BYU ScholarsArchive (Brigham Young University)
Not a member yet
74180 research outputs found
Sort by
Royal Skousen’s Book of Mormon Critical Text Project
Full text linkBetween 1984 and 1986, the Foundation for Ancient Research and Mormon Studies (FARMS) published a critical text of the Book of Mormon. While this early publication was useful in certain ways, it was also woefully inadequate. It was, for instance, based on a computerized text of the 1830 printed edition of the Book of Mormon rather than on the remnants of the two handwritten manuscripts.1 Recognizing its inadequacies, Brigham Young University linguistics professor Royal Skousen began in 1988 what would become a thirty-seven- year endeavor and his life’s work: a fully professional critical text of the Book of Mormon.
Latest Research (Academic Summaries): Partnerships and Collaboration
Full text linkThis section focuses on summarizing the latest research in partnerships and collaboration in the nonprofit sector. This section can be considered a literature review of the latest studies
Enhancing Accountability and Transparency in Nonprofit Organizations: Examining the Impact of Limited Regulatory Oversight in Africa Sub-Saharan Africa
Full text linkNonprofit organizations continue to positively impact society by playing a vital role in addressing social, economic, and humanitarian challenges worldwide. Governments in sub-Saharan Africa attract nonprofits by having less strict regulatory requirements. One of the unintended outcomes of operating in a less stringent regulatory framework is that transparency and accountability standards may be compromised. Inadvertently, having less stringent regulatory requirements may create governance gaps, information asymmetry, mission drift, donor mistrust, and sustainability challenges. Accountability and transparency are essential for fostering trust, continuous improvement, measuring impact, gaining stakeholder confidence, and achieving sustainable impact even with the scarcity of resources. Transparency can be viewed through the lens of procedural transparency, content transparency, accessibility transparency, participatory transparency, and justificatory transparency. Accountability can be viewed through the lens of upward accountability, downward accountability, reputational accountability, mission-based accountability, and strategy-driven accountability. To create more accountability and transparency, nonprofits should provide ease of Accessibility or publishing of audited financial statements and tax returns, have an online presence, create and implement strong internal control systems, increase voluntary and consistent self-regulation, leverage technology, and have multi-stakeholder collaboration and partnership between Donors and nonprofits. Nonprofit leadership and boards could be enrolled in professional development to fully understand the importance and impact of clear accountability and transparency measures
Enhancing Eye Anatomy Education: Integrating 3D Models in Open Educational Resources
Full text linkThis project explores how interactive 3D models can enhance eye anatomy education within the framework of open educational resources (OER). Recognizing that students in anatomy and physiology courses often struggle to recognize anatomical structures from multiple perspectives—and frequently lack access to high-quality, low-cost study tools—this project addressed these gaps by designing and developing a custom, interactive 3D model of the human eye. Created using Blender and embedded into a web interface via Verge3D, the model allows users to rotate, zoom, highlight, and isolate structures of the eye, including both external and internal components. The tool was designed specifically for students at Brigham Young University–Idaho, where usability testing confirmed its potential to increase learner engagement, confidence, and spatial understanding of anatomical structures. Results from a pre/post assessment study demonstrated measurable learning gains, particularly among students with prior anatomy experience. This project serves as a scalable model for future development of open, interactive learning tools that promote accessibility, usability, and student success in STEM education
Clustering of leafcutter bee (\u3cem\u3eMegachile lippiae\u3c/em\u3e) damage is not explained by positive feedback
No full textDamage to leaves caused by animals is often distributed unequally, with few plants or individual leaves receiving the bulk of the damage. However, the mechanisms that generate these distributions are rarely understood. This is especially true for foliar damage caused by leafcutter bees (Megachile spp., Megachilidae), which use cut leaf discs to construct the linings of their nests. Leafcutter bee damage is highly clustered at the individual leaf level, but nothing is known about what is responsible for this pattern. I studied the leaf-cutting behavior of the leafcutter bee Megachile lippiae on cultivated roses (Rosa × hybrida) to understand whether the clustering of many cuts on individual leaves is due to positive feedback, with bees becoming more likely to cut a leaf solely because it has already been cut. This could occur if bees use social information (i.e., decisions previously made by other individuals) to decrease costs associated with leaf foraging. I identified a characteristic set of behaviors bees engage in when foraging for rose leaves. I then quantified which of these behaviors bees performed, and for how long, when the bees were on leaves that had and had not been previously cut to determine whether the presence of a cut in itself results in differences in bee behavior (e.g., decreasing evaluation time). Finally, I experimentally cut leaves, removing an ellipse of tissue similar in size, shape, and location to natural cuts, and compared the accumulation of cuts on these leaves to the accumulation of cuts on unmanipulated leaves and leaves that had been subject to non-leafcutter-like damage. I found that bees behaved similarly