The purpose of the study was five-fold: (1) to discover what criteria have been set up by recognized authorities for teaching dull-normal children; (2) to determine the interests and needs of the dull-normal children under consideration; (3) to determine their vocabulary range; (4) to produce interesting, easy reading material for them and to determine their response to the reading material produced, based upon their activities and interests; and (5) to recommend a reading program for the dull-normal children in the Memphis, Texas, public school in the future.

This study, which focuses on the experiences of Native women attending a tribal college of the Northern Cheyenne Nation, responds to the call by Baird-Olson and Ward (2000) and Almeida (1997) for research that allows Native women, or the "hidden half," to tell their stories. Scant research has examined the value of tribal schools for Native American women and the experiences they have had in relation to their reservation and college lives. Providing narratives of women's experiences can illuminate how higher education in tribal college settings holds multiple values for Native women students as it acts as a refuge and a bridge to future opportunities. Specifically, Native students, particularly women, feel empowered as they are exposed to new opportunities and have valuable mentorship experiences. To better capture Native women's experiences in higher education, I use information from both participant observation in the tribal college setting and in-depth, one on one interviews. This study holds relevance for other minority groups as well, as there are many values of education beyond simply earning a degree. In this study, Native women recount their personal stories of life on the reservation, the value of mentorship and education, and their ideas of success, inspired by their love for their community. It further highlights the value of simply listening to the stories of women who are resilient despite the odds they face. Allowing their voices to be heard and their personal histories to be told is an integral part of understanding their story.

Chronic Lymphocytic Leukemia (CLL) is a type of cancer that affects the B cells of the immune system causing problems in the process of producing antibodies. It can be sorted into mutated and unmutated CLL based on the percentage of somatic mutations in the Immunoglobulin Heavy chain Variable region (IgHV). The B cells of healthy individuals can be sorted into three groups; CD27dull memory B cells (MBCs), CD27bright MBCs and naïve B cells. The hypothesis for the project was that the unmutated CLL subset originates from CD27dull MBCs and the mutated CLL subset originates from CD27bright MBCs. RNA-sequencing data from healthy individuals were acquired from a collaboration partner in Rome and CLL-patients were collected from public datasets available online. Several bioinformatic tools were used to analyze the data. First, the quality of the data files was checked, then adapter sequence from the sequencing process and low-quality bases were removed (trimming). Good quality of the files was confirmed after the trimming. Secondly, these files were mapped against the human reference genome (GRCh38/hg38) for alignment, then the resulted data was used to check for genes that showed differential expression between the different groups. Results were analyzed and visualized using Venn diagrams, Principal Component Analysis (PCA) and heatmap plots and random forest. A list of 85 genes was generated based on the different comparisons and was used in one PCA plot that showed clear separation between the different groups. The SWAP70 gene was analyzed for single nucleotide polymorphisms (SNPs). The study concluded five genes that could be used as biomarkers for CLL and the diagnosis of its subtypes where some of them were discussed in previous studies. Also, the mutated CLL subset showed a similar behavior to the healthy individuals and this could validate the original hypothesis and justifies the better disease prognosis for this subtype.

Tribal Colleges and Universities (TCUs) are educational institutions owned by Native American tribes intended to address the failure of the education system to support Indigenous students. Significant research has been done on the value of culturally sustaining pedagogy (CSP) and on TCUs, but little has been done to examine whether and how TCUs implement CSP. This study aims to fill that gap by examining teaching at Chief Dull Knife College (CDKC), a tribal college on the Northern Cheyenne reservation. Interviews were conducted with eight white faculty members and four Cheyenne administrators at CDKC. Analysis of the interviews revealed that the instructors saw building personal connections with students as the foundation of teaching at CDKC and that they engaged in attempts at individual adaptation and structural change to support such teaching. The Cheyenne administrators found these efforts valuable, but suggested that more needed to be done to foster a connection between the white faculty members and the Cheyenne community and culture. Ultimately, this study reveals that instructors at CDKC are attempting to implement CSP, but that there are still gaps in that implementation. The interviews suggest that further structural changes are needed at CDKC to better support CSP and ensure that students are receiving the support they need to succeed.