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Two families of graceful cacti
Full text linkWe present a graceful labeling for each member of a subfamily of quadrangular cacti whose underlying graph correspond to the subclass of rooted binary trees where every level has at most two vertices. We also prove the existence of an -labeling (the most restricted type of graceful labeling) for all cyclic snakes, i.e., those cacti whose blocks are copies of the cycle and its maximum degree is four
How Romance Can Impact Video Game Players, Both in Game and in Life
No full textPart of the session titled Home Screens
Bridging Man and Machine: Apple\u27s Warning of a Technological Singularity
No full textPart of the Session titled: At Home in the World: Seeking Autonomy in the Here and Now
Dismantling the Straight Narrative: Fan Fiction as a Deconstruction of Heteronormativity
No full textPart of the Session titled Reclaiming Home: Gender, Violence, and Visibility
Promising Young Woman and the Failure to Protect Women
No full textPart of the Session titled Reclaiming Home: Gender, Violence, and Visibility
The Causes and Effects of Procuring a Culturally Relevant and Sustaining Educational Pedagogy
Full text linkThis study investigates the causes and effects of educators adopting a Culturally Relevant and Sustaining Education (CR-SE) pedagogy within our educational system. Three qualitative data collection and analysis pathways are used: thirteen participants are surveyed and interviewed, a policy analysis occurs, and an autoethnographic journal is analyzed. This research explores how cultural conflicts, deficit mindsets, and at-risk labeling contribute to systemic inequities, leading to social suffering for both students and educators. The research examines how educators who develop a critical consciousness navigate these challenges, often experiencing moral injury as they advocate for equitable educational practices. Through qualitative inquiry, this study identifies the transformative learning experiences that shift educators\u27 perspectives toward CR-SE and the structural barriers that prevent meaningful change. By centering the lived experiences of educators and students, this dissertation highlights the urgent need for systemic shifts to disrupt social suffering and create inclusive, empowering learning environments
Digital vs. Non-Digital Interventions: A Study of Intervention Types to Reach Fluency in Operations with Integers in Seventh-Grade Mathematics
Full text linkStudents in junior high school are struggling with mathematics (U.S. Department of Education, 2023). Mathematical fluency—the automatic and accurate recall of facts—is critical to mathematics learning. There is limited research on junior high school general education students and how we can help them master the foundational concepts. Without fluency, students rely heavily on their working memory to learn new mathematics skills. Fluency in operations with integers is one of those foundational topics of junior high school. With many new digital tools available, are digital interventions more effective than the methods teachers have been using? The researcher compared three intervention styles: digital, non-digital, and a combination to see which was the most effective in increasing student fluency. The key components of an intervention were that they were whole group, had high repetition, and fit into a 10-minute time period. The researcher chose game-based interventions to engage students because when students are interested and engaged, they learn more. The researcher found that digital interventions had the highest increase in post-test scores after 10 interventions. Students preferred digital interventions and were the most engaged with them. Additionally, when comparing low- and high-achieving students, digital interventions were more effective in low-achieving students. High-achieving students also preferred digital, but to a smaller degree. They appreciated the variety of mixed interventions. The best way to engage seventh-grade students in practice of operations with integers is through a variety of 10-minute interventions, primarily digital in nature, particularly for lower-ability students
