2020 Theses and Dissertations

Permanent URI for this collectionhttps://hdl.handle.net/11274/13270

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A content analysis of battering interventions: Development of a unified framework for treating relationally violent men
(12/7/2020) Slack, Christopher S.; Porras Pyland, Claudia; Stabb, Sally
Men’s violence against women in the form of intimate partner violence (IPV) has been an ongoing concern worldwide. While awareness of IPV and interventions for survivors of IPV have grown over the last several decades, relatively little attention has been given to improving battering intervention programs (BIPs) that address men’s violence. Existing data from BIPs show that relationally violent men (RVM) can be a very difficult population to treat. Meta-analyses across BIPs with differing theoretical ideologies show that these programs tend to struggle to retain RVM and have small effects on decreasing recidivism. The current dissertation conducted a content analysis of the available BIP literature addressing men’s violence to develop a more wholistic and unified psychotherapy approach for treating RVM. Propositions related to the causes of IPV, hypotheses regarding treatment, and corresponding operational definitions of interventions were identified in the BIP literature focused on treatment interventions. From this content analysis, a unified model of treating RVM was developed. The resulting unified approach for treating RVM may help to inform future treatment directions and improve the effectiveness of BIP programs in reducing men’s violence and preventing drop out. By allowing therapists and BIP facilitators to respond more flexibly and encouraging a more wholistic view of RVM, it is also hoped that this unified approach will aid facilitators looking to expand their repertoire of skills and conceptualization of RVM.
A gender analysis of Texas university interscholastic league band concert and sight reading evaluation adjudication panels from 2010-2019
(5/21/2020) Najera, Melinda; Baker, Vicki D.
The purpose of this study was to determine the male-female ratio of band directors serving on adjudication panels for Texas University Interscholastic League (UIL) concert and sight reading evaluations from 2010 to 2019. The gender makeup of the adjudication panels used in band UIL concert and sight reading evaluation for middle school and high school from 2010 to 2019 were recorded. Data were analyzed by gender, region, and grade level (middle school and high school). Results indicate that the average percentage of female UIL band adjudicators hired between 2010 and 2019 was 16.6%, and there were 5.5% more female judges in 2019 than in 2010. Of the 1,482 combined concert and sight reading evaluation panels from 2010-2019, the percentage of all-female panels was 0.2%, and the percentage of all-male panels was 43.1%. In the past decade, a larger percentage of females were hired to judge middle school evaluations (71%) than high school evaluations (25%).
A mixed method analysis of the role of balance outcome measures in therapist decision-making and patient outcomes
(10/30/2020) Lyon, Marissa F; GLEESON, PEGGY B
The purpose of these three studies was to assess the impact of using outcome measures on physical therapists' decision-making and patient functional outcomes. Three hundred thirty-seven physical therapists completed an online survey focused on their use of outcome measures and their relationship with decision-making for patients with acquired brain injury. Physical therapists reported that the use of outcome measures frequently impacted decision-making in estimating prognosis, identifying a patient's risk for adverse events, setting goals, communicating, educating, making discharge decisions, and selecting treatment interventions. Twenty-three physical therapists participated in semi-structured interviews focused on outcome measures' impact on decision-making and patient outcomes. Therapists indicated that outcome measures played a large role in clinical decisions, and a majority reported they believed there was a relationship between outcome measures and patient outcomes. Finally, eight physical therapists (PTs) and physical therapist assistants (PTAs) participated in a knowledge translation intervention focused on outcome measures. Patients treated by these therapists demonstrated significantly better ambulation ability and participated in significantly fewer minutes of physical therapy compared to patients treated by six PTs and PTAs who did not participate in an educational intervention.
