16 research outputs found
Optimizing Nutritional Strategies for Physically Demanding Occupations: Enhancing Health and Performance in Tactical Athletes
No full textPlease note: no video is available for this presentation.
Energy and nutritional recommendations are based on work schedules, job demands, and environment, focusing on military personnel, law enforcement officers, and firefighters. Understanding these recommendations are crucial to reduce injury, disease, and mortality in these physically demanding occupations. Energy and nutritional demands in physically demanding occupations are influenced by specific stressors of tactile athletes, identifying tactile, environmental, cognitive, and metabolic stressors. Military personnel must address multiple physiological, cognitive, and environmental factors to meet their nutritional needs. Military personnel suffer from many physiological and energy expenditure demands. Further regarding load carriage, chronic sleep loss, environmental stressors and more impacts health and performance, which should be considered when developing nutritional guidelines to help ensure a successful mission. The supply and timing of sufficient amounts of energy, macronutrients, and micronutrients promote peak occupational performance outcomes and decrease risk of disease or injury. First responders have different physiological demands due to calls for response occur sporadically, meaning law enforcement officers or firefighters may shift from a sedentary state to a state that requires maximal physical exertion. Firefighters and law officers are more at risk for cancer, CVD, and other diseases compared to the general population due to exposure to various physiological, psychological, and environmental stressors along with long-term sleep deprivation. Chronic sleep deprivation adversely affects both mental and physical health. Law enforcement officers and firefighters’ specific energy needs are challenging to plan due to the unknown occupational tasks and increased energy demand from load carriage, PPE (personal protective equipment), and environmental factors. Due to all the occupational factors and stressors for firefighters and law officers, it is recommended that they actively take steps to improve their health. Other considerations listed in the article includes implementing wellness policies, supportive food environments, healthier food system suggestions, and using community assets to offer evidence-based nutrition classes that are affordable and meaningful to improve dietary habits. It is recommended that these tactile athletes should form and maintain a nutritious eating plan to optimize performance levels. The findings suggest that these tactile athletes work in distinctive environments that challenge them mentally and physically. These challenges highlight the need for targeted nutritional and hydration strategies. Further explaining hydration, PPE can decrease convection cooling currents along with the evaporative potential of the skin, therefore, these factors increase the rate of dehydration. Proper hydration and nutrition are critical for maintaining health and performance under occupational stressors. Customized nutrition and hydration are crucial for optimizing performance, mitigating health risks, and improving the general well-being of tactical athletes.https://digitalcommons.jsu.edu/ce_jsustudentsymp_2025/1062/thumbnail.jp
Dual epigenetic targeting with panobinostat and azacitidine in acute myeloid leukemia and high-risk myelodysplastic syndrome
No full textPresented in part at the 53rd Annual Meeting of the American Society of Hematology, San Diego, CA, December 10–13, 2011, and the 17th Congress of the European Haematology Association, Amsterdam, June 14–17, 2012.Therapeutic options are limited for elderly patients with acute myeloid leukemia (AML). A phase Ib/II study was undertaken to evaluate the maximum-tolerated dose (MTD) and preliminary efficacy of the pan-histone deacetylase inhibitor panobinostat (LBH589) in combination with azacitidine in patients with AML or high-risk myelodysplastic syndrome (MDS) naïve to intensive chemotherapy. Thirty-nine patients (AML=29, MDS=10) received azacitidine 75 mg/m(2) subcutaneously (days 1-5) and oral panobinostat (starting on day 5, thrice weekly for seven doses) in 28-day cycles until toxicity or disease progression. Dose-limiting toxicities during the phase Ib stage were observed in 0/4 patients receiving 10 mg panobinostat, in 1/7 patients (fatigue) receiving 20 mg, in 1/6 patients (fatigue) receiving 30 mg and in 4/5 patients (fatigue, syncope, hyponatremia and somnolence) receiving 40 mg. In phase II, an additional 17 patients received panobinostat at a MTD of 30 mg. The overall response rate (ORR=CR+CRi+PR) in patients with AML was 31% (9/29) and that in patients with MDS was 50% (5/10). After a median follow-up of 13 months, the median overall survival was 8 and 16 months in patients with AML and MDS, respectively. Increased histone H3 and H4 acetylation was a useful early biomarker of clinical response. Combining panobinostat with azacitidine was tolerable and clinically active in high-risk MDS/AML patients, warranting further exploration.P Tan, AWei, S Mithraprabhu, N Cummings, HB Liu, M Perugini, K Reed, S Avery, S Patil, P Walker, P Mollee, A Grigg, R D, Andrea, A Dear, and A Spence
Enacting Culturally Relevant Pedagogy when “Mathematics Has No Color”: Epistemological Contradictions
