ScholarWorks (California State University)
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Restorative justice: A practical guide for elementary and middle schools
No full textThis project addresses the longstanding reliance on punitive discipline within the K-12 educational settings and its adverse impacts on student outcomes. Traditional disciplinary practices, such as suspensions and expulsions, have been used in schools for an extended period to correct behavior. However, research has shown that these punitive approaches are ineffective and exclusionary, as they remove students from their learning environment and hinder their academic and social development. The authors reviewed the literature to reveal notable patterns and consequences associated with punitive discipline. Research revealed patterns of disproportionate impact on students of color, the school-to-prison pipeline, adverse effects on student identity, and the hindrance of educational success. This study aims to advocate for a more effective way to address behavior within the school setting. Restorative Justice (RJ) offers a more inclusive and relational approach to discipline by focusing on accountability, repairing harm, and fostering supportive learning communities. Research shows that RJ can reduce suspension rates, improve school climate, and promote equity by keeping students engaged in their education. This work calls for an urgent need for educational institutions to rethink discipline and adopt restorative frameworks that support all students in reaching their full potential
Improving RRT* for 2D parking route planning
No full textAutonomous vehicles in structured spaces like parking lots face challenges due to limited space, obstacles, and motion constraints. Traditional methods like A* are slow, and basic RRT or Dubins paths lack flexibility. This study improves 2D path planning by enhancing RRT* with spline fitting, node pruning, and two phase sampling and compares its performance with Dubins and Reeds-Shepp models for smooth, collision-free, and realistic navigation. The data used in this study was generated through simulation in three structured environments: a compact parking lot, a parallel parking setup, and a mall-style parking area. Algorithms like RRT, RRT* Dubins, and Reeds-Shepp were tested using Python tools (Pygame, NumPy, Matplotlib) and MATLAB for validation. Each setup involved 10 test runs with fixed start and goal points, and metrics such as path length, time, and success rate were recorded to evaluate algorithmperformance.The study found that Reeds-Shepp paths combined with RRT* performed best in structured, tight environments due to their support for reverse motion. RRT* generated smoother, more optimal paths than standard RRT, especially when enhanced with spline fitting and node pruning. Dubins paths were faster in open areas but less effective in compact spaces.Overall, Reeds-Shepp with RRT* was the most practical for real-world autonomous parking
Engaging Students in Reading with Whole-class Texts: A Novel Study Template for Middle School English Teachers
No full textThis project is a novel study template that incorporates reading, writing, listening, and speaking activities that engage all learners while reading a whole-class text. When selecting curriculum, teachers look for materials that are engaging and challenging for students and usable for teachers. The unit is designed for middle school English Language Arts, specifically 8th grade College Preparatory English (a grade level class), with appropriate scaffolds to support Multilingual Learners and special education students and challenge advanced students. The unit includes pre-reading (anticipation guides and historical context), during reading (plot elements, literary elements, and discussion prompts), and after-reading activities, which include a culminating writing task where students will demonstrate their understanding of the core text and its themes. The reading strategies focus on six important strategies that adept readers employ: predicting, visualizing, connecting, questioning, clarifying, and evaluating. The reading strategies are transferable to other content areas. The purpose of this project is to increase student engagement in reading whole class texts through the creation of a novel study template. With students at the center, the resources provide a concrete framework for teachers to clearly meet the needs of all students in a step-by-step manner. This project addresses student learning because it puts building literacy skills (particularly reading) at the forefront of lesson planning. It takes into account a skill (reading) that is required in all content areas. It also considers the importance of student engagement and motivation and addresses the issue of teaching a whole-class text to students with different reading abilities and interests
Sacramento Pullman Strike of 1894: Traveling trunks and bringing local labor history to the classroom
