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Boston University
1.
Slick, Nathalie Rose.
Ocular manifestations of chronic traumatic encephalopathy.
Degree: MS, Medical Sciences, 2014, Boston University
URL: http://hdl.handle.net/2144/14360 
► Chronic traumatic encephalopathy (CTE) is a progressive neurodegenerative disease that is characterized by a tauopathy in the form of aggregates of hyperphosphorylated tau throughout the…
(more)
▼ Chronic traumatic encephalopathy (CTE) is a progressive neurodegenerative disease that is characterized by a tauopathy in the form of aggregates of hyperphosphorylated tau throughout the CNS. Individuals suffering from CTE experience many different symptoms that result in dementia and severe cognitive decline
along with a heightened occurrence of suicide. Repetitive mild traumatic brain injuries, such as concussions or subconcussive blows, are responsible for the development of CTE. Therefore, individuals who participate in contact sports, such as football and
hockey, are at a high risk of developing this disease.
Currently, there is no method for detecting CTE during life and the diagnosis can only be made at autopsy. At present nothing is known about the eye pathology of CTE. But if a distinctive profile of ocular abnormalities could be identified, it would raise the possibility that CTE could be diagnosed during life by an eye exam. For this research, ten eyes of individuals suffering from varying stages of CTE were collected, dissected, and observed under a microscope to find pathology associated with CTE. The antibodies of interest are pTDP-43, p62, αβ crystallin, and CP13. Pathology was found in the retina, mostly in the ganglion cell layer, throughout the different stages of CTE with the most severe pathology occurring in the most severe cases. These results can serve as a foundation for continued CTE research in the eye and ultimately result in potential ophthalmological diagnostic tests in individuals suffering
from CTE.
Subjects/Keywords: Neurosciences; CTE; Retina
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APA (6th Edition):
Slick, N. R. (2014). Ocular manifestations of chronic traumatic encephalopathy. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/14360
Chicago Manual of Style (16th Edition):
Slick, Nathalie Rose. “Ocular manifestations of chronic traumatic encephalopathy.” 2014. Masters Thesis, Boston University. Accessed January 16, 2021.
http://hdl.handle.net/2144/14360.
MLA Handbook (7th Edition):
Slick, Nathalie Rose. “Ocular manifestations of chronic traumatic encephalopathy.” 2014. Web. 16 Jan 2021.
Vancouver:
Slick NR. Ocular manifestations of chronic traumatic encephalopathy. [Internet] [Masters thesis]. Boston University; 2014. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/2144/14360.
Council of Science Editors:
Slick NR. Ocular manifestations of chronic traumatic encephalopathy. [Masters Thesis]. Boston University; 2014. Available from: http://hdl.handle.net/2144/14360
Boston University
2.
Collins, Lorna Stephanie.
The role of neuroinflammation in chronic traumatic encephalopathy.
Degree: MS, Medical Sciences, 2014, Boston University
URL: http://hdl.handle.net/2144/14386
► Chronic traumatic encephalopathy (CTE) is a neurodegenerative disorder caused by repeated concussive or subconcussive blows to the head. Clinically, this disease is characterized by cognitive…
(more)
▼ Chronic traumatic encephalopathy (CTE) is a neurodegenerative disorder caused by repeated concussive or subconcussive blows to the head. Clinically, this disease is characterized by cognitive dysfunction, short-term memory loss, and motor deficits. Pathologically, deposition of the abnormal protein tau, cerebral atrophy, and white matter degeneration is common. CTE has been categorized into Stages I-IV based on increased severity of protein deposition and cerebral atrophy. Acutely, mild traumatic brain injury (TBI) damages the long white matter tracks in the corpus callosum. In addition, it initiates a neuroinflammatory cascade aimed at protecting healthy tissue by clearing any toxic or damaging debris. This cascade results predominantly from the activation of the resident immune cells of the brain, microglia. Inflammation begins immediately and then subsides weeks or months after injury. However, pathological chronic activation of microglia can occur that can cause cell death and degeneration. Several studies have linked traumatic brain injury as well as chronic neuroinflammation to a variety of neurodegenerative diseases including Alzheimer's disease, Parkinson's disease, amyotrophic lateral sclerosis, and chronic traumatic encephalopathy (CTE).
The present study quantifies the level of inflammation found in the brains of those diagnosed with varying stages of CTE compared to normal, healthy controls. The thickness of the corpus callosum was measured to investigate the correlation between microglial density and white matter degeneration. Cases were selected from the donated brains of former athletes and military veterans who had a history of repetitive mild TBI. Eleven healthy control cases, ten early stage (Stage I/II), and nine late stage (Stage III/IV) CTE cases were selected for analysis. Tissue sections of the anterior and posterior cingulate of each case were stained for microglia, reactive astrocytes, and macrophages using IBA-1, GFAP, and CD68 markers. The percent area stained of each section was calculated to compare inflammatory cell density across progressive stages of the disease. Analysis showed a significant thinning of the corpus callosum of Stage III/IV CTE cases compared to normal controls. There was a significant decrease in microglia and reactive astrocytes of both the anterior and posterior portions of the corpus callosum in both early and advanced stage CTE cases compared to healthy controls. Corpus callosum thickness was significantly decreased in advanced stage (III-IV), but not early stage (I-II) disease.
Overall, this suggests that neuroinflammation is decreased in the corpus callosum in CTE despite marked degeneration. Repetitive mild TBI might impair mechanisms of brain inflammation and repair.
Subjects/Keywords: Neurosciences; CTE; Neuroinflammation
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APA (6th Edition):
Collins, L. S. (2014). The role of neuroinflammation in chronic traumatic encephalopathy. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/14386
Chicago Manual of Style (16th Edition):
Collins, Lorna Stephanie. “The role of neuroinflammation in chronic traumatic encephalopathy.” 2014. Masters Thesis, Boston University. Accessed January 16, 2021.
http://hdl.handle.net/2144/14386.
MLA Handbook (7th Edition):
Collins, Lorna Stephanie. “The role of neuroinflammation in chronic traumatic encephalopathy.” 2014. Web. 16 Jan 2021.
Vancouver:
Collins LS. The role of neuroinflammation in chronic traumatic encephalopathy. [Internet] [Masters thesis]. Boston University; 2014. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/2144/14386.
Council of Science Editors:
Collins LS. The role of neuroinflammation in chronic traumatic encephalopathy. [Masters Thesis]. Boston University; 2014. Available from: http://hdl.handle.net/2144/14386
Boston University
3.
Alvia, Marcela.
MicroRNA alterations in chronic traumatic encephalopathy and amyotrophic lateral sclerosis.
Degree: MS, Pathology, 2020, Boston University
URL: http://hdl.handle.net/2144/41240
► Repetitive head impacts (RHI) and traumatic brain injuries are risk factors for the neurodegenerative diseases chronic traumatic encephalopathy (CTE) and amyotrophic lateral sclerosis (ALS). Although…
(more)
▼ Repetitive head impacts (RHI) and traumatic brain injuries are risk factors for the neurodegenerative diseases chronic traumatic encephalopathy (
CTE) and amyotrophic lateral sclerosis (ALS). Although distinct, these diseases can share an overlapping pathology (e.g. TDP-43) and affect similar brain regions. However, the pathways involved and biomarkers for diagnosis are unknown. MicroRNAs (miRNAs) are altered in disease, are involved in gene regulation, and may be useful as stable biomarkers. Thus, we set out to determine associations between miRNA levels and disease state within the prefrontal cortex in a group of deceased participants with no pathology (controls),
CTE, ALS, or comorbid
CTE+ALS. Of the 47 miRNAs previously implicated in neurological disease, 27 were significantly different between pathology groups. Of these, seventeen (63%) were upregulated in both ALS and
CTE and included miRNAs involved in inflammatory, apoptotic and cell growth/differentiation pathways. Nine miRNAs (33%) were specifically upregulated only in ALS as opposed to only one miRNA (4%) with
CTE specific upregulation. Surprisingly, few miRNAs (14%) were significantly altered in comorbid
CTE+ALS, which may reflect the milder disease present at death in participants with both conditions. Overall, we found patterns of miRNA expression that are common and unique to
CTE and ALS and that suggest common pathways of pathogenesis.
Advisors/Committee Members: Stein, Thor D. (advisor), Duffy, Elizabeth (advisor).
Subjects/Keywords: Neurosciences; ALS; CTE; MicroRNA; Neuropathology
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APA (6th Edition):
Alvia, M. (2020). MicroRNA alterations in chronic traumatic encephalopathy and amyotrophic lateral sclerosis. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/41240
Chicago Manual of Style (16th Edition):
Alvia, Marcela. “MicroRNA alterations in chronic traumatic encephalopathy and amyotrophic lateral sclerosis.” 2020. Masters Thesis, Boston University. Accessed January 16, 2021.
http://hdl.handle.net/2144/41240.
MLA Handbook (7th Edition):
Alvia, Marcela. “MicroRNA alterations in chronic traumatic encephalopathy and amyotrophic lateral sclerosis.” 2020. Web. 16 Jan 2021.
Vancouver:
Alvia M. MicroRNA alterations in chronic traumatic encephalopathy and amyotrophic lateral sclerosis. [Internet] [Masters thesis]. Boston University; 2020. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/2144/41240.
Council of Science Editors:
Alvia M. MicroRNA alterations in chronic traumatic encephalopathy and amyotrophic lateral sclerosis. [Masters Thesis]. Boston University; 2020. Available from: http://hdl.handle.net/2144/41240
Universidade Nova
4.
Coelho, Pedro Manuel Rodrigues.
Análise do RCCTE no contexto da regulamentação europeia.
Degree: 2011, Universidade Nova
URL: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/5673
► Dissertação apresentada na Faculdade de Ciências Tecnologia da Universidade Nova de Lisboa para obtenção do grau Mestre em Engenharia Civil – Perfil de Construção
O…
(more)
▼ Dissertação apresentada na Faculdade de Ciências Tecnologia da Universidade Nova de Lisboa para obtenção do grau Mestre em Engenharia Civil – Perfil de Construção
O sector da construção é um dos sectores com maior impacto na sociedade, apresen-tando uma elevada percentagem do consumo de energia no planeta. O seu desenvolvimento provocou alterações climáticas e esgotamento de alguns recursos naturais.
Assim, é essencial dotar os edifícios, tanto os novos como os já existentes, de uma maior eficiência energética. Deste modo, é necessário adoptar medidas para um desenvolvi-mento mais sustentável, através da utilização de energia proveniente de fontes renováveis e da diminuição do seu consumo energético.
Com a finalidade de resolver estes problemas, a directiva europeia relativa ao desem-penho energético dos edifícios (EPBD) sugere que os Estados Membros da União Europeia alterem os seus regulamentos térmicos de modo a reduzir o consumo energético nos edifícios.
Este trabalho analisa o regulamento português (RCCTE) e o espanhol (CTE), tentando perceber as principais diferenças no processo de certificação de edifícios nos dois países.
Advisors/Committee Members: Aelenei, Daniel.
Subjects/Keywords: RCCTE; CTE; EPBD; Eficiência energética
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APA (6th Edition):
Coelho, P. M. R. (2011). Análise do RCCTE no contexto da regulamentação europeia. (Thesis). Universidade Nova. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/5673
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Coelho, Pedro Manuel Rodrigues. “Análise do RCCTE no contexto da regulamentação europeia.” 2011. Thesis, Universidade Nova. Accessed January 16, 2021.
http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/5673.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Coelho, Pedro Manuel Rodrigues. “Análise do RCCTE no contexto da regulamentação europeia.” 2011. Web. 16 Jan 2021.
