Early life stress (ELS) is associated with risk of excessive alcohol drinking. However, the genetic mechanisms underlying the susceptibility to excessive alcohol drinking are not well understood. DNA methylation may mediate the influence of ELS on gene function and thereby contribute to alcohol misuse. Furthermore, susceptible genotypes of polymorphisms in interaction with early environment may influence alcohol related behaviors in adulthood. The present thesis comprised of a study of rodents and a study of humans. The former aimed to investigate the effects of ELS, alcohol drinking and housing on the expression of stress and DNA methylation regulatory genes in the hypothalamus and pituitary, and the expression of the Fkbp5 in the mesocorticolimbic system and dorsal striatum. The effects of ELS, alcohol, and housing on the DNA methylation of the promoters of genes of interest and blood corticosterone levels were also examined. Hypothalamic Adra2a expression was lower in alcohol drinking rats exposed to ELS, whereas ELS and ethanol drinking exerted independent effects on the expression of other genes in the hypothalamus and pituitary, however in a manner that depended on the control group used. Single housing associated with differential gene expression suggesting single housing as a confounding factor. Water and ethanol drinking in rats exposed to ELS was associated with higher and lower blood corticosterone, respectively. Brain region-dependent interaction effects between alcohol and ELS were observed on Fkbp5 expression in mesolimbic regions. These results indicate a counter-balancing effect of alcohol drinking to ELS. The study of humans investigated whether environment in interaction with single nucleotide polymorphisms of stress-related genes associate with alcohol use problems in young adults. The functional FKBP5 rs1360780 TT genotype in interaction with poor parent-child relationship was associated with problematic drinking behaviour. Regarding CRHR1, aversive and supportive environment in interaction with the rs1876831 AA genotype were associated with higher and lower alcohol drinking problems, respectively. Altogether, the present thesis deepens the knowledge of underlying genetic mechanisms for ELS-mediated propensity to drink alcohol and presents the novel insight into genetic susceptibility of FKBP5 and CRHR1 to early environment in relation to alcohol drinking problems.

This proposed interactive panel brings together teachers and teacher educators from northern, middle, and southern states in the U.S. and Canada to explore, highlight, and value pre-service and in-service teachers and teacher educators’ reflective narratives in working with ELs. Our panel explores the often-discounted stories of our teachers. This interactive session will engage participants into discussion around how fellow researchers and teachers effectively used “narrative” as reflective and effective practice in their current and future work with English learners, including ELs with disabilities. The findings have important implications for the improvement of our own and peer institutions’ teacher preparation programs.

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abstract: More than 30% of college entrants are placed in remedial mathematics (RM). Given that an explicit relationship exists between students' high school mathematics and college success in science, technology, engineering, and mathematical (STEM) fields, it is important to understand RM students' characteristics in high school. Using the Education Longitudinal Survey 2002/2006 data, this study evaluated more than 130 variables for statistical and practical significance. The variables included standard demographic data, prior achievement and transcript data, family and teacher perceptions, school characteristics, and student attitudinal variables, all of which are identified as influential in mathematical success. These variables were analyzed using logistic regression models to estimate the likelihood that a student would be placed into RM. As might be expected, student test scores, highest mathematics course taken, and high school grade point average were the strongest predictors of success in college mathematics courses. Attitude variables had a marginal effect on the most advantaged students, but their effect cannot be evaluated for disadvantaged students, due to a non-random pattern of missing data. Further research should concentrate on obtaining answers to the attitudinal questions and investigating their influence and interaction with academic indicators. / Dissertation/Thesis / Ph.D. Educational Leadership and Policy Studies 2011

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As the number of English Learners (ELs) in US schools continues to rise, the need for effective instructional strategies to bridge the achievement gap between these learners and their English-proficient peers become more crucial to reduce the inequality among language minority groups. This study investigates the impact of virtual simulation experiences in developing communication strategies among teacher candidates for teaching ELs. Focused on the real and simulated teaching encounters of teacher candidates via the TeachLivE platform, this case study seeks to understand how these virtual experiences contribute to the practical application and transformation of teaching skills for effective EL communication. The research was conducted with teacher candidates pursuing Elementary and/or Secondary Education degrees at a large southeastern university in the United States, selected through purposive sampling. Data collection involved semi-structured interviews and was analyzed using Braun and Clarke's (2006) thematic analysis methodology. The findings indicate that virtual simulations are instrumental in enabling teacher candidates to apply theoretical knowledge in real-life settings, thereby enhancing their communication strategies with ELs. This adaptation to teaching methods underscores the necessity for flexibility in multicultural and multilingual classrooms. The study addresses a significant need to close the gap in traditional teacher education practicums, which often inadequately prepare candidates for the complexities of teaching ELs. It contributes to the literature on the use of virtual simulations in teacher education by highlighting their potential to bolster teacher effectiveness and student outcomes in diverse settings. The paper suggests that future research should broaden the scope regarding participants, and longitudinal research could be conducted to get insights into the long-term impact of virtual simulation training on teacher practices and student outcomes.

