Indiana University-Purdue University Indianapolis (IUPUI) / Alternative RNA splicing is an important means of genetic control and transcriptome diversity. Alternative splicing events are frequently studied independently, and coordinated splicing controlled by common factors is often overlooked: The molecular mechanisms by which splicing regulators promote or repress specific pre-mRNA processing are still not yet well understood. It is well known that splicing factors can regulate splicing in a context-dependent manner, and the search for modulation of splicing factor activity via direct or indirect mechanisms is a worthwhile pursuit towards explaining context-dependent activity. We hypothesized that the combined analysis of hundreds of consortium RNA-seq datasets could identify trans-acting “modulators” whose expression is correlated with differential effects of a splicing factor on its target splice events in mRNAs. We first tested a genome-wide approach to identify relationships between RNA-binding proteins and their inferred modulators in kidney cancer. We then applied a more targeted approach to identify novel modulators of splicing factor SRSF1 function over dozens of its intron retention splicing targets in a neurological context using hundreds of dorsolateral prefrontal cortex samples. Our hypothesized model was further strengthened with the incorporation of genetic variants to impute gene expression in a Mendelian randomization-based approach. The modulators of intron retention splicing we identified may be associated with risk variants linked to Alzheimer’s Disease, among other neurological disorders, to explain disease-causing splicing mechanisms. Our strategy can be widely used to identify modulators of RNA-binding proteins involved in tissue-specific alternative splicing.

In the case of one car following another to a destination, it is very effective at getting the second vehicle to the destination quickly; however, the driver of the second car may not learn the route. Yet, for individuals, such as firefighters, law enforcement, and military personnel, it is imperative that a route be learned quickly and accurately and that an awareness of the situation is maintained while they traverse the given route. This leads to three questions, (a) will navigation aids affect initial route navigation; (b) will navigation aids affect retention; and (c) will navigation aids affect situation awareness while en route? The hypotheses of this study were that navigation aids would significantly increase the speed at which a person can initially navigate a route, but the use of the aids would significantly decrease the retention of the route navigated. The findings of this study support the hypotheses. The results suggest that participants that followed a confederate and participants that were given verbal directions were quicker and made fewer errors than participants that reviewed a map or initially figured the route out on their own (control group). The study also showed that as the participants navigated the route for a second time with no navigational assistance, the ones that reviewed a map or that were in the control group outperformed participants that initially had a confederate to follow or were given verbal directions their first time through. Finally, no real effects were found on the participants' situation awareness during the retention portion of the study.

This dissertation investigated measures of pharyngeal residue as seen on flexible endoscopic evaluation of swallowing (FEES). Research in this area of deglutology has been stalled due to measurement problems. The particular aims of this project were to compare visual analog scale ratings to categorical ratings of residue on FEES, and to investigate various measurement aspects. METHODS: Speech language pathologists were asked to rate residue from 81 swallows on FEES that demonstrated a wide range of residue severity for thin liquid, applesauce, and cracker boluses. A total of 33 clinicians rated the amount of residue at the time point after the first swallow, twice in a randomized fashion: the first time on a visual analog scale (VAS) and the second time categorically on a five point Likert scale. The results were analyzed for (1) inter/intra-rater agreement, (2) correlations between ratings and residue severity for each rating method, and (3) clusters of ratings to better define the scales and their clinical significance. A total of 2,673 VAS ratings and 2,673 categorical ratings were collected. RESULTS: (1) Both inter- and intra-rater reliability met acceptable levels of agreement, although intra-rater reliability on VAS ratings were slightly higher (r=0.8–0.9) than categorical ratings (k=0.7–0.8). Expert ratings were not significantly different from other clinicians’ ratings for any severity of any of the 3 boluses. (2) Residue ratings fit best on a curvilinear model; a quadratic fit of the data significantly improved the r2 values for each bolus type. (3) An increased residue amount, rated on either the VAS or categorical scale, was significantly associated with worse penetration-aspiration scale scores, but no significant relationship was found between the two methods of residue ratings and measures of quality of life or diet. Novel computerized methods are proposed for future measurement pursuits. CONCLUSION: The results of this dissertation suggest that residue is best measured on a scale with unequal intervals, and clinicians can be reliable in rating overall amount of residue on FEES after the first swallow. Novel computerized measurement approaches are useful building blocks for future research. It is hoped that with better measurement will come better understanding of residue, its risks, and consequences.

The purpose of this study was to examine achievement, retention, persistence, and success of Mississippi community college students who began in a developmental English course and eventually completed Composition I, a college-level course. This study examined the effects of utilizing online instruction via eLearning courses compared to traditional instructor-led instruction. The population of the study consisted of students enrolled in developmental English during the fall 2015 semester; and tracked their performance through the completion of Composition I. A Chi-Square test was utilized to address the each research question analyzing students’ use of a traditional face-toace instructional approach for developmental English and those using an online instructional approach for developmental English. The results show that students utilizing traditional instruction delivery for developmental English courses, out-performed students who took developmental English courses online in the areas of success, course retention and persistence rates. When measuring success in Composition I, the results were very close, however the online students had a higher percentage of passing grades 47.2%, when compared to traditional classroom students. Finally, when analyzing the results based on demographics, there was a higher percentage of students who passed the developmental course in the classroom when they are age 22 or younger, female, or black.

