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SEARCHING FOR NOVEL MUTATIONS THAT REGULATES THE MOUSE POLYCYSTIN-2 (TRPP2) ION CHANNEL
No full textPolycystin-2 (PC2) is an ion channel belonging to the polycystin subfamily of the transient receptor potential (TRP) cation channel superfamily. Mutations in PC2 are associated with autosomal dominant polycystic kidney disease (ADPKD), one of the most common genetic diseases in humans. Despite extensive studies over the past decades, the role of PC2 in normal and ADPKD kidneys remains largely unknown, and the activation and regulation of this ion channel are elusive. To gain a better understanding of the structure and function of the mouse PC2 channel, this study focused on generating five pore mutations in a gain-of-function (GOF) mutant of mouse PC2 (mPC2-AA) and assessing their functional effects. Results indicated that four of these mutations abolished mouse PC2 channel activity when expressed in Xenopus oocytes. Meanwhile, the N672C mutation not only preserved mouse PC2 channel function but also resulted in increased Ca2+ permeability. These novel mutations provide valuable insights for generating mouse models for ADPKD studies. In a parallel line of investigation, a proline mutagenesis screen was conducted on the fifth transmembrane segment (S5) to identify a more suitable GOF mutation of mouse PC2. Ten mutations were generated and tested for their effects on mouse PC2 channel function. Although none of the tested mutations exhibited the desired GOF effect, these findings contribute to a deeper understanding of the structure and function of the mPC2 channel
ANGER IN RESPONSE TO RACIAL AND SOCIAL INJUSTICE: A PILOT STUDY IDENTIFYING ANGER SUBTYPES WITHIN THE ASIAN POPULATION
Get PDFThis study investigates the types of anger profiles an Asian population experiences in response to racial and social injustice. Dr. Myisha Cherry theorized five types of racial anger. Four types reflected maladaptive anger (rogue, wipe, resentment, and narcissistic rage), and one reflected adaptive anger (Lordean rage). I hypothesized a five- or six-factor solution to address racial anger based on Cherry\u27s theory. To test this, self-identified Asian participants (n = 69) completed the Anger Racism Scale, which consisted of the Racial Anger Subtypes Questionnaire, Social Engagement Questionnaire, Anger Over Racism Dysfunctional Consequences Questionnaire, STAXI-2 Trait Anger Scale, and Constructive Anger Behavior Scale. An exploratory factor analysis with oblimin rotation yielded a three-factor solution (Factor 1 = Lordean Rage, Factor 2 = Resentment Rage, Factor 3 = Rogue Rage). The results indicated a strong presence of adaptive anger within an Asian population and substantiated the existence of three of Cherry’s anger types. A correlation matrix revealed Lordean rage had strong correlations with constructive anger behaviors (r(69) = .620, p \u3c .05) and dysfunctional anger over racism (r(69) = -.628, p \u3c .05). Future researchers should distribute the Anger Racism Scale to a broader population to assess if anger responses differ across races and ethnicities. The potential influence of colonial mentality on anger responses is also discussed
ILLUSTRATING THE FANTASTIC: CROSS-WRITING ILLUSTRATIONS IN BRITISH CHILDREN’S LITERATURE OF THE GOLDEN AGE
No full textThis dissertation argues that British children’s literature of the Golden Age addresses children and adults through their illustrations. It considers why the nineteenth century experienced a proliferation in fantasy and illustration, as well as why Golden Age children’s texts appeal to mixed-age audiences. Through an application of the term “cross-writing,” I argue that the Golden Age of children’s literature did not think of audiences in a binary manner, as some children’s literature scholars tend to assert. Instead, they used the dual mode of textual and visual narration to complicate the boundaries between childhood and adulthood. I also offer an original account of the properties of cross-writing and a guide to interpreting the image and text relationship in British children’s literature from the late eighteenth century to the early twentieth century. In part a book history project, I examine the evolution of illustrations in children’s books and the roots of the picturebook form in the eighteenth century. With a focus on the materiality and formal features of my selection of texts, I push the boundaries of the Golden Age by beginning with William Blake’s Songs and revealing artistic connections between Walter Crane’s picturebooks, Charles Kingsley’s The Water Babies, Beatrix Potter’s The Tale of Peter Rabbit, Lewis Carroll’s Alice’s Adventures in Wonderland, and A. A. Milne’s Winnie-the-Pooh. I reread these canonical works with attention to the ways their illustrations visualize nineteenth-century debates about childhood, science, education, and politics. I ultimately reveal how illustrations in fantastic literature invite children and adults to work as collaborators, with a recognition of the collaborative relationships between authors and illustrators and the interdependence of text and image. Lastly, I bridge the fields of art history and literature, as well as nineteenth-century literature and children’s literature, to place children’s literature at the center of the history of the illustrated book
JOB EXPERIENCE AND EDUCATIONAL PREPARATION FACTORS IN RECRUITMENT AND RETENTION OF HALL DIRECTORS
