Utilizing biometric mouthguards to detect mild traumatic brain injuries in American football: Investigating the correlation between brain strain and cognitive function to enhance player safety

Traumatic Brain Injuries (TBIs) are a persistent concern in American football, posing significant risks to players' long-term health and cognitive function. This thesis explores the intricate dynamics of TBIs in football, with a focus on leveraging instrumented mouthguards (iMGs) and brain strain modeling to enhance player safety. The study builds upon the evolving literature by integrating wearable sensors to gather data on head impacts, facilitating the modeling of brain kinematics and assessment of injury potential. Through the utilization of iMGs and cognitive function tests, the research aims to provide a holistic framework for evaluating and mitigating TBIs. Data collected from the 2023 Western Carolina University Football season revealed the effectiveness of iMG brain modeling in forecasting associated cognitive impairments, particularly when axonal damage is focused in the ventricles and cerebellum. Strain in these regions were found to have roughly a 52% to 57% greater prediction percentage than the other regions. Additionally, the study identified a linear acceleration value of 30Gs as indicative of mild TBIs, even in the absence of noticeable symptoms. The findings underscore the capability of iMGs to detect and quantify axonal damage from TBIs, offering valuable insights for coaches, trainers, and medical professionals to mitigate these injuries in American football. While the study marks significant progress in linking iMG data to cognitive function across various brain regions, further research is warranted to expand participant quantity and refine cognitive testing methodologies. Nevertheless, this thesis contributes to advancing instrumented mouthguard technology, cognitive function testing, and brain modeling, paving the way for continued exploration and advancements in TBI detection and prevention strategie

A Comparative Analysis of GitHub Contributions Before and After An OSS Based Software Engineering Class

This study presents a comparative analysis of contributions to GitHub by students before and after participating in a Software Engineering class based on Open Source Software (OSS). The primary objective is to understand the influence of formal software engineering education on students’ engagement in OSS projects, as reflected in their GitHub activities. The research addresses two key questions. Firstly, it examines how GitHub contributions change before and after the class. The corresponding hypothesis posits that students’ average GitHub contributions will exhibit a distinct pattern post-class compared to pre-class. Additionally, the study explores the potential association between students’ academic performance in the class and their level of GitHub contributions after the class. The strength and direction of the potential association are quantified using the Spearman correlation coefficient, considering the potential non-linear nature of the data. This analysis uses data from over 1000 students across more than 10 years, encompassing their GitHub contribution data over multiple timeframes and their grades in the class. The study employs a combination of statistical methods, including paired tests and correlation analysis, to explore these dynamics. While causality cannot be established due to the absence of a control group, the findings offer valuable insights into the correlation between academic engagement and practical contributions in the realm of OSS development. This research contributes to the understanding of how theoretical software engineering education might relate to practical application and engagement in real-world projects

Discoveries for wellbeing in and with the Project EXPLORE community

Project EXPLORE (PEX) is a nature-based learning (NBL) program designed by the NC Arboretum to help North Carolina K–12 teachers implement community or citizen science-based curricula in their classrooms. Teachers in the program receive materials and on-site coaching to facilitate the NBL curricula. PEX and similar programs are part of ongoing efforts to reconnect youth with the natural environment through formal curriculum initiatives (Jordan & Chawla, 2019; Williams & Dixon, 2013). Despite successes, many real and perceived barriers prevent the broader adoption of nature-based learning (NBL) in public education systems (Oberle et al., 2021; Waite, 2020). Teachers’ lack of confidence has been identified as critical to mainstream implementation (Jordan & Chawla, 2019). Furthermore, classroom stress and teacher attrition are symptoms of a crisis in teacher wellbeing, factors that negatively impact students (Lever et al., 2017). This study queries whether eacher stress and burnout may be mitigated by the same positive outcomes of NBL that students experience—like improved student-teacher relationships (Toropova et al., 2021), emotional regulation (Williams & Dixon, 2013), and enhanced motivation (Dettweiler et al., 2017). Few studies take teachers’ wellbeing or their perceptions of nature-based stress management into account. This study considers whether more teachers might incorporate NBL practices if we promoted outdoor education as much for teachers’ wellbeing as for students’. The purpose of this study is to explore how participating in PEX impacts teachers’ “wellbeing.” We specifically investigate how participating in Project EXPLORE impacts teacher wellbeing and what Project EXPLORE experiences teachers associate with their sense of wellbeing. Informed by critical feminist theory, we used an amended two-part collective memory work (CMW) design. The collaborative process of CMW centers individual experience and reality while locating these within societal and cultural contexts (Johnson, 2018). We invited all 200+ former PEX participants to share a short video narrative about a memory of the program’s impact on their wellbeing. Three teachers responded with videos and chose to participate as co-researchers in the focus group. As with traditional CMW, co-researchers analyzed the video diary entries for meaning. The group discussed ways PEX supported identity development, self-actualization, student-teacher relationships, and importantly, was a powerful tool for self-liberation within a neoliberal school context. The co-researchers elected for the results to be presented in a short video format

