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Personal Genomic Services for Companion Animals: Pet Owner Experiences and Veterinary Perspectives
No full textDirect-to-consumer (D2C or DTC) genetic testing for companion animals has gained popularity since its introduction for dogs in 2009 and cats in 2016. These personal genomic services provide pet owners with insights into their pets’ breed, health, and other types of information (e.g., biological relatives). However, the broader implications of this growing industry for human-animal relationships, veterinary medicine, and consumer behaviors remain underexplored. This dissertation examines these dimensions of commercial genetic testing for dogs and cats using a multi-faceted research approach.Chapter two establishes the background of this work through an exploratory content analysis of genetic testing company websites and consumer reviews, identifying key marketing strategies and consumer motivations. Chapters three and four build on this foundation with survey data from a large commercial pet genetic company. Chapter three evaluates consumer motivations, perceptions, and responses to canine genetic test results and introduces Breed Options Theory as a framework for understanding how genetic information shapes the identities applied to dogs. Chapter four extends these findings by exploring the potential influence of genetic testing on the human-dog bond. Using survey data and participant text responses, this chapter highlights how genetic results enhance owners’ knowledge about their dogs and enhances their emotional connection. Chapter five investigates veterinary care providers’ experiences and perceptions regarding genetic testing, offering insights into its clinical utility and challenges faced by professionals. Finally, chapter six presents an in-depth qualitative study expanding Breed Options Theory by examining how dog owners use genetic testing to construct breed identities
Fostering Intergenerational Connection Through the Implementation of Bingocize: A Community-Based Fall-Prevention Program
No full textFalling is an experience that can be traumatic and detrimental to the overall health of those aged 65 and older. As this portion of the population in the United States continues to grow, so does the importance of understanding the general health concerns of these individuals and the way they contribute to their risk of falling and impact their ability to live independently. One program to help address these risks is Bingocize, an evidence-based program designed by Jason Crandall, a professor of exercise science at Western Kentucky University in 2011. Bingocize is a 10-week fall prevention program designed to educate participants about the importance of fall prevention and perform exercises to increase body strength and endurance. It was specifically designed to help Crandall’s students get more experience working with older adults while integrating exercise and health education within that community. The purpose of this service-learning project was for young graduate physical therapy students to implement the novel fall prevention program, Bingocize, in the Sun City Summerlin community to enhance the health and social engagement of older adults. A key aspect of the program is the integration of bingo, which adds a fun and engaging element, making fall prevention education both enjoyable and interactive. The educational component of this 10-week program, led by student coordinators, provides participants with essential fall prevention strategies, such as home safety modifications, health screenings, and targeted exercises to improve balance and lower extremity strength. Additionally, Bingocize fosters intergenerational connections by bringing together graduate students in their twenties with older adults in a supportive, social environment. Through this shared experience, participants not only benefit from physical activity but also enjoy meaningful interactions, strengthening both their physical and social well-being. Participants completed pre- and post-program forms including the mFABQ, Six Easy Questionnaire, and Short IPAQ. To assess physical function, participants also completed Timed Up and Go (TUG), Four-Stage Balance, and 30 Second Sit to Stand (STS), following the Stopping Elderly Accidents, Deaths, and Injuries (STEADI) protocol. Each form was evaluated to determine the activity level and overall fear of falling of the participants. Participants were recruited from multiple events in the Sun City Community, including health fairs as well as balance and memory screenings. Residents who were interested were able to give their contact information and sign up for the program. The program was held twice, once during fall and once during spring. The fall session was used as a trial run to see the potential interest in Bingocize, where the second session in the spring was used to collect more data on potential benefits of the Bingocize program. During the spring session, participants were asked to complete the pre- and post-program forms and STEADI testing. Participants who completed both pre-and post-program testing had their results analyzed to see if there was any improvement during the 10 weeks. A total of 50 participants completed pre-program forms and STEADI testing, with 24 completing the post-program equivalents. The data showed that there was an overall decrease in fear of falling and risk of falling in participants who completed the program. These findings suggest that the Bingocize program’s combination of education and exercise interventions was effective in reducing the fear and risk of falling in the older adults. Feedback from both participants and community staff indicated high satisfaction with the program. The interactive exercises and targeted education provided during each session facilitated the program’s feasibility and efficiency in conveying fall prevention strategies and promoting an active lifestyle. Furthermore, the program offered student coordinators valuable opportunities for personal and professional growth, enhancing their skills as future healthcare professionals. The Bingocize program thus serves as a meaningful avenue for educational community outreach and the development of intergenerational connections within the Sun City Summerlin Community. In addition, Bingocize presented the students of the physical therapy program with an opportunity for professional development in a unique and personal environment
