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Optimism level, psychological well-being and self-efficay of irregular students of Cavite State University / by Ma. Chrisann Nicole Dela Cruz and Jeff Angelo J. Galilo

• Dela Cruz, Ma. Chrisann Nicole [author]
• Galilo, Jeff Angelo J [author]
• Ledesma, Czherie Fei R [adviser]
• College students -- Psychology
• Self-realization
• Stress (Psychology)
• Self-efficacy
• Bachelor of Science in Psychology
• 378.198 D37 2017
• View Thesis Abstract

College of Arts and Sciences, Department of Social Sciences (CAS)

• Holdings ( 1 )
• Title notes ( 5 )

Browsing Ladislao N. Diwa Memorial Library shelves , Shelving location: Theses Section, Collection: Non-fiction Close shelf browser (Hides shelf browser)

Thesis (Bachelor of Science in Psychology) Cavite State University

Includes bibliographical references.

GALILO, JEFF ANGELO J. DELA CRUZ, MA. CHRISANN NICOLE. Optimism level, Psychological well-being and Self-efficacy of Irregular student of Cavite State University. Undergraduate Thesis, Bachelor of Science in Psychology. Cavite State University, Indang Cavite. May 2017. Adviser: Ms. Czherie Fei R. Ledesma, RPm. The study focused on determining the optimism level, psychological well-being and self-efficacy of irregular students of Cavite State University-Main Campus. Specifically, it aimed to identify the optimism level of irregular students in Cavite State University; to identify the psychological well-being of the irregular students in Cavite State University in terms of self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth; to explore the self-efficacy level of irregular student in Cavite State University; and lastly, to know if there is a significant relationship between, optimism and psychological well-being, optimism and level of self-efficacy, and psychological well-being and level of self-efficacy. The study used descriptive correlation techniques as their research design. To choose irregular students as participants, the study used stratified and purposive as their sampling technique. For collecting the data, the study used learned optimism test, ryff s psychological well-being scale and self-efficacy scale to measure optimism, psychological well-being and self-efficacy of the participants. The irregular students of Cavite State University-Main Campus school year 2016-2017, second semester faced different adversities in academic years that may affect their optimism level, psychological well-being and self efficacy. For some aspect, their optimism level was pessimistic or had low level. Meanwhile, their general psychological well-being had high level. But they had drastically low level in personal growth which is one of the sub variables of psychological well-being that had low level. While, the self efficacy of the irregular students had high level. Moreover, the researchers concluded that there is no relationship between optimism and psychological well being; self efficacy and psychological well being and self efficacy and optimism of irregular students. It goes to show that even the irregular students have high level of life satisfaction doesn't mean they also posses' positive outlook towards life and having high level of life satisfaction doesn't mean they will also possess of believing their own ability. Also, believing their own ability doesn't mean they will also possess positive outlook towards life. It depends upon the adversities of an irregular student affects the way they believe in their selves, their life satisfaction and their outlook towards life.

Submitted to the University Library 2020 T-7047

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The Effect of Sleep Quality on Students’ Academic Achievement

Rostam jalali.

1 Faculty of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran

Habibollah Khazaei

2 Sleep Disorders Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran

Behnam Khaledi Paveh

Zinab hayrani, lida menati.

Sleep is an inseparable part of human health and life, which is crucial in learning, practice, as well as physical and mental health. It affects the capacity of individual learning, academic performance, and neural-behavioral functions. This study aimed to determine the relationship between sleep quality and students’ academic achievement among students at Kermanshah University of Medical Sciences.

In this cross-sectional study, 102 medical students from different fields, with maximum variation sampling, completed Pittsburgh Sleep Quality Index (PSQI). For data analysis, SPSS 19 was used through which Pearson correlation test, Spearman test, and t -test were employed.

Based on the quality of sleep questionnaire scores, the results indicated no significant difference between students with high grades and those with low grades. However, there were moderate and sometimes severe sleep disturbances in both groups.