Nuestra tesis nació con el objetivo de estudiar la poesía creada en el ámbito de la fiesta barroca, pues no hay duda de que los versos formaron parte importante o, mejor, parte esencial de los fastos con los que la sociedad del Siglo de Oro celebró algunos de sus eventos más señalados.Una poesía que quisimos llamar insólita porque, viva y desbordante, resultaba lejana a la concepción elitista, libresca y anquilosada con la que, desde nuestra perspectiva de los siglos XX y XXI, contemplamos a veces metros e imitación de aquel siglo áureo. Así de insólita, al menos, nos la entregaban las crónicas de aquellos festejos. De entre todas aquellas relaciones elegimos una, la escrita por Alonso de Salazar para narrar las fiestas con las que el colegio jesuita de Salamanca celebró, en 1610, la beatificación de S. Ignacio de Loyola: Fiestas, qve hizo el insigne Collegio de la compañía de Iesvs de Salamanca, a la Beatificacion del glorioso Patriarcha S. Ignacio de Loyola, en Salamanca, por la viuda de Artus Taberniel, Año MDCX. A través de sus palabras a las que añadimos la noticia de otras fiestas iniciamos este aprendizaje, que desde un principio articulamos en dos partes:La primera que hemos titulado "Estudio Preliminar", trata de analizar los versos que Alonso de Salazar nos legó en su relación, intentando una lectura que sobrepase los aspectos meramente literarios, y que, casi en un ejercicio de "composición de lugar", los imagine proyectados en su contexto. Así, y siempre ateniéndonos al testimonio de Salazar, recorrimos la iconografía de los monumentos efímeros y los vínculos que entre la misma y los poemas de la fiesta se establecieron; analizamos también los carros triunfales, sus teatros y simbologías, para de este modo, entender la poesía que portaron y pasearon por las calles salmantinas; tratamos especialmente de la justa, fijándonos en sus ritos y enmarcándola en la pedagogía jesuita, que, en parte, la iluminó y desde cuya perspectiva, creemos, se puede comprender mejor el sentido de torneos y certámenes áureos; por fin, nos adentramos en las dos series, una de jeroglíficos, del conocido poeta Alonso de Ledesma, y otra de emblemata, que, pendidos de las colgaduras del templo, narraron la hagiografía del beato y nos invitan a una reflexión sobre el género emblemático, que tenga en cuenta no sólo la producción castellana sino también la neolatina.La segunda parte de esta tesis es la edición del relato de Salazar, con la trascripción y anotación del texto, así como con la traducción de los poemas escritos en latín. / Our thesis was born with the goal of studying the poetry created on the scope of the baroque festival, since there is no doubt that the verses were an important part, or better, an essential part of the entertainments with which the society from the XVII century celebrated some of its more notorious events.A poetry that we wanted to call unusual because, alive and overwhelming, tuned out to be distant to the elitist, bookish and stagnant conception with which, from our perspective of the XX and XXI centuries, we contemplate sometimes metrics and imitatio from the XVII century.So unusual, at least, was placed this poetry to us by the chronicles of those feasts. From all those books, we choose the one written by Alonso de Salazar to narrate the events with which the Jesuit school of Salamanca celebrated in 1610 the beatification of S. Ignacio de Loyola: "Fiestas, que hizo el insigne Collegio de la compañía de Iesvs de Salamanca, a la Beatificación del gloriosos Patriarcha S. Ignacio de Loyola en Salamanca por la viuda de Arus Taberniel, Año MDCX". From his words, to which we added the news of other feasts, we began this learning, which from the beginning was articulated in two parts:The first part that we titled "Preliminary Research", analyzes the verses that Alonso de Salazar left us in his book, trying to create a reading that exceeds the merely literary aspects, and that, almost in an exercise of "compositio loci", imagines them projected in their context. In this way, and always holding to Salazar's testimony, we went through the iconography of the ephemeral monuments and the links that were established between this iconography and the poems of the feast; we also analyzed the chariots, their theatres and symbols, in order to understand the poetry that they carried and through the streets of Salamanca; we spoke specially about the poetic contest, paying special attention to its rituals, and framing it into the Jesuit pedagogy that, partially, enlightened it, and from whose perspective, we believe, that is possible to understand better the sense of tournaments and contests of the XVII Century; finally, we went into the two series, one of hieroglyphs, from the well known poet Alonso de Ledesma, and another one of emblemata that, pending from the temple's tapestry, narrated the beatified biography and invites us to a meditation over the emblematic genre, that takes into account not only the Castilian poems, but also the neo Latin ones.The second part of this thesis is the edition of Salazar's story, with the transcription and record of the text, as well as the translation of the poems written in Latin.

Thesis advisor: Laura M. O'Dwyer / As the nature of work continues to evolve and diversify in the 21st century, issues related to the attainment of high-quality work are paramount. Initially defined by the International Labour Organisation [ILO], Decent Work exists as a standard for the expected quality of work to which all should have access in modern society. Central to the definition of Decent Work is the guarantee that “women and men enjoy working experiences that are safe, allow adequate free time and rest, take into account family and social values, provide for adequate compensation in case of lost or reduced income, and permit access to adequate healthcare” (ILO, n.d.). While issues of work quality are relevant to all members of the workforce, young adults are at heightened risk of not securing work that is Decent, if they are able to secure work at all. Using nationally representative data from the Educational Longitudinal Study of 2002 [ELS:02], this study investigates Decent Work attainment among young adults through the lens of their experiences as high school students ten years prior. The Psychology of Working Theory (Duffy et al., 2016) guides this investigation, explicitly accounting for both individual (student-level) and contextual (school-level) characteristics in the prediction of future Decent Work attainment and overall employment status. Results from a series of multilevel analyses indicate that most of the variability in Decent Work attainment and employment status exists at the individual level, as opposed to the high school level. Structurally, this suggests that schools are not the primary drivers of students’ contextual influences when it comes to their work outcomes. Furthermore, the collection of school- and student-level predictors found to be significantly associated with the various facets of Decent Work and employment status varies widely from model to model. This suggests that the Psychology of Working Theory is far from a one-size-fits-all theory, and that the predictors of work attainment are highly complex. Implications for education policy and future research are discussed in Chapter 5. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.