Saddleback College

In bearded dragons (Pogona vitticeps), nannizziomycosis can cause skin lesions, ulceration and lethargy. Formally known as yellow fungal disease (YFD), nannizziomycosis has traditionally been attributed to various Nannizziopsis spp. identified via culture and referred to as Chrysosporium anamorph of Nannizziopsis (CANV). We hypothesized that the presence of Nannizziopsis does not always lead to nannizziomycosis, and that this disease may be caused by multiple pathogens or interactions between microbes (known as the cross-kingdom effect). Thirty-one bearded dragons with suspected nannizziomycosis (unhealthy group) and 20 healthy bearded dragons. Next-generation sequencing (NGS) was used to explore the microbial interactions within the cutaneous microbiota of 51 bearded dragons. One unidentified species within the Nannizziopsis genus (Nannizziopsis sp.) was included in a co-occurrence analysis between 877 bacterial and 78 fungal species in the unhealthy group. Forty-one positive co-occurrences with Nannizziopsis spp. were seen, including Salmonella enterica (p = 0.001), an unidentified species within the Clostridiales order (p < 0.001) and a fungal species from the Cladosporium genus (p = 0.0261). Forty-nine negative interactions with Nannizziopsis spp. were seen, including Bifidobacterium adolescentis (p = 0.0478) and Corynebacterium durum (p = 0.0478). These findings suggest that commensal microbes may change in response to counteract Nannizziopsis, while pathogenic microbes may help facilitate it. Further research should clarify microbial interactions in bearded dragons with nannizziomycosis.

Passing the introductory calculus sequence is critical to undergraduate students’ retention in STEM programs. This study examines the relations between three interrelated processes found to influence mathematics learning and achievement: spatial skills, spatial anxiety, and math anxiety. Additionally, it examines the role of gender on these relations and if and how they help explain precalculus achievement. Findings revealed that spatial skills, spatial anxiety, and gender were linked to math anxiety. Furthermore, spatial anxiety and math anxiety were related to strong final exam performance, but spatial skills and gender were not related to achievement. The presented evidence is in accordance with prior research and corroborates the existence of these relational patterns in a postsecondary academic context in addition to the laboratory context. These findings have broad implications for the development and implementation of efforts aimed at improving postsecondary mathematics outcomes, and subsequent persistence, retention, and representation in STEM programs.

This study examined specific social skills that children with Autism Spectrum Disorder need to improve in their life. This quantitative study obtained data from 40 parents who have children or youth with ASD who participated in a one week day camp. A modified version of the Autism Social Skills Profile (ASSP) was given three times to determine if children and youth with ASD made improvements in social skills after participating in the one week day camp. Survey 1 was distributed before the beginning of camp, survey 2 was given at the end of camp, and survey 3 was given eight weeks post camp. This study reported statistically significant differences when the five domains included in social skills (communication, reciprocity, social cognition, initiation, and perspective taking and self-awareness) were analyzed. The time by treatment interaction was statistically significant for the communication, initiation, and reciprocity domains. These results suggest that participants who attended Camp New Amigos showed a positive impact on social skills for children and youth with ASD, as rated by their parents. Keywords: communication, social skills, imitation, social cognition, perspective taking DOI: 10.7176/JEP/11-17-14 Publication date: June 30th 2020

ABSTRACTThis qualitative study investigated the challenges experienced by first-generation community college students as they navigated the process of transferring to a four-year university. Participants were from a pool of first-generation students who were in the process of completing steps to transferring. These participants all completed specific transfer momentum points, which indicated that they were on a pathway to transfer. This study amplified the voices of first-generation community college students who were achieving success towards transferring and described the challenges and learning that they experienced in the process. The findings indicated that participants faced several significant challenges throughout their educational journey and met momentum points in a surprising number of ways. Participants struggled with financing their education. They felt isolated. Students experienced numerous setbacks and found it difficult to maintain motivation. In the process of overcoming these challenges, they made important realizations about themselves that were critical to their retention and their ability to continue in momentum toward their transfer goals. These realizations included developing financial awareness, utilizing support systems and campus resources, staying focused and hopeful, and finding their drive. The findings of this study inform community college practices for first-generation college students with a goal of transferring.

This research predicts transfer readiness of student’s characteristics and enrollment in CTE pathway; and most significantly addressed statewide CTE transfer students that meet the transfer requirements under CTE Taxonomy of program (TOP) code for students who transfer to a California State University (CSU), and Private or out-of-state university. There is a lack of adequate pathways for CTE students to prepare for transfer to the California State University system. The CTE pathways include a high number of underrepresented students, compounding the problem of equity in current transfer policy. Research indicates that students in career and technical education pathways have a limited path toward a university transfer. Policy has been enacted to improve transfer processes between California community colleges and the CSU system, however the policy does not directly address barriers for students in CTE programs.

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A previous study among European-Americans (McClave, 2000) observed that particular forms of head movements occur in specific communicative environments. The present study investigates whether any of the form–function relationships observed in the original study are cross-cultural. The database consists of seven hours of videotaped spontaneous conversations in Arabic, Bulgarian, Korean, and African-American Vernacular English. This study suggests that head movements are used for semantic, discourse, and interactive functions in these four languages from three genetically unrelated language families.1 Identical head movements occur in three environments across all four cultures: lateral movements co-occur with expressions of inclusivity, the head changes position for each item on a list, and the head orients toward a specific location selected by the speaker when referring to non-present or abstract entities. Head movements function as speaker backchannel requests in each culture as well, but the particular form of movement corresponds to the culture’s head motion for affirmation.