A phenomenological study with African American male cardiac peer support volunteers
(4/29/2020) Coleman, Charles Michael; Armstrong, Joyce
This qualitative phenomenological study was designed to focus on the lived experiences of African American male cardiovascular peer support volunteers (AAMCPSV) within a healthcare setting. There is a paucity of African American male peer support volunteers to work with the increasing numbers of African American cardiovascular patients. The scarcity of AAMCPSV warrants the question of factors contributing to the lack of organizational policies, challenges faced within hospital staff, and lessons learned from the few males who have been peer support volunteers in the past five years. The purpose of the study was to explore the lived experiences of AAMCPSV with a goal of understanding the phenomena from their perspectives. This research was guided by one overarching research question: What are the lived experiences of African American male cardiac peer support volunteers in a healthcare setting? The findings of this study from the perspectives of the AAMCPSV are that the African American peer support volunteer is the most capable member of the healthcare team to help guide the cardiac patient and family out of the crisis; volunteering to the African American patient improves the cardiac health of the volunteer and the patient; masculinity and sexuality are underlying and under recognized concerns; and the AAMCPSV want to empower other African American males to join the cause.
A Program evaluation of The One Love Foundation’s Escalation Workshop
(1/27/2020) Wierzchowski, Andrea A; Palomares, Ronald S.
Intimate partner violence (IPV) affects 10 million individuals and accounts for 15% of all violent crime in the United States (U.S.) every year. IPV extends beyond physical injury and can result in death; accounting for 16% (about 1 in 6) of murder victims. In that 16%, nearly 50% are female victims (926 out of 1809 IPV homicide victims) in the U.S. are killed by an intimate partner. The One Love Foundation created a 90-minute, peer facilitator-lead educational program, The Escalation Workshop (Escalation), that aims to provide education through a short film and group discussion about the warning signs and characteristics of unhealthy relationships in 2010 in an effort to save lives; however, this workshop has not been scientifically validated. As such, the aim this study was to evaluate the efficacy of Escalation utilizing the Rapid Feedback Evaluation (RFE) model. A total of 152 adults (137 women; 42.90% White/European-American; median age 19) were recruited from a Tier 2 university in southwestern United States from December 2018 to February 2019 and completed Escalation as well as pre-, post-, and two-month follow up intervention surveys. Overall, results of statistical analyses revealed that Escalation provides education to participants in identifying characteristics of unhealthy relationship behaviors and safely intervening in situations of IPV, which are believed to ultimately contribute to lowering statistics related to IPV.
A retrospective study to identify unique contributors to falls in hospitalized adult hematology patients
(1/10/2020) Mbango, Catherine; Toms, Robin
A fall may be defined as an event that results in a person coming to rest inadvertently on a lower level surface or an unplanned descent to the floor with or without injury. Fall prevention is a concept associated with hindering a fall from happening through advance care planning or action. The body of knowledge on falls, risk factors, consequences, and prevention originates from studies of older persons who have experienced a fall. The medical community has made several efforts toward fall risk assessment with an emphasis on prevention of the reoccurrence of falls, but this approach could potentially skew attention away from initial fall prevention efforts. The purpose of this retrospective case-control study was to identify unique contributors to falls in hospitalized adult cancer patients with a hematologic diagnosis. Falls in this population are a great safety concern for nurses and other healthcare providers. Patients with hematologic disorders are at an increased risk of sustaining an injury due to their low platelet counts resulting from chemotherapy and radiation treatments. Patient falls, and patient falls with injury are healthcare outcome measures that are currently being used to evaluate the quality of hospital nursing care, and are an integral part of the National Database of Nursing Quality Indicators (NDNQI). The Centers for Medicare and Medicaid Services no longer reimburses hospitals for in-hospital falls with injury, therefore, placing a greater burden on nursing staff to ensure patient safety through the development of nurse-driven fall prevention strategies, and the implementation of risk reduction plans of care. A total of 94 electronic medical records, which served as the primary sources of data were reviewed in this study and data on ten independent variables and one dependent variable were analyzed. Simple logistic regression between continuous variables and one dependent variable, and cross-tabulation between categorical variables and the dependent variable was used to analyze study results. Stepwise logistic regression was utilized for the final analysis of data. The relationship between fall incident and fall risk assessment score on admission was significant, X2 (1) = 6.153, p<.013, Cramer’s V = .256. Additional research is planned for generalizability.
