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Achieving authentic diversity : addressing African American faculty misrepresentation in kinesiology programs
Full text linkThe field of Kinesiology has grown over the centuries from a discipline primarily focused on sport to one that includes a more scientific focus, leading to an increase in scholarship and research. This study provides an overview of Kinesiology’s history, highlighting the connection between African and the Greek Philosophers that paved the way for the discipline. It highlights past African American Kinesiology professionals that made substantive contributions, which has been absent in past discussions on Kinesiology’s history. Due to this historical erasure of minority voices and their contributions in Kinesiology, this paper amplifies past and current African Americans within the discipline, rectifying a wrong that has been perpetually done in research. Using a narrative inquiry approach influenced by Intersectionality Theory and Occupational Socialization Theory, this study reveals the lived experiences of six African American faculty within Kinesiology programs at Predominantly White Institutions (PWI’s) and insight into how Kinesiology programs at PWI’s can support African American professionals. Interviews were conducted to learn how they were socialized into Kinesiology and their experiences as an African American professional in White spaces. The participants shared their experiences through personal stories and sharing artifacts in the form of pictures, books, and songs. The interviews were transcribed with the creation of subsequent notes from the data, which provided three themes and tangible strategies to help support current African American faculty within Kinesiology programs at PWIs. The three themes surfaced from the interviews surrounding their personal and professional experiences: Kinesiological ambiguity, inequitable and retaliatory environments, and a lack of support for African American faculty members. Through the application of Intersectionality Theory, instances of marginalization in the form of retaliations, heavier workload, inequitable student evaluations, perceived incompetence, and a general lack of support for the scholarship of Black female faculty members were revealed. The strategies shared by the participants centered around the need for an intentional mentoring framework for African American professionals, evaluating hiring, promotion, and tenure policies as well as implementing cultural/racial bias training for faculty and staff
In the flesh
Full text linkThis work is a visceral exploration of consumption and objectification, where the boundaries between human and meat, desire and repulsion, are blurred and dissected. I create art from a subconscious collection of lived experiences and the subjective, epistemological stance of existing in a female Asian body. Through a collection of paintings and sculptures, I dive into the discomforting reality of being seen, undressed, and devoured. From the dimly lit corners of strip clubs to the sterile environment of butcher shops, the works interrogate the act of looking and the power dynamics inherent in the gaze. I use the figure and pieces making up the figure to inhabit and investigate questions about my identity and my existence as a practice of embodied thinking. I utilize the grotesque as a mode of refusal and a way to subvert the fetishizing gaze. These works are sad, deprived, hungry, and misunderstood, inviting compassion and empathy through introspection and pulling back the surface to reveal the absurdity of being human, which is both abject and beautiful
Critically exploring the use of race and ethnicity as grouping variables in studies that use or include differential item functioning analyses
Full text linkThis study addresses the underexplored terrain of conceptualizing and operationalizing race and ethnicity as grouping variables in Differential Item Functioning (DIF) studies within the context of psychometric research. The investigation extends beyond the identification of DIF and delves into the theoretical framing and communication of findings related to these variables. Analyzing 120 articles from diverse academic databases, this research employs descriptive statistics and interviews with two authors in its two-phase mixed methods approach. The results illuminate significant gaps in the current practices of DIF studies utilizing race and ethnicity as grouping variables. Notably, 75% of studies need more operational definitions and theoretical justifications for the inclusion of the race and ethnicity variables. The diversity in the definitions employed, often aligning with census categories, and the varied approaches to participant categorization (57% allowing self-selection, 30% unspecified) underscore the need for methodological clarity. The prevalence of an exploratory approach (83%) to DIF detection, with a limited focus (29%) on threats to internal validity, indicates a nuanced landscape. In conclusion, this study highlights the complexity surrounding the use of race and ethnicity as grouping variables in DIF studies. It emphasizes the necessity for clearer conceptualization, theoretical framing, and interpretation of findings. It advocates for enhanced methodological rigor, transparency, and cross-cultural considerations in psychometric research, paving the way for more nuanced and reliable assessments of differential item functioning across diverse populations
Can social learning theory explain child sexual assault?