Bridging the Gap Between Vocal Performance Degrees and Opera Apprentice Programs: A Comparative Study of Pedagogical Methods
No full textWhile operatic apprentice programs seek singers with strong vocal potential, they rarely define the specific technical skills necessary for success. This study bridges the gap between vocal performance degrees and the opera industry by identifying the vocal techniques that may improve a singer’s likelihood of acceptance into an apprentice program. To achieve this, the research draws from two primary sources: pedagogical texts and interviews with industry experts who actively teach, coach, or perform alongside apprentice artists at elite opera houses. These experts include voice teachers Darrell Babidge and Jack LiVigni, vocal coaches Beatrice Benzi and John Parr, and internationally acclaimed singers Angela Meade and Dolora Zajick. The findings provide practical guidance for singers and educators, clarifying the technical skills most valued in apprentice program auditions and offering training approaches that align with industry demands
Endurance in Education: A Mixed Methods Study of Teacher Retention
No full textThis study explores the role of organizational culture and individual teachers’ psychological capital (PsyCap)—comprising of hope, efficacy, resilience, and optimism—in their retention decisions. Using the Competing Values Framework (CVF) and research from positive organizational psychology, the study examined how different types of organizational cultures either support or hinder teacher retention, both directly and indirectly through their influence on PsyCap. A mixed-methods research design was employed to gain a comprehensive understanding of the research problem by integrating quantitative findings with qualitative insights.The findings suggest that collaborative and innovation-driven school cultures play a critical role in enhancing teacher PsyCap and increasing the likelihood that teachers want to— and intend to—return to their schools the following year. In contrast, hierarchical and market oriented cultures showed no direct impact on teacher retention decisions. However, qualitative data highlighted the importance of trust in teacher-administrator and coworker relationships in supporting both PsyCap and teachers’ decisions to remain at their schools. Trust can be weakened in market-oriented cultures due to the competitive nature of such environments. The influence of hierarchical cultures on PsyCap appears to vary by teacher experience: newer teachers tend to prefer clear policies to guide their work, while more experienced teachers, confident in their abilities, rely less on such guidance—except when it comes to non instructional responsibilities, such as managing student discipline, where teachers across experience levels expressed a need for clarity and consistency. Future research should employ longitudinal designs to establish causality, explore the relationship between retention and teacher quality, and examine the career trajectories of surplus teachers
Teacher Perceptions of Their Role in Aspiration Development with Diverse Students with Disabilities
No full textAspirations stem from a humanistic perspective, emphasizing the person as a whole. They serve as a foundational and predictive component of an individual’s life. Teachers play a critical role in shaping the successes and challenges their students encounter (Zolkoski, 2019). Aspirations, as a cognitive process grounded in forward-thinking, are essential to personal development and evolve through experiences (Hart, 2016). However, students with disabilities often lack opportunities to explore their aspirations within schools. These students are frequently constrained by both teachers and systemic practices within the school environment (Gilmour et al., 2019). Aspiration exploration is crucial because children and youth need to believe that their goals are both important and achievable. Teacher perceptions—shaped by various school-based, family-based, and community-based factors—play a significant role in this process. Ultimately, addressing and improving teachers’ perceptions and understanding of aspirations is a critical starting point for fostering aspiration development in students with disabilities
Exploring the Occupation of Parenting with a Cognitive Disability
No full textObjective: To investigate how parents with cognitive disabilities perform child-rearing tasks and barriers associated with their disability, to determine their needs and self-efficacy to improve the role of occupational therapy in supporting child-rearing for parents with cognitive disability.Design: Qualitative Case-study, Phenomenology Setting: Gigi\u27s Playhouse Participant(s): Inclusion criteria: parents or expecting parents, individuals with a cognitive disability resulting from an autism spectrum disorder diagnosis, English speaking, 18+, and autonomy to consent participation. Exclusion criteria: non-English speaking, individuals without a cognitive disability resulting from an autism spectrum disorder diagnosis, and under 18. Measure(s): Semi-Structured Interview and Tool for Measuring Parental Self-efficacy. Results: The TOPSE assessment indicated a minimal difference in self-efficacy before and after receiving education. Theme one: Parenting needs, including broad parenting needs and unique parenting needs. Theme Two: Influences on need, including personal contexts and external reinforcements. Conclusion: Overall, parent A experience underscores the importance of dynamic and personalized support systems in parenting
The Effect of Amputation and Prosthesis Use on the Ability to Differentiate Between Surfaces Underfoot
No full textBackground/ Purpose: There is limited understanding of how the sensory deficits associated with lower limb amputation (LLA) impact mobility during daily life. As a first step to developing this understanding, the aim of this study was to determine to what extent people with LLA can identify differences in commonly encountered walking surfaces beneath their feet. We hypothesized that people with LLA would demonstrate a poorer ability to discriminate between different surfaces than people without an amputation, and that discrimination ability would be surface characteristic-specific; discrimination would be poor for roughness discrimination due to the lack of plantar sensation in the prosthetic foot, but less affected for motility (movement) discrimination, which may be sensible via proximal proprioceptors.