and spent similar amounts of time on cut and noncut leaves. In the cutting experiment, there was no difference in cut accumulation among the treatments, suggesting that the presence of a leafcutter-like cut on a leaf is not sufficient to induce additional cutting. This suggests that the clustering of leafcutter bee cuts on particular leaves is not explained sufficiently by a simple positive feedback mechanism, and instead must be driven in part by other factors. I propose several alternative causes for cut clustering that deserve further attention.El daño que los animales causan a las hojas a menudo se produce de manera desigual, donde pocas plantas u hojas individuales reciben el mayor daño. Sin embargo, los mecanismos que ocasionan estas distribuciones, no se conocen bien, especialmente en el caso del daño foliar que causan las abejas cortadoras (Megachile spp., Megachilidae), las cuales utilizan discos de hojas cortadas para construir el revestimiento de sus nidos. Las abejas cortadoras dañan las hojas a nivel individual, pero no se conoce qué causa ese patrón. Estudié el comportamiento de corte de hojas de la abeja cortadora Megachile lippiae en rosas cultivadas (Rosa × hybrida) para comprender si los cortes múltiples en hojas individuales se deben a la retroalimentación positiva, haciendo más probable que las abejas corten una hoja únicamente porque ya ha sido cortada. Esto podría ocurrir si las abejas usan información social (es decir, decisiones tomadas previamente por otros individuos) para disminuir los costos asociados con el forrajeo de hojas. Identifiqué un conjunto característico de comportamientos que las abejas adoptan cuando buscan hojas de rosas. Luego cuantifiqué cuál de estos comportamientos realizaban las abejas y durante cuánto tiempo, en hojas que ya habían sido cortadas y también en aquellas que no habían sido previamente cortadas, para determinar si la presencia de un corte propicia diferencias en el comportamiento de las abejas (por ejemplo, disminución del tiempo de evaluación). Finalmente, corté hojas experimentalmente, eliminando una elipse de tejido similar en tamaño, forma y ubicación a los cortes naturales, y comparé la acumulación de cortes en estas hojas con la acumulación de cortes en hojas no manipuladas y hojas que no habían sido dañadas. Descubrí que las abejas se comportaban y pasaban una cantidad de tiempo similar en hojas cortadas y sin cortar. En el experimento de corte “artificial,” no hubo diferencias en la acumulación de cortes entre los tratamientos, lo que sugiere que la presencia de un corte similar al ocasionado por una abeja cortadora no es suficiente para inducir un corte adicional. Esto indica que la agrupación de cortes de abejas cortadoras en hojas particulares no se explica por un simple mecanismo de retroalimentación positiva, sino que debe ser impulsada por otros factores. En este trabajo propongo varias causas alternativas para explicar el corte agrupado que merecen mayor atención
Measures of Verbal Comprehension Patterns in Autistic Females
Full text linkAlthough a rapidly growing body of scientific literature is leading to more understanding of autistic traits in women and girls, their diagnosis continues to occur at later ages. Diagnosis received at later ages limits access to early intervention and related positive outcomes. The purpose of this study was to add data to the weight of evidence approach in differential diagnosis of autism in females and other underserved groups. Specifically, I set out to identify patterns between verbal comprehension tasks measuring vocabulary knowledge (crystallized knowledge) and analogous verbal comprehension (similarities) tasks drawing on additional cognitive abilities. Verbal analogy tasks measure knowledge of vocabulary in concrete terms with the added ability to recognize abstract aspects of concepts and possible relationships between given terms (crystalized knowledge and fluid reasoning). The study utilized commonly used cognitive assessment measures that include both vocabulary and similarities/analogies to represent verbal comprehension. This is done by examining the difference, gap, or scatter between two subdomains of verbal abilities (vocabulary and similarities) and then comparing the difference score by variables such as gender, intelligence quotient (IQ), and age. Deidentified participant data was drawn from 77 studies in the National Database for Autism (NDA: National Institutes of Health, NIH USA) that met inclusionary criteria following a rigorous screening process. Data were categorized based on data patterns between scaled scores for vocabulary and similarities or analogy subtests, which were analyzed to assess within-group differences across gender. Differences (gaps) between scores were also analyzed by IQ level and by age to determine the roles of other common variables in any differences that were found. Statistical analysis involved a single linear regression for each variable to determine predictability, as well as an interaction effect analysis. The analysis resulted in three findings. First, females within this sample population had, on average, higher gaps between vocabulary and similarities than males. Second, individuals with IQs above the mean in the sample demonstrated wider gaps in vocabulary and similarities scores than those with IQs below the mean. These findings were significant in the presence of each other, however there was no significant interaction effect between the two variables. Finally, age was not a significant predictor of gap scores, even in the presence of IQ, and no interaction effect was found. This demonstrates that that the discovered patterns of more differences between verbal scores relating to both IQ and gender were visible across participant age range. Limitations include potential variance related to time, with studies utilizing measures with older and newer publication dates and revisions as well as differences across measures. The study was also limited in its ability to gather demographic data as well as data on other potential variables that may impact the participants\u27 testing outcomes. Unknown bias toward females with more obvious autism and/or co-occurring conditions within the NDA are potential confounds, as the number of females was far fewer than males. Gaps identified can contribute to differential decision-making processes and may inform supports but are not intended as diagnostic indicators
