ScholarWorks (California State University)
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How Neoliberal Reforms Impact Holistic Education in the CSU System and Beyond
No full textThe violence of colonialism has not disappeared; it has simply changed form. Today, it hides in plain sight, embedded in systems like education. Through neoliberal reforms, schooling has become a tool for profit, serving corporate interests, deepening inequality, and leaving marginalized communities further behind. The neoliberal restructuring of higher education has fundamentally transformed the traditional role of public universities, and curriculum reforms within the California State University (CSU) system reveal this shift. By prioritizing market efficiency, workforce readiness, and cost-cutting over holistic learning and democratic values, CSU's curriculum changes show how neoliberal policies push for faster graduation, reducing a holistic education, harming social justice, and marginalize non-commercial fields. The project methods will be (1) a literature review and (2) case studies. This research will identify recurring themes in scholarship and synthesize the findings. Case studies of changes to CSU curriculum and publicly available reports on CSU priorities will show how education institutions reflect neoliberal values (e.g., devaluing humanities and prioritizing workforce development). Project quality will be assessed through ongoing review and feedback from Dr. Kelly. By making visible the invisible systems that shape our lives, this project aims to raise awareness of the presence and consequences of how the neoliberal agenda harms learning and marginalized communities
DISABILITY IN ANTIQUITY
No full textThe study of disability in the ancient Mediterranean world is relatively new: while work on specific diagnoses, conditions or impairments may date back to the nineteenth century (if not earlier), the beginning of more mainstream scholarly attempts to understand the ancient history of disability as a concept or experience dates only to 1983, with H. J. Stiker's classic Corps infirmes et sociétés, translated into English in 1999 as A History of Disability.S0009840X25100383https://doi.org/10.1017/s0009840x251003830009-840X1464-356
Positive Correlation With Centrosome Amplification and Loss of Mitotic Antipairing, and Abnormal Pairing of Chromosome 19 in Caki-1 Renal Cells
No full textSpatial segregation of homologous chromosomes is observed in human endothelial cells. However, in a renal cell carcinoma cell line, Caki-1, the spatial segregation of chromosome 19 islost, and abnormal somatic pairing is observed. The spatial segregation of homologs, or antipairing, may function to prevent abnormal homologous pairing. However, it is unknown whether the loss of spatial segregation of chromosome 19 observed in Caki-1 cancer cells is linked to abnormal centrosome number. Here, we observed the loss of spatial segregation of chromosome 19 with an increased centrosome number, or centrosome amplification in Caki-1 cells. High resolution imaging, and ImmunoFISH using chromosome paint probes, and γ-tubulin to visualize the centrosomes, revealed a population of Caki-1 cells that have both abnormal chromosome 19 pairing, and increased centrosome number. We observed increased pairing frequency of chromosome 19 in centrosome amplified Caki-1 cells, as compared to Caki-1 cells with two centrosomes. These data suggest that abnormal centrosome number may be linked to increased chromosome pairing. Findings of our study will aid in utilizing centrosome amplification and somatic pairing of chromosome 19 as a potential biomarker to detect renal cancer
Electric stimulation promotes limbal epithelial stem cell proliferation and migration
No full textThe barrier function of the corneal epithelium is crucial for protection of the eye, and when the corneal epithelium is wounded, it can pose significant challenges to proper healing, leading to chronic conditions, vision impairment and potentially high healthcare costs. Limbal epithelial stem cells (LESCs) are key for cornea wound healing and regeneration but are diminished in the cornea when wounded or when genetic disorders induce LESC deficiencies. Prior studies show that electric field stimulation (ES) can enhance wound healing by promoting cell migration. Electrically stimulating LESCs may enhance wound healing by promoting the migration and proliferation of cells into damaged regions of the cornea, thereby restoring LESC populations back to healthy levels. The hypothesis was that ES enhances LESC proliferation and differentiation. In vitro experiments included evaluating the effects of direct current (DC) ES (100 mV/mm or 200 mV/mm for 3 hours) on LESC behavior. For the video microscopy results, the effects on proliferation were more ambiguous in the LESCs. However, directionality and speed increased in LESCs stimulated at 200 mv/mm, while results at 100 mV/mm were more variable. Proliferative and migratory behaviors of dividing cells (parent and daughter cells) were quantified and analyzed in videos of electrically stimulated LESCs. Video analysis showed increased migratory behavior following cell division, suggesting ES may stimulate post-mitotic migration. Quantitative Reverse Transcription PCR (RT-qPCR) results in LESCs electrically stimulated at 100 mV/mm showed no expression of Krt12, indicating ES did not enhance differentiation. Resazurin assays, trypan blue cell count, and immunofluorescence results all showed trends of slightly increased proliferation at 100 mV/mm (p > 0.05) and no differentiation.These findings suggest that electrical stimulation, particularly at 200 mV/mm, may enhance migration and potentially proliferation of LESCs, while having little to no effect on differentiation. The effects appear to be voltage-dependent, as 100 mV/mm stimulation yielded weaker and more variable outcomes. Further studies are needed to determine the optimal ES parameters and to understand the mechanisms behind these responses. This work provides early evidence supporting the therapeutic potential of ES in promoting wound healing in LESC-deficient or damaged corneas. The thesis was conducted over 8 months
The Silver Lining: An intervention to prevent chlamydia infections among community-dwelling women in Sacramento County, California
No full textProblem Identification:Older women are at an increased risk of contracting chlamydia infections compared to their younger counterparts. This sexually transmitted infection (STI) is associated with severe health consequences such as pelvic inflammatory disease (PID) and cervical cancer. This intervention is intended to decrease the incidence of chlamydia infections in community-dwelling women in Sacramento County, California.Analysis:This intervention applies the PRECEDE-PROCEED Model to analyze key contributing factors such as low risk perception, limited knowledge, and lack of communication. These factors are shown to promote risky sexual behaviors among community-dwelling women in Sacramento County, California.Intervention Proposal:The Silver Lining Sexual Wellness Program aims to improve sexual health risk perception, knowledge, and communication among community-dwelling women to prevent the spread of chlamydia infections. The program consists of three intervention strategies: condom and water-based lubricant dispensers, educational workshops, and daily email communication.Implementation and Evaluation:Implementation strategies utilized in the Silver Lining Sexual Wellness Program demonstrate the Path-Goal Theory of Leadership. Process and summative evaluation strategies through surveys and observation measured objectives aimed to prevent the spread of chlamydia infections among community-dwelling women in Sacramento County, California. If successful, older women will gain skills to prevent chlamydia infections and prolong their sexual lifespan
