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Prevalence of Stress Urinary Incontinence in Female Strength Athletes
No full textBackground: Stress urinary incontinence (SUI) is a symptom during pregnancy and in the postpartum period, but a high prevalence of SUI is experienced in sports involving running and jumping. Objectives: Identify the scope of the problem of SUI in women participating in strength sports, movement patterns that elicit SUI, and the impact on quality of life in female athletes with SUI. Study Design: Survey mixed methods with qualitative focus groups. Methods: The International Consultation on Incontinence Questionnaire Short Form (ICIQ-SF) and a sport-specific and obstetric/gynecological history questionnaire were sent to women who are United States citizens, age 18-65, and members of USA Weightlifting, USA Powerlifting, and/or CrossFit affiliates. Polychoric and Spearman correlations were conducted for survey analysis. Logistic regression was performed to estimate predictors of the likelihood of women experiencing urine leakage with exercise. Wald chi-square tests were used to calculate odds ratios for each outcome. Following the survey, respondents were able to volunteer to participate in two focus groups for qualitative data. Results: Three hundred forty-two respondents completed the online survey. Sixty four percent reported any leakage and 44.8% (n=155) of those reported leakage during training. Parous women were more likely to report SUI than nulliparous women and there was a moderate correlation between parity, hours of training, and urinary leakage both during and outside of exercise. Olympic lifters had a greater risk of SUI than CrossFit athletes (OR 1.227 (95% 1.04-1.45, p=.01)). Qualitative reports demonstrated feelings of embarrassment, frustration, and hopelessness with urine leakage during and outside exercise. Women reported double unders, deadlift, running/jumping, front squats, cleans, and push press as offending movements that cause leakage during training. The athletes also reported adjustments to, or elimination of, training exercises and that urinary leakage is an acceptable side effect of training. Conclusion: Women in strength sports experience SUI with a moderate correlation between parity, hours of training, and leakage during and outside of training, negatively affecting sport performance
Hearing Things
No full textArtist Statement
\u27Hearing Things\u27 explores nostalgia and childlike whimsy, infused with a dark undertone. It emphasizes the sense of hearing and the feeling of alienation. This piece embodies transformation, evoking both curiosity and unease through its surreal expression. Rooted in personal and societal narratives, it invites viewers to reflect on identity, change, and the masks we wear
Star Girl
No full textArtist Statement
The world is so vivid and bustling with art. I just hope to capture it all before my heart. I am just a photographer with a keen eye. I want to capture everything I see, art is all around me and it\u27s hard not to notice so I flick a picture and hope that my work shows it
Christian Identity and Commercialization: A Rhetorical Case Study of Faith-Based NIL Branding in College Athletics
No full textThis project, “Christian Identity and Commercialization: A Rhetorical Case Study of Faith-Based NIL Branding in College Athletics, explores the intersection of faith, personal branding, and commercialization in the era of Name, Image, and Likeness (NIL) in collegiate athletics, with a specific focus on Christian student-athletes. Since the NCAA\u27s 2021 policy change allowing athletes to profit from NIL, student-athletes have been thrust into a complex landscape of sponsorships, digital branding, and entrepreneurial identity. While this shift offers unprecedented opportunities, it also presents ethical and spiritual dilemmas, particularly for Christian athletes seeking to integrate their faith into their public and commercial presence without compromising authenticity. Through a qualitative, multiple-case study approach supplemented by rhetorical and multimodal analysis, this study examines how two high-profile athletes—Paige Bueckers and Oscar Tshiebwe—strategically align their NIL engagements with their Christian values. Drawing from rhetorical theory (Burke’s identification), communication ethics (Peters), multimodal composition, and faith-based marketing literature, this project shows how these athletes construct spiritually coherent brand narratives, resist commodification, and foster community engagement through public testimony and service-driven endorsements
Estrategias de Aprendizaje Activo para el Desarrollo de Habilidades en la Formación Empresarial de Estudiantes de Administración de Empresas en una Universidad Privada en Colombia.
