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Therapeutic Roots: A Gardening Program For Older Adults
No full textI created a 10 week horticulture program for older adults to increase social participation and improve over all wellness.Acadia St. Landry Guest Hom
Quantification of total and individual polyphenolic content in over 400 cucumbers (cucumis sativus) for genome-wide association studies (GWAS)
No full textThis thesis study aimed to investigate the impact of growing conditions and variety on the total polyphenolic content (TPC) in over 400 GWAS cucumbers grown under greenhouse and open field, and the contents of gallic acid and quercetin in the greenhouse cultivars. The TPC was analyzed spectrophotometrically at 750 nm and the individual polyphenols were analyzed using HPLC-DAD at 273 nm (gallic acid) and 368 nm (quercetin). The greenhouse cucumbers (417 fruits) had TPC of 9.54 – 31.82 (average: 18.92) mg GAE/100 g and the open field cucumbers (416 fruits) 5.48 – 25.30 (average: 13.02) mg GAE/100 g. The individual gallic acid content ranged 0.00039 – 0.18 (average: 0.024) mg/100 g and quercetin ranged 0.0035 – 0.15 (average: 0.024) mg/100 g for greenhouse cucumbers (406 fruits). These results indicated that the polyphenolic content, total and individual, is variety dependent and significantly impacted by the growing conditions
The role of special child services in extremely preterm children's neurodevelopment and behavior
No full textThe current study investigated the potential moderating effect of special child services, such as early childhood intervention, speech therapy, occupational therapy, and physical therapy on the neurodevelopmental and behavioral skills of extremely preterm children. While survival rates of preterm infants have increased due to advancements in neonatal intensive care and perinatal technology, the risk of moderate to severe neurodevelopmental impairments, behavioral problems, and complex medical issues has also increased (Bell et al., 2022; Niklasson et al., 2003). Early detection and intervention for neurodevelopmental delays and behavioral difficulties are crucial, but community resources may be lacking after discharge from the Neonatal Intensive Care Unit (Fefferman et al., 2017; Forsythe & Willis, 2008). The study aimed to identify the contribution of special child services in improving the neurodevelopmental and behavioral outcomes of extremely preterm children and to encourage early detection and intervention.
The present study found that early intervention programs did not serve as a moderator in the association between cognitive skills and internalizing or externalizing problem behaviors. Additionally, speech therapy did not serve as a moderator in the association between communication skills and problem behaviors. However, occupational and/or physical therapy served as a moderator in the association between motor skills and externalizing problem behaviors, but not internalizing problem behaviors
Open Pedagogy in Course Design for Art of Mathematics Course
No full textAt Penn State University, ART197 (Art of Mathematics) is a recently developed General Education course that asks students to explore and investigate the intersection of mathematics and art, music, dance, nature, architecture, and other fields. The course is intended to counteract negative perceptions about mathematics and illustrate the beauty and elegance of mathematics in diverse fields.
As part of the course design, students are asked to explore new connections in mathematics and art and generate their own new knowledge which has not been published or documented to date. The students conduct their own research on a topic of interest and use this new knowledge to edit, revise, and update appropriate Wikipedia pages with their new knowledge, including citations and references.
The proposal will demonstrate how to engage and motivate students in active learning aimed at the development and creation of this new student knowledge. The examples used will be focused on synergies between art and mathematics
In this talk, I will review this aspect of the design of this student open pedagogy initiative which engages students and converts the course from teacher-centric to learner-centric focus. In particular, I will discuss the research methods used by students, the creation process, the editing process, and finally the publishing aspect of Wikipedia. Students use various technology tools such as visual editors and tools to tools to include images, links, and other dynamic content. The presentation will also review various technologies available to any faculty interested in including student Wikipedia-related editing and authorship in their courses.
Feedback from students has been extremely positive. Students have indicated that the course activities expanded their knowledge outside of a traditional textbook and engaged the students as active parts of the learning center. The course was switched from a teacher-centric focus to a learner-centric focus.
