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Pinkerton, M. Jodilyn Loyola University Chicago ProQuest Dissertations & 2020 해외박사(DDOD)
This research is a historical examination of Arne Duncan’s leadership styles as Chief Education Officer of the Chicago Public Schools and as U.S. Secretary of Education. This analysis highlights the correlation between Ronald Heifetz’s Adaptive Leadership (2009) and Arne Duncan’s leadership style as he implements initiatives to expand educational opportunities for students in the Chicago Public Schools and his national reform initiatives to improve college readiness among high school graduates.This research also presents Arne Duncan’s challenges and successes in the implementation of the Renaissance 2010 program that closed 70 schools, Chicago Public Schools exit from the Consent Decree, the No Child Left Behind Act, the amendment of the NCLB Act called Every Student Succeeds Act, and the execution of the Race to the Top initiatives. The study concludes with reflections on Arne Duncan’s styles as a leader, so as to suggest effective leadership for future education administrators.
Impact of Parent Presence on Stress in Infants in the Neonatal Intensive Care Unit
Horner, Susan M Loyola University Chicago ProQuest Dissertations & 2022 해외박사(DDOD)
The purpose of this study was to examine potential relationships between cumulative stress exposure in infants in neonatal intensive care units (NICU), as measured using a resting salivary cortisol level at NICU discharge, and the amount (hours per week) or frequency (days per week) of parent presence and skin-to-skin care (SSC). This descriptive study was conducted via a secondary analysis of a dataset representing 78 NICU families from a tertiary level NICU in the Midwest. Median length of stay was 33 days, and a resting salivary cortisol level collected at one month of age was used for infants not discharged at or before one month of age. Data were examined using correlational, linear regression and hierarchical regression analyses. Cumulative parent presence was not significantly associated with infant stress at NICU discharge, however, significant negative correlations between cumulative SSC and infant stress response at NICU discharge were supported. Results of hierarchical regression analyses examining the timing of parent presence supported a model including admission cortisol, infant level of illness, and hours of parent presence in weeks one through four of life for explaining infant stress at NICU discharge; but, more parent presence in week two was associated with more infant stress. Results of hierarchical regression examining timing of SSC supported a model including cortisol at admission, level of illness and the frequency of SSC in week one for explaining NICU infant stress at discharge. During early weeks of life, parents may require more support from NICU staff to be present and engage with their NICU infants. Further study examining potential associations between the amount, frequency and timing of parent presence and NICU infant stress response is warranted.
Elucidating the Targets and Function of the MLR COMPASS-like Complex During Development
Ford, David Loyola University Chicago ProQuest Dissertations & 2020 해외박사(DDOD)
MLR COMPASS-like complexes are highly-conserved epigenetic regulators required for enhancer establishment and subsequent reprogramming during differentiation and development. Mutation of MLR complex subunits in humans is associated with cancer and developmental disorder, yet much remains to be determined concerning both the healthy and disease-altered functions of these complexes. Using the developmental model Drosophila melanogaster, I further elucidate the functions of the MLR complex during in vivo organ development as well as stress response. I characterize the miRNA bantam as a regulatory target of the complex, required for proper tissue patterning during wing and compound eye formation. In the same systems I confirm in vitro evidence that the MLR complex is required to establish enhancers for regulatory activity cell generations before reprogramming, and further demonstrate a protective role against apoptosis in undifferentiated tissue. Using the fat body as a model of metabolic activity and stress response, I demonstrate that the depletion rate of triglyceride stores during nutrient stress is sensitive to MLR complex activity, and suggest that this is an indirect effect of the regulation of stress response signaling pathways. Through these investigations I demonstrate that the MLR complex may function to either promote or suppress the activity of a single transcriptional effector or the transcription of a single regulatory target, depending on the contexts of development and cell fate.
Assessing Nursing Student Engagement in Clinical and Simulation Experiences
Osborne, Karrie E Loyola University Chicago ProQuest Dissertations & 2022 해외박사(DDOD)
In higher education, researchers have shown that student engagement is related to personal development and learning. The overall purpose of this non-experimental, cross-sectional, correlational study was to examine differences in student engagement across active learning experiences in prelicensure nursing clinical education. The specific active that were examined included the traditional clinical experience, clinical post-conference, the simulation experience, and simulation debriefing. In addition, this study explored the relation between student engagement and the contribution of the instructor as well as the relation between nursing student engagement in clinical education and academic burnout. Nursing students completed an online survey to self-report their engagement and the instructor contribution in either the clinical experience, the clinical post-conference, the simulation experience, or the simulation debriefing. Additionally, all students self-reported levels of academic burnout. Engagement scores were compared between the various clinical activities to identify problem areas in nursing education. Findings from this study will help to inform best practices that can be used in designing clinical experiences for prelicensure nursing students, to optimize learning and improve learning outcomes.