A strengths-based cognitive approach to enhancing occupational performance and self-efficacy in individuals with Schizophrenia
(5/14/2020) Linkie, Christine A.; Evetts, Cynthia L.
OBJECTIVE: People with schizophrenia have functional challenges related to cognitive impairments and decreased self-efficacy. Strengths-based approaches to rehabilitation are recommended, but such approaches are not well-defined or widely researched. This dissertation study investigated a strengths-based cognitive prompting intervention to improve occupational performance and self-efficacy in people with schizophrenia. METHODOLOGY: Five members of a community-based psychiatric rehabilitation services (PRS) program participated in this mixed methods study. Their goals came from individual rehabilitation plans (IRPs). Strengths were gleaned from an assessment protocol guided by the cognitive functional evaluation (CFE) process. Tests included the BLERT, BRIEF-A, BPRS-E, CTMT, EFPT, GSE, HT, and SWL; results were analyzed using quantitative methods. Single-case design with multiple baselines used the MOHOST as the repeated measure of occupational performance. Qualitative methods included a focus group and individual interviews to understand participants’ lived experience of the intervention and assessment protocol. RESULTS: Single-case design showed an overall small intervention effect (d = .26) with varying results among individual participants and MOHOST domains. Analyses point toward relationships between variables of occupational performance, cognitive skills, and life satisfaction post-intervention. Participants reported a positive experience of the intervention and of the assessment protocol, improved self-confidence, and increased use of strengths for more successful occupational performance. CONCLUSION: Findings from this study showed initial support for the strengths-based cognitive prompting intervention. In addition, the study demonstrated that an assessment protocol that uses CFE guidelines and facilitates individuals’ understanding of the relationship between functioning and assessment results is meaningful to individuals. This study has implications for further development of the intervention and assessment protocol and for integrating the intervention into cognitive remediation for people with schizophrenia spectrum disorders.
A thematic analysis of the literature of the lived experiences of collective trauma due to deportation causing separation among Mexican and Central American individuals, couples, and families
(2/10/2020) Garcia, Juana Elida; Ladd, Linda, Ph. D.
Through this thematic analysis study, this researcher examined the experiences of collective trauma as reported by Latina/os individuals, couples, and families separated due to deportation. In this study, four dissertations and one thesis, during the time range of 2013-2017, were reviewed to explore the meanings of the lived experiences of individuals, couples and families facing the challenges of separation. This researcher explored the responses of persons whose origins were from Mexico and Central America and were affected by United States migratory legislation through the lens of phenomenology; the Internal Family Systems Theory (IFS, 1995); the Borderland Theory (1987); and, Anzalduan epistemologies (Anzaldua & Keating, 2002). The focus of the study was to understand the following: (1) the negative and psychological effects of persons experiencing oppression (Cudd, 2006); (2) the three concepts of social exclusion (Mathieson et al., 2008); and, (3) the effect of trauma on the brain, body and mind of the person as expressed through states of dissociation and shame (Kaufman, 1985; van der Hart, 2006; van der Kolk, 2014). Major Themes from Research Question 1: What did Latina/o individuals describe as their experiences of deportation? The three major themes identified for research question one were as followed: 1.1 Fear: Existential threat toward Self and group; Subtheme 1.1a: Self and identity issues: In-between; 1.2 Painful detachments: Sudden loss of family member; Subtheme 1.2a: Shame and secrecy: Remain silent; 1.3 Economic hardships: Double burdens on the family; Subtheme 1.3a: Enculturation trauma: Lost in transmission. Major Themes from Research Question 2: How did Latino couples describe their experiences of separation due to deportation? The two major themes identified for research question two are as follows: 2.1 Lack of economic support from deportee: Living in Canal City; 2.2 Disconnection in the relationship: Unbridgeable; Subtheme 2.2a: Insecure attachments: Illegal love. Major Themes from Research Question 3: How did family members process and construct meaning when experiencing separation due to deportation? The two major themes to research question three included: 3.1 Family reunification: Mr. Coyote; 3.2) Social pain: Broken spirits; Subtheme 3.2a: Psychological homelessness: Open wound. The obligation to conduct research that centralized on transforming societal inequalities to produce positive social change was a genuine effort in sustaining humanity. The commitment in promoting research across cultural contexts involved interdisciplinary focus on the social levels, the mind, brain and body. To address inequalities and heal culture wounds in families required an advanced knowledge of the complexity of social realities.
