5,581 research outputs found

    Southern Adventist University Undergraduate Catalog 2023-2024

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    Southern Adventist University\u27s undergraduate catalog for the academic year 2023-2024.https://knowledge.e.southern.edu/undergrad_catalog/1123/thumbnail.jp

    Australian Physical Activity Clinical Practice Guideline for people with moderate to severe traumatic brain injury: Technical Report

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    Background In 2020, the World Health Organization (WHO) released updated physical activity and sedentary behaviour guidelines, which for the first-time included a guideline for people living with disability. The disability guideline is based on evidence from the general population and eight common health conditions causing disability, but did not include people with traumatic brain injury (TBI), nor did it consider the rehabilitation phase of recovery from injury. In 2019, the Australian federal government launched the Traumatic Brain Injury Mission. The Mission was tasked with providing $50 million over 10 years under the Medical Research Future Fund (MRFF) to support research. The goal of the Mission is to better predict recovery outcomes after a TBI, identify the most effective care and treatments, and reduce barriers to support people to live their best possible life after TBI. In 2021, our team was funded through the MRFF TBI Mission to develop an Australian Physical Activity Clinical Practice Guideline for people living with moderate to severe TBI (msTBI). The overarching project to guide the development of the guideline was called BRIDGES (BRain Injury: Developing GuidElineS for physical activities). Objective To develop an Australian clinical practice guideline to support the clinical decision-making of health professionals working with people with msTBI and increase uptake of safe and beneficial physical activity by people living with msTBI. Methods The overarching BRIDGES project was guided by the Exploration Preparation Implementation Sustainment (EPIS) framework. We used a Grading of Recommendations Assessment, Development and Evaluation (GRADE) ADOLOPMENT approach to determine whether to ‘adapt’ or ‘adopt’ the WHO guideline or develop de novo recommendations. We established guideline leadership and development groups, conducted a rapid systematic review to identify direct evidence in TBI, and reviewed guidelines in other relevant health conditions (i.e., stroke, cerebral palsy) to identify indirect evidence. To further inform guideline development and implementation considerations, we conducted an audit of brain injury services in Australia and qualitative consultations with key stakeholders, including people with msTBI. Results Direct evidence for the prescription of physical activity for people with msTBI is limited. The clinical practice guideline developed incorporates 10 de novo evidence-based recommendations with additional good practice points and precautionary practice points to guide clinical decision-making. The physical activity recommended is aerobic exercise, strength training, mobility training, sport and physical recreation, and promotion of physical activity. The physical activity is recommended for children, adolescents, adults, and older adults across the continuum of rehabilitation. Conclusion While there remain evidence gaps that require further research, and further work on how the guideline can be implemented into clinical practice is needed, physical activity interventions tailored to the individual’s goals and needs should be standard clinical practice for health professionals working with people with msTBI in Australian rehabilitation, community, home, and school (for children and adolescents) settings

    A Critical Review Of Post-Secondary Education Writing During A 21st Century Education Revolution

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    Educational materials are effective instruments which provide information and report new discoveries uncovered by researchers in specific areas of academia. Higher education, like other education institutions, rely on instructional materials to inform its practice of educating adult learners. In post-secondary education, developmental English programs are tasked with meeting the needs of dynamic populations, thus there is a continuous need for research in this area to support its changing landscape. However, the majority of scholarly thought in this area centers on K-12 reading and writing. This paucity presents a phenomenon to the post-secondary community. This research study uses a qualitative content analysis to examine peer-reviewed journals from 2003-2017, developmental online websites, and a government issued document directed toward reforming post-secondary developmental education programs. These highly relevant sources aid educators in discovering informational support to apply best practices for student success. Developmental education serves the purpose of addressing literacy gaps for students transitioning to college-level work. The findings here illuminate the dearth of material offered to developmental educators. This study suggests the field of literacy research is fragmented and highlights an apparent blind spot in scholarly literature with regard to English writing instruction. This poses a quandary for post-secondary literacy researchers in the 21st century and establishes the necessity for the literacy research community to commit future scholarship toward equipping college educators teaching writing instruction to underprepared adult learners

    Introduction to Psychology

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    Introduction to Psychology is a modified version of Psychology 2e - OpenStax

    The Crossroads We Make: Intergenerational Trauma and Reparative Reading in Recent Asian American Memoirs (2018-2022)

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    This project extends reparative reading practices to recent Asian American memoirs, specifically trauma memoirs from the past five years (2018-2022) that detail personal trauma and communal, intergenerational trauma. Reparative reading is explored within five memoirs: Stephanie Foo’s What My Bones Know (2022), Esmé Weijun Wang’s The Collected Schizophrenias (2019), Phuc Tran’s Sigh, Gone (2020), Cathy Park Hong’s Minor Feelings (2020), and Nicole Chung’s All You Can Ever Know (2018). In considering the reparative turn in Asian American memoirs, this thesis draws on and extends Eve Kosofsky Sedgwick’s reparative frameworks and bell hooks’ theories on pedagogy and love. A critical analysis of self-writings through pre-existing reparative reading models alongside traditional Asian American scholarship on racial melancholia resists the monopolistic dominance of overwhelming negative affects (such as shame, guilt, and anger) that saturate Asian American lives and life-writing. Instead, this alternative interpretative practice exposes how authors seek love, pleasure, and positivity within their texts and within their own lives, while also exploring the methods through which the memoirists themselves embody the reparative in writing and self-analysis. Thus, shaping the reparative turn for Asian America illuminates the productive ways reshaped methods of writing and criticism, and its resultant ethics of living, can push back against lived racial oppression and pain as well as decades of cultural erasure and intergenerational trauma. This varied engagement with love-based and reparative frameworks allows Asian American authors to begin healing from trauma, and this is evidenced through non-traditional psychiatric healing methods, literary methods, and strategies of communal formation