No full textCulturally relevant pedagogy (CRP) seeks to improve equity in instruction and leverage students’ experiences by promoting academic success, cultural competence, and sociopolitical consciousness. We examine instructors’ perceptions of student identity to understand the ways undergraduate mathematics instructors are enacting or experiencing barriers to enacting CRP. Interviews with ten mathematics faculty at Hispanic-serving institutions identified two potential barriers to enacting CRP: first, instructors’ hesitance to communicate about student identity, especially with respect to race and gender; and second, instructors holding epistemologies that mathematics is culture-free. Despite these barriers, almost all interviewees implemented the academic success tenet of CRP. These barriers may prevent instruction around cultural competence and sociopolitical consciousness, which are the two tenets that most capitalize on students’ informal knowledge, identities, and cultural experiences. Changing discourse by taking more risks in conversation and inviting a more diverse range of people to the undergraduate mathematics community are potential ways to address these barriers.This article is published as Shultz, M., Close, E., Nissen, J. et al. Enacting Culturally Relevant Pedagogy when “Mathematics Has No Color”: Epistemological Contradictions. Int. J. Res. Undergrad. Math. Ed. (2023). https://doi.org/10.1007/s40753-023-00219-x. Posted with permission. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/
The role of epistemological beliefs in STEM faculty’s decisions to use culturally relevant pedagogy at Hispanic-Serving Institutions
No full textBackground
The growing understanding of the oppressive inequities that exist in postsecondary education has led to an increasing need for culturally relevant pedagogy. Researchers have found evidence that beliefs about the nature of knowledge predict pedagogical practices. Culturally relevant pedagogy supports students in ways that leverage students’ own cultures through three tenets: academic success, cultural competence, and sociopolitical consciousness. If STEM practitioners believe that their disciplines are culture-free, they may not enact culturally relevant pedagogy in their courses. We investigated how and in what forms 40 faculty from mathematics, physics, chemistry, and biology departments at Hispanic-Serving Institutions enacted culturally relevant pedagogy. We used the framework of practical rationality to understand how epistemological beliefs about the nature of their discipline combined with their institutional context impacted instructors’ decision to enact practices aligning with the three tenets of culturally relevant pedagogy.
Results
In total, 35 instructors reported using practices that aligned with the academic success tenet, nine instructors with the cultural competence tenet, and one instructor with the sociopolitical consciousness tenet. Instructors expressed and even lauded their disciplines’ separation from culture while simultaneously expressing instructional decisions that aligned with culturally relevant pedagogy. Though never asked directly, six instructors made statements reflecting a “culture-free” belief about knowledge in their discipline such as “To me, mathematics has no color.” Five of those instructors also described altering their teaching in ways that aligned with the academic success tenet. The framework of practical rationality helped explain how the instructors’ individual obligation (to the needs of individual students) and interpersonal obligation (to the social environment of the classroom) played a role in those decisions.
Conclusions
Instructors’ ability to express two contradictory views may indicate that professional development does not have to change an instructor’s epistemological beliefs about their discipline to convince them of the value of enacting culturally relevant pedagogy. We propose departmental changes that could enable instructors to decide to cultivate students’ cultural competence and sociopolitical consciousness. Our findings highlight the need for future research investigating the impacts of culturally relevant pedagogical content knowledge on students’ experiences.This article is published as Shultz, M., Nissen, J., Close, E. et al. The role of epistemological beliefs in STEM faculty’s decisions to use culturally relevant pedagogy at Hispanic-Serving Institutions. IJ STEM Ed 9, 32 (2022). https://doi.org/10.1186/s40594-022-00349-9. Posted with permission. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/
A QuantCrit investigation of society’s educational debts due to racism and sexism in chemistry student learning
No full text
The American Chemical Society holds supporting diverse student populations engaging in chemistry
as a core value. We analyzed chemical concept inventory scores from 4,612 students across 12
institutions to determine what inequities in content knowledge existed before and after introductory
college chemistry courses. We interpreted our findings from a Quantitative Critical (QuantCrit)
perspective that framed inequities as educational debts that society owed students due to racism,
sexism, or both. Results showed that society owed women and Black men large educational debts
before and after instruction. Society’s educational debts before instruction were large enough that
women and Black men’s average scores were lower than White men’s average pretest scores even after
instruction. Society would have to provide opportunities equivalent to taking the course up to two and
a half times to repay the largest educational debts. These findings show the scale of the inequities in
the science education systems and highlight the need for reallocating resources and opportunities
throughout the K-16 education system to mitigate, prevent, and repay society’s educational debts from
sexism and racism.
