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Australia’s International Education Policy Reform: Implications for Study Abroad and Working Holiday Pathways for Japanese Students
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The Effectiveness of Pre-Packaged Literacy Curriculum: A Document Analysis of the Culturally Responsive Tenets in Pre-Packaged Literacy Curriculum
Get PDFThe introduction of the Common Core State Standards in 2010 sought to standardize educational expectations across the U.S., aiming to promote equity by ensuring all students received a high-quality education. However, educational disparities persist, particularly for historically marginalized students, leading to a continued achievement gap in literacy, especially among low-income students of color. While pre-packaged curricula have emerged as tools to align instruction with the rigor of the Common Core State Standards, their effectiveness in addressing the diverse needs of students from marginalized backgrounds remains uncertain. This study explores the intersection of pre-packaged literacy curricula and Culturally Responsive Teaching (CRT) practices, evaluating whether these resources can support the implementation of a rigorous, culturally relevant curriculum and how they vary in adherence to the tenets of Culturally Responsive Teaching. Through an analysis of three widely used pre-packaged literacy curricula—EngageNY, TEA RLA Literacy Program, and Imagine Learning—this research examines how well these materials facilitate Culturally Responsive Teaching, and how they reflect cultural diversity. The study also considers the potential of these curricula to bridge the achievement gap by supporting the academic success of historically disadvantaged students. Findings aim to contribute to the growing body of literature on Culturally Responsive Teaching, offering insights into how pre-packaged curricula can be leveraged to promote equitable learning opportunities and enhance student achievement.
Key Words: curriculum, Common Core State Standards, Culturally Responsive Teaching, student achievemen
Synthesis of Organosilicon Substituted FₓPcZn for the Preparation of Silica-Based Photo-Catalysts
Get PDFThis study began with the synthesis, purification, and catalytic application of hexadeca fluoro phthalocyanine zinc (F₁₆PcZn) derivatives functionalized with organosilane consuming thiol groups. The F₁₆PcZn was synthesized by reacting tetrafluorophthalonitrile (TFPN) with zinc acetate (Zn(OAc)₂) in 1-chloronaphthalene as a solvent, under a controlled heating process at 185°C for 90 minutes. The resulting blue solid was purified via vacuum filtration and recrystallization techniques to remove residual solvents and by-products, yielding pure F₁₆PcZn. The purity of the product was assessed through UV-Vis spectroscopy, MALDI analysis, and a molar extinction coefficient was determined.
Subsequent nucleophilic substitution of the fluorine atoms on F₁₆PcZn with organosilane compounds was successfully carried out, leading to the generation of organosilicon-functionalized F₁₆PcZn. Three new, distinct substituted organosilicon-functionalized products were synthesized using two distinct organosilanes and two distinct solvents. The first functionalized solution was the result of the nucleophilic substitution of F₁₆PcZn with (3-mercaptopropyl)trimethoxysilane using anhydrous sodium hydride (NaH) as a base via a five-day reflux using tetrahydrofuran (THF) as the solvent. The second distinct substituted organosilicon-functionalized solution came from the synthesis of F₁₆PcZn with (3-mercaptopropyl)methyl dimethoxysilane using NaH as a base via a five-day reflux with THF as the solvent
The Quest for Algorithmic Justice in the Workplace: The Equal Employment Opportunity Commission and Other Federal Responses to AI, Technology, and Enhanced Dangers of Employment Discrimination
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When Writing Becomes Community: Reflections on the She Writes Circle for Racialized Graduate Students
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Strengthening the Shield: Resilience in Law Enforcement and the Transformative Effects of Higher Education
No full textThis dissertation examines how higher education supports resilience among law enforcement officers who regularly face stress, trauma, and public scrutiny in their work. Policing demands rapid decision-making under pressure, emotional regulation, and the ability to balance enforcement with the need to build community trust. These challenges often impact officers’ mental health, identity, and long-term effectiveness. Through interviews with officers who have pursued higher education, this study highlights how academic learning expands their perspectives and strengthens adaptive capacity. The following six themes emerged from the analysis: resilience as a core professional skill, the role of continuous learning, the importance of mentorship, strategies for managing mental health, the negotiation of personal and professional identity, and servant leadership in community relations. Together, these themes show how education fosters broader thinking, self-awareness, and stronger problem-solving abilities. Participants described higher education as a turning point that not only improved their job performance but also deepened their sense of identity beyond the uniform. Academic training helped them recognize and respond to stress more effectively, while also promoting empathy and ethical reasoning in public interactions. At the organizational level, these findings suggest that agencies can benefit by supporting educational opportunities as a way to strengthen resilience, leadership, and community trust