Rapid infant weight gain (RWG) in the first six months postpartum is a strong predictor for obesity during childhood and adolescence. Although biological factors can influence infant weight gain trajectories, the modifiable factor of parent feeding practices can also have an influence. The use of food to soothe (FTS), or the act of feeding a child when he/she is upset for reasons other than hunger, has been associated with unhealthy eating behaviors and less-favorable weight outcomes in children and older infants. However, limited studies have explored the use of FTS during early infancy before the introduction of solids foods. The present study was a secondary analysis of mothers who completed previous infant feeding studies (n = 134) and was aimed at exploring whether maternal-reported use of FTS was associated with greater infant weight gain during the first six months postpartum and whether feeding type (exclusive breastfeeding versus exclusive formula-feeding versus mixed feeding) or bottle-feeding intensity (percent of daily feedings from a bottle) moderated this association. Both maternal-reported and observational measures of maternal and infant characteristics and their associations with the use of FTS were also explored. Individual correlations as well as multiple and logistic regressions were used to assess whether FTS predicted change in weight-for-age, weight-for-length, and/or RWG from birth to study entry. One-way ANOVA tests were used to assess the differences in use of FTS by feeding type and/or bottle-feeding intensity. Individual correlations and multiple regressions were used to assess whether maternal feeding style and/or infant temperament, clarity of cues, and/or eating behavior predicted the use of FTS. The mean age for infants was 14.8 weeks (SD = 7.1, range = 1.7 - 31.0 weeks). The results showed that the use of FTS had a significant negative association with percent of daily feedings from a bottle (r = -0.20, p = 0.021), and a significantly higher association among mothers who reported mixed feeding (M = 2.87, SD = 0.20) versus exclusive formula feeding (M = 2.20, SD = 0.20). Greater pressuring feeding, greater infant negativity, and lower infant surgency were all significant predictors for the use of FTS (p < 0.05). FTS was not significantly associated with infant weight gain during the first 6 months postpartum. Neither feeding type or bottle-feeding intensity moderated the relationship between the use of FTS and infant weight gain. Future studies would benefit from recruiting a more diverse sample population, including measures of FTS that have been validated on infants younger than 3 months, and following the infants at more frequent time points from birth to 6 months postpartum.

Polymer matrices are commonly used as guest-host systems for organic chromophores for use in non-linear optical materials. The chromophores must be aligned or poled in an electric field in order to impart anisotropy and non-linear activity to the material. This poling process raises several issues, the two largest being the eventual relaxation of the chromophores back into random orientations due to brownian motion, and high molecular weight polymer matrices limiting chromophore mobility during poling. The prevention of this relaxation process is an area of significant interest, especially in applications that require long term coating stability and activity. In this study, a polymer matrix is synthesized that seeks to solve both of these problems with one system. The ideal system would be one that allows for chromophore mobility during processing, but once chromophores have reached the desired orientation, limits mobility and relaxation during in-service usage. A copolymer of methyl methacrylate and a Diels-Alder adduct cross-linking monomer was synthesized in order to meet these challenges. This polymer was blended with commercially available acrylic polymer and organic chromophore molecules in order to test the viability of the solution. It was found that at the percent composition of cross-linker being utilized in the study, the Diels-Alder linkages were not reforming in any measurable amount due to the low amount of Diels-Alder active monomer units. This led to the development of a new system based on mixing polyfuran based polymers with polymaleimide based polymers during processing. This method allows for high amounts of cross-linking after processing ceases, which achieves both initial goals of the project, as well as allowing facile synthesis of the desired polymer components. Another attempt to address these issues in polymer matrix formation led to the use of a novel inimer system. The cross-linking agent was also the polymerization initiator, and these functionalities were separated by a Diels-Alder linkage that would fall apart upon exposure to thermal stimulus. These polymers were synthesized and isolated easily, although in some cases gelation occurred. In order to observe the extent of the cross-linking inimer being incorporated into the matrix, cleavage experiments were performed to induce the breaking of the Diels-Alder adduct. Analyzing the Diels-Alder cleaved polymer led to an interesting result: all polymers showed an increase in apparent molecular weight when analyzed by gel permeation chromatography. The increase in molecular weight occurring upon cleavage of main chain bonds has never before been observed in literature. The explanation proposed was that the polymer adopted a "ropeball" like topology consisting of tightly coiled loops and knots. Upon cleavage of the cross-links, the ropeball was able to unwind into a much more linear topology, occupying a much larger hydrodynamic volume. This increase in hydrodynamic volume would cause the gel permeation chromatography results to show an apparent increase in molecular weight.

Secondary administrative and leadership teams continuously search for practices that bolster cultural proficiency to address increasingly diverse student cohorts. This qualitative case study identifies the culturally responsive school leadership (CRSL) behaviors and expressions of 24 high school administrative and leadership team members in a suburban school district in Utah. Data reveals how each team demonstrates the behaviors and expressions of CRSL framework and how these behaviors and expressions position each school on the culturally proficient continuum. Superimposing the CRSL behaviors and expressions on the cultural proficiency continuum provides a current reality for administrative and leadership teams to assess their tipping points and how to move toward cultural proficiency.

