Thesis advisor: Stephanie Greene / This paper addresses the recent concerns about concussions in the sport of football and elaborates on the medical findings, litigation, and ethical questions that have surrounded the issue. The goal is to present a compelling case for change in how concussions are viewed and handled in the sport. By using concrete examples to explain the lasting effects concussions have had on players after their careers have ended, I hope to show the need for change. I will explore the most recent developments of chronic traumatic encephalopathy in order to show its harmful reach and will touch upon litigation that has been filed by players who experienced post career problems. In addition, through the insight of current college players as well as referencing my own experience as a Division I College Football player, I wish to establish an emotional connection in the paper and unveil the roots of the problem – the toxic nature of the football culture. I am optimistic that this inquiry will help cultivate a culture change through a variety of approaches. First, I indicate the need for a transformation of the football culture. Second, I suggest a formal, mandatory education to inform players at all levels about concussions, subconcussive hits, and the potential diseases that can stem from. Third, I propose new penalties for players, coaches, support staff, and all involved in player safety in an attempt to further prevent head injuries. This thesis attacks the issue of concussions in football from all angles. It calls for the football community to accept the severity of concussions, educate on concussions, and prevent repeated concussions in order to prompt action. / Thesis (BS) — Boston College, 2016. / Submitted to: Boston College. Carroll School of Management. / Discipline: Departmental Honors. / Discipline: Other.

The Perkins IV Act was passed in 2006 to promote high school graduation for youth while introducing skills they need to be prepared for in the labor market. Yearly progress reports measure if CTE programs are successful in reducing dropout rates but fall short for a number of reasons. Using state-level data from the National Association of State Directors of Career Technical Consortium (NASDCTEc) website for the 2009-2010 school year, state-level data from the National Center for Education Statistics (NCES) Common Core of Data (CCD) database for 2009-2010, and dropout data from the U.S. Department of Education for the 2010-2011 school year to establish causality, my research seeks to address the extent to which Perkins IV funding reduces drop out rates at the state-level.

Identifying a research agenda and critical research activities is crucial for continuous development of Career and Technical Education (CTE) programs that meet the needs of students, industry, and society. Previous studies have expressed a need for relevant and focused research for the CTE profession. The primary purpose of this study was to identify consensus among CTE experts using a Delphi technique regarding problems, objectives, and activities that serve as a research agenda for CTE. The study panel was composed of experts from 25 states in the United States and represented 57 affiliations and organizations with direct ties to CTE. The Delphi process for this study was conducted in three rounds. Data were collected using the online survey collector, Survey Monkey™. The qualitative data were analyzed using the Affinity Diagram method of data analysis. At the conclusion of the data analysis from the Delphi rounds, the basic structure for the National CTE Research Agenda was developed. Rounds Four and Five served as validation rounds for the findings from the Delphi process. Data collection methods included online instruments using an internet-based survey tool. Data analysis revealed five research problem areas, 15 research objectives and 53 research activities which were organized into the National CTE Research Agenda structure. Findings from this study also revealed a CTE Research Agenda Logic Model which illustrated a systematic form of the research structure developed from this study. The National CTE Research Agenda is further defined in a color model which included the five research problem areas and 15 CTE research objectives identified in this study. At the conclusion of the validation rounds, the National CTE Research Agenda Logic Model was developed and the National CTE Research Agenda structure was accepted by the expert panel with a 97% acceptance rate. Based on the findings of this study, a sustained effort for research in CTE should be made by scholars in collaboration with national and international associations and organizations. The results of this study suggest a structure in which researchers should engage in focused and meaningful research in CTE. Future research is recommended to examine the issues identified by this expert panel.