Able-diverse music therapy: Toward a new model of disability and music therapy
(2/7/2020) Gross, Robert Dale; Cohen, Nicki S.
Because many if not most of the clients of the music therapy profession are disabled, it is incumbent on the music therapy profession to find best practices in the service of disabled people. Much of the music therapy profession, however, remains involved with the medical model of disability which locates disability in the individual and pathologizes bodily differences and abilities. This is at odds with the field of disabilities studies and what it calls the social model of disability. This thesis proposes to square the music therapy profession more closely with a disability studies model in creating what it calls able-diverse music therapy. Able-diverse music therapy is the result of several alignments and sub-alignments of existing scholarship, synthesized to create a new model of music therapy. Able-diverse music therapy is defined by the present author as music therapy that seeks musicking, community building (in a multicultural manner whenever possible), and social justice for people with socially constructed developmental differences in ability that should be recognized and respected as any other human variation.
Adolescent newcomers’ literacy development through critical semiotic mediation: An interactive symbiotic model of agency and space
(8/3/2020) Nunez, Mariannella D.; Stewart, Mary Amanda, 1979-
The influx of immigrants has contributed significantly to the exponential diversification of culture and language represented in classrooms from preschool to high school (Ataiants et al., 2018). To ensure the academic success of culturally and linguistically diverse students, it is essential to meet their unique curricular needs within these multicultural contexts. A crucial component of academic success in the United States is the acquisition of English. Yet the ways schools have narrowly attempted to address this need, through English-only practices that are void of encompassing students’ full linguistic repertoires and cultural ways of knowing, continue to marginalize emergent bilinguals, particularly adolescent newcomers (Menken, 2013). This population faces more challenges compared to their younger counterparts because of their late entrance into U.S. schools, critical age in life, high academic demands, and limited time to acquire necessary credits for graduation (Fu & Graff, 2009). This qualitative case study illustrates the ways cultural and linguistic semiotic mediators support adolescent newcomer’ literacy development in school guided by a proposed conceptual framework, Critical Semiotic Mediation. The study took place in a North Texas high school where selection of participants came from courses designated for newcomers. Open and analytical coding was used to analyze data, discuss findings and significance (Dyson & Genishi, 2005). Two major findings in the ways that semiotic mediation supported students’ literacy development in school were the concepts of Semiotic Mediation Spaces and Agency Mobilizers. A model illustrated the symbiotic and interactive relationship of Agency Mobilizers within Semiotic Mediation Spaces. In discussing the Semiotic Mediation Spaces, the spaces that the students had contact with including Home, School, and Affinity spaces were identified. Then the Agency Mobilizers represented by gears that function within the spaces were discussed. Three gears; Future Self, School Literacies, and Social Identity were identified. This study contributes to the literature of Identity Theories, Culturally Sustaining Pedagogy and the diversity of adolescent newcomers. The findings imply the need for a Culturally Sustaining approach to pedagogy, policy and research.
