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Engaging the Global South with Power, Ideology, and Factual Pragmatism: Russia's Reemergence in Sub-Saharan Africa
No full textRussia's re-emergence in Sub-Saharan Africa is shaped by factual pragmatism, blending geopolitical strategy with anti-Western positioning. This paper examines whether Moscow's renewed African relations are driven primarily by economic and security self-interest or an ideological stance against Western dominance. It will determine factors that define Moscow's foreign policy by examining its evolution from the post-Soviet disengagement phase to Active Eurasianist in the 21st century. Observing economic relations, military interactions, and political partnerships examines the connection between Russia and Sub-Saharan African states regarding natural resource consumption, weapons sales, and security responsibilities. While analyzing factual pragmatism and anti-Western positioning, this paper argues that the primary forces behind Russia's involvement are securing commodities, expanding markets, and seeking strategic partners, not ideological diplomacy. Russia uses anti-Western sentiments to consolidate alliances with African countries, revealing a strategic effort aimed less at an ideological war with the West and more at gaining influence and power. This thesis also employs case studies of Russia's cooperation with South Africa, Nigeria, Sudan, and the Central African Republic to demonstrate the interplay between factual pragmatism and ideological positioning. The research highlights Russia as an alternative to Western influence, attracting African nations looking to diversify partnerships. However, there are issues of dependency, security threats, and governance regarding military and economic relations with Russia. This research enriches the knowledge of Russia's rekindled interest in Sub-Saharan Africa and its impact on the continent and international politics.https://doi.org/10.46569/vh53x522
Bridging the Gap: Empowering Women of Color in STEM Through Mentorship
No full textWomen of color are significantly underrepresented in STEM fields, a situation influenced by complex and intersecting barriers related to race, gender, and systemic inequity. The "Pathway to STEM" project was developed as a targeted intervention to support the persistence, well-being, and career development of women of color pursuing STEM degrees. Grounded in an intersectional framework (Crenshaw, 1989), this initiative aims to foster a sense of belonging, build community, and provide culturally affirming resources through a series of workshops. The aim is for participants to engage in sessions focusing on identity, self-care, professional development, and mentorship, all led by faculty and professionals who share similar lived experiences. This project addresses the immediate needs of underrepresented students and contributes to broader conversations about equity in STEM education. Future research and implementation efforts are recommended to expand this work, including a deeper exploration of additional intersecting identities and the institutional conditions that influence belonging and success in STEM
Application of Micro-CT in Characterization of Sandstone for Carbon Dioxide Geologic Storage: A Case Study of Stevens Sands in San Joaquin Basin
No full textCarbon capture and sequestration (CCS) is a promising method to reduce anthropogenic carbon dioxide (CO2) emissions. The security and effectiveness of CCS is dependent on the reservoir's capability to store injected carbon dioxide over time. This study looks at the pore-scale rock characteristics of the Stevens sands in the Elk Hills oilfield, California. High-resolution micro-computed tomography (micro-CT) and 3D modeling were used to investigate rock properties. A better understanding of the pore scale structure, such as pore geometry, connectivity, and throat size, which can only be captured through micro-CT imaging, is required for evaluating the potential of permanent carbon dioxide storage for future injection projects.Analysis focuses on reservoir quality metrics, including porosity, permeability, pore size distribution, and coordination number. Results showed a heterogenous reservoir with wide ranges of porosity (9%-16%) and permeability (2.55-447.88mD), which resulted in drastically different CO2 trapping capacity. There was a direct correlation between coordination number and permeability showing the role of connectivity in fluid flow behavior. Coordination number distributions show that even low porosity samples can have well-connected pore networks with sufficient permeability for carbon dioxide injectivity and storage. These findings show that there are large intervals with ideal characteristics for CCS. The study demonstrates the importance of micro-CT and 3D modeling in characterizing formations for injectivity and long-term containment for sequestration
Life Experiences and Mental Health Outcomes of SWANA Students in Diaspora at US Colleges/Universities Post-October 7th, 2023, and the Current Onset of the Palestinian Genocide
