The LAIR at East Texas A&M
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Latina Advancement via Individual Determination Student Perspectives on College Readiness
No full textMany districts across Texas have adopted programs built on the goal of providing more opportunities within their repertoire for servicing traditionally underserved students (AVID, 2023). Friou (2016) reported that 62 districts across Texas have utilized the Advancement Via Individual Determination (AVID) program, which aimed to bridge the gap in academic achievement among all student groups while working toward college readiness. Previous studies have explored the AVID program regarding participating students’ achievement versus nonAVID student success, including Lozano et al. (2009), Watt et al. (2004), and Watt et al. (2006), one of which revealed that AVID students achieved at a greater rate than non-AVID students in high school academics. Based on these findings, it appeared that underrepresented student populations in universities benefit from the added academic interventions and support that AVID participation provided for students while in high school through higher test scores, graduation rates, and higher admissions into post-secondary programs. However, gaps existed in the exploration of a subgroup represented within AVID programs in Texas. It was valuable to take a closer look into the Latina AVID student perception of college readiness. While every AVID student is worthy of a magnified view into their feelings of preparedness through participation in the program, this study focused on one student group, the Latina female. Ura’s (2022) recent demographic review indicated that the Hispanic/Latinx population is now the largest demographic group in Texas. As the Latinx population in Texas continues to grow, educators, community members, and stakeholders have an increased responsibility in preparing students for post-secondary educational opportunities. Exploring the lived experiences of Latina AVID students in their perceptions of college readiness is vital for the future of this often-underrepresented population in post-secondary collegiate settings. This insight will support the benefits of continued intervention for Latina students, explore family support, as well as promote a greater understanding of the longstanding benefits of a positive teacher-and student-relationship, which propels students forward. Latina student participants also shared the insights and wisdom they would pass down to other AVID students who will soon follow their path toward college
The Pushout of African American Girls: Restorying the Perceptions of African American Girls’ Out-of-School Suspension Experiences
No full textToday’s schools tend to implement exclusionary disciplinary outcomes that push African American girls out of the usual school classroom setting more than other students. This dissertation spotlights discipline disparities for African American girls in Southern United States schools. The study aimed to understand the perceptions of African American girls’ restorying of their out-of-school suspension experiences. The Black girls shared their perceived feelings by responding to interview questions utilizing the narrative inquiry method. The girls’ narratives drawn from the research may contribute to insights that support schools in reducing the disciplinary disparity that African American girls in schools in the Southern United States face. The experiences of the five participants are categorized in the findings into four overarching themes: Drama in My Life, Lack of Care and Concern, Unfairly Labeled, Changes Needed. All five participants’ stories elicited a need for future research to understand the out-of-school suspension of African American girls
Evaluating Neutron Star Binding Energies Using Rotating Accreting Models
No full textNeutron star binding energy increases due to accreting matter from neighboring astronomical bodies, and decreases due to the star spinning up, increasing its angular velocity. We present a novel set of models that account for both increasing angular velocity and accreting matter to track a neutron star’s evolution. We arrive at these models through studying and reconfiguring computational investigations from the past, particularly a code which generates a model for a given fixed baryon mass and angular velocity and another that takes it from one baryon mass and angular velocity to the next one through accretion, to obtain a full picture of internal and external processes of neutron stars. Doing so resulted in discovering a sharp decrease in binding energy during the first 10 million years of certain neutron stars’ lives, which changes the way that neutron star observational data could be interpreted
Highly Chemoselective Transfer Hydrogenation of the C=C Bonds of a-Keto Substituted Acrylate Compounds Catalyzed by an Iridium-Tsen Complex in Water
No full textHighly chemoselective transfer hydrogenation of the C=C bonds of α-keto substituted acrylate compounds catalyzed by an [IrCl2Cp*]2-TsEN Complex (Cp* = η5-C5Me5) in water using sodium hydride as hydride source has been developed. A variety of α-keto substituted acrylate compounds were reduced smoothly to provide the desired product α-alkyl-β-keto esters in high to excellent yields (89-99%) under mild reaction conditions. The procedure presented is simple and makes this method suitable for practical use
Structural Behavior of Reactive Powder Concrete under Harmonic Loading
