Studies have shown that using trauma-informed strategies in the classroom positively effect students learning and academic success. However, studies have proven that educators’ lack exposure to trauma-informed care area. The purpose of the study was to 1). Investigate educators’ knowledge and uses of trauma-informed strategies in their classrooms and 2.) develop a resource of trauma-informed strategies for educators to better serve students with trauma and Adverse Childhood Experiences (ACEs). A research design of surveying elementary teachers from a Northeast Indiana public school. The survey was administered to twenty-six elementary teachers in both the general and special education setting. Twenty participants completed the survey. The survey questions were both open and closed ended questions that gathered educators understanding of trauma and trauma-informed strategies in the classroom. Twenty educators completed the survey. Results suggested that educators lack trauma-informed Professional Development while all educators have a high percent of students with trauma within their classrooms. Results also suggested that educators may not have a good understanding of what trauma-informed strategies are or how to implement them in their classroom.

<div>This thesis explores the application of deep learning techniques to problems in fluid mechanics, with particular focus on physics informed neural networks. Physics</div><div>informed neural networks leverage the information gathered over centuries in the</div><div>form of physical laws mathematically represented in the form of partial differential</div><div>equations to make up for the dearth of data associated with engineering and physi-</div><div>cal systems. To demonstrate the capability of physics informed neural networks, an</div><div>inverse and a forward problem are considered. The inverse problem involves discov-</div><div>ering a spatially varying concentration ?field from the observations of concentration</div><div>of a passive scalar. A forward problem involving conjugate heat transfer is solved as</div><div>well, where the boundary conditions on velocity and temperature are used to discover</div><div>the velocity, pressure and temperature ?fields in the entire domain. The predictions of</div><div>the physics informed neural networks are compared against simulated data generated</div><div>using OpenFOAM.</div>

Bullying is reported to be one of the most prevalent forms of violence in schools and has negative health, financial, and social outcomes. Researchers define bullying as (a) aggressive behavior that is (b) repeated over time and that involves (c) a real/ perceived imbalance of power. The literature on bullying is limited due to the absence of functional behavior assessment procedures and individualized interventions for bullying behaviors. Study 1 developed the Functional Assessment of Bullying Behaviors in Schools (FABB-S) tool. Following expert review 21 items were found to have content validity. Following revision, the items were reviewed by child work groups and were all found to have face validity. Study 2 evaluated the effectiveness of the FABB-S to lead to reductions in aggression toward peers. Direct observation and staff daily rating data indicated that one participant’s problem behavior showed initial signs of decrease following intervention, a second participant’s problem behavior showed increased stability throughout intervention, and a third participant’s problem behavior showed signs of decrease at the beginning and ending of the intervention phase. Social validity data indicated that student and staff participants found the FABB-S and selected interventions to be effective and acceptable. Discussion includes limitations and area for future research.

This dissertation thesis Historically informed interpretation of Rennaisance and Baroque vocal music is focusing on phenomenon, which plays an important role in the interpetation of early music from 1970. The text describes the historical, musicological, interpretative and padagogical aspects. The author is drawing from interviews with important europian interprets of early music, that have been realized during studies for the front czech musical journal Harmonie. The author also draws from his longlasting experience in profesional interpreting of early music and conducting student choir and amateur choirs. The first part of the thesis is focused on definition for the whole phenomenon, its historical development and current guidelines, and it introduces important musicians in early music. Using two different recordings of the same musical material the author is trying to describe, what exactly is the historical added value of informed intepretation. In the next part the historical periods of Rennaisance and Baroque are divided into five different aesthetic chapters and in each of them the thesis tries to answer the basic questions of interpretation. Separate chapters are dedicated to different pronunciation of Latin and to possible use of the early music in student choirs. The goal of the text is...

<div> <div> <div> <p>As cislunar and outer space exploration regains worldwide popularity, the low-thrust spacecraft technology, whether in the form of solar sails, electric propulsion or nuclear propulsion, has seen a major increase in the last two decades, as new technologies arise that not only seek for a reduction of the size of the spacecraft —and/or the payloads— but also to minimize the cost of spaceflights, while trying to approach further destinations in our solar system. Mission designers are being challenged with the need to develop new strategies to generate rapid and informed initial guesses for low-thrust spacecraft trajectory design, that are easily converged into fully continuous solutions in position, velocity and mass states, in a high-fidelity dynamical model that incorporates the true ephemerides and perturbations of the gravitational attracting bodies acting on the spacecraft as it navigates through space. </p> <p>In an effort to explore further mission options for spacecraft traveling in the lunar vicinity, new interest arises into the problem of constructing a general framework for the initial guess generation of low-thrust trajectories in cislunar space, that is independent of the force models in which the orbits of interest are de ned. Given the efficiency of the low-thrust engines, most vehicles are equipped to perform further exploration of the cislunar space after completion of their primary science and technology demonstrations in orbits around the Moon. In this investigation, a generalized strategy for constructing initial guesses for low-thrust spacecraft traveling between lunar orbits that exist within the context of multiple dynamical models is presented. These trajectories are converged as mass-optimal solutions in lower fidelity model, that are easily transitioned and validated in the higher-fidelity ephemeris model, and, achieve large orbital plane changes while evolving entirely within the cislunar region. </p> <p>The robustness of the initial guess generation of the spacecraft’s path, depends highly on the fidelity of the dynamical model utilized to construct such trajectories, as well as on the numerical techniques employed to converge and propagate them into continuous solutions. Other researchers have extensively investigated novel techniques for the generation of initial guesses for the low-thrust spacecraft trajectory design problem including, but not limited to, patched conics strategies, methodologies for the transformation of impulsive burns into nite burns, the orbit chaining framework and, more recently, artificial intelligence schemes. This investigation develops an adaptive orbit chaining type approach that relies on the energy parametrization of periodic orbits that exist within the context of the circular restricted three-body problem, to construct informed initial guess for the low-thrust spacecraft trajectory.</p> <div> <div> <div> <p>A variety of multiple transfer applications for vehicles traveling between orbits in the cislunar region is explored for a wide range of low-thrust spacecraft with varying thrust acceleration magnitude. The examples presented in this investigation are consistent with the low-thrust parameters of previously own missions that utilized the same propulsion capabilities, such as, the DAWN mission and the Japanese Hayabusa missions 1 and 2. The trajectories presented in this work are optimized for either propellant consumption or time- of-flight in the lower-fidelity model, and later transitioned into a higher-fidelity ephemeris model that includes the gravitational attraction of the Sun, the Earth and the Moon. </p> <p>Two strategies are explored for the transition of trajectories from a lower-fidelity model to the higher-fidelity ephemeris model, both of which are successful in retaining the transfer geometry. The framework presented in this investigation is further applied to the upcoming NASA Lunar IceCube (LIC) mission to explore possible extended mission options once its primary science and technology demonstration objectives are achieved. It is demonstrated in this investigation that the strategies developed and presented in this work are not only applicable to the specific low-thrust vehicles explored, but it is applicable to any spacecraft with any type of propulsion technology. Furthermore, the energy-informed adaptive algorithm is easily transition to generate trajectories in a range of varying dynamical models. </p> </div> </div> </div> </div> </div> </div>