Affect and achievement: creating an optimal learning experience in mathematics
(7/14/2020) Skousen, Elizabeth; Navarra-Madsen, Junalyn
This paper is an analysis of cross-curricular studies about motivation, affect, and engagement in a classroom setting. We further determine appropriate tools for measuring student engagement and affect. Student self-efficacy is a determining factor in motivation and engagement in the classroom. Three instructional methods are of particular interest in increasing student engagement and motivation: problem-based learning, mastery learning, and student self-assessment. We consider each of these instructional methods in turn as ways to enhance student self-efficacy and positive affect and conduct a statistical analysis on the correlations between these measures. Problem-based learning, mastery learning, and student self-assessment are positively correlated with student affect, motivation, and engagement, which contribute to student achievement and future learning of mathematics.
Alice's adventures in adaptation: The evolution of power in children's and young adult literature
(7/22/2020) Hibdon, Allyson; Busl, Gretchen Lynne
In this thesis I have analyzed the evolution of power in children’s and Young Adult literature through Lewis Carroll’s children’s novel, Alice’s Adventures in Wonderland (1865). Carroll’s novel is one that has been adapted and retold a multitude of times in varying ways. In this thesis, I compare Carroll’s original work to three different adaptations, Walt Disney’s animation (1951), Tim Burton’s visual film adaptation Alice in Wonderland (2010) and Young Adult trilogy Splintered (2013) written by A.G. Howard. In comparing the three works, I discuss how power plays a role in Wonderland through her relationships to three key themes: identity, authority, and time. In doing so, it is demonstrated that as Alice gets older with each adaptation, the more power and responsibility she receives. Her purpose and relationship to Wonderland changes as she gets older, as does her power to choose and become a heroine while navigating elements of the fantastic. Though Howard’s adaptation does not focus on Alice, but rather her fifteen-year-old great-niece, Alyssa, the premise remains the same: She is a teenager who must carry a legacy, yet struggles with the power imbalance that comes with being younger than Burton’s Alice but older than Carroll’s. I demonstrate how power and relationships specifically as it relates to children’s and Young Adult literature as Alice evolves and gets older, therefore receiving more power to save Wonderland and become a heroine.
An exploration of African American men's experience with perinatal loss
(4/24/2020) Lekuti, Yemi; Norton, Aaron, Ph. D., LMFT
The purpose of this study was to explore how African American men experience perinatal loss. As there is currently little to no research on how African American men address the emotional expressiveness, barriers they have faced, access or utilization to mental health services following a miscarriage, this study gathered the narrative of what was experienced. Using the integrative phenomenological framework, the African American men’s stories formed three central themes: the strong, silent African American man, family first-therapy second, and broken barriers. This explains how the respondents managed their grief independently; how their community (family and friends) were their initial line of defense following their partners’ miscarriage and therapy was considered if necessary; and finally, the barriers shed light to the notion of how the respondents turned to their partner following the miscarriage. The racial-ethnic and gender component is valuable as it challenges professionals to examine and provide appropriate attention to being informed about how to meet African American men’s needs with intention.
An exploratory factor analysis of the Woodcock-Johnson IV tests of cognitive abilities and tests of oral language for the 9- to 13- year old age range
(11/24/2020) Rowden, Ashley Sabrina; Maricle, Denise E.
