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Is the Lever Sign an Effective Diagnostic Tool for Acute Anterior Cruciate Ligament Tears: A Critically Appraised Topic
No full textContext: The anterior cruciate ligament (ACL) is one of the most injured structures of the knee, occurring in 68.6 per 100,000 athletes per year. Assessing ACL injuries should be completed quickly and precisely to allow for appropriate injury management decisions. Special tests allow for expedited injury assessments by utilizing manual maneuvers that test the integrity of the ACL. Prevalent ACL special tests include the Lachman, Anterior Drawer, and Pivot Shift tests. These special tests require quick translational or rotational movements that can lead to patient apprehension and, thus, possible reduction of test accuracy. The Lever Sign is a special test that proposes to not be limited by patient factors such as pain, swelling, and apprehension.
Methods: A computerized search was completed in October 2023. The search terms used were acute ACL injuries, Lever Sign, Lachman, Anterior Drawer, and Pivot Shift. Electronic databases used were PubMed, EBSCOHOST, and Google Scholar. Inclusion criteria required articles to be written in the English language, published within the last ten years, peer-reviewed, contain all of the search words, and be predominantly focused on acute ACL injuries. Exclusion criteria included articles that focused solely on chronic ACL tears, ACL injuries with co-existing ligamentous or soft-tissue injuries, and any topics unrelated to the search terms provided. Validity of the selected cohort studies was determined using the STROBE checklist. One author independently reviewed the studies, scored each paper, and reviewed the completed appraisals to come to a consensus on the study quality.
Results: The literature search retrieved 224 total articles and 220 were excluded based on the exclusion criteria, resulting in four studies. The studies ranged from 61.2%-100% for sensitivity and 90% for specificity of the Lever sign. The average accuracy of the Lever sign from these four studies was 82.5%.
Conclusions: Each of these cohort studies had varying methodologies, hypotheses, and study parameters, but all had a common goal in determining the overall accuracy of the Lever Sign. It was determined from these studies that, with an average accuracy of 82.5%, the Lever Sign is a viable option for ACL diagnostic testing. However, due to inaccuracies between studies, the Lever Sign should not be performed as the sole diagnostic test in a physical examination, but should be completed in conjunction with other special tests. The Lever Sign was determined to be unaffected by patient factors, anesthesia, stage of injury, patient gender, and clinical experience level. Since the test has an easy learning curb, it allows clinicians to perform accurately with minimal training. Given these strengths, the Lever Sign could be an important tool for athletic trainers and other clinicians.https://digitalcommons.jsu.edu/ce_jsustudentsymp_2024/1038/thumbnail.jp
Mastering Nutrition in Ultramarathon Training and Racing
No full textPushing the limits of human endurance, single-stage ultramarathons necessitate an intricate nutritional strategy. The International Society of Sports Nutrition (ISSN) Position Statement explores evidence-based nourishment guidelines vital for training and race day triumphs. Establishing a robust performance foundation is paramount, which can be achieved by satisfying energy requirements. This is crucial for attaining peak recovery and maintaining rigorous training regimens. Adopting a periodized nutritional plan, emphasizing whole-food consumption, caters to the elevated caloric needs and mitigates gastrointestinal issues often accompanying endurance training. Adopting a food-first mindset promotes metabolic adaptations, optimizing fat oxidation and enhancing gastrointestinal resilience to various training fuels. This ensures effective recovery and consistent performance.
For ultramarathoners, mastering fat utilization is pivotal as it\u27s a significant energy source. Commencing a tailored carbohydrate intake strategy early, preferably within the moderate-to-high range (60%), is instrumental in countering fatigue, supporting high-intensity performance, and restoring glycogen reserves. Nonetheless, incorporating strategic low-carb sessions is essential but should be approached judiciously to prevent any detriment to performance. Protein consumption is equally critical, playing a key role in preserving muscle mass and aiding recovery from exhaustive training. The daily recommended protein intake stands at approximately 1.6 grams per kilogram of body weight, with an allowance for increase during periods of intense training. Prioritizing proteins rich in essential amino acids, particularly leucine, promotes muscle repair and synthesis, further elevating performance levels.
