University of the Incarnate Word

University of the Incarnate Word
Not a member yet
    760 research outputs found

    Herpes Simplex Keratitis after PRK

    Get PDF
    Background: Herpes simplex virus (HSV) is a double stranded DNA virus that infects much of the world’s population. The World Health Organization estimates 67% of people under the age of 50 have HSV-1 and 11% of people under the age of 50 have HSV-2. While most systemic infections remain inactive and do not cause symptoms, the activation and appearance of ocular HSV can be a destructive and vision-threatening issue. HSV keratitis can be epithelial, stromal or a combination. Patients who have recently undergone photorefractive keratectomy (PRK) have a higher risk of HSV keratitis. Because of this, HSV keratitis should be considered in any PRK post-op patient that presents with unusual signs and symptoms such as decreased vision, increased IOPs, ocular pain, photophobia, iritis and corneal haze. When diagnosed in a timely manner, the prognosis is generally favorable. Current treatments for HSV keratitis include antiviral coverage as well as immunosuppression with topical steroids. Case Report: This case involves a patient that developed HSV keratitis while on topical steroid therapy following PRK. The weeks following the initial presentation were spent battling corneal haze, iritis, pain, increased IOPs and decreased visual acuity. After close monitoring and treatment changes based on each clinical presentation, the patient recovered with good vision and minimal corneal scarring. The findings and recommended treatment options are discussed. Conclusion: HSV affects much of the world’s population. Reactivation of the latent virus can lead to vision threatening corneal disease. HSV is capable of causing inflammation and pathology throughout most of the anterior segment of the eye, and therefore should be considered when managing any new or recalcitrant anterior pathology. Although the diagnosis is usually clinical, laboratory testing can be used to confirm a diagnosis. Treatment aims to decrease the viral load and to limit stromal scarring

    Exploration of Teachers’ Opinions Regarding the Instructional and Extracurricular Activities to Develop Transformational Leadership Qualities in Middle and Secondary School Students in Saudi Arabia

    Get PDF
    Research Focus. The purpose of the current study was to examine the opinions of KSA teachers regarding the appropriate instructional, extra-curricular, and understanding activities that pertain to the development of leadership, social skills, and personal traits of KSA secondary school students. Research Methods. This study employed a qualitative, case study research design as an exploratory method of analyzing how transformational leadership principles could be the central organizing principle reorganizing the Kingdom of Saudi Arabia (KSA) public school system by 2030. A purposive sample of 18 active secondary school participants were recruited from a population of teachers in middle and secondary schools in Riyadh, Saudi Arabia. Data was collected by telephone survey and organized, coded, and analyzed using Bass transformational theory (Bass (1998) and Poutiatine’s (2009) nine principles of transformational leadership guidelines. Research Results/Findings. Findings were two-thirds of leadership qualities in the form of personal traits are taught at home by parents, siblings, friends, and self-teaching; and only one-third of leadership qualities in the form of social skills can be taught in instructional courses in middle and secondary school education assuming current school curriculum guidelines that may be changing. Conclusions from Research. These findings potentially imply that if leadership is to be taken seriously as a singular organizing principle of KSA early childhood education, significant structural changes in early education curricula will likely also have to change potentially along with a realignment of qualified teaching staff. For example, it may be possible to include more personal trait leadership training within the context of instruction training curricula for social skills just as it may be possible to add personal leadership training with the context of other non-leadership classes without having to change curricula, just by slightly modifying course content with the awareness that leadership personal trait leadership training is important to include wherever it can be easily added. What this study has revealed is a school system in transition, not quite transformed yet, but mindful of what may be coming soon and what might need to be changed to more closely fulfill KSA’s national objectives. Clearly, although potentially disruptive, changes can be made to both curricula, staffing, recruitment, internalizing extracurricular activities or forming linkages with external organizations that may provide helpful extracurricular activities, and relationships between parent-teacher interactions to integrate more closely leadership training in both the home and the school. Recommendations suggested including social skills and personal trait leadership training beginning in primary school and concentrating most of the training in primary and middle schools because of the greater receptivity of younger students. Other suggestions were retooling instructional courses to include more personal trait leadership opportunities for student learning. Also suggested were integrating more extracurricular leadership experience personal trait and social skills training of students into more school programs such as radio stations, private corporations, community organizations, and institutions

