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Ferric Chloride Promoted Glycosidation of Alkyl Thioglycosides
Get PDFReported herein is a new reaction for glycosylation with thioglycosides in the presence of iron(III) chloride. Previously, FeCl3 was used for the activation of thioglycosides as a Lewis acid co-promoter paired with NIS. In the reported process, although 5.0 equiv of FeCl3 are needed to activate thioglycosides most efficiently, no additives were used, and the reactions with reactive glycosyl donors smoothly proceeded to completion in 1 h at 0 °C. This work showcases a new direction in developing glycosylation methods using greener and earth-abundant activators
umsllibraries | Posts | 2020-10-16 - 1 of 2
No full textPosted Text: Absentee voting at your local public libraries. Re-sharing from @umslpower2thepolls
Post Description:Information about Satellite Absentee Voting at your Local Libraries! From Power2thePolls.comhttps://irl.umsl.edu/instagram/1039/thumbnail.jp
umsllibraries | Reels | 2024-07-16 - 5 of 5
No full textPosted Text: Check out the top 5 most viewed videos on Academic Video Online!
#UMSL #UMSLLibraries #AcademicVideoOnline #Top5 #AVON
Post Description: This UMSL Library video recommends the fifth most viewed title on Academic Video Online: Merchants of Doubt. Link here: https://video.alexanderstreet.com/watch/merchants-of-doubt?pass=true#channel:academic-video-onlinehttps://irl.umsl.edu/instagram/1015/thumbnail.jp
Dream-Seekers (Ladson-Billings, 2009): An Analysis of Culturally Relevant Pedagogical Development Through the Perspective of Black Novice Teachers
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Using critical race theory and Gloria Ladson-Billings\u27 culturally relevant pedagogy as theoretical frameworks, this thematic narrative analysis study explored the epistemology and ontology of culturally relevant pedagogy by investigating the research question: How do Black novice teachers (years 1-5) become culturally relevant practitioners? The researchers conducted semi-structured interviews with Black K-12 public school teachers in which the participants reflected on how their upbringing, cultural identities, K-12 experiences, and teacher preparation program/process impacts their readiness to practice culturally relevant pedagogy. Five themes emerged from the narrative analysis: 1) K-12 racialized trauma; 2) racialized awakening and awareness; 3) the sanctuary of educational and familial spaces; 4) the impact of professional development; and 5) seeking the dream: the quest toward embracing the epistemological and ontological paradigms of a culturally relevant pedagogy. This dissertation covers the findings related to these themes, as well as possible implications and recommendations from the study including: surfacing the impact of K-12 trauma on teacher ways of being; the importance of reflecting on pre-service and in-service lived experience to develop a culturally relevant pedagogy; and the need for clearer guidance from educational policymakers, educator preparation programs, professional development providers, and district/school leaders regarding the development of culturally relevant practices. As a homage to Ladson Billings’ (2009) The Dreamkeepers: Successful Teachers of African American Children, Dreamseekers explores the path taken to becoming culturally relevant practitioners
The Spirit-Murdering of Black Students from White Educators
Get PDFIn this collection of autoethnographies, four researchers explored our deeply personal experiences and encounters with racialized oppression in the form of spirit-murder. Using Critical Race Theory (CRT) and Critical Whiteness Studies, this dissertation explores how two white educators have committed spirit-murder against Black students and how two Black educators have both experienced spirit-murder as students and have spirit-murdered their Black and Brown students as classroom teachers. We wanted to elevate our voices using counter-stories as a tenet of CRT and examples of our teaching practices. We aimed to elicit relatable suggestions to combat spirit-murdering from white educators toward Black students during their grade school and college experiences. All four educators hoped that by sharing, we exposed not only the existence and effects of spirit-murder and ways we were working to eliminate these unfair acts and practices but also ways to better support Black children in classrooms where racist school systems still exist. We reflected on the personal damage caused to us as Black children and created by us towards Black children as white and Black educators. We analyzed the importance and value of a person’s spirit, the term “murder,” and the phrase “spirit-murder,” as they related to our experiences. We shared encounters from grade school to college classrooms in public, private, urban, and suburban settings. Our cohort dissertation group consists of a Black male who is an assistant principal, a white male who is a former visual arts teacher and is now an athletic director, a white female who is a high school English teacher, and a Black female who is a district culture and climate coordinator