The results showed no significant difference between sleep quality and academic achievement. Nevertheless, longitudinal study should be performed to control for confounding factors.

Sleep is an inseparable part of human health and life, and is pivotal to learning and practice as well as physical and mental health. 1 Studies have suggested that insufficient sleep, increased frequency of short-term sleep, and going to sleep late and getting up early affect the learning capacity, academic performance, and neurobehavioral functions. 2 , 3 Previous studies have indicated that the quantity of sleep reported by individuals as delayed or inappropriate sleep, waking up too late, especially at weekends and daytime sleepiness is associated with compromised academic performance in children and adults. 2 Some studies have emphasized the relationship between delayed starting time of classes and academic success. 4 Reduced overnight sleep or altered sleep patterns has been associated with severe drowsiness and failure in academic success. 5 In a study, people who had enough sleep compared to their sleep-deprived individuals used innovative solutions twice as often when confronted with complex mathematical problems. 6 The chance of academic failure was as long as one or more than 1 year in students with inadequate sleep compared to those with proper sleep. 7 People who sleep less and sleep during the day are more prone to vehicle and work accidents. 8 In some studies, sleep efficiency has been considered as essential for recovery, cognitive processing, and memory integration. 9 On the other hand, lack of sleep has been associated with emotional instability and impaired concentration. 10 In this regard, students are particularly at risk of developing sleep disorders and development of the disorder among them has a negative effect on their academic performance across different grades, 11 – 13 However, there is no consensus in this case and not all studies state that sleep disorders yield a negative effect on academic performance. Eliasson (2010) believes that the time it takes to fall asleep and waking up affect academic performance more than duration of sleep does. 14 Sweileh and colleagues (2011) also believe that there is no relationship between sleep quality and academic success. 15 Similarly, it is claimed there is no relationship between the night sleep before the exam and test scores either. 16

In another study, the author believes stress from lack of sleep causes poor school performance. 17 On the other hand, in a systematic review, the authors could not establish a cause and effect relationship between sleep quality and academic performance. 2 In their meta-analysis study, Dewald and colleagues (2010) emphasized that because of the diversity of the methodology of studies, it is impossible to definitely derive a relationship between sleep quality and academic performance, and thus more longitudinal intervention studies are warranted. 1 According to different conclusions in this respect, the researchers decided to determine the relationship between sleep quality and academic performance among students at Kermanshah University of Medical Sciences.

In this cross-sectional study, through maximum variation sampling, the first three students with highest scores and three last students with lowest scores were selected, and the Pittsburgh Sleep Quality Index (PSQI) was completed for them.

The study population consisted of students of Kermanshah University of Medical Sciences. The samples were also students at each school with the highest GPA (first three high scores) and the lowest GPA (last three lowest scores). The sampling was purposeful sampling with maximum variation. The sample covered a number of disciplines in the third semester and above ( Figures 1 & 2 ). After determining the target students, the questionnaire was given to them and then returned to the researcher after completion.

Abundant distribution of students by field of study.

Frequency distribution of students by semester.

The data collection instruments were demographic form (including age, gender, place of residence, grade, rank in the class, discipline) and Pittsburgh Sleep Quality Index (PSQI). PSQI is a self-report questionnaire which examines the quality of sleep. It has 18 questions which are classified into seven components: the first component is the subjective sleep quality which is determined with Question 9. The second component is related to delays in falling asleep, where the score is calculated by two questions, the mean score of Question 2 and part of Question 5. The third component deals with sleep duration and is determined by Question 4. The fourth component is related to the efficiency and effectiveness of sleeping in patients. Its score is calculated via dividing the total hours of sleep by total hours in the bed multiplied by 100. Then, the fifth component deals with sleep disorders and is achieved by calculating the mean value of Question 5. The sixth component is related to hypnotic drugs and is determined based on Question 6. Finally, the seventh component captures inadequate performance throughout the day and is determined by two questions (mean scores of Questions 7 and 8). Each question is rated between 0 and 3 points where maximum score for each component is 3. The total scores range of the seven components making up the total score range from 0 to 21. Higher scores represent a lower sleep quality, where a score above 6 indicates poor sleep quality. The reliability and validity of this inventory have also been approved in Iran, where the Cronbach’s alpha coefficient of the questionnaire was 0.78 to 0.82. 18 In another study, Cronbach’s alpha for the Persian version was 0.77. In cut-off point 5, the sensitivity and specificity were 94% and 72%, and in cut-off point 6, they were 85% and 84%, respectively. 19