Scientific understanding of the nature of intelligence has steadily evolved over the years; however, the past century has seen an explosion of research aimed at understanding the construction of intelligence, the relationships between neuroscience and cognitive skills, and the best ways to measure intellectual abilities. While there is no clear consensus regarding the most accurate or all-encompassing theory of intelligence, Cattell-Horn-Carroll (CHC) theory has become one of the premiere guides to understanding the many facets of intelligence. The Woodcock-Johnson (WJ) series of tests have steadily incorporated CHC theory, aiming to provide practitioners with tangible measures of various cognitive skills. Two batteries from the most recent iteration of the WJ, the Woodcock-Johnson IV (WJ IV), are the WJ IV Tests of Cognitive Abilities (WJ IV COG) and the WJ IV Tests of Oral Language (WJ IV OL); WJ IV publishers purport that these two batteries provide a measure of general intelligence (g) as well as seven broad intelligence factors. However, research methods reportedly used to ensure adherence to CHC theory were both unorthodox and unclear. The purpose of this study is to use a commonly employed method of observing test structure – exploratory factor analysis – to understand the factor structure of the WJ IV COG and WJ IV OL for the 9- to 13- year old age group. A correlation matrix provided in the WJ IV Technical Manual was used for data analyses. Four subtests were removed from analyses due to weak or cross-loadings, thus the final solution was comprised of 23 subtests. Results indicated that the WJ IV COG and WJ IV OL are primarily measures of a single strong factor which coincides with comprehension-knowledge (Gc). Four additional weaker but salient factors were also present and hypothesized to represent short-term working memory (Gwm), perceptual reasoning, processing speed (Gs), and auditory processing (Ga). Perceptual reasoning was the only factor which did not clearly align with the factor structure reported in the Technical Manual, as it appeared to represent a blend of fluid reasoning (Gf), long-term storage and retrieval (Glr), and visual processing (Gv). These results closely mirrored the findings of other researchers examining the structural validity of the WJ IV.
An investigation of the implementation of the greeting circle to promote social and emotional skills in pre-kindergarten children
(1/8/2020) Murphy, Pamela A.; Moore, Lin
The research study investigated the effectiveness of the implementation of the Greeting Circle to promote social and emotional skill development in pre-kindergarten children. The participants in the study were nine pre-kindergarten teachers from three campuses in a charter school district. This research study utilized a phenomenological mixed methods approach. The qualitative data was collected to support the quantitative data. Qualitative data was collected using focus group interviews. Quantitative data included the Children’s Learning Institute Progress Monitoring Tool (CLI) (University of Texas Health Science Center of Houston, 2017) Social and Emotional Behaviors Checklist and the Classroom Assessment Scoring System (CLASS) (Pianta, La Paro, & Hamre, 2008). Classroom quality was measured by the CLASS observations in the fall and spring. There are three domains in the CLASS scoring system: Educational Support, Instructional Support, and Classroom Organization. Mean scores for Emotional Support and Classroom Organization increased, while there was a decrease in mean scores for Instructional Support. Changes in scores from fall to spring were not significant. Children’s social and emotional skill development was measured using the CLI Progress Monitoring Tool. The CLI was used by the pre-kindergarten teachers to score the children’s skills across five dimensions: Positive Social Behavior, Classroom Community, Regulation, Self-Care, and Approaches to Learning. The fall and spring scores for each of these dimensions were used in the analyses. Additionally, data based on the Social and Emotional Behaviors totals were used to determine the overall progress in social and emotional skill development for boys and girls. The children made significant gains in mean scores in four of the dimensions. Self-Care scores increased but not significantly. The total mean scores for Social and Emotional Behaviors increased significantly. Multiple regression analysis was used to determine the best predictors of the spring Social and Emotional Behaviors total scores. The independent variables included the CLASS domain scores, the teachers’ years of teaching, and children’s gender. None of the variables were found to be significant predictors. Focus group interviews were conducted with pre-kindergarten teachers at each of the campuses. Teachers described their experiences with implementing the Greeting Circle. The focus groups interviews were audio-recorded and transcribed by the researcher. Based on several readings of the transcripts, four themes emerged. These themes were supplementing curriculum, use of strategies, challenges, and successes.
Analysis of resistant starch content among different potato varieties and the impact of one variety on satiety
(9/4/2020) Kung, Stephanie; Patterson, Mindy A.