If possible, I would like to conduct several polls during the session to engage and ask attendees if they use active learning components in their courses if they have any examples of open pedagogy where students generate their own new knowledge, and if any faculty have used Wikipedia authorship as part of course assessments
Exploring the Experiences from Weekly Group Meetings in the Information and Communication Technology (ICT) Study Among Community-Dwelling Older Adults
No full textThe purpose of this capstone project in research skills was to implement weekly group meetings to an 8 week iPad intervention study and explore participants' experiences with information and communication technology (ICT). Another aim was to examine ICT's effectiveness with improving social connection and increasing physical and mental health among community-dwelling older adults. The results from the qualitative analysis was reflective of some of the quantitative data collected.Texas Woman's Universit
Synthesis and characterization of diverse copper halide complexes with a range of heterocyclic ligands
No full textThis study aimed to compare the stability, physical, and chemical attributes of Cu(I) and Cu(ACN) metals, investigating their resemblances and disparities. It comprises approximately 137 pages, encompassing 90 figures, 16 tables, and references. The research focused on synthesizing and characterizing Cu(I) complexes with azole family ligands. Two methodologies were applied: the first involving CuI and Cu(CH3CN) (where X = I or CH3CN) reacting with single ligands like 3,5-diisopropylpyrazole, 3,5-diphenolpyrazole, 3,5-(tert)-butylpyrazole, and 5-(4-chlorophenyl)-1H-tetrazole. The second utilized Cu(CH3CN) with mixed ligands specifically 3,5-diphenolpyrazole and pyrazine, as well as 3,5-(tert)-butylpyrazole and pyrazine. Complex synthesis occurred via solvent-mediated routes using the Schlenk technique and solvent-free reactions with mechanical grinding. Comprehensive characterization involved techniques such as melting point determination, solubility tests, luminescence spectroscopy, FT-IR, TGA, elemental analysis, NMR, and X-ray crystallography. Ligands were characterized using the same listed techniques to understand changes. All synthesized products underwent thorough characterization using diverse analytical tools
Studio Management and Community Engagement: Three Studio Owner Perspectives
No full textThis qualitative study investigates the lived experiences and perceptions of three dance studio owners on the topic of dance studio management and their dance studio’s involvement with the local community. The participants, Jamie Perrin, Carolina Escamilla, and Karen MacIntyre, all own and manage dance studios in North Texas. The author conducted this study to unveil less visible narratives of dance studio owners whose practices and perspectives may be unknown. The author applied a combination of qualitative research methods to collect and analyze interviews, conduct ethnographic observations, and assess outward-facing marketing material. The participants’ life experiences generate discourse from the field of dance studio management and its potential relationship to community involvement
Assessment of stress and burnout in physical therapist clinical instructors
No full textClinical education is a critical component of a student physical therapist’s (SPT’s) journey to becoming a physical therapist (PT). Clinicians who are willing to be clinical instructors (CIs) are needed to educate and mentor the SPT on affective, cognitive, and psychomotor skills, however the role of CI is typically filled voluntarily. The increase in workload related to the SPT has the potential to increase the perceived stress and burnout of the CI. The purpose of this project was to assess the stress and burnout of CIs and to explore factors related to clinical education which CIs feel influenced their stress and burnout. The first study utilized a cross-sectional approach. The second study utilized qualitative, one-on-one interviews while the third study used a pre- post- study design. The results of Study 1 revealed PT CIs to have moderate stress and burnout levels. Study 2 revealed the following themes: (1) Clinical education positively influences the PT CI, (2) Clinical education influences PT CI stress and burnout, (3) PT CI burnout as an influencer of accepting an SPT, (4) The SPT’s influence on PT CI stress and burnout, (5) The influence of the SPT’s education level on a PT CI’s willingness to accept a student, and (6) The influence of the challenging SPT experience on supervising future SPTs Study 3 findings revealed that there was no significant difference in a PT CI’s stress and burnout between pre- and post- supervising an SPT, however for those with high levels of burnout, SPT mentorship resulted in a statistically significant reduction in burnout. Results of the dissertation provide data to support the presence of stress and burnout in PT CIs, however the perceived stress and burnout may not result in lasting effects. Further studies are needed to identify ways to support PT CIs, reduce their increased workload, and perceived stress and burnout related to clinical education
Influences of nineteenth century women's speeches on forming early feminist ideology: A rhetoric of social intervention approach
No full text“Womanhood is the greatest fact of her life,” writes Susan B. Anthony, Elizabeth Cady Stanton, and Matilda Gage in the History of Suffrage: 1848-1860. The ideological concept of “womanhood” is a central theme of “first-wave” feminist rhetoric and the Woman’s Rights Movement of the nineteenth century in America. This dissertation explores how Christian feminists influenced the rhetorical construction of “womanhood” and formative aspects of feminist ideology through their oratory. The way in which this study explores how women’s rhetoric contributed to concepts of “womanhood” and feminist ideology is through the analysis of seven speeches and sermons not previous studied by other scholars through the theoretical and analytical framework called the Rhetoric of Social Intervention model. The analysis of rhetorical interventions in the speech artifacts demonstrated how Christian feminists separated religious influence from social and political perspectives on women and womanhood, perceived how changes in society based on egalitarianism would impact women’s social roles and relationship with men, and contributed to modern discourse about needs and identity. The implications of this study include challenging scholarship on simplified perspectives of the “first-wave” feminist movement, synthesizing feminist ideology into an entire ideological framework, and provide more insight into understandings of how women shape rhetorical discourse
Parenting behaviors and resilience: A mediating for emotional regulation across trauma exposure
No full textDespite the high prevalence of trauma across the lifespan, there is limited research on trauma that occurs in childhood and adolescence and the effects that a person experiences later in life as an adult. Adverse childhood experiences (ACEs) have been consistently well-defined, but their impacts, in conjunction with other environmental factors and individual abilities, have not been identified. Expressly, resilience, or the occurrence of post-traumatic growth following an adverse event, of adults who experienced trauma in childhood and adolescents has limited research in association with relevant variables. For example, parenting behaviors, such as responsiveness and demandingness, have been identified to have lasting impacts on offspring’s psychological well-being. Parents also model methods of emotion regulation (ER) and its practice. Results illustrated a statistical significance in resilience scores based on the total number of ACEs. Parental responsiveness and parental demand significantly predicted resilience separately. A mediation analysis demonstrated a partial mediation between parental responsiveness and resilience through ER. Similarly, results illustrated a partial mediation between parental demand and resilience through ER. From these results, more information about the relationship between trauma and resilience has been explained that can inform and target specific interventions across the lifespan and identify areas of future research