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The Myeloma Landscape in Australia and New Zealand: The First 8 Years of the Myeloma and Related Diseases Registry (MRDR)
No full textPredictors of early mortality in multiple myeloma: Results from the Australian and New Zealand Myeloma and Related Diseases Registry (MRDR)
No full textThe frequency and causes of early mortality in patients with newly diagnosed multiple myeloma (NDMM) have not been well described in the era of novel agents. We investigated early mortality in a prospective cohort study of all patients with NDMM registered on the Australian and New Zealand Myeloma and Related Diseases Registry (MRDR) at 36 institutions between July 2011 and March 2020. Early mortality was defined as death from any cause within the first 12 months after diagnosis. A total of 2377 patients with NDMM were included in the analysis, with a median (interquartile range) age of 67.4 (58.9–74.60 years, and 60% were male. Overall, 216 (9.1%) patients died within 12 months, with 119 (4.5%) having died within 6 months. Variables that were independent predictors of early mortality after adjustment in multivariable regression included age (odds ratio [OR] 1.07, 95% confidence interval [CI] 1.05–1.08; p < 0.001), Eastern Cooperative Oncology Group performance status (OR 1.50, 95% CI 1.26–1.79; p < 0.001), serum albumin (OR 0.95, 95% CI 0.93–0.98; p < 0.001), cardiac disease (OR 1.96, 95% CI 1.35–2.86; p < 0.001) and International Staging System (OR 1.40, 95% CI 1.07–1.82; p = 0.01). For those with a primary cause of death available, it was reported as disease‐related in 151 (78%), infection 13 (7%), other 29 (15%). Infection was listed as a contributing factor for death in 38% of patients
Design and development of the Australian and New Zealand (ANZ) myeloma and related diseases registry
No full textAbstract Background Plasma cell dyscrasias (PCD) are a spectrum of disorders resulting from the clonal expansion of plasma cells, ranging from the pre-malignant condition monoclonal gammopathy of undetermined significance (MGUS) to multiple myeloma (MM). MM generates a significant burden of disease on the community and it is predicted that it will increase in both incidence and prevalence owing to an ageing population and longer survival secondary to new therapeutic options. Robust and comprehensive clinical data are currently lacking but are required to define current diagnostic, investigational and management patterns in Australia and New Zealand (ANZ) for comparison to both local and international guidelines for standards of care. A clinical registry can provide this information and subsequently support development of strategies to address any differences, including providing a platform for clinical trials. The Myeloma and Related Diseases Registry (MRDR) was developed to monitor and explore variations in practices, processes and outcomes in ANZ and provide benchmark outcomes nationally and internationally for PCD. This paper describes the MRDR aims, development and implementation and discusses challenges encountered in the process. Methods The MRDR was established in 2012 as an online database for a multi-centre collaboration across ANZ, collecting prospective data on patients with a diagnosis of MGUS, MM, solitary plasmacytoma or plasma cell leukaemia. Development of the MRDR required multi-disciplinary team participation, IT and biostatistical support as well as financial resources. Results More than 1250 patients have been enrolled at 23 sites to date. Here we describe how database development, data entry and securing ethics approval have been major challenges for participating sites and the coordinating centre, and our approaches to resolving them. Now established, the MRDR will provide clinically relevant and credible monitoring, therapy and ‘real world’ outcome data, to support the conduction of high quality studies. In addition, the Myeloma 1000 sub-study is establishing a repository of paired peripheral blood specimens from registry patients to study mechanisms underlying disease progression. Conclusion Establishment of the MRDR has been challenging, but it is a valuable investment that will provide a platform for coordinated national and international collaboration for clinical research in PCD in ANZ