After collecting the questionnaires and introducing students’ demographic data to a computer using SPSS version 16, the relationship between sleep quality scores and grade point average (GPA high and low) was calculated.

The results indicated that 34 cases (33.3%) of the subjects were male. The mean age of the sample 23.10 ± 3.25, where the mean age for females was 22.46± 2.44 and for males was 24.38± 4.19. The participants in the study came from various disciplines including laboratory science, medicine, pharmacology, emergency medicine, obstetrics, radiology, operating room, health technology, and nursing.

Most students lived in dormitories (50%) and 46.1% at home, with 3.9% living in rental houses. The students' educational level ranged between the third semester and twelfth semester.

Among those participating in the study, 67 patients (65.7%) consumed coffee, 90 cases (88.2%) used tea, and 1 (1%) took a drug.

For comparing the mean scores of students and the component of sleep, Spearman test (non-normal data) was employed, where a significant correlation was observed between GPA and hours taking to fall asleep ( Table 1 ).

The Relationship Between Sleep Components and GPA in KUMS Students

Similarly, there was a relationship between sleep components and tea, coffee, hypnotic drugs, and drug ( Table 2 ).

The Relationship Between Sleep Components and Type of Drink or Drug in KUMS Students Kermanshah

On the other hand, independent t -test between Pittsburgh scores in the two groups did not show any significant differences. Nevertheless, impaired sleep quality was moderate to severe in both groups ( Table 3 ).

The Difference Between the Mean Pittsburg Scores in Two Groups (Students with High and Low GPA)

The results indicated that impaired sleep quality between the two groups was not statistically significant. Although the relationship between sleeping and academic success has been introduced in medical literature since a long time, there still no definitive answer in this case. In a meta-analysis study conducted to examine the impact of sleep quality, sleep duration, and sleepiness on adolescents’ academic performance, although all three variables were related to academic achievement (positive relationship between sleep quality and duration of sleep and negative association with sleepiness), this relationship was very trivial. 1

On the other hand, another systematic review study of descriptive studies concluded that sleep disturbance adversely affects different areas such as general health, social status, and academic performance. However, longitudinal studies are required for a more accurate examination. 20 , 21 In an another systematic review of other authors, the authors concluded that under-sleeping would have an impact on learning of some students, and could have a detrimental effect on academic achievement. 22 Further, another review study also suggests a conclusive recommendation which has to be done to modify sleep so that it can be used for academic success. 23

The present study was conducted to explore whether sleep disorder can influence academic achievement or not. Accordingly, a specific sample of accomplished or unachieved students were selected to compare the quality and quantity of sleep. However, no significant difference was between the two groups. Other studies have reached similar conclusions.

