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Tardigrade Survivability under Simulated Martian Conditions
No full textTardigrades, also known as water bears, are considered extremotolerant organisms. Through unique survival strategies, they can tolerate many stressful conditions that would otherwise kill regular organisms, such as extreme temperature/pressure ranges, high salinity, and even the vacuum of space. Their incredible ability to survive makes them an ideal model organism for astrobiological studies, including those involving the survival of life on Mars. This research aims to determine whether tardigrades can survive on Mars and how long they can persist under these conditions. In this project, lichen-dwelling tardigrades will be placed into jars of two perchlorate types- Mg(ClO4)2 and NaClO4- along with a Martian substrate simulant. The pressure will then be lowered to Martian surface pressure levels of around 610Pa. The tardigrades are to be exposed to these conditions in increasing time increments
Case Study
No full textPatient arrived to the ER with shortness of breath, orthopnea, and altered mental status, despite additional oxygen her oxygenation status continued to deteriorate. Patient has a significant past medical history of chronic breast cancer. Arterial blood gas was ordered and resulted with hypercapnic respiratory failure. The patient was then placed on BiPAP but, was non-compliant with use of wearing. Patient was admitted to the Intensive Care Unit (ICU), intubated and placed on mechanical ventilation. The Chest x-ray and CT scan revealed a massive left sided pleural effusion with mediastinal shift. Patient underwent a thoracentesis to remove an excess amount of fluid. The patient since being admitted has struggled with hypervolemia that has caused peripheral edema but is also anemic with a low hemoglobin. Despite intensifying ventilator settings, multiple procedures, and increased medications, patient still remains very critical and rapidly declining. Moreover, patient family considered overall patient health and decided to change patient code status
The Male Gaze Theory within Video Games
No full textFemale video game characters often illustrate sexist ideologies. Many studies have established that this issue can be explained using Laura Mulvey’s theory of the male gaze. This research project seeks to understand how Mulvey’s male gaze theory can explain the ways in which three characters (Princess Zelda, Yennefer of Vengerberg, and Sylvanas Windrunner) are represented within their respective video games. To examine these video game characters and understand how the male gaze theory has contributed to their portrayal, I will examine key scenes in which these characters experience loss of power due to male characters. I will code these scenes using the verbs within the scenes. This will help get a sense of which characters have power (or do not have power) within each scene. The verbs will also help with examining the ways in which these characters interact with, and are interacted with, regarding their world
Is Homework A Valuable Strategy for Learning?
No full textHomework is a widely known strategy that is used to extend students’ learning outside the classroom. Some teachers believe that homework is vital for their students to grasp mathematical concepts that are being taught in person or online because it gives them more practice. Most students complete their homework because they want to keep up with good grades and not get into trouble with their parents, but they feel more successful during in-person instruction. According to the research, students have greater success when more time is spent in-person working on mathematical concepts versus doing homework or working online. Are students directly benefiting from homework or would they benefit more from in-person instruction with some class time to complete practice work
Borrelia burgdorferi Prevalence in Southern Ohio Ticks
No full textTicks are prevalent in Southern Ohio and can serve as a vector for a variety of diseases. Common tick-borne diseases include STARI, Rocky Mountain Spotted Fever, and Lyme disease. Lyme disease is caused by the bacterium Borrelia burgdorferi and is of increasing concern as it migrates from its original northeast location to the rest of the United States. The goal of this research was to gain a better understanding of the prevalence of B. burgdorferi in Southern Ohio. Ticks were collected from the Southern Ohio area using drag sheets and sweep netting as well as donations from local veterinary clinics. Tick samples were speciated and stored in 70% ethanol. DNA was isolated from individual tick samples using Qiagen columns. The FlaB and OspA genes of B. burgdorferi were amplified by nested PCR, to indicate whether B. burgdorferi is present
Factors Contributing to the Use of Evidence and Outcome Measures for Occupational Therapists Working in Post-acute Brain Injury Rehabilitation
No full textBackground: The use of evidence-based practice resources guides the occupational therapy process and identifies factors that have the most impact on rehabilitation outcomes. Purpose: The purpose of this study was to identify types of evidence-based resources, outcome measures, and theoretical guidance that occupational therapists use in the evaluation and treatment of adults with a traumatic brain injury in a post-acute rehabilitation setting. The study also aimed to identify barriers to accessing and using evidence-based practice resources. Method: Thirty-four occupational therapists completed an online survey questionnaire to identify qualitative and descriptive statistics that were related to the research questions. Conclusion: Results indicated that there is a need for more facility support, peer mentorship opportunities, and alternate measures of productivity requirements for occupational therapists. Further, there is a need for more consistent use of occupation-based practice models to guide the evaluation and treatment of adults with a TBI in a post-acute setting
