Perceptions of African-american Males Regarding Factors Supporting Doctoral Completion in Colleges of Education

The primary purpose of the study was to examine what institutional factors most influenced the decision of African-American male doctoral scholars to persist unto graduation. The literature review showed mentoring, institutional climate, race relations, and social adjustment as key factors in persistence of minorities in graduate studies. An objective specific to the study was to explore the cumulative outcomes that mentoring, social adjustment, institutional climate, and race relations have upon persistence. The population included scholars at both Predominantly White Colleges (PWIs) and Historically Black Colleges and Universities (HBCUs) throughout the United States in Colleges of Education. One hundred sixty-four scholars responded representing a return rate of 96%. The African-American Male Doctoral Scholar Survey was employed to collect data. Analyses of the data included ANOVA, independent sample t-tests, analysis of frequencies, percentages of responses, and Tukey\u27s Post-hoc analysis. Responses to open-ended questions were analyzed and cited from comments written by scholars. There were six major findings. Factors affecting scholars\u27 decision to persist unto graduation at PWIs differed from those who attended HBCUs when considering mentoring, social adjustment, race relations, and institutional climate. No significant differences were discovered between age groups upon the decision of scholars to persist. Employment classification affected persistence of scholars at both types of institutions. Institutional geographical location affected the decision of scholars to persist. Scholars\u27 classification status did not affect persistence at either type of institution. The number of scholars within the department significantly influenced persistence unto graduation. Recommendations were made for replication of the study and refinement of the instrument. A 13-point institutional plan of action was developed toward improving the persistence rate of scholars. A 12-point plan was developed to assist scholars in achieving a successful doctoral experience

Uniqueness of Solutions Implies Existence and Uniqueness of Solutions of Boundary Value Problems for Third Order Differential Equations

In this paper we are concerned with uniqueness implies uniqueness and uniqueness implies existence questions for solutions of a class of boundary value problems for the third order ordinary differential equation (ODE). First we show uniqueness of solutions of a class of two-point problems implies the uniqueness of solutions of an associated class of three-point problems. Then we establish uniqueness of solutions of the class of two-point problems implies the existence of solutions of the class of two point problems and the associated class of three-point problems

Uniqueness of Solutions Implies Existence and Uniqueness of Solutions of Boundary Value Problems for Third Order Differential Equations

In this paper we are concerned with uniqueness implies uniqueness and uniqueness implies existence questions for solutions of a class of boundary value problems for the third order ordinary differential equation (ODE). First we show uniqueness of solutions of a class of two-point problems implies the uniqueness of solutions of an associated class of three-point problems. Then we establish uniqueness of solutions of the class of two-point problems implies the existence of solutions of the class of two point problems and the associated class of three-point problems

Assessment of Discrepancies Between Residential Employees\u27 Work Values and Program Directors Perceptions of Residential Employees\u27 Work Values

This study assessed discrepancies between residential employees\u27 work values and program directors\u27 perceptions of the residential employees\u27 work values. Additionally, work values of residential employees were analyzed to identify variations when considering gender, age, educational level, length of service, job classification, and current position. The study was undertaken to assist in developing a clearer understanding of the work values of residential employees for the purpose of enhancing administrator-associate relationships and to determine factors in the work setting that might contribute to longevity and more productive, satisfied, motivated employees. Data for the study were gathered from 172 program directors and residential employees in the First Tennessee District by the use of Donald Super\u27s (1970) Work Values Inventory and Demographic Information Questionnaire. Analysis of the data included t-test, Analysis of Variance (ANOVA), and Tukey\u27s Post-hoc Analysis. There were eight major findings. Residential employees scored higher on the work values creativity, esthetics, and surroundings than program directors perceived they would score. Over 55 age group valued economic returns, independence, intellectual stimulation, and security less than other age groups. No significant differences were found to exist when considering gender or length of service of residential employees. Residential employees with less education placed less value on intellectual stimulation than employees with more education. Residential employees with high school diplomas placed more significance on surroundings than bachelor degree employees. Full-time residential employees placed greater merit on independence and intellectual stimulation than part-time employees. Shift workers placed more merit on economic returns, intellectual stimulation, and security than houseparents. Recommendations were made for program directors for the following work values: way of life, esthetics, surroundings, creativity, economic returns, achievement, altruism, supervisory relations, and intellectual stimulation. Recommendations were also made for future studies on older residential employees, adolescents\u27 perceptions of quality of services received, and the work environment of residential facilities