No full textThis project develops a museum-sponsored activity kit for use in eighth grade social science classes, focusing on the strikes and conflict that took place in Sacramento during the 1894 Pullman Strike. The project explores the benefits of museum-school partnerships to make historical knowledge accessible and engaging for K-12 students, fostering a connection between people and their past. The final product is an educational module for the California State Railroad Museum meant to be loaned for use in classrooms, expanding the reach of the museum beyond its four walls. The design of the materials in the educational module integrates methodologies of museum education and K-12 classroom education to address current student needs, museum-specific educational outreach goals, and California state education standards. This project illustrates the importance of building museum-school partnerships for public history, fostering educational experiences rooted in meaningful connections to local history
Magnetic Targeting Enhances Nanostructured Covalent Organic Framework-Doxorubicin Cellular Uptake in Triple-Negative Breast Cancer: A Model for Receptor-Deficient Cancers
No full textCovalent organic frameworks (COFs) are promising nanocarriers for enhancing anticancer drug efficacy. To deliver doxorubicin (DOX) to receptor-deficient cancers - using triple-negative breast cancer (TNBC) as the paradigmatic example, we developed a magnetically guided COF-based nanostructure called COF@DOX@Fe3O4. Fe3O4 nanoparticles (NPs) were used to functionalize the nanostructure after DOX was loaded into COF NPs (loading capacity: 24.53 ± 0.09 wt%). The as-synthesized COF@DOX@Fe3O4 nanocarrier was thoroughly characterized. The controlled release of the drug was evaluated/confirmed in acidic environments (pH 5–6) to mimic tumor microenvironments and lysosomal conditions, while the structure remained stable at physiological pH. Two TNBC cell lines (MDA-MB-453 and 4T1) were selected for in vitro evaluations. COF@DOX@Fe3O4 under magnetic targeting effectively entered these cells and enhanced cytotoxicity, with IC₅₀ values of 0.189 μM and 0.0341 μM, respectively, significantly lower than free DOX. Molecular modeling confirmed that magnetic targeting can increase DOX lethality by raising intracellular concentration, and flow cytometry showed it enhances apoptosis in both cell lines. Compared with cancer cells, the nanostructure showed low cytotoxicity in non-cancerous HEK-293 cells, demonstrating biocompatibility. These results highlight COF@DOX@Fe3O4 as an effective platform for treating receptor-deficient malignancies such as TNBC by combining magnetic targeting, pH-stimulated drug release, and reduced off-target effects.147169https://doi.org/10.1016/j.ijbiomac.2025.14716
Linking Targeted, Spontaneous Thoughts to Verbal Labels: Implications for Clinical Interventions
No full textCan a stimulus activate more than one mental association in the stream of consciousness? Can spontaneous thoughts activate such associations systematically? To address these questions, participants (n = 57) were first trained to associate a nonsense word (the "lead associate") with a nonsense shape and with a nonsense sound (a nonstandard chord). The order of presentation of the shape training and the chord training was counterbalanced across participants. Afterward, participants were instructed to think of the lead word whenever they experienced a spontaneous autobiographical memory. During the critical phase, participants viewed line drawings that were designed to induce an autobiographical memory and reported whether they experienced a memory and retrieved the trained word, shape, and chord on each trial. The results revealed that participants retrieved the lead (word) associate on a substantial proportion of trials, and that retrieval rates differed significantly based on the order in which the associations were trained. Retrieval was highest for the first-trained associate, followed by the second and third. Retrieval rates followed the order of training, with the highest for the first-trained associate (M = .52), followed by the second (M = .33) and third (M = .29); however, the difference between the second and third associate was not statistically significant. The finding suggests that mental associations between percepts can be activated in a structured sequence when triggered by a spontaneous autobiographical memory. The study has implications for interventions such as cognitive behavioral therapy, in which clients must monitor, and respond mentally in some way to the occurrence of certain spontaneous thoughts (e.g., ruminations).https://doi.org/10.46569/6969z947
Curricular Project: Reading and Comprehensive Narrative Story Mapping
No full textThis project is a story mapping resource designed to enhance narrative reading comprehension through visual organization of story elements during guided reading sessions. The resource addresses a critical challenge in third-grade literacy instruction where students demonstrate difficulty with deeper comprehension of grade-level texts. Research findings indicate that story mapping significantly improves narrative comprehension through structured visual frameworks that break down complex texts into manageable components. The methodology integrates evidence-based practices through a four-phase implementation approach. The resource includes detailed lesson plans, differentiation strategies, and assessment tools aligned with Common Core State Standards. The project's design addresses diverse learning needs through scaffolded instruction, collaborative learning opportunities, and multimodal engagement strategies. Results suggest that this approach enhances students' ability to identify story elements, make meaningful connections, and develop critical thinking skills essential for academic success. Future directions for this resource include expanding it to incorporate digital tools, multimedia elements, and culturally responsive approaches, thereby further supporting differentiated instruction and student engagement. This project contributes to the field of literacy education by providing educators with practical, research-based strategies to address reading comprehension challenges at a crucial developmental stage