Enhancing the First-year Experience Program for Community College Students: Creating a Cohort Model to Encourage Success, Engagement, and Sense of Belonging
Get PDFCommunity Colleges are facing significant challenges to enrollment due to the COVID-19 pandemic and the impending enrollment cliff which will require higher education administration to adapt, get creative, and lead change in recruiting and retention strategies. Using the Sense of Community Theory (Serason, 1974) and the Involvement Theory (Astin, 1984), this study aims to evaluate student success, engagement, and sense of belonging. Through a qualitative comparative case study, students in a Men of Color (MOC) cohort, a pre nursing (NUR) cohort, and a baseline group of students in the standard college success seminar course enrollment were evaluated using in vivo, value and pattern coding of course assessments, reflections, and semi-structured focus groups. To provide more detailed and rich comparisons, course completion, course success, and student retention quantitative data were incorporated into each case analysis. The research findings indicate that the cohort model two-semester course format had a positive impact on student success, engagement, and sense of belonging. From this the researchers propose several recommendations for community colleges. First, it is recommended community colleges use a cohort model in assigning students to first year experience programs that are either career focused for students who identify a discipline of study or some other affinity for students who do not identify a discipline of study. Second, it is recommended that community colleges incorporate campus engagement activities within the first-year experience program and incentivize students to attend the activities. Third, it is recommended students receive ongoing follow-up not only during the first year at the college but through their credential completion to encourage retention. Fourth, it is recommended the instructors for the college success seminar course be well-trained, vetted, and highly engaging individuals to achieve the goals
For Black Women - When the Rainbow Was Not Enough (Shange, 1976, New York City): An Autoethnographic Collection About Spirit Assassination
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We live in an America where the higher you elevate in your career as a Black woman, the greater your chances of being subjected to racism, discrimination, isolation, and bullying. We are underrepresented in various elevated roles, but we will not let that stop us. As Black women, we can attest to the experiences that we are subjected to with no question about our mental health. The Black community in America has been subjected to a considerable presence of systemic racism, oppression, and violence - with the objectives of exercising authority and oppressing the Black community, as well as attempting to cast doubt on the veracity of the first-hand experiences and points of view of black folks. Creating space for storytelling may help to minimize Black people\u27s tendency to internalize negative racial experiences, which can lead to feelings of anger, sadness, and/or anxiety. This study aims to share the experiences of us, three Black women who have navigated the journey of personal and professional life in a country that is systematically constructed to assassinate the spirits of Black people. A Critical Race Theory (CRT) framework has been used as a lens through the tenet of storytelling-counter-storytelling. Through our shared lived experiences, we have reflected on and analyzed the impact that spirit assassination has had on each of us. This study utilized a qualitative research method and an autoethnography design, which is a reflective self-examination. We discuss the results of this self-reflection and how, through revisiting and processing our traumas, we will be able to start the healing process
Student–Faculty Engagement Solutions for Retention of Racially Minoritized Students
Get PDFThis qualitative study examined the importance of student–faculty interactions for racially minoritized students. Persistent challenges in low retention rates for racially minoritized students have been a focal point of scholarly investigation for decades (Carey, 2004; Kinzie et al., 2008). Despite research indicating that engagement between students and faculty is crucial for improving student retention, these interactions are constrained (Cox et al., 2010). The presence of effective student–faculty engagement can foster students’ persistence, while the absence of engagement can create a negative academic experience, especially for racially minoritized students.
Tinto’s theory of student departure (1975, 1987, 1993) is one of the most relevant college impact theories to understand student retention. Tinto’s work considers retention by accounting for multiple dynamic factors, as opposed to just academic performance or exclusively student-focused concerns (Pascarella & Terenzini, 2005). Therefore, this study used this theory to develop research questions and interpret the data.