Things of Beauty: Aesthetics for Environmental Education
Schultz, Annie Loyola University Chicago ProQuest Dissertations & 2022 해외박사(DDOD)
As environmental crisis looms large, most agree that human reeducation is necessary in order to improve our relationship to the natural environment. Yet, there is currently no comprehensive interdisciplinary philosophy of education for environmental awareness. While there is writing in the field of philosophy of education on ecologizing education and literature which draws connections between aesthetic education and the appreciation of nature, there is little literature on the explicit ways in which aesthetic and art education can inform environmental justice initiatives. This dissertation examines aesthetic and art education’s relationship to the environment and how aesthetics can inform a moral relationship to the natural environment and nonhuman others. To do this, I examine theories of aesthetic education broadly and Kantian aesthetic judgment specifically, as well as scholarship and art forms that bring the arts and environmentalism together through the lens of educational theory. This dissertation employs philosophy of education as its primary framework but also includes analysis of aesthetic and art theory, as well as sociological analyses of the visual experience. I argue that in order to have a moral relationship with the nonhuman world, aesthetic sensibility ought to inform an education for environmental consciousness. Ultimately, this project brings the fields of humanities and aesthetic education into a co-contributing relationship with environmental education. This work aims to enlarge the discipline of educational theory to include study of human society’s relationship to the nonhuman world and to reimagine the connections between aesthetics and environmental education.
Sanders, Yolanda Loyola University Chicago ProQuest Dissertations & 2020 해외박사(DDOD)
Voices of African American Women in Computer Science is a qualitative dissertation about African American women who have successfully completed a computer science degree. This research explored how computer science education departments in predominantly White institutions (PWIs) contribute to the oppression of African American females. Critical race feminism (CRF) provides the platform that places the voices of women of color who have successfully obtained a computer science degree despite difficulties that have been imposed by the reality of racial biases that are present throughout the American education system and American culture at large.This research was guided by the following primary question: What are the unique experiences that have influenced the success of African American females, who have obtained degrees in computer science from PWIs? In order to establish fulfilling narratives of the participants' experiences the following secondary questions are also relevant: What factors have influenced participants' decision to major in computer science? What were the experiences of the participants during their time in their computer science program? How do these women make meaning of their experiences?Both narrative analysis and analysis of narrative was used to interpret data gathered using detailed interviews. Findings were presented using both methods in an attempt to show a detailed use of data, as well as to also push the boundaries of CRF with the creation of guidelines for CRF methodology. The results show that African American women in computer science have unique but powerful stories. This study highlights both positive, and negative factors that influenced these women during and after their academic experiences and fills gaps left by previous research in this area. Overall, this study holds implications for K-12 and higher education institutions as well as policymakers, and those who would simply pick up the torch of mentorship.
Cook, Tyler Loyola University Chicago ProQuest Dissertations & 2022 해외박사(DDOD)
Fermentation of soluble fiber by gut bacteria produces short-chain fatty acids (SCFAs), which provide various benefits to the host. SCFAs are proposed to exert metabolic benefits through the gut-brain axis, but the absence of cell-type specific tools has impeded our understanding of the molecular mechanism and neural circuitry. I confirmed previous studies identifying expression of the SCFA-binding GPCR free fatty acid receptor 3 (FFAR3) in both vagal afferent and dorsal root ganglia (DRG) neurons. I then utilized a newly designed FFAR3 “floxed” mouse model for Cre Recombinase targeted deletion of this SCFA-binding GPCR in different populations of sensory neurons. Vagal deletion of FFAR3 (via Phox2b-Cre) altered short-term feeding behavior without disrupting long-term energy balance. Vagal-FFAR3 knockout mice ate larger meals and consumed more food after fasting-refeeding and western diet challenges. However, in this model, I did not detect any alterations of glucose homeostasis. Conversely, Vglut2-Cre driven deletion of FFAR3 protected obese mice from glucose intolerance, potentially by dysregulating glucagon release. Ex vivo and in vitro studies of DRG neurons suggest that FFAR3 signaling alters neuronal activity, possibly through intracellular Ca2+ signaling. Thus, spinal afferent neurons may “sense” propionate via FFAR3, and this signaling could modulate autonomic circuits controlling glucose counterregulation. Overall, my data provides insights into distinct roles for FFAR3 in separate sensory neuron populations which may be therapeutically targeted to reduce food intake and improve glucose management.
