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Evaluating Genetic Variation of Brassica tournefortii Gouan Collections Via Microsatellite Marker Analysis
No full textPlants can differ in phenotypes, but genetic variation may not always reflect phenotypic differentiation. In this study, we tested if native, invasive and landrace population types of Brassica tournefortii Gouan diverged genetically. We performed this comparison by genotyping individuals derived from our own field collections (invasive populations) and from USDA accessions (plants from the native range and landraces). We used two polymorphic microsatellite loci to analyze allelic diversity (Question 1), genetic differentiation, admixture, inbreeding (Question 2) and evolutionary relationships (Question 3) of three population types and of 17 populations of B. tournefortii. Comparison of allelic diversity indices and observed heterozygosity among population types, revealed that native populations had, on average, the highest estimates of genetic diversity (Question 1). Overall, the native, invasive and landrace population types had low levels of genetic differentiation and significantly varied in amount of admixture (Question 2). Differences in self-fertilization rates among individuals within populations may have accounted for the microsatellite variation detected. The two microsatellite loci contained enough variability to detect genetic divergence between the native, invasive and landrace population types (Question 3)
Let’s Teach More Accurate and Inclusive History! The Case of Islamic Contributions to Mathematics and Science
Get PDFSchools commonly teach a history of mathematics and science that is Eurocentric. This selective version of the history of science, called Classical Narrative by some, is rooted in colonial times and mindset, and has reinforced certain negative opinions about other cultures. It ignores or downplays contributions to mathematics and sciences from non-western civilizations, and falsely attributes many scientific discoveries to European scholars. Medieval Islamic Civilization, which had strong connections to Renaissance Europe, serves as a clear example of how this narrative is distorted. Based on research on primary sources since the middle of the 20th century, we now know that some of the most fundamental notions of modern mathematics and science come from the medieval Islamic Civilization. Moreover, modern researchers also discovered that Islamic science was influential on Renaissance scholars. However, these facts are generally not known and there is a significant disconnect between the most accurate academic knowledge on the subject and what is being taught, or not taught in schools. Despite the passage of many decades, accurate knowledge based on primary source research has not become common knowledge or part of the school curricula. Based on my personal journey into the field, academic research on primary sources, and discovery of a global story, I draw attention to what needs to be done in this area, and invite the larger community to help develop strategies to contribute to efforts to decolonize the curriculum
From First Job to Career: Research and Narratives
No full textFrom First Job to Career is an anthology that weaves together inspiring first-job stories from people across diverse industries and backgrounds, offering career seekers of all ages the chance to connect with relatable experiences and hard-earned wisdom. This collection reveals the different paths people take in shaping their careers and serves as a resource for readers to identify with and learn from others\u27 journeys. Paired with a comprehensive review of research in vocational psychology and career counseling, the book distills key principles and provides actionable resources for navigating the job search and building a meaningful career.https://scholarship.claremont.edu/cmc_facbooks/1029/thumbnail.jp
Community Impact of School Closure: Implications for Access to Socially Valued Resources and Services in an Urban Community
Get PDFThis phenomenological single case study explores the lived experiences of community members in Central Bay, California, as Central Bay High School faces the prospect of consolidation or closure. Drawing on in-depth, semi-structured interviews and document analysis, the study examines how the potential loss of a longstanding educational institution affects community access to socially valued resources and services, such as extracurricular programs, health services, safe gathering spaces, and pathways to postsecondary education. The research investigates the multifaceted impact of school closures on the well-being and resilience of residents, highlighting the emotional, social, and economic challenges encountered during the decision–making process. Special attention is given to the educational trajectories of students, particularly those from historically disenfranchised backgrounds, and the ways in which school closures may disrupt academic continuity, social capital, and future opportunities. Findings reveal that while some community members mobilize to advocate for their school and adapt to changing circumstances, others experience heightened vulnerability, diminished access to socially valued services, and a sense of loss regarding community identity and cohesion. The case of Central Bay High School underscores the critical role of schools as anchors in urban communities and calls for more inclusive, equity-centered approaches to educational policy and planning
Allyship Readiness Scale Development and Validation
