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FROM SINS OF THE CITIES OF THE PLAIN TO LETTERS FROM LAURA AND EVELINE: BOULTON, PARK, AND PORNOGRAPHY’S REACTION TO TRANSMISOGYNY
Get PDFThis thesis builds on the emerging work of scholars who view pornography as literature with sociocultural relevance and adds to trans scholarship through a dissection of gender construction and transmisogyny in a Victorian underground subversive culture. Centering the 1883 erotic novel Letters from Laura and Eveline, I examine how language and biology are unfixed to highlight fluidity within queer sex and gender, and how this helps the novel evade the taxonomical-obsessed era in which it was produced. I examine its roots in the real historical figures of Ernest “Stella” Boulton and Frederick “Fanny” Park, two crossdressers who were arrested a decade prior for conspiracy to commit sodomy. Juxtaposed with its predecessor Sins of the Cities of the Plain (1881), Letters reappropriates real-world surveillance anxieties and constructs its own liberated, reimagined views on sexuality and gender
DETERMINATION OF GENETIC VARIATION IN OPIOID-RESISTANT HOSPICE PATIENTS USING A PHARMACOGENOMICS APPROACH
Get PDFManaging pain requires a delicate balance between the advantages of opioid analgesia and the possible adverse effects. This balance becomes even more difficult in hospice and palliative care environments where dosage regimens are frequently ambiguous. Some hospice patients experience opioid resistance, in which opioids no longer produce an analgesic effect on a patient. Evidence-based analyses frequently omit this vulnerable population, resulting in a need for concrete procedures. The emergence of pharmacogenomic analysis and personalized treatment presents a solution to this problem by using each patient\u27s genomic data to interpret opiate dosing. This pharmacogenomic study aimed to single nucleotide polymorphisms (SNPs) influencing opioid response in 18 hospice patients aged 37-84 years (mean 63 years, 72% male). Participants had diagnoses including COPD, cancer, and HIV. Buccal swabs provided DNA for 50-gene panel genotyping. Medical records supplied demographic information, medication lists, chronic health conditions, morphine doses, pain scores, and palliative performance status data. Linear regression analysis identified single nucleotide polymorphisms (SNPs) significantly impacting outcomes. According to genomic analysis, individuals with the non-TT genotype of the CNR1 gene were found to require, on average, a dose of morphine that was 102.3 mg lower than the dose required by individuals with the TT genotype of the same gene (p=0.031). The SLCO1B1 genotype and intermediate activity phenotype reduced average pain (p=0.046). The COMT non-MET homozygous phenotype increased maximum pain versus MET homozygotes (p=0.041). The CYP2B6 genotype and G516T heterozygous/A785G homozygous phenotype decreased maximum pain (p=0.050). The CYP4F2 poor metabolizer phenotype increased palliative performance versus other CYP phenotypes (p=0.028). These findings show that genetic variants can modulate opioid metabolism and pain response in hospice patients. This study marks an essential step towards the goal of personalized medicine in pain management at the end of life, suggesting that genotype- guided opioid dosing regimens could potentially lead to improved pain management. However, the sample size of 18 of this pioneering pharmacogenomic study in hospice patients underscores the need for larger-scale studies to validate the predictive utility of our findings
HJP 272, AN ENDOTHELIN RECEPTOR ANTAGONIST, AND ITS ROLE IN CANCER CELL MIGRATION AND INVASION
No full textEndothelins are a family of versatile peptides composed of 21 amino acids with three isoforms: ET-1, ET-2, and ET-3. As the most abundant of the three isoforms, ET-1 is involved in various biological processes, such as regulation of vascular tone, humoral homeostasis, and neural crest development. However, focus is now being directed towards investigating the functions of the Endothelin axis in the progression of different tumor types including ovarian, prostate, breast, lungs etc. HJP 272 is a novel ETAR antagonist and while our group has previously researched its effects on lung inflammation and preterm birth, this study marks the first time its role in cancer has been explored. We evaluated the in vitro activities of HJP 272 in the ET-1 and ETAR overexpressing cell lines; MDA-MB-231 (TNBC), and A549 (NSCLC). While HJP 272 had no effect on the viability of cancer cells, we observed a significant inhibition in the migration, invasion and clonogenic capacities of both cell lines. RNA-seq and western blot data demonstrate the potential underlying molecular mechanisms of this compound in vitro. Furthermore, HJP 272 was evaluated in a 3D spheroid assay for its ability to inhibit tumor formation in both cell lines, revealing a significant change in MDA-MB-231 cells while no significant changes were observed in A549 cells. These distinct outcomes between the two cell lines are quite intriguing as they shed light on the potential differences of HJP 272’s effects across multiple cancer types. In summary, our work indicates a therapeutic potential for HJP 272 in cancer metastasis