Supporting transgender students in higher education classrooms

Trans people make up about 0.53% of the population or more. Many of these individuals, particularly in the higher education classroom setting, do not feel supported and are subject to discrimination and oppression. Many faculty are not up to date on terminology or ways to be trans-inclusive in the classroom. Studies show that professional development can be a useful technique in the learning and development (PD) of faculty in being more trans-inclusive in their classrooms. Utilizing Queer Theory, this disquisition examines faculty at Southeastern Valley Community College and their trans-inclusiveness before and after a PD that was developed based on the Transgender Inclusive Behavior Scale (TIBS) and the experiences of trans graduates of the institution. This research showed an improvement in the TIBS scores after the PD, as well as increased trans-inclusive behaviors in the classroom as a result

Stereoselective lactone synthesis via chiral Brønsted acid catalysis

Molecular chirality plays a key role in chemical and biological reactivity of molecules. The handedness of a particular molecule, for example, can have drastic effects on its biological or pharmaceutical properties. Synthesis of stereoenriched chiral molecules is challenging, especially molecules containing all-carbon quaternary centers. Desymmetrizations are a method that takes advantage of a prochiral moiety to generate stereoenriched compounds without the drawbacks of other classical asymmetric methods. Lactones are synthetically important target moieties, as they are replete throughout natural products and biological chemistry spaces. Indeed, chiral lactones are key to the functioning of several bioactive molecules, including molecules with anti-cancer activity. Methods for the synthesis of chiral lactones, then, present an important challenge for synthetic chemists. This work builds on previous methods for the synthesis of chiral lactones via desymmetrizations. It introduces new stereoselective uses for known reactions, and builds on methodology to develop a cascade reaction that streamlines our synthetic pathway. Finally, this work delineates a new co-catalytic cascade desymmetrization enhances the rescues the reactivity of chiral phosphoric acid catalysts. These methods add new tools in the synthetic chemist’s toolbox for synthesis of chiral molecules, and particularly chiral lactones

School engagement and Interpersonal–Psychological Theory of Suicide: Identity groups differences

The Interpersonal–Psychological Theory of Suicide (IPTS) is a framework for understanding suicidality, yet there is little connection of IPTS to school environment, or exploration of this model within various populations. In this article, we conduct a cross-sectional assessment in a high school to understand the relationships between student engagement, IPTS, and suicidal behavior, to provide guidance for counseling professionals to target prevention and intervention efforts to increase effectiveness. A total of 1081 high school students participated in the current study. While perceived burdensomeness was found to moderate the relationship of some aspects of student engagement to suicidal behavior, nuances existed in risk factors to suicidal behavior for various identity groups within the school. Findings have implications for prevention and intervention efforts that would be most effective for students with diverse backgrounds

Student Perspectives On Chemistry Support Course, Success, and Barriers

There is a student success gap for underrepresented, first-generation, and transfer students shown in their increased DFW rates for General Chemistry 1. However, they demonstrate higher levels of resilience in continuing through a chemistry degree path, suggesting the first General Chemistry course is the barrier. A co-requisite support course (BASE) designed to reduce barriers in these categories by Building Student Assurance, Security, and Engagement is one solution to increase student success in General Chemistry. Appalachian State University began offering a one-hour support course in Fall 2021 to increase success in the first semester of General Chemistry. The course offers support with both chemistry material and success skills through activities designed to increase student skills and involvement. Data collected over five semesters shows the % DFW rates of students enrolled in the support course (34.4%) are similar to all students in the first-semester General Chemistry course (35.4%). However, the % DFW rates are lower than the historical rates for students in underrepresented groups, which indicates the support course may increase student success. Current research examines the student perspective to understand how the support course prompts student growth with data collection in both the Fall 2023 and Spring 2024 semesters

Improving Education Provided to Patients on the Interaction of Sugammadex and Hormonal

