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Among Adults With Diabetes Type 2, Does Herbal Medicine Help to Stabilize Blood Glucose Compared to No Usage?
No full textGlobal glycemic control has declined. The undiagnosed diabetic ratio is 1:3 (BMI>23) in Southeast Asians versus 1:5 (BMI>25) worldwide. Potential causes include reduced beta cell function, impaired insulin action related to lower muscle mass, and high ectopic fat deposits in the liver and muscle. Diabetes causes a moderately low quality of life in social and mental health. Herbal medicine is the study and practice of medicinal plants, which are still underutilized to achieve therapeutic management and healthy lifestyles in diabetic control. Herbal medicine has multiple benefits, such as low cost, minimal to no side effects, reduction of diabetic complications (cardiovascular, retinal neuropathy), effective control of carbohydrate metabolism (e.g., onion-quercetin, grapevine- resveratrol), and improvement of overall health, insulin sensitivity, secretion, and hypoglycemic effects (high content of phenolic compounds, flavonoids, terpenoids, alkaloids, and glycosides). Scientists are encouraged to incorporate herbs into comprehensive medication reviews and prescriptions from early diabetic stages. (Faculty Sponsor: Dr. Sandra Cesario
Effects of Self Lead Video Based Exercise Programs on Improved Quality of Life
No full textThis program will provide members within Fitness Project The Woodlands with video based exercises centered around the goal of long term improvement in quality of life. Through the lens of the Occupational Adaptation model, I intend on developing a series of specific video based exercise programs based on the individual’s current fitness level and current occupational activity to promote client self efficacy, confidence, and overall relative mastery of their exercise regimen with the overall outcome measure being increased quality of life.Fitness Project The Woodland
The effects of self-efficacy and resilience on stress, burnout, and turnover intentions among early career education professionals
No full textPersonnel shortage is a significant and on-going concern in the field of education. Considering the on-going problem of teacher shortages, it is critically important to stem the tide of attrition among teachers and school psychologists, especially those in the first five years of their careers. Some early career professionals have high levels of personal resources, which help to sustain them in the face of career stress. There are others who need more supports to gain the self-efficacy and resilience needed to successfully traverse the early career stresses and challenges they face. It was the purpose of this study to identify quantitative and qualitative factors both within the person and within the context that can be marshalled to provide the support needed for the early career professionals struggling to determine their continuance in the field. This study provided data to measure personal factors by using quantitative online surveys to assess the status of stress, burnout, self-efficacy, resilience, and turnover intention among early career educators. In addition, it added qualitative data gathered through semi-structured interviews conducted through an online platform to gain insight into the lived experiences of early career professionals as they navigate their first years in the profession and what supports they feel will help them mitigate negative outcomes related to the stress that is inherent in the education profession. This study demonstrated that stress alone does not have a significant impact on turnover intentions, but when stress leads to burnout, there is a significant impact on turnover intentions. Early career school psychologists and early career teachers did not differ significantly on their levels of stress and burnout, which were in the moderate to high range for both groups, but the two groups differed significantly on their turnover intentions. The study also found that resilience, which was lower than the general population norm among the study participants, has a positive impact on reducing levels of burnout among early career educators who are engaged in stressful careers, while levels of self-efficacy have little impact. The study also promoted understanding of the supports that are needed for these early career professionals
“Everywhere, even if it’s silent, there’s some kind of racism”: A critical case study of antiracist pedagogy
No full textThis dissertation investigates the transformative potential of critical literacy in elementary education, specifically within the framework of a club named The Upstanders. Anchored by a Critical Race Nepantlera Methodology (CRNM), this study explores the intersectional experiences of BIPOC students within the educational system. The study is set against a backdrop of systemic oppression and marginalization, exacerbated by anti-CRT sentiments, where dominant cultural norms in literacy education perpetuate assimilation and exclusion. By examining how students demonstrate and develop critical literacy through their participation in the club, this research aims to disrupt the status quo of educational practices that privilege White, middle-class standards. This study is a qualitative case study, conducted over 10 sessions at an elementary school. Ten fifth grade students participated in this study. In order to answer research questions, I collected data in the form of group interviews, field notes, and artifacts. I analyzed this data through qualitative, two-cycle coding, beginning with open, descriptive codes, then thematically categorizing codes. Through the lens of critical literacy, which encourages the questioning and transformation of dominant ideologies, the dissertation presents findings on how students' critical literacy practices evolve in the context of the club. Initial themes such as "emerging criticality," "nuanced criticality," "critical aims," and "critical consciousness" reveal a spectrum of critical engagement among students, from initial aspirations for a more inclusive world to a deepened understanding of complex social issues and a readiness for critical social action. The findings showcase the club's role in supporting students' development of critical literacy through developing critical consciousness and interaction The evolution of students' criticality is marked by different expressions of criticality, culminating in transformative actions and a commitment to challenging injustice. Notably, the study highlights the joyful engagement of students in critical literacy activities, challenging narratives of indoctrination and illustrating how elementary students, particularly BIPOC students, can decenter eurocentric curricula, demonstrate resilience and brilliance, and challenge systemic racism.