    Experimental investigation on the nearshore transport of buoyant microplastic particles

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    This paper presents experimental measurements of beaching times for buoyant microplastic particles released, both in the pre-breaking region and within the surf zone. The beaching times are used to quantify cross-shore Lagrangian transport velocities of the microplastics. Prior to breaking the particles travel onshore with a velocity close to the Lagrangian fluid particle velocity, regardless of particle characteristics. In the surf zone the Lagrangian velocities of the microplastics increase and become closer to the wave celerity. Furthermore, it is demonstrated that particles having low Dean numbers (dimensionless fall velocity) are transported at higher mean velocities, as they have a larger tendency to be at the free-surface relative to particles with higher Dean numbers. An empirical relation is formulated for predicting the cross-shore Lagrangian transport velocities of buoyant microplastic particles, valid for both non-breaking and breaking irregular waves. The expression matches the present experiments well, in addition to two prior studies

    Healing That Leads to Action : Restorative Justice, School Leadership, and Institutional Change

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    When immigrant youth are harmed by institutional policies and practices that reinforce idealized notions of nationalism and assimilation through subtractive and coercive strategies, school leaders can turn to restorative justice as a technology of resistance. This participatory action research study, with the author as a participant, captures four school leaders from Colorado, New York, and New Jersey, who interrogated institutional policies and practices and promoted authentic inclusion and equity for immigrant youth through restorative justice. As we participated in a process of collective restorative contemplation, we engaged in a form of personal healing that guided intentional and thoughtful action to transform our school environments into inclusive spaces. This year-long study emphasizes the critical role school leaders play when challenging institutional culture and negotiating policies and practices that harm immigrant youth

    Odd elastohydrodynamics: non-reciprocal living material in a viscous fluid

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    Motility is a fundamental feature of living matter, encompassing single cells and collective behavior. Such living systems are characterized by non-conservativity of energy and a large diversity of spatio-temporal patterns. Thus, fundamental physical principles to formulate their behavior are not yet fully understood. This study explores a violation of Newton's third law in motile active agents, by considering non-reciprocal mechanical interactions known as odd elasticity. By extending the description of odd elasticity to a nonlinear regime, we present a general framework for the swimming dynamics of active elastic materials in low-Reynolds-number fluids, such as wave-like patterns observed in eukaryotic cilia and flagella. We investigate the non-local interactions within a swimmer using generalized material elasticity and apply these concepts to biological flagellar motion. Through simple solvable models and the analysis of {\it Chlamydomonas} flagella waveforms and experimental data for human sperm, we demonstrate the wide applicability of a non-local and non-reciprocal description of internal interactions within living materials in viscous fluids, offering a unified framework for active and living matter physics.Comment: 18 pages, 9 figure

    From ecosystems to people: examining the variability in the provision of ecosystem services by eelgrass meadows in Atlantic Canada

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    Seagrass meadows provide functions that support other species and ecosystem services that directly and indirectly benefit human wellbeing. However, growing in estuarine environments, seagrass meadows are exposed to interacting pressures from terrestrial and marine systems, resulting in their degradation worldwide. Efforts to conserve these social-ecological systems have met challenges, including insufficient maps to assess seagrass status and value, a limited understanding of seagrass meadow ecosystem traits underpinning the provision of ecosystem services, and a lack of public awareness necessary to support management decisions. This thesis presents multidisciplinary studies of eelgrass (Zostera marina) meadows in Placentia Bay, Newfoundland and Labrador, Canada, that contribute toward addressing these challenges. In the first study, I evaluated the reproducibility of using remotely piloted aircraft systems (RPAS) to collect seasonal maps of submerged eelgrass meadows in a temperate environment. I show that higher altitude surveys are beneficial when surveying in rapidly changing environments; however, RPAS surveys using three-colour band imagery alone may be insufficient to discriminate seasonal changes. In the second and third studies, I identified meadow structural and environmental traits underpinning eelgrass service as fish habitat and function as a coastal filter. In the second study, I show that shallower and more saline eelgrass meadows enhance diversity in fish life history traits. In the third study, I show that carbon and nitrogen content in the surface sediment was negatively related to sediment density, where isotopic ratios indicated that the carbon was predominantly derived from marine allochthonous (non-eelgrass) sources. Lastly, in the fourth study, using an online survey, I show strong awareness of eelgrass by Canadian coastal Atlantic community members, and support for conservation efforts. Participants identified fish habitat, coastal protection, and water quality maintenance as the three most important ecosystem services provided by eelgrass in Atlantic Canada. Together, the components of this thesis characterise three Newfoundland and Labrador eelgrass meadows, the services they provide, and synthesises the perception of eelgrass by Canadian coastal Atlantic community members. These findings are relevant to local management decision-making and eelgrass monitoring, while also contributing to the growing global characterization of the variability in eelgrass meadow function driving ecosystem services
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