9667 research outputs found
Sort by
Estrogen modulation of macrophages: A potential mechanism underlying sex differences in orofacial pain
No full textCranio-orofacial pain disorders are 3-4x more common in women and include migraine, headache, trigeminal neuralgia, burning mouth syndrome, and temporomandibular joint disorder; all of which are exacerbated by stress to a greater degree in women. The presentation of cranio-orofacial pain changes across menarche, the menstrual cycle, and menopause, implicating a modulatory role of gonadal hormones. While progesterone and testosterone are protective against pain, 17-estradiol (E2) has a perplexing dichotomic effect. Our research is focused on the role of E2 on trigeminal nociceptors innervating the orofacial tissues. We find that E2 enhances the pronociceptive effect of the neurotransmitter serotonin (5HT) on trigeminal sensory neurons and that 5HT can be released from macrophages to contribute to pain. Our overarching hypothesis is that E2 modulates the neuroimmune communication between macrophages and trigeminal nociceptors to promote a heightened sex difference in orofacial pain. In a rat model of inflammatory orofacial pain, we report estrogen receptor alpha agonism increased 5HT-evoked pain behavior, which was decreased by estrogen receptor beta antagonism. Stress induced more pain behaviors in females, that correlated with reduced serotonergic neurotransmission and attenuated by targeting 5HT receptors. We next investigated whether E2 alters release of inflammatory mediators, including 5HT, from macrophage cell lines. E2 decreased 5HT release from macrophages via activity at ERβ, but not ER, and the coincident activity of E2 and 5HT increased the release of key proinflammatory mediators known to enhance pain. Lastly, we induced a unilateral anterior crossbite in rats and characterized the development of pain behaviors as a clinically relevant model of temporomandibular joint disorder. We report sex differences in the development of orofacial pain and that exposure to stress evokes greater widespread pain behaviors in females compared to males. Overall, we provide evidence of a pronociceptive effect of E2 on 5HT-evoked orofacial pain via ER receptors in the trigeminal sensory system, and that E2 can act coincident with 5HT at ERs on macrophages to release key proinflammatory mediators known to target neurons and contribute to pain. We provide evidence of a novel neuroimmune mechanism that may contribute to the greater prevalence of cranio-orofacial pain disorders in women
Female teachers’ experiences: Unraveling the nexus of gender violence, health, education, and cultural norms
No full textDespite evidence about the importance of education and its role in bridging the gender gap, attitudes and behaviors that devalue women based on gender persist, with female teachers continually being victimized by gender violence. The current study's objective is to describe the lived experiences of Kenyan women teachers and how gender intersects with their well-being, including health, education, and societal norms, using social scripting theory. The study stands out because in our academic literature, voices of women living in both urban and rural settings of Kenya are seldom acknowledged. Data were collected through two focus groups of 15 women. Focus group discussions were audio-recorded, transcribed verbatim, and coded using thematic analysis. The findings were grouped into five primary categories of women's experiential living, that is, dowry and early marriage, husband's polygynous marriages, marital rape and family planning, and HIV. The paper concludes that entrenched structural inequality disadvantages women, creating a gender wealth and economic gap
Face-to-face, online or HYFLEX instruction? the effects of self-directed learning on stress reduction and student satisfaction among emerging adults
No full textPurpose: The outbreak of COVID-19 significantly disrupted educational activities and forced universities to rapidly transition from the traditional face-to-face (F2F) environment to online learning formats. The purpose of this paper is to examine the effects of self-directed learning (SDL) on three instructional modalities (F2F, online and HyFlex) among emerging adults. The authors propose that class interaction enjoyment serves as a channel to understand how SDL relates to students’ satisfaction and stress reduction.
Design/methodology/approach: An online survey was distributed to the emerging adults, aged 18–25, at six universities across five different US states. Construct validity and reliability were tested by using confirmatory factor analysis. The moderated mediation relationship was examined by calculating the indirect effects of each course delivery format.
Findings: The results show that the positive indirect effect of SDL on stress reduction via interaction enjoyment was stronger for F2F classes. In addition, the positive indirect effect of SDL on class satisfaction via interaction enjoyment was stronger for HyFlex classes.
Originality/value: This literature has shown contradictory results: the effects of SDL on student satisfaction and stress reduction prove to be sometimes positive, sometimes non-significant. To better understand this relationship, the authors aim at a mediating variable – enjoyment of class interaction – as a mechanism, and a moderating variable – the instructional modality – as a boundary condition. This research contributes to emerging adults learning literature by involving the interplay among SDL, enjoyment of class interaction and the instructional modality
Unlocking the use of coding to understand geometric concepts
No full textIn this paper, the authors detail a fifth and a sixth grade geometry-based lesson involving Python coding. Both problem-based tasks involve the use of graphing various two-dimensional figures in the first quadrant with justification of shapes drawn. Helpful coding tips, sample prompts with example work, as well as teacher modifications, are included
Creating active virtual learning communities in asynchronous online college courses: Why it matters and ideas to try
No full textAs the number of universities offering fully online-only courses increases, a new set of challenges arises for students and professors. The ability to create professional learning communities (PLCs) amongst peers and professors in their fields has become a challenge for online-only students. Factors such as technological isolation caused by geographical distance and stakeholder digital fluency may hinder the ability of students to receive the full spectrum of support that in-person PLCs provide (Ribon et al. 2013). This leads university professors in search of ways to provide students with a way to build community and networking with their peers in place of in-person community building
An analysis of teachers’ reports of bullying incidents
No full textBullying behavior impacts the victim, the bully, and the overall school climate. Recording and reporting bullying behaviors reliably will aid schools in designing and assessing interventions. This study examines how teachers in a K-8 combined elementary and middle school reported bullying incidents to the office over seven years. Two hundred twenty-eight reported bullying incidents were recorded and examined for how teachers defined bullying compared to the Center for Disease Control (CDC) uniform definition and what types of bullying were reported most often. Results indicated that teachers rarely included any of the six CDC components when documenting bullying. “Peer Who is Not a Sibling” (98%) was the most referenced component, whereas “Power Imbalance” (2.6%) was the least referenced. The authors found that the frequencies of specific elements included in the teachers’ referrals did not align with prior research. Verbal (58.3%) and physical (46.5%) bullying were teachers' most reported bullying incidents
The effects of blood flow restriction on lower extremity EMG amplitude while performing a resisted sled push in healthy subjects
No full textIntroduction: Studies have demonstrated that resistance training and blood flow restriction (BFR) has notable advantages, including enhancing muscle growth, boosting muscle activation, and improving function. In the field of neuromuscular research, muscle electromyography (EMG) is a widely utilized method for understanding and analyzing neuromuscular recruitment patterns and identifying any adaptive changes that may occur.
