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Realistic Symbolism
Get PDFThis project focuses on the tools and techniques of realistic oil painting. By analyzing historical artists like Audrey Flack and Johannes Vermeer, we learn new and innovative ways to enhance the production of oil paintings. The project is interpreted through the scope of metaphoric allegorical creations based on my interpretation of vanitas, dramatic lighting, and symbolic presence of family
Holiday Concert (December 2, 2025)
Get PDFEvent program for the Holiday Concert (December 2, 2025), Lindenwood University
A Randomized Study to Examine the Ability of a Caffeine-Based Energy Drink to Impact Energy Expenditure, Fat Oxidation, and Cognitive Performance
Get PDFObjectives: This study evaluated the effects of acute and 28-day supplementation with a caffeine-based energy drink on energy expenditure, fat oxidation, and cognitive performance.
Methods: In a double-blind, placebo-controlled trial, 33 males and 27 females (27 ± 8 years, 26.7 ± 2.2 m/kg2) consumed a caffeinated energy drink (200 mg; CAF) or placebo (PLA) for 28 days. Indirect calorimetry assessed energy expenditure and fat oxidation at 0, 30, 60, 90, and 120 min after ingestion on day 1 and 28. Cognition assessments (Dynavision reaction, Serial Sevens, Trail Making Test A (TMT-A) and B (TMT-B)) were performed at 0, 60, and 120 min.
Results: On day 1, CAF demonstrated higher energy expenditure vs. PLA at 30 (p = 0.011), 60 (p = 0.001), 90 (p = 0.002), and 120 min (p \u3c 0.001). On day 28, expenditure remained higher at 30 (p \u3c 0.001), 60 (p = 0.019), and 90 min (p = 0.003). Comparing day 28 to day 1, CAF maintained greater energy expenditure at baseline (p = 0.031) with trends at 30 (p = 0.057) and 90 min (p = 0.051). Fat oxidation was greater with CAF only on day 1 at 60 (p = 0.019), 90 (p = 0.006), and 120 min (p = 0.012). On day 28, CAF showed more correct Dynavision hits (60, p = 0.002; 120, p = 0.003) and fewer misses (60, p = 0.003; 120, p = 0.005) vs. PLA. Faster reaction time occurred in CAF at 120 min on day 1 (p = 0.028), while serial subtraction showed trends toward higher counts in CAF (day 1: p = 0.079; day 28: p = 0.059). On day 28, CAF increased perceived focus and energy at 60 and 120 min (focus: p = 0.012, p = 0.026; energy: p = 0.005, p = 0.029). Alternatively, a trend for slower TMT-A performance emerged in CAF at 60 min on day 28 (p = 0.075), resulting in PLA having faster times across day 28 vs. day 1 comparisons (p = 0.033).
Conclusions: Acute energy drink consumption enhances energy expenditure, fat oxidation, and some cognitive measures, while 28-day use sustains energy expenditure and select cognitive benefits
The Black Box Series (December 5-7, 2025)
Get PDFEvent program for The Black Box Series (December 5-7, 2025), Lindenwood University
Differences in Total Daily Energy Expenditure Across Field Sports: A Narrative Review
Get PDFBackground: Differences in total daily energy expenditure (TDEE) across sports, sex, and skill level support the need for sport- and athlete-specific energy intake recommendations. The purpose of the current review was to examine TDEE and related markers of energy expenditure across field-based team sports. A secondary aim was to evaluate physical activity levels (PAL), calculated as TDEE divided by resting metabolic rate (RMR), and their utility in estimating energy needs within team sports.
Methods: The review was limited to studies that included the field-based team sports of rugby or soccer and reported energy expenditure data using doubly labeled water (DLW). A literature review identified 11 studies meeting criteria. Weighted means (Xw) and standard deviations (SDw) were calculated for each variable when pooled across each sport category.
Results: Rugby (4417 ± 654 kcal·d−1) had a higher average TDEE than soccer (3157 ± 331 kcal/day; p \u3c 0.001). When normalized to body mass, rTDEE was similar between sports (rugby: 49.5 ± 1.3 kcal·kg−1·day−1; soccer: 49.3 ± 1.8 kcal·kg−1·day−1; p = 0.967). PAL values were significantly higher in rugby (2.2 ± 0.4) compared to soccer (1.7 ± 0.2; p = 0.004). RMR was also greater in rugby (2136 ± 322 kcal·d−1) compared to soccer (1835 ± 208 kcal·d−1; p = 0.04).
Conclusions: Rugby athletes exhibited higher TDEE values than soccer athletes, reflecting greater absolute energy demands. However, similar relative TDEE values suggest that differences in body size and composition likely contribute to the observed differences in absolute expenditure. These findings underscore the importance of individualized nutrition strategies within team sports and highlight PAL as a useful metric to contextualize energy requirements
Level Up Your Teaching: A Qualitative Analysis of Teachers’ Perceptions on Gamification as a Tool for Learning
Get PDFThis qualitative study investigated K-12 teachers’ views about gamification as an instructional tool to increase student motivation, self-efficacy, and learning mastery. Kelly’s Curriculum Theory and Bandura’s Self-Efficacy Theory were used to investigate how gamified learning environments affect teacher practice and self-efficacy. Seventeen teachers participated in a researcher-designed Qualtrics survey that included both Likert-style and open-ended items. The researcher used descriptive statistics and thematic coding of responses, based on participants’ self-identified levels of gamification experience. The research produced three main findings, which showed that (1) Gamification motivates students through collaborative work, challenging tasks, and progress tracking systems, (2) Students build self-efficacy through real-time feedback, experience scaffolded difficulty, and have meaningful decision-making opportunities, and (3) Teachers practice focuses on creating gamified activities aligned to learning objectives while using assessment methods that emphasize differentiation and mastery-based learning. Participants noted that effective implementation requires intentional planning, time and professional development. The research indicates that gamification can effectively boost student engagement and teacher instructional efficacy when used purposefully. The findings require teachers to create gamified activities that pair autonomy with feedback, utilizing collaborative planning to support teachers and implementing curriculum-based approaches. Recommendations for future research include expanding the sample size, conducting longitudinal studies, and further investigating equity and accessibility in gamified learning environments