Addressing the formidable race day involves a nuanced fueling strategy to sustain energy levels and avert calorie deficits. Athletes should target a caloric intake between 150-400 calories per hour, incorporating a balanced mix of 30-50 grams of carbohydrates, 5-10 grams of protein, and an assortment of calorie-dense, palatable foods. Hydration is equally critical, with a recommended fluid intake of 450-750 milliliters per hour to thwart dehydration and maintain electrolyte balance. Ensuring adequate sodium intake (\u3e575 milligrams per liter) is vital under hot and humid conditions. Strategic caffeine consumption during later race stages can bolster performance and heighten alertness. Moreover, gradual gut training and integrating a low-FODMAP diet (fermentable oligosaccharide, disaccharide, monosaccharide, and polyol) can significantly diminish gastrointestinal distress, a prevalent issue among ultramarathon participants. While the efficacy of ketogenic diets and ketone esters in enhancing performance is still under scrutiny, ongoing research may illuminate their potential benefits.
By adhering to these well-founded nutritional guidelines, ultramarathoners can fine-tune their nutrition, build endurance, and confidently navigate the demanding race terrain. This comprehensive guide is a navigational tool, charting the course from the foundational training phase to the triumphant moment of crossing the finish line.https://digitalcommons.jsu.edu/ce_jsustudentsymp_2024/1035/thumbnail.jp
Molecular Genetic Analysis of Congenital Stationary Night Blindness Associated TRPM1 Genetic Variants of Uncertain Significance in Humans and Horses Utilizing Caenorhabditis elegans
No full textCongenital stationary night blindness (CSNB) is a collection of genetic diseases affecting the eyes and vision in humans and horses. In horses, genetic mutations in TRPM1 also result in a leopard-spotted coat pattern. Studies of Caenorhabditis elegans have revealed the nematode ortholog gon-2. If a TRPM1 missense variant has been associated with CSNB in humans and horses, then the genetic variant could result in gon-2 dysfunction and a phenotype in the mutant nematode. Identification of conserved variants of uncertain significance (VUS) within the TRPM1 were identified in both humans and horses. The human and horse TRPM1 genes, along with the nematode gon-2 gene were used to identify I875V VUS at the human TRPM1 location. Future experiments include generating a CRISPR-Cas9-engineered C. elegans model containing the TRPM1 missense VUS in the nematode loci of gon-2 for in vivo assessment. Primers were designed and used to amplify the I875V VUS region in C. elegans using polymerase chain reaction (PCR), gradient PCR, and gel electrophoresis. Gradient PCR was carried out to identify the optimal annealing temperature for a single band PCR product and a large PCR reaction was generated for an in vitro CRISPR-Cas9 experiment followed by microinjection. Ultimately, we plan to analyze phenotypic differences present in the mutant nematode strain when the gon-2 gene is edited with the TRPM1 VUS; focusing on the impact of gonadal and vulva development. This study will provide in vivo assessment of this CSNBassociated VUS shedding light on its clinical significance for humans and horses.https://digitalcommons.jsu.edu/ce_jsustudentsymp_2024/1027/thumbnail.jp
Too Passionate: The Destructive Nature of Overpowering Emotion
No full textThis paper seeks to analyze how an emotion that is often viewed as positive can be detrimental when it overpowers an individual’s morality. Through the analysis of the characters Madea and Procne, women who murder their children in order to gain revenge against their husbands, and the idea of Orientalism, which seeks to label Eastern people groups as inherently “less than” Western people, passion’s ability to lead to destruction is evident. Because the evidence of overpowering emotion leading to negative consequences spans across both fictional and real-life scenarios, over centuries of time, it is evident that this is an issue that needs to be recognized and addressed. While the positive aspects of deeply felt passion, or any emotion, are not ignored, the potential dangers of allowing emotion to overcome morality are addressed and investigated in this analysis.https://digitalcommons.jsu.edu/ce_jsustudentsymp_2024/1017/thumbnail.jp
In the Classroom