This dissertation contributes to scholarship, practice, and policy by providing evidence of the radical transformative potential of critical literacy in elementary education. It underscores the importance of fostering critical consciousness among young learners and supports the integration of critical literacy practices that empower students to question, analyze, and transform the oppressive structures that shape their lives and learning environments
"Monsterland" as a modern bestiary: Adaptation and allegory in the age of anxiety
No full textThis thesis examines Hulu's horror anthology series Monsterland (2020), an adaptation of Nathan Ballingrud’s North American Lake Monsters (2013). The series employs a variety of mythical creatures to explore contemporary social issues, positioning itself as a modern bestiary, a genre that combines descriptions of a variety of creatures with moral lessons. Through detailed analysis of episodes featuring the pelican and the siren, I illustrate how the series uses these creatures to address themes such as climate change, corporate corruption, and the consequences of unchecked desires. Utilizing monster theory and adaptation theory, the thesis argues that Monsterland functions as an allegorical narrative, akin to traditional bestiaries, teaching moral and ethical lessons relevant to today's anxieties. In addition, I demonstrate that “New York, NY” and “Palacios, TX,” the two episodes of Monsterland I analyze, enable a reading of the entire series
Exploring the impact of shared identities in internship supervision: A focus on early career school psychologists
No full textSupervision plays a pivotal role in the field of school psychology, serving as a key component for skill development for future practitioners and licensure requirements. Over the past five decades, the demand for school psychologists has seen a significant increase, leading to an influx of new practitioners entering the profession (Morrison et al., 2022). As this profession requires on-the-job training, supervision is critical for helping to meet that demand. Thus, to successfully grow the field, there is a need for effective supervisors.
It is important to recognize that perceptions of effectiveness can vary based on several factors. One such factor, similarity to one's supervisor, has been found to be necessary for the following reasons: “Most people desire cognitive consistency— consistency between attitudes and perceptions of whom and what we like and dislike, interacting with persons who share similarities usually leads to positive outcomes, and similarity validates our view of the world” (DeLamater et al., 2018, p. 268). For this study, demographic similarity (surface-level actual similarity) was the focus as it significantly impacts job satisfaction, feelings of self-efficacy, and rating of a supervisor's multicultural competence.
The purpose of the study was to explore the relationship between sharing multiple demographic identities (gender and race) with the primary supervisor as an intern, and the impact it has on self-reports of self-efficacy and job satisfaction when the intern transitions into being an early career school psychologist. It also explored the relationship between sharing multiple demographic identities (gender and race) with the primary supervisor and how they rate the supervisor's multicultural competence. The results of the study showed that sharing multiple demographic identities (gender and race) impacts self-efficacy scores but not job satisfaction or rating of supervisors’ multicultural competence. The results also showed that sharing gender predicts self-efficacy scores more than sharing race
Voices from the field: Factors related to job satisfaction of educational diagnosticians
No full textThe purpose of this study was to fill a gap in the current research related to educational diagnostician retention and job satisfaction and provide insight for current leaders of special education programs and campus administrators on ways to attract and retain educational diagnosticians to/in their schools. Educational diagnosticians certified in Texas anonymously completed a survey containing the Job Descriptive Index (Bowling Green State University, 2009) and the Principal Leadership Questionnaire (Jantzi &Leithwood, 1996) along with demographic questions. Multiple regression analysis was conducted to determine if years of experience, caseload size, or engagement of transformational leadership by campus principals was a predictive factor of educational diagnostician job satisfaction. Results of this survey indicate overall high levels of job satisfaction for educational diagnosticians with transformational leadership style demonstrating a significant relationship and caseload size trending toward significance
Factor analyses on the validity of the Wechsler measures of cognitive functioning
