URCAF Abstracts 2013

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2013 URCAF Organizing Committee

Chair: Douglas Parham, Health Professions

Steven Oare, Fine Arts

Masud Chand , Business

Animesh Chakravarthyi , Engineering

Kimberly Engber , Liberal Arts and Sciences

Kyoung Lee, Liberal Arts and Sciences

Kim McDowell, Education

Nicholas Wyant, Libraries

Sponsors :

Office of Research Administration, Fairmount College of Liberal Arts and Sciences, College of Education, College of Engineering, College of Fine Arts, College of Health Professions, University Libraries, Emory Lindquist Honors Program


Recent Submissions

Now showing 1 - 5 of 11
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    13th Annual Undergraduate Research and Creative Activity Forum
    (Wichita State University, 2013-04-09) Wichita State University
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    How university students continue to live in a bilingual society in Puerto Rico
    (Wichita State University, 2013-04-09) Williams, Chandler; Gaunt, Philip
    One of the most critical questions for Puerto Ricans today is whether or not to become the 51st state of the United States of America. In a recent interview with Pedro Pierluisi, Puerto Rican commissioner to the U.S. Congress, he discusses the advantages and disadvantages of becoming a sovereign state. One of the biggest disadvantages is that Puerto Rico would have to make English their primary language while currently Puerto Rico functions as a bilingual society. Why is the question of language so important? What role does language play in Puerto Rican culture? How does one culture survive with two national languages? Is one language used more than the other and why? I want to know in what social settings Puerto Ricans use Spanish and in what other social settings they use English. To do this I will compare how Puerto Rican college students use literature and social media inside and outside of their university.
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    From dropped out to checked in: a snapshot of alternative education
    (Wichita State University, 2013-04-09) Williams, Monica; Bakari-Cozart, Shukura
    Many high schools today employ a conventional model of schooling for students in grades 9-12. This model includes traditional, lecture-style classes that follow a typical schedule of two semesters (four, nine-week terms), midterms, and finals. Although many students are able to conform to this model, for those who do not, research shows that alternative education can meet their needs. The purpose of this study was to determine the structure and effects of an alternative high school in a small, but growing, Midwestern school district. After a review of the literature, researchers completed a case study of this high school in order to review its history, necessity, student population, structure, and effects. This research encompassed both qualitative data (student surveys and principal/superintendent interviews) and quantitative data as it sought to determine why these students were in alternative schools as well as their outcomes. The results of this research may help pinpoint the continued need for these types of environments in districts and how they can be used effectively to serve nontraditional students as they find success. Keywords: dropouts, alternative education, nontraditional students, school structure
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    Follicle-stimulating hormone receptor binding by glycoforms
    (Wichita State University, 2013-04-09) Rose, Emily; Bousfield, George R.
    Follicle-stimulating hormone (FSH) functions to stimulate ovarian follicle development in the ovaries in females, which is essential for oocyte maturation. In males, FSH regulates Sertoli cell function in the testis. Human FSH exists as a heterogenous mixture of two glycoforms, differing in glycosylation of the beta-subunit. One major glycoform, FSH-24 is glycosylated at all 4 N-glycosylation sites and is indicated in Western blotting by the presence of a 24 kDa band. FSH-21 is characterized by a partially-glycosylated beta-subunit, and seen in Western blotting by the presence of a 21 kDa band. Glycosylation patterns of hFSH can affect receptor binding and activation. As FSH receptors are known to exist as dimers or as oligomers, FSH binding to one ligand-binding site may influence binding to the other sites in the receptor complex. Our hypothesis was that negative cooperativity would limit FSH-24 to only one ligand-binding site per dimer, whereas FSH-21 would not exhibit negative cooperativity and could bind both sites. We tested this hypothesis by measuring dissociation in the presence and absence of cold FSH glycoforms. Negative cooperativity was measured by loading FSH membrane receptors with 125 I-hFSH tracer for 24 hours at 25°C, followed by measuring dissociation over the course of 3 hours, at 30-minute time intervals in the absence of cold hormone, or in the presence of either pFSH (FSH-24 only) or eFSH (90% FSH-21). The amount of tracer bound to FSH receptor membranes was measured in a gamma counter and plotted against time. Dissociation of 125I-hFSH tracer at receptors occurred only in the presence of 1000-fold excess unlabled FSH glycoform competitors. The dissociation from FSH receptors by both glycoform tracers was consistent with negative cooperativity by both pFSH and eFSH, causing us to reject our current working hypothesis.
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    Maternal perceptions of skin-to-skin contact and breastfeeding practices before and after healthcare provider education and implementation initiative
    (Wichita State University, 2013-04-09) Nguyen, An Diep; Morrison, Barbara
    Background Skin-to-skin care (SSC) starting immediately after birth is a new practice being implemented to improve mother-newborn care. SSC correlates with greater initiation, exclusivity, and duration of breastfeeding. However, longstanding hospital practices of separating mother and newborn for infant care are barriers to adopting SSC. Studies indicate healthcare providers’ (HCPs) perceptions, attitudes and support influence SSC implementation and rates of breastfeeding initiation, exclusivity, and duration. Purpose To compare 1) Maternal perceptions and practice of Birth SSC and breastfeeding, and 2) Maternal reports of SSC support and breastfeeding initiation, exclusivity, and duration before and after HCP SSC and breastfeeding education program. Process Secondary analysis of surveys eliciting maternal perceptions of HCPs’ attitudes, support and practice of Birth SSC and breastfeeding before and after a 4 hour SSC and breastfeeding education session and official implementation of Birth SSC. Sample A convenience sample of breastfeeding mothers who birthed normally at a community hospital in northeast Ohio between June 2008 and June 2009. Conclusions Even though evaluation was done while HCPs were completing required education, significantly more mothers did some SSC after implementation date. Further evaluation is needed after HCP education is completed and Birth SSC is fully implemented.