No full textDigital files are used to produce infographic poster designs introducing the teaching method integrated into an English Language Arts course. The following is an example project using the Videntis method in an English/Language Arts class. 1. Teach Content Learning about poems, students read the poems of “Beowulf” and “Sir Gawain and the Green Knight.” 2. Assign Project Coat of Arms Project: After examining the literature of “Beowulf” and “Sir Gawain and the Green Knight” and discussing the heroic qualities of each character in each poem, students identify their personal heroic attributes and then create a coat of arms that represents those personal heroic qualities using symbolism, color, and visuals. 3. Research // Ideate Students choose four words, research those four words and what they mean visually, and provide rough drawings of the symbols they are creating. Students provide a presentation to turn in on those four words and why they chose them to describe their own attributes. The students will receive feedback on their ideas. 4. Create // Revise The students take feedback from their initial idea and create their shield. The students bring their work-in-progress shields and continue to work on them during class. The workday is the final opportunity for the students to receive feedback from the teacher and classmates. 5. Final // Evaluate The students are evaluated on the following: the presentation of the project, the quality of the shield, and completing the requirements of the project. The students will discuss their project to the class, what four words describe their heroic qualities, and why they chose these final visuals for their shield. After their presentation, they will write a short reflection essay on what they enjoyed about the project, what was successful, and what they would change to enhance their product.https://digitalcommons.jsu.edu/etds_mfa_images/1045/thumbnail.jp
Trifold: Videntis
No full textDigital photographs of the trifold design were made for the audience to take home.https://digitalcommons.jsu.edu/etds_mfa_images/1048/thumbnail.jp
Booklet: Inside Spread
No full textDigital files produce booklet designs introducing the teaching method and the organization’s mission.
With Videntis, the power of graphic design goes beyond aesthetics – it embodies a mindset that transforms our approach to learning. The Videntis methodology seamlessly integrates the creative problem-solving mindset of graphic designers into secondary classrooms, enriching education in Mathematics, Science, English, and History. Explore the fusion of creativity and academia with Videntis.https://digitalcommons.jsu.edu/etds_mfa_images/1053/thumbnail.jp
The Backpack Methodology: A Research Methodology for First-Year Design Students
Get PDFView the Digital Exhibition of The Backpack Methodology
First-year design students often need to pay more attention to research or, at the very least, allocate the necessary amount of time and effort to it. Through my personal and teaching experience, I have realized that this happens for a few reasons: for first-year students, the task of “research” does not sound exciting, some of them do not realize the benefits of doing research and exploration, and others, do not know how to do research properly. Our job as design educators is to teach students how to solve problems and think creatively, and to do that; we also need to teach them how to research.
The “Backpack” methodology is a research methodology designed for first-year design students. This methodology aims to help students collect their visual research and resources in one place, where they can make connections, reflect on their findings, and transform them into creative output. Also, it emphasizes exploration, creates research habits, and encourages a culture of sharing among students, which makes research fun.
In this thesis project, the methodology refers to the overarching strategy for identifying, capturing, and processing information. The “Backpack” system refers to the framework where all this information is captured, categorized, analyzed, and finally, becomes creative output. The methodology is “how,” and the “Backpack” system is “where” to capture and process research.https://digitalcommons.jsu.edu/etds_mfa_docs/1005/thumbnail.jp
“Backpack” Method | Infographic Poster 1
No full textThe three infographic posters are designed to inform the audience about the “Backpack” methodology and system. This first poster explains the methodology and its objectives. Dimensions: 27 x 40https://digitalcommons.jsu.edu/etds_mfa_images/1079/thumbnail.jp
“Backpack” System in Notion, Screenshot
No full textScreenshot of the “Backpack” system implemented in Notion.https://digitalcommons.jsu.edu/etds_mfa_images/1089/thumbnail.jp