Leveraging Library Time: The Benefits of Library Resources on Social-Emotional Learning and Student-Teacher Wellbeing
No full textThis capstone paper takes an explorative approach to understand how teachers can leverage library time and resources to support social-emotional learning (SEL) and teacher wellbeing. Through a review of literature, the employment of Bandura's Social Cognitive Theory, and an interview with a community library manager, three central themes were identified: libraries as a safe space for emotional development, the power of storytelling and bibliotherapy, and the importance of teacher-librarian collaboration. Findings revealed that libraries can serve as critical SEL hubs by offering programs and resources that foster emotional awareness, empathy, and resilience. Library environments and resources can also offer teachers opportunities for relaxation during their school day and serve as a source of instructional support. Systemic barriers such as lack of time, unclear collaboration roles and expectations, and school safety policies limit the full potential of teacher-librarian partnerships. By recognizing and addressing these challenges, schools and libraries can work together to strengthen the academic achievement and social-emotional well-being of both students and teachers
Affirmation vs. Disavowal of Students' Gender Identities in the K-12 School Setting
No full textThis inquiry paper analyzes the effects of affirming as opposed to disavowing K-12 students' gender identities by examining relevant past research literature and newly conducted educator interviews. The evidence indicates that transgender, nonbinary, and gender diverse students experience disparities in education, that gender affirmation predicts better outcomes in student wellbeing and academics, and that gender disavowal predicts worse outcomes in these areas. Using the same sources, best practice recommendations are identified for teachers, highlighting the connection of gender affirmation to school belonging, the breadth of gender affirmation practices, and the importance of countering discomfort and misinformation
Unlocking Potential and Managing Anxiety- Using Growth Mindset to Better Equip Students
No full textThis research examines increasing student anxiety cases along with educators' responsibilities in detecting and aiding students' mental health challenges. Recent studies show that 70% of students identify anxiety as their peers' primary concern while more students report experiencing extreme stress which demonstrates that mental health problems impact students across educational stages. This research aims to provide new teachers with essential knowledge and strategies to detect anxiety indicators and understand its effect on student learning and behavior while enabling them to apply preventive and reactive classroom methods. The research examines various mental health related educational studies which examine test anxiety effects and Social Emotional Learning (SEL) benefits along with growth mindset implementation. We then gained valuable insights from an interview with a veteran teacher who emphasized both the role of Multi-Tiered Systems of Support (MTSS) and the significance of robust educator-family bonds. The research provides significant advantages through educator awareness and student support improvements. This research demonstrates the critical necessity for teacher training programs and educational systems to place mental health literacy and student well-being at the forefront of educational success
Bridging the Gap: The Impact of Culturally Responsive Teaching on Academic Achievement
No full textCulturally responsive teaching is an educational approach that recognizes and leverages students' cultural backgrounds as assets to support learning and promote academic achievement. As classrooms across the United States become increasingly diverse, understanding the effectiveness of culturally responsive teaching practices is essential to ensuring equitable education for all students. The findings are situated within a broader political context in which culturally responsive teaching is not only undervalued, but actively contested. This political resistance amplifies the urgency of supporting educators in implementing practices that affirm student identities and confront systemic inequities. Culturally responsive teaching's influences on student engagement, participation, and academic success in K-5 classrooms were explored, as well as the barriers educators face when implementing these strategies. Data was collected through a combination of examining current research and studies, teacher interviews, and analysis of student performance indicators. Three major findings emerged: (1) when teachers integrated culturally relevant materials and practices, students showed increased engagement and participation; (2) teachers who fostered strong, affirming relationships with students were more successful in meeting their academic needs; and (3) institutional constraints, such as lack of training and rigid curricula, posed significant challenges to fully implementing culturally responsive teaching strategies. These findings suggested that culturally responsive teaching, when effectively supported, had a positive impact on diverse learners and should be prioritized in teacher preparation and professional development programs
Building Bridges Between Home and School with Social and Emotional Learning
No full textThis study was conducted to understand how parent participation in social and emotional learning (SEL) can be contributing factor to not only their academic success, but their successes in: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. This study compares students who had parent participation in SEL and those who did not, and suggests that those who had higher parent participation in SEL had greater academic scores, better behavior in class, and interpersonal and intrapersonal skills. The methodology consists of a literature review of many peer reviewed sources, Theortetical frameworks related to SEL with families from an experienced psychotherapist, Brofenbrenner's Ecological Development Model, and a community partner interview with an experienced social worker and clinician. The positionality explains personal and professional connectionns to the issue at hand. Readers can expect to find the limitations to parent participation in SEL such as intergenerational poverty and access, negative school experiences and biases, and inconsideration from teachers. Readers can expect to find the short-term and long-term benefits of increased parent participation in SEL such as better behavior and positive mental health