A common interpretation of the age gap in electoral turnout is that younger cohorts are apathetic and part of a generation that is absent from political life. Still, youth political participation differs across European countries, and cross- national variation in the age gap has been rarely examined in the literature. This paper, therefore, argues that unequal voting in Europe is due not to a lack of interest in the public good but rather to a combination of contextual and individual factors. This study examines young and older individuals' engagement with electoral politics in 26 European countries using the European Social Survey data between 2008 and 2018. Specifically, this study addresses the questions of (1) what context-related factors determine the age gap in voting between old and young citizens and (2) why the age gap in voting is smaller in some countries than in others. The results show that the age gap varies considerably across countries. The OLS and FE regressions results suggest that government expenditure, the share of migrants, and the age of democracy influence the level of age gap in voting. The findings on macroeconomic and immigration factors raise methodological concerns.

The purpose of the quantitative study was to determine if there was a significant difference in the academic performance of students at the elementary level who loop compared to those who do not. This study also assessed if there was a significant difference in academic achievement among subgroups in students who loop compared to those who do not. A quantitative, ex post-facto, comparative design was used to analyze data to determine if there is a signficiant relationship between looping and academic achievement for elementary students. The scores of students enrolled in two looping classrooms at two schools were compared to those of two nonlooping classrooms at two schools. The data that were analyzed included students’ reading scores on the Developmental Reading Assessment (DRA), math benchmark scores, and a district writing assessment. The results of the quantitative study revealed that students who participated in looped classrooms scored significantly higher on the math benchmark than students who participated in nonlooped classrooms. However, there was no significant difference in reading or writing benchmark scores between students who participate in looped classrooms compared to students who participated in nonlooped classrooms. The results also revealed that there was a significant difference in writing scores between males and females in nonlooped classrooms, with females scoring significantly higher than males. However, there was no significant difference in writing scores between males and females in looped classrooms. In addition, no significant difference was found between males and females in looped and nonlooped classrooms in either reading or math scores. Finally, there was a significant difference in math scores between minority and nonminority students in nonlooped classrooms, with nonminority students scoring significantly higher than minority students. However, there was no significant difference in math scores between minority and nonminority students in looped classrooms. In addition, no significant difference was found between minority and nonminority students in looped and nonlooped classrooms in either reading or writing scores.

Machinists are skilled tradespeople responsible for running a variety of machine tools to produce precision components for end-users or use in other manufacturing. This project identifies the current and future change in the number of machinists in the Tri-Cities area, especially the five-county service area of Northeast State Community College. Using an industry survey, the need for machinists is identified and evaluated to understand local employers’ needs. The results indicate industry needs more machinist to keep up with demand, as 6 out of 14 companies have open positions and, 8 reported difficulty filling openings. Furthermore, most companies are growing or stable overall, but have an average 15% of their machinists eligible to retire. The survey results show a need for more students to enroll in programs, such as the Machine Tool degree, or even for regional policy changes to encourage more young people to pursue machining.

Indiana University-Purdue University Indianapolis (IUPUI) / The growth of mammary epithelial cells is regulated by interactions with neighboring cells and by exposure to soluble factors including hormones and growth factors. These cues are integrated within the cell, perpetuating changes onto the organization of the actin cytoskeleton, resulting in altered transcriptional programs. Rho family GTPases regulates actin dynamics that facilitate transcriptional reprogramming. In particular, RhoA induces the formation of actin stress fibers to promote the transcriptional co-activator YAP1 to translocate from the cytosol into the nucleus. There, it co-activates TEAD family transcription factors to drive the expression of pro-growth and survival genes. Rho family members are activated by guanine exchange factors (GEF) and inhibited by GTPase activating proteins (GAP). Here, we determined the relative effects of expression of 67 RhoGEFs and RhoGAPs on the activation of TEAD. This revealed that regulator of G-protein signaling (RGS) domain containing ArhGEF1, ArhGEF11 and ArhGEF12 all promoted YAP1 dependent activation of TEAD. These RhoGEFs mediate signaling from heptahelical receptors that are stimulated by lipid mitogens to activate the heterotrimeric G-proteins Gα12 and Gα13. Consistently, loss of expression of ArhGEF12 and to a lesser degree ArhGEF11 prevented actin stress fiber accumulation and activation of YAP1 mediated signaling by serum. Conversely, several complementary experiments revealed that ArhGEF1 dominantly limits Gα13 selective activation of YAP1 and the mitogen activated protein kinase (MAPK) cascades. Furthermore excessive Gα13 activity results in both high levels of filamentous actin and arrest cells in the G1/0 phase of the cell cycle. This is likely due to the systemic inhibition of cell cycle promoting signaling and a loss of protein translation. Further, YAP1 was found to be essential for the survival of ArhGEF1 silenced cells. Together, these studies define a circuit whereby the rgRhoGEFs regulate Gα 12/13-RhoA signaling flux to regulate cellular growth that is promoted by serum factors.

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Achievement gaps between Black students and White students have existed since public education was desegregated, and they still persist despite efforts to close the gap. This research describes the achievement gaps between Black and White 3rd through 8th grade students in the state of Tennessee from 2017-2019. This is a non-experimental, quantitative, comparative-analysis describing the ELA and math test scores of Black students and White students in each of the three geographic regions of Tennessee. Data were arranged in 2x2 contingency matrixes to compare the expected frequencies of students in each race scoring on-track and mastered versus below and approaching. The data from the matrixes were analyzed in SPSS using Chi Squared tests to determine if the difference between Black student scores and White student scores was statistically significant. All twelve test score groupings showed an achievement gap between Black students and White students. The largest achievement gap was in West Tennessee’s elementary school ELA scores. The smallest achievement gap was in West Tennessee’s middle school math scores. Although there were gaps between Black students and White students in all twelve groupings, East Tennessee’s gaps were the smallest overall, ELA scores had smaller gaps than math scores in general, and middle school had smaller gaps than elementary school. These significant findings suggest there is much work to be done in Tennessee to close the gap between Black students and White students in order to provide a more equitable school experience.

