The aim of this thesis was to clarify the influence of the stress on the adrenergic and muscarinic receptors in the heart and in the lungs. Research was perform on rat hearts and lungs and on the hearts and lungs of the CRH KO mice. First, we assessed mRNA levels of all α- and β-adrenergic receptor and muscarinic receptor subtypes. Subsequently, we performed the radioligand-binding studies to determine densities of these receptors. We identified all three α1-adrenergic receptor subtypes in the rat lungs. In the lungs of WT mice, we found that the amount of α1-adrenergic and muscarinic receptors was sex-dependent. Densities of the former were higher in females and those of the latter were higher in males. There was no difference between males and females in β-adrenergic receptor density. As for CRH KO mice, the basal densities of studied receptors were lower than in CRH WT mice (except β1-adrenergic receptors in females). The main purpose of the thesis was to detect the immobilization-induced changes in the studied receptors in the kontrol (WT) and CRH KO mice. Short-term and long-term immobilization caused decrease in all α1-adrenergic receptor subtypes in females, whereas only α1A-adrenergic receptors decreased in males. The amount of β1-adrenergic receptors decreased in males and remained without...

Abstract Improving the academic success and graduation rates of African-American males has been a major focus of both scholars and practitioners in the United States. Locally, African-American males at an urban Title 1 school were experiencing the lowest grade point averages, American College Test scores, and graduation rates in the district. In response to these academic declines, this study focused on the tenets of Bechtol's sports participation theory, which holds that students who play sports experience greater academic achievement and adult success in life. The purpose of this study was to examine the relationship between total hours of high school athletics participation and earned GPAs for African-American male students at the school under study for 1 academic year and across each term (4) of the school year. A correlational research design was used to identify if a relationship existed between hours of sports participation and the GPAs of African-American male student-athletes from the 2012 ' 2013 school year (N = 36). The results of the 5 Pearson correlation analyses indicated no statistically significant relationship between the total hours African-American male student-athletes spent participating in sports and their GPAs. The sample size was a limitation of the study design, therefore it was recommended to conduct the investigation with a larger sample size. The results of the study prompted the design of a professional development program for local administrators, faculty, and staff called Championing Higher Achievement Matriculation, Preparation, and Success for Student Athletes (CHAMPS). The CHAMPS program prepares school personnel to more effectively mentor, coach, tutor, and teach African-American male student-athletes. The program can improve the quality of education that can serve as the stimulus for social change through improved educational outcomes for African-American male student athletes.

African American males are typically subjected to unbelievable barriers and negative trends, which include institutional racism, discrimination, multigenerational poverty, lack of education, chronic unemployment, and fatherlessness. These findings are rooted within historical contexts that paint a picture of American schooling filled with the denial of educational opportunities for African Americans. However, using a critical lens these descriptors are challenged and dispelled by critical educators, who examine the bleak historical and contemporary circumstances that African Americans and other communities of color experience as a result of structural inequality perpetuated by white-dominated systems of power. In this study, the framework of Critical Race Theory is used to make sense of how race and racism shape the experiences of historically oppressed people, and to tell the story of eight African American high school males in a Northern California city, who describe factors that contributed to their failure and success as high school graduates, and how these experiences shape their college pursuits. This study uses the methodology of hermeneutic phenomenology as a tool to focus on the voices of African American male students in an effort to centralize these voices. This ensures that educators are not speaking for these students, but rather are listening to their stories.

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This quantitative study explored the obstacles African American male students face that can hinder their academic progress at community colleges within the rural regions of Louisiana. This study viewed the collective experiences of African American males in community colleges in order to improve their academic outcomes, completion, and retention rates. This study also explored the African American male’s educational experiences and the personal and academic obstacles they faced as students in the community college environment. This study used a research design that collected data from African American male students in two rural Louisiana community colleges. This study utilized a survey as the means to collect data. The dependent variables in this study were age, first-generation college student status, academic goal, and full-time or part-time job status. The independent variables were institutional factors that affect students’ completion rates, role of relationships with instructors, and impediments to social engagement in the community college environment. There were 100 African American male students who participated in the survey. The survey included 25 questions. There were 4 questions that measure participants’ demographics. The demographics being measured were age range, first-generation college student status, academic goal, and job status. There were 7 questions that measured the institutional factors that may affect completion rates. There were 9 questions that measured the experiences with faculty. There were 5 questions that measured student engagement socially and academically on campus. Answers were given based on a Likert scale or a list of responses from which to choose. Data analyses used to address the research questions include descriptive statistics for Research Questions 1-3 and one-way ANOVA for Research Question 4. Results from this study showed a statistically significant relationship between the African American male students’ demographics and institutional factors, relationship with instructors, and social engagement as a predictor for retention and graduation rates. This study provided data for community college administrators, state and federal-level policy makers, and faculty to help improve degree, diploma, and certificate attainment of African American males in community colleges.

This study was conducted to explore the phenomenon of White male membership in a historically Black fraternity. The researcher utilized a qualitative research methodology to investigate the pre-collegiate experiences of White males that influenced them to seek membership in Alpha Phi Alpha Fraternity, Inc. Due to the national pool of potential participants, interviews were conducted with White male members of this fraternity using video chat software. The researcher utilized social identity theory (SIT) as the framework for this study based on the premise that in-groups might prove to be significant. Examining the participants’ pre-collegiate in-groups, diversity of family and family friends, and home environment provided insight into participants’ reasoning for seeking membership. Additionally, exploring the participants’ pre-membership perceptions of their eventual fraternity revealed further detail as to the extent to which individuals became members of the in-group associated with that fraternity. Findings for this study were that participants’ comfort levels with diverse backgrounds and individuals allowed them to feel comfortable seeking membership in a Black fraternity. It was also found that shared traits of service and the opportunity for growth were reasons why White males sought membership in a Black fraternity.

This study used three research questions to analyze the barriers male nurses and male nursing students encountered in their nursing education. Further comparison was made between the results of this study and earlier studies using the same survey and recently graduated respondents versus respondents who had been out of nursing school for longer. The findings for this study indicate barriers for male nurses in their nursing program still exist. Nurses are still referred to primarily as "she," there is little to no content on men's contributions to nursing, male nursing students still have difficulty in their Obstetrics clinical rotation, male nurses and nursing students continue to be anxious regarding accusations of sexual inappropriateness when caring for female patients, and male nurses and male nursing students feel like they have to prove themselves because people still expect nurses to be females. Some barriers appear to not be present for most male nurses. The respondents reported feeling accepted by their peers. Respondents were encouraged to strive for leadership roles. People close to the respondents were supportive of their decision to enter nursing. Recommendations for changes in the nursing curriculum were made to help better support men in nursing school. Nursing school administrators can also use the results from this study to help decrease gender-based barriers, which may decrease male nursing students' high attrition rate.

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