (0.1µg/mL) to \u3e300 mg/g in presence of meglumine by applying the ABS principle. Despite very high melting point of telmisartan (261-263ºC), ASDs were formed when telmisartan-meglumine-Kollidon® VA64 mixtures were melt-extruded into filaments at 130°C. Dissolution testing of crushed filaments with meglumine showed complete drug release within 10 minutes. The application of ABS principle in the present investigation solved a major challenge in the development of FDM 3D printed tablets
DEVELOPMENT AND EVALUATION OF RESPIRABLE POWDER CONTAINING GEFITINIB AND STAT3I TO TREAT GEF- RESISTANT NSCLC
No full textNon-small cell lung cancer (NSCLC) is a leading cause of cancer-related mortality, with conventional treatments such as surgery, radiotherapy, and chemotherapy often limited by significant side effects and suboptimal targeting of primary tumor tissues. The poor solubility of existing anticancer drugs further compromises therapeutic efficacy. Consequently, there is an urgent need for targeted therapies to specifically target oncogenic mutations by enhancing therapeutic efficacy while minimizing off-target toxicities. In my dissertation, we focused on exploring nifuroxazide (NIF) as a promising anticancer agent and in novel combination therapy with gefitinib (GEF) to improve therapeutic outcomes, mitigate drug resistance, and reduce adverse effects in NSCLC therapy. Nifuroxazide has significantly inhibited cancer cell proliferation and tumor growth in several NSCLC cell lines. To overcome the limitation of poor solubility and to improve anti-cancer efficacy, NIF-loaded solid lipid nanoparticles (NIF-SLNs) were formulated. NIF-SLNs demonstrated improvement in in vitro tumor cytotoxicity confirming the significance of nanocarriers for improved therapeutic efficacy. Moreover, combining GEF with NIF has shown significant synergistic effects at a 1:2 drug ratio against GEF-resistant cells, resensitizing them to GEF treatment. To deliver this combination effectively, SLNs co-encapsulating GEF and NIF were prepared using ultrasonication followed by spray-drying with an inert carrier, L-Leucine, to create inhalable nanocomposite microparticles. Developing these nanocomposites combined the merits of both nano- and microparticles, ensuring deep lung deposition and efficient uptake into tumor tissue. In addition to efficient drug loading, dry powder nanocomposites have enhanced stability, prevented drug leakage, and provided sustained drug release. Further, the dry powder particles displayed suitable aerosolization characteristics for efficient lung deposition (MMAD 1-5 µm and FPF \u3e75%). Lastly, treatment with dry powder nanocomposites resulted in a 2.5-fold decrease in 3D tumor spheroid size, confirming significant inhibition of tumor growth. Our study\u27s findings were further supported by the fluorescence staining of nanocomposites-treated spheroids, which clearly showed a reduction of live cells. This provided strong evidence that developed inhalable dry powder nanocomposites with novel drug combination can be a promising strategy for NSCLC treatment at a reduced dose, potentially revolutionizing NSCLC treatment
THE PERCEIVED SELF-EFFICACY, BARRIERS, FACILITATORS, AND NEEDS OF SPECIAL EDUCATION TEACHERS THAT TEACH READING TO ELEMENTARY STUDENTS WITH EMOTIONAL DISABILITIES
Get PDFThe purpose of this study was to explore the perceptions of elementary special education teachers who work in self-contained classrooms with students who have emotional disabilities. This research sought to understand the perceived self-efficacy teachers had for teaching reading to this population of learners, and to further explore the perceived barriers, facilitators, and needs they have related to reading instruction. Participants included sixteen teachers and one specialist from a large public-school division in the southeastern region of the United States. The data for this study was collected through teacher completion of an online survey and through individual semi-structured interviews. The survey portion of the study probed teacher self-efficacy for teaching reading to elementary students with emotional disabilities with a focus on areas where teachers showed high self-efficacy and low self-efficacy. Survey results were analyzed in Typeform (https://www.typeform.com), a web-based survey tool, and in Excel for purposes of seeing areas of high and low self-efficacy. Interviews probed deeper into teachers’ self-efficacy for teaching reading, and addressed questions about the perceived barriers they face, the perceived facilitators of reading instruction, and their perceived needs. Interview data was analyzed through a repeated two-step coding process, following Lichtman’s (2013) six step process when moving from raw data to categories and subcategories, and eventually to meaningful concepts and themes. Results indicated areas of reading instruction where teachers felt high self-efficacy, and areas where self-efficacy was low. Further, data analysis showed several themes presented under each research question in relation to the perceived barriers, facilitators, and needs teachers have when teaching reading to students with emotional disabilities