Leadership Reflections of the Pandemic: Perceptions from Aspiring Assistant Principals

The initial COVID-19 outbreak within the United States necessitated the implementation of rapid safety measures, prompting educational leadership to establish unprecedented protocols. In the spring of 2020, schools throughout Tennessee closed for in-person learning before re-opening with new protocols in the fall. The purpose of this study was to gain insight from Tennessee educators about the challenges they faced because of these educational protocols enacted by leadership. The study employed a phenomenological qualitative design. The study sample was comprised of ten educators enrolled in the Tennessee Department of Education\u27s Aspiring Assistant Principal Network. The data were collected using open-ended interview questions about participants’ experiences with educational protocols enacted by leadership in the wake of the COVID-19 pandemic. The data were analyzed utilizing the content analysis method to identify emergent themes. The results of the study indicate that improving communication from leadership, addressing educator workload with additional support, providing support systems to prevent burnout, enhancing technology integration through training and resources, and the review and revision of impractical policies, could support educators implementing protocols in a similar context

Early Exposure/Long-Term Gains: Encouraging Underrepresented Middle School Students to Pursue STEM Careers

Preparing middle school students in STEM for their transition to high school and ultimately for post-secondary endeavors requires early exposure to STEM subjects. This early exposure not only builds a foundation for the ever-changing skills that are needed for the workforce, but also boosts student achievement and test scores (STEM Education Works, 2021). The MUREP project focuses on increasing the number of underrepresented minority students interested in STEM fields. The purpose of this study is to examine underrepresented minority middle school students’ attitudes toward STEM and their expressed interest in STEM post-secondary subjects and careers after participation in the MUREP project. The study employed a quantitative survey research design. The sample of the study was comprised of 418 middle school 6th, 7th, and 8th grade students. The data of the current study were collected using the Middle and High School (6-12th) survey. The results of the study indicate over 50% of the students expressed a positive attitude and interest in the STEM subjects. Many of the students also showed interest in continuing their STEM education and pursuing post-secondary STEM careers. Fifty-eight percent (58%) of the students expressed interest in specifically identified STEM post-secondary careers and subjects

Transthoracic Echocardiography in Mice

In recent years, murine models have become the primary avenue for studying the molecular mechanisms of cardiac dysfunction resulting from changes in gene expression. Transgenic and gene targeting methods can be used to generate mice with altered cardiac size and function,1-3 and as a result, in vivo techniques are needed to evaluate their cardiac phenotype. Transthoracic echocardiography, pulse wave Doppler (PWD), and tissue Doppler imaging (TDI) can be used to provide dimensional measurements of the mouse heart and to quantify the degree of cardiac systolic and diastolic performance. Two-dimensional imaging is used to detect abnormal anatomy or movements of the left ventricle, whereas M-mode echo is used for quantification of cardiac dimensions and contractility.4,5 In addition, PWD is used to quantify localized velocity of turbulent flow,6 whereas TDI is used to measure the velocity of myocardial motion.7 Thus, transthoracic echocardiography offers a comprehensive method for the noninvasive evaluation of cardiac function in mice

Chapter 3: Pathophysiology

The hallmark pathophysiologic feature of dilated cardiomyopathy is systolic dysfunction. Several pathogenetic mechanisms appear to be operative. These include increased hemodynamic overload, ventricular remodeling, excessive neurohumoral stimulation, abnormal myocyte calcium cycling, excessive or inadequate proliferation of the extracellular matrix, accelerated apoptosis, and genetic mutations. Although beneficial in the early stages of heart failure, these compensatory mechanisms eventually lead to a vicious cycle of worsening heart failure. Genetic causes account for 30\u201340% of DCM and involve genes that encode a heterogeneous group of molecules that participate in force generation, force transmission, sarcomere integrity, cytoskeletal and nuclear architecture, electrolyte homeostasis, mitochondrial function, and transcription. Additional research will improve our understanding of the complex and longitudinal molecular changes that lead from gene mutation to clinical expressio