Sweileh and his colleagues in a study on 400 Palestinian students concluded that academic achievement was not correlated with sleep quality. 15 In another study on 189 medical students in Pakistan, there was no significant association between lack of sleep and test scores. 16 In this regard, there is a possibility of sleep disorder in students, and this possibility has been expressed for the lack of academic achievement, but it has not been clearly explained. 11 In another study, sleepiness during the day (not the quality and quantity of sleep) was identified as an independent predictor of academic success. 5 In a similar study again the time it takes to fall sleep and the wake-up time (not the total amount of sleep) were associated with academic success, 14 where the total amount of sleep in adolescents with a dynamic mind was not related to their academic achievement. 24 In contrast to such studies that emphasize lack of association or low association, there are other studies that have observed an inverse relationship between sleep disturbance and academic achievement. In a study on 491 first-, second-, and third-year medical students, there was a correlation between academic performance and the amount of nighttime sleep as well as daytime sleepiness. 25 In a similar study on medical students, lack of sleep at night, late going to bed, and daytime sleepiness had a negative effect on the academic performance of the students. 26 Notably, sleep disturbances are likely to yield a negative impact on academic performance, thereby causing a vicious cycle. 25 , 27 Taken together, the studies suggest that most studies have mentioned poor quality sleep among the majority of students. 3 , 26 , 27 Accordingly, concluding the relationship between common sleep disturbance and academic performance should be done with caution. The reason is that academic success can be affected by different factors including the level of family income, the evolutionary process, intake of supplements and vitamins, family size, social media dependency, addiction to social networks, and social issues. In studies these extraneous factors are not under control, thus emphasizing the fact that the presence or absence of correlation between sleep quality and academic performance should be done with caution and using longitudinal studies.

Limitations

The main limitation of this study was the small sample size, but a specific sampling method was chosen to overcome this shortcoming. Another limitation of the study was not controlling for confounding factors in the study. Based on the results of this study and similar studies, further research should be conducted with a better design.

The results indicated no significant difference between sleep quality in achieved and unachieved academic performance. Nevertheless, to conclude with more certainty, longitudinal studies should be performed to control confounding factors.

Acknowledgments

The authors of this article appreciate the collaborations of the Sleep Disorders Research Center.

Funding Statement

Funding for this research was provided by the Kermanshah University of Medical Sciences, Sleep Disorders Research Center (93026).

Data Sharing Statement

The datasets used and analyzed during the current study are available from the corresponding author on reasonable request.

Ethics Approval and Consent to Participate

Informed consent obtained from all participants in the study and this study conducted by the Sleep Disorders Research Center. Identity letter obtained from deputy of research and technology to collecting data. Ethics approval was received from the ethics committee of deputy of research and technology – Kermanshah University of Medical Sciences, number 93026 on 6 April 2013.

The authors declare that they have no conflict of interest.

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Home > ETD > ETD_MASTERAL > 1461

Master's Theses

Characteristics of regular and irregular high school students of ermita catholic school, manila.

Arul A. Arockiam

Date of Publication

Document type.

Master's Thesis

Degree Name

Master of Science in Guidance and Counseling

Subject Categories

Educational Assessment, Evaluation, and Research

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Adviser

Dr. Isagani Cruz

Defense Panel Chair

Dr. Buenaventura Medina

Defense Panel Member

Dr. Simplicio Bisa Dr. Eduardo Deveza

Abstract/Summary

Adolescents beset with problems of biological-physical and emotional-psychological changes, encounter various aspects of stress and pressures and fail in their academic performance. Studies have shown that there are various factors affecting one's academic performance. The non-intellective variables could prove influential and might have a strong effect but as reflected in the poor grades of students and in the high rate of failure they remain to be a problem. While non-intellective factors such as home environment, study habits, televiewing, peer influence and teaching method could account for academic performance, this study is very useful in the sense that some of the factors of academic failure are detected and analyzed. Being so, the effect of non-intellective factors on academic achievement had been extensively studied. However, due to the difficulty of measuring the non-intellective variables and for lack of instruments with which to assess them, studies on non-intellective factors have remained few. Therefore in this study the researcher focused his attention on gaining information regarding characteristics of regular and irregular students of Ermita Catholic School in terms of the intellective factor academic achievement and five selected non-intellective factors viz. home environment, study habits, televiewing, peer influence and teaching method. The students' GPA being the measure of academic achievements, the computerized grades issued at the end of the first and second quarters of the school year 1991-92 were used. A Non-Intellective Factors' Scale (NIFS) adapted from the Sia Academic Performance Scale (APS) was devised to measure the non-intellective factors of 100 regular students who had no failing grades and 115 irregular students who had incurred failures in at least one or more subjects during the first and second quarters.