No full textAbstract Life Experiences and Mental Health Outcomes of SWANA Students in Diaspora at US Colleges/Universities Post-October 7th, 2023, and the Current Onset of the Palestinian Genocide By Mona Ghannoum Master of Social Work Purpose: This study explores the lived experiences and mental health outcomes of Southwest Asian and North African (SWANA) students in diaspora attending U.S. colleges and universities following the events of October 7th, 2023, and the ongoing Palestinian genocide. The research aims to examine how these events have affected students' mental health and shaped their academic and campus experiences. Methods: A mixed methods exploratory design was employed, utilizing semi-structured interviews with seven SWANA students and the Depression, Anxiety, and Stress Scale (DASS21) to assess mental health outcomes. Thematic analysis was conducted on interview transcripts to identify key themes related to identity, institutional responses, and coping mechanisms. Results: Findings reveal significant challenges, including feelings of isolation, inadequate institutional support, and increased mental health issues such as anxiety and depression. Participants described a deep impact on their sense of identity and belonging, particularly in response to campus hostility and institutional neglect. Coping strategies included community support, activism, and individual therapy, reflecting resilience amid adversity. Discussion: The study underscores the urgent need for higher education institutions to provide culturally responsive resources and support for SWANA students, particularly during crises. It emphasizes the importance of community and activism in fostering resilience and addressing mental health disparities within this marginalized population
Challenges to Mainstreaming in Special Education
No full textThis paper investigates the lack of support and accommodations for mainstreaming students in special education, which impact both students and teachers in special education, and questions how general education and special education teachers can effectively help students either disbailites mainstream into classrooms with optimal opucomes. The research found that mainstremaing practices benefit special education students academically and socially. Collective efficacy is important when it comes to collaboration between special education and general education teachers. Mainstreaming practices can be hard to implement due to a lack of resources and support, and teacher training programs are key to general education tecahers' willingness and ability yo practice and implement these practices. Based on the findings, I recommend that special education teachers and general education teachers meet a least once a month in order to help foster collective efficacy and tecaher collaboration and that schools and school districts need to provide more tecaher training programs about mainstremaing, inculsicve praticves, and how to work with students who have special needs for special education teachers. As educators, we need to make sure that we provide all students with a learning environment that suits their needs and helps them succeed and grow
From Access to Agency: The Role of Universal Design for Learning in Multilingual Learners' Success
No full textThis study examined the nuances of applying Universal Design for Learning (UDL) to an elementary school classroom to engage multilingual learners in ownership of their learning. Based on the theoretical framework of the Studio Habits of Mind, this analysis compared current and seminal literature on difficulties for multilingual learners and applications of differentiated instruction strategies to mitigate those challenges. Three themes emerged from the literature review: (a) Belonging, (b) Relationships with Knowledge, and (c) Instructional Supports. An interview with a local elementary school teacher expanded on the literature by providing a pragmatic understanding of real-life applications for learner engagement strategies. The interview also explored the nuances of building relationships and meeting students at their current level without compromising educational quality or rigor. The key findings from this study were the roles of (a) community, (b) differentiation (in instruction and expression of learning), and (c) celebration of students' effort, as means to bridge from students' current skills and knowledge and sustain persistence toward new development and understanding. The application of these findings begins with teachers reflecting on their own experiences with and attitudes toward these findings and addressing misconceptions or faulty beliefs before sharing their passion for teaching and learning with their students
Funds of Knowledge to Support Emergent Bilingual Students
No full textThis study assesses the importance of using funds of knowledge to support emergent bilingual students. This study defends the claim that educators should actively use funds of knowledge in their classroom to bridge the gap between home and school life. Pedagogy rooted in funds of knowledge helps students feel welcomed into their school environment and experience it as a space where they are valued and can be themselves. The methodology of this study consists of two sections: the culturally sustaining pedagogy theoretical framework and a community partner interview with a bilingual educator. The positionality explains the reasoning behind choosing this problem of practice. Throughout this study, readers should be able to understand the relevance of funds of knowledge in our current education system and understand the call to action to include these practices when forming curriculum. Readers will also receive a brief overview of possible challenges to implementing funds of knowledge and a rationale for working around these challenges regardless of the situation