Vancouver:
Coelho PMR. Análise do RCCTE no contexto da regulamentação europeia. [Internet] [Thesis]. Universidade Nova; 2011. [cited 2021 Jan 16].
Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/5673.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Coelho PMR. Análise do RCCTE no contexto da regulamentação europeia. [Thesis]. Universidade Nova; 2011. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/5673
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Manitoba
5.
Balachander, Mettupalayam.
Microstructural characterization and thermal fatigue study of a coated Incoloy 909 Superalloy.
Degree: Mechanical and Manufacturing Engineering, 2010, University of Manitoba
URL: http://hdl.handle.net/1993/4292
► This research focuses on studying the microstructure of alloy 909, its susceptibility to oxidation at elevated temperatures (~700°C) and substrate coatings compatibility with high velocity…
(more)
▼ This research focuses on studying the microstructure of alloy 909, its susceptibility to oxidation at elevated temperatures (~700°C) and substrate coatings compatibility with high velocity oxy fuel (HVOF) sprayed oxidation resistance coatings. The characterization work involved in studying the microstructure of Incoloy 909 at three heat treated conditions namely solution treated condition (ST), commercially recommended solution heat treated and aged condition (STA), and solution treated and over aged condition (STOA) using optical microscopy, analytical scanning electron microscopy, and analytical transmission electron microscopy. The oxidation susceptibility were investigated at elevated temperatures of bare and coated alloy 909 substrates by subjecting test materials to isothermal and thermal cycle testing.
The microstructure of alloy 909 in the ST condition showed only the presence of blocky Laves phase. The Laves phase in this alloy is a well known for its grain pinning effect that prevents excessive grain growth. In the STA condition, the microstructure revealed the presence of fine gamma prime, intergranular and intragranular Laves phase and occasionally gamma prime precipitates orienting in a platelet form ready to transition into the epsilon phase. In the STOA condition, the microstructure consisted of Laves phase in inter and intragranular locations, and a copious amount of Widmanstatten type epsilon phase.
Incoloy 909 was observed to form oxide scales in both isothermal and cyclic thermal exposures, the oxide scale consisted of distinct outer and inner scales in the micrographs. The comparison base alloy (alloyl 718) used in this study surprisingly did not show any visible presence of oxide scale after 1000 hour exposure at ~700°C. Three coatings (CoNiCrAlY, 718 , and NiAl) were sprayed on alloy 909 and alloy 718 test coupons using the HVOF process to investigate the compatibility of the coatings with the substrate. The test results points out that all the coatings were compatible with 718 substrate and only one coating (NiAl) was found compatible with the Alloy 909 substrate, indicating that the coatings that are compatible with one substrate may not be compatible with another alloy within the same family of alloys.
Advisors/Committee Members: Richards, Norman (Mechanical and Manufacturing Engineering) (supervisor), Yannacopoulos, Spiro (Mechanical, UBC, Kamloops) Cahoon, John (Mechanical and Manufacturing Engineering) Shalaby, Ahmed (Civil Engineering) Shanker, Kartik (Mechanical & Manufacturing Engineering) (examiningcommittee).
Subjects/Keywords: Alloy 909; Low CTE; Superalloys
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APA (6th Edition):
Balachander, M. (2010). Microstructural characterization and thermal fatigue study of a coated Incoloy 909 Superalloy. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4292
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Balachander, Mettupalayam. “Microstructural characterization and thermal fatigue study of a coated Incoloy 909 Superalloy.” 2010. Thesis, University of Manitoba. Accessed January 16, 2021.
http://hdl.handle.net/1993/4292.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Balachander, Mettupalayam. “Microstructural characterization and thermal fatigue study of a coated Incoloy 909 Superalloy.” 2010. Web. 16 Jan 2021.
Vancouver:
Balachander M. Microstructural characterization and thermal fatigue study of a coated Incoloy 909 Superalloy. [Internet] [Thesis]. University of Manitoba; 2010. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/1993/4292.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Balachander M. Microstructural characterization and thermal fatigue study of a coated Incoloy 909 Superalloy. [Thesis]. University of Manitoba; 2010. Available from: http://hdl.handle.net/1993/4292
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Northeastern University
6.
Leip, Jennifer L.
Transdisciplinary, academically-integrated, thematic (TAIT) units in the career and technical education classroom.
Degree: EdD, School of Education, 2017, Northeastern University
URL: http://hdl.handle.net/2047/D20248522
► The revision of the Carl D. Perkins Career and Technical Education Act in 2006 mandated the integration of core academics into the career and technical…
(more)
▼ The revision of the Carl D. Perkins Career and Technical Education Act in 2006 mandated the integration of core academics into the career and technical education (CTE) classroom. The purpose of this Stakian case study analysis was to examine the process by which one CTE high school located in the northeastern United States created and implemented transdisciplinary, academically-integrated, themed (TAIT) units in the CTE classroom and its relationship to student learning and engagement. Beanes (1997) Curriculum Integration Theory was used to examine the perceptions of six teachers three academic integration teachers and three technical education teachers directly involved in the creation and implementation of these units with high school juniors and seniors within their technical classrooms. The data showed that both academic integration and career and technical education teachers perceived that student motivation, engagement, and learning was increased in the presence of a TAIT unit as a teaching tool. Four types of social integration involving students was witnessed within the TAIT units including student-to-student integration, student-to-society integration, student-to-nature integration, and student-to-family integration. The education-to-career connection between the application of the units and students chosen career field facilitated learning in what was believed to be a greater breadth and depth of academic concepts compared to more traditional classroom learning. Implications for practice and future research are discussed.
Subjects/Keywords: CTE; methodology; teaching; thematic; transdisciplinary
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APA (6th Edition):
Leip, J. L. (2017). Transdisciplinary, academically-integrated, thematic (TAIT) units in the career and technical education classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20248522
Chicago Manual of Style (16th Edition):
Leip, Jennifer L. “Transdisciplinary, academically-integrated, thematic (TAIT) units in the career and technical education classroom.” 2017. Doctoral Dissertation, Northeastern University. Accessed January 16, 2021.
http://hdl.handle.net/2047/D20248522.
MLA Handbook (7th Edition):
Leip, Jennifer L. “Transdisciplinary, academically-integrated, thematic (TAIT) units in the career and technical education classroom.” 2017. Web. 16 Jan 2021.
Vancouver:
Leip JL. Transdisciplinary, academically-integrated, thematic (TAIT) units in the career and technical education classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/2047/D20248522.
Council of Science Editors:
Leip JL. Transdisciplinary, academically-integrated, thematic (TAIT) units in the career and technical education classroom. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20248522
Boston University
7.
Carpenter, Sydney Blake.
Characterizing a symptom profile in former athletes.
Degree: MS, Medical Sciences, 2019, Boston University
URL: http://hdl.handle.net/2144/36263
► The long-term effects of repetitive head impacts are a growing concern. Chronic traumatic encephalopathy (CTE) is a progressive neurodegenerative disease that is associated with repetitive…
(more)
▼ The long-term effects of repetitive head impacts are a growing concern. Chronic traumatic encephalopathy (
CTE) is a progressive neurodegenerative disease that is associated with repetitive head impacts and is characterized by distinct neuropathological changes. Other risk factors of developing
CTE are still unknown but may include age, genetics, age of first exposure to sports and type of sport. The only way to diagnose
CTE is with a post-mortem analysis. Current research is focused on diagnosing
CTE during life; efforts are turning towards developing a clinically diagnosable syndrome that is related to
CTE prognosis. Common symptoms reported from retrospective analyses of
CTE confirmed cases include cognitive difficulties as well as mood and behavior symptoms like depression and impulsivity. The goal of the present study was to define the clinical presentation of a diverse group of former athletes in an effort to categorize a clinical presentation of individuals with various head impact exposure. The individuals in the sample included contact and non-contact sport athletes, both male and female, ranging from 19 to 86 years of age. The data was based on a larger study, the Longitudinal Examination to Gather Evidence of Neurodegenerative Disease (LEGEND). In a sample of 592 participants from this study, cluster analyses identified five discrete groups of individuals based on their symptom profile. These included Asymptomatic, Mildly symptomatic, Mood symptoms, Behavior symptoms and Highly symptomatic groups. Between the groups, there was no difference in age of participants. There was no prevalence of a certain sport in any of the clusters. Additionally, there was no significant finding regarding estimated number of head impacts and symptomatology in football players. Results showed an effect of cognitive reserve, measured by years of education. Participants in the Asymptomatic group had significantly more education. This implies that years of education may be a risk factor for decreasing one’s ability to cope with neuropathology. Further research needs to be done on the connection between symptomatology and neuropathological diagnosis.
Advisors/Committee Members: Stern, Robert A. (advisor).
Subjects/Keywords: Neurosciences; Brain; Concussion; CTE; Sports
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APA (6th Edition):
Carpenter, S. B. (2019). Characterizing a symptom profile in former athletes. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/36263
Chicago Manual of Style (16th Edition):
Carpenter, Sydney Blake. “Characterizing a symptom profile in former athletes.” 2019. Masters Thesis, Boston University. Accessed January 16, 2021.
http://hdl.handle.net/2144/36263.
MLA Handbook (7th Edition):
Carpenter, Sydney Blake. “Characterizing a symptom profile in former athletes.” 2019. Web. 16 Jan 2021.
Vancouver:
Carpenter SB. Characterizing a symptom profile in former athletes. [Internet] [Masters thesis]. Boston University; 2019. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/2144/36263.
Council of Science Editors:
Carpenter SB. Characterizing a symptom profile in former athletes. [Masters Thesis]. Boston University; 2019. Available from: http://hdl.handle.net/2144/36263
University of Manitoba
8.
Imperial, Robin John Lester.
Identification of critical residues in the carboxyl-terminal extension of the mitochondrial DNA polymerase in Saccharomyces cerevisiae.
Degree: Microbiology, 2011, University of Manitoba
URL: http://hdl.handle.net/1993/4798
► Mip1p is the highly processive monomeric mitochondrial DNA polymerase in Saccharomyces cerevisiae. Despite differences in enzyme structure, substrate topology, and possible nucleoid interactions, Mip1p continues…
(more)
▼ Mip1p is the highly processive monomeric mitochondrial DNA polymerase in Saccharomyces cerevisiae. Despite differences in enzyme structure, substrate topology, and possible nucleoid interactions, Mip1p continues to be used as a model for human mitochondrial DNA polymerase (POLG) variants associated with various human mitochondrial diseases. Structurally, Mip1p functions as a monomer, whereas, the POLG holoenzyme contains a catalytic subunit (POLGA) complexed with a dimeric form of an accessory subunit (POLGB) which functions by loading the enzyme onto mitochondrial DNA and enhancing processivity. However, Mip1p does contain a 279-residue carboxyl-terminal extension (
CTE) absent in the structure of POLG. The function of the
CTE has not yet been determined although studies of truncation variants identify 74 N-terminal residues are essential for Mip1p wild-type activity. Furthermore, regions encompassing Mip1p residues N1033 – E1038 and Y1039 – A1049 are suggested to function in mitochondrial DNA maintenance and fidelity, respectively. This study has developed a mutagenic strategy to systematically replace the residues in the mitochondrial DNA maintenance region with glycine in order to identify residues critical for Mip1p function. Using in vivo respiratory competence and erythromycin resistance assays accompanied by an in vitro non-radioactive DNA polymerase assay, this study has identified two key residues, E1036 and D1037 that may function in the exonuclease-polymerase coupling mechanism of Mip1p.
