The achievement gap between Black and White students across the country continues to challenge school systems to rethink current initiatives and programs already in place. While the gap has narrowed since the late 1980s, advancement has been slow and minimal (Education Commission of the States, 2003). Present research has identified numerous factors that can be attributed to the achievement gap. While there is not one solution to closing the achievement gap, researchers indicate the need to reduce class sizes, increase parent involvement, develop year-round programs, and offer incentives to teachers in needy schools (Flannery, 2005). Year-round education is one example of the many reforms that teachers and students across the nation are involved in today (Kneese, 1996). Year-round education offers a different approach to using instructional time and restructuring the traditional school calendar. Rearranging the calendar allows for shorter breaks of time out to be offered throughout the year and eliminates the traditional three-month summer. Numerous research studies were examined to determine if there are benefits of a year-round program, the effects of implementing a non-traditional calendar to help eliminate the achievement gap, the benefits on student academic performance in Reading and Math in grades three and five; and the impact on gender and ethnicity achievement while focusing on eliminating the achievement gap. Current research indicates that year-round education and the benefits to students are inconclusive and that further research is needed (Kneese, 1996). McMillen's (2001) study reports that year-round students do not outperform traditional education students. However, certain subgroups, such as students considered at-risk, may benefit more from a year-round calendar. The year-round calendar may reduce the achievement gap (Cooper, Valentine, Charlton, and Melson, 2003). This paper focused on student achievement, gender and ethnicity in a Title I year-round setting. / Ed. D.

Doctor of Philosophy / Most often, we encounter our first definitions of violence, abuse, and harm when we enter the work force, through some form of training or maybe posters. All of these definitions are created by other humans. Most of these definitions are created by lawyers or specialists. Most people take these definitions for granted – that they are accurate, never change, and act as a "cover-all". For example, if an action does not fit that specific definition, then the action is not violent or abusive. But, these ways of thinking do not line up with how people who have lived through violence and abuse define their experiences. Also, technology is rarely included in these definitions, despite our phones, computers, and other devices being constantly used to create and maintain relationships with others. Using stories told on Reddit, I create different definitions of harm, violence, and abuse that incorporate technology and capture these experiences more accurately. I then discuss additional ways of thinking about violence and abuse from other fields that offer different ways of understanding. I provide an example of this new kind of violence called follower weaponization, created through and with social media, before suggesting a few new ways of addressing violence and abuse beyond online training models that focuses on affordable housing, living wages, noncarceral response teams, and increasing access to childcare, transportation, community care, and mental health resources.

Principals of Title I schools have a responsibility to ensure that all students achieve so that they may graduate on time and are career and college ready (Virginia Department of Education [VDOE], 2022b). This research focused on the principals' instructional leadership practices in elementary and middle Title I schools impacting student achievement. The purpose of this qualitative study was to identify principal instructional leadership practices and their perceived impact on student achievement in elementary and middle Title I schools within a school division in Virginia. The research question was, what are the principal instructional leadership practices and their perceived impact on student achievement in elementary and middle Title I schools within a school division in Virginia as reported by principals, assistant principals, instructional coaches, and teachers? A demographic survey of eight teachers was completed, and one-on-one interviews were conducted with two principals, one assistant principal, and two instructional coaches, and focus interviews held with eight teachers. Data on instructional leadership practices and the perceived impact on student achievement in Title I schools in one school division in Virginia were analyzed. Deductive coding was used for this purpose to determine common themes from the data. Eight major findings were discovered including seven principal instructional leadership practices and the most impactful principal instructional leadership practices. Six of the findings pertain to elementary and middle Title I schools, and two of the findings were specific to elementary Title I schools. The research could provide current and future practitioners in elementary and middle Title I schools and school divisions with principal instructional leadership practices to help improve overall student achievement and close achievement gaps amongst student groups. Practitioners can utilize the study to assist with the professional development (PD) of Title I school principals and for developing principal preparation programs. Researchers might use the study for literature research-based strategies on instructional leadership practices and the perceived impact on student achievement in Title I schools. Whether students are learning face-to-face, blended, or virtual, these practices can be utilized by leaders of Title I schools to ensure that students achieve. / Doctor of Education / Principals of Title I schools have a responsibility to ensure that all students achieve so that they may graduate on time and are career and college ready. This research focused on the principals' instructional leadership practices impacting student achievement in elementary and middle Title I schools. The research question was, what are the principal instructional leadership practices and their perceived impact on student achievement in elementary and middle Title I schools within a school division in Virginia as reported by principals, assistant principals, instructional coaches, and teachers? A demographic survey of eight teachers was completed, and one-on-one interviews were conducted with two principals, one assistant principal, and two instructional coaches, and focus interviews held with eight teachers. The research might benefit current and future practitioners in elementary and middle Title I schools and school divisions by providing principal instructional leadership practices to help improve overall student achievement and close achievement gaps amongst student groups. Practitioners can utilize the study to help with PD of principals or for developing principal preparation programs. This study might provide researchers with literature research-based strategies on instructional leadership practices and the perceived impact on student achievement in Title I schools.