A year-long longitudinal study was conducted to quantify different types of teaching in the beginning of the year, and the effect of those choices on end of year instructional practices and student outcomes. Teacher practices were organized around the fidelity of implementation to the Responsive Classroom (RC) program (Northeast Foundation for Children, 2009). Most notably, a central RC tenant entitled “the first six weeks” was examined. RC is a universal prevention program that previously has been categorized as a Tier I social-behavioral program for students when considered within an RTI model (Elliott, 1999). Twenty-seven teachers from the New England region and 179 students participated. The Academic Competence Evaluation Scales (ACES), teacher-form (DiPerna & Elliott, 2000) was used to measure student outcomes. The Classroom Practice Measure (CPM; Rimm-Kaufman et al., 2007) was used to measure level of RC implementation. Finally, to quantify teaching behavior, a momentary time-sampling observation, called the Teaching Observation Tool (TOT; Marcotte, Klein, & Solomon, 2010), was implemented. Results from a series of multilevel models utilizing students nested within teachers indicated that both a constant, high level of instructional time and investment in environmental management time in the fall results in higher levels of student reading (significant) and math achievement (non-significant) in the spring, and lower levels of time spent correcting behavior. Teachers with large discrepancies in instructional time from fall to spring and teachers who failed to release environmental control to students over time had students with lower levels of reading and math growth. Relationships between the CPM, ACES, and the TOT indicate that RC is significantly correlated with increases in student reading achievement and motivation beyond what would be expected of a teacher that does not implement RC. However, in contrast to past research, RC in this study was not correlated with teacher reported improvements in social skills. Implications for practice and directions for future research are discussed.

No description available.

Microgels are solvent-swollen cross-linked gel particles with sub-micron diameters and have been widely investigated for drug delivery applications. Thermoresponsive microgels based on poly(N-isopropylacrylamide) (PNIPAM) have attracted particular attention given their potential to enable pulsatile or environment-specific drug release. However, current methods to make thermoresponsive microgels yield functionally non-degradable materials, significantly limiting their utility in vivo. Herein, hydrazone chemistry was applied to cross-link hydrazide and aldehyde-functionalized precursor polymers together to form degradable PNIPAM microgels on different length scales that enable potential use of thermoresponsive microgels in vivo in a way not currently possible. For micron-scale microgels, microfluidics was employed to create monodisperse microgels between 30-90 m. For nano-scale microgels, a temperature-driven aggregation/self-assembly technique was developed that resulted in the formation of microgels with sizes between 200-300 nm. In either case, the microgels can be slowly degraded through hydrazone hydrolysis. Functionalized microgels can be made by incorporating pH-responsive 2-dimethylaminoethylmethacrylate (DMAEMA) or glucose-responsive phenylboronic acid in the precursor polymers. The potential utility of degradable microgels in drug delivery was studied using in situ gelling microgel-hydrogel nanocomposites. Changing the microgel cross-link density and whether or not the microgels were physically entrapped or covalently cross-linked to the bulk hydrogel matrix resulted in significant changes in drug release kinetics, with burst release particularly mitigated by increasing the cross-link density of the microgels. Microgels made via microfluidics were then utilized to make fully degradable microgel-hydrogel composites consisting of chemically identical gel chemistries on both the bulk and micro length scales. Carbohydrates (carboxymethyl cellulose and dextran) and PNIPAM gel phases were oriented in different relative geometries to examine how the phase distribution impacted drug release. Results suggest that drug release can be controlled through the selection of polymer type of each phase, with the deswelling phase transitions of PNIPAM playing a particularly large role in slowing release of the drug. / Thesis / Doctor of Philosophy (PhD) / Microgels are solvent-swollen gel particles that have sub-micron diameters and have been widely investigated for a variety of biomedical applications. Temperature-responsive microgels based on poly(N-isopropylacrylamide) (PNIPAM) hold particular promise given that they can swell and deswell in response to changes in temperature, enabling pulsatile or environment-specific release of a drug. However, current thermoresponsive microgels are not degradable and therefore have limited utility in the body. In this thesis, degradable temperature-responsive microgels were developed on two length scales (micron and nano-sized) to enable their ultimate use in the body. Microgels responsive to changes in solution pH or the presence of glucose (both clinically-relevant stimuli) were made using similar techniques. Combinations of these microgels with injectable hydrogels enabled tuning of the rate of drug release by changing physical microgel and/or hydrogel, as investigated both experimentally and theoretically. The research conducted thus has the potential to impact clinical drug delivery vehicle design.