Advisors/Committee Members: Court, Deborah A. (Microbiology) (supervisor), Mark, Brian (Microbiology) Gietz, R. Daniel (Biochemistry and Medical Genetics) (examiningcommittee).
Subjects/Keywords: mtDNA; polymerase; polg; cte
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APA (6th Edition):
Imperial, R. J. L. (2011). Identification of critical residues in the carboxyl-terminal extension of the mitochondrial DNA polymerase in Saccharomyces cerevisiae. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4798
Chicago Manual of Style (16th Edition):
Imperial, Robin John Lester. “Identification of critical residues in the carboxyl-terminal extension of the mitochondrial DNA polymerase in Saccharomyces cerevisiae.” 2011. Masters Thesis, University of Manitoba. Accessed January 16, 2021.
http://hdl.handle.net/1993/4798.
MLA Handbook (7th Edition):
Imperial, Robin John Lester. “Identification of critical residues in the carboxyl-terminal extension of the mitochondrial DNA polymerase in Saccharomyces cerevisiae.” 2011. Web. 16 Jan 2021.
Vancouver:
Imperial RJL. Identification of critical residues in the carboxyl-terminal extension of the mitochondrial DNA polymerase in Saccharomyces cerevisiae. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/1993/4798.
Council of Science Editors:
Imperial RJL. Identification of critical residues in the carboxyl-terminal extension of the mitochondrial DNA polymerase in Saccharomyces cerevisiae. [Masters Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4798
Virginia Tech
9.
Davis, Bernard Sydnor III.
A Comparative Study of Leadership Characteristics of Virginia Regional Technical Center Principals.
Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/73813
► The purpose of this study was to identify leadership characteristics of technical school principals as perceived by technical center school principals, the superintendents, and the…
(more)
▼ The purpose of this study was to identify leadership characteristics of technical school principals as perceived by technical center school principals, the superintendents, and the center's Joint Control Board of the regional technical centers of the Commonwealth of Virginia. A regional technical center principal position deals with a different administrative governing board, students from different high schools, and courses in the field of career and technical education. This study gathered and evaluated perspectives from the participating superintendents, Joint Control School Board members, and regional technical center principals to determine similarities and differences between the perceptions among these groups.
The population selected for this study was comprised of the participating superintendents, school board members, and principals from all ten K-12 public school regional technical centers in the Commonwealth of Virginia during the 2014-15 school year. The results showed that the survey respondents ranked visionary and instructional leader as the top two characteristics for regional technical center principals. The results showed that superintendents and Joint Control School Board members ranked having a background or experience in career and technical education higher than principals ranked that characteristic. Joint Control Board Members ranked having a
CTE degree significantly higher than principals and superintendents. Superintendents and Joint Control Board Members rated the principal's ability to articulate an instructional vision as having a significant relation to academic success higher than principals rated that characteristic. Survey respondents rated statement ten; persuasion is the ultimate tool for a technical center principal of public education, mean responses the lowest. All three survey respondents rated statement six; personal and professional integrity, honesty, and fairness are essential leadership characteristics for the public school regional technical center principal, mean responses the highest.
Open-ended question sixteen, what other characteristics that are needed for the
CTE leader of a regional technical center that have not been addressed?, revealed results that superintendents and principals indicated that personnel management was a valuable skill, that superintendents believed that building relationships with students and recruiting students along with having the ability to work with various stakeholders was important.
Advisors/Committee Members: Price, Ted S. (committeechair), Cash, Carol S. (committee member), Twiford, Travis W. (committee member), Thornton, Michael E. (committee member).
Subjects/Keywords: CTE; leadership; education; characteristics
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APA (6th Edition):
Davis, B. S. I. (2015). A Comparative Study of Leadership Characteristics of Virginia Regional Technical Center Principals. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/73813
Chicago Manual of Style (16th Edition):
Davis, Bernard Sydnor III. “A Comparative Study of Leadership Characteristics of Virginia Regional Technical Center Principals.” 2015. Doctoral Dissertation, Virginia Tech. Accessed January 16, 2021.
http://hdl.handle.net/10919/73813.
MLA Handbook (7th Edition):
Davis, Bernard Sydnor III. “A Comparative Study of Leadership Characteristics of Virginia Regional Technical Center Principals.” 2015. Web. 16 Jan 2021.
Vancouver:
Davis BSI. A Comparative Study of Leadership Characteristics of Virginia Regional Technical Center Principals. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/10919/73813.
Council of Science Editors:
Davis BSI. A Comparative Study of Leadership Characteristics of Virginia Regional Technical Center Principals. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/73813
Ohio University
10.
Cook, Carolyn M.
Impact of Chronic Traumatic Encephalopathy Information on
Perceptions of Illness.
Degree: PhD, Clinical Psychology (Arts and Sciences), 2019, Ohio University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562589809804291
► Mild traumatic brain injury (mTBI) is a significant public health concern and has been a frequent topic in the media in recent years. Over the…
(more)
▼ Mild traumatic brain injury (mTBI) is a significant
public health concern and has been a frequent topic in the media in
recent years. Over the past decade, chronic traumatic
encephalopathy (
CTE), which has been suggested to be the result of
repeated concussions and to involve symptoms such as deterioration
in attention, concentration, and memory, among others, has also
become the
subject of much media attention. However, media articles
about
CTE often involve personal stories and anecdotes rather than
any discussion of the limited
CTE research. This is problematic
because individuals who have sustained one or multiple mTBIs often
use information from the media, along with information from other
sources, such as healthcare providers and family members, to form
beliefs about the identity, severity, consequences, and timeline of
their injury and recovery. Media articles that sensationalize
CTE
or rely solely on personal anecdotes may lead individuals to form
beliefs about their injury and expected recovery that are
incorrect. Individuals who form such erroneous beliefs may be at
increased risk of experiencing persistent symptoms after mTBI. The
present study examined the impact of reading different types of
CTE
information on symptom endorsement, illness beliefs, and
self-reported impairment in individuals with a history of mTBI.
Amazon Mechanical Turk (mTurk) was used to recruit individuals with
a history of mTBI, who were randomly assigned to read one of four
articles. Participants (final N = 266 after exclusionary criteria)
either read that symptoms after mTBI are severe and long-lasting,
severe but not long-lasting, mild but long-lasting, or mild and not
long-lasting. All participants completed self-report measures of
illness perceptions and functional impairment as well as baseline
questionnaires about demographics and mTBI history, health anxiety,
neuroticism, and psychological distress. Contrary to expectations,
there were no overall differences between groups on measures of
illness perceptions or functional impairment. However, health
anxiety moderated the relationship between severity and cogniphobia
in females only such that at high levels of health anxiety, women
who read that mTBI symptoms are severe reported greater fear that
cognitive exertion might make symptoms worse or result in permanent
brain damage. Overall, results suggest that, in individuals with a
history of mTBI who do not have psychological risk factors, briefly
reading information stating that the symptoms of mTBI are severe
and/or long-lasting does not significantly increase their symptom
endorsement or negatively impact their illness beliefs. However,
individuals high in baseline health anxiety may be more susceptible
to information about the severity of symptoms after mTBI. Overall,
results have implications for treatment of individuals who
experience persistent symptoms after mTBI.
Advisors/Committee Members: Suhr, Julie (Advisor).
Subjects/Keywords: Clinical Psychology; CTE; illness perceptions
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APA (6th Edition):
Cook, C. M. (2019). Impact of Chronic Traumatic Encephalopathy Information on
Perceptions of Illness. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562589809804291
Chicago Manual of Style (16th Edition):
Cook, Carolyn M. “Impact of Chronic Traumatic Encephalopathy Information on
Perceptions of Illness.” 2019. Doctoral Dissertation, Ohio University. Accessed January 16, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562589809804291.
MLA Handbook (7th Edition):
Cook, Carolyn M. “Impact of Chronic Traumatic Encephalopathy Information on
Perceptions of Illness.” 2019. Web. 16 Jan 2021.
Vancouver:
Cook CM. Impact of Chronic Traumatic Encephalopathy Information on
Perceptions of Illness. [Internet] [Doctoral dissertation]. Ohio University; 2019. [cited 2021 Jan 16].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562589809804291.
Council of Science Editors:
Cook CM. Impact of Chronic Traumatic Encephalopathy Information on
Perceptions of Illness. [Doctoral Dissertation]. Ohio University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562589809804291
Clemson University
11.
Hanna, Mary.
Investigating New CTE Teachers’ Training and Support and How It Influences Teacher Efficacy.
Degree: PhD, Educational Leadership P-12, 2020, Clemson University
URL: https://tigerprints.clemson.edu/all_dissertations/2681
► Alternatively certified Career and Technical Education (CTE) teacher certification programs have become a more commonplace method for credentialing new CTE teachers. With no traditional…
(more)
▼ Alternatively certified Career and Technical Education (
CTE) teacher certification programs have become a more commonplace method for credentialing new
CTE teachers. With no traditional teacher preparation or experience entering the classroom, new
CTE teachers in the DIRECT program receive 2 years of training and support at the state and district level. With evidence from recent research, alternatively certified teachers have a higher teacher turnover rate than traditionally certified teachers. Research also states that alternatively certified teacher positions are difficult to fill due to the higher salary teachers can make in industry versus in the classroom. Understanding teacher efficacy is the key driver for this study in designing training aimed at meeting new
CTE teachers’ needs that helps them remain in the teaching profession. Even though research suggests professional development and mentoring for new teacher induction, there is little research on new teacher training that specifically supports first-year
CTE teachers. This qualitative study evaluates second-year
CTE teachers who transitioned from the workforce with no prior teacher training experience and their sense of self-efficacy. Through the lens of Bandura’s social cognitive theory of self-efficacy combined with Tschannen-Moran and Hoy’s teachers’ sense of efficacy scale (TSES), this study explores
CTE teachers’ beliefs about their training as it relates to their sense of self-efficacy. The TSES grew out of Bandura’s work regarding the 4 sources of efficacy attributed to the major influences of efficacy beliefs. These 2 theories set the framework of this study, which centered on the three dimensions of the TSES and how Bandura’s (1977) 4 sources of efficacy influenced these 3 dimensions in the construct of teaching in order to answer the research question. Interviews were conducted with 6 new
CTE teachers after their second year of teaching. Teachers were asked questions regarding their training as it related to their sense of self-efficacy and their stories of successes and challenges they experienced. The key findings in this study revealed that teachers lacked training in understanding students’ behavior in the affective domain, the teacher training in student engagement needed to go beyond the basics, the mentor mentee process needed better alignment, and the teacher training needed to include an opportunity for a teaching experience component before new
CTE teachers step into the classroom for the first time. Understanding new
CTE teachers’ sense of self-efficacy is important as a means to add to the knowledge base in helping beginning teachers avoid feelings of inadequacy to deliver instruction that ensures student learning outcomes.
Advisors/Committee Members: Kristin Frady, Hans Klar, Cynthia Deaton, Robert Knoeppel.
Subjects/Keywords: CTE Teacher Self-Efficacy; New CTE Teacher Support; New CTE Teacher Training; New Teacher Induction; Self-Efficacy; Teacher Efficacy
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APA (6th Edition):
Hanna, M. (2020). Investigating New CTE Teachers’ Training and Support and How It Influences Teacher Efficacy. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2681
Chicago Manual of Style (16th Edition):
Hanna, Mary. “Investigating New CTE Teachers’ Training and Support and How It Influences Teacher Efficacy.” 2020. Doctoral Dissertation, Clemson University. Accessed January 16, 2021.
https://tigerprints.clemson.edu/all_dissertations/2681.