    Entrepreneurship Education: Understanding the Lived Entrepreneurial Experiences of Community College Students in South Texas

    Get PDF
    Entrepreneurship education (EE) is a hot topic and has gained the attention and interest of scholars in the United States and globally. Despite the growth of EE, scholars have been marginalizing the impact of EE at the community college level and there is a dearth of studies in this area (Liguori et al. 2019; Mars & Ginter 2012). Therefore, I conducted this study to bridge this indicated gap and contribute to the EE literature through exploring the entrepreneurial learning and practical experiences of community college student entrepreneurs. The purpose of this qualitative narrative inquiry was to better understand the lived entrepreneurial learning and practical experiences of 2-year community college students who have completed entrepreneurship training bootcamps and started their businesses in South Texas. In addition, I explored and narrated the participants’ training bootcamps experience and its impact on their entrepreneurial journeys based on the Social Cognitive Career Theory (SCCT). I used a narrative inquiry design to explore the entrepreneurial learning and practical experiences of community college student entrepreneurs. Narrative inquiry is a common qualitative research approach (Merriam & Tisdell, 2015) and researchers use it to make meaning of human experiences (Clandinin & Connelly, 2000; Merriam & Tisdell, 2015). Therefore, using a narrative inquiry was an appropriate approach and it served the purpose of this study (Lichtman, 2012; Merriam & Tisdell, 2015). I used a triangulation strategy to collect data from four participants, which enabled me to incorporate a variety of data collection methods (Creswell, 2014; Merriam & Tisdell, 2015; Tracy, 2010). I used in-depth semi-structured interviews as the primary method; additional methods were incorporated to collect rich data such as: (a) artifacts, (b) interview observation notes, (c) post-interview conversations, (d) follow-up questions via email, and (e) member checking. I presented the findings in two forms, which are narratives (stories of student entrepreneurs) and thematic analysis. Four major themes emerged from the analyzed data which are: (a) entrepreneurial self-efficacy, (b) entrepreneurial outcome expectations, (c) entrepreneurial learning journey, and (d) social support. Part of the findings of this study was a significant positive impact of entrepreneurship training bootcamps on participant entrepreneurial learning and practical experiences. Finally, in this study I present the impact model of the entrepreneurship training bootcamps based on SCCT. I conclude from my study’s findings that the staff of the entrepreneurship training bootcamps incorporated a variety of educational approaches, techniques, and tools (e.g., hiring mentors and teaching important business concepts) to provide student entrepreneurs with a holistic and optimal entrepreneurial learning experience. These findings reveal a significant positive impact of the entrepreneurship training programs and its staff on the participants’ entrepreneurial learning and practical experiences. I emphasize, as one of the most influential factors, the important role that mentors played in student entrepreneurs learning and practical experiences. I indicate, in addition, several limitations, the lack of consistency regarding the information about the entrepreneurship training program, and limited access to data and statistics about community college entrepreneurship programs. Furthermore, because my study was based on a small local entrepreneurship training program, generalization from the study is not intended; but the study does provide a larger picture of the experiences of student entrepreneurs. In this light, I suggest for future research further exploration of the entrepreneurial experiences of student entrepreneurs using a larger sample, diverse groups, and different entrepreneurship training programs

    Exploring the Drivers of Innovation in the United States

    No full text
    The goal of this quantitative study was to explore the relationships between various aspects of innovation in the United States to understand how innovation is driven in a state economy. The 2020 State New Economy Index from the Information Technology and Innovation Foundation (ITIF) and the accompanying paper written by Atkinson and Foote (2021) served as the foundation for this study. In this dissertation, Pearson correlations and multiple linear regressions were used to demonstrate the relationships between variables relevant to education and technology and the presence of growing companies in a state. The results revealed a relationship between education and the presence of specialized jobs that was stronger than a relationship between technology, education, and the presence of growing companies. This provides opportunities for universities and companies to work together, but not with fast growth as the goal for companies. Instead, universities can focus more on training their students to become future entrepreneurs by having programs that are designed to prepare them to open their own businesses. Additionally, people in companies that work with the universities can mentor these students as they begin their careers