Data analysis was done through the following: - Means and Standard deviation for items and factors - Frequency and Percentage for personal data - ANOVA for difference - For hypothesis testing the level of significance was set at .05 level. As hypothesized, there are characteristic difference between the regular and the irregular students of Ermita Catholic School, however, while statistically significant, the differences are not great. The findings of the study are discussed separately along with the conclusions and recommendations arising out of them are also given.

Abstract Format

Accession number, shelf location.

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

140 leaves; 28 cm.

High school students; Catholic schools; Personality and academic achievement

Recommended Citation

Arockiam, A. A. (1992). Characteristics of regular and irregular high school students of Ermita Catholic School, Manila. Retrieved from https://animorepository.dlsu.edu.ph/etd_masteral/1461

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The Effectiveness of Modular Approach for Irregular Students (Project Mais) to the Irregular Students of Pantay National High School

• Olive Pantaleon
• Emely F. Fernandez

INTRODUCTION

The purpose of the study was to determine the effectiveness of a Modular Approach for Irregular Students (Project MAIS) to the Irregular students of Pantay National High School enrolled from School Year 2017-2018 to 2018 -2019.

Because of the newly implemented K to 12 curriculum or Senior High School, different schools from public and private all over the Philippines offered different disciplines for every semester. And since students transferred from one school to another, problems arise. Based on the assessments of the student's subjects, students will not graduate and there will be a remaining 2 to 4 subjects only. To address this problem, Project MAIS is created.

The researcher's utilized twenty-one (21) irregular students consisted of fifteen (15) GAS students and six (6) TVL students. Fourteen (14) students out of twenty-one (21) irregular students in Pantay National High School came from Quezon City and San Juan City and are relocated in St. Martha Housing, while the remaining irregular students came from other schools (public/private) and decided to transfer in Pantay National High School.

The study made use of a descriptive research design wherein it describes "what exists" in a situation. The descriptive design includes observation, a survey of interviews, standardized tests and case studies. (McNabb Connie 2008). Qualitative research is a research design that describes in detail all of what is happening in a particular situation or activity rather than comparing. The researchers used the purposive method because the project is intended for irregular students only.

On the profile of the respondents, fourteen students (14) came from public schools and seven (7) from private schools. According to the students, the reasons why they chose Pantay National High School were because it is near to their house and consumed less expense rather than going to private school. Those students who are previously from ABM, HUMMS, GAS, and STEM enrolled General Academic Strand (GAS) in Pantay National High School while, students who enrolled Bread and Pastry, Cookery in their previous school enrolled under the TVL Food Processing.The findings revealed that one hundred percent (100%) of the students answered that the Project MAIS is very helpful in completing the needed subjects for them to qualify as graduate though they find it hard in doing all the task at the same time.

DISCUSSIONS

The research will be helpful to the students who have two to four subjects left on their last year of senior high school. It can be applicable to the irregular students and transferred in students especially outside Rizal area due to different subjects offered.

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These teens were missing too much school. Here's what it took to get them back

Leigh Paterson

Elizabeth Miller

Sophomore Neomi sits quietly in an office at her high school in a Colorado mountain town west of Denver. It's a cold December morning and she's wearing gold and black Nikes and a gray hoodie, pulled up.

She's surrounded by school staff and her mom.

"I just wanna be really clear about the intention of this meeting. It's not to make you feel bad," says Dave, a school administrator.

"What's going on?" he asks Neomi. "Why aren't we coming to school? Because you were coming to school quite a bit, and then all of a sudden..."

As Neomi listens, tears roll down her cheeks.

"Do you not feel safe? Are you stressed?" Dave asks softly.

Finally, in a quiet voice, the teen says, "I don't have friends. I don't have any people."

Listen: How one school is trying to improve attendance of chronically absent students

How one school is trying to improve attendance of chronically absent students.