MLA Handbook (7th Edition):
Hanna, Mary. “Investigating New CTE Teachers’ Training and Support and How It Influences Teacher Efficacy.” 2020. Web. 16 Jan 2021.
Vancouver:
Hanna M. Investigating New CTE Teachers’ Training and Support and How It Influences Teacher Efficacy. [Internet] [Doctoral dissertation]. Clemson University; 2020. [cited 2021 Jan 16].
Available from: https://tigerprints.clemson.edu/all_dissertations/2681.
Council of Science Editors:
Hanna M. Investigating New CTE Teachers’ Training and Support and How It Influences Teacher Efficacy. [Doctoral Dissertation]. Clemson University; 2020. Available from: https://tigerprints.clemson.edu/all_dissertations/2681
Penn State University
12.
Mohammad Hussain, Mohd Azlan.
Novice Career and Technical Education teachers' participation in professional development in the United States.
Degree: 2016, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/gm80hv33v
► The purpose of this study was to identify the status (focal areas, intensity, and usefulness) of novice Career and Technical Education (CTE) teacher participation in…
(more)
▼ The purpose of this study was to identify the status (focal areas, intensity, and usefulness) of novice Career and Technical Education (
CTE) teacher participation in professional development compared to novice teachers from other
subject matter areas. Additionally, this study examined relationship between the most in need criteria (qualified to teach from alternative certification, lack of practicum experience and having less teaching experience) and the intensity of novice
CTE teachers’ participation in professional development.
In order to achieve these objectives, this study analyzed the data from the 2011-2012 National School and Staffing Survey (SASS). A total of 7,510 samples in the dataset were selected for the analysis, as they meet with the novice teachers’ criteria (had five years or less teaching experience). From that number, 730 of them were novice
CTE teachers, while the rest were non-
CTE novices. The data has been analyzed using descriptive, binomial logistic, and multinomial logistic analyses.
The findings of this study pointed to differences in the focal areas, intensity and usefulness of the professional development in which novice
CTE teachers were involved, compared to the non-
CTE novices. Compared to the non-
CTE novices, novice
CTE teachers were more likely to be involved in professional development related to teaching content, instructional computer usage, student discipline and classroom management, and teaching special needs students. Additionally, novice
CTE teachers compared to the non-
CTE novices have been found more likely to attend longer hours of professional development related to teaching content, instructional computer usage, and student discipline and classroom management.
This study also found that novice
CTE teachers compared to their counterparts, are more likely to feel that their participations in professional development related to teaching content, instructional computer usage, student discipline and classroom management, and teaching special needs students helped to improve their teaching activities. In regard to novice
CTE teachers with the most in need criteria, the study indicates that novice
CTE teachers from alternative certification programs, compared to those from traditional teacher training programs were more likely to attend longer hours of professional development related to student discipline and classroom management, and reading instruction.
This study provided information on the status of novice
CTE teachers’ involvement in professional development. This information can be used by novice teachers in planning their future involvement in high quality professional development. In addition, administrators and policy makers may be able to formulate a strategy for encouraging novice teachers to participate in effective professional development programs.
Advisors/Committee Members: Mark D Threeton, Dissertation Advisor/Co-Advisor, Mark D Threeton, Committee Chair/Co-Chair, David Lynn Passmore, Committee Member, Cynthia Pellock, Committee Member, John Ewing, Outside Member.
Subjects/Keywords: Novice CTE teachers; most in need novice CTE teachers; participation in professional development; Novice CTE teachers compared to the non-CTE novices
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APA (6th Edition):
Mohammad Hussain, M. A. (2016). Novice Career and Technical Education teachers' participation in professional development in the United States. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/gm80hv33v
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mohammad Hussain, Mohd Azlan. “Novice Career and Technical Education teachers' participation in professional development in the United States.” 2016. Thesis, Penn State University. Accessed January 16, 2021.
https://submit-etda.libraries.psu.edu/catalog/gm80hv33v.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Mohammad Hussain, Mohd Azlan. “Novice Career and Technical Education teachers' participation in professional development in the United States.” 2016. Web. 16 Jan 2021.
Vancouver:
Mohammad Hussain MA. Novice Career and Technical Education teachers' participation in professional development in the United States. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Jan 16].
Available from: https://submit-etda.libraries.psu.edu/catalog/gm80hv33v.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Mohammad Hussain MA. Novice Career and Technical Education teachers' participation in professional development in the United States. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/gm80hv33v
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
13.
Farmer, Ashley A., 1993-.
From their eyes : a deeper analysis of career and technical education during secondary school.
Degree: MA, Baylor University. Dept. of Educational Psychology., 2015, Baylor University
URL: http://hdl.handle.net/2104/9505
► The focus of this study was to gather the viewpoints and perspectives from secondary students currently enrolled in career and technical education (CTE). The use…
(more)
▼ The focus of this study was to gather the viewpoints and perspectives from secondary students currently enrolled in career and technical education (
CTE). The use of a focus group and surveys were the main mediums of data collection in this cross-sectional mixed methods study. The research questions were 1. What are the characteristics of the students enrolled? 2. If any, what are the benefits of enrolling in
CTE? And 3. What are the current students’ viewpoints of the
CTE program? The majority of the sample was Hispanic and was representative of the school’s population. The future plans of the students, family college history, and full demographics are in the results section. Results indicated that students favor
CTE and 100 percent of participants provided reasoning of how the program is beneficial. These reasons are that
CTE provides valuable experience, it prepares students for their future careers with certification, and a high amount of learning takes place.
Advisors/Committee Members: Saxon, Terrill F. (advisor).
Subjects/Keywords: CTE. Analysis.
…technical education (CTE) demonstrates value
to the public school system. Vocational… …technical education [CTE] with 70
3
percent allotted to secondary and the remaining… …shadowing, (Yan, Goubeaud, & Fry, 2004).
The development of CTE has transformed from… …rigorous curriculum, and strict
qualifications for CTE teachers, this form of education is making… …2013).
High schools may provide the CTE program on site or have a program that enables…
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APA (6th Edition):
Farmer, Ashley A., 1. (2015). From their eyes : a deeper analysis of career and technical education during secondary school. (Masters Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/9505
Chicago Manual of Style (16th Edition):
Farmer, Ashley A., 1993-. “From their eyes : a deeper analysis of career and technical education during secondary school.” 2015. Masters Thesis, Baylor University. Accessed January 16, 2021.
http://hdl.handle.net/2104/9505.
MLA Handbook (7th Edition):
Farmer, Ashley A., 1993-. “From their eyes : a deeper analysis of career and technical education during secondary school.” 2015. Web. 16 Jan 2021.
Vancouver:
Farmer, Ashley A. 1. From their eyes : a deeper analysis of career and technical education during secondary school. [Internet] [Masters thesis]. Baylor University; 2015. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/2104/9505.
Council of Science Editors:
Farmer, Ashley A. 1. From their eyes : a deeper analysis of career and technical education during secondary school. [Masters Thesis]. Baylor University; 2015. Available from: http://hdl.handle.net/2104/9505
Boston University
14.
Doerr, Mark Andrew.
Cognitive effects associated with frequency and onset of sports related concussions.
Degree: MS, Physician Assistant Program, 2016, Boston University
URL: http://hdl.handle.net/2144/19207
► Social interest and recent advance in technology have made concussions on the largest topics is scientific research today. Knowledge continues to be uncovered and more…
(more)
▼ Social interest and recent advance in technology have made concussions on the largest topics is scientific research today. Knowledge continues to be uncovered and more data and information is studied on the effects of concussions and links to later in life cognitive decline. Dementia and Alzheimer’s disease have been known consequences of chronic traumatic encephalopathy but with recent findings in retired football players, more research is needed to show the correlation between concussions and the effects on cognition. Furthermore, with millions of youth athletes participating in sports each year, the impact of concussions on development and maturation need to be further researched. Initial retrospective studies seem to show the correlation between early in life concussions and decreased cognitive function later in life but longitudinal studies are lacking. Cognitive function data collected in longitudinal studies may help to show how early changes in function may be able to be identified and prevent further decline from repetitive impacts. Studies such as this would help fill the gap in research that could change youth sports as well as medical treatment and prevention to youth concussions.
Subjects/Keywords: Neurosciences; Concussions; CTE; Football; impact; Cognitive functions
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APA (6th Edition):
Doerr, M. A. (2016). Cognitive effects associated with frequency and onset of sports related concussions. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/19207
Chicago Manual of Style (16th Edition):
Doerr, Mark Andrew. “Cognitive effects associated with frequency and onset of sports related concussions.” 2016. Masters Thesis, Boston University. Accessed January 16, 2021.
http://hdl.handle.net/2144/19207.
MLA Handbook (7th Edition):
Doerr, Mark Andrew. “Cognitive effects associated with frequency and onset of sports related concussions.” 2016. Web. 16 Jan 2021.
Vancouver:
Doerr MA. Cognitive effects associated with frequency and onset of sports related concussions. [Internet] [Masters thesis]. Boston University; 2016. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/2144/19207.
Council of Science Editors:
Doerr MA. Cognitive effects associated with frequency and onset of sports related concussions. [Masters Thesis]. Boston University; 2016. Available from: http://hdl.handle.net/2144/19207
Boston University
15.
Turner, Dylan.
The neuropathology of chronic traumatic encephalopathy: a review and comparison with other neurodegenerative disorders.
Degree: MS, Medical Sciences, 2016, Boston University
URL: http://hdl.handle.net/2144/19468
► In the past decade, numerous studies have examined the correlation between repetitive head trauma in athletes who participated in contact sports and the development of…
(more)
▼ In the past decade, numerous studies have examined the correlation between repetitive head trauma in athletes who participated in contact sports and the development of various personality, behavioral, and cognitive changes. Autopsy data from these athletes have uncovered unique patterns of neuropathology that are believed to be associated with the observed clinical symptoms, and together characterize a condition known as chronic traumatic encephalopathy (CTE). Historically, the condition was known as “dementia pugilistica” commonly found in boxers; however, recent studies have identified cases of CTE in retired football players, hockey players, soccer players, war veterans, and other non-athletes. CTE is a progressive disease and clinical signs often appear many years after the trauma. These symptoms frequently include depression, aggression, suicidality, short-term memory loss, and executive functioning impairments. Postmortem examinations of individuals with CTE reveal distinct gross and microscopic pathology, including atrophy of the frontal and temporal cortices, sulcal accumulation of hyperphosphorylated tau, -amyloid deposition, and TAR DNA-binding protein 43 abnormalities. Although current hypotheses suggest that repetitive head trauma causes the development of CTE, the lack of prospective studies hinders our ability to definitively determine its etiology. Likewise, the inability to diagnose CTE in vivo has constrained our attempts to systematically examine the disease’s progressive nature. The goal of this paper is to review the past and current literature on CTE in boxers and football players. We also discuss current hypotheses concerning CTE’s clinical presentation and neuropathology, and situate CTE within the context of other neurodegenerative diseases. Finally, we address the current limitations of CTE research and propose key objectives for future studies.
Subjects/Keywords: Medicine; Concussion; CTE; mTBI; Chronic traumatic encephalopathy
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APA (6th Edition):
Turner, D. (2016). The neuropathology of chronic traumatic encephalopathy: a review and comparison with other neurodegenerative disorders. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/19468
Chicago Manual of Style (16th Edition):
Turner, Dylan. “The neuropathology of chronic traumatic encephalopathy: a review and comparison with other neurodegenerative disorders.” 2016. Masters Thesis, Boston University. Accessed January 16, 2021.
http://hdl.handle.net/2144/19468.