Federal law requires institutions to designate campus-based administrators to oversee Title IX processes and investigations, but little is known about how these have been professionally prepared for their roles. The purpose of this study was to understand the professional preparation, educational experiences, and professional training of Title IX administrators and to understand their independence in decision-making in those roles. This study utilized qualitative content analysis and a social constructionist approach to analyze data generated from interviews and document analysis. Sixteen current and former Title IX administrators (investigators, deputy coordinators, coordinators) provided their perspectives on their professional training and development. Using frameworks of work/professional socialization and professions theory, findings illustrated complex systems for knowledge acquisition, professional preparation, and professional socialization based on factors including resources, institutional context, and role prioritization. Participants' formal education, formative experiences, position-specific training, and professional organizations training all served as preparation for their roles. Discussion focused on implications for graduate programs, training and trainers, institutions and supervisors, the field of higher education, and current Title IX practitioners regarding professional preparation for these roles.

Poverty is a social context that has direct impact on students' performance since the conditions associated with poverty (brain development, social interactions, nutrition, and emotional environment) all play a role in developmental outcomes. Head Start is an early intervention program designed to address the unique needs of students from poverty. The Head Start Impact Study (DHHS, ACF, 2012) and other research (Lee, Brooks-Gunn, and Schnur, 1988; Ramey and Ramey, 2004) indicate that the academic achievement of low-income students who participated in Head Start is mixed as they move through elementary school. The purpose of the Head Start program is to prepare students with skills so that they begin kindergarten on an even playing field with their more advantaged peers (DHHS, ACF, 2013). Although students who participate in Head Start begin kindergarten with the appropriate readiness skills, initial gains are not maintained as they move through elementary school (Burkham and Lee, 2002). The purpose of this mixed methods study was to examine the effects of the Head Start program as its students move through kindergarten and first grade. In the study, I analyzed data to find relationships between student performance on the Phonological Awareness Literacy Screening (PALS) (University of Virginia, 2010) and classroom practices that led to high achievement. Two Title I schools were studied. PALS scores were analyzed using t-tests, ANOVAs and multiple regressions. Reading performance in second grade was measured using scores from the Developmental Reading Assessment (Beave, 2006). Qualitative data were collected through interviews, focus groups, and document reviews. These data were utilized to make connections between the results of PALS and reading scores and the best practices being used in schools that showed strong results for the kindergarten and first grade students in the study. By triangulating data, I uncovered relationships between best practice strategies being used in high performing schools and achievement of former Head Start enrollees. / Ed. D. / In the United States, it is often the case that populations who are non-white, low-income, nonEnglish speaking, disabled, or elderly are disproportionately burdened by our transportation systems. These populations are more likely to be displaced by highways, exposed to transportationrelated air, noise, water, or land pollution, denied high-quality public transportation, suffer a drop in land values due to transportation infrastructure, and a number of other factors. These issues are called “environmental justice” or “EJ” issues. The reasons behind these trends are complicated, deeply rooted in our history and development patterns, and out of the scope of this thesis. This thesis instead focuses on the <i>measurement</i> of these disproportionate burdens and benefits. It is a federal requirement for transportation planners to consider environmental justice, but there is little guidance on how exactly to do this. Without this guidance, planners resort to ineffective assessments or mere “checking of boxes.” Many academic theorists have created models to measure individual effects such as air quality or water quality, but few have combined those models to create an easy-to-use “toolkit” for planners to use in assessing a full range of environmental justice effects. This thesis presents EEJAT 2016, an environmental justice assessment toolkit designed for Roanoke, VA, that attempts to meet the needs of EJ populations, transportation planners, and state and federal enforcement agencies. This toolkit was created based on a literature review of environmental justice theories and models, federal and state requirements, and decision theory, analysis of former Roanoke EJ assessments, GIS and statistical analyses of the Roanoke area, and engagement of EJ advocates and stakeholders. The toolkit includes GIS maps of EJ populations, a Community Profile, a flowchart that guides planners to the “tools” to use to assess the specific project at hand for EJ benefits and burdens, prompts for engagement of EJ populations, and checks on bias to help the planners understand their own biases in assessing EJ.Conditions associated with poverty (brain development, social interactions, nutrition, and emotional development) all play a role in a child’s developmental outcomes. Head Start is an early intervention program that addresses the unique needs of children from poverty. The purpose of the Head Start program is to prepare students with skills so that they begin kindergarten on an even playing field with their more advantaged peers (DHHS, ACF 2013). Although students who participate in Head Start begin kindergarten with the appropriate readiness skills, initial gains are not maintained as they move through elementary school (Burkham & Lee, 2002). The purpose of this mixed methods study was to examine the effects of Head Start programs as its students move through kindergarten and first grade. In the study, I analyzed data to find relationships between student performance on the <i>Phonological Awareness Literacy Screening</i> (PALS) and classroom practices that led to high achievement. Reading performance at second grade was assessed using the <i>Developmental Reading Assessment</i>. Interviews and focus groups with principals, reading teachers, and teams of teachers from kindergarten and first grade at two Title I schools provided qualitative data regarding school practices. Results indicated that Head Start students begin kindergarten with strong early literacy skills but performance in early elementary school decreases over time. Further research is needed to determine effective practices for educators to address the needs of low-income students to ensure these students maintain the initial gains seen when they enter kindergarten.

