11549 research outputs found
Sort by
Using Frequency Domain Electromagnetic Induction and Hydrologic Monitoring to Investigate Salinity Dynamics and Drainage Interactions in an Agricultural Field of Coastal North Carolina
No full textSoil salinization poses a growing threat to coastal agriculture, particularly in low-lying regions experiencing sea level rise and saltwater intrusion. Efficient and high-resolution monitoring of salt-affected areas is becoming crucial for timely remediation efforts. Traditional methods are often time-intensive, leading to increased utilization of more advanced geophysical methods. This study aimed to (1) evaluate the effectiveness of frequency domain electromagnetic induction (FD-EMI) as a proxy for soil salinity at a coastal agricultural field in Hyde County, North Carolina, (2) identify the primary sources and transport pathways of salinity, (3) map the temporal distribution of salinity across the site, and (4) explore site-specific remediation strategies. FD-EMI surveys were conducted monthly over a nine-month period using a multi-frequency GEM-2 sensor and calibrated against laboratory-derived salinity values from soil samples. Hydrologic monitoring and soil chemistry analyses were also integrated to assess salinity sources and seasonal dynamics. Results demonstrated a strong correlation between inverted FD-EMI conductivity values and measured salinity (R² ≤ 0.84), validating FD-EMI as a reliable salinity proxy at the site. Salinity patterns were strongly influenced by artificial drainage ditches, which likely facilitate landward saline water transport. Additionally, groundwater and climatic data showed that upward vertical movement of saline groundwater may be simultaneously transporting salt and precipitating it at or close to the ground surface. Time-lapse mapping showed gradual salinity increases over the 9-month period where 20% of the land area shifted from a non-saline (200 mS/m). This was especially evident in the soil layer closest to the ground surface. Based on observed patterns, targeted drainage ditch management and vegetative practices such as phytoremediation are recommended to reduce salinity impacts. This study supports the use of FD-EMI techniques for efficient salinity assessment and highlights key hydrogeologic features driving salt accumulation in coastal farmlands
Lilly's Magical Toolbox
No full textRepresentation in children's literature is a powerful tool for fostering inclusivity and understanding. As an aspiring special education teacher and an individual with dyslexia, I have personally experienced the lack of representation for students with disabilities in books. This absence can contribute to feelings of isolation and hinder the development of self-acceptance. My passion for working with children with disabilities, combined with my own experiences, has fueled my commitment to creating a more inclusive educational environment.
For my signature honors project, I will develop an inclusive children's book that authentically represents students with a diverse range of disabilities. This book will serve as both a mirror for students who rarely see themselves reflected in literature and a window for others to develop empathy and understanding. By integrating diverse abilities, assistive technologies, and varying mobilization needs into the storyline and illustrations, I aim to address the systemic barriers in children's literature.
Through extensive research on existing inclusive books, as well as collaboration with mentors, I will craft a meaningful narrative that engages young readers while reinforcing the importance of representation. This project is not only a personal endeavor but also a professional commitment to creating lasting change in literacy and education. By giving students access to stories that reflect their experiences, I hope to foster a sense of belonging and promote a culture of acceptance both inside and outside the classroom
The Relationship Between Mobile Screen Time and Depression in College Students
No full textThe inordinate use and reliance on screen time, specifically as one’s primary choice of leisure, has become a new normal for those living in the 21st century. College students often spend significant amounts of time engaged in screens for academic, social, and leisure purposes (Fountaine et al., 2011). This cross-sectional non-experimental study, utilizing retrospective correlational design, aimed to test for a potential relationship between mobile screen time and the severity of depression/depressive symptoms in college students and the association between screen-related categories and the severity of depression symptoms in college students. Results found that there was no significant (p < .05) relationship between mobile screen time usage and depression. A discussion is provided on mobile screen time usage and the severity of depression in college students, and the role of recreational therapy (RT) in preventing, combating, and treating addiction/addictive screen time behaviors and enhancing healthy relationships with mobile screens. Implications of this study provide insight into a greater understanding of depression and mobile screen time usage of college students
A Quality Improvement Project to Decrease Cataract Surgery Cancellations
No full textObjective: This project was designed to reduce cataract surgery cancellations at the project site hospital, utilizing a preoperative (preop) tool for better patient education and communication when calling the patient on the phone before the scheduled surgery.
Design: The preop call tool was designed to aid nursing staff in collecting a complete medication history through open-ended questioning and determining specific fasting instructions for each patient based on GLP-1 medication use.
Participants: On chart review, 117 patients had a medication history that included GLP-1s. Of those patients, 113 patients were called; 94 patients were reached and educated using the preop tool.
Results: During implementation of the preop call tool, four cataract surgeries were cancelled due to noncompliance with GLP-1 fasting guidelines, compared to eight cancellations in 2024.