No full textBeginning over a century ago, intelligence has been and currently is one of the most widely studied phenomena in the field of psychology. Still, there is a lack of consensus in the field on the definition and conceptualization of intelligence with researchers developing numerous theories to better understand it. Corollary to the debate over the concept of intelligence itself, methods of reliably measuring intelligence are also of concern. The widespread use of intelligence testing in a variety of settings, including educational, clinical, and private practice puts this point in sharp relief. Given the widespread use of intellectual assessments, it is imperative that practitioners utilizing such assessments are well-versed in the instruments, including what cognitive abilities are measured and how to interpret the results. The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV), and the Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV) are three related cognitive assessment measures developed to assess general intelligence and a combination of several broad abilities: verbal comprehension (Gc), visual-spatial processing (Gv), fluid reasoning (Gf), short-term working memory (Gwm), and processing speed (Gs). The Wechsler cognitive assessment instruments were developed with theories and cognitive models from several domains, including cognitive psychology, neuropsychology, and specific cognitive abilities such as memory, attention, and executive functioning. However, it is debated whether the factor structure of the Wechsler instruments measures the cognitive abilities as outlined by the test publishers. The primary purpose of the present study was to examine the factor structure of the Wechsler cognitive assessment instruments against two models of cognitive abilities. The models examined were the CHC Theory of Intelligence and the Functional-CHC Model of Cognitive Ability to determine which model best fits the sample data from the Wechsler standardization samples. The data analyses included multiple exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of the Wechsler standardization samples for each instrument. The present study attempted to provide a more comprehensive understanding of general intelligence and cognitive abilities in children, adolescents, and adults. Results of the present study provided support for some of the hypothesized broad abilities posited by both the F-CHC model and the CHC theory, particularly Gc, Gr/Gf, Gcm/Gwm, Gv, and Gs. Results also provided partial support for some of the hypothesized narrow abilities. However, the Wechsler instruments utilized do not appear robust enough to truly investigate the validity of the full F-CHC model and all the narrow abilities. This limitation and others are discussed as well as implications and future research directions
Social-ecological predictors of weight loss in a sample of individuals with traumatic brain injury enrolled in a 12-month healthy lifestyle program
No full textWeight gain post traumatic brain injury (TBI) is a major concern. The purpose of this study was to employ secondary data analysis to examine the relationship of social-ecological factors on weight loss success in a sample of individuals with TBI who completed a 12-month weight-loss program called the Diabetes Prevention Program Group Lifestyle Balance (DPP-GLB) modified for people with TBI (GLB-TBI). Participants in the primary study were eligible if they (a) were between the ages of 18-64 years, (b) were greater than six months post TBI, (c) had a moderate or severe TBI, and (d) had a body mass index (BMI) greater to or equal to 25 kg/m2. Participants (n = 57) were randomized to either the GLB-TBI (n = 24) or attention control condition (n = 23). Secondary data included body weight (measured on a wheel-chair accessible scale), self-efficacy (measured by the General Self-Efficacy Scale [GSE] and Self-Rated Abilities for Health Practice Scale [SRAHP]), social support (measured by the Social Support for Diet and Exercise Behaviors Scale), and neighborhood walkability (measured by the Walk Score® and Neighborhood Environment Walkability Scale [NEWS]). Participants randomized to the GLB-TBI group lost an average of -15.5 ± 16.4 lbs. over the 12-month program. Sixteen of the 24 participants (66.7%) lost more than 5% of their body weight (responders). Regression analysis did not show statically significant correlations between social-ecological variables and weight loss at 12-months for participants in the GLB-TBI group. For the GLB-TBI group, SRAHP total score and subscales of Nutrition, Well-being, and Exercise changed significantly over time with effect sizes ranging from 0.48 to 0.66. Finally, comparisons of responders to non-responders showed that responders were younger, had more years post injury, had higher income, had higher education, and had less comorbid conditions. The SRAHP subscale of Health Practices was significantly higher at baseline for people who lost 5% of their body weight (p = .023) and the subscale of Nutrition was nearing significance (p = 0.058). In conclusion, results suggest that self-efficacy may be an important target for future interventions to enhance weight loss for participants with in the GLB-TBI
Using OER Reading Guides to Help Students Read the Textbook and Improve Exam Scores
No full textWhile textbooks are used ubiquitously in college biology courses for content dissemination, studies have shown that students frequently do not read the textbook or have a difficult time understanding the content within. To address these issues, course and textbook-specific reading guides can be used to provide students with a way to actively engage with the required readings for class. The OER reading guides direct students to read specific textbook passages and to define terms, explain concepts in their own words, summarize information with tables and drawings, and answer in-chapter questions. Examples of reading guides will be shown from different STEM disciplines (including biology, anatomy and physiology, chemical engineering, and biomedical engineering), and best practices for developing OER reading guides will be presented. Additionally, data and results from a prior study on the efficacy of using reading guides in a large introductory biology course will be presented. The results suggest that optional, no-stakes, OER reading guides which assist students with reading their textbooks may help students acquire course content in a transparent fashion which results in improved exam performance