A Arquitetura TCP/IP consolidou-se como padrão nas redes de computadores e permanece em crescente expansão de uso. Apesar de seus protocolos principais terem sido especificados há cerca de 30 anos, ainda permanecem como os mais utilizados nas camadas 3 e 4 devido à sua alta qualidade de projeto, que resultou em elevada eficiência e flexibilidade de uso. A organização do TCP/IP em camadas, com especificações pelo IETF, consolidou-se na década de 1980, quando também tornou-se padrão o modelo de referência OSI, da ISO. Posteriormente, o TCP/IP firmou-se, de fato, como o padrão de protocolos para as redes de computadores e com maior utilização sobre o conjunto de protocolos da ISO e de outras instituições de padronização, visto que a Internet tornou-se o maior sistema aberto interconectado e há poucas redes que utilizam os protocolos OSI, embora vários sistemas abertos sejam baseados em seu modelo de referência em camadas. Há extensas pesquisas e discussões voltadas para alternativas de evolução desta arquitetura e, nesta área de estudos, este trabalho define o Modelo de Título para a próxima geração de Internet. Modelo este que permite a unificação de diferentes tipos de endereços utilizados, com possibilidade de reduzir as complexidades das redes de computadores e melhorar o suporte às necessidades de comunicação dessas redes. A partir de uma visão ontológica sobre as redes de computadores e as necessidades de comunicação no uso destas, este trabalho contribui para a evolução tecnológica da comunicação em rede, com melhoria no atendimento de tais necessidades pela aproximação semântica entre a camada superior e as inferiores. A possibilidade de contribuição nessa área da ciência motiva esta pesquisa, que também apresenta a ontologia do Modelo de Título para formalizar a compreensão semântica e o suporte às necessidades das entidades de comunicação, bem como suas possíveis alterações, conforme o contexto. / The TCP/IP architecture has become a standard on computer networks and remains in growing expansion of use. Despite its key protocols have been specified 30 years ago, they still remain the most used in layers 3 and 4, due to its high quality design, which resulted in high efficiency and flexibility of use. The TCP/IP layers model from the IETF has established itself in the 80\'s, when also has became a standard the OSI reference model from the ISO. Subsequently, the TCP/IP has become, the fact, the standard with greater use over the set of ISO protocols and the other institutions of standardization, since the Internet has become the largest open system interconnected and there are few networks that use OSI protocols, although several open systems are based on its layers reference model. Moreover, there is extensive research and discussions in alternatives for the evolution of this architecture and, in this study area, this Thesis defines the Title Model for the next generation Internet. This model allows the unification of the different types of addresses, with the possibility of reducing the complexities of computer networks and better support to the communication needs in computer networks. Based in one ontological view on computer networks and the needs in its use, this study has the intention to contribute to the technological evolution of network communication in order to better meet the entities communication needs and approximate the upper and lower layers. The possibility to contribute in this technological area motivates this research that also presents the ontology for the title model to increase the semantic comprehension for the support of the entities needs and their possible changes in the context.