No full textLike any other organizational initiative, diversity, equity, and inclusion (DEI) efforts require substantial work, which can take a toll on those involved. This toll has, in many instances, disproportionally fallen on members of historically marginalized groups, resulting in what has been defined as the “minority tax” (Faucett et al., 2023). This additional burden placed on minority individuals, who are often expected to volunteer their time and expertise for such efforts while also fulfilling their regular job responsibilities, places unnecessary stress on underrepresented groups. This negative pattern highlights the importance of developing strong allies from other members within the workplace to alleviate this load and promote a more equitable environment. Allies are individuals who practice allyship by recognizing their privilege and using their resources, such as their voice, actions, and platforms, to disrupt and dismantle inequality (Sabat et al., 2013). Despite the increased discourse of allyship in different contexts including the workplace, research highlights the urgent need to develop research-based allyship interventions and evidence-based allyship methods (e.g., Salter & Migliaccio, 2019). Given the clear importance of allies in society and the urgent need to further explore allyship, it is critical to have valid and reliable measures that evaluate constructs related to allyship such as competences or readiness. This dissertation aims to contribute to addressing this critical gap by developing and validating the Allyship Readiness Scale (ARS), a theoretically grounded and psychometrically robust instrument designed to assess the cognitive, emotional, and behavioral dimensions of allyship readiness. Drawing from Social Identity Theory (Tajfel, 1974), training needs assessment literature, and the five-stage ally identity development model proposed by Martinez et al. (2023), this paper conceptualized allyship readiness as a multidimensional construct encompassing five initially theorized domains: Apathy, Awareness of Privilege, Empathy, Emotional Readiness, and Supportive Engagement. Each dimension was intended to capture a distinct but complementary aspect of an individual\u27s readiness to recognize systemic inequities, reflect on personal privilege, regulate emotions in difficult conversations, and act in solidarity with marginalized groups. However, Empathy was removed following exploratory factor analysis due to conceptual and statistical overlap with other dimensions. A comprehensive, multi-study scale development process guided by Hinkin’s (1998) methodology was utilized to develop the scale. In Study 1, a content validity assessment was conducted using a construct classification task with naïve judges ( N = 15), yielding 64 items that met or exceeded the 54% agreement threshold, demonstrating initial conceptual alignment and definitional clarity. Study 2 employed exploratory factor analysis (EFA) on a sample of 352 full-time employees, revealing a five-factor solution consistent with the proposed model. As mentioned prior, the Empathy factor exhibited conceptual and statistical overlap with other dimensions, leading to its removal from the final structure. Study 3 tested the revised four-factor model via confirmatory factor analysis (CFA) in an independent sample of 396 full-time workers, yielding excellent fit indices (CFI = .919, TLI = .913, RMSEA = .048), thereby validating the factor structure of the 37-item ARS. To enhance accessibility and utility in applied settings, a 16-item short form (ARS-SF) was developed by retaining the four highest-loading items per dimension. The short form also demonstrated strong model fit (CFI = .956, TLI = .946, RMSEA = .049) and retained conceptual integrity, making it a viable alternative for organizational contexts with limited time or resources. Study 4 evaluated convergent and discriminant validity by situating the ARS within a broader nomological network of related constructs, such as DEI attitudes, and emotional regulation. Together, these studies provide strong initial evidence for the reliability and validity of the Allyship Readiness Scale. This research makes several theoretical and practical contributions. Theoretically, it introduces a novel operationalization of allyship readiness as a measurable psychological construct situated within broader social identity and attitude change frameworks. It offers a validated tool to empirically examine allyship, therefore enabling future research to identify antecedents and consequences of readiness across diverse organizational and cultural settings. Practically, the ARS provides DEI practitioners and organizational leaders with an evidence-based instrument to tailor trainings, evaluate readiness pre- and post-intervention, and track progress over time. Its application can support more equitable and effective DEI programming, reduce training resistance, and shift the burden of DEI work toward collective responsibility. In sum, the development and validation of the Allyship Readiness Scale contribute to the advancement in both the science and practice of allyship in organizations by offering a reliable and theory-driven measure. This dissertation responds to urgent calls for accountability and rigor in DEI work and supports the design of more inclusive, psychologically safe, and socially just workplaces
An ODE-Based Analytical Approach to Rayleigh Flow of Kelvin–Voigt Fluid