EVALUATING A COMBINED AFFIRMATIVE CONSENT AND BYSTANDER INTERVENTION TRAINING FOR NEW STUDENTS
Get PDFThe current study examined the impact of a live, virtual training on the combined topics of affirmative consent and bystander intervention among 1,395 students new to the university in 2022. Student responses on pre-survey and post-training surveys were analyzed to determine if attending the intervention promoted students’ ability to understand, practice and recognize prosocial consent and bystander related attitudes and behaviors. New students registered to attend one 60-minute virtual training facilitated by the Department of Student Health and Wellness. Pre-survey data was collected in the form of a virtual survey prior to the intervention and again 30 days after students attended the training. Pre- and post-survey questions assessed students’: knowledge of New York State’s official definition of affirmative consent, attitudes about practicing affirmative consent, recognition of potential warning signs for sexual violence, and confidence to act as a third party (bystander) in a concerning situation. Outcome measures included survey response scores to the total 70 items across the four measurement scales. Results of the self-report survey indicate that students who completed the training demonstrated an increase in knowledge and consent-related attitudes. Finally, results also demonstrated that as a whole, participants gained awareness and confidence in their ability to act in a prosocial manner in a potentially harmful situation involving a third party. Strengths, limitations and suggestions for future research are discussed below
EDUCATORS’ PERCEPTIONS AND EXPERIENCES OF TEACHERS ON SAFETY GUIDELINES AND PROTOCOL ADHERENCE FOR IN-PERSON TEACHING DURING THE COVID-19 PANDEMIC
Get PDFThe coronavirus disease 2019 (COVID-19) pandemic has had a devastating and long-lasting effect on most of the world. In an attempt to slow the spread of the virus, public health authorities instituted guidelines for schools regarding social distancing, mask wearing, and quarantining, and the U.S. educational system was forced to adjust. This phenomenological study examines, from the perception and experiences of primary school teachers, how teachers returned to in-person education while adhering to CDC guidelines and regulations during the COVID-19 pandemic. Fifteen experienced primary teachers in three public school districts across Long Island, New York were involved in the study and participated in interviews and focus groups. This study contributes to the literature on the effects on education during COVID-19 pandemic by providing additional insight into how educators adhered to and followed the safety protocols for students and themselves while teaching in person during the pandemic. Implications from this study offer lessons for teachers, leaders, and policymakers on communication strategies, the importance of being prepared for future situations requiring immediate change, and lessons on future guidelines and regulations to meet the needs of this younger student population
TEACHERS’ ABILITY TO IMPLEMENT CRITICAL THINKING SKILLS IN THE ELEMENTARY CLASSROOM: A MIXED METHODS STUDY
Get PDFThe purpose of this current explanatory sequential mixed methods study was to explore the perceived abilities of teaching critical thinking as reported by teachers and the actual lived experiences of classroom teachers within the elementary classroom. Kindergarten through fourth grade elementary teachers completed the Critical Thinking in the Elementary Classroom survey to determine their perceptions of their ability to implement critical thinking methodology within their classroom. The findings of the survey indicated that the number of years teaching experience did not have an effect on teachers’ perceived ability to implement teaching critical thinking skills sets or dispositions in the classroom. Additionally, fourteen elementary teachers participated in an interview cycle and classroom visitation to assist in the discovery of the central phenomenon of how a teacher\u27s personal learning experiences influenced their ability to implement critical thinking experiences into their elementary classrooms. Given the variety of life and educational experiences, the current study suggests that it is innate qualities of the participants that have the greatest influence on their abilities and desire to create learning environments that support critical thinking rather than specific life-experiences. Further exploration revealed how the building blocks of critical thinking are based upon the development of students\u27 metacognitive skills through students learning the art of questioning and discussion supported by cooperative learning experiences
COMMUNITY COLLEGE TO BACCALAUREATE DEGREE: DOES AN ASSOCIATE DEGREE MATTER?