    Acute Syphilitic Posterior Placoid Chorioretinopathy: A Case Report

    Get PDF
    Abstract Background: Acute syphilitic posterior placoid chorioretinopathy is a rare manifestation of ocular syphilis that can significantly impact the patient’s vision. However, it has been shown to have a good prognosis with the appropriate diagnosis and treatment of the underlying systemic syphilis infection. In addition to discussing the details of the case, this report also highlights the systemic staging, diagnosis, and treatment of syphilis. Case Report: This case features a 60-year-old Caucasian male diagnosed and treated for acute syphilitic posterior placoid chorioretinopathy after a recent diagnosis of syphilis. Conclusion: With the incidence rates of syphilis infections increasing, it is imperative that eye care providers understand the appropriate diagnosis and management of ocular and systemic syphilis, including rare manifestations such as acute syphilitic posterior placoid chorioretinopathy

    Examining Social and Academic Integration of International Students from Saudi Arabia and Mexico Attending Universities in the United States

    Get PDF
    This study examined the problems and challenges of social and academic integration in U.S. higher education institutions for Saudi Arabian and Mexican undergraduate international students. The purpose of this quantitative, cross-sectional, descriptive, and causal-comparative study was to examine the relationship among (a) demographic variables (i.e., age, gender, education, marital status, nationality, and previous academic performance), (b) academic integration, (c) social integration, and (d) intent to drop out among Saudi and Mexican students studying at U.S. colleges and universities. In addition, the study compared whether Saudi and Mexican female students were less integrated academically and socially than their male counterparts. Previous studies examined the challenges of social and academic integration for domestic and international university students in the United States. (Al-Dayel, 2018; Stadtfeld et al., 2019). Additionally, previous research has focused on understanding how social and academic integration challenges affected international students from specific nations or territories (Arambewela & Hall, 2009). However, this prior research focused on one nationality of international students rather than comparing multiple nationalities. Limited studies have compared the challenges in social and academic integration for different nationalities of international students attending U.S. institutions to determine if social and academic integration may affect students from various countries differently. Thus, this study fills a gap in the literature by comparing sample groups of Saudi Arabian and Mexican international students who attend universities in the United States and their experiences in connection to social and academic integration challenges. The research questions explored whether or not the independent variables were associated with academic and social integration scores and if social and academic integration predict students\u27 intent to drop out among Saudi and Mexican students. The researcher sought to understand if academic and social integration moderated relationships between demographic variables and dropout intentions. These questions were important because of the increasing economic importance of integrating international students into the U.S. higher educational system (Baer, 2017; Cong, 2017). Colleges and universities in America benefit when they safeguard the retention of their international students. This study provides insight into factors that influence international students\u27 experiences. The data collection method was a quantitative, self-administered web-based survey sent to Saudi and Mexican international students in U.S. universities. The survey consisted of a demographic questionnaire, two subscales measuring academic and social integration, and a scale measuring dropout intention. Other researchers validated all scales and subscales and were also examined for reliability in this study using Cronbach\u27s alpha and showed acceptable reliability scores. Data analysis included descriptive statistics, independent samples t-tests, and multiple linear regressions. The findings indicate age was the only variable statistically significant and was negatively associated with academic integration, not social integration, and this was only true for Saudi students. Notably, there was not a statistically significant association between other demographic variables and social or academic integration for Saudi or Mexican undergraduate students in this study. Further, there was no statistically significant relationship between academic and social integration and intent to drop out in the sample of Saudi students. Conversely, there was a statistically significant relationship between academic and social integration and student intent to drop out in the Mexican student sample. Additionally, there was a statistically significant relationship between nationality and academic integration, where Mexican students had higher levels of academic integration than Saudi students. This study used Tinto\u27s (1993) model of integration to examine Saudi and Mexican undergraduate students. Key demographic variables, such as age, gender, years living in the U.S., marital status, and previous academic performance, do not lead to social and academic integration, higher performances, and lower dropout intention. These findings suggest that other more complex factors—not accounted for in the Tinto model—could play a role in these relationships. For example, more expansive social change variables should be integrated into the model to capture the complexity among Saudi and Mexican international students studying in U.S. higher educational institutions. It is an area where future study may better identify independent variables more specific to the populations or consider social integration outcomes within other contexts for international students (including perhaps graduate-level learners). The social changes occurring among Saudi and Mexican students were more homogeneous than divergent, and the integration experiences between the two groups were more similar than the hypotheses suggested. This result indicated that American universities in this sample may have been more responsive than hypothesized in their efforts to integrate international students at their institutions