Resistant starch (RS) content can be impacted by cooking method and potato variety and have effects on satiety when consumed. This study analyzed RS content among three potato varieties (Red Norland, Russet, and Yukon Gold) where each were cooked using five different methods and serving temperatures (boiled used hot, baked used hot, baked then chilled one day, baked then chilled three days, and baked then chilled five days). RS content was the highest in Russet potatoes baked then chilled for five days (6.21g/100g) and lowest in Yukon Gold potatoes boiled used hot (1.84 g/100g). Cooking method showed an effect on RS content (p<0.001) but RS did not differ among potato variety (p=0.247). Then, Russet potatoes were utilized in a randomized crossover trial that examined their impact on subjective satiety measured by a visual analogue scale (VAS) and satiety biomarkers glucagon-like peptide-1 (GLP-1) and peptide YY (PYY). In the trial, the females consumed boiled potatoes served hot and baked then chilled potatoes consumed on separate occasions with VAS scores and GLP-1 and PYY. No differences in the area under the curve (AUC) for AUC(0-120 min) for GLP-1 and PYY and overall subjective satiety were found between the boiled and chilled potatoes.
Anti-inflammatory and joint-protective effects of blueberries in a monosodium iodoacetate (MIA) induced rat model of osteoarthritis
(9/2/2020) South, Sanique M; Juma, Shanil
The purpose of this dissertation project was to investigate the anti-inflammatory and joint-protective effects of blueberries and its polyphenols using an in vitro and in vivo study design. The in vitro design used rabbit synoviocytes stimulated with tumor necrosis factor alpha (TNFα). Rabbit synoviocytes (HIG-82) were treated with 0, 100, 150, and 200 µg/mL of blueberry polyphenols (BBPs) and stimulated with 10ng/ml TNFα. The in vivo study design employed a monosodium iodoacetate (MIA) induced rat model of osteoarthritis. Forty, 45-day-old female CD rats were used where thirty rats were injected with MIA to induce joint destruction associated with osteoarthritis and ten rats served as control without induction of joint destruction. The MIA injected rats were randomized into three groups consisting of 10 animals. All groups were fed a casein-based diet with two of the MIA induced groups receiving an addition of whole blueberry powder at 5% and 10%, respectively for 48 days. The animals were weighed weekly throughout the study period and food intake monitored and recorded. Fasted blood specimens and other tissues were collected after euthanasia for analysis. Mechanical allodynia and joint width were assessed at four timepoint throughout the study to evaluate changes in pain behaviors and edema. Results from the in vitro study showed TNFα increased cell proliferation by ~ 19% compared to the non-stimulated control. This was significantly decreased in a dose-dependent manner with the treatment of blueberry polyphenols. TNFα stimulated, cells treated with BBP resulted in decreases in interleukin 1 beta (IL-1β) and Nuclear Factor Kappa B (NF-κB) concentration. The expression of metalloproteinase 3 (MMP3) increased 5-fold in the TNFα stimulated synoviocytes but was decreased by 3-fold in the blueberry treated cells. Findings in the MIA rat study demonstrated significant (p ≤ 0.05) mechanical allodynia in the MIA group compared to the control group at baseline. Mechanical allodynia was significantly (p ≤ 0.05) reduced after 40 days in the 10% whole blueberry treated group but no effects was seen in the 5% whole blueberry group. There was no effect of edema in the MIA induced groups compared to the control. There was no significant difference in average weight between the four groups at baseline and at the end of the study. The addition of whole blueberry into the diet of the MIA injected animals resulted in decreased serum concentrations of hyaluronic acid, and IL-10 concentrations. Protein expression of COMP and NFĸB were downregulated in cartilage samples. The gene expression of MMP3 and Col1a1 were significantly upregulated in the MIA group compared to the control group. A non-significant decrease was observed with blueberry treatment in MMP2, MMP3, Sufl 1 and NFĸB expression. These results suggest that whole blueberries with its naturally occurring bioactives incorporated into the diet may be a potential complimentary therapeutic agent for reducing inflammation, improving joint health, and alleviating pain associated with osteoarthritis.