MLA Handbook (7th Edition):
Turner, Dylan. “The neuropathology of chronic traumatic encephalopathy: a review and comparison with other neurodegenerative disorders.” 2016. Web. 16 Jan 2021.
Vancouver:
Turner D. The neuropathology of chronic traumatic encephalopathy: a review and comparison with other neurodegenerative disorders. [Internet] [Masters thesis]. Boston University; 2016. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/2144/19468.
Council of Science Editors:
Turner D. The neuropathology of chronic traumatic encephalopathy: a review and comparison with other neurodegenerative disorders. [Masters Thesis]. Boston University; 2016. Available from: http://hdl.handle.net/2144/19468
16.
White, David Owen.
The Impact of Career and Technical Education (CTE) on Student Academic Achievement and Graduation Rates in the Commonwealth of Virginia.
Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech
URL: http://hdl.handle.net/10919/74382
► The No Child Left Behind (NCLB) Act of 2001 required that states set clear standards for what all students should learn, and hold schools accountable…
(more)
▼ The No Child Left Behind (NCLB) Act of 2001 required that states set clear standards for what all students should learn, and hold schools accountable for student progress in the areas of language arts, reading, and mathematics to assess their abilities (USDOE, 2002). However, while NCLB emphasizes the core academic subjects (i.e., English, reading/language arts, mathematics science, foreign languages, civics and government, economics, arts, history, and geography), it neglected to address Career and Technical Education (
CTE) (i.e., agriculture; business and information technology; family and consumer sciences; marketing; health and medical sciences; technology; or trade and industry) in any part of the legislation. The purpose of this study was to compare the academic performance of
CTE completers and non-
CTE completers in the Commonwealth of Virginia on the Standards of Learning (SOL) Reading and mathematics assessments, and graduation rates. This study was modeled after and was an extension of a previous study by Blowe (2011), and represented a quantitative, quasi-experimental, correlational evaluation of ex post facto data to determine the effects of being a
CTE completer on student academic success in high school. The findings show that the mean pass rate for
CTE completers was higher than the mean pass rate for non-
CTE completers for both the EOC Reading and EOC Algebra II SOLs, and that the mean graduation rate for
CTE completers was higher than the mean graduation rate for non-
CTE completers for each of the graduation cohorts years included in the study. An additional finding was the discovery of reporting discrepancies in division-reported data published by the VDOE. The findings in this study provided the researcher with valuable insight into the potential role of
CTE in an improving schools model, including the utilization of a rigorous
CTE curriculum as a strategy for improving SOL scores and graduation rates for all students. Additionally, this information may prove beneficial to educational and legislative leaders in developing policies governing
CTE curriculum throughout the Commonwealth of Virginia.
Advisors/Committee Members: Price, Ted S. (committeechair), Cash, Carol S. (committee member), Blowe, Eleanor Hearst (committee member), Twiford, Travis W. (committee member).
Subjects/Keywords: Education; CTE
…fact, no area of CTE (i.e.,
4
agriculture; business and information technology; family… …specialties” (VDOE, 2013,
p.1). Additionally, CTE works with business and industry… …Eighty-seven percent of CTE students (868 of 1,001) earned the Virginia Career… …Readiness Certificate.
Eighty-one percent of CTE students (11,821 of 14,647) passed… …credential.
During the 2012-13 school year, 31,149 secondary students (including CTE…
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APA (6th Edition):
White, D. O. (2015). The Impact of Career and Technical Education (CTE) on Student Academic Achievement and Graduation Rates in the Commonwealth of Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/74382
Chicago Manual of Style (16th Edition):
White, David Owen. “The Impact of Career and Technical Education (CTE) on Student Academic Achievement and Graduation Rates in the Commonwealth of Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed January 16, 2021.
http://hdl.handle.net/10919/74382.
MLA Handbook (7th Edition):
White, David Owen. “The Impact of Career and Technical Education (CTE) on Student Academic Achievement and Graduation Rates in the Commonwealth of Virginia.” 2015. Web. 16 Jan 2021.
Vancouver:
White DO. The Impact of Career and Technical Education (CTE) on Student Academic Achievement and Graduation Rates in the Commonwealth of Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/10919/74382.
Council of Science Editors:
White DO. The Impact of Career and Technical Education (CTE) on Student Academic Achievement and Graduation Rates in the Commonwealth of Virginia. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/74382
Liberty University
17.
Devier, Britton H.
The Relationship Between Alternative Career and Technical Education (CTE) Teacher Licensure Requirements and CTE Teacher Shortage.
Degree: 2019, Liberty University
URL: https://digitalcommons.liberty.edu/doctoral/2039
► Career and technical education (CTE) continues to face an annual shortage of qualified teachers in the profession. This shortage has caused an increase in the…
(more)
▼ Career and technical education (CTE) continues to face an annual shortage of qualified teachers in the profession. This shortage has caused an increase in the use of alternative certification/licensure pathways across the United States. These alternative pathways are highly divergent from state to state. Limited research has investigated CTE teacher shortage and the alternative certification/licensure requirements that contribute. Using archival data, this correlational study looked to determine if CTE alternative certification/licensure requirements can predict CTE teacher shortages. Logistic regression analysis was used to review all 50 states and the District of Columbia and determine if any of the criterion variables predicted CTE teacher shortage. After analysis, it was determined that none of the criterion variables of academic degree, work experience, mandatory testing, and program length was statistically significant in predicting CTE teacher shortage.
Subjects/Keywords: Career and Technical Education (CTE); Alternative Certification; Alternative Licensure; Career; Technical Education (CTE) Teacher Shortage; Education; Vocational Education
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APA (6th Edition):
Devier, B. H. (2019). The Relationship Between Alternative Career and Technical Education (CTE) Teacher Licensure Requirements and CTE Teacher Shortage. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2039
Chicago Manual of Style (16th Edition):
Devier, Britton H. “The Relationship Between Alternative Career and Technical Education (CTE) Teacher Licensure Requirements and CTE Teacher Shortage.” 2019. Doctoral Dissertation, Liberty University. Accessed January 16, 2021.
https://digitalcommons.liberty.edu/doctoral/2039.
MLA Handbook (7th Edition):
Devier, Britton H. “The Relationship Between Alternative Career and Technical Education (CTE) Teacher Licensure Requirements and CTE Teacher Shortage.” 2019. Web. 16 Jan 2021.
Vancouver:
Devier BH. The Relationship Between Alternative Career and Technical Education (CTE) Teacher Licensure Requirements and CTE Teacher Shortage. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2021 Jan 16].
Available from: https://digitalcommons.liberty.edu/doctoral/2039.
Council of Science Editors:
Devier BH. The Relationship Between Alternative Career and Technical Education (CTE) Teacher Licensure Requirements and CTE Teacher Shortage. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2039
University of Texas – Austin
18.
Siddiqui, Md Sarwar.
Effect of Portland cement concrete characteristics and constituents on thermal expansion.
Degree: PhD, Structural Engineering, Mechanics, & Materials, 2014, University of Texas – Austin
URL: http://hdl.handle.net/2152/31324
► The coefficient of thermal expansion (CTE) is one of the major factors responsible for distresses in concrete pavements and structures. Continuously reinforced concrete pavements (CRCPs)…
(more)
▼ The coefficient of thermal expansion (
CTE) is one of the major factors responsible for distresses in concrete pavements and structures. Continuously reinforced concrete pavements (CRCPs) in particular are highly susceptible to distresses caused by high
CTE in concrete. CRCP is a popular choice across the U.S. and around the world for its long service life and minimal maintenance requirements. CRCP has been built in more than 35 states in the U.S., including Texas. In order to prevent CRCP distresses, the Texas Department of Transportation (TxDOT) has limited the
CTE of CRCP concrete to a maximum of 5.5 x10-6 strain/oF (9.9 x10-6 strain/oC). Coarse aggregate sources that produce concrete with
CTE higher than the allowable limit are no longer accepted in the TxDOT CRCP projects. Moreover,
CTE is an important input in the Mechanistic-Empirical Pavement Design Guide (MEPDG). Small deviations in input
CTE can affect the pavement thickness significantly in MEPDG designs. Therefore, accurate determination of concrete
CTE is important, as it allows for enhanced concrete structure and pavement design as well as accurate screening of CRCP coarse aggregates. Moreover, optimizing the
CTE of concrete according to a structure’s needs can reduce that structure’s cracking potential. This will result in significant savings in repair and rehabilitation costs and will improve the durability and longevity of concrete structures.
This study found that the CTEs determined from saturated concrete samples were affected by the internal water pressure. As a result, the TxDOT method yielded higher values than did the American Association of State Highway and Transportation Officials (AASHTO) method. To further investigate the effect of internal water pressure, an analytical model was developed based on the poroelastic phenomenon of concrete. According to the model, porosity, permeability, and the rate of temperature change are the major factors that influence the internal water pressure development. Increasing the permeability of concrete can reduce the internal water pressure development and can thus improve the consistency of measured
CTE values. Preconditioning concrete samples by subjecting them to several heating and cooling cycles prior to
CTE testing and reducing the rate of temperature change improved the consistency of the
CTE test results.
Concrete
CTE can be reduced by blending low-
CTE aggregates with high-
CTE aggregates and reducing the cement paste volume. Based on these findings, a concrete
CTE optimization technique was developed that provides guidelines for the selection of concrete constituents to achieve target concrete
CTE. A concrete proportioning technique was also developed to meet the need for
CTE optimization. This concrete proportioning technique can use aggregate from any sources, irrespective of gradation, shape, and texture. The proposed technique has the potential to reduce the cement requirement without sacrificing performance and provides guidelines for multiple coarse and fine aggregate blends.
Advisors/Committee Members: Fowler, David W. (advisor), Juenger, Maria W (committee member), Bhasin, Amit (committee member), Won, Moon (committee member), Wheat, Harovel G (committee member).
Subjects/Keywords: Coefficient of thermal expansion; CTE; Concrete; Poromechanics; CTE optimization; Internal water pressure; AASHTO; TxDOT; CRCP; Concrete pavement; MEPDG
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APA (6th Edition):
Siddiqui, M. S. (2014). Effect of Portland cement concrete characteristics and constituents on thermal expansion. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31324
Chicago Manual of Style (16th Edition):
Siddiqui, Md Sarwar. “Effect of Portland cement concrete characteristics and constituents on thermal expansion.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed January 16, 2021.
http://hdl.handle.net/2152/31324.
MLA Handbook (7th Edition):
Siddiqui, Md Sarwar. “Effect of Portland cement concrete characteristics and constituents on thermal expansion.” 2014. Web. 16 Jan 2021.
Vancouver:
Siddiqui MS. Effect of Portland cement concrete characteristics and constituents on thermal expansion. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/2152/31324.
Council of Science Editors:
Siddiqui MS. Effect of Portland cement concrete characteristics and constituents on thermal expansion. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/31324
NSYSU
19.
Ling, Ming-Hui.
None.
Degree: Master, Materials Science and Engineering, 2000, NSYSU
URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0704100-161515
Subjects/Keywords: CTE; Cu-C; Thermal cyclinng
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APA (6th Edition):
Ling, M. (2000). None. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0704100-161515
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ling, Ming-Hui. “None.” 2000. Thesis, NSYSU. Accessed January 16, 2021.
http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0704100-161515.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ling, Ming-Hui. “None.” 2000. Web. 16 Jan 2021.
Vancouver:
Ling M. None. [Internet] [Thesis]. NSYSU; 2000. [cited 2021 Jan 16].
Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0704100-161515.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ling M. None. [Thesis]. NSYSU; 2000. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0704100-161515
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Boston University
20.
Ventrano, Victor Albert.