Get PDFStudent affairs practitioners in higher education have been leaving the field at an alarming rate (National Association of Student Personnel Administrators, 2022). As personnel working on the front lines in efforts related to student success and retention, early-career incumbents in these positions experiencing such high rates of attrition presents an existential crisis to student affairs as a profession (Fosnacht et al., 2021). This study examined the job experience of early-career housing professionals and its relationship to retention to their positions. The study received endorsed research status by Association of College and University Housing Officers-International (ACUHO-I) in 2023. The study looked at: (a) the role of hall director as a generalist and its level of autonomy; (b) short-term tenure; (c) the impact on small, private colleges; and (d) training and development of these personnel. The researcher provided perspectives into the perceptions and factors that may influence the job experience through a single, bounded case study at one housing/residence life department. Through interviews with personnel on three levels in the organization (entry level, mid-level, and senior level), and a document analysis of a job description, training, and recruitment materials, this study examined the expectations and perceived realities of early-career housing professionals. Findings revealed the hall director position at the small, private university is complex, generalist, and mostly autonomous, with ambiguous, abundant responsibilities. The work environment is perceived as innovative and strategic, with high performance expectations to go above and beyond, and is characterized by frequent vacancies and staff turnover, hall directors challenged to balance overlapping professional and personal lives, and a perception that compensation and duties required are not aligned. The managers perceive the job skills required for the role to be technical and organizational, with graduate classroom and fieldwork preparation contributing to success in the role. Areas to explore for future research include the differences in job experience and retention between different gendered personnel, master’s degree recipients in related versus unrelated fields of study, state and regional factors, and the timing of hiring cohort to start of work
DISCURSIVE EXCLUSION OF CHINESE AMERICANS:A CASE STUDY OF NEW YORK CITY’S POLITICAL MEDIA LANDSCAPE
Get PDFThe aim of this study was to answer the following question: Between November 2020 and November 2021, were Chinese Americans discursively excluded from New York City’s political media landscape? The Chinese American experience has been punctuated with countless examples of faith and investment in the American ideal. Despite that fact, it has also been marred with periods in which that faith was tested and in which the return on their investment fell short of expectations. To arrive at this study’s findings, a summative content analysis of two-hundred-forty-three news articles was conducted. To reinforce these findings, a subsequent, discursive analysis, of thematically oriented local mainstream news article excerpts was also conducted. As it pertains to this study’s core question, significant change is required to mitigate the problem of Chinese Americans’ discursive exclusion from political media. A portion of that change may occur with a concurrent reevaluation of how the term ‘mainstream media’ is defined in a political context. It may also occur in the adoption of what will be referred to as ‘Affirmative Journalism.
A QUALITATIVE STUDY ON THE EXPERIENCES OF WOMEN PRINCIPALS IN CATHOLIC SCHOOLS: WHAT CAN WE LEARN?
Get PDF“Let it be known to all who enter here that Christ is the reason for this school, the unseen but ever-present Teacher in its classes, the model for its children, the inspiration for its staff.” - Anonymous. This study explored the journeys and experiences of women leaders in Catholic secondary schools, focusing on their challenges and successes. The research included six participants who held leadership positions ranging from school principal to regional superintendent and represented diverse ages and perspectives. Using a qualitative approach with a case study framework, the study drew on Ciriello’s (1996) theoretical framework and Uhl’s (2020) systemic method of analyzing and reflecting on conflicts, providing the conceptual lens to understand women’s experiences as Catholic school leaders. Data was collected through semi-structured interviews and participant journaling, utilizing the case study inquiry model to provide a nuanced exploration of these women’s personal and professional trajectories in their roles. The experiences, professional growth, and challenges women face in Catholic education reflect the dynamic nature of leadership within the context of faith-based education. Women in Catholic education perceived their roles as spiritual, educational, and managerial leaders, which were profoundly interconnected, with each dimension contributing to the holistic mission of Catholic schooling
VOICES OF STRENGTH: AN EXAMINATION OF A SCHOOL BASED MENTORSHIP PROGRAM AND THE IMPACT ON UNDERREPRESENTED STUDENTS
Get PDFMarginalized students often feel a greater sense of detachment from their schools in comparison to non-marginalized peers (Bottiani et al., 2017). Mentorship programs provide positive experiences that enhance adolescents’ social, behavioral, and academic development. These programs help disconnected students establish a stronger connection within their school community. This phenomenological study examined the lived experiences of four underrepresented high school mentees. The researcher based the theoretical foundation for the study on Vygotsky’s sociocultural theory of cognitive development (1978) and Rhodes’ theory of mentorship (2005). The data collection process incorporated various methods including observations, interviews, field and reflection notes, personal documents, and archived data to provide a comprehensive understanding of the effect of the program. The researcher analyzed the data for this study through hand-coding methods and MAXQDA software. The findings revealed that the mentorship program helped mentees accrue social capital while enhancing their sense of belonging to the school. Finally, mentees described an increase in positive perceptions of themselves as learners. This study contributes to existing literature on mentorship programs by highlighting how mentorship can benefit underrepresented students. The identified themes underscore the importance of mentorship in addressing educational disparities and promoting positive outcomes for marginalized students. These findings are critical for schools seeking to implement or enhance mentorship initiatives as a means of supporting underrepresented populations