Are you America? Pretty bias, totally infamous
(6/23/2020) Baughman, Shannon M.; Bender, Ashley
This web based projected seeks to explore the way Sacha Baron Cohen's Show "Who is America?" disrupts our traditional understanding of performative and rhetorical practices.Through his encounters with his guests, Baron Cohen often creates anecdotal revelations that the audience can interrogate by considering why a guest reacted the way they did. This project ultimately seeks to explore how Sacha Baron Cohen’s work disrupts our traditional notions of rhetoric in relationship to anecdotes. By exploring some of the setups with his guests, putting them in anecdotal contexts, and acknowledging how Baron Cohen disrupts our traditional understanding of particular performative terms, we may discover new possibilities for exploring the roles our character and identity play in our rhetorical practices. In addition, I suggest we will find that there are many anecdotes within pop culture that we have trivialized and coded as “low-brow,” including the show Who is America?, that actually have a significant impact on how we share our own stories.
Assessing senior baccalaureate nursing students’ attitudes toward sexual health education as a nursing responsibility following a family life and sexual health education intervention
(11/4/2020) Kuntz, Dora May; Toms, Robin
According to the Centers for Disease Control and Prevention, approximately one in four adolescents has a sexually transmitted infection. Early sexual health education provided by specially trained educators has been shown to decrease early sexual debut and lower risk behaviors in adolescents. Approximately 80% of registered nurses feel sexual health education to adolescents is within their role; however, most report feeling uncomfortable or unprepared to provide the education. The purpose of this study was to measure the effectiveness of a one-hour family life and sexual health education intervention called Family Life and Sexual Health, FLASH, provided to senior-level, fourth-semester undergraduate nursing students, enrolled within two baccalaureate schools of nursing in the southeast United States, on improving scores on the Students’ Attitudes Towards Addressing Sexual Health Questionnaire, SA-SH. James’ Pragmatisms, Theory of Truth, was used to guide this mixed-methods, two-group, pretest-posttest design. Fifty-three participants were randomized into the FLASH education group and 48 participants were randomized into an attention control group who received a course in stress management for a total of 101 study participants. To prevent potential contamination, both the intervention and attention control groups received their presentations simultaneously in one, one-hour sessions during the same day, at the same time. The SA-SH was administered as a pre-test and post-test for both groups. The FLASH participants had a statistically significant improvement in total sum scores on the SA-SH Questionnaire (F (1, 41) =19, p-value <0.01). The FLASH group also demonstrated significant increases in comfort levels towards providing sexual health education in their future occupations on the questionnaire (p < 0.001). No significant differences in the groups were found in role responsibility, future working environment, or fear of negative impacts on future patient relationships. Thematic analysis of the qualitative data showed less perceived barriers in study participants who were randomized into the FLASH education intervention compared to those in the attention control stress management course. A one-hour FLASH course presented to senior-level, fourth-semester undergraduate nursing students can improve attitudes, especially comfort levels, toward providing sexual health education to fifth-grade students. Implications for nursing include incorporating sexual health education specific to the adolescent population into Baccalaureate nursing programs. These findings suggest a one-hour FLASH education intervention improves overall attitudes, comfort, and decreases perceived barriers to providing sexual health education to fifth-grade students.
Attitudes among psychologists working with Borderline Personality Disorder
(8/11/2020) Nelson, Lindsey J.; Chun, Kathryn M
The purpose of the study is to provide a baseline for the attitudes of psychologists responding to patients identified as meeting criteria for Borderline Personality Disorder (BPD). A review of the literature has indicated that psychiatric nurses are the most common group studied. To provide a baseline of psychologists’ attitudes, an online self-report survey was devised through extensive literature review of items and themes found in similar surveys, with heaviest weight given to studies completed with psychologists. The multiple linear regression model demonstrates that although training and years of experience do not have a significant effect on psychologists’ attitudes, the post-hoc correlation analysis shows that psychologists have the ability to hold and integrate multiple attitudes related to the BPD patient which are dichotomous. Included in the correlation is the finding that increased attendance at BPD-specific trainings reduces negative attitudes in working with BPD patients.

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