Digital Distraction or Tactical Tool: Examining the Impact of Cell Phone Use in the Classroom
No full textThis study examined the impact of cell phone use on student engagement in a non-traditional independent study high school. Prior research has shown that while cell phones can support learning, they often serve as sources of distraction that disrupt attention, emotional connection, and academic performance. This study addressed the need to understand how cell phones affect learning in educational settings where instructional time is limited and where traditional classroom structures are absent. Guided by the research question, "How does cell phone use impact student engagement?", the study employed a qualitative approach, collecting data through semi-structured interviews with four educators. Thematic analysis identified patterns in participants' experiences and perspectives. Findings revealed that cell phone use often disrupted cognitive and behavioral engagement, strained relationships between students and teachers, and introduced frequent distractions during brief instructional sessions. Although some purposeful uses of cell phones were acknowledged, these instances were rare and overshadowed by their potential for distraction. The consequences associated with lost instructional time were especially significant in the independent study setting, where students have limited in-person sessions for direct instructional support, emphasizing the critical role each meeting plays in sustaining academic progress. This study contributes to the field of education by revealing the unique challenges associated with managing digital distractions in flexible learning environments and provides recommendations for consistent policy development, professional development for educators, and further research focused on student perspectives and effective strategies for integrating technology while sustaining engagement
The Impact of Social Emotional Learning Interventions on Student Success
No full textThis thesis examines the impact of Social Emotional Learning (SEL) interventions on student behavior and academic achievement in a California middle school. The study investigates how structured SEL programming influences self-regulation, social skills, classroom engagement, and standardized academic performance, guided by two questions: How do SEL programs affect student behavior and well-being? How do SEL programs influence academic outcomes? This research addresses the need for evidence-based practices that foster holistic student development, building on literature linking SEL to positive student outcomes. The scope specifically examines challenges and effective strategies for SEL implementation at both individual classroom and school-wide levels. A mixed-methods, quasi-experimental design was employed. Quantitative data, including disciplinary referrals and standardized test scores, quantified shifts in student behavior and academics. Qualitative insights from structured interviews with teachers and administrators offered a deeper understanding of SEL's impact on classroom dynamics and engagement. Findings indicate students in SEL programs showed a significant reduction in behavioral referrals and achieved higher test scores. Educators observed enhancements in student self-regulation, peer interactions, and overall classroom climate. However, implementation inconsistencies highlighted a need for more robust professional development. The research recommends comprehensive, whole-school SEL approaches and ongoing teacher training for consistent delivery. The study concludes that effective SEL implementation can lead to fewer behavioral issues, improved academic performance, and more equitable outcomes, offering valuable insights for educators and policymakers
Literacy for All: Evidence-Based Reading Practices for New Teachers of English Learners
No full textA new teacher enters the profession with a bright light—full of goals, dreams, and the desire to help students thrive. However, as they begin their career, they quickly discover the complexity of the role. Juggling multiple responsibilities and meeting the expectations of various stakeholders can be overwhelming. Amid this, they may notice their students struggling with reading and feel a strong desire to support them, despite the many demands surrounding them. When faced with a wide range of reading abilities and without access to structured, evidence-based practices, new teachers can feel lost or discouraged, risking the goals they set for their students. The purpose of this study was to develop a practical guide for new teachers that outlines best practices for reading, particularly in classrooms with a high population of English Learners. The guide features research-based, classroom-ready strategies that support English Learners' reading development in TK–6 settings. It includes instructional tools such as shared reading, paired reading, read-alouds, vocabulary instruction, and the use of wordless picture books—all designed to develop oral language, build vocabulary, and improve comprehension. The guide emphasizes scaffolding, modeling, and culturally responsive practices to help new teachers confidently meet the diverse needs of their students. Keywords: English Learners, New teachers, Reading Instruction, Evidence-based practices, Literacy development, Oral language development, vocabulary instruction, reading comprehension, Elementary, Scaffolds, Wordless picture books, Read-aloud strategie