This is the first comprehensive systematic review of the definitions used for retention measures in HIV care. This review provides a compilation of existing definitions of retention in HIV care in randomized controlled trials. In summary, we report very little consensus regarding definitions of retention in HIV care in the research literature. We report and compare definitions of retention so researchers can weigh their definitions with the body of definitions, with the ultimate aim of motivating the research community to establish a clear and unambiguous definition. This work will provide resources for researchers to recommend a definition of retention. Future research is needed to seek practitioners’ views on the most unambiguous, explicit definition of retention. This is only a first step in research toward a standard definition of retention. / Introduction Retention in HIV care is critical for PLHIV. However, retention in HIV care is not measured uniformly across studies. The aim of this study within a review (SWAR) is to describe the diversity in definitions used for retention in HIV care in randomized controlled trials. Methods We conducted a SWAR, drawing data from an overview of systematic reviews on interventions to improve the HIV care cascade. A comprehensive and exhaustive search was conducted of the following databases: PubMed, Excerpta Medica data BASE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), PsycINFO, Web of Science, and the Cochrane Library. We identified randomized controlled trials (RCTs) of interventions to improve retention in care for people living with HIV (PLHIV). First, from the included studies in systematic reviews and second using targeted searches for RCTs. Only English language systematic reviews were included, but RCTs in any language were eligible. Data were screened and extracted in duplicate using pre-set criteria, with arbitration as needed. We identified distinct components from the definitions used to measure retention. The components were further categorized based on the similarities between them. We described the components narratively and presented the definitions in tables. Results We identified 8001 records, after a duplication check, 4147 unique titles and abstracts were examined for relevancy, leaving 744 articles. Full-text screening of the articles resulted in 50 articles that measured retention and provided 59 definitions for retention in care. Of the included studies, 11(22%) were conducted in low-income countries, 12(24%) were conducted in lower-middle-income and upper-middle-income countries, and 13(26%) were conducted in high-income countries. We identified ten different components used to define retention. These components are follow-up times (83%), administrative records (8%), clinical visits (61%), gap scores (8%), group-level measures (17%), lab records (15%), pharmacy-based measures (29%), scheduled visits (27%) and visit counts (17%). The most frequently used components are follow-up times (n=49), and the easiest to measure are retention data derived from administrative records (n=5). We put the components into categories based on the similarities between them. Conclusion We identified existing definitions of retention in HIV care and the commonly used components in the definitions. This compilation of the definitions and identification of the components may provide a framework for developing the standard globally agreed-upon definition of retention in HIV care. / Thesis / Master of Health Sciences (MSc) / Globally, there are more than 37.7 million people living with HIV (PLHIV). Retention in human immunodeficiency virus (HIV) care is a common and modifiable determinant of increased adherence to antiretroviral therapy (ART), better health outcomes, and a better quality of life. There is no consensus in the literature on measures of retention in HIV care. This makes it very difficult to compare different studies and jurisdictions. This thesis review summarizes the definitions of retention used in randomized controlled trials (RCTs) and identifies the various components used to measure retention, which can be used as a reference for researchers to identify the gaps in the current definitions for HIV retention measures and identify preferred measures with the goal of reaching a standard consensus definition of retention in HIV care.

Modern methods of education pertaining to Jewish prayer services in schooling had been seen to be lacking when looking at the connection students feel while praying. Students will often be distracted or deliberately avoiding prayer since they are unaware of what is happening. The following research hopes to propose a system to increase engagement and connection by having individuals follow the prayers during the orated portions of prayer. By exposing a set of participants with limited knowledge of the Jewish prayer services to repeated exposure of reading while following along with the words, we hope to show an increase in connection and retention of the prayer to take with them to the next service they attend so they can feel a part of the community.

Pre-collegiate engineering experiences are offered by many institutions and allow students to learn about engineering before committing to a college major. Program administrators often report that these pre-collegiate engineering experiences increase students’ motivation to pursue engineering degrees. While we know that these programs can encourage students to initially enroll in engineering, the lasting impact of these programs on engineering students is less clear. This investigation seeks to identify the factors that contribute to student success in engineering and inform future programs and curricula. A survey was developed and administered to aerospace engineering students to analyze the students’ self-reported background factors, engineering identity, and engineering self-efficacy. Student record information such as GPA, retention information, demographics, SAT/ACT scores, and initial major of study was acquired and analyzed with the self-reported data to determine significant measures of success. The results of this investigation can inform the design and implementation of pre-college engineering programs.