Addressing Ocular Motor Dysfunction in Children with Autism within Occupational Therapy Practice
Get PDFAutism affects 1 in every 54 children and has been present in all racial, ethnic, and socioeconomic groups (Center for Disease Control and Prevention [CDC], 2020b). Every individual diagnosed with autism can have varying skills and abilities, when dysfunction occurs impacting engagement in everyday occupation, occupational therapy services may be recommended. One important area to consider during occupational therapy evaluation, in order to explain dysfunction, is the visual system (Zoltan, 2007). Efficiently comprehending information retrieved through the visual system is crucial for successful engagement in daily occupations. Ocular motor function is a fundamental skill as explained in Warren’s hierarchy of visual development and is required for developing comprehensive visual adaptation. Throughout the literature is has been made clear that there is a high prevalence of visual dysfunction among those with autism (Bakroon & Lakshminarayanan, 2016; Davis et al., 2006; Schmitt et al., 2014). Results from the conducted needs assessment indicate that occupational therapists have a general knowledge of ocular motor function, but do not feel equipped to address it in everyday practice. There is a great need for expanded knowledge and resources in occupational therapy practice in order to address ocular motor skill. To address the discovered area of limitation, ocular motor dysfunction in children with autism, a three-module education course was created for occupational therapy professionals. The education course developed meets a great need within the professional occupational therapy community and will serve as a resource for many therapists
Factors Contributing to the Use of Evidence-based Resources for Occupational Therapists Working in Post-acute Brain Injury Rehabilitation
Get PDFAbstract
Background: The use of theory and evidence-based practice resources guides the occupational therapy process and identifies factors that have the most impact on rehabilitation outcomes. Purpose: The purpose of this descriptive survey study was to identify types of evidence-based resources, outcomes measures, and theoretical guidance that occupational therapists used in the evaluation and treatment of adults with a traumatic brain injury in a post-acute rehabilitation setting. The study also aimed to identify barriers to accessing and using evidence-based practice resources. Methods: Thirty-four occupational therapists completed an online survey questionnaire to identify qualitative and descriptive statistics that were related to the research questions. Conclusion: Despite the number of years in practice, practice setting, level of education, and specialized certifications, occupational therapists\u27 common practice patterns were identified in regards to the usage of evidence-based practice resources, outcome measures, interventions, and theoretical guidance within their occupational therapy practice. Results indicated that there was a need for more consistent use of occupation-based practice models to guide the evaluation and treatment of adults with a traumatic brain injury in a post-acute rehabilitation setting.
Keywords: occupational therapy, traumatic brain injury, post-acute rehabilitation, evidence-based resources, practice guideline
Inquiry-Based Learning vs. Direct Instruction on Student Success
No full textThe COVID-19 pandemic has changed the way education is being presented to students in the classroom and at home. A Southern Ohio school district has chosen to present biology information to students in an online curriculum. Students are forced into an inquiry based classroom in which students oversee their own learning. Online learning presents many obstacles such as motivational issues, access to adequate resources, learning styles not fitting student modality, and guidance from a teacher. A traditional classroom is presented in a direct instruction format, in which a teacher guides student learning. Face-to-Face classrooms allow for support from a teacher, access to materials, and lessons incorporate different learning styles. This research will examine which approach to education is most beneficial to student success using quantitative and qualitative data. With the unknown for how long COVID-19 will affect education, this research is vital for the success of students
Primary Resource Documents and Students Motivation in a Social Studies Classroom
No full textToday\u27s history classrooms are dull and often students are unmotivated. Students are subjugated to rote memorization and note taking with the current state of social studies education and the need to teach to a standardized test. The note taking style of teaching hampers students\u27 desires to learn and participate within the classroom. The researcher hypothesizes letting students participate in hands-on work with primary source documents and the Stripling model of inquiry-based learning, students\u27 attitudes towards learning social studies will show a positive increase in participation within the classroom. The researcher also infers that a positive shift in attitudes will also lead to a positive shift in grades. How can primary resource documents and inquiry-based learning be harnessed in a social studies classroom to get students to their full potential