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REINSTATED BUT NOT FORGOTTEN: EXAMINING THE ACADEMIC RECOVERY OF COMMUNITY COLLEGE STUDENTS AFTER DISMISSAL
Get PDFStudent retention and success are critical challenges in higher education, particularly for community colleges that serve diverse and at-risk student populations. While research has explored student persistence and academic probation, little is known about the factors influencing the academic recovery of reinstated students after academic dismissal. This study examines how demographic characteristics (age, gender, and ethnicity) and major program choice (STEM, Social Sciences, Humanities, Health Sciences, Education, and Business) impact GPA improvement and credit completion post-reinstatement. Guided by Schlossberg’s Transition Theory (1995), this quantitative, ex post facto study analyzed archival data from 2,112 reinstated students at a large, urban community college. Using ANOVA, MANOVA, Multiple Regression Analysis, and Kruskal-Wallis tests, the study assessed relationships between student characteristics, major program choice, and academic recovery outcomes. Findings indicate that demographic factors did not significantly impact academic recovery, although older students earned slightly more credits post-reinstatement. Major program choice significantly influenced GPA improvement, with Education majors showing the greatest improvement. However, no significant differences were found in credit completion rates across major programs, likely due to institutional credit policies capping at-risk student enrollment and other external circumstances. This study contributes to the limited research on reinstated students in community colleges, offering empirical insights into factors supporting their academic recovery. The findings emphasize the importance of structured academic interventions, including faculty engagement, personalized academic advising, and tailored support programs. By identifying key influences on reinstated student success, this research informs institutional policies and retention strategies aimed at improving persistence and graduation rates for academically at-risk students
EXAMINATION OF SCHOOL INTERVENTIONS USING SINGLE-CASE DESIGN METHODOLOGY IN CLINICAL PSYCHOLOGY JOURNALS
Get PDFSingle-case design methodology has been recognized as a practical approach for evaluating interventions in school-based settings (Burns, 2014; Troyer, 2022). However, research regarding the prevalence of single-case designs in examining evidence-based interventions in school settings remains limited (Nock et al., 2008; Radley et al., 2020). This information is valuable given that schools are the largest provider of mental health services for youth (Camhi, 2014; Flood & Joseph, 2023) and school psychologists examine research from a variety of domains when considering treatment plans (Volpe et al., 2022). This study addressed this gap in the literature by looking at the distribution of single-case versus group-based outcome research in school settings across five clinical psychology journals from 1982 through 2023. Graduate students were trained to code studies according to evaluation criteria including presenting problem, age range of the sample, intervention setting and type, research design, and single-case design type. The results indicated that only 8.2% of the 3,705 identified outcome studies were single-case designs, and the usage of the methodology has declined over time. Further, only 4.5% of the studies were conducted within school settings. These findings highlight ongoing barriers to the acceptance of single-case design methodology in clinical psychology research, as well as the need for increased training and advocacy to expand its application in school-based intervention studies. The limitations of this investigation are discussed, as well as opportunities for future research directions. Additionally, the implications for school psychologists and graduate training programs are highlighted
BIOLOGICAL AND CHEMICAL EVALUATION OF AMIDE-BASED CJOC42 DERIVATIVES AS POTENTIAL GANKYRIN-INHIBITORS FOR THE TREATMENT OF BREAST, LUNG, AND LIVER CANCER
No full textGankyrin is an ankyrin-repeat protein overexpressed in certain cancers and is responsible for cell growth and proliferation. Gankyrin is important to the development of many types of cancer, including breast, lung, and liver cancer. Consequently, gankyrin and its various protein-protein interactions, are prospective therapeutic targets for inhibiting the progression of certain cancers. In 2016, the first small molecule inhibitor of gankyrin, cjoc42, was discovered and subsequently demonstrated modest antiproliferative activity against liver cancer cells. Previous work from our lab demonstrated that replacing the sulfonate ester of cjoc42 with an amide group significantly improved gankyrin binding while enhancing antiproliferative activity against lung and breast cancer. Therefore, we have synthesized a series of amide-based cjoc42 derivatives which explored substitutions on the phenyl ring attached to the amide group. These phenyl substitutions were aimed at further improving gankyrin binding and subsequently enhancing antiproliferative activity. Preliminary results have shown a 100-fold improvement in antiproliferative activity against MCF7 cells (breast cancer) compared to cjoc42. Herein, we describe the synthesis and biological evaluation of these cjoc42 derivatives, which will ultimately determine their therapeutic utility and ability to bind gankyrin
BREATH, BODY, AND THE BLANK PAGE: AN AUTOETHNOGRAPHIC APPROACH TO EMBODIED WRITING PRACTICES IN FIRST-YEAR WRITING