THE PERCEIVED KNOWLEDGE OF EFFECTS OF RADIOLOGICAL EFFECTS AMONGST RADIOLOGIC PROFESSIONALS
Get PDFX-ray, an accidental discovery in 1895, has been used to diagnose and treat various ailments. Despite the benefits of X-rays, it has been established that the radiation has the potential to cause harm to individuals and even death following its use. The harm associated with radiation has been evidenced in various historical tragedies globally, including the Chernobyl accidents, the Goiania accidents, and even the atomic bombings in Hiroshima and Nagasaki. These incidents highlight the potential hazards associated with radiation use. Individuals exposed to the radiation from the incidents had higher risks of cancer, neurological dysfunctions, congenital disabilities, predispositions to cardiovascular diseases, diabetes, and hypercholesteremia. Because of the risks associated with the use of X-rays, several regulations have been developed to prevent risks of these adverse outcomes, but their success relies upon healthcare workers\u27 knowledge, attitudes, and perceptions. Therefore, the purpose of this study was to measure how knowledge, conceptions, and opinions differ among radiologic professionals (radiologic technologists, radiological educators, and medical radiologists) and how it leads to misinformation about the dangers of radiation (in diagnostic radiology). The methodology for this study was a qualitative study with a phenomenological research approach. Participants, staff working in a radiology department of a hospital, took part in interviews, which were analyzed with the help of Nvivo qualitative software to answer four research questions. The results indicated that radiological professionals are knowledgeable about radiation protection and safety, including radiation sensitivity and the increasing role of technology in radiology. Fluoroscopic, abdominal genetics, computed tomography scans, mammography, and endoscopic retrograde cholangiopancreatography are more risky procedures, whereas glandular tissue, thyroid glands, gonads, cervical and lumbar spines, pelvis, eyes, and spine are the most susceptible body organs. Inadequate training results in laxity, misinformation, and radiation damage to healthcare workers and patients. Radiological professionals attend training and have greater and current knowledge. Technologists are the most important channel for increasing awareness about the safety and effectiveness of radiation use. Lastly, radiological professionals employ technology to establish whether to limit radiation dosage or not. These findings highlight the indispensable role of hospital regulations in ensuring radiation protection and safety for patients and healthcare professionals
FROM THE WORDS OF OUR FATHERS: BLACK PATERNAL PERSPECTIVES ON LITERACY AND RECOMMENDATIONS FOR LITERACY INSTRUCTION FOR BLACK MALES
Get PDFThis study investigated the literacy experiences of Black fathers and their recommendations for enhancing literacy instruction for Black male children from birth through Grade 12. Grounded in African American Male Theory, the research aimed to address knowledge gaps in understanding Black male literacy experiences and provide insights for improving Black male literacy education. Using participatory action research with an initial modified Delphi approach, the study gathered potential areas of consensus among Black fathers on essential curricular revisions to promote positive Black male literacies. Participants included a purposive sample of 10 Black fathers with Black sons from birth to adulthood. Through in-depth, semi-structured interviews, this qualitative Delphi phase captured rich, thematic insights into the fathers\u27 experiences with literacy and their recommendations for instructional improvements. The significance of this study lies in its potential to inform educational policies and practices by advocating for culturally relevant literacy education tailored to Black males. Findings underscore the crucial role of black male involvement in black male literacies, the need for culturally responsive and relevant curricula, and the role of literacy in fostering critical thinking skills within broader societal contexts. This research contributes to the educational discourse by challenging deficit-based narratives about Black paternal involvement and promoting policies that value and incorporate Black fathers and shared cultural values in supporting academic success for black males
