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Panel IV Discussion (Part2): The Future of 1st Amendment Protections: Examining the Use of Brutality on those Fighting Against Violence
Get PDFThe 1st Amendment to the United States Constitution provides that Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances”. 35 Texas Constitution, Article I, Section 27, states, “The citizens shall have the right, in a peaceable manner, to assemble together for their common good.’’ What constitutes peaceful protest and limitations on such speech has been questioned for decades. Law enforcement agencies have, over the years, used various means of restricting free speech and peaceful assembly. Recall, during the civil rights movement of the 1960s, snarling dogs and high-powered water hoses were used in addition to other brutal physical attacks and excessive use of force on adults and children alike. This presentation examined current jurisprudence surrounding these issues. It questions what the future of the First Amendment right to protest does and should looks like while affirming the need to defend this critical right in protecting democracy. It further demonstrates the need to expand the constitutional protection for peaceful protestors as it relates to racial and social justice
The Effect of Classroom Factors on Academic Achievement of Fifth Grade English Learner (EL) Students
Get PDFStudents’ instructional needs are identified, and proper interventions and instructional placement are put in place to maximize student-learning potential, but there is a gap in literature regarding the impact of classroom factors on student achievement of English learner (EL) students in diverse elementary schools (Heritage, Walqui, & Linquanti, 2020). The problem involved identifying the impact of intervention type, mobility status, and language of instruction on academic achievement of fifth grade EL students. The purpose of this quantitative study was to examine the impact of classroom factors on student achievement of EL students in elementary schools in the large urban school district in Southeast Texas. Data were obtained from the Chancery System, for data regarding student information and individual state standardized testing scores, and the Intervention Assistance Team (IAT), for data regarding student level of intervention, mobility status, and language of instruction. A three-way ANOVA showed whether the three independent variables significantly differentiated from the State of Texas Assessment of Academic Readiness (STAAR) math, reading, and science achievement test scores of students and whether the three-way interaction of the independent variables had defined a difference in the STAAR achievement test scores. The results of the analyses determined that the math, reading, and science STAAR scores differed based on individual effects as well as the interactions of intervention tier, language of instruction, and mobility status. The results showed significant evidence to reject the three null hypotheses posed in the study. Educational leaders and policymakers should explore potential interventions they could implement to encourage continuous enrollment for EL students considered high-risk for increased mobility. Future researchers could build on this study by exploring the same variables and their influence on reading, math, and science scores among EL students in middle school or high school or from suburban or rural school districts
The Analysis of the concentration of Arsenic, Cadmium, Lead and Mercury in Cannabis Oil Using Inductively Coupled Plasma Mass Spectrometry.
Get PDFThere has been a critical need to ensure products are of required standard and safe for use; therefore, the United States and other countries have been releasing laws and regulations to moderate the safety of medicinal and/ recreational products. Marijuana and cannabis-based products are not an exception to these moderation laws and regulations that govern them, where the checks and balances are very similar to foods and pharmaceuticals consumer products. These are the existing regulatory Allowable Standard of Tolerance Level of cannabis products for Arsenic (0.2–1.5ppm), Cadmium (0.2-0.5ppm), Mercury (0.1–3ppm) and Lead (0.5-10ppm) metals.
The testing and analysis of heavy metals in cannabis products have become very crucial for moderation as some maybe toxic if ingested, inhaled or in dermal contact and its environment, and these can lead to adverse effect. With more heavy metal studies on cannabis-based oil products more awareness will be created.
The objective of this study is to identify the presence of Arsenic (As), Cadmium (Cd), Lead (Pb) and Mercury (Hg) metals in Cannabis oil, determine their concentrations, and how it compares to the set standards of different regulatory agencies. Amongst the varieties of sample matrices, an existing sample preparation procedure, analytical methods and applications, tested, proven and developed for inductively coupled plasma-based techniques, have been adopted and applied to 14 sourced Cannabis oil sample products.