Get PDFWe present some results from a project carried out in the Under- graduate Research in Mathematics (MATH 4380) course at TAMIU. The main goal of this study is to demonstrate that analytical solutions for a system of partial differential equations (PDEs) can be obtained using methods typically taught in an undergraduate ordinary differential equations (ODE) course, such as power series, undetermined coefficients, and Laplace transforms. In this study, we provide semi-analytical solutions for Rayleigh flow type problem utilizing the Kelvin-Voigt fluid model, which describes the behavior of vis- coelastic materials by incorporating both elastic and viscous properties. Heat transfer analysis is also considered under the assumption of local thermal equilibrium. The mathematical formulation is established based on funda- mental conservation laws, leading to a system of partial differential equations. To obtain approximate analytical solutions for the governing equations, we apply the Laplace transform and regular perturbation techniques. SAE 5W-30 Castrol Edge Engine Oil is considered as the working fluid for the simulations. We analyze how the Prandtl, Grashof, and Kelvin-Voigt numbers affect the flow pattern features. Our findings indicate that increasing the dimension- less Grashof number enhances the velocity fields, while the dimensionless temperature field decreases to zero more rapidly for larger Prandtl number
Plantation Matters: The Black Production of Space in Southeastern Louisiana, 1830 to 1912
Get PDFTaking one Louisiana sugar plantation as a starting place, I demonstrate how African-descended laborers created life-sustaining spaces within/beyond the death-driving plantation complex during and after slavery
The New Urbanism in New York City: A Case Study Comparing Battery Park City and Alphabet City
Get PDFThis thesis examines two Manhattan neighborhoods, Battery Park City and Alphabet City, through the lens of New Urbanism—an urban planning approach developed in the 1990s. New Urbanist principles prioritize walkability, connectivity, mixed-use development, diversity, varied housing options, architectural quality, green transportation, sustainability, and accessible green spaces. While Battery Park City represents a top-down, master-planned New Urbanist neighborhood based on a 1979 plan, Alphabet City emerged from the 1811 Manhattan grid with significant community-driven design, notably through community gardens and grassroots initiatives. Using a mixed-methods approach including residential surveys, qualitative, and quantitative analyses, this research investigates how these neighborhoods embody New Urbanist principles. The findings reveal that despite fundamentally different planning approaches, both neighborhoods demonstrate core New Urbanist characteristics, suggesting flexibility in urban design implementation. This research raises critical questions about urban development strategies, particularly regarding community engagement in master-planned developments and mitigating gentrification in evolving urban landscape
A Comparative Analysis on Geothermal Energy in Kenya and California
No full textGeothermal energy represents a critical pathway for sustainable energy development, offering a consistent, low-carbon alternative to fossil fuel-based electricity generation. This comparative research examines geothermal energy development in Kenya and California, exploring the complex intersections of technological innovation, environmental justice, and sustainable energy transitions. By analyzing the institutional frameworks, technological approaches, and socio-ecological contexts of the Geothermal Development Company (GDC) and Kenya Energy Generating Company (KenGen) in Kenya and the Geysers and the Salton Sea Geothermal Area in California, the study reveals the multifaceted challenges and opportunities inherent in renewable energy implementation. Employing an interdisciplinary methodological approach, the research integrates perspectives from a robust dive into theories in literature, cartographic creation, geospatial analysis, and comparative energy policy analysis. Through geospatial analysis and comparative institutional assessment, the study investigates how different geographical and socioeconomic contexts shape geothermal energy development. The analysis draws on the theoretical framework of just transition, examining the distributional, procedural, and restorative dimensions of energy transformation. Key findings highlight the importance of moving beyond technological determinism, emphasizing the need for holistic approaches that address ecological restoration, social equity, and institutional adaptation. The research demonstrates that effective decarbonization strategies must integrate multiple knowledge systems, bridging technological innovation with community engagement and robust policy frameworks. Ultimately, the study provides critical insights into the potential of geothermal energy as a regenerative approach to addressing global climate challenges and promoting sustainable development
Queerness through the Lens of Abjection, Games, and AI
Get PDFI have always understood queerness in relation to the heteronormative standards that our modern society imposes. That is, despite being queer, my own perception of my identity has been that it is abject. The abject is what disturbs identity, system, order, and what does not respect borders, positions, and rules. I have been indoctrinated to believe that queerness is a disturbance to the current system, that it is unnatural and repulsive. However, there is value in abjection. When faced with a primal repulsion, the boundaries between the Self and the Other are confronted and begin to break down. By breaking apart our understanding of our Selves, we can begin to build a new identity, and the value in this process is that we can form an identity that is not bound by our own biases for abjection is a kind of narcissistic crisis. What does it mean then to explore abjection within the queer community rather than queerness as the abject? To answer that question I will pursue the exploration of queer abjection, specifically in the realms of modern dating and artificial intelligence (AI). My project will be a video game that critiques the current system of online queer dating by creating an abject experience that highlights how shallow/objectifying the system is for gay men