Purpose: The objective of this study was to examine the impact of blood flow restriction (BFR) on the amplitude pattern of six lower extremity (LE) muscles during resisted sled pushing activity at two different walking speeds: 80 bpm and 140 bpm.
Methods: A convenience sample of 32 healthy individuals, an average of 23.8 years old (±1.42 SD). Surface electromyography was used on subjects’ tibialis anterior (TA), gastrocnemius (GA), vastus medialis (VM), biceps femoris (BF), gluteus maximus (GMa), and gluteus medius (GMe) on their dominant LE. The subjects then pushed a resistive sled with 40 feet for three trials at 80 and 140 bpm. After adding BFR at 80% limb occlusion pressure, all the trials were repeated.
Statistical Analysis: A 2 × 6 (BFR group and muscle) repeated measures analysis of variance (ANOVA) test was used for significant interactions and main effects during each speed and BFR condition. The minimum (MIN), average (AVG), and maximum (MAX) electromyography (EMG) values are presented for each muscle.
Results: ANOVA revealed a significant interaction between the BFR group and muscles with AVG F (1.92, 59. 39)=4.23,p=.021, and MAX F(2.53,78.56)=3.751, p=.019 at 80 bpm. The main effects between muscle groups were found with MIN at 80 bpm and AVG and MAX at 140 bpm. The main effects for the BFR group were AVG and MAX at 80 bpm and AVG and MAX at 140 bpm. When comparing AVG BFR 80 to 140 bpm, the main effects were found for both speeds and increased activation of all six muscles, most notably the GA and VM.
Conclusion: At 80 bpm, BFR affected the GA, VM, and GMa. At 140 bpm, all six muscles showed increased AVG and MAX activation. When comparing 80 to 140 bpm, all six muscles showed increased activation at the BFR faster pace, most notably the GA and VM
Translation and cross-cultural adaptation of the Arabic version of the patient reported impact of spasticity measure
No full textContext: The Patient Reported Impact of Spasticity Measure (PRISM) is a self-reported questionnaire that is used to assess the impact of spasticity on the quality of life of individuals with spinal cord injury (SCI). Its inclusion in the assessment process for patients living in a country such as Saudi Arabia, which has one of the highest incidences of SCI around the world, will be an integral addition. Aims: The aims for this study were to translate and cross-culturally adapt the PRISM into Arabic and pilot test the Arabic version on Arabic speakers with SCI in Saudi Arabia. Settings and Design: Translation process was administered according to the recommended guidelines used for cross-cultural adaptation of healthcare measures. Methods and Material: Pilot testing of the PRISM-Arabic was administered to 35 individuals with SCI presenting with spasticity. Participants were interviewed to assess the relevance of the questionnaire to the Arabic language and culture. Face and content validity of the PRISM-Arabic as well as its floor and ceiling effects were assessed. Results: During the translation process, the expert committee made changes in 14 occasions due to cultural equivalence differences. Pilot-testing showed eight items that needed further adaptation. After all were made, the cross-culturally adapted PRISM-Arabic showed adequate face and content validity and did not have flooring and ceiling effects. Conclusions: The PRISM has been successfully translated and cross-culturally adapted into Arabic language. Further assessments of its psychometric properties are recommended. Implications for its use in clinical practice and research were presented
What Mamá Gallina can teach literacy educators about healing biliteracies
No full textAs bilingual teacher researchers, we are interested in how bilingual Latinxs develop their biliteracies. This is because becoming and remaining biliterate in the U.S. is a continual challenge (Nuñez, 2022) for minoritized bilinguals, as the primary emphasis for many bilingual Latinxs is to learn English (Acosta et al., 2020). Upon entering school, bilingual families are asked what languages other than English are spoken at home; students are given English language proficiency tests; then, throughout their schooling they are further held accountable for demonstrating adequate English language development and proving their mastery of content standards on English high-stakes test
Preparing to lead with the help of the Disney Leadership Institute
No full textMany undergraduate and graduate programs at colleges and universities worldwide provide opportunities for their students to travel abroad and learn global experiences that help them complete requirements within a designated course. This global experience focuses on observing, relating to, and learning from like minds in like disciplines but in different cultures, environments, and strategic organizational goals. Keeping this in mind, the PhD in Education, Leadership, and Organization (ELO) at Texas Woman’s University (TWU) faculty wanted to offer a global experience to students that supported their individual needs and leadership goals. Hence, the Disney Institute of Leadership became a great opportunity for our students. We wanted our students to have the ability to attend and learn about leadership and organizational practices by learning from an entity that is a global sensation and is respected for its longevity and productivity