Number of Subjects: 15 individuals with unilateral LLA (13M, 1F; 92.2±15.0 kg; 1.70m ± .094 m). 15 unimpaired controls (7M, 8F; 71.4 ± 18.0 kg; 1.66m ± 0.157 m).
Materials and methods: The testing apparatus consisted of two 1” high platforms at each end of a set of 7’ parallel bars. Two surface samples (2’ x 1’ x 1”) were placed between platforms, in parallel, such that one foot would contact each sample during stepping. Goggles and noise canceling headphones eliminated visual and auditory cues. The discrimination test included 4 surface materials; sandpaper, sand, rough tile and gravel, selected to test how differences in qualities of roughness (sandpaper-rough tile) and motility (sandpaper-sand; rough tile-gravel) varied between groups. Ceramic was maintained as a comparator for each trial, with the opposite side randomized. During each trial, participants stepped on the samples, and were asked to state whether the surfaces below their feet felt the “same” or “different”. Participants completed 80 trials. The percentage of correct responses for each of the sample comparisons was computed. Linear models were used to examine differences in discriminant ability between participants with LLA and controls.
Results: Participants with LLA demonstrated 17% lower accuracy compared to controls (p = .003). Discriminant ability was significantly impacted by surface type (p \u3c .001) with Gravel (Control = 95.4%, LLA = 78.6%), Sand (Control = 86.2%, LLA = 67.4%), Rough Tile (Control = 90%, LLA = 52.7%), and Sandpaper (Control = 16.7%, LLA = 27.2%) varying in accuracy. Supporting our hypothesis, people with LLA had poorer discriminant ability when the surface was less motile (gravel versus rough tile, p = .04) compared to if the surface was less rough (gravel versus sand, p = .84).
Conclusions: People with LLA are less accurate at discriminating between different surfaces compared to people without amputation.
Clinical relevance: An inability to differentiate between surfaces underfoot may affect the ability to respond quickly and appropriately to different terrain demands, potentially leading to reductions in confidence and increases in falls. Assessment and training on such surfaces may improve balance confidence and reduce fall risk
Routine Activity Theory and the Severity of Terrorist Act
No full textTerrorist incidents have increased dramatically in the past several decades, leading to significant casualties and property damage worldwide. While prior studies grounded in lifestyle exposure theory have explored how victim demographics, lifestyle, and routine activities influence the likelihood of victimization, this study applies Routine Activity Theory to examine whether increased guardianship in the form of target security reduces the severity of terrorist incidents. Using data from 15,138 terrorist incidents in 2015 from the Global Terrorism Database (GTD), this study investigates the relationship between offender motives, target security, and the severity of attacks, measured by fatalities, injuries, and property damage. Furthermore, it assesses regional variations in these relationships to determine whether the impact of target security on attack severity differs across geographic contexts. By explicitly testing whether higher levels of security mitigate attack severity, this study contributes to the theoretical development of Routine Activity Theory in terrorism research. It offers insights for designing effective counterterrorism strategies
Effects of Body Armor on Respiratory Muscle Fatigue and Muscle Blood Flow During Progressive Treadmill Marching
No full textIntroduction: Torso-borne loads such as body armor are essential for modern military operations but impose mechanical and metabolic strain. These physiological stressors can trigger the inspiratory metaboreflex, which redirects blood flow from locomotor to respiratory muscles, further reducing muscle oxygen and endurance. While aerobic fitness has been shown to alleviate these effects, the interaction between sex, aerobic capacity, and oxygenation under load is not well understood. This study examined the physiological effects of torso-borne load carriage on respiratory muscle fatigue, skeletal muscle oxygenation, and exercise performance to volitional exhaustion and the degree to which sex and aerobic capacity influence these effects.Methods: Nineteen physically active participants (9 males, 10 females; 33±8 years) with prior load carriage experience completed a maximal graded VO2max treadmill test and two randomized treadmill marching trials