Conclusions: The goal of this project was to decrease cataract surgery cancellations by 50%. Project results were successful with a 62.5% decrease in surgery cancellations.D.N.P
Assessing First-year Physician Assistant Students about Physical Activity
No full textIntroduction. Even though physical activity has proven to be extremely beneficial in several healthcare aspects, it is not commonly prescribed. One cause of this is a lack of physical activity curricula in healthcare professional education. The purpose of this study was to examine the knowledge, attitudes, and skills of first-year Physician Assistant students about personal physical activity as well as perceptions of prescriptive physical activity. Methods. Within the Fall 2024 semester, two physical activity-based lectures were given to first-year ECU Physician Assistant students. Each participant completed a Qualtrics questionnaire twice. Once in August before listening to the lectures and once in November after listening to the lectures. The questionnaire contained several sections such as demographics, personal physical activity history, current physical activity history, and perceptions of prescriptive physical activity. Within the questionnaire, post-lecture improvement was looked for in the following three research categories: overall physical activity knowledge, knowledge of physical activity benefits, and confidence to prescribe physical activity. Results. While comparing pre- and post-lecture data in a paired samples T-Test, it was concluded that participants (N = 24; 91.7% female, 75% White) showed no improvement in any of the research categories. In the first research category, overall physical activity knowledge, the pre-lecture and post-lecture were similar as the P-value (P = 0.258) showed no statistical significance. For research category, knowledge of physical activity benefits, participants showed more improvement than category one, but not enough to be statistically significant (P = 0.081). In the third research category, confidence in physical activity prescription, participants showed the most practical improvement, but it was not enough to be considered statistically significant (P = 0.063). Conclusion. Findings demonstrate that a series of two physical activity lectures did not improve students’ physical activity knowledge or confidence to prescribe physical activity. However, these findings suggest that including physical activity education in a healthcare curriculum could be a step in making exercise prescription more popular in the United States
Speedshield Technologies Scalable Wire Harnessing Project
No full textThe objective of this project was to design and prototype a scalable wire harnessing system for our AiVA cameras to streamline the installation process. Previously, the Speedshield harness installation team had to work with over thirty different wire harness variants, which led to unintended variation and time consumption. This project aimed to reduce these variations by creating standardized, pre-designed harness systems, which would enhance installation efficiency, reduce errors, and ease the burden on the installation team
Complete search strategies for "Teaching methods for integrating emotional intelligence in Bachelor of Science in Nursing Programs (2018-2024): An Integrative Review," Pestaner, et al.
No full textThe concept domains for this search included: "undergraduate nursing students," "nursing curriculum," and "emotional intelligence." Searches were performed in October 2024. Databases included: Medline via PubMed, PsycINFO via EBSCOhost, CINAHL via EBSCOhost, ERIC via ProQuest, and SCOPUS. Limiters used were five years (2018-2024)
Reducing illicit use amongst patients who use medications for opioid use disorder through family therapy
No full textInvestigating the role of miR-100a in nicotine-dependent behaviors and transgenerational mechanisms in Caenorhabditis elegans
No full textNicotine, a psychoactive alkaloid found in tobacco, drives addiction by binding to nicotinic acetylcholine receptors (nAChRs), altering cholinergic signaling, and promoting receptor overexpression. The overexpression of nAChRs has been linked to drug dependence, making nicotine addiction a leading cause of preventable deaths worldwide, largely due to tobacco use and secondhand smoke exposure. The nematode Caenorhabditis elegans, with its conserved nAChR subunits and well-characterized nervous system, exhibits behavioral responses to nicotine similar to those in mammals, including tolerance, acute stimulation, withdrawal, and sensitization. These traits allow for it to be an ideal model for studying the molecular and genetic mechanisms of nicotine addiction. The role of miRNAs in regulating nAChRs, nicotine-dependent behaviors, and the epigenetic effects involved in transgenerational inheritance will be explored in this study, with a focus on miRNA inhibition of cel-miR-100a to knock down miR-100a implicated in addiction pathways. Behavioral assays demonstrate nicotine dependence, withdrawal-like effects, and transgenerational inheritance, with F2-generation worms, which are never directly exposed to nicotine, but exhibit increased locomotion on nicotine-free plates. Experimental protocols begin with the cultivation of synchronized C. elegans populations (F0 generation) and chronic (24-hour) exposure to 61.7µM nicotine in K-medium. Behavioral assessments are performed using the WormLab software, revealing changes in addiction-related behaviors and suggesting miRNA regulation of nAChRs as a key molecular mechanism. Statistical analyses, such as ANOVA and regression modeling, are further used to evaluate gene expression and behavioral data. These findings provide novel insights into the molecular and genetic basis of nicotine addiction, including its transgenerational risks, and could inform the development of miRNA-based therapeutic methods to combat nicotine dependence and its long-term risks
DEEP ROOTS: EMPOWERING TEACHERS OF ELEMENTARY GIFTED STUDENTS IN INCLUSIVE CLASSROOMS
No full textElementary students bring many assets with them to school each day. Throughout their formative years, elementary students show leadership, collaboratively solve problems, and persevere through challenges. However, structural and policy issues, including traditional methods of instruction, pose challenges for educators attempting to identify and build upon student strengths. Leaders and teachers often gloss over the need to focus on giftedness as supporting students with learning difficulties often takes priority. Yet, gifted students need our support and attention. The purpose of the participatory action research (PAR) project and study was to engage a team of co-practitioner researcher (CPR) team members in three iterative cycles of inquiry to understand how elementary teachers analyzed equitable and inclusive giftedness and how they planned for equitable and inclusive teaching strategies to support gifted students. The primary methodology was participatory action research (Herr & Anderson, 2014) using qualitative analysis processes in the three cycles of inquiry to determine emergent themes and findings (Saldaña, 2016). I relied on the Community Learning Exchange (CLE) axioms to engage eight educators in authentic dialogue to examine their conceptions of giftedness and how they address the learning needs of gifted learners within general education classrooms. We engaged in root cause analysis to refine a definition of giftedness, explore multiple processes for identifying giftedness, re-examine teacher responses to gifted instruction, and investigate instructional practices to support gifted students in inclusive classrooms. The findings are: (1) intentionally cultivating relational trust by co-generating a space of inclusion and attending to educator preferences is a necessary condition for professional learning; and (2) to address the needs of gifted students in public elementary classrooms, educators shifted their definition, mindsets, and giftedness-related instructional practices. As a result, the processes we used in the study to create holding spaces for adults (Drago-Severson, 2012) are replicable and useful for adult professional learning. Teachers and district leaders can collaborate to identify equitable and inclusive practices that support gifted students in elementary classrooms, depending on the identified needs of learners in the local context