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No full textCut coral with yellow tape labled OR VIII. Location: Ocean Pierhttps://nsuworks.nova.edu/feingold_images/1408/thumbnail.jp
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No full textCut coral with yellow tape labled OR VIII. Location: Ocean Pierhttps://nsuworks.nova.edu/feingold_images/1418/thumbnail.jp
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No full textCut coral with yellow tape labled OR XI. Location: Ocean Pierhttps://nsuworks.nova.edu/feingold_images/1426/thumbnail.jp
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No full text5 reseachers on boat in waterhttps://nsuworks.nova.edu/feingold_images/1437/thumbnail.jp
Exploring Hydration Strategies: A Preliminary Comparison of Fluid Administration Methods in Collegiate Football Players
No full textIntroduction: Maintaining optimal hydration is critical for athletic performance and preventing heat-related illness, particularly among football players who face elevated risk due to heavy protective equipment and intense physical demands. As core body temperature and heart rate increases, physiological strain causes are directly correlated with the severity of body water deficit. Dehydration levels exceeding 2% of body weight significantly impair both aerobic performance capacity and cognitive ability. Purpose: Therefore, the purpose of this research is to investigate whether fluid consumption among collegiate football players differs based on administration methods (self-administration versus athletic trainer administration) during practice sessions. Methods: Twenty male NCAA Division I football players (ages 18-24) participated in a within-subjects design study. Participants were randomly assigned to either self-administration or athletic trainer (AT) administration methods on consecutive days. During practice, when participants indicated thirst, they received a 32-ounce water bottle and consumed fluid either through self-administration (ad libitum) or AT administration (fluid squeezed directly into mouth until signaled to stop). Fluid consumption was measured using standardized protocols. Results: Results indicate that self-administration resulted in significantly higher fluid consumption compared to AT administration (7.93 ± 5.14 ounces vs. 3.10 ± 0.55 ounces). A paired-samples t-test revealed a statistically significant mean difference of 4.83 ounces (t₁₉ = 4.30, p \u3c .001) with a large effect size (Cohen\u27s d = 0.961). Self-administration volumes (7.9 ounces) exceeded National Athletic Trainers\u27 Association recommendations of 6.8 ounces every 15-20 minutes, while AT administration (3.1 ounces) fell substantially short. Conclusion: These findings suggest that hydration protocols prioritizing self-regulated fluid intake may be more effective for meeting collegiate football players\u27 hydration needs
Health Professional Students\u27 Experiences with Gender-Identity Inclusive Content in the Classroom and Supervised Clinical Learning
No full textPurpose: Gender-identity diverse populations have unique healthcare needs, but they experience stigmatization leading to negative health outcomes. Healthcare professionals have reported obstacles to delivering affirming care to gender-identity diverse patients due to limited training. We assessed how health profession students encounter gender-identity content and how students’ perceived preparedness to provide care for gender-identity diverse populations. Methods: A survey distributed to students enrolled in health professional programs at a large mid-western university included close-ended questions about exposure to gender-identity diverse curricular content in didactic and supervised clinical settings and perceived preparedness to work with gender-identity diverse populations. Open-ended questions asked what could better prepare learners with knowledge or skills to work with gender-identity diverse clients in classroom and clinical learning settings, respectively. Descriptive statistics were calculated for close-ended questions. Open-ended responses were examined through a content analysis approach. Results: Most respondents indicated they are taught about inclusive language (66%, n=29/44) and gender-identity inclusive content should be incorporated into curricula (71%, n=31). Of those who indicated they were exposed to this population in course or clinical settings, less than half felt their coursework prepared them to work with gender-identity diverse patients (49%, n=17/35) and less felt their clinical experiences prepared them (17%, n=6). Through open-ended responses, respondents indicated needing more exposure to this population through applied learning or in clinical settings. Conclusions: By identifying gaps within didactic and clinical curricula, educators are informed to develop effective interventions to prepare health profession trainees to provide respectful, comprehensive care to all patients
Telerehabilitation Program in Rural South India: A Mixed-Method Analysis of the Shared-Decision Making Process
No full textPurpose: Shared decision making (SDM) in health care teams involves partnering with the patient and family to consider treatment options, prioritizing their values and preferences while collaboratively determining the best care plan. Previous research on SDM in rural South India has only focused on adult populations receiving in-person care. This study aimed to understand parent perception of the SDM approach implemented in telerehabilitation services offered by Amar Seva Sangam Ayikudy to children with disabilities in a rural Southern Indian setting. Methods: A convergent parallel mixed-methods design was utilized. Quantitative data was collected from 187 participants using a SDM measure examining parents’ perceptions of whether SDM was implemented. Additional qualitative data was gathered through 3 virtual focus groups. Results: Most SDM measure respondents (71.7%) reported engaging in SDM, a finding also shared by parents in the focus groups. Thematic analysis of focus group responses revealed four themes: intentionally positioning the parent as an expert within the care team, building capacity and transferring knowledge, enhancing participation through in-person community resource worker support, and valuing the family context in making decisions. Additionally, parents requested more treatment sessions to address their children’s needs. Conclusions: This study enhances understanding of parent engagement in the SDM process with the team providing telerehabilitation services. These insights may guide family engagement in virtual service provision in other settings
Nutritional Care for Adults with Obesity Treated with GLP-1and Dual GIP/GLP-1 Receptor Agonists: A Review of Evidence, Gaps, and Clinical Implications
No full textAbstract
Background:
Glucagon-like peptide-1 receptor agonists (GLP-1 RAs) and dual glucose-dependent insulinotropic polypeptide/glucagon-like peptide-1 receptor agonists (GIP/GLP-1 RAs) have revolutionized obesity management, producing unprecedented weight loss outcomes. Their widespread use has outpaced research on nutritional implications, adverse events, and evidence-based guidance for dietitians. Given the central role of nutrition practitioners in supporting adults with obesity, understanding the mechanisms, risks, and nutrition-related outcomes of GLP-1 therapies is critical.