BACKGROUND: Mild Traumatic Brain Injury (mTBI) is increasingly recognized as an adverse health consequence for athletes who participate in contact sports, such as football or boxing, as well as military personnel who are exposed to concussive blasts during training and combat operations. A consequence of this repetitive brain injury can be the development of a number of neurodegenerative diseases, particularly chronic traumatic encephalopathy (CTE), a disease involving the buildup of toxic phosphorylated tau (p-tau) in the pre-frontal cortical tissue. Additionally, it has been found that military personnel suffering repeated mTBI from primary blast concussions are prone to development of post traumatic stress disorder (PTSD), a disease that is becoming increasingly common among returning service members. Because mTBI is a common cause for both PTSD and CTE, it is possible for the two diseases to manifest comorbidly in an individual. Though much is known about PTSD psychologically and CTE neuropathologically, little is known about the overlapping effect of the two diseases together as well as PTSD neuropathologically. What is known, however, is that aquaporin-4; a channel involved in the movement of water through the blood brain barrier, is often affected by CTE and may play a role in PTSD as well. OBJECTIVE: The objective of this study was to primarily to analyze the disruption of aquaporin-4 around cerebral blood vessels due to chronic traumatic encephalopathy. A secondary objective of this project was to determine if any unique physiopathological biomarkers exist in PTSD and if the effects of CTE are exacerbated when present comorbidly with PTSD. METHODS: This study involved the analysis of multiple cohorts that had suffered from CTE, PTSD and CTE comorbidly, or neither disease as a control. In order to assess the primary objective, two cohorts, a CTE-only and a control, were analyzed to determine the effect of p-tau on aquaporin-4 directly around cerebral vessels in the pre-frontal cortex. The samples were cut from blocks and stained for the desired markers. Following staining, images were taken using a confocal microscope and the images were analyzed using Amaris and FIJI. For the secondary objective, samples were prepared in a similar way with three cohorts: CTE-only, CTE+PTSD comorbid, and a control. Images were obtained and processed in the same way. RESULTS: It was found that aquaporin-4 density is significantly reduced around both arterial and venous lesional vessels. Additionally, it was found that p-tau was more readily deposited in the depths of the sulci of the pre-frontal cortex due to the unique forces caused by repeated mTBI. However, PTSD was not found to significantly compound the disease when comorbidly present with CTE nor to have a unique biomarkers present. CONCLUSION: P-tau present in CTE causes a significant reduction in aquaporin-4 around cerebral vessels in the pre-frontal cortex, thereby potentially inhibiting the movement of fluids and clearance of metabolites into and out of the brain. Additionally, p-tau is more readily deposited in the depths of the sulci of the pre-frontal cortex. However, PTSD does not compound the CTE disease process when comorbidly present. / 2018-07-13T00:00:00Z

Chronic traumatic encephalopathy is the neurodegenerative disease that is ascribed to the long term development of cognitive, behavioral, emotional, and motor deficits as a result of the exposure to high amounts of sub concussive traumatic brain injuries. The disease has gained recent popularity in the media for its prevalence in American football as a response to recent research that has suggested the prominence of the disease in nearly every NFL player that is examined post mortem. This has produced a growing concern for the consequences of head impact and participation in contact sports. Despite media attention, little is currently known about the specific causes of the disease and an in life diagnosis is still nonexistent. The present study proposes that the chemokine, CCL11, could prove to be a viable biomarker for recognizing the onset and progression of chronic traumatic encephalopathy. The results of our study suggest that football players who are clinically suspicious of CTE show significantly higher levels of CCL11 in their cerebrospinal fluid than do sedentary controls and noncontact athletes. Our results demonstrate that this increase in CCL11 is correlated with the number of years that a football player had participated in. We also suggest that this increase in CCL11 is associated with a unique immune response through results showing that the CCL11 expression increase is correlated with an increase in the expression of the cytokine IL-4 and substantial decrease in IFN-gamma. The analysis of CCL11 expression levels in the cerebrospinal fluid may prove to be a viable method of diagnosing and providing treatment for patients who may be at risk of chronic traumatic encephalopathy.

In the study of diseases such as chronic traumatic encephalopathy (CTE), the ability to gather retrospective estimates of an individual’s total repetitive head impacts (RHI) is paramount. Although the exact mechanism responsible for the development of CTE is still unknown, it is well accepted that RHI play a critical role. Until recently, however, the methodology used to collect retrospective estimates of RHI have been very limited. In the beginning of 2016, Montenigro et al. from the Boston University’s Alzheimer’s Disease and CTE Center published a new method of RHI estimation called the Cumulative Head Impact Index (CHII). The CHII was developed by collecting self-reported football histories (years of play, positions of play and levels of play), and using that data to extrapolate the findings of short-term helmet-accelerometer studies into career-long estimates of cumulative head impacts. In addition to publishing this new method, Montenigro et al. (2016) also determined that the CHII was very successful at predicting later-life neurobehavioral and cognitive impairment, an essential ability of any RHI estimate intended to be used in CTE research. Participants in the Montenigro et al. (2016) analysis were part of an ongoing longitudinal study where individuals take yearly surveys of their neurobehavioral and cognitive well-being in addition to answering surveys about sports participation, head injuries and overall wellbeing. Participants had played football at the high school or college level, but had not played any other contact sports. This thesis serves as an initial validation of that publication, and also tests the ability of the CHII to predict later-life impairment in a more diverse population of athletes. Participants in this thesis were selected from the same ongoing longitudinal study according to two distinct sets of inclusion and exclusion criteria. For the purposes of conducting a validation study, the first set of criteria were identical to those used by Montenigro et al. (2016). The second experimental set allowed for participants who had participated in a secondary contact sport if it was at the high school level or below. These two sets of criteria resulted in 70 “validation” participants, and 82 “experimental” participants. Using the same methods as Montenigro et al. 2016, we calculated the CHII for all participants, and examined the ability of the CHII to predict later-life impairment. Our findings validated that the CHII was indeed successful at predicting later-life impairment from cumulative head impacts among the validation group of 70 participants. In particular, the CHII successfully predicted a threshold dose-response relationship between CHI and apathy (p >0.001), depression (p >0.001), executive function dysregulation (p >0.001), and self-reported cognitive impairment (p >0.001). We then found that the CHII was much less successful at predicting impairment in the experimental group of 82, only finding significance in measures of apathy (p=0.0502) and executive function dysregulation (p=0.0277). Overall, our findings indicate that the CHII is an excellent improvement in methods of estimating RHI in people whose only contact sport is football.