Histologic analysis of cortical tissue from patients with post traumatic stress disorder and chronic traumatic encephalopathy.
Degree: MS, Medical Sciences, 2017, Boston University
URL: http://hdl.handle.net/2144/24027
► BACKGROUND: Mild Traumatic Brain Injury (mTBI) is increasingly recognized as an adverse health consequence for athletes who participate in contact sports, such as football or…
(more)
▼ BACKGROUND: Mild Traumatic Brain Injury (mTBI) is increasingly recognized as an adverse health consequence for athletes who participate in contact sports, such as football or boxing, as well as military personnel who are exposed to concussive blasts during training and combat operations. A consequence of this repetitive brain injury can be the development of a number of neurodegenerative diseases, particularly chronic traumatic encephalopathy (CTE), a disease involving the buildup of toxic phosphorylated tau (p-tau) in the pre-frontal cortical tissue. Additionally, it has been found that military personnel suffering repeated mTBI from primary blast concussions are prone to development of post traumatic stress disorder (PTSD), a disease that is becoming increasingly common among returning service members. Because mTBI is a common cause for both PTSD and CTE, it is possible for the two diseases to manifest comorbidly in an individual. Though much is known about PTSD psychologically and CTE neuropathologically, little is known about the overlapping effect of the two diseases together as well as PTSD neuropathologically. What is known, however, is that aquaporin-4; a channel involved in the movement of water through the blood brain barrier, is often affected by CTE and may play a role in PTSD as well.
OBJECTIVE: The objective of this study was to primarily to analyze the disruption of aquaporin-4 around cerebral blood vessels due to chronic traumatic encephalopathy. A secondary objective of this project was to determine if any unique physiopathological biomarkers exist in PTSD and if the effects of CTE are exacerbated when present comorbidly with PTSD.
METHODS: This study involved the analysis of multiple cohorts that had suffered from CTE, PTSD and CTE comorbidly, or neither disease as a control. In order to assess the primary objective, two cohorts, a CTE-only and a control, were analyzed to determine the effect of p-tau on aquaporin-4 directly around cerebral vessels in the pre-frontal cortex. The samples were cut from blocks and stained for the desired markers. Following staining, images were taken using a confocal microscope and the images were analyzed using Amaris and FIJI. For the secondary objective, samples were prepared in a similar way with three cohorts: CTE-only, CTE+PTSD comorbid, and a control. Images were obtained and processed in the same way.
RESULTS: It was found that aquaporin-4 density is significantly reduced around both arterial and venous lesional vessels. Additionally, it was found that p-tau was more readily deposited in the depths of the sulci of the pre-frontal cortex due to the unique forces caused by repeated mTBI. However, PTSD was not found to significantly compound the disease when comorbidly present with CTE nor to have a unique biomarkers present.
CONCLUSION: P-tau present in CTE causes a significant reduction in aquaporin-4 around cerebral vessels in the pre-frontal cortex, thereby potentially inhibiting the movement of fluids and clearance of metabolites into and out…
Subjects/Keywords: Neurosciences; CTE; GFAP; PTSD; Tau; Pre-frontal cortex
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APA (6th Edition):
Ventrano, V. A. (2017). Histologic analysis of cortical tissue from patients with post traumatic stress disorder and chronic traumatic encephalopathy. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/24027
Chicago Manual of Style (16th Edition):
Ventrano, Victor Albert. “Histologic analysis of cortical tissue from patients with post traumatic stress disorder and chronic traumatic encephalopathy.” 2017. Masters Thesis, Boston University. Accessed January 16, 2021.
http://hdl.handle.net/2144/24027.
MLA Handbook (7th Edition):
Ventrano, Victor Albert. “Histologic analysis of cortical tissue from patients with post traumatic stress disorder and chronic traumatic encephalopathy.” 2017. Web. 16 Jan 2021.
Vancouver:
Ventrano VA. Histologic analysis of cortical tissue from patients with post traumatic stress disorder and chronic traumatic encephalopathy. [Internet] [Masters thesis]. Boston University; 2017. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/2144/24027.
Council of Science Editors:
Ventrano VA. Histologic analysis of cortical tissue from patients with post traumatic stress disorder and chronic traumatic encephalopathy. [Masters Thesis]. Boston University; 2017. Available from: http://hdl.handle.net/2144/24027
California State University – San Bernardino
21.
Childers, Karen S.
THE IMPORTANCE OF EARNINGS IN CAREER TECHNICAL EDUCATION FIELD OF STUDY CHOICE.
Degree: Doctor of Education in Educational Leadership, Education, 2019, California State University – San Bernardino
URL: https://scholarworks.lib.csusb.edu/etd/955
► The purpose of this mixed methods research study was to examine factors influencing community college Career Technical Education (CTE) students in their field of…
(more)
▼ The purpose of this mixed methods research study was to examine factors influencing community college Career Technical Education (
CTE) students in their field of study choice. The problem was twofold: (1) Community college
CTE performance metrics include earnings goals, but there is little research to inform the performance metric (Harrington, Mbomeda, & Casillas, 2018; Roberts, Leufgen, & Booth, 2018); and (2)
CTE students, who are disproportionately economically disadvantaged, pursue fields of study that do not lead to a living wage (Bahr, 2010; Booth & Bahr, 2012; Zhang & Oymak, 2018).
For this within-stage mixed model design (Johnson & Onwuegbuzie, 2004), I created an instrument to examine quantitative and qualitative data for
CTE field of study choice. The Choice of College Major Survey (CCMS) had three domains: 1) student characteristics, which consisted of the 27 Likert items; 2) sociodemographic, which consisted of the seven demographic items; and 3) six open-ended items, which were the qualitative part of the study. I tested variables within the student characteristics domain and the career integration variable. I found statistically significant (p
I used the conceptual model of Hirschy, Bremer, and Castellano (2011) for community college
CTE student success. Although I did not set out to propose a new conceptual model, my findings led to a proposed conceptual model for
CTE field of study choice, based on the model by Hirschy et al. (2011). My findings indicated a distinction between
influencers, which were included in the conceptual model by Hirschy et al. (2011), and
purposeful process, which was not included. Because the conceptual model by Hirschy et al. (2011) was designed to explain student attainment of educational goals rather than field of study choice, purposeful process was not relevant in the original model.
Further testing and validation of the CCMS and the proposed conceptual model would add to theory and practice. In this paper I make recommendations for policy and practice and suggest further research.
Advisors/Committee Members: Martinez, Edna.
Subjects/Keywords: career education; community college; vocational education; earnings; CTE; nontraditional; Vocational Education
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APA (6th Edition):
Childers, K. S. (2019). THE IMPORTANCE OF EARNINGS IN CAREER TECHNICAL EDUCATION FIELD OF STUDY CHOICE. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/955
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Childers, Karen S. “THE IMPORTANCE OF EARNINGS IN CAREER TECHNICAL EDUCATION FIELD OF STUDY CHOICE.” 2019. Thesis, California State University – San Bernardino. Accessed January 16, 2021.
https://scholarworks.lib.csusb.edu/etd/955.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Childers, Karen S. “THE IMPORTANCE OF EARNINGS IN CAREER TECHNICAL EDUCATION FIELD OF STUDY CHOICE.” 2019. Web. 16 Jan 2021.
Vancouver:
Childers KS. THE IMPORTANCE OF EARNINGS IN CAREER TECHNICAL EDUCATION FIELD OF STUDY CHOICE. [Internet] [Thesis]. California State University – San Bernardino; 2019. [cited 2021 Jan 16].
Available from: https://scholarworks.lib.csusb.edu/etd/955.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Childers KS. THE IMPORTANCE OF EARNINGS IN CAREER TECHNICAL EDUCATION FIELD OF STUDY CHOICE. [Thesis]. California State University – San Bernardino; 2019. Available from: https://scholarworks.lib.csusb.edu/etd/955
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
22.
Nowinski, Christopher John.
Cognitive and emotional effects of one season of head impact exposure in high school contact sport athletes.
Degree: PhD, Behavioral Neurosciences, 2017, Boston University
URL: http://hdl.handle.net/2144/23411
► Short-term and long-term neurological damage as a result of sports-related brain trauma is a major concern for athletes today. In the last decade, studies of…
(more)
▼ Short-term and long-term neurological damage as a result of sports-related brain trauma is a major concern for athletes today. In the last decade, studies of subconcussive repetitive head impacts (RHI) in contact sports have found associations with functional and structural brain changes, even in the absence of diagnosed concussion.
Risk and thresholds for brain dysfunction in the setting of sports-related RHI remain poorly understood.
This prospective study enrolled 119 athletes (72 contact, 47 noncontact) of both sexes (79 male, 40 female), to explore the effect of one season of subconcussive RHI on brain function in high school football, boys lacrosse, and boys and girls soccer versus a comparison group of noncontact athletes. This study is the first to assess the effects of one season of RHI exposure on traditional and novel cognitive measures as well as self-reported emotion, sleep and headache in high school athletes. Contact sport athletes wore a commercial accelerometer to investigate if there is a dose-response relationship between RHI exposure and brain function.
Paired t-test comparisons of all measures revealed contact sport athletes were not different than noncontact athletes in experiencing negative changes over the course of one season on the assessment battery. Given the number of subjects evaluated and the resultant power to detect change, this study had an 82.5% power to detect a Cohenʼs d of 0.66. Regression analysis of multiple measures of RHI among contact sport athletes did not identify a significant relationship between exposure and changes in cognition, emotion, sleep or headache over one season. Secondary analyses found significant relationships between a greater number of total head impacts at postseason assessment and higher scores on NIH Emotion Battery elements Perceived Stress (p=0.0002) and Perceived Hostility (p=0.0004), but it was unrelated to total years of football exposure.
Overall, this study showed that there does not appear to be an association between one season of RHI exposure and short-term changes in cognition or self-reported aspects of emotion, sleep, or headache. Results from this study may help in the design of future investigations that will increase our understanding of the short-term consequences of RHI. Future studies should concentrate on the question of a clinically significant threshold at which RHI above a certain magnitude is more likely to cause brain dysfunction.
Subjects/Keywords: Neurosciences; Cognitive; Concussion; CTE
…computerized tomography
CTE
chronic traumatic encephalopathy
CTP
cleaved tau protein
dCDT…
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APA (6th Edition):
Nowinski, C. J. (2017). Cognitive and emotional effects of one season of head impact exposure in high school contact sport athletes. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/23411
Chicago Manual of Style (16th Edition):
Nowinski, Christopher John. “Cognitive and emotional effects of one season of head impact exposure in high school contact sport athletes.” 2017. Doctoral Dissertation, Boston University. Accessed January 16, 2021.
http://hdl.handle.net/2144/23411.
MLA Handbook (7th Edition):
Nowinski, Christopher John. “Cognitive and emotional effects of one season of head impact exposure in high school contact sport athletes.” 2017. Web. 16 Jan 2021.
Vancouver:
Nowinski CJ. Cognitive and emotional effects of one season of head impact exposure in high school contact sport athletes. [Internet] [Doctoral dissertation]. Boston University; 2017. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/2144/23411.
Council of Science Editors:
Nowinski CJ. Cognitive and emotional effects of one season of head impact exposure in high school contact sport athletes. [Doctoral Dissertation]. Boston University; 2017. Available from: http://hdl.handle.net/2144/23411
University of Oregon
23.
Partsafas, Andrea.
Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction.
