21147 research outputs found
Sort by
Statistical Modeling of Knee Morphology and Material Properties Considering Diverse Populations
Get PDFTotal Knee Arthroplasty (TKA) is a widely performed surgical procedure aimed at alleviating pain and restoring function in patients with severe knee osteoarthritis. Despite its general success, disparities in postoperative outcomes have been observed across different racial and ethnic groups, with minority populations often experiencing less favorable results. One potential avenue for improving the generalizability of orthopaedic implants is using Statistical Shape and Intensity Models (SSIMs), which can be used to incorporate patient variability directly into the orthopaedic medical device development workflow through population-based finite element analysis.
This work aimed to construct an SSIM from a diverse subject set, incorporating male and female subjects of various ages from Asian, Hispanic, Black or African American, Native American, and White racial or ethnic groups using a novel registration method. Through t-tests and Analysis of Variance (ANOVA), significant differences in both shape and material properties across these demographic groups were detected. Notably, the analysis revealed literature-supported differences in bone size between the sexes and changes in bone material quality with age. While significant differences in bone morphology and bone quality among racial and ethnic groups were observed, further validation with a more balanced and robust training set is needed to confirm these findings. Finally, an innovative application to facilitate the utilization of these findings in the development of orthopedic devices was created. This work represents a significant step towards greater inclusivity and personalized care in orthopedic device development
Culturally Responsive Coaching: Supervision with a Cultural Lens
Get PDFCulturally Responsive Practices (CRP) are a focal point for many districts across the country. The emphasis of CRP is on how the institution enacts policies and practices for the benefit of the students they serve. This study views CRP from a different lens. The focus of this study is to 1.) center the voice of Black teachers and 2.) explore culturally responsive practices for the support and edification of the teacher from their coach/supervisor. The eight Black teacher participants and their instructional coaches engaged in interviews discussing current coaching models and the dynamics of their coaching relationships.
The relevant findings in this study are shared through three themes categorized as safety, authenticity, and relationships. Ultimately, the study invites school leaders to reimagine coaching structures and philosophies where teachers’ voices are incorporated in the conversation and culture is highlighted and valued. The Relay coaching model is also discussed as participants shared their perspective on the model from a coach’s viewpoint and from the viewpoint of the teachers
Selecting a Measurement System: Using Measurement System Potential Approval Criteria
Get PDFThis paper presents the results of a manufacturer’s quest to identify a measuring strategy during process development. Standard Measurement Systems Analysis (MSA) criteria provide a common framework to evaluate a gauge’s ability to produce data that fairly represents the quality characteristics that describe a part’s fitness for use. Here, MSA criteria, as well as hypothesis tests of precision and bias, are used to compare to two alternative measurement systems. Ultimately, to compare the two systems, measures of MSA criteria are developed that reflect the potential the criteria could reach by eliminating operator-to-operator gauge error
The Devil Is in the Details: Exploring Restorative Justice as an Option for Campus Sexual Assault Responses under Title IX
Get PDF
Saint Brigit and Her Habits: Exploring Queerness in Early Medieval Ireland
Get PDFSaint Brigit\u27s behavior and reception by society highlight an avenue by which women in the early medieval period could escape societal strictures, exercising agency over their bodies and their romantic choices, and carve out a distinct and unexpected place for themselves in a Christian patriarchal society. In Saint Brigit’s case, this is especially demonstrated by the breadth of her portrayed power as not just a nun but a saint, her extreme resistance to marriage, and her frequent comparisons to men. Indeed, her hagiography, written by Cogitosus in the seventh century, positioned her as one of the three principal and earliest Irish saints, and the only one who is female. Given this, Saint Brigit’s position, actions, and depiction by Cogitosus can be interpreted through the lens of queer theory to ask key questions regarding attitudes towards queerness in early medieval Ireland. In order to render the queerness of female sanctity acceptable in a patriarchal system, there were significant elements of compensation for the deviance from these societal norms in the depictions of female saints, such as hyperfemininity contrasting with contemporary masculine traits. This balance of deviance and compensation is most clear in hagiographies, texts where the saints and their actions were recorded and mediated for the explicit purpose of demonstrating sanctity. As Cogitosus’s Life of Saint Brigit depicted a woman who not only stepped out of one social