Research indicates that secondary students who are successful in online classes share common traits. However, many secondary career technical education (CTE) students taking online courses do not demonstrate the traits identified for success. CTE students may not benefit from online classes unless they are designed with their needs in mind. The purpose of this study was to investigate current CTE student experiences with online classes at a single career center. The research questions investigated CTE experiences with online classes, positive and negative online design features, and the hybrid classroom. The theoretical framework was constructivism. The purposive sample included 12 student participants (3 participants from each of 4 CTE career clusters) and 1 paraprofessional in charge of the classroom. Data included individual and small group interviews and observations. Participants reported that the current online course design, primarily text followed by a traditional assessment, was problematic. Instructional design features that assisted CTE students included individual pacing, instant feedback on assessments, and class organization. Features that did not assist students included content issues, technology issues, and limited testing options. Hybrid environment features that assisted CTE students included having a set time and place, access to technology, and the support of a paraprofessional. Career technical education in general may benefit from this research. Effective online education may provide greater opportunities for a larger audience of learners; their improved preparation helps students contribute more to the work force and gain more in terms of career success.

AN ABSTRACT FOR THE DISSERTATION OF STEPHEN JACK MCCASKEY, for the Doctor of Philosophy Degree in EDUCATION, presented on June, 2009, at Southern Illinois University Carbondale. TITLE: TEACHING STYLES AND LEARING STRATEGIES OF ILLINOIS SECONDARY CAREER AND TECHNICAL EDUCAITON TEACHERS MAJOR PROFESSORS: Dr. Marcia Anderson Dr. John Washburn The purpose of this study was to identify the teaching styles and learning strategy preferences of secondary CTE teachers in the state of Illinois. This study explored variables related to the teaching-learner transaction for teachers with varied educational backgrounds. Further, this study examined the relationship between teaching styles and several demographic variables and the relationship between learning strategies and several demographic variables for teachers in the CTE field. Participants involved in this study were members of the Illinois Association of Career and Technical Education (IACTE) at the time of the study. Demographic data revealed most respondents were female and age varied between 20 to 73 years with the highest percentage of responses being between the ages of 51-55. The majority of respondent ethnicity was White. The number of years teaching among respondents varied from 0 to 41 with the highest percentage having less than six years. The highest percentage of respondents held a Master's degree and the highest percentage in which the respondents most frequently teach is Technology Education/Industrial Education. The certificate type that most respondents hold is a Type 09 Standard. This study employed two standardized instruments and a questionnaire assessment to address four research questions. The Principles of Adult Learning Scales (PALS) was the first instrument used in this study and is designed to assist individuals in identifying their teaching style. Assessing the Learning Strategies of Adults (ATLAS) was the second instrument used in this study and is designed to quickly identify learning strategies. The online questionnaire was administered by placing the instruments on the Department of Workforce Education and Development's server at Southern Illinois University Carbondale. The majority of respondents in this study identified Problem Solvers as their preferred learning strategy followed by Navigators and Engagers. The respondents of this study represented an overwhelming commitment to the teacher-centered style. Based on the results of this study, the analyses of data were used to create a profile of the three preferences of the learning strategies for CTE secondary teachers. Additionally, the analyses of data from this study were used to create a profile of the two types of the teaching styles for CTE secondary teachers - Teacher-centered and Student-centered.

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Do federal policies influence program offerings for career and technical education(CTE)? Often the implication of compliance and the expectation of connecting compliance to funding is considered a tactic to leverage expectations on a large scale. The purpose of this quantitative study was to determine if the CTE programs located in a singular region of Texas were compliant with federal expectations by way of evaluating the alignment of programs offered and local labor markets prior to the implementation of Perkins V. The evaluation of a variety of archival data and subsequent findings of the correlation of alignment of programs within the region along with the amount of federal Perkins's dollars spent on CTE was a confirmed as an effective policy reform measure. Additional evaluations included the combination of federal and state spending in correlation to the number of programs offered in career and technical education along with the actual CTE student enrollment of a given district. Major findings showed that through a moderation analysis for some districts the number of programs offered could be influenced by program funding and size. In addition, this study confirmed that many programs are indeed compliant, however compliance does not guarantee program opportunities when resources and enrollment are abundant. Recommendations for future studies concerning administrative decisions for programming and compliance are discussed.