Most educational studies highlight the gender gap in Science, Technology, Engineering, and Mathematics (STEM). Female students' interest and success in STEM are behind their male peers, especially in chemistry and physics classes. Females are less likely to pursue a STEM field in college. In addition, few women want to be scientists and engineers. The gender gap in STEM may be a result of traditional science teaching methods. Female students' expectations are not met, and as a result, their science interest decreases in these classrooms, as well as not pursuing STEM careers in specific chemistry, engineering, and physics. There is an increase in research and curriculum reform movements containing socioscientific issues (SSI) extending worldwide. SSI provides an opportunity to engage students in critical thinking. SSI-based science classrooms are based on real-world problems like climate change, genetic modification, and vaccination. Integrating SSI into science classrooms as a revolutionary method might renew the practices of our traditional science classrooms. However, few SSI-based educational research studies have focused on the gender gap issue. This dissertation investigated 216 middle and high school students' experiences in SSI-based classrooms with a mixed-methods approach. I investigated Model-Evidence Link diagram's effectiveness on the shiftiest in students' plausibility toward scientific model and scientific knowledge gaining in the quantitative part. I examined their experiences in SSI-based classrooms with the open-ended question survey in the qualitative part. SSI-based science activities provided gender equity conditions in science classrooms. Both genders evaluated the scientific model as more plausible by eliminating the alternative model as less plausible, and they gained scientific knowledge about Climate Change and Wetlands. The MEL diagram seemed more effective for the students' positive plausibility shifts toward the scientifically accepted model. Also, both genders had positive experiences in SSI-based classrooms in general. However, female students did not want to continue a STEM career except biomedical sciences. MEL design can be renewed by adding some initial and interval short activities and using some SSI topic-related posters and objects to prepare students for critical thinking and keep them more engaged during the activities. Also, adding student interviews and live recording the student discussions might give an understanding of the collaboration and student experiences in the SSI-based classrooms. / Math & Science Education

The commercialization of wide band-gap devices such as silicon carbide and gallium nitride transistors has made it possible for power electronics applications to achieve unprecedented performance in terms of efficiency and power density. However, the device characteristics which make this performance possible also create secondary consequences in these high-performance applications. One such consequence which is particularly difficult to manage in the context of power electronics applications is the occurrence of self-sustained oscillation. This problem has been recognized in the power electronics literature, but heretofore has not received an extensive analytical treatment. This dissertation provides a comprehensive analytical treatment of the self-sustained oscillation phenomenon, logically separated into two components: an initial forced cycle and the subsequent oscillatory behavior. A large-signal model has been developed in order to predict the occurrence of the initial forced cycle based on a set of estimated initial conditions derived from a user-specified operating point. The establishment of the initial forced cycle as predicted by the large-signal model creates the bias conditions necessary for the analytical treatment of the subsequent oscillatory behavior. For this purpose, a small-signal model is presented which describes this phenomenon on the basis of recognizing the wide band-gap device and a minimal set of parasitic components associated with the gate and drain circuits as an unintended negative conductance oscillator. In the context of established oscillator design theory it has been shown both analytically and with simulation that negative differential conductance exhibited by the parasitic model explains the conditions under which self-sustained oscillation is likely to occur. Both the large-signal and small-signal models are shown to demonstrate good agreement with empirical results from pulsed switching experiments obtained over a wide range of operating conditions. In addition, a catalog of known solutions to the problem of self-sustained oscillation is presented, along with a discussion of a method by which the current work can be used by application designers to preclude the occurrence of this phenomenon in practical systems by design.

Stagnant science achievement by students, greater demands and stresses on natural resources and environmental systems, and societal disengagement from nature highlight the need for education programs to ameliorate subsequent consequences. One attempt to address science performance and environmental apathy is Youth Environmental Science (YES), an environmental education program initiated in 2011 in a rural, minority-dominated, upper elementary school in Mississippi. The program provides five consecutive days (30 hours) of experiential learning in natural sciences. During 2011-2013, I studied cognitive and affective responses of fourth and fifth grade students to YES participation using a pretest-posttest-delayed posttest design. The influence of demographic factors (race/ethnicity, gender, and economic status) on student responses was also examined. Compared to pretest scores, posttest knowledge and attitude scores were higher for YES participants, indicating the pedagogy was effective at promoting knowledge gains and positive environmental attitudes. Higher values were associated with female, non-Black, or higher income students; however, gains in both knowledge and attitude were similar across all demographic groupings, suggesting students from diverse backgrounds benefitted equally. Year-end proficiency exams indicated natural science knowledge gained by fourth and fifth grade students during their participation in YES did not decline with time, demonstrating retention and application of content knowledge. Moreover, although Black and low income fifth grade students had lower proficiency scores, these groups showed generally increasing trends in exam performance with elapsed time. This pattern suggests experiential and intensive environmental education interventions scheduled early in the academic year may be effective for sensitizing students for classroom learning that follows later in the year. This may be particularly impactful to those students who may experience fewer science enrichment and outdoor opportunities and thereby provide a mechanism for reducing achievement gaps among demographic groups.