Degree: D.Ed., Department of Educational Methodology, Policy, and Leadership, 2019, University of Oregon
URL: https://scholarsbank.uoregon.edu/xmlui/handle/1794/24847
► There is a consensus that today’s students in the U.S. are not prepared to fill the almost 1 million unfilled computing jobs in 2024. In…
(more)
▼ There is a consensus that today’s students in the U.S. are not prepared to fill the almost 1 million unfilled computing jobs in 2024. In the wake of the Computer Science For All initiative in 2016, advocacy groups, such as the Association for Computing Machinery, Code.org and the Computer Science Teachers Association, actively encourage diversity in computer science classes. However, there are large equity and opportunity gaps across the nation. Less than 20% of students taking the AP Computer Science exam are females, and even fewer are from traditionally underrepresented groups such as African American and/or Latinx. Fewer than half of K-12 schools in the United States offer computer science courses that would meet the K-12 Computer Science Framework standards definition.
English Learners (EL), the second largest subgroup in K-12 education, is noticeably absent from the CS diversity conversation. The College Board does not collect EL data on AP test takers and discrepancies in defining CS make it difficult to collect universally comparable data around enrollment and achievement.
However, more data have been collected on the efficacy of EL instructional strategies in some other technical subjects, notably science. Using data from both EL and CS research, instructional strategies can be employed in CS classrooms for maximum leverage.
In this project, I employ a sequential explanatory mixed methods research design to address this gap in the research by surveying and interviewing experts in both computer science and English learner instruction. Quantitative survey data were collected using the Computer Science: Best Practices in Instruction for ELLs instrument along with open-ended questions. Qualitative data were collected through interviews of Computer Science and English Language teachers. The results of this study can inform state officials about the importance of implementing and supporting instructional strategies in CS courses and curriculum to ensure equitable instructional practices for all students, especially English Learners.
Advisors/Committee Members: Scalise, Kathleen (advisor).
Subjects/Keywords: computer science; cte instruction; English learners; instructional strategies
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APA (6th Edition):
Partsafas, A. (2019). Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction. (Doctoral Dissertation). University of Oregon. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/24847
Chicago Manual of Style (16th Edition):
Partsafas, Andrea. “Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction.” 2019. Doctoral Dissertation, University of Oregon. Accessed January 16, 2021.
https://scholarsbank.uoregon.edu/xmlui/handle/1794/24847.
MLA Handbook (7th Edition):
Partsafas, Andrea. “Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction.” 2019. Web. 16 Jan 2021.
Vancouver:
Partsafas A. Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction. [Internet] [Doctoral dissertation]. University of Oregon; 2019. [cited 2021 Jan 16].
Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/24847.
Council of Science Editors:
Partsafas A. Is CS for All Learners? Investigating the Intersection of English Learner and Computer Science Instruction. [Doctoral Dissertation]. University of Oregon; 2019. Available from: https://scholarsbank.uoregon.edu/xmlui/handle/1794/24847
University of Florida
24.
Chaudhry, Naueen Akbar.
Predicting Disease Related Complications and Adverse Outcomes in Patients with Crohns Disease.
Degree: MS, Medical Sciences - Clinical Investigation (IDP), 2016, University of Florida
URL: https://ufdc.ufl.edu/UFE0050485
Subjects/Keywords: bowelstricture; crohnsdisease; cte; ibd; mre
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APA (6th Edition):
Chaudhry, N. A. (2016). Predicting Disease Related Complications and Adverse Outcomes in Patients with Crohns Disease. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0050485
Chicago Manual of Style (16th Edition):
Chaudhry, Naueen Akbar. “Predicting Disease Related Complications and Adverse Outcomes in Patients with Crohns Disease.” 2016. Masters Thesis, University of Florida. Accessed January 16, 2021.
https://ufdc.ufl.edu/UFE0050485.
MLA Handbook (7th Edition):
Chaudhry, Naueen Akbar. “Predicting Disease Related Complications and Adverse Outcomes in Patients with Crohns Disease.” 2016. Web. 16 Jan 2021.
Vancouver:
Chaudhry NA. Predicting Disease Related Complications and Adverse Outcomes in Patients with Crohns Disease. [Internet] [Masters thesis]. University of Florida; 2016. [cited 2021 Jan 16].
Available from: https://ufdc.ufl.edu/UFE0050485.
Council of Science Editors:
Chaudhry NA. Predicting Disease Related Complications and Adverse Outcomes in Patients with Crohns Disease. [Masters Thesis]. University of Florida; 2016. Available from: https://ufdc.ufl.edu/UFE0050485
Louisiana State University
25.
Iyer, Diwakar Suryanarayana.
Electrodeposited nanoscale multilayers of Invar with copper.
Degree: MS, Mechanical Engineering, 2005, Louisiana State University
URL: etd-11162005-173601
;
https://digitalcommons.lsu.edu/gradschool_theses/2143
► Materials with low thermal expansion coefficients (CTEs) that will survive temperature cycling are of interest in a variety of applications on the microscale, including actuation,…
(more)
▼ Materials with low thermal expansion coefficients (CTEs) that will survive temperature cycling are of interest in a variety of applications on the microscale, including actuation, precision assembly, and injection mold fabrication. Invar alloys exhibit a low positive coefficient of thermal expansion ranging between 0.2 – 1.2 µm/m-°C at room temperature. The electrodeposition process for fabricating nanoscale multilayers of Invar and copper in micro-patterns was characterized to assess their value in various MEMS applications. In an ongoing effort to maintain a stable CTE and effectively control the grain growth of Invar, nano-multilayers of near Invar-like FeNiCu and copper were electrodeposited into a pattern of 100µm tall microposts. A harder material than Invar, which could be used in mold insert and sensing applications, was of interest. Characterization of the FeNiCu electrolyte was done on rotating Hull Cell to determine the exact Invar plating range. EDXRF composition measurements showed that an iron to nickel ratio of Invar composition was obtained for current densities between 52.5 - 56 mA/cm², and copper alone was plated between 0.5 - 1 mA/cm². Microposts were fabricated using the LIGA microfabrication process and 100µm diameter by 100µm tall posts with fixed thickness (12.5nm) FeNiCu layers were deposited alternating with 1 nm, 4 nm, 5 nm, 7 nm, and 9 nm thick copper layers using a two level current density pulse. The presence of the nanoscale multilayers was confirmed by TEM. Multilayer microposts were tested for their thermal expansion behavior to study the effect of varying the copper layer thickness on the response to heating from ambient to 300°C. As deposited, the multilayer alloy exhibited a negative CTE; for a 2.5 nm thick Cu layer the CTE was -3.28µm/m-°C up to 150°C and more negative for higher temperatures. Two subsequent heating/cooling cycles resulted in the material exhibiting a positive CTE, where the multilayer provided energy for the reconfiguration of the alloy into a more stable, positive CTE form, comparable to bulk Invar. The average microhardness of the as-deposited multilayer measured 50 on the Rockwell C scale and was comparable with H13 and P20 type tool steels.
Subjects/Keywords: copper; cte; multilayer; electrodeposition; invar
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APA (6th Edition):
Iyer, D. S. (2005). Electrodeposited nanoscale multilayers of Invar with copper. (Masters Thesis). Louisiana State University. Retrieved from etd-11162005-173601 ; https://digitalcommons.lsu.edu/gradschool_theses/2143
Chicago Manual of Style (16th Edition):
Iyer, Diwakar Suryanarayana. “Electrodeposited nanoscale multilayers of Invar with copper.” 2005. Masters Thesis, Louisiana State University. Accessed January 16, 2021.
etd-11162005-173601 ; https://digitalcommons.lsu.edu/gradschool_theses/2143.
MLA Handbook (7th Edition):
Iyer, Diwakar Suryanarayana. “Electrodeposited nanoscale multilayers of Invar with copper.” 2005. Web. 16 Jan 2021.
Vancouver:
Iyer DS. Electrodeposited nanoscale multilayers of Invar with copper. [Internet] [Masters thesis]. Louisiana State University; 2005. [cited 2021 Jan 16].
Available from: etd-11162005-173601 ; https://digitalcommons.lsu.edu/gradschool_theses/2143.
Council of Science Editors:
Iyer DS. Electrodeposited nanoscale multilayers of Invar with copper. [Masters Thesis]. Louisiana State University; 2005. Available from: etd-11162005-173601 ; https://digitalcommons.lsu.edu/gradschool_theses/2143
Louisiana State University
26.
Partin, Melinda Simoneaux.
The Influence of Enrollment in Career and Technical Education Courses on the Achievement of High School Special Education Students.
Degree: PhD, Human Resources Management, 2016, Louisiana State University
URL: etd-06062016-112254
;
https://digitalcommons.lsu.edu/gradschool_dissertations/3861
► This dissertation joins a conversation in the special education arena about the academic and vocational agenda for special education high school students. It explores the…
(more)
▼ This dissertation joins a conversation in the special education arena about the academic and vocational agenda for special education high school students. It explores the influence of enrollment in Career Technical Education (CTE) courses on the achievement of high school special education (SPED) students. The purpose of this study was to compare the achievement of special education (SPED) students enrolled in Career Technical Education (CTE) courses with special education (SPED) students who were not enrolled in Career Technical Education (CTE) courses. The study was designed to determine whether or not SPED students enrolled in CTE improved on the academic scores as measured by the Graduate Exit Exam (GEE) standardized test. The target population of this study was special education students enrolled in Louisiana public high schools. The sample for this study was made up of all 10th and 11th grade special education students who had taken part in the state mandated GEE during the 2008-2009 school year. The instrument used to collect data for this study was a computerized recording form. The variables of the investigation were copied directly from the archival data source, developed by the Louisiana State Department of Education’s Division of Student Standards and Assessments, into the study’s recording forms. To determine if relationships existed between CTE participation and achievement scores on standardized testing, ELA and Math scores were used as dependent variables. The other variables were treated as independent variables including the demographics of Age, Gender, Race, Socioeconomic Status (Full, Reduced and Free Lunch) and CTE program participation. The major findings were that the CTE students had significantly higher scores on the overall ELA measures than non-CTE students. All six of the Math standards for which data were available were found significantly higher for the CTE students than for the non-CTE students. Also according to the finding, the majority of SPED students did not participate in a CTE program. This researcher concluded that there was a positive academic outcome for those SPED students who participated in CTE. She recommended that SPED students be enrolled in CTE courses while participating in Louisiana public high school program.
Subjects/Keywords: achievement in academic areas; influence of enrollment in CTE; SPED
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APA (6th Edition):
Partin, M. S. (2016). The Influence of Enrollment in Career and Technical Education Courses on the Achievement of High School Special Education Students. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06062016-112254 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3861
Chicago Manual of Style (16th Edition):
Partin, Melinda Simoneaux. “The Influence of Enrollment in Career and Technical Education Courses on the Achievement of High School Special Education Students.” 2016. Doctoral Dissertation, Louisiana State University. Accessed January 16, 2021.
etd-06062016-112254 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3861.
MLA Handbook (7th Edition):
Partin, Melinda Simoneaux. “The Influence of Enrollment in Career and Technical Education Courses on the Achievement of High School Special Education Students.” 2016. Web. 16 Jan 2021.
Vancouver:
Partin MS. The Influence of Enrollment in Career and Technical Education Courses on the Achievement of High School Special Education Students. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2021 Jan 16].
Available from: etd-06062016-112254 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3861.
Council of Science Editors:
Partin MS. The Influence of Enrollment in Career and Technical Education Courses on the Achievement of High School Special Education Students. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-06062016-112254 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3861
Virginia Tech
27.
Tomlinson, Diane C.
Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender.