to volitional exhaustion: unloaded and loaded with a standardized 28 kg military fighting load (body armor, helmet, and rifle). Each trial included four 10-minute stages which progressively increased in speed and grade until volitional fatigue. Maximal inspiratory pressure (MIP), ratings of perceived exertion (RPE), and blood pressure (BP) were assessed between intervals, with blood lactate collected pre- and post-exercise. Near-infrared spectroscopy (NIRS) sensors were placed on the vastus lateralis, triceps surae, and intercostal muscles to monitor changes in skeletal muscle oxygenation (SmO2) and total hemoglobin (THb). Results: Time to exhaustion was significantly reduced in the loaded condition (2642±589 s) compared to unloaded (3833±636 s; p \u3c 0.001; d = 1.8), with males completing more stages under both conditions (loaded: 6.4±0.5 vs. 4.5±0.5 stages; p \u3c 0.001). Despite carrying a greater relative load (42.0±6.7% vs. 34.4±4.5% body mass; p \u3c 0.01), females exhibited smaller declines in quadriceps SmO2 under load (ΔSmO2: -15.9±13.2%) compared to males (ΔSmO2: -22.4±15.1%) over the first four stages, with a dramatic, significant decline in quadriceps SmO2 in males at volitional exhaustion (male ΔSmO2: -19.3±2.7%; female ΔSmO2: +6.4±4.5%). Post hoc analysis showed a medium-to-large sex difference in intercostal SmO2 under load (d = 0.6), favoring females, while differences were negligible in the unloaded condition, suggesting load-dependent sex disparities in respiratory muscle oxygenation. Higher VO2max was weakly associated with preserved quadriceps oxygenation under load (r = 0.33), although aerobic fitness explained only 11% of the variance in SmO2 responses. Conclusion: Torso-borne load carriage reduces exercise tolerance by impairing ventilatory mechanics and muscular oxygenation responses and accelerating the onset of respiratory muscle fatigue. These effects are consistent with activation of the respiratory muscle metaboreflex and greater cardiovascular strain. Notably, females demonstrated relative fatigue resistance under load even when carrying a higher percentage of their body mass. This suggests that sex-specific physiological differences, such as less absolute force production and decreased vascular compression, may preserve muscle perfusion. While aerobic fitness offers some protection, it does not fully explain inter-individual variability in muscle oxygenation responses. These findings identify the need for optimized load carriage strategies and appropriate conditioning programs among mixed-sex tactical populations
Latinx Aspiring Teachers at Hispanic Serving Institutions: A Latcrit Narrative Inquiry
No full textAcross the United States (U.S), Latinx students comprise the largest ethnic student demographic in K-12 schools, yet they remain significantly underrepresented in the teaching profession, constituting less than 10% of the teacher workforce. This disparity highlights the urgent need to examine how they persist through the Latinx teacher pipeline, to enter the teaching profession. Teacher education programs, particularly those housed within Hispanic Serving Institutions (HSIs), play a critical role in the recruitment, preparation, and retention of Latinx aspiring teachers. This qualitative study employed a critical narrative inquiry methodology to explore the racialized experiences of Latinx aspiring teachers at an HSI in the Mountain West region. Grounded in Critical Race Theory (CRT) tenets and Latina/o Critical Race Theory (LatCrit), the study examined Latinx aspiring teachers’ personal, academic, and social experiences as they navigated an education major. All nine aspiring Latinx teachers participated a brief demographic survey and one in-depth interview. The analysis included a restorying process using specific tenets that derived from CRT, CRT in education and LatCrit. Findings reveal the multiple forms of systemic oppression, and institutional marginalization these students encountered, as well as the familial support systems that sustained their persistence.Overall, this study filled a gap in the existing body of research related to undergraduate Latinx aspiring teachers at an HSI. Specifically, the experiences of undocumented aspiring teachers at HSIs. Additionally, this study also contributes to the existing research on the Latinx Teacher Pipeline. This study underscores and recommends the need for teacher education programs at HSIs to adopt more culturally sustaining and critically conscious practices to better prepare and support Latinx aspiring teachers