AN ANALYSIS OF NEW YORK STATE EDUCATION FUNDING AS IT RELATES TO MINORITY STUDENT ACHIEVEMENT
Get PDFhe purpose of this nonexperimental quantitative study was to explore the relationship between New York State education funding for public school districts, the academic achievement of Black and Latinx students, and educational opportunity gaps that may result from a lack of access to Advanced Placement courses. These relationships were assessed with multiple linear regressions using the variables of student enrollment rates by race, English and math proficiency scores, the number of Advanced Placement, and levels of state education funding per district. The data were obtained from New York State Education Department financial reporting. The problem addressed by this study was the ongoing gaps in academic opportunity and achievement faced by minority students due to racial disparities and inequitable education funding. The theoretical frameworks utilized were Critical Race Theory and Conflict Theory, which provided context for the problem statement and results. Evidence was found that student enrollment by race significantly predicts levels of state aid. As enrollment increases, state aid also increases. Race was not predictive of differences in Math and ELA State Assessment Scores, but Black students appear to experience opportunity gaps from less access to Advanced Placement courses in comparison to their Latinx and White peers. These findings have national implications as educational disparities lead to inequalities in careers, income, and political participation. Thus, lawmakers must be informed about the negative effects that inequitable education funding can have in promoting academic opportunity gaps
READ-ALOUDS FOR SOCIAL-EMOTIONAL LEARNING IN PRESCHOOL: A MIXED-METHODS STUDY
Get PDFCovid-19 has caused a rise in mental health issues, and focusing on social-emotional learning can help students learn the skills they need to lead healthy, successful lives. Teaching social-emotional skills in pre-K and kindergarten can provide students with these important skills in their formative years. In this convergent mixed-methods design study, the researcher explored the self-efficacy beliefs and attitudes of teachers towards using classroom read-alouds to teach social-emotional learning, and how those teacher self-efficacy beliefs and attitudes relate to the amount of time they spend on classroom read-alouds for social-emotional learning. Guided by Social Learning and Self-Efficacy theories, the researcher surveyed and interviewed pre-K and kindergarten general education teachers who were recruited through snowball sampling methods. To analyze survey data, descriptive statistics were used and then regression analyses were run to measure the predictive ability of self-efficacy beliefs and attitudes on the amount of time. To analyze interview data, a two-cycle coding method was used to look for patterns and themes. Attitudes and self-efficacy beliefs toward social-emotional learning was not found to predict the amount of time teachers spent reading read-alouds for social-emotional learning. However, teachers discussed how their attitudes affect the way they conduct read-alouds and in turn affects their students. Implications for practitioners include an honest understanding of how their attitudes and self-efficacy beliefs can affect their teaching practices, as well as inspiring practitioners to increase their awareness of their practices while reading aloud so that they can make the most of their classroom read-alouds to enhance their students’ social-emotional skills. Implications for policymakers include the importance of professional development geared toward teaching practitioners how to incorporate read-alouds for social-emotional learning into their classrooms, as well as funding for high-quality read-aloud books for classrooms
EXPLORING THE DUAL ROLE OF VEGF165 IN BLEOMYCIN INDUCED LUNG INJURY AND RECOVERY IN A AAV MICE MODEL
No full textPulmonary fibrosis (PF) poses a significant challenge in respiratory medicine due to its complex etiology and progression characterized by excessive lung scarring, leading to compromised pulmonary function. The multifaceted roles of Vascular Endothelial Growth Factor A (VEGF-A) and specifically its isoform VEGF-A165 are critical in this context, given their involvement in angiogenesis, lymphangiogenesis, and tissue repair. The dual nature of VEGF-A165, promoting angiogenesis and potentially exacerbating or mitigating fibrosis, underscores its significance in both the progression and recovery phases of PF. Our work, explores the nuanced functions of VEGF-A165 using AAV1 as a gene delivery vector to overexpress this growth factor in lung tissues, thus providing a stable, specific, and safe method for studying the long-term effects on pulmonary fibrosis progression and recovery. The study underscores the potential of VEGF-A165 modulation as a therapeutic target for PF, creates a potential for injury mitigation and enhanced tissue repair. We examined the multifaceted impact of VEGF-A165 on pulmonary fibrosis, using both in vitro and in vivo approaches in an established bleomycin-induced mouse fibrosis model. Our results indicate that VEGF-A165 overexpression, while promoting cell migration and tissue repair, paradoxically exacerbates bleomycin-induced cytotoxicity in vitro, suggesting a delicate balance in its physiological role that is time dependent. In vivo, overexpression of VEGF-A165 increased inflammatory responses and fibrotic scarring, whereas its inhibition with SU5416 reduced cytokine levels, fibrosis, and preserved alveolar architecture. These contradictory roles of VEGF-A165 underscore the complexity of its function in lung injury and highlight the necessity for precise modulation in therapeutic strategies for chronic lung diseases. The study\u27s comprehensive analysis points towards a potential dual role of VEGF-A165 in lung disease, offering a promising avenue for targeted therapy development in COPD and fibrosis