Previous experimental studies have reported wave-like transport of heat in a small number of material systems, such as superfluids like helium II and crystal solids like bismuth. This phenomenon was henceforth referred to as 'second sound'. These rare observations of second sound are partly due to the challenge of obtaining accurate theoretical predictions. In this work, we use an ab-initio framework to study phonon hydrodynamics in 3D crystal fluorides and alkali hydrides, including sodium fluoride (NaF), lithium fluoride (LiF), lithium hydride (LiH), and sodium hydride (NaH). Moreover, we predict the existence of phonon hydrodynamics regime in bilayer graphene systems, including AA-bilayer graphene and AB-bilayer graphene. First, we obtain the second and third-order interatomic force constants using first-principles calculations, which are based on density functional theory (DFT). Secondly, we calculate the lattice thermal conductivity and phonon scattering rates by solving the Boltzmann transport equation (BTE). Thirdly, we apply Guyer's condition to show the phonon hydrodynamics regime based on the average Normal, Umklapp, and Boundary scattering rates. Finally, we examine the effect of different pseudopotentials on the thermal, electronic, and mechanical properties as well as the phonon hydrodynamics regime. In addition, we report the effect of isotopes on the lattice thermal conductivity and phonon hydrodynamics regime. Our calculations predict the existence of the second sound in NaF at 15 K and 8.3 mm characteristic length, consistent with previous experimental work. Based on Guyer's condition, the hydrodynamic window was determined in terms of characteristic lengths (~10² - ~10⁸ nm) and temperatures (up to ~80 K) for fluorides and alkali hydrides. On the other hand, second sound in 2D materials has been predicted to exist at much higher temperatures relative to 3D materials. We report the existence of a second sound for AA-bilayer graphene and AB-bilayer graphene above room temperature at a characteristic length of ~100 nm.

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.

In comparison to the southern pine beetle (SPB), (Dendroctonus frontalis Zimmermann), less is known about the three species of Ips bark beetles; the six-spined engraver, Ips calligraphus (Germar); the eastern five-spined engraver, Ips grandicollis (Eichhoff); and the small southern pine engraver, Ips avulses (Eichhoff). Ips commonly enter a stand following the first commercial thinning, feeding on slash and stressed individuals. However, the factors that influence Ips severity are poorly understood. Therefore, this project was designed to study the seasonal effects of first commercial thinning operations on Ips activity in north Mississippi loblolly pine stands. Treatments represented the most commonly used thinning practices in this area (i.e., a fifth row harvest with select, a third row harvest with select, and control). Treatments were duplicated three times per site and two sites were utilized to compare Ips movement to harvesting season.

The National Reading Panel (2000) asserts that there is a lack of research related to beginning teachers once they enter the classroom for the first time. The purpose of this study was to understand how a first year teacher, who was a student in the researcher’s reading and language arts courses, used the knowledge she gained in her undergraduate program during her first year of teaching reading. Five research questions were posed for this study: (a) How did a first year teacher implement components associated with balanced literacy instruction, which she was taught in her undergraduate coursework? (b) How well prepared for teaching reading did a first year teacher perceive herself to be? (c) In what aspects of reading instruction did a first year teacher believe she needed support? (d) As the year progressed, how did the first year teacher’s implementation of balanced literacy instruction change? (e) How did the school context influence how the first year teacher taught reading? A qualitative case study design was used in this research study. The researcher was the instrument for data collection. Data were collected through interviews, observations, and teacher artifacts. One first year teacher participated in this study who was teaching for the first time during the 2006-2007 school year. Constant comparative analysis yielded five themes. The themes were balanced literacy instruction, preparedness, concerns, change, and enhancers. Balanced literacy instruction was implemented similar to the way the first year teacher was taught in her undergraduate coursework. The first year teacher believed she was prepared to teach reading, although she demonstrated personal initiative and desired to learn more during her first year. The areas of concern for the first year teacher were related to reading instruction and general concerns. Although her classroom instruction did not change, she did change her schedule. School-related contextual features such as coaching, mentor teacher, district workshops, and collegial peers supported teacher’s reading instruction. Recommendations for teacher educators and school administrators are described.

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