The objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in Seminole County. A mixed methods design was used to interview and survey teachers working for the after-school program, and student data was collected to assist in identifying the impact of the program. Initially, interviews were conducted to research the implementation of the program. Following interviews, willing participants completed the survey sent out to all middle school teachers who work for 21st CCLC. The survey investigated how the vision of the program was presented to staff and students. Data was then collected from middle school students attending the program from 2015 to 2017. The data collected was used to research whether there was a correlation between students' attending the after-school program and their Florida State Assessment (FSA) scores as well as their grade point average (GPA) in school. Qualitative data was collected and coded from teachers. There was a variance between each site on the implementation and vision of the after-school program as stated by the grant. Student data displayed that there was no correlation between students' attending the program and FSA scores. There was a correlation between students' GPA and their attendance at the after-school tutoring program. Further investigation is necessary to research larger sample sizes outside of Seminole County.

京都大学 / 新制・課程博士 / 博士(理学) / 甲第22984号 / 理博第4661号 / 新制||理||1669(附属図書館) / 京都大学大学院理学研究科物理学・宇宙物理学専攻 / (主査)准教授 藤 定義, 教授 佐々 真一, 教授 早川 尚男 / 学位規則第4条第1項該当 / Doctor of Science / Kyoto University / DFAM

Oxidative damage to DNA has been implicated in a plethora of pathologies, such as cancer, neurodegenerative diseases, cardiovascular diseases, and aging. One-electron transfer (OET) plays a significant role in oxidative DNA damage in vivo. Guanine as the most oxidizable part of DNA is the major focus of studies on oxidation damage to DNA initiated by OET. Until recently, the pathway of guanine one-electron oxidation via its neutral guanine radical, G·, has been poorly studied. Our recent research has discovered a novel type of products of G· dimerization, D1 and D2, formed as a result of oxidation reaction of guanine derivatives, initiated by OET. A proposed reaction mechanism contains an early intermediate (Int1) generated by recombination of the two G· radicals. We were not able to isolate Int1, so that its role in the proposed reaction mechanism is only hypothetical. Literature data have reported that 8-arylamino-substituted 2´-deoxyguanosine (dGuo) compounds can be oxidized to create structural analogs of D1 and D2. As a result, the original 8-substituted dGuo compounds can serve as analogs of Int1. The goal of this work is therefore to confirm that Int1 is a precursor to D1 and D2 using the analogy approach. Two 8-aryl- and three 8-alkyl-substituted dGuo compounds were synthesized, purified by semipreparative HPLC, and their structures were confirmed by 1H-NMR. 8-subsituted oxidation products analogous to D1 and D2 were obtained from 8-substituted dGuo analogs upon illumination the reaction mixture in the presence of S2O82- as a oxidant and Ru(II)bpy32+ as a photosensitizer at 470 nm. The products were purified by semipreparative HPLC, and their structures were confirmed by 1H-NMR. The purified analogs of D1 were successfully tested for conversion into the D2 analog. Finally, the analogs of D2 were successfully tested for the reaction with primary amines to form analogs of 2-aminoimidozalone (AIz), in agreement with the mechanism characteristic of D2.

Teachers are asked every day to teach a variety of subjects to their students, but it is often challenging to find enough time in the day to teach every subject. Often, social studies is the subject that gets left out of the curriculum. The purpose of this project was to examine the research behind thematic units and determine their role as a strategy to teaching social studies in the intermediate grades classroom. I researched thematic units including how to create them and their benefits and challenges. Using the research, I then made a resource for teachers to create their own thematic unit. This resource includes the steps to use to create a unit and how to find quality children’s literature to use in the unit. It also includes how to plan the unit and examine the standards then brainstorm ideas for lessons in the unit. Titles of children’s literature that relate to the thematic unit are included. The resource also includes a sample social studies thematic unit that teachers can use as a guide to create their own units.

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