Effects of Nanofiber Interleaving on the Strength and Failure Behavior of Co-Cured Composite Joints with Fiber Orientation Mismatch
No full textThis study investigates the effect of nanofiber interleaving on the mechanical performance of co-cured composite lap joints with effective fiber orientation mismatch at the joint interface. Joint configurations were defined by dominant yarn orientations at the bond line—denoted as (lower-substrate|upper-substrate)—and tested in (0|0), (90|90), and mismatched (0|90) setups using an 8-harness satin (8HS) fabric architecture, with and without nanofiber interlayers. Mechanical testing revealed an over ~25% reduction in lap shear strength for the (0|90) configuration relative to the matched (0|0) and (90|90) joints. Nanofiber interleaving effectively restored this loss, achieving strength levels comparable to the matched cases. Statistical analysis using two-way ANOVA and ANOM confirmed that both fiber orientation and nanofiber interleaving significantly influence joint strength, with a notable interaction effect (p < 0.001). Fractographic analysis further showed that nanofibers enhanced delamination resistance by stabilizing crack paths and suppressing crack jumps at crimping sites, especially in (0|90) joints where 0/90 yarn intersections are prone to early failure. These findings underscore the role of nanofiber interleaving in mitigating mismatch-induced failure mechanisms and improving the structural integrity of composite bonded interfaces.10.3390/jcs90602852504-477
Archaeology, Elementary Education and Community Collaboration: The Role of Archaeology in the Reinterpretation of the Environmental Living Program at Fort Ross State Historic Park
No full textThis thesis examines the role of archaeology in the redesign of the Environmental Living Program (ELP) at Fort Ross State Historic Park (FRSHP) located in Kashaya Pomo territory, Sonoma County, California. The ELP is a California Department of Parks and Recreation (State Parks) initiative designed to educate fourth and fifth grade students about history. The program is currently undergoing revisions in response to criticisms from the Kashaya and Alaska Native communities regarding the use of role-play and the misrepresentation of Indigenous histories. Through ethnographic and community-collaborative methods, including ethnographic observation and semi-structured interviews, I examine the perspectives of five key stakeholdergroups: the Kashaya, Alaska Native communities, State Parks, the Fort Ross Conservancy, and elementary educators. Findings reveal meaningful stakeholder collaboration is essential for the ELP's future and that State Parks archaeologists need to be involved in facilitating tribal consultation and supporting the development of interpretive materials. This research contributes to the broader conversations regarding decolonizing archaeological practice by demonstrating how archaeologists can use ethnographic and collaborative methods to support culturally responsive educational programs and center Indigenous perspectives at public historic sites
The Inclusion and Experiences of Secondary School Students with a Physical Disability in Freetown Sierra Leone
No full textThe purpose of this study was to explore the inclusion and experiences of students with disabilities from selected secondary schools in Freetown, Sierra Leone, addressing a gap in the practice of inclusive education in secondary schools. Critical disability, systems, and neo institutional theories provided the theoretical frameworks for this research. Participants were asked to describe their pedagogical, social, and psychological experiences within an inclusive classroom setting. Photographs and one-on-one semi-structured interviews were conducted with 14 secondary students with physical disabilities. Data were analyzed using Moustakas's modified van Kaam method. Notable themes emerged from participants' perceptions of their pedagogical, social, and psychological experiences. Students reported both positive and negative aspects related to their experiences in an inclusive secondary classroom. Recommendations include developing and delivering professional development programs focused on inclusive pedagogical practices and classroom management strategies that support students with disabilities. Understanding participants' perceptions of pedagogy and social and psychological experiences may necessitate establishing school-based programs that promote peer mentorship, inclusive extracurricular activities, and anti-bullying initiatives to help students with disabilities build positive relationships with their classmates and school staff