Get PDFThis research aimed to determine if community college students who complete an associate degree before transferring are likelier to complete a baccalaureate degree than those who transfer before completing an associate degree. Additionally, this study examined if the type of institution, public vs. private, that a student transfers to impacts completing a baccalaureate degree. This research was conducted using 4,167 students who attended a community college between 2012 and 2018 and transferred to one of three baccalaureate institutions. Using data from the National Student Clearinghouse, this study showed that students who completed an associate degree prior to transfer were more likely to complete a baccalaureate degree. Additionally, the type of institution a student transferred to had a significant impact on the student’s likelihood of completing the baccalaureate degree. In a society that recognizes the importance of a college education concerning lifelong earnings potential, this study’s recommendations may help improve both associate and baccalaureate degree completion rates
THE PERSONAL JOURNEY OF INDIVIDUALS SELF-DISCLOSING THEIR DISABILITY STATUS WITHIN AN URBAN POSTSECONDARY ENVIRONMENT
Get PDFA qualitative narrative study was conducted on the personal journey of individuals self-disclosing their disability status within an urban postsecondary environment. The study was intended to uncover the personal journey of students with disabilities self-disclosing their disability status within an urban postsecondary environment. Through semi-structured interviews and targeted journal responses, it explored the students’ lived experiences of seeking out and using accommodations and the students’ perceptions of faculty members’ use of universal design for instruction and universal design for learning. The findings demonstrated that a community-based institution that values diversity among professors, faculty members, and students is an environment that helps students who self-disclosed their disabilities feel accepted and at ease as they work toward their degrees, especially with Disability Resource Office (DRO) support, by opening doors and opportunities for students who might not otherwise have access to proper education and assistance. The findings also demonstrated that the DRO provided quality accommodations and accessibility, enriching the experience for students who self-disclosed their disability. Finally, the data showed that students with disabilities frequently self-disclose their difficulties, emphasizing the importance of effective communication in advocating for themselves and getting appropriate help. The results of the study suggest that on the institutional, local, and national level, awareness should be raised regarding the rights and needs of students with disabilities with respect to seeking and accessing support services in higher education. Additionally, further research in this area has the potential to drive positive change in policies, practices, and attitudes. It can provide a more inclusive, supportive, and empowering postsecondary experience for students who self-disclose their disabilities
ENGLISH LANGUAGE LEARNERS: A QUANTITATIVE STUDY OF DIGITAL HOME ACCESS AND ITS RELATIONSHIP TO READING ACHIEVEMENT IN GRADES FOUR AND EIGHT
Get PDFToday’s world is highly digitized and requires digital access and literacy for educational, professional, and personal success. Students from traditionally disadvantaged backgrounds, such as English Language Learners and those from households experiencing low-income, often face additional challenges accessing digital devices and high-speed Internet at home. Researchers have yet to fully examine how digital access relates to reading achievement among students in the U.S. K-12 public school system. The current study used correlational secondary data analysis to examine relationships among home access to digital devices and high-speed Internet and student reading achievement outcomes. In addition, the association between digital home access of students and reading achievement was examined among students facing additional educational challenges, including English Language Learners (ELLs), students with documented disabilities, and those from households experiencing low-income. Participants in this study included a nationally representative sample of fourth and eighth grade students who participated in the 2022 NAEP reading assessment. Descriptive statistics and linear multiple regression indicated home-based digital access was associated with higher reading achievement scores among fourth and eighth grade students. As such, policies that promote equitable digital home access may serve to bolster educational outcomes among students who have been traditionally underserved within the U.S. K-12 public school system