No full textIndustrial buildings usually are designed to sustain several types of load systems, such as dead, live, and dynamic loads (especially the harmonic load produced by rotary motors). In general, these buildings require high-strength structural elements to carry the applied loads. Moreover, Reactive Powder Concrete (RPC) has been used for this purpose because of its excellent mechanical strength and endurance. Therefore, this study provides an experimental analysis of the structural behaviors of reinforced RPC beams under harmonic loads. The experimental program consisted of testing six simply supported RPC beams with lengths of 1500 mm, widths of 150 mm, and thicknesses of 200 mm under harmonic loading with varied frequencies between 10 and 20 Hz. Different steel fiber ratios of 0%, 0.5%, 0.75%, 1.0%, 1.5%, and 1.75% were provided in the concrete mixes to explore the effect of steel fibers on the dynamic behavior of these beams. Except for the steel fiber volume fraction, all of the examined specimens shared the same material attributes and reinforcing details. The outcomes proved the positive effect of adding steel fibers on the dynamic response under the effect of harmonic loading. The optimum volume fraction of steel fibers was characterized by a percentage of 1.5%. Moreover, the vibration amplitude was more affected by the steel fibers than the support reactions. The inertial force increased as the harmonic loading duration increased. This increase in the inertial force by the load duration was enhanced after adding the steel fibers. However, this enhancement started to decline after increasing the steel fiber content to 1.75%
Finite Element Modeling and Analysis of Perforated Steel Members under Blast Loading
No full textPerforated steel members (PSMs) are now frequently used in building construction due to their beneficial features, including their proven blast-resistance abilities. To safeguard against structural failures from explosions and terrorist threats, perforated steel beams (PSBs) and perforated steel columns (PSCs) offer a viable alternative to traditional steel members. This is attributed to their impressive energy absorption potential, a result of their combined high strength and ductile behavior. In this study, numerical examinations of damage assessment under the combined effects of gravity and blast loads are carried out to mimic real-world scenarios of external explosions close to steel structures. The damage assessment for PSBs and PSCs considers not just the initial deformation from the blast, but also takes into account the residual capacities to formulate dependable damage metrics post-explosion. Comprehensive explicit finite element (FE) analyses are performed with the LSDYNA software. The FE model, when compared against test results, aligns well across all resistance phases, from bending and softening to tension membrane regions. This validated numerical model offers a viable alternative to laboratory experiments for predicting the dynamic resistance of PSBs and PSCs. Moreover, it is advisable to use fully integrated solid elements, featuring eight integration points on the element surface, in the FE models for accurate predictions of PSBs’ and PSCs’ behavior under blast loading. A parametric study is presented to investigate the effect of web-opening shapes, retrofitting, and different blast scenarios. The results obtained from the analytical FE approaches are used to obtain the ductile responses of PSMs, and are considered an important key in comparisons among the studied cases
Does Social Anxiety Affect Student Learning?
No full textIn 1994, social anxiety was added to the Diagnostic and Statistical Manual as another term for social phobia (Bögels et al., 2010). More recent editions of the DSM define social anxiety disorder as a persistent fear of situations in which the patient may be exposed to unfamiliar people or potential review by others and causes those who suffer from it to either avoid social situations or endure them with high levels of anxiety. Those who suffer from social anxiety engage in consistent monitoring of their own behavior to avoid displaying any signs of their anxiety (Richards, 2022). While this fear is typically associated with only social or performance situations, social anxiety may also influence student learning as well. The conductors of this study hypothesized that students with social anxiety disorder may process less of the information that is presented to them in a classroom setting due to consistently monitoring their own behavior. These same students may also avoid asking clarifying questions within the classroom or seeking help outside of the classroom setting for fear of being viewed negatively by either their professor or their peers. The conductors of this study posted an online survey which recorded participants’ responses to a Social Interaction Anxiety Scale, as well as their GPA scores, and responses to questions regarding their coping mechanisms and how often they ask questions in the classroom and seek outside help with their classes. A literature review is conducted, and an explanation of the methods and materials used is provided, as well as their purpose. Researchers found that higher levels of anxiety on certain SIAS items were positively associated with GPA scores. Anxiety regarding self-expression was negatively correlated with asking questions within the classroom, and discomfort in social situations was negatively correlated with seeking help outside of classrooms. Gender identity was found to be related to anxiety levels on certain SIAS items. Use of tobacco within the week prior to participating in the survey was positively associated with grade point average, and frequency of gambling for money within the week prior to participation in the study was negatively correlated with asking questions within the classroom