The purpose of this study was to identify strategies to increase student–faculty interactions by addressing the disparity between the limited interactions and the established benefits associated with such interactions. Understanding the causes of student attrition is crucial for universities to develop and implement successful retention strategies. In this study, a qualitative semistructured interview design was employed at a medium-sized public university in the Midwest. The researchers conducted a comprehensive exploration of student–faculty engagement with racially minoritized students who identified as first-time first-year college students. Through the participants’ personal stories and examples, the researchers identified factors that deter student–faculty engagement and identified effective strategies to enhance such interactions. The findings revealed students desire a welcoming and comfortable learning environment and professors who exhibit characteristics and behaviors that promote relationship building. The findings also indicated students navigate through barriers that hinder academic progress. In addition, students value holistic support and personal development to enhance their educational experience.
Awareness of students’ needs, coupled with intentional techniques on the professor’s behalf, has the potential to be transformative for students’ academic experiences. The recommendations of this study can serve as a framework for institutions seeking to enhance interactions between racially minoritized students and faculty, thereby contributing to improved retention
Counseling and Mental Health Awareness in Higher Education Institutions: A Phenomenological Exploration of Mental Health and How It Affects Degree Completion among Black Undergraduate College Women
Get PDFThe purpose of this qualitative study was to explore Black undergraduate women’s lived experiences with mental health management and pursuance of degree completion. This study used a phenomenological approach, guided by the following research questions: 1) What barriers are Black undergraduate college women facing regarding their accessibility to counseling services on their campus? and 2) How do Black undergraduate college women with mental health issues effectively manage stressful situations while pursuing and completing a college degree? The current literature that examined Black women’s utilization of counseling is limited, especially among Black women enrolled in college. This study aimed to fill this gap in research and add to the current body of literature. The analysis of this data was used to explore, interpret, and describe the lived experiences of 10 Black women who were in pursuit of their undergraduate degree and their mental health quest. Further, the results of the analysis commentated six major themes regarding the participants’ experiences: 1) unfamiliar territory, 2) self-discovery, 3) the miseducation of therapy, 4) mental health maintenance, 5) God and therapy, and 6) more Black women therapists. There were also three sub themes that materialized: 1) time and life balance, 2) coping strategies, and 3) awareness and utilization of counseling support services. Thus, the results of this study were disseminated to other practitioners in the field of counseling and Kindergarten through 12th grade education and included recommendations for the future
Implementation of Postnatal Depression Screening: A Pilot Study
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Background: Postpartum depression (PPD) is a prevalent problem among women during their childbearing years, affecting approximately 1 in 7 women. Alarmingly, about 50% of PPD cases go undiagnosed and untreated, contributing to poor maternal outcomes, including suicide, which is a leading cause of maternal mortality in the United States.
Issue: Despite its prevalence and severe consequences, PPD often goes unrecognized due to inconsistent screening practices. Current guidelines vary by organization and lack consistent, evidence-based criteria.
Objective: This pilot program aimed to implement universal PPD screening with a validated tool at the six-week postpartum follow-up visit. The goal was to enhance PPD identification rates, enable early intervention, and improve maternal outcomes.
Methods: The observational, descriptive pilot program utilized the plan-do-study-act model as a framework. The primary investigator (PI) employed a train-the-trainer method to familiarize the provider, a women’s health nurse practitioner (WHNP), with administering and scoring the Edinburgh Postnatal Depression Screen (EPDS), project protocols, mental health safety plan, and local/national resources. The WHNP provided an updated list of active women’s mental health providers for referral purposes. Screening took place during six-week postpartum visits when the WHNP was onsite.
Results: During implementation, 100% of six-week postpartum visits were screened using the EPDS. One positive screen led to immediate treatment Implementation of Postnatal Depression Screening and referral to a mental health provider. Clinic staff feedback was positive regarding access to updated resources. Participants voiced satisfaction with the opportunity to discuss PPD and learn about available resources.
Conclusion: Standardized screening with validated tools is imperative for early detection and intervention in PPD. This pilot facilitated the compilation of local and national health resources, enhancing the clinic’s ability to individualize care. Future endeavors should include an onsite, comprehensive EPDS screening initiative to promote universal screening and optimize maternal outcomes