EVALUATING TASK DEMANDS AND TASK CHARACTERISTICS ANALYSIS AMONG SCHOOL PSYCHOLOGISTS
No full textCognitive ability assessments are central to psychoeducational evaluations, informing decisions regarding interventions and supports for students. While cognitive assessment theories have historically emphasized quantitative data in score interpretation, they have increasingly reflected the need to consider qualitative information, a longstanding tenet of neuropsychological assessment. Frameworks such as the Integrated School Neuropsychology/Cattell-Horn-Carroll (SNP/CHC) Model and the Cognitive Hypothesis Testing (CHT) Model emphasize the importance of analyzing subtest task demands and task characteristics to explain unexpected score discrepancies. Despite these recommendations, little is known about school psychologists’ familiarity with these analyses and their use in the interpretation of test performance. This study examined the extent to which school psychologists integrate task demands and task characteristics when interpreting subtest performance on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Participants (N = 80) completed a survey in which they were randomly assigned two WISC-V case vignettes with discrepant subtest scaled scores within a Primary Index (e.g., a discrepancy between the Vocabulary and Similarities scaled scores that comprise the Verbal Comprehension Index). For each vignette, participants selected from a list of task demands and task characteristics the ones they believed contributed to the discrepant performance based on the information provided in the vignette. From the endorsed task demands and task characteristics, participants indicated which one(s) had the most impact. Participants also reported their familiarity with the Integrated SNP/CHC and CHT Models, their use of those frameworks during interpretation, and their familiarity and comfort with the WISC-V. Ordinal logistic regression analyses indicated that participants familiar with both frameworks had significantly higher odds of accurately identifying the most relevant task demand and task characteristic influences. In contrast, reported framework usage and WISC-V familiarity/comfort did not consistently predict accuracy. These findings highlight the subjective nature of qualitative interpretation and that framework familiarity alone does not ensure consistent or accurate understanding and application of that framework. Results underscore the need for more targeted training in framework-driven interpretation related to qualitative interpretation techniques, specifically surrounding how task characteristics influence performance. Additionally, it highlights the need for more structured methods for evaluating qualitative interpretation accuracy in applied practice
ELECTROCHEMICAL AND CONFORMATIONAL PATTERNS OF S-GLYCOSIDES AND THE SYNTHESIS OF SCHISTOSOMA MANSONI ANTIGENS
Get PDFThis thesis dives into two relevant fields in carbohydrate science: reactivity and conformation. We centered our attention on S-glycosides, a common class of glycosyl donors and glycomimetics, to study the influence exerted by the structural architecture over the conformational properties about flexible bonds and the reactivity towards electrochemical activation. Studying the conformational properties of sugars is key to understanding the molecular recognition mechanisms underlying their biological functions. Moreover, a well understanding of how the molecular components affect free rotation about bonds can be valuable information to design improved glycomimetic drug candidates. On the other hand, electrosynthesis is a promising application in carbohydtrate chemistry, particularly as an alternative to construct glycosidic bonds. Our current knowledge on electrochemical glycosylation is limited to glycosylation reactions involving aryl S-glycosides as electroactive glycosyl donors. In this work, we explored the reactivity patterns of alkyl S-glycosides and positioned these compounds as an excellent alternative to conduct electrochemical glycosylations. Finally, we devoted our efforts to synthesize carbohydrate antigens associated with Schistosoma mansoni, the second most important tropical neglected disease, for further development of antischistosomiasis carbohydrate-based vaccine candidates. We describe a synthetic approach to the disaccharide core LacdiNAc (LDN), which is present in the major Schistosoma’s carbohydrate antigen
EXPLORING THE SHARED LIVED EXPERIENCES OF ELEMENTARY PRINCIPAL LEADERSHIP AS A RESULT OF THE PANDEMIC: A HERMENEUTICAL PHENOMENOLOGICAL QUALITATIVE STUDY