Full text linkThis research seeks to examine if the social learning theory proposed by Ronald L. Akers has potential in explaining patterns among men who report engaging in sexual assault. Many studies reveal an association between CSA (child sexual abuse) and adult violent behavior, examining a victim-offender overlap and social learning being at least one of the reasons for it. These studies, however, do not focus inherently on Akers’ social learning theory or extensively on the adult male sex offender population in America. Social learning theory posits that actions like sexual violence occur when an individual is exposed to such deviant behavior through different associations favorable to crime and through imitation and learning reinforcement. The present study examines pre-recorded videos of adult male-identified persons convicted of sex crimes from a social learning theory lens. Specifically, I assess the extent to which the interviewees use language and/or other expressions that reflect social learning components at macro- (systemic) and micro-(interpersonal) levels. The question driving the research is: Can Akers’ Social Learning theory explain men’s sexual assault? The pre-recorded videos are from the single playlist, ‘Sexual Abuse,’ on the publicly available YouTube channel, Soft White Underbelly created by Mark Laita who is also the interviewer for each video. All the interviewees in the sample are registered sex offenders in the state of Florida. Using a guide sheet to assess various components of social learning theory, I systematically evaluate the validity of Akers’ social learning theory. My results indicate that five of the eight male sex offenders in the sample experienced CSA. The large majority of the sample sexually violated minors. Some, but not all, of the men imply or directly state that they learned how to sexually assault by interactions with others, thus supporting aspects of Akers’ social learning theory
A performance, rehearsal guide and examination of selected Japanese works for saxophone and marimba from the perspective of a saxophonist
Full text linkThis document will discuss three selected Japanese works for saxophone and marimba: Akira Yuyama’s Divertimento (1968), Maki Ishii’s Alternation I (1984), and Sho Oie’s Rhapsody (2018). Akira Yuyama’s Divertimento was the first piece written for saxophone and marimba. Since it was commissioned by the legendary Japanese percussionist Keiko Abe, who is famous for her “six-mallet” playing, this piece was discussed among percussionists in their journals and books; however, there is a lack of discussion of this piece from a saxophonist’s viewpoint. Maki Ishii’s Alternation I is also an early piece written for saxophone and marimba; this piece examines “controlled improvision.” This piece also plays a part in the history of developing works for newly-established chamber group of saxophone and marimba. Nevertheless, this piece only has a limited number of recordings. Sho Oie’s Rhapsody is the latest piece written for saxophone and marimba by a Japanese composer. Oie incorporates many Japanese traditional music elements and extended saxophone techniques in his piece, making me believe that his Rhapsody will significantly contribute to developing repertoire for this chamber group. Only four recordings of this piece exist. My intention is to conduct interviews with Sho Oie and Shishuo Cui, who is the first saxophonist to record this piece, to have a deeper understand about their biography and his compositional approach and musical traits of this piece. The discussion of these three Japanese pieces will provide references and suggestions for saxophone players who also want to prepare and perform these works with percussionists. In this document, I will include an introduction that illustrates the need for the study, a story of the events leading up to the study, a review of the role of the saxophone in chamber music, and the methods used to conduct the study. For each composition, there will be a chapter containing a biography of the composer, an analysis, and suggestions for performance preparation. The recording of each piece with my duet partner Amy Xin Yin will be provided as a video/audio reference for this paper. In the following discussion, I compare these three Japanese pieces from the perspective of (1) history, (2) saxophone technique, and (3) Japanese aesthetic
Education on the Role of Prophylactic Ondansetron in Preventing Spinal Anesthesia-Induced Hypotension Among Cesarean Section Patients
Full text linkBackground: Hypotension resulting from the placement of a spinal anesthetic results in as much as 80% of obstetric patients experiencing low blood pressure over the course of a cesarean section. Hypotension can result in significant side effects for both mother and baby including nausea and vomiting, cardiac collapse, impaired uteroplacental perfusion, and fetal acidosis. Ondansetron is a 5-HT3 receptor antagonist that is effective in attenuating spinal-induced hypotension by blocking serotonin-activated 5-HT3 receptors and preventing the activation of the Bezold-Jarisch reflex, which results in hypotension, bradycardia, and vasodilation. Purpose: This project aimed to evaluate if an educational intervention would result in practice change, increased utilization of prophylactic ondansetron prior to cesarean sections done under spinal anesthesia, and improved patient outcomes. Methods: Participants attended an educational presentation on the role of ondansetron in preventing spinal-induced hypotension (SIH). Pre and post-intervention surveying was used to assess participant knowledge and perceptions on the incidence of clinical outcomes such as hypotension and use of vasopressors. A chart review collected data on elective cesarean sections under spinal anesthesia to evaluate the rate of prophylactic ondansetron use and vasopressor consumption. Results: 52 cases were reviewed, which showed an increase in prophylactic ondansetron administration after the intervention. There was a significant decrease in the average vasopressor consumption after the intervention. However, there was not a relationship between receiving prophylactic ondansetron and the incidence of hypotension. Survey results indicated increased participant knowledge regarding prophylactic ondansetron. Conclusion: The project was successful in resulting in CRNA practice change and increased use of prophylactic ondansetron. Educational presentations are an effective way to inform CRNAs on evidence-based practice recommendations and can result in meaningful practice change and increased knowledge among participants
The Implementation Of A Preparation Checklist And Simulation For Out Of Or Intubation: A Quality Improvement Project
Full text linkBackground: Endotracheal intubation (ETI) in the intensive care unit (ICU) poses a significantly higher risk of life-threatening complications compared to procedures in the operating room (OR). Limited resources and the complex, critical condition of ICU patients make ETI more challenging. To bridge the gap in care, implementing standardized checklists and simulation training for ETI procedures in intensive care units will enhance patient outcomes by ensuring proper preparation, equipment, medications, and communication between healthcare providers. Purpose: This project aims to improve knowledge and ICU nurses’ confidence in preparing for and managing endotracheal intubation procedures in critically ill patients, thereby enhancing patient safety during emergent intubations outside the operating room. Methods: The Lewin’s Three-Step Model of Change and the Iowa model of evidence-based practice provided context for implementation. A PowerPoint presentation which reviewed the contents of a standardized preparedness checklist was followed by a simulation exercise led by the primary investigator. A mixed-methods design using a pre-and post-test survey was utilized for data collection. Results: Sixty-two ICU RNs participated in the intervention. A paired T-test was utilized to analyze the data from the pre-and post-test surveys. 70% of ICU RNs participating in this project reported increased confidence with the greatest improvement in self-reported confidence exemplified in the group of nurses with less than two years of experience working in the ICU. Conclusion: The results indicated that the intervention effectively increased confidence and knowledge of ETI, which improves patient safety and decreases morbidity and mortality. Additionally, results indicated that simulation training is beneficial to increase confidence levels while preparing for life-threatening emergencies in a safe, controlled environment
Evaluating the potential benefits of converting to model-based definition methods in engineering
Full text linkToday, the industry continues to advance with the addition of new innovative ideas and concepts, such as improved technological capabilities, adaptive methods through Industry 4.0, and enhanced modeling and design strategies. These innovations and methods would not have been possible without developing drafting and modeling standards and techniques. These laid the foundation for where we are today in industry and design. However, things within the industry are changing, which requires techniques and standards to do the same. Some drafting/modeling processes may take too much time, but there could be a more efficient way of presenting and transferring information. Whether this is through drafting or modeling, the design process can be refined. This research aims to determine if 2D drawings are still needed. It is hypothesized that the 3D CAD model may be used as the master document, replacing the current practice of using a 2D drawing for this purpose. Reasons that this hypothesis may prove to be correct are that specific information from engineering can be transferred more efficiently using the 3D model, having a single language system can make receiving and sending model information much more straightforward, and communicating information digitally can help companies better manage their designs and concepts while keeping everything in a safe, easy-to-find location. To determine if this hypothesis will be effective, case studies will be used to help apply MBD methods in a company. Data from these case studies will then be used to develop the MBD methods further for application to more design processes. If it is determined that the proposed change could increase productivity and transfer the information clearly without confusion, we will determine that the new method could be feasible. If this goal is not achieved, the methods applied must be reworked and reapplied. This process can be repeated until the satisfactory form of the MBD methods has been achieved and applied to a working design process
Co-phylogeographic structure in a disease-causing parasite and its oyster host