A Arquitetura TCP/IP consolidou-se como padrão nas redes de computadores e permanece em crescente expansão de uso. Apesar de seus protocolos principais terem sido especificados há cerca de 30 anos, ainda permanecem como os mais utilizados nas camadas 3 e 4 devido à sua alta qualidade de projeto, que resultou em elevada eficiência e flexibilidade de uso. A organização do TCP/IP em camadas, com especificações pelo IETF, consolidou-se na década de 1980, quando também tornou-se padrão o modelo de referência OSI, da ISO. Posteriormente, o TCP/IP firmou-se, de fato, como o padrão de protocolos para as redes de computadores e com maior utilização sobre o conjunto de protocolos da ISO e de outras instituições de padronização, visto que a Internet tornou-se o maior sistema aberto interconectado e há poucas redes que utilizam os protocolos OSI, embora vários sistemas abertos sejam baseados em seu modelo de referência em camadas. Há extensas pesquisas e discussões voltadas para alternativas de evolução desta arquitetura e, nesta área de estudos, este trabalho define o Modelo de Título para a próxima geração de Internet. Modelo este que permite a unificação de diferentes tipos de endereços utilizados, com possibilidade de reduzir as complexidades das redes de computadores e melhorar o suporte às necessidades de comunicação dessas redes. A partir de uma visão ontológica sobre as redes de computadores e as necessidades de comunicação no uso destas, este trabalho contribui para a evolução tecnológica da comunicação em rede, com melhoria no atendimento de tais necessidades pela aproximação semântica entre a camada superior e as inferiores. A possibilidade de contribuição nessa área da ciência motiva esta pesquisa, que também apresenta a ontologia do Modelo de Título para formalizar a compreensão semântica e o suporte às necessidades das entidades de comunicação, bem como suas possíveis alterações, conforme o contexto. / The TCP/IP architecture has become a standard on computer networks and remains in growing expansion of use. Despite its key protocols have been specified 30 years ago, they still remain the most used in layers 3 and 4, due to its high quality design, which resulted in high efficiency and flexibility of use. The TCP/IP layers model from the IETF has established itself in the 80\'s, when also has became a standard the OSI reference model from the ISO. Subsequently, the TCP/IP has become, the fact, the standard with greater use over the set of ISO protocols and the other institutions of standardization, since the Internet has become the largest open system interconnected and there are few networks that use OSI protocols, although several open systems are based on its layers reference model. Moreover, there is extensive research and discussions in alternatives for the evolution of this architecture and, in this study area, this Thesis defines the Title Model for the next generation Internet. This model allows the unification of the different types of addresses, with the possibility of reducing the complexities of computer networks and better support to the communication needs in computer networks. Based in one ontological view on computer networks and the needs in its use, this study has the intention to contribute to the technological evolution of network communication in order to better meet the entities communication needs and approximate the upper and lower layers. The possibility to contribute in this technological area motivates this research that also presents the ontology for the title model to increase the semantic comprehension for the support of the entities needs and their possible changes in the context.

Der Hauptzweck dieser Diplomarbeit ist diejenigen Teilthemen zu behandeln, die im Zusammenhang mit der Rekodifikation des Privatrechts aktuell geworden sind oder zu denen tschechische Lehre Meinungen vertritt, die aus der komparatistischen Ansicht diskutabel sein können. Die Arbeit besteht aus fünf Teilen. Im Einleitungsteil wird der Charakter des Eigentumsvorbehalts beschrieben, insbesondere die Tatsache, dass sich dieses Institut nicht unter die Sicherungsinstrumente rechnen lässt, wie in der tschechischen Lehre häufig gemacht wird. Das zweite Kapitel befasst sich mit den Wirkungen des Eigentumsvorbehalts gegenüber Drittpersonen und Gläubigern des Käufers. Bezüglich der Häufigkeit der Vereinbarung des Eigentumsvorbehalts im Geschäftsverkehr sind besondere Anforderungen an die Gutgläubigkeit der Erwerber der Gegenstände zu stellen, die oft den Gegenstand des Eigentumsvorbehalts bilden. In der Arbeit wird begründet, warum die Unternehmen anzunehmen haben, dass der verlängerte Eigentumsvorbehalt zu vielen Gegenständen vereinbart wird. Was die Wirkungen gegenüber den Gläubigern des Käufers betrifft, komme ich im Einklang mit der italienischen Regelung zum Schluss, dass sich der Verkäufer auf den Eigentumsvorbehalt auch dann berufen kann, wenn die im §2134 des Zivilgesetzbuches vorgeschriebene Form nicht...

Background: Studies have described the aggregate results of federal funding for health professions education at the national level, but analysis of the long‐term impact of institutional participation in these programs has been limited. Purpose: To describe and assess federally supported curricular innovations at East Tennessee State University designed to promote family medicine and nurse practitioner graduate interest in rural and underserved populations. Methods: Descriptive analysis of a survey to determine practice locations of nurse practitioner graduates (1992‐2002) and graduates of 3 family medicine residencies (1978‐2002). Graduates’ (N = 656) practice locations were documented using specific federal designations relating to health professions shortages and rurality. Results: Overall, 83% of family medicine residency and 80% of nurse practitioner graduates selected practice locations in areas with medically underserved or health professions shortage designations; 48% of family physicians and 38% of nurse practitioners were in rural areas. Conclusions: Graduates who study in an educational setting with a mission‐driven commitment to rural and community health and who participate in curricular activities designed to increase their experience with rural and underserved populations choose, in high numbers, to care for these populations in their professional practice.

The recognition of native title changed the foundations on which the Australian law of real property rested. However, the phrase