Neomi has been chronically absent, which means, at the time of this meeting, she had already missed 10% or more of the school year. The teen is part of an alarming trend among the country's K-12 students.

Chronic absenteeism skyrocketed nationwide during the pandemic. In the 2022-'23 academic year, 26% of U.S. students were chronically absent, according to research from the American Enterprise Institute (AEI). Before the pandemic, only 15% of students were regularly missing school.

In some places, like Colorado and Oregon, the rates of chronic absenteeism are even higher.

Research has shown there's a link between irregular attendance and not graduating – and attendance can be a better predictor of a student's drop-out risk than test scores.

"The flip side of it [is] kids with high attendance are much more likely to stay on track and graduate with their peers," says Johann Liljengren, director of dropout prevention for the Colorado Department of Education.

Going beyond academics to help solve absenteeism

Getting chronically absent students back to class is a priority for schools. It requires support from families and teachers, as well as difficult, personal conversations – like the kind Dave and Neomi are having in Colorado.

NPR is only using the teen's middle name so this conversation about her attendance doesn't hurt future job or academic prospects. To further protect her identity, we aren't naming her school or her mom, and we're only using the administrator's first name.

K-12 students learned a lot last year, but they're still missing too much school

Neomi and her family came to Colorado from El Salvador. At the December meeting, a school staffer interprets for Neomi's mom, who has been listening quietly.

When Dave points out that the teen hasn't been in school much since Thanksgiving, Neomi's mom speaks up to explain what her daughter has been going through.

"She doesn't want to come here because she was dating this kid and they broke up," she says through the interpreter. "Everybody is bullying or laughing or talking: 'Well, after being the perfect couple, look at you.' "

Neomi's mom tried to get help for her daughter.

"I was trying to find resources to try to find a therapist," she says through the interpreter.

Dave tells her he can help with that. He knows, through student interviews, that health, including mental health, was among the top reasons around half of all students in this rural district were chronically absent during the 2022-'23 school year.

Other reasons include family responsibilities, transportation issues and jobs.

"So everything from working at, you know, Walmart to helping parents with their cleaning businesses," Dave explains. "They're working till really late at night. And then, you know, getting up in the morning is tough."

For Neomi, the hardest part of coming to school is running into students in the hallways and at lunchtime. With this key information, staffers get to work on some solutions that could help bring the teenager back.

They offer to give her a pass to leave class early so she can avoid the students who have been teasing her.

Dave suggests finding a classroom where she can eat lunch, and school staff offer to stay in touch over a messaging app.

They try to get Neomi to stay for the rest of the school day, but she says she isn't ready. Though she promises to come back on Monday, after the weekend.

What it looks like to come back from absenteeism

Anais and her mom agree Anais' sophomore year was a low point in her high school career: She missed more than a month of classes, which set her back academically and put her at risk of not graduating on time, a common consequence of chronic absenteeism in Oregon .

Anais is currently a junior at David Douglas High School in southeast Portland, Ore.

Battling student absenteeism with grandmas, vans and a lot of love

On a Friday after school back in February, the bubbly 17-year-old and her mom, Josette, are outside, in front of their apartment complex, joking around.

She and her mom go back and forth on how they'd grade Anais' attendance last year.

Josette gives her daughter a D.

"From January to June, you were not there a lot," she says.

Anais is harder on herself: "I would say a D-minus."

Last school year, Anais was sick a lot, but, like Neomi, she was also going through a breakup. Both kept her from school for days at a time.

NPR is not using Anais' full name so she can talk openly about her attendance without hurting future academic or job prospects. To further protect her identity, we also aren't fully naming her mom, Josette.

Chronic absenteeism at Anais' high school was at 44% in 2023, well above AEI's national average.

For Anais, missing so much school hurt her grades and changed her friendships. She says her teachers tried to help – "The teachers really did try their best with me with not showing up" — but there wasn't much they could do.

But this year has been different. Her attendance is back up, and Anais has been working on her grades.