    Expanding Your Professional Experience Through the Fulbright Program

    Get PDF
    Expanding the Bo

    Headache and Vision Loss as Initial Symptoms for an Acute Invasive Rhino-orbital-cerebral Mucormycosis

    Get PDF
    Background: Acute invasive rhino-orbital-cerebral mucormycosis (ROCM) is a rare fungal infection commonly caused by Rhizopus species. It occurs in immune- compromised individuals who have acquired immune deficiency syndrome (AIDS), leukemia, uncontrolled diabetes mellitus, or organ transplant patients who are on immunosuppressive therapy. Diagnosing invasive ROCM is challenging because its clinical presentation can be nonspecific, and it is not frequently observed in ophthalmic practices. Case Report: A 66-year-old Hispanic male with poorly controlled diabetes mellitus presented with the complaint of severe headache and retrobulbar pain in the right eye. An ophthalmic examination revealed normal ocular health in both eyes. Computerized tomography scan showed mild inflammatory mucosal thickening in the sinuses. Initially, he was diagnosed and treated for giant cell arteritis. The patient’s vision deteriorated to no light perception in the right eye with persistent 10 out of 10 headache and eye pain despite various treatments. Further evaluation revealed ROCM involving the sphenoid sinus. This was confirmed by a positive smear and culture of Rhizopus species from the sinus and from the patient’s symptoms improving with antifungal treatment. Conclusion: Sphenoid sinusitis is an unusual site of involvement with ROCM. The absence of nasal drainage adds to the difficulty of diagnosis without contrast imaging. Although rare, acute invasive ROCM should always be considered in any uncontrolled diabetic or immunosuppressed patient with acute headache and vision loss

    A Most Difficult Conversation

    Get PDF
    Editoria

    Applying Multimodal Imaging in the Evaluation of a Rare Complication of Retinal Cavernous Hemangioma

    Get PDF
    Abstract Background: Retinal cavernous hemangiomas are rare, benign vascular tumors usually encountered incidentally on routine examination. Although usually asymptomatic, complications have been reported and can result in vision loss. Ancillary imaging modalities such as fundus photography, fluorescein angiography, optical coherence tomography, and optical coherence tomography angiography provide valuable information about the lesion and possible associated findings. Case Report: A 66-year-old Caucasian female presented to the clinic for a comprehensive exam with mild blurry vision in both eyes with current spectacles. Her ocular history was remarkable for a retinal cavernous hemangioma along the superior-temporal arcade of the left eye. Dilated fundus exam revealed a subretinal hemorrhage under the cavernous hemangioma. Multimodal imaging included OCT, OCT-A, and a DRS fundus photo. Conclusion: In this case report, we will describe the development of a mild subretinal hemorrhage associated with a retinal cavernous hemangioma; a complication that is rarely reported

    549

    full texts

    760

    metadata records
    Updated in last 30 days.
    University of the Incarnate Word is based in United States
    Access Repository Dashboard
    Do you manage Open Research Online? Become a CORE Member to access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard! 👇