Full text linkWith the increasing affordability of next-generation sequencing technologies, genotype-by-sequencing has become a cost-effective tool for ecologists and conservation biologists to describe a species’ evolutionary history. For host-parasite interactions, genotype-by-sequencing can allow the simultaneous examination of host and parasite genomes and can yield insight into co-evolutionary processes. The eastern oyster, Crassostrea virginica, is among the most important aquacultured species in the United States. Natural and farmed oyster populations can be heavily impacted by “dermo” disease caused by an alveolate protist, Perkinsus marinus. Here, we used restricted-site associated DNA sequencing (RADseq) to simultaneously examine spatial population genetic structure of host and parasite. We analyzed 393 single-nucleotide polymorphisms (SNPs) for P. marinus and 52,100 SNPs for C. virginica from 36 individual oysters from the Gulf of Mexico (GOM) and mid-Atlantic coastline. All analyses revealed statistically significant genetic differentiation between the GOM and mid-Atlantic coast populations for both C. virginica and P. marinus, and genetic divergence between Chesapeake Bay and the outer coast of Virginia for C. virginica, but not for P. marinus. A co-phylogenetic analysis confirmed significant coupled evolutionary change between host and parasite across large spatial scales. The strong genetic divergence between marine basins raises the possibility that oysters from either basin would not be well adapted to parasite genotypes and phenotypes from the other, which would argue for caution with regard to both oyster and parasite transfers between the Atlantic and Gulf of Mexico regions. More broadly, our results demonstrate the potential of RADseq to describe spatial patterns of genetic divergence consistent with coupled evolution
Associations between physical activity, motor skills, executive function and EEG in preschoolers
Full text linkAccording to the embodiment theory of development, motor and cognitive development co-occur in early childhood (Gottwald et al., 2016). An abundance of research has especially focused on the co-development of motor skills and executive functioning (Spedden et al., 2017). Executive function refers to a cognitive process that involves the combination of working memory, inhibitory control, and cognitive flexibility and is closely related to attention and problem solving (Diamond & Lee, 2011). Executive function has also been related to electrophysiological data in preschool aged children (e.g., Broomell & Bell, 2018). However, little is known about how physical activity may impact executive function as well as the electrophysiological mechanisms underlying these changes cognition. A systematic review of the literature proposed the idea that the reason physical activity impacts executive functioning skills is that most physical activity involves complex motor tasks (Best, 2010). Other researchers have focused on the influence of physical activity on brain activation as the potential mechanism for improved executive function (Best, 2010; Best & Miller, 2010). There is a lack of consensus on how and why executive function, physical activity, frontal activation, and motor skills relate as well as limited understanding in the literature on how physical activity and motor skills may impact the development of executive function, especially in lower socioeconomic populations. This study aimed to gain insight into the relationship among these variables and determine what mechanisms may be responsible for gains in executive function during this age range. Preschool participants (N=66) were recruited from Head Start programs located in Jackson and Haywood counties. Parents who consented completed the Pre-PAQ, Vineland-3, and a demographic questionnaire while teachers completed the BRIEF-P in February of 2022. In May of 2022, preschool participant’s completed executive function tasks (Dimensional Change Card Sort, Day/Night, and Head-Toes-Knees-Shoulders), and electrophysiological data was collected. Bivariate correlations and hierarchical linear regressions were conducted using the data collected to determine the associations among frontal brain activity, physical activity, EF skills, and motor skills. Teacher-reported BRIEF-P subscales were positively and significantly associated with each other, which suggests BRIEF-P captures a unitary conceptualization of EF. Parent-reported Vineland-3 fine and gross motor skills were also positively and significantly correlated with each other as were the teacher-reported BRIEF-P subscales. EEG alpha at sites F4, F7, and F8 collected during baseline were all positively and significantly correlated. However, parent-report and teacher-report did not significantly predict preschool participant’s laboratory performance or accelerometer, with the exception of the Pre-PAQ predicting Head-Toes-Knees-Shoulders scores. This may be due to Head-Toes-Knees-Shoulders being a motor-based measure of EF. Participant’s performance on laboratory measures of executive were not significantly associated with each other or with EEG data. EEG data did not moderate the relationship between gross motor skills and observed laboratory task performance nor time spend in moderate-to-vigorous physical activity. Based on these findings, study limitations and future directions are discussed