Comparing the Effects of Square, 4-7-8, and 6 Breaths-per-Minute Breathing Conditions on Heart Rate Variability, CO2 Levels, and Mood
Full text linkBackground and Hypotheses: Square and 4-7-8 breathing are popularly promoted by psychotherapists but have little empirical support. We hypothesized that breathing at 6 breaths per minute (bpm) would improve HRV, reduce blood pressure, and improve mood more than either square or 4-7-8 breathing. We also hypothesized square and 4-7-8 breathing would increase end-tidal CO2 (PETCO2). Methods: Eighty-four college students (60% female) had HRV measured at baseline and during 1) square breathing, 2) 4-7-8 breathing, 3) 6 bpm with a 4:6 inhale-to-exhale ratio, and 4) 6 bpm with a 5:5 ratio. We used a 3-lead electrocardiogram to measure HRV and a capnometer to measure PETCO2. We measured mood using the Scale of Positive and Negative Experience (SPANE) after each breathing condition. Results: We used a repeated measures mixed effects model to examine the effects of each breathing technique on HRV, blood pressure, mood, and PETCO2 levels. Breathing at 6 bpm increased HRV measures more than square or 4-7-8 breathing with small to medium effects. None of the breathing conditions resulted in meaningful changes in blood pressure or mood. Unexpectedly, breathing at 6 bpm led to decreased PETCO2 (mild over-breathing). Conclusions: Although various breathing techniques are used in psychotherapy, their relative efficacy remains unclear. This study found that breathing at 6 bpm is likely more effective at increasing HRV than square or 4-7-8 breathing, albeit with a higher risk of over-breathing (lower PETCO2). Future studies could examine whether these effects hold over multiple weeks of breathing practice and attend to the effects of different breathing techniques on CO2 levels
The Effectiveness of Dialogic Reading Workshops for Parents of Children With Developmental Disabilities
Full text linkThe purpose of this study is to determine the effectiveness of dialogic reading workshops in improving at-home reading behaviors of both parents and their preschool-aged children. A focus of the study is to understand the dialogic reading experiences of parents with children who have developmental disabilities. Thirteen parents of children at a local preschool participated in one or more phases of the study. Phases included completing a pre-survey, attending the workshop, completing a post-survey, and participating in an interview. Five parents of typically developing children and four parents of children with developmental disabilities participated in the interviews. Participants noted an improvement in both their and their child\u27s dialogic reading behaviors because of attending the workshops and applying the strategies. Parents increased the frequency and variety of questions asked to their child during at-home reading experiences. Children increased their attention, engagement, and participation during shared book reading with their parents. These positive changes were consistent between parents of typically developing children and parents of children with developmental disabilities. Findings from this study indicate that parent participation in dialogic reading workshops can benefit the overall language development of their preschool-aged child, whether or not that child has developmental disabilities
Nursing lived experience: Critical care ethics and intellectual developmental disabilities.
No full textBackground
Patients with intellectual developmental disabilities (IDDs), as members of a vulnerable population, require specialized care that many ICU nurses feel inadequately prepared to provide. The complexity of caring for IDD patients often leads to feelings of moral distress, self-doubt, and a struggle to maintain resilience among ICU nurses. Research question/aim/objectives
This study aims to explore ICU nurses’ lived experiences caring for patients with IDD. Research design
A descriptive, phenomenological qualitative approach was used along with inductive analysis to explore the meanings ICU nurses attribute to experiences caring for IDD patients. Participants and research context
ICU nurses (N =20) who met inclusion criteria were purposively sampled. Ethical considerations
The study received ethical approval from an institutional review board. Informed consent was obtained from all participants. Findings/results
Three main themes emerged from the analysis. First, in main theme 1, If Only I Had Known More, nurses reported insufficient training specific to IDD care, expressing shame about their knowledge gaps. Second, in main theme 2, They Deserve Better, nurses highlighted the lack of resources and institutional support, complicating efforts to deliver appropriate care. Finally, in main theme 3, It Weighs on My Soul,nurses reflected on the emotional toll of caring for IDD patients, discussing subthemes such as self-doubt, emotional detachment, coping efforts, witnessing isolation, and moral distress. Discussion
These findings highlight personal, educational, and systemic gaps shaping ICU nurses’ experiences with IDD patients. Limited training and insufficient resources intensified moral distress. There is an urgent need for IDD-oriented education, institutional support, and policies that promote compassionate, tailored care. Conclusions
Findings suggest there is a strong alignment with the ethics of care framework. Such a connection emphasizes the need for systemic changes to empower ICU nurses to deliver compassionate, individualized care to IDD patients and enhance professional resilience and patient outcomes