Flyovers, or grade separated bridges or roads, are a type of urban infrastructure that has been used to facilitate high-speed vehicular movement. This once-popular strategy of the west, despite being considered as a failure for sustainable urban growth, has been adopted in Bangladesh to combat traffic congestion in Dhaka that has a crippling effect on daily life of the citizens. As was anticipated by many urban planners and architects, these expensive structures did little to reduce traffic congestion, but created additional problems of noise and air pollution as well as reduced pedestrian mobility. More importantly, these flyovers created wasted void spaces underneath that are uncomfortable, devoid of human scale and act as physical and visual barriers that cause tears on the urban fabric. The objective of this thesis is to explore how architecture can unlock the potential of the unused spaces under the flyovers in Dhaka, by turning these linear leftover spaces into dignified public places that improves the daily lived experiences of the urban dwellers, by minimizing the disruptions caused by the flyover and by realizing the potential inherent in the robust structure of the flyover. This thesis examines a democratized way of building, where the role of architecture is to facilitate organic and heterogeneous growth, addition and modification to the flyover in order to bring the human scale back to the massive flyover structure through a reconciliation of top-down and bottom-up approaches. The architectural interventions respond to the site conditions, potentials and demands. The architectural outcome is based on the concepts of creating a threshold, architecture as armature and parasitic structures. / Master of Architecture / Flyovers, or grade separated bridges or roads, are a type of urban infrastructure that has been used to facilitate high-speed vehicular movement. This once-popular strategy of the west, despite being considered as a failure for sustainable urban growth, has been adopted in Bangladesh to combat traffic congestion in Dhaka that has a crippling effect on daily life of the citizens. As was anticipated by many urban planners and architects, these expensive structures did little to reduce traffic congestion, but created additional problems of noise and air pollution as well as reduced pedestrian mobility. More importantly, these flyovers created wasted empty spaces underneath that are uncomfortable and act as physical and visual barriers that cause tears on the urban fabric. The objective of this thesis is to explore how architecture can unlock the potential of the unused spaces under the flyovers in Dhaka, by turning these linear leftover spaces into dignified public places that improves the daily lived experiences of the urban dwellers, by minimizing the disruptions caused by the flyover and by realizing the potential inherent in the robust structure of the flyover. This thesis examines a democratized way of building, where the role of architecture is to facilitate organic and de-centralized growth, addition and modification to the flyover in order to bring the human scale back to the massive flyover structure through a reconciliation of top-down and bottom-up approaches. The architectural interventions respond to the site conditions, potentials and demands. The architectural outcome is based on the concepts of creating a threshold, architecture as armature and parasitic structures.

No description available.

Culturally responsive teaching (CRT) was birthed from the framework of multicultural education. Multicultural Education is a broad framework that focuses on equity amongst race, ethnicity, gender, sexual orientation, socioeconomics, disabilities, and other groups who identified as marginalized. Culturally responsive teaching encompasses the ability to acknowledge cultural differences, expand diversity of thought, all while having a caring relationship with students. The literature says that both of the multicultural education and CRT, help foster inclusive classrooms and spaces on campus. CRT also notes that a teacher’s ability to care about students influences positive outcomes for learning. For the last 30 years, CRT has been studied from the perspective of K-12 students. While this research is important the researcher argues that culturally responsive teaching is needed at the university. All research questions for this study were created through the lens of multicultural education, CRT, and Nodding’s Caring Theory. Since CRT is typically examined with minority students only, the researcher explored both minority and White students at Mississippi State University to understand if the techniques were equitable and inclusive for all learners. A total of eight focus groups were held between Fall 2017 to Fall 2019 with 39 total participants, undergraduate (n=28) and graduate students (n= 11). Participants included mostly minority students (n=21) and females (n= 21). While there were some major differences between undergraduate and graduate CRT experiences, there were more commonalities that arose when theming occurred. Students from all focus groups were able to identify at least five out of the six characteristics of culturally responsive teaching; however, minority students were able to talk about feelings of exclusion inside and outside of the classroom, as it pertained to the racial and ethnic identity. Minority students were better able to identify what culturally responsive teaching means and what it looks like in practice. Minority students were also more reflective in their responses around feeling included and excluded both inside and outside of the classroom. All students wanted a teacher that cared for them and to make the course material relevant to their lives.

This qualitative study sought to understand community college faculty’s perceptions of and experiences with culturally responsive teaching. Participants were full- and part-time faculty currently employed at community colleges in the Southeastern United States and purposefully selected to provide information-rich data. Data collected from the semi-structured, in-depth interviews with the participants were coded and thematically analyzed. Emerging themes included faculty’s inclusion of varied categories of cultural diversity when describing students; limited knowledge related to culturally responsive teaching; perception that culturally responsive teaching is centered on connecting and building relationships with students; belief in the value of providing students exposure to different cultures; perception that culturally responsive teaching increases students’ employability; perception of numerous challenges with the implementation of culturally responsive teaching; identification of current strategies they believed reflected culturally responsive teaching practice; recognition of the need for more professional development related to culturally responsive teaching; desire for professional development experiences with practical strategies; and identification of the challenges related to professional development. The findings may inform community colleges’ implementation of culturally responsive teaching and related professional development, as well indicate areas where more research about culturally responsive teaching in community colleges is needed.