structure, that being secular, but also monastic ones, his portrayal of Saint Brigit demonstrates that within female sainthood, queerness was not only accepted, but a prerequisite and inherent feature worthy of veneration. By examining how scholars have used a lens of queerness and mediation to analyze key hagiographies first of saints more broadly, and then of female saints, and using these approaches to examine the inherently queer actions, positions, and roles found in Saint Brigit’s First Life, we can gain a clearer view of societal views towards queerness during the early medieval period, and in early medieval Ireland in particular. In doing so, this thesis will help chip away at the monolithic view of the period, as well as the queer erasure within, demonstrating that queerness has always been a fundamental part of human society
“We’re Fucking Human Beings Too”: Narratives of Dehumanization and Resistance Among Formerly Incarcerated People
No full textCruelty and brutality are common and persistent features of prisons. Early prison institutions were characterized by poor living conditions and harsh punishments. While some of these punishments have fallen out of favor, the dehumanization of incarcerated people continues to be an enduring feature of prisons in the United States. Despite the proliferation of dehumanization research over the past few decades, there is limited empirical work that focuses on incarcerated people and how dehumanization operates within the context of imprisonment. Even fewer studies examine the phenomenon from their perspective. Consequently, the dehumanization of incarcerated people has not been well defined, and examination of the phenomenon has not been sufficiently explored. This study centers the voices, experiences, and stories of formerly incarcerated people and draws attention to a topic and population that are understudied and overlooked. The purpose of this study was to understand experiences of dehumanization in prison and how formerly incarcerated people make meaning of those experiences. Using a narrative approach, in-depth interviews were conducted with 17 people previously imprisoned in the Colorado Department of Corrections. Findings illuminate shared experiences of dehumanization and highlight how storytellers resist their dehumanization and assert their humanity. Additionally, study findings address existing gaps in the research and expand current understandings of the phenomenon through a definitional and theoretical contribution to the literature. Implications for social work education, practice, policy, and research are discussed
Childhood Discipline Disparities for African American and Latinx Students
Get PDFAfrican American and Latinx students are disproportionality impacted by punitive discipline models including suspensions, detention, and expulsions. This disproportionality removes students from the education setting creating adverse social emotional, academic, and economic outcomes. Students who are suspended and expelled are more likely to have contact with the juvenile justice system and or to be pushed out of school into alternative settings. Therefore, punitive discipline leads to increased school-based pathways to the juvenile justice system (SPJJ), also known as the school the prison pipeline (STPP). Despite knowledge of these adverse outcomes, schools continue to utilize punitive discipline practices. School psychologists are in a unique position to advocate for and model alternative discipline practices, as they work with all facets of the school system including students, teachers, families, special services providers, and administrators.
This dissertation investigated the experiences, practices, and resources that influenced educator mindsets and how these mindsets impacted the use of various discipline practices. This investigation sought to understand how school psychologists could support school systems in utilizing strengths-based and preventative discipline practices. Manuscript One offered an examination of current American mainstream discipline practices and the lifelong impacts it has on students. The literature review also examined the influences on the use of these practices including deficit-based models of thinking, implicit bias, and lack of mental health consultation and resources. The literature review demonstrated a gap in research related to discipline models and how school psychologists can advocate for and model strengths-based approaches. With this gap in mind, collaboration and advocacy for strengths-based models, such as restorative justice, were proposed.
Manuscript Two described a qualitative case study that examined the experiences, pedagogies, and internal and external factors that influence the use of various discipline practices used by educators from a large urban district. A rich description of each case as well as cross case thematic analysis was used to further understand the utilization of various discipline practices. Findings identified the most common punitive and preventative models of discipline practices utilized, external and internal influences on discipline, and common educator pedagogies ascribed by educators. Recommendations derived from the findings included advocacy for the implementation of strengths-based models of discipline, training on positive preventive practices, and culturally humble education environments