Robbins-Frank, Laura M Loyola University Chicago ProQuest Dissertations & 2022 해외박사(DDOD)
Purpose: To explore the relationship between knowledge change, self-confidence, and satisfaction with learning concepts of growth and development across the pediatric age span using a virtual learning environment (VLE), My Virtual Child©. Design: A cross-sectional descriptive correlation design.Measurement: An author-created assessment entitled Growth and Development Assessment administered via Qualtrics assessed knowledge change from pre-test to post-test with data collected before and after the knowledge test. The NLN Student Satisfaction and Self-Confidence in Learning instrument assessed the relationship between knowledge change and satisfaction and self-confidence in learning. Intervention: The VLE My Virtual Child© was used during which participants raised a virtual child from birth to 18 years applying learned concepts of growth and development.Data Analysis: Data were analyzed using a paired t-test, correlation, and regression. Results: Data analysis demonstrated knowledge change pre- to post-test to be statistically significant (p = < .001). Pre-test mean = 16.66; SD 5.518 and post-test mean = 20.37; SD 2.223.The NLN Satisfaction and Self-Confidence in Learning instrument means for satisfaction items (M = 3.51-3.95) and self-confidence items (M = 3.51-4.11) indicated students were satisfied and felt confident with their learning the concepts of growth and development using the VLE, My Virtual Child©. A regression analysis demonstrated that the change in knowledge was negatively but weakly correlated with satisfaction (r = -0.030, p = 0.431) and positively but weakly correlated with self-confidence (r = 0.121, p = .238), and neither was statistically significant. However, satisfaction and self-confidence were highly correlated (r = .840) and statistically significant (p < .000). Age as a covariant was weakly correlated to knowledge change, satisfaction, and self-confidence (R2 = .019/.036).Conclusion: The data demonstrate participants were satisfied and felt confident in their learning using the My Virtual Child© VLE. The data further demonstrated that age had minimal impact on knowledge change, satisfaction, or self-confidence in learning concepts of growth and development using a VLE.Nursing Education Implications: This study can contribute to the literature on the efficacy of active learning strategies such as a VLE to assist nursing students in learning career-necessary concepts in a new and meaningful way.
Carr, Lauren E Loyola University Chicago ProQuest Dissertations & 2021 해외박사(DDOD)
The provision of pediatric mental health services has changed greatly over the last several decades with more children and adolescents requiring intensive mental health treatment. Despite this increase, systemic barriers continue to prevent youth from receiving appropriate treatment following psychiatric hospitalization. An important aspect of this treatment process includes a child’s return to school, one of the most common environments for a child or adolescent outside of their home. For many children, the hospital-to-school transition team may include regular and special education teachers, school psychologists, social workers or therapists, psychiatrists, medical doctors, case managers, and nurses. Because of this, it can be difficult for one group or individual to take the lead, and a diffusion of responsibility is likely to occur resulting in a transition process that is uncoordinated, disjointed, and invalidating to the child and their family. Currently, little is known about the communication and collaboration across transition service providers and how differing transition practices may impact the child’s transition. The objective of this mixed methods study was to better understand the hospital-to-school transition through the eyes of the school-based provider. Data collection was guided by the study’s core research questions which sought to gain insight into the communication and collaboration across ecological systems, employment of standardized practices and protocols, and perceived facilitators and barriers to this process. In addition, participants had the opportunity to report on their personal lived-experiences including level of satisfaction and recommendations associated with the hospital-to-school transition. In general, positive participant experiences often included structured reintegration plans, a re-entry team, and the formation of positive relationships with local hospital programs. In contrast, negative transition experiences were frequently associated with a lack of communication and collaboration across ecological systems including but not limited to hospital providers, outpatient therapists, and caregivers. Taken together, the study’s findings reveal many implications and recommendations for practice including standardized transition planning, designated roles and responsibilities, improved interdisciplinary relationships, increased communication and collaboration consistency, enhanced familial support, the implementation of preventative school-based mental health supports, and the mitigation of systemic and organizational barriers. These findings provide a contribution to the literature by delivering a more comprehensive understanding of the hospital-to-school transition from the lens of a school-based clinician. Further investigation of the hospital-to-school transition process and the effects of standardized practices and targeted interventions across key participant groups (i.e., hospital personnel, outpatient providers, families) is warranted.