Degree: PhD, Career and Technical Education, 2019, Virginia Tech
URL: http://hdl.handle.net/10919/90786
► The Career and Technical Center in Coalfield County School Division (pseudonym) has maintained a history of student enrollment in career and technical education (CTE) courses…
(more)
▼ The Career and Technical Center in Coalfield County School Division (pseudonym) has maintained a history of student enrollment in career and technical education (
CTE) courses and programs that are traditional by gender. That history has changed very little over the years, and students, both male and female, continue to enroll in
CTE courses at the career center that are traditional for their gender. This trend persists despite Virginia Department of Education support for non-traditional enrollment and Carl D. Perkins Acts legislation which encourages nontraditional enrollment in
CTE. The purpose of this qualitative research was to explore the perceptions of students, parents, teachers, administrators and counselors about student enrollment at the career center in
CTE courses that are non-traditional. Through the use of individual interviews, the researcher gathered information from participants regarding their perceptions about barriers to nontraditional enrollment in
CTE and also obtained participants’ ideas about strategies for increasing non-traditional enrollment in
CTE courses, courses that have the potential to positively impact students’ career opportunities along with successful entrance into the work force. The results of this research will be shared with the school division as a potential resource for increasing nontraditional enrollment in
CTE courses and programs at the career center.
Advisors/Committee Members: Price, William T. Jr. (committeechair), Mukuni, Joseph Siloka (committee member), Lockee, Barbara B. (committee member), Glasson, George E. (committee member).
Subjects/Keywords: CTE; gender roles; traditional expectations; non-traditional enrollment; careers
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APA (6th Edition):
Tomlinson, D. C. (2019). Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/90786
Chicago Manual of Style (16th Edition):
Tomlinson, Diane C. “Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender.” 2019. Doctoral Dissertation, Virginia Tech. Accessed January 16, 2021.
http://hdl.handle.net/10919/90786.
MLA Handbook (7th Edition):
Tomlinson, Diane C. “Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender.” 2019. Web. 16 Jan 2021.
Vancouver:
Tomlinson DC. Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2021 Jan 16].
Available from: http://hdl.handle.net/10919/90786.
Council of Science Editors:
Tomlinson DC. Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/90786
28.
Ragsdale, Rodney N.
High School Engineering/Technology Education Course Impact on Georgia Standardized Achievement Scores.
Degree: PhD, STEM and Professional Studies, 2014, Old Dominion University
URL: 9781321558616
;
https://digitalcommons.odu.edu/stemps_etds/88
► This research explores whether a student completing a two course sequence in engineering/technology education is more successful on the Georgia High School Graduation Test…
(more)
▼ This research explores whether a student completing a two course sequence in engineering/technology education is more successful on the Georgia High School Graduation Test (GHSGT) assessments in mathematics, science, social studies, and English/language arts. The findings provide additional insight into whether the current focus on STEM subjects (science, technology, engineering, and mathematics) could also improve student achievement in core academic areas. Student data were provided through the Georgia Department of Education database, from all public high schools in Georgia where engineering/technology education courses are taught. The school sizes ranged from the largest schools in the state (student population greater than 3000) to schools with less than 300 students in grades 9-12. The studied populations consisted of those students who had completed two courses in engineering/technology education, and those students who had taken no career, technical, agricultural education (CTAE) courses during their high school years before taking the GHSGT.
A quasi-experimental, post-test only design method was selected as the optimum approach for data analysis, as the two populations could not be randomly assigned and only the pre-existing results of the Georgia High School Graduation Tests (GHSGT) were utilized for data. The GHSGT data for all 2012 graduating classes in the four testing areas, English, mathematics, science, and social studies, were the dependent variables while participation or non-participation in engineering/technology education classes were the independent variables.
Multiple paired
t-tests demonstrated a significant difference between students completing a two-course sequence in engineering/technology education and GHSGT scores in English, science, and social studies. Although a difference was indicated in mathematics, it was not statistically significant.
Advisors/Committee Members: John M. Ritz, Petros Katsioloudis, Daniel Dickerson.
Subjects/Keywords: CTE; Engineering; Georgia; STEM Technology education; Testing; Educational Technology; Vocational Education
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APA ·
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APA (6th Edition):
Ragsdale, R. N. (2014). High School Engineering/Technology Education Course Impact on Georgia Standardized Achievement Scores. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321558616 ; https://digitalcommons.odu.edu/stemps_etds/88
Chicago Manual of Style (16th Edition):
Ragsdale, Rodney N. “High School Engineering/Technology Education Course Impact on Georgia Standardized Achievement Scores.” 2014. Doctoral Dissertation, Old Dominion University. Accessed January 16, 2021.
9781321558616 ; https://digitalcommons.odu.edu/stemps_etds/88.
MLA Handbook (7th Edition):
Ragsdale, Rodney N. “High School Engineering/Technology Education Course Impact on Georgia Standardized Achievement Scores.” 2014. Web. 16 Jan 2021.
Vancouver:
Ragsdale RN. High School Engineering/Technology Education Course Impact on Georgia Standardized Achievement Scores. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2021 Jan 16].
Available from: 9781321558616 ; https://digitalcommons.odu.edu/stemps_etds/88.
Council of Science Editors:
Ragsdale RN. High School Engineering/Technology Education Course Impact on Georgia Standardized Achievement Scores. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321558616 ; https://digitalcommons.odu.edu/stemps_etds/88
Penn State University
29.
Haas, Beth Ann.
The CTE Teacher Selection and Hiring Decision: Practices and Perceptions from Select Pennsylvania
Directors
.
Degree: 2012, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/13758
► Unlike the academic teacher who has years of teacher training that leads to the acquisition of teaching credentials, a career and technical education (CTE) teacher…
(more)
▼ Unlike the academic teacher who has years of teacher training that leads to the acquisition of teaching credentials, a career and technical education (
CTE) teacher typically is hired with no pre-service experience or training. Career and technical administrators are faced with hiring
CTE teachers who subsequently are placed into alternative preparation and certification routes that recognizes their years of trade experience in place of teacher preparation (Walter & Gray, 2002).
Administrators hiring the typical academic teacher use behavioral description interview questions to inform their selection decision (Clement, 2009; Hindman & Stronge, 2009; Stronge & Hindman, 2006). The
CTE administrator may ask behavioral description questions to applicants, but linking interview questions to prior teaching knowledge is often not applicable due to a lack of prior classroom experience. Administrators must rely on other question types and strategies to determine an applicant’s fit within the school.
One hundred years of research supports conducting a selection interview using a structured approach as an accurate predictor of future job success (Buckley, Norris, & Wiese, 2000). The research of Campion, Palmer, and Campion (1997) resulted in a blueprint of 15 components of interview structure recommended for today’s organizations. This blueprint served as the theoretical framework for this study.
This qualitative study explored the interview practices of six
CTE administrators to determine the degree to which structure was adopted and sought to identify specific interview questions that were perceived as most influential in the selection decision. The analysis of the data revealed that participants adopted several components of interview structure, yet the findings indicated a gap between knowing about structured interview practices and using these practices. This study also discovered that no one question asked during the interview informed and influenced the selection outcome. Instead, a number of candidate characteristics and look-for’s influenced the decision.
Advisors/Committee Members: Judith Ann Kolb, Dissertation Advisor/Co-Advisor, Judith Ann Kolb, Committee Chair/Co-Chair, Robert Clark, Committee Member, Richard Allen Walter, Committee Member, Edgar Paul Yoder, Committee Member.
Subjects/Keywords: CTE Teacher; Structured Interview; Education; Career and Technical Education; Hiring and CTE Teacher; Structured Interview; Education; Career and Technical Education; Hiring and Selection
Record Details
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Haas, B. A. (2012). The CTE Teacher Selection and Hiring Decision: Practices and Perceptions from Select Pennsylvania
Directors
. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13758
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Haas, Beth Ann. “The CTE Teacher Selection and Hiring Decision: Practices and Perceptions from Select Pennsylvania
Directors
.” 2012. Thesis, Penn State University. Accessed January 16, 2021.
https://submit-etda.libraries.psu.edu/catalog/13758.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Haas, Beth Ann. “The CTE Teacher Selection and Hiring Decision: Practices and Perceptions from Select Pennsylvania
Directors
.” 2012. Web. 16 Jan 2021.
Vancouver:
Haas BA. The CTE Teacher Selection and Hiring Decision: Practices and Perceptions from Select Pennsylvania
Directors
. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Jan 16].
Available from: https://submit-etda.libraries.psu.edu/catalog/13758.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Haas BA. The CTE Teacher Selection and Hiring Decision: Practices and Perceptions from Select Pennsylvania
Directors
. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/13758
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Temple University
30.
Catarro, Albert F.
No Child Left Behind: The Answer to Preparing Students for Careers, or the Demise of Career and Technical Education?.
Degree: 2014, Temple University
URL: http://digital.library.temple.edu/u?/p245801coll10,255391
► Educational Leadership
Ed.D.
This qualitative case study is designed to document the impact of No Child Left Behind (NCLB) on career and technical education (CTE)…
(more)
▼ Educational Leadership
Ed.D.
This qualitative case study is designed to document the impact of No Child Left Behind (NCLB) on career and technical education (CTE) in Pennsylvania. The research was conducted utilizing a qualitative case study protocol on two specific CTE Centers in the suburban Philadelphia area. The study centered on the following question. Has compliance to the accountability components of NCLB impacted the delivery of secondary education in CTE centers in the Pennsylvania? The study identified the changes that have occurred to selected CTE centers in the NCLB era. The assessment mandates of federal policy NCLB are narrowly focused in academic curriculum. The data used to answer the questions was accumulated through interviews with facility staff and the examination of archival records at the two specific centers to be researched. This study determined the impacts of NCLB on the facilities. The impacts included; decreased enrollment, increased academic and testing focus, reduction in technical budgets, increase in academic budgets, increase of special education students, staff changes for the increase of academic areas, morale issues, program changes, shifts in staff development, facility changes, negative publicity and public image due to academic reporting in the media. Questions for future study. What are the costs, financial and opportunity related to the reduction in CTE for increased academics? How many students have been denied the opportunity of attending or completing CTE programs? Why there isn't an alignment of NCLB and IDEA goals? What is the emotional impact to our students who keep getting told they are below basic? The conclusion from this study suggests that the public education system in this country needs to be more centered on actual student outcomes and preparing students with marketable skills and not based on the narrow focus of academic test scores.
Temple University – Theses
Advisors/Committee Members: Gross, Steven Jay;, Shapiro, Joan Poliner, Partlow, Michelle Chaplin, DuCette, Joseph P., Farley, Frank;.
Subjects/Keywords: Educational leadership;
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APA ·
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APA (6th Edition):
Catarro, A. F. (2014). No Child Left Behind: The Answer to Preparing Students for Careers, or the Demise of Career and Technical Education?. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,255391
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Catarro, Albert F. “No Child Left Behind: The Answer to Preparing Students for Careers, or the Demise of Career and Technical Education?.” 2014. Thesis, Temple University. Accessed January 16, 2021.
http://digital.library.temple.edu/u?/p245801coll10,255391.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Catarro, Albert F. “No Child Left Behind: The Answer to Preparing Students for Careers, or the Demise of Career and Technical Education?.” 2014. Web. 16 Jan 2021.
Vancouver:
Catarro AF. No Child Left Behind: The Answer to Preparing Students for Careers, or the Demise of Career and Technical Education?. [Internet] [Thesis]. Temple University; 2014. [cited 2021 Jan 16].
Available from: http://digital.library.temple.edu/u?/p245801coll10,255391.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Catarro AF. No Child Left Behind: The Answer to Preparing Students for Careers, or the Demise of Career and Technical Education?. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,255391
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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Open Access Theses and Dissertations