No full textEsta disertación fue elaborada con el propósito de investigar la influencia y efectividad de las estrategias de Aprendizaje Activo (AA), utilizadas en otras áreas del conocimiento, como una herramienta para el desarrollo de competencias empresariales en estudiantes de Administración de Empresas en una universidad privada en Colombia. Lo anterior teniendo en cuenta que a medida que la educación superior avanza, se enfrenta a desafíos cada vez más complejos y especialmente en las áreas de las ciencias administrativas, los empresarios demandan profesionales con competencias apropiadas para el mundo empresarial moderno altamente competitivo y cambiante; en ese escenario se propuso analizar el AA como una metodología clave para fomentar habilidades críticas que preparen a los estudiantes para este reto contemporáneo. La investigación se centró en identificar qué enfoques dentro de las estrategias de AA ofrecen la mayor contribución al desarrollo de competencias como el pensamiento crítico, la resolución de problemas, la creatividad y la toma de decisiones.
Para tal fin se desarrolló una metodología de investigación cuantitativa, donde se recopilaron datos mediante encuestas, con el objetivo de desarrollar un modelo sistematizado de implementación y evaluación de estrategias de AA. El análisis estadístico se aplicó para identificar correlaciones y patrones en la efectividad de diferentes estrategias de AA, así como para evaluar su impacto en el desarrollo de competencias empresariales.
Los resultados del estudio demostraron que la implementación de estrategias de aprendizaje activo, como el estudio de casos, simulaciones, juegos de roles, aprendizaje cooperativo y aprendizaje basado en problemas, generó mejoras significativas en el desempeño académico y la adquisición de habilidades prácticas. Los resultados cuantitativos, obtenidos mediante pruebas pretest y postest, evidenciaron incrementos notables en la motivación, la comprensión de temas empresariales, la capacidad de resolución de problemas y la preparación para la práctica profesional. La investigación resalta la importancia de adaptar el diseño de las actividades de aprendizaje activo a las características específicas de los estudiantes y del entorno institucional, y recomienda profundizar en la gamificación y el uso de simulaciones inmersivas para potenciar el compromiso y la toma de decisiones en escenarios empresariales complejos
Enhancing Cataract Surgery Outcomes: Optimal Use of Pre- and Post-Operative Eye Drops
No full textMany preoperative and postoperative cataract patients struggle with comprehending the use of prescription medication as directed. Language barriers and low health literacy levels are major factors contributing to improper use of prescriptions. To increase patients comprehension, the Fort Lauderdale Eye Institute employed an educational intervention consisting of a live presentation and an instructional video. Results found that 44% of patients were hesitant to ask questions to clinical staff, 32% felt overwhelmed, and nearly 70% lacked confidence in using their prescribed eye drops. Following the intervention, 91% of patients reported increased confidence in their medications, and most indicated that the video and demonstration clarified previously confusing material. The study population primarily consisted of patients over the age of 61, with a majority being English speakers and the remainder composed of non-native speakers.
The results demonstrated that structured learning aids significantly reduced cognitive load, improved understanding of medication instructions, and enhanced patient autonomy. In addition to improving recovery outcomes, these improvements reduced clinic disruptions, such as unnecessary phone calls and walk-ins. Overall, the findings suggest that enhancing healthcare literacy through multimodal communication, such as digital media and live demonstrations, can contribute to better postoperative outcomes after cataract surgery, improved clinical efficiency, and increased medication compliance. Expanding this approach to broader patient populations and additional clinics may further validate its effectiveness
Percepción Docente Sobre los Estilos de Liderazgos Implementados en Una Universidad de Puerto Rico de Acuerdo con La Práctica Educativa.