Get PDFIn this qualitative hermeneutic phenomenological study, the researcher explored the shared lived experiences of elementary building principals as they navigated the COVID-19 pandemic. This research aimed to extrapolate themes and common threads of the impact on elementary building-level principal leadership in the areas of leadership challenges, leadership adaptations, and leadership changes. The timeframes for these shifts in these areas were before, during, and after the COVID-19 pandemic. The following research questions guided the study: 1. What were the perceived difficulties/challenges of leadership during the COVID-19 pandemic from the perspective of elementary principals? 2. How did elementary principals’ leadership change, adjust, and adapt their leadership to what they were confronted with due to the pandemic? 3. How has elementary principal leadership changed in the post-pandemic academic world? Information around these research questions was gathered through one-on-one interviews with elementary principals who all led their respective buildings during the COVID-19 pandemic. These interviews sought to gain insights into their professional experiences navigating the COVID-19 pandemic and subsequent influences on their leadership. The findings suggest that principals encountered significant challenges in several areas, including communication with families, students, and staff, mental health and well-being of various stakeholders and academic stability. Principals throughout this period had to navigate rapidly shifting health protocols, technological barriers, and exacerbated emotional stress among staff, students, and parents. The study highlights that principals adopted more collaborative and servant leadership approaches, prioritizing the mental health and well-being of the learning communities over what had to date been the emphasis on academic outcomes and performance. As a result of the pandemic, elementary principals\u27 leadership priorities have shifted significantly. They have turned toward proactive planning, with principals focusing on preparing for future crises. Social-emotional learning (SEL) and mental health have moved to the forefront of building-level leadership priorities. Principals reported a reinvigorated and reprioritized focus on supporting the needs of students, families, and staff in these areas. Additionally, the pandemic has accelerated technology integration into administrative tasks and classroom instruction, transforming how education is delivered. The study points to the pandemic as a catalyst for accelerated leadership growth, fostering more resilient and empathetic leadership practices post-pandemic. This research contributes to the broader conversation on educational leadership by highlighting how crises can transform leadership paradigms. Emphasizing the need for flexibility, emotional intelligence, and collaborative approaches in the face of uncertainty is imperative as leaders navigate ahead
FIRST-SEMESTER COLLEGE STUDENTS’ PERCEPTIONS OF THEIR POSTSECONDARY EXPERIENCES WITH LEARNING SOFT SKILLS
Get PDFUnderprepared low-income students in the first semester of college may benefit from using soft skills to help them successfully negotiate college expectations. The importance of social, emotional, and affective skills is gaining momentum to increase student engagement and achievement (Randolph, 2014). This qualitative transcendental phenomenological study was to explore underprepared low-income first-semester college students’ perceptions of their experiences of learning and using soft skills. The research methodology embraced a qualitative approach aligned with the study’s theoretical framework rooted in attribute theory (Heider, 1958). The study’s significance lies in its focus on students rarely studied in areas of research related to soft skills. The current study expands beyond surveys to collect information on students and uses semi-structured interviews as a qualitative method to gain participant data. Participants comprised nine underprepared, low-income first-semester college students between 17 and 18. Data from the semi-structured interviews was thematically coded and revealed underprepared low-income first-semester college students’ perceptions of their experiences of learning and using soft skills. The findings from this study revealed that participants used communication skills to build rapport with the instructor and students. However, the findings also shed light on some difficulties and opportunities that participants faced when learning and using soft skills, especially regarding their familiarity with understanding soft skills. Still, participants sought more engagement from instructors; most felt that it was the responsibility of instructors to facilitate the learning of soft skills within the class. The study advocates for HEI to consider the role soft skills can play in helping students successfully negotiate learning environments