Methods:
A comprehensive literature search was conducted utilizing PubMed, Embase, and Google Scholar to identify relevant peer-reviewed articles on the topic of glucagon-like peptide-1 receptor agonists (GLP-1 RAs) use and nutrition-related considerations in the management of, intervention, and care of adults with obesity. Key terms and Boolean operators were used in a variety of combinations throughout the search: “GLP-1 receptor agonist” OR “GIP/GLP-1” OR “ “glucagon-like peptide-1” OR “glucose-dependent insulinotropic polypeptide/glucagon-like peptide receptor agonists” OR “incretin” OR “semaglutide” OR “liraglutide” OR “tirzepatide” AND “obesity” OR “weight loss” OR “overweight” AND “nutrition” OR “diet” OR “dietary intake” OR “nutrient deficiencies” OR “dietitian” OR “nutrition counseling” OR “adverse events.”
Results:
Across randomized controlled trials, GLP-1 and GIP/GLP-1 therapies produced mean weight losses ranging from 5% to over 20% of baseline body weight, with gastrointestinal side effects—nausea, vomiting, constipation, and diarrhea—reported in up to 75% of participants. Limited available data suggest that patients on GLP-1 therapy may fail to meet recommended intakes for fiber, calcium, magnesium, iron, vitamins A, C, D, and E, and protein; however, comprehensively evaluated diet quality, nutrient adequacy, or long-term nutrition outcomes are yet to be investigated by researchers.
Conclusions:
Evidence underscores a pressing need for proactive nutrition support in patients treated with GLP-1–based pharmacotherapy. Registered dietitian nutritionists may play an essential role in mitigating nutrient deficiencies, preserving lean mass, and managing adverse gastrointestinal events. Further research is warranted to define standardized nutrition protocols and to optimize safety and long-term success in obesity management involving GLP-1 therapies
Mapping Peace: Bridging Beliefs and Values in a Multipolar World
No full textIn a multipolar world, peacebuilders must adapt to a more diverse and non-traditional set of actors—Middle Powers, regional organizations, and non-state groups—whose beliefs, values, and emotions around peacebuilding may differ sharply from our own.To navigate this complexity, peacebuilders must adopt a multipolar perspective that recognizes the diversity of worldviews shaping peace efforts. This means engaging with varied actors and reconciling their motivations with our own to build more inclusive and effective peacebuilding strategies.
Our hands-on virtual workshop addresses the challenge of engaging with diverse peacebuilders in this evolving landscape. It will introduce participants to Valence, a software tool for Cognitive Affective Mapping (CAM), which visualizes the beliefs, values, and emotions that drive peacebuilding efforts. CAM enables peacebuilders to identify patterns in their own and others’ worldviews, fostering deeper understanding and collaboration.
The workshop begins by framing the challenge of peacebuilding in a multipolar world. Facilitators will then demo Valence and guide participants in mapping their own belief systems around a fictional conflict scenario. In breakout groups, participants will share and reflect on these maps, identifying areas of overlap and divergence in their peacebuilding perspectives. Finally, the group will reconvene to reflect collectively on lessons learned, deepening participants’ ability to recognize and work with the diverse worldviews shaping global peace efforts
Reframing Peace Education: A Social Identity-Based Model for Reconciliation During Conflict
No full textThis paper introduces a social identity-based teaching model for peace education that emphasizes reconciliation practices throughout the trajectory of violence, rather than solely in its aftermath. While existing pedagogical approaches focus heavily on prevention, they often overlook the role of reconciliation when preventive strategies fail. To address this gap, the paper begins by reviewing current teaching models for understanding the escalation and de-escalation of conflicts, identifying the missing social identity and reconciliation dimensions that limit their effectiveness in fostering long-term peace and human security.
Drawing from social identity theory, the proposed framework offers a dual application: first, to understand conflict escalation through identity formation, delegitimization of the outgroup, and polarization; second, to teach reconciliation amid conflict through integration, re-humanization, and recategorization. These mechanisms provide an outline to understand shifts in behavior, rooted in core values, group norms, and ingroup/outgroup dynamics, that contribute to the escalation of violence for small and large-scale conflicts. In turn, the model offers a framework for implementing reconciliation grounded in the social identity factors that contributed to the conflict. It leverages these factors to inform and facilitate relationship restoration and cultivate forgiveness.
Methodologically, the study applies key social identity variables, including but not limited to group membership, salience, relative deprivation, collective memory, and threat narratives, to investigate how ingroup and outgroup dynamics between conflicting group structures shift during violence and how these same factors can be used to implement reconciliation and forming practices. By analyzing behavioral changes, the framework emphasizes addressing relational harms and restoring trust during ongoing conflicts to reduce the likelihood of escalation, providing a proactive strategy for strengthening human security and restoring relational trust