No full textEste estudio se centró en las percepciones de un grupo de docentes sobre los estilos de liderazgo educativo implementados en una universidad de Puerto Rico, de acuerdo con su práctica profesional. El propósito del investigador era comprender cómo los docentes habían interpretado, aplicado y valorado el liderazgo en sus contextos laborales, considerando las regulaciones estatales y las exigencias administrativas de la institución. A través de entrevistas semiestructuradas, el investigador buscó identificar: ¿cómo habían percibido los docentes el liderazgo educativo implementado en su institución?, ¿qué estilos de liderazgo habían identificado los docentes como presentes en su entorno laboral?, ¿cómo estas percepciones habían influido en su desarrollo profesional, interpersonal y pedagógico? La investigación se fundamentó en la Teoría del Aprendizaje Social, la Teoría del Liderazgo Educativo, la teoría de la Percepción y el modelo del Círculo Dorado de Sinek. Metodológicamente, se empleó un diseño cualitativo de estudio de caso múltiple, que permitió analizar las experiencias y percepciones de los docentes en sus contextos reales. Se entrevistó a docentes activos en una universidad del área metropolitana de Puerto Rico. Los datos se recolectaron mediante entrevistas semiestructuradas, posteriormente codificadas y analizadas para generar temas, subtemas y patrones.
Los docentes percibieron el liderazgo educativo como un componente esencial en la organización escolar, en áreas como la planificación instruccional, la gestión del aula y el trabajo colaborativo. Los participantes identificaron estilos de liderazgo democrático, transformacional y autoritario, y destacaron el impacto positivo en líderes que modelaban empatía, comunicación efectiva y visión compartida. Asimismo, se observó que los estilos de liderazgo percibidos habían influido directamente en la motivación, la autopercepción profesional y la satisfacción laboral del docente. Los hallazgos se alinearon con la literatura existente, con la relevancia de la percepción como fenómeno cognitivo y social, y con la necesidad de formación continua en liderazgo dentro de las universidades. Las implicaciones del estudio destacan la urgencia de capacitar a los docentes en competencias de liderazgo y de promover estilos que fomenten el trabajo en equipo, la innovación pedagógica y el bienestar de la cultura académica. Este estudio aporta al conocimiento sobre el liderazgo en la educación superior en Puerto Rico, ofreciendo recomendaciones para el fortalecimiento de prácticas administrativas y pedagógicas en las universidades
An Investigation Into the Challenges Faced by Special Needs Early Childhood Education Teachers
No full textThis applied dissertation examined the challenges faced by Early Childhood Special Education (ECSE) teachers in identifying and implementing effective instructional strategies for preschool students with disabilities. The study also explored the processes used to monitor student progress and the potential adaptation of the Multi-Tiered System of Supports (MTSS) framework for early intervention classrooms. Guided by four research questions, the study employed a descriptive qualitative design using semi-structured interviews with 10 ECSE teachers from a large public school district.
Data analysis, conducted through thematic coding, revealed eight interrelated themes: (a) IEP limitations and insufficient prior information, (b) behavioral masking of student needs, (c) delayed or unclear diagnoses, (d) desire for classroom-embedded progress monitoring tools, (e) need for behavior management training, (f) systematic barriers such as staffing shortages and limited resources, (g) emphasis on the importance of collaboration, and (h) reliance on a trial-and-error approach. Findings indicated that ECSE teachers often begin instruction with minimal actionable data, relying heavily on professional judgment, observation, and collaboration to determine effective strategies. Participants identified the need for improved IEP instructional specificity, developmentally appropriate embedded progress monitoring tools, targeted professional development in behavior management and collaborative practices, and structural supports to facilitate data-driven decision-making.
The study concluded that adapting MTSS for preschool special education requires tools and processes that align with the developmental and behavioral characteristics of young learners, supported by adequate staffing, protected planning time, and accessible professional resources. Recommendations included enhancing IEP content, integrating classroom-based assessment tools, and creating systemic supports to bridge the gap between policy and practice in ECSE settings