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The purpose of this study was to examine the educators’ perceptions of shifts within the culture of Jefferson Elementary School after the implementation of a trauma-informed approach. This study focuses on examining changes to the school culture after implementing trauma-informed practices. As educators continue to feel the pressure of increased academic expectations alongside the social and emotional demands that arise from childhood trauma, increased support through trauma-informed practices becomes necessary for the wellbeing of everyone. However, there are challenges in the implementation of these practices which can impact the culture of the school. The researcher used the qualitative method of case study to complete this research. The researcher conducted and recorded individual teacher interviews, focus group interviews, and analyzed documents to provide an in-depth understanding of the case being studied. This case study provides a detailed picture of how teachers in the school perceived the changes within the culture after the implementation of a trauma-informed approach. The researcher found that implementation of a trauma-informed approach positively impacted the school culture. Through analysis of the individual interview transcripts, focus group transcripts, and document analysis, the participants described their experiences. When collectively analyzed, these experiences provided a thorough understanding of the positive shifts to the school culture brought by the implementation of a trauma-informed approach.

The purpose of this study is to gain insight into the perceptions of the impact of trauma-informed care training in three Appalachian elementary schools. Childhood adversity can negatively affect a student’s experience in the classroom (van der Kolk, 2014; Ogata, 2019) with findings showing an estimate of one half to two-thirds of children experiencing at least one traumatic event before the age of 18 (CDC, 2016; Finkelhor, 2015; McInerney & McKlindon, 2021). Trauma, an event or occurrence that causes great distress by exposure to physical or psychological abuse, violence, crime, has been linked to academic failure, various illnesses, both physical and mental, substance abuse, and criminal behavior, and may impact concentration, memory, language skills and organization, which are considered necessary traits to achieve academic success (Center for Treatment of Anxiety and Mood Disorder, n.d.; Liberman et al., 2011; Ogata, 2012). Trauma can also affect social, self-regulation, and relational skills as well as cognitive abilities (National Child Traumatic Stress Network, 2016). As reported by O’Neill et al. (2010), these situations should be addressed through proper trauma education and training which include intervention strategies. The trauma-informed care (TIC) approach is a strengths-based framework based on the awareness of the impact of trauma that takes a universal precaution approach, emphasizing safety and reestablish control (Huckshor & LeBel, 2013).

Indiana University-Purdue University Indianapolis (IUPUI) / The purpose of this study is to examine the informed consent (IC) procedure as it was experienced by patients who had undergone a de novo transjugular intrahepatic portosystemic shunt (TIPS), chemoembolization (TACE), or radioembolization (TARE) procedure in an Interventional Radiology (IR) Department. The three main study aims and a fourth exploratory aim are as follows: (1) Describe how patients who underwent a de novo TIPS, TACE, or TARE procedure in an IR Department described the IC procedure; (2) Describe what information patients who underwent a de novo TIPS, TACE, or TARE procedure in an IR Department recalled being told during the IC procedure; (3) Describe the satisfaction of patients who underwent a de novo TIPS, TACE, or TARE procedure in an IR Department with the IC procedure; and (4) Explore how the IC experiences of patients who underwent a de novo TIPS, TACE, or TARE procedure in an IR Department differed according to their levels of health literacy. Using a qualitative descriptive design, participants were recruited from an IR department that performed these procedures. A total of 14 participants were interviewed about their IC experiences and the Newest Vital Sign (NVS) Health Literacy assessment was administered. The participants described the IC procedure by discussing the staff they encountered, their feelings during the visit, the support persons who accompanied them, and the decisions they made about the procedure. The participants recalled being told about how their procedure would be performed, the care they would need, and the benefits and risks of the procedure. Most were satisfied with the information received during the IC procedure and found the information consistent with how they experienced the procedure. A few participants would have liked more visual materials, addition details about the procedure, simpler language, or more explanation of the medical terminology. No apparent differences in the IC experience could be attributed to health literacy. These findings suggest that persons’ experiences during the IC process are multi-faceted and affected by their emotions and concerns and the nature of their encounters with their healthcare providers.