The acid digested cannabis samples were analyzed using an Inductively Coupled Plasma-Mass Spectrometry instrument. This includes lower detection limits to nanogram-per-liter and / part-per trillion levels. The limits vary among states, and the results for the fourteen (14) cannabis samples showed that the concentration and standard deviation of the researched selected heavy metals are As75 (0.007786 ppm ± 0.013705) and Cd111 (0.007423 ppm ± 0.012793) relatively highest in cannabis samples 1 and 2, respectively. The Hg201 (0.000024 ppm ± 0.000053) and Pb208 0.000842 ppm ± 0.000995) are highest in samples 13 and 8, respectively
Synthesis Methods, Characterization Techniques and Properties of Some Diruthenium Complexes
Get PDFThis review provides an overview of some diruthenium complexes with respect to their synthesis methods, physical, and chemical properties. Diruthenium complexes discussed in this thesis play a part an important role in various fields, including medicine, catalysis, biology, nanoscience, redox and photoactive materials. Some synthesis methods will be discussed, which help researchers to enhance experimental conditions. Diruthenium complexes are able to bind to DNA and inhibit its replication and protein synthesis, an important property in cancer treatment. A review of synthesis methods and properties of some diruthenium complexes, [Ru2(ibp)4Cl], [Ru2(asp)4Cl], [Ru2(npx)4(H2O)2]PF6, and [Ru2(ind)4(H2O)2]PF6, that exhibited biological activities is presented in this thesis
Achieving Equity in Education: A Restorative Justice Approach
Get PDFThe critical role of education in making the United States a more equitable nation underscores the importance of eliminating the persistent academic achievement gap between students of color and White students. A school culture that fosters trusting relationships can play a key role in reducing this gap. This importance of trusting relationships at the core of school culture has, however, not always been recognized nor prioritized in policies and actions. Restorative justice, a philosophy based on repairing harm and creating a sense of belonging in a community, brings the discussion of trusting relationships into the public forum. This paper discusses how restorative practices are being used in a series of town halls for high school students in a central Oregon school district to build trusting relationships for students of color and to give them the tools to create systemic change in their schools around race and ethnicity. The paper adds to the relatively small, albeit growing, body of research on the relationship between the use of restorative practices and increased school engagement among students of color who are most vulnerable to school failure. Given the significant role of educational institutions as engines driving fairness and social justice, the paper also contributes to the literature on social equity, the fourth pillar of Public Administration
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COVID-19: Impact on Business Students\u27 Transition from Face-to-Face to Online Instructional Delivery
Get PDFABSTRACT
The COVID-19 pandemic has shaken the world to its proverbial core with institutions for higher learning caught in the crosshairs. Consequently, every facet of higher education has been indelibly affected. Traditional classroom instruction immediately changed, and a nontraditional delivery method emerged inclusive of both hybrid and online instruction. This delivery method was new to many students as all instruction shifted from face-to-face to virtual. To mitigate the spread of the virus, immediate action was required and campuses had to determine the probability of closing. This was a challenge for many reasons, some students did not have the resources to attend classes virtually. Many students had housing on campus that had been paid for the entire semester and were not prepared to suddenly switch to a new way of instruction and learning. Students depended on work-study on campus and library and computer resources to facilitate their course success. Administrators and educators realized that change is the constant we live within, and understood the need for strategies that were adaptive, agile, and would continue to meet the needs of all students. This change also signaled the need for innovative, contingent, and servant leadership strategies by administrators, faculty, and staff that reduced uncertainty and promoted care and stability for the students. This research paper aims to identify and share the experiences of business students enrolled in two institutions of higher education in meeting this challenge. It will also reveal how students dealt with the sudden transition from traditional learning environments to fully online and hybrid instruction. The complexity was intensified by the need to ensure that faculty members were prepared to give instruction virtually. Many were thrust into e-learning training which by most standards is a great way to demonstrate continuous improvement efforts, a major accreditation mandate for business schools. A Likert-scale survey was administered seeking responses to the processes of curriculum delivery; impact, problems, and issues experienced to the immediate shift to online instruction. Perceptions of support from faculty, advisors, administrators, and methods utilized to establish a sense of urgency to meet the educational needs of the students during COVID 19 were also assessed. Two-hundred and seventy-four students consented to complete the survey. Survey results provide benchmark experiences and challenges that business students encountered while completing their academic semesters. The results will assist business schools in developing best practices for virtual instruction, communication, and student engagement plans and strategies for facilitating student and faculty success during current waves of the pandemic and new pandemics of the future
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