What changed? She hasn't been sick as much this year – and she also got back together with her boyfriend.

Josette doesn't love that the boyfriend continues to play a role in her daughter's attendance. She's quick to remind Anais that school is a priority.

"I do talk to her about not letting things get in the way of her education," Josette says.

After so many absences, getting back on track to graduate goes beyond just showing up. Anais has been taking a credit recovery class after school to make up for what she missed during her sophomore year. She plans to attend summer school too, if that's what it takes to finish on time.

Josette has faith her daughter will pull it off. If she does, Anais would be the first of her five siblings to graduate from a traditional high school.

At that point, Anais jokes, "You're pretty much a grown adult."

Back on track

One thing both Anais and her mom can agree on is how they'd grade Anais' attendance this school year: Both give it an A.

As the school year winds down in Colorado, Neomi's attendance has also turned around. Dave says she missed school the Monday after the meeting, but she did make it on Tuesday. Since then, she's been coming to school a lot more. Recently the teenager had a two-week stretch of perfect attendance. Dave says school staff did a celebration dance in the hallway.

Leigh Paterson covers youth mental health for KUNC in Northern Colorado, and Elizabeth Miller covers education for OPB in Portland, Ore.

Digital and audio stories edited by: Nicole Cohen Audio stories produced by: Lauren Migaki Visual design and development by: LA Johnson

Challenges Of Irregular Students Research

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• university of new orleans
• campus news
• graduate student wins coastal protection research grant

CAMPUS NEWS: MAY 16, 2024

Coastal research, graduate student wins coastal protection research grant.

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University of New Orleans student Lydia DiPaola, who is pursuing a master’s degree in biological sciences, is a recipient of a research fellowship.

University of New Orleans graduate student Lydia DiPaola is the recipient of a one-year $10,000 fellowship, which will fund her research to address high priority needs within Louisiana’s coastal environment. She is the first to earn a Graduate Interjurisdictional Research Fellowship, a joint effort of Louisiana Sea Grant and Louisiana Space Grant, along with the North Carolina Sea and Space Grant Programs.

DiPaola is a master’s degree student in biological sciences at UNO. The Tucson, Arizona native earned a bachelor’s degree in biological sciences from Arizona State University. Her project is titled “Monitoring Biotic and Abiotic Responses to a Shoreline Protection Barrier Project in Jean Lafitte National Park.” Nicola Anthony, professor of biological sciences, is DiPaola’s faculty adviser.

To restore 50 acres of submerged aquatic vegetation lost since the Deepwater Horizon Oil Spill in 2010, the Jean Lafitte National Park and Historic Preserve is building a 2.2-mile-long shoreline protection barrier along Lake Salvador. Completion is expected this summer. Submerged aquatic vegetation beds are important wetland features that provide food and shelter for local aquatic species, stabilize sediments, filter water of contaminants and directly reduce erosion and wave action.

The barrier’s construction is expected to have short-term adverse impacts on water quality and submerged aquatic vegetation in the area, but benefit wetland communities in the long-term. DiPaola will monitor vegetation diversity and coverage, fish community assemblages, water quality and shoreline erosion and/or accretion for one year following the barrier’s construction. Her immediate post-construction monitoring will help managers respond effectively to interim environmental impacts in order to address longer-term environmental injuries caused by the Deepwater Horizon disaster.

The work is being carried out in collaboration with Erin Cox, assistant professor of biological sciences; Martin O’Connell, professor of earth and environmental sciences; and Julie Whitbeck with the Jean Lafitte National Historical Park and Preserve.

The transregional aspect of the program is to promote a greater understanding of the issues researched and create professional development opportunities for the funded graduate students. Fellowship recipients use data from a variety of archives and the remote sensing capabilities available through the National Oceanic and Atmospheric Administration (NOAA) and the National Aeronautics and Space Administration (NASA) to address high priority needs within Louisiana’s nearshore environment.

School Of Education Partners With Kenner Discovery Schools To Create ‘Teacher Pipeline’

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