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This study was motivated by the researcher’s desire to determine if instructional setting of students with specific learning disabilities impacts their academic achievement in math and English language arts (ELA). The literature review covered the history of special education, No Child Left Behind (NCLB), and Individuals with Disabilities Education Act (IDEA) and their influence on education, instructional settings, and least restrictive environments (LRE). The quantitative methodology and the comparative design were chosen to assess differences between students with learning disabilities placed in solo-taught inclusion settings and those placed in the resource room settings in terms of two dependent variables: ELA and math Pennsylvania System of School Assessment [PSSA] scores. This study was performed on 2022-2023 archival PSSA ELA data from a Mid-Eastern School District with an enrollment of 6,626 students, 960 receiving special education services. The dataset included records of 279 students with specific learning disabilities in grades 6, 7, and 8. The analysis involved six nonparametric Mann-Whitney U tests. The results showed no statistically significant differences in PSSA raw scores in ELA and math for students in solo-taught inclusion compared to resource room: 6th grade math (Z = -1.010, p > 0.312); 6th grade English (Z = -0.547, p > 0.584); 7th grade math (Z = -0.106, p > 0.916); 7th grade English (Z = -0.572, p > 0.567); 8th grade math (Z = -1.195, p > 0.232); 8th grade English (Z = -1.382, p > 0.167). The findings are relevant to decisions regarding choice of instructional settings for 6th to 8th -grade students with learning disabilities.

Neurological diseases can be incredibly costly and devastating to those affected. As Earth's population continues to age every year, more and more of the Earth’s population will be impacted by neurological disease. While many components are involved in neurological disease RNA-binding proteins are increasingly being associated with many neurological diseases. One RNA-binding protein that displays many aging-related phenotypes and is involved in neurodevelopment is Caper. A paraquat experiment, as well as, microscopy revealed that loss of caper function results in an increase in oxidative stress, as well as, a decrease in mitochondria in the axons of female larval brains. These data indicate that caper plays an important role in mitochondrial regulation. The role caper plays in mitochondria regulation could have important implications for aging and neurodegenerative disease. Additionally, it was found that caper appears to have a phenotypic interaction with the gene encoding for the conserved RNA binding protein, imp in the development or maintenance of the morphology of both ddaC neurons and the neuromuscular junction. Understanding the contexts in which caper interacts with these genes is key to understanding how caper fits in different biological pathways. Overall, understanding more about caper could have major implications for human health because it is highly conserved across species including in humans.

The National Counterterrorism Center (NCTC) was established to serve as the primary organization in the U.S. Government for the integration, sharing, and analysis of all terrorism and counterterrorism intelligence. To date, no study has sought to illustrate whether and how NCTC overcomes the barriers to information sharing among agencies and the people that comprise them. The purpose of this dissertation is to explore the micro-level ways in which intelligence work is conducted in a post-9/11 world and to examine the circumstances that both facilitate and discourage collaboration. By presenting detailed ethnographic evidence and the in-depth interview perspectives of the people who actually do this work daily, this study provides a sociological analysis and discussion of best practices to help identify ways in which NCTC can move closer to fulfilling its mission.

Various cultures interpret visual rhetoric differently; therefore, technical communicators must adjust their rhetoric accordingly by creating effective visual rhetoric for their international and multicultural audiences. Although there is a great deal of research in the field regarding how to create effective visual rhetorical rhetoric, this research often fails to take into international and multicultural audiences into consideration. Many visual rhetoric solutions proposed in technical communication involve “catch all” approaches that do little to communicate to people of non-Western cultures and can even serve to offend or confuse international and multicultural audiences. These solutions are generated by a globalization mindset, but are not realistic when we acknowledge how varied technical communication audiences are with regard to culture. The globalization approach also fails unless technical communicators intend to limit the reach of their communication to certain types of Western audiences. To create the most useful visual rhetoric, technical communicators must learn to use color, graphics, icons/symbols, and layouts (web and print) appropriately for audiences. They must learn more about different types of cultures (individualistic or collectivistic, universalist or particularist, high-context or low-context, high uncertainty avoidance or low uncertainty avoidance, monochronic or polychronic, linear thinking or systemic thinking, masculine or feminine), and they must address these different cultural expectations accordingly.