The purpose of the current study was to determine if participation in a TRIO program at the community college would lead to academic success for transfer students at the 4-year university. Specifically, the researcher collected data for students who participated in a TRIO program at a community college from 2010-2020 to see if they had higher rates of graduation, higher rates of enrollment and completion, and higher GPAs as compared to similar students who were not involved in TRIO at a community college. The independent variables were TRIO participation, gender, first-generation status, Pell status, transfer GPA, and transfer credit hours earned. A total of 2193 transfer students from two community colleges in the southeastern region of the United States were included in this study. There were 77 transfer students who were involved in a TRIO program at a community college and 2116 transfer students who were not involved in a TRIO program. There were 8 students who were involved in a TRIO program at both institutions. A binary logistic regression was run to determine how TRIO participation affected graduation, enrollment and completion, and GPA for transfer students at the 4-year university. Transfer TRIO participation, gender, and Pell status were not significant predictors of graduation. First-generation status, although research has shown that continuing-generation students graduate at higher rates than first-generation students, was significant in terms of graduation for transfer students. Transfer GPA, and transfer credit hours earned were also found to be significant predictors of graduation for transfer students at the 4-year university. Transfer TRIO participation and Pell status were not significant predictors of enrollment and completion. Gender, in terms of females when compared to males, was a significant factor for whether a student was still enrolled or completed their degree. First-generation status, transfer GPA, and transfer credit hours earned were also significant predictors of enrollment and completion. Transfer TRIO participation, gender, Pell status, and first-generation status were found to be significant for GPA.

This study sought to determine students’ satisfaction with technology, particularly Wi-Fi, and how it may impact retention at one university in the southeast. Differences in satisfaction were analyzed for students who planned to stay versus those who planned to leave, transfer versus native students, and for students of various ages, genders, races, and classifications. Analyses were done to examine the data quantitatively. Significant differences were found between the perceptions of satisfaction with Wi-Fi internet services of native students and transfer student in several categories. Most of the students examined in this study (88.0%) planned to return to the same school with approximately 12.0% of students indicating that they did not plan to return to the same school. The students also provided the reasons for their unwillingness to return to this school. The reasons provided by the students were personal finances, location, family reasons, issues with faculty, staff, or student, tuition cost, graduated, feeling of loneliness, COVID-19, internship, personal problems, decided to transfer, needed a break, and the fact that they did not like the school. Technology is a major factor in the academic structure as faculty, staff, and students rely heavily on technology. Investing in stable Internet/Wi-Fi in the classroom and offices can support enrollment and retention. Retention of students is considered one of the greatest weaknesses in distance education. Retention is a function of collaboration of institutional, personal, and social factors. Retention is a major factor when measuring an institution’s accountability, effectiveness, and quality. Overall, students were very satisfied with the quality of Wi-Fi on campus, and no differences in satisfaction were found between students who planned to return and those who did not. Transfer students were more satisfied with W-Fi on campus than were native students. Satisfaction with Wi-Fi on campus was higher for older students, female students, and graduate students. There were no differences in satisfaction with Wi-Fi on campus for students based on race.

Approximately 25% of beginning teachers leave the profession after the first year, and 50% have left by the end of their fifth years. The purpose of this study was to provide an opportunity for beginning teachers to identify and prioritize their problems and to state their solutions to those problems. Three research questions guided this study, which extended the research on perceived problems begun by Veenman and Ganser: (a) What are the perceived problems of beginning elementary education teachers?, (b) How do Veenman?s (1984) ranked list and Ganser?s (1999b) ranked list of 24 perceived problems compare with the problems identified in question one?, and (c) What are the beginning elementary education teachers?proposed solutions for success?. The stratified random sampling technique was used to choose participants, who were beginning teachers who graduated from Mississippi State University (MSU) and Mississippi State University?Meridian Campus (MSU-M) during the years of 1996-2000. All but one of the 103 participants were female; 95 were Caucasians; six were African-Americans; one was a Native American; and one participant was classified as ?other? Seventy participants were graduates of MSU, and 33 were from MSU-M. This descriptive study included qualitative and quantitative research methods using questionnaires and interviews. A pilot study was conducted; however, the results were not used as part of the data for the main study. The top perceived problem was a sense of being overwhelmed. The second major problem was time, which included: (a) burden of clerical work, (b) heavy teaching load resulting in insufficient preparation time, and (c) taking up money and other morning activities. The third major problem was students?needs. Participants felt accountable for dealing with slow learners and for dealing with problems of individual students. Participants offered solutions primarily for improving teaching conditions and for making changes in teacher education programs. Recommendations included: (a) providing support systems for beginning teachers, such as mentors, (b) conducting studies of graduates each year to find strengths and weaknesses of the program, and (c) replicating this study in other Mississippi universities and in other states.