Background: Sugammadex is a medication used to rapidly reverse the effects of rocuronium and vecuronium by encapsulating and physiologically inactivating it. Although sugammadex has a high affinity for rocuronium and vecuronium, it can also encapsulate progesterone and estrogen, thereby decreasing the effectiveness of progesterone hormonal contraceptives and increasing the risk of unintended pregnancy. It is recommended that patients on hormonal contraceptives use a non-hormonal birth control backup method for seven days after receiving sugammadex. Approximately 65% of women of reproductive age in the United States are currently using some form of hormonal contraception (CDC, 2020). The percentage of ambulatory surgical cases specifically performed on women also increased by 1.1% between the years 2000 and 2014 (CDC, 202). This increase in the utilization of sugammadex and increase in female surgical cases suggests that the number of patients affected by this medication interaction will likely continue to increase. Patients on hormonal contraceptives who receive sugammadex perioperatively are provided education on this interaction, however, this education is routinely provided postoperatively, following the administration of anesthesia. Following anesthesia, a patient’s memory may be impaired, and they may not remember the instructions provided. Providing patient education preoperatively improves patient recall. Purpose: The purpose of this quality improvement project was to improve patient?recall of provided education on the interaction of sugammadex and hormonal contraceptives by having anesthesia providers provide this education prior to the administration of anesthetic medications. Methods: Patients using hormonal contraceptives that were anticipated to receive sugammadex perioperatively were provided patient education by an anesthesia provider preoperatively in addition to routine postoperative instructions provided by the nursing staff. Patients on hormonal contraceptives that received sugammadex were contacted postoperatively by phone to assess their recall of provided education. Results: Thirty-three percent of patients receiving postoperative instructions only on the interaction of sugammadex and hormonal contraceptives were able to recall receiving that education. In patients also provided this education preoperatively, 23% were able to recall receiving that education. Recommendations and Conclusion: Patient education provided preoperatively by the anesthesia provider did not improve patient recall of receiving this education. Further study is recommended to determine the best method(s) of educating patients on the implications of the interaction between sugammadex and hormonal contraceptives

Reveal Technologies: A Case Of Key Differences Between U.S. GAAP & IFRS And The Impact On Financial Performance Evaluation

This case gives students the opportunity to apply their knowledge of the differences between U.S. Generally Accepted Accounting Principles (GAAP) and International Financial Reporting Standards (IFRS) by making a series of adjustments to a company's U.S. GAAP basis account balances to reflect IFRS. Students then construct IFRS-based financial statements and compare financial performance measures for the company. Finally, students consider the effects of the different standards as a means of evaluating which gives more insight into the company's financial condition

Improving the health and wellbeing of homeless individuals using relational care approaches

Homelessness is a social system plagued by limited resources, access issues, and influenced by a relational social construct. A challenge for homeless service providers working with the unsheltered is addressing individual issues while managing the different system influences on homelessness. Within the ecosystem of homelessness there are multiple variables influencing how to cope and manage through personal, emotional, and health and wellness concerns. As homeless service providers engage a list of tasks as part of their organizational duty and roles, for providers to manage homeless consequences there is a need to know how to sustain provider-client relationships. When considering services to the homeless, fundamental to the helping process is provider attitude and professional behavior. Providers use of essential skills and display of professional attitudes can help reduce negative homeless outcomes. In terms of professional behavior and attitude, having multiple roles to play, staffing, and agency capacity are underlying influences on human service work. In considering approaches to service, professionalism and display of Relational care are vital. When trying to understand the best approaches to homeless services, elements such as leadership style, level of lived experience, ability to foster empathy and compassion, and professional knowledge are significant. In recognizing what are essential skills to service, considering the variety of service conditions, building rapport, empowering, developing the individual, addressing basic needs (psychological and physiological), instilling hope, and conflict resolution are vital. For homeless service providers to be effective and reduce positive effects of homelessness, they must recognize a two-pronged approach to homelessness, (i.e., to assess structural and client system conditions). A fundamental and principal part of helping unsheltered populations is building strong, healthy relationships that show understanding of individual client issues and being aware of the macro and mezzo issues that impact daily work. Next to understanding ecological issues is identifying client-specific needs and engaging external agency community partnerships that are collaborative in addressing homelessness. These elements encompass professionalism, advocacy, and engage a relational interaction. Having an active role that possesses the ability to advocate and address extreme social disparities connects to the humanity of others and breaks down the barriers that prevent individuals from attaining housing, maintaining health and wellness, and exiting homelessness. Maintaining a supportive attitude, professional skill, and assessing ecosystem factors are principal elements for providers to be aware when working with unsheltered populations and navigating homeless barriers. Keywords: Homelessness, Health Disparities, Care Approaches, Relational Care, Service Approaches, Leadershi