No full textThis dissertation explores how somatic awareness and trauma-informed pedagogies can be integrated into the teaching of writing. Drawing from autoethnography and pedagogical theory, it proposes that writing is not a purely cognitive act but a deeply embodied process, one shaped by the physiological and psychological dimensions of lived experience. Using autoethnography as both method and praxis, the study centers the author’s experiences of trauma, grief, and healing to investigate how body-based practices such as breathwork, visualization, and mindfulness can support writing, particularly for students navigating stress, anxiety, or disconnection from their academic identities. Chapter One situates the research within literature on somatic psychology, trauma theory, expressive writing, and composition studies. The work of scholars such as Rosemarie Anderson, Bessel van der Kolk, Judith Herman, Peter Elbow, and Carolyn Ellis provides the theoretical grounding for an embodied approach to writing instruction. Chapter Two presents an autoethnographic account of writing through grief and loss, offering personal testimony as a form of knowledge production. Chapter Three reframes writing pedagogy through the lens of wellness, arguing that trauma-informed practices, while not therapeutic in a clinical sense, foster regulation, resilience, and voice. Chapter Four provides a concrete curricular model for implementing an embodied writing course, complete with units, assignments, and reflective teaching strategies. This study challenges traditional, disembodied models of academic writing instruction, advocating instead for an approach that recognizes the writer’s body as a site of both knowledge and vulnerability. It argues that by integrating low-stakes, multimodal, and mindfulness-based practices, instructors can support students’ sense of agency and presence in the writing process. Ultimately, this dissertation demonstrates how embodied writing pedagogy not only aids healing and self-discovery but also creates more inclusive, humane, and effective first-year writing classrooms
SUSTAINED EFFECTS OF NEUROFEEDBACK ON CHILDREN & ADOLESCENTS WITH ADHD: A META-ANALYSIS
No full textAttention-deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder diagnosed in the United States, with the most common form of treatment being psychostimulant medication. In the recent years there has been a growing concern among parents about starting their children on medication from a young age, prompting researchers to look at alternative methods. This will me a meta-analytic review of neurofeedback treatments to see if they are a feasible method in improving core behavioral symptoms and executive functions. All articles included in the review contained follow-up periods of 6 months or greater. There was a total of 468 participants across the studies, with 93% of them being young boys. Contrary to previous studies, no effect was found for neurofeedback in improving core behavioral symptoms or in improving executive function measures. More research needs to be done to assess weather neurofeedback can be a viable option in treating behavioral and neurocognitive symptoms of ADHD
SEVERITY PROFILES OF PRESCHOOL-AGED CHILDREN AND THEIR ASSOCIATIONS WITH MATERNAL HELP-SEEKING: A LATENT PROFILE ANALYSIS
No full textParents of preschoolers are more likely to seek treatment for childhood depression compared to anxiety and behavioral disorders. Atypicality and stability have been implicated in relation to help-seeking, but it is not known how they differ between disorders and whether such differences impact help-seeking. The current study grouped mothers based on their atypicality and stability appraisals across disorders; tested for differences in appraisals between disorders; and then tested for differences in help-seeking based on group membership. Participants were 272 adult mothers of preschool-aged children. Mothers read a series of vignettes describing preschool-aged children with depression, anxiety, and ADHD, and then they answered questions to assess their perceptions of atypicality and stability and their likelihood of help-seeking for each of the problems presented. Results revealed three groups of mothers based on atypicality and stability appraisals. Further analyses demonstrated that mothers generally rated depression as significantly more atypical, but not more stable, than anxiety and ADHD. Finally, groups significantly differed in their likelihood of help-seeking such that mothers in the first group were generally more likely to seek help across disorders compared to mothers in the other two groups, while mothers in the second group were significantly more likely to seek help across disorders than mothers in the final group. These results show that atypicality and stability appraisals together provide a more nuanced picture of severity and help-seeking than either construct alone. Future researchers may want to test how these appraisals can be changed and improved via psychoeducational help-seeking interventions
Crypto Accounting Market Dynamics: Advanced Econometric Analysis of Earnings Impact with BERT-Powered GenAI Models
Get PDFThis study is, the authors believe, a groundbreaking investigation into the impact of cryptocurrency news on the earnings of publicly traded companies. Using advanced Generative AI (GenAI) models and the BERT framework for sentiment analysis, we integrated comprehensive data from the Financial Modeling Prep API. This enabled us to employ a rigorous event study methodology and advanced machine learning algorithms. Valuable insights were derived from the BERT model, shedding light on the reasons behind abnormal returns and facilitating a thorough analysis of material and immaterial impacts. The study’s findings highlight the significant influence of both positive and negative cryptocurrency news on cumulative abnormal returns (CAR), particularly among firms deeply involved in crypto activities. Notably, deliberate news, including official announcements, had a more pronounced impact than unintentional ones on market reactions. This innovative approach provides actionable insights into financial services, investment management, and corporate communication, offering a framework for improving predictive models, investment decisions, and risk management strategies
Music As Medicine: The Impact of Music On Pain Reported After Surgery
Get PDFThe impact of music on subjective reporting of pain and anxiety has been increasingly described in medical literature. Multimodal methods of alleviating postoperative pain and anxiety, including the use of live or recorded music in perioperative settings, have been shown to improve patient-reported pain levels and, in some studies, to result in decreased opioid usage. The overprescription of opioids after surgery can contribute to long-term abuse or trafficking of medications, and the use of non-opioid medications, alternative methods of pain relief, and environmental/auditory stimuli offer new mechanisms to promote safe opioid prescribing while improving both pain control and patient wellbeing. Soothing music has been shown to potentially lower heart rate, blood pressure, and breathing rate. As pain is a subjective sensation that has complex neural pathways, it is important to evaluate auditory inputs and their impact on these pathways and the subjective pain response