Silver Saddles: An Equestrian Intervention for Older Adults with Dementia

Educational Objectives 1. Demonstrate the encouraging outcomes therapeutic horseback riding programs can have for older adults with memory loss. 2. Describe the importance of trained volunteers and staff at both the riding center and the long-term care community for aiding older adults with memory loss during the therapeutic riding program. 3. Showcase the research process and pilot results. 4. Highlight lessons learned and future directions for Silver Saddles

Analysis of Chlamydia Pneumoniae and AD-like Pathology in the Brains of BALB/c Mice Following Direct Intracranial Infection with Chlamydia Pneumoniae

Alzheimer’s disease (AD) is an age-related progressive neurodegenerative disorder and the most common form of dementia. The pathology in the central nervous system (CNS) impairs memory and cognition, hindering the capabilities and the quality of life of the individual. This project continues studying the role of infection and Alzheimer’s disease and contributes to the overall understanding of the possible causes of this disease. In this study, BALB/c mice were infected, via direct intracranial injection, with a respiratory isolate (AR-39) of Chlamydia pneumoniae. Their brains were analyzed at 7 and 14 days post-infection, using immunohistochemistry, for the presence of C. pneumoniae, amyloid deposits and activated glial cells. The goal of this project was to measure the location and degree of C. pneumoniae burden, amyloid deposition and glial cell activation in the CNS following direct intracranial injection and to compare this data with results obtained from previous studies in this laboratory. We hypothesized that C. pneumoniae antigen and activated inflammatory cells will be observed in the infected mouse brains following direct intracranial injection and Aβ deposition will be observed in areas where inflammation occurs. C. pneumoniae, amyloid deposits and activated glial cells were detected in the brains following direct intracranial infection with C. pneumoniae. At 7 days post-infection the average number of C. pneumoniae-specific immunoreactive sites was 68 ± 51.06 for the infected mice and, at 14 days post-infection, the average was 60 ± 43.79 for the infected mice. Within 0.84 mm of Bregma, the location of the injection, 166 of 203 total C. pneumoniae-specific immunoreactive sites (82%) and 26 of 27 (96%) total amyloid deposits were detected at 7 days post-infection. At 14 days post-infection, 126 of 179 total C. pneumoniae-specific immunoreactive sites (70%) and 13 of 32 (41%) total amyloid deposits were detected (within 0.84 mm of Bregma). From 7 to 14 days post-infection the C. pneumoniae and amyloid deposits located near the injection site spread distally from this location to other regions of the brain. These data confirm that C. pneumoniae is capable of establishing an infection in the CNS. Although deposits were observed, the lack of a substantial amount of amyloid deposits suggested that the generation of deposits may require longer than 14 days following C. pneumoniae infection. As early as 7 days post-infection, inflammation is observed in response to the presence of C. pneumoniae and/or soluble amyloid in the CNS and the contribution of both infection with C. pneumoniae and the presence of soluble amyloid elicit the inflammatory response that presumably precedes and contributes to amyloid deposition

Evaluation of a Picture Exchange Communication System Program for Children with Autism

The current study examined the effectiveness of the Picture Exchange Communication System (PECS) as a functional communication training (FCT) program implemented by a local community agency specializing in autism diagnosis and treatment in developing communication skills among children with autism spectrum disorder (ASD). Conducted using archival data, this study used a within-subjects repeated measures research design to determine if PECS improved the overall communication skills of enrolled participants at the agency, as measured by the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) and the Autism Treatment Evaluation Checklist (ATEC). Individual growth on communication goals was measured by comparing goals concerning the use of appropriate communication set before treatment and goals achieved after treatment. A total of 44 children ranging in age from 2 years to 6 years participated in the PECS program, and clinicians and parents completed treatment assessments. The results indicated that the differences between pretreatment and posttreatment measures for the Communication domain on the Vineland-3 and the Speech/Language Communication (I) subtest on the ATEC were significant. There was no significant relationship between the differences in pretreatment and posttreatment scores on the Vineland-3 Communication domain and the ATEC Speech/Language Communication (I) subtest and the length of time between assessments. Individual growth on communication goals was achieved by most participants

Parent\u27s Use And Likely Use Of Nutrition Education Resources In The Mississippi Delta Region

Objective: To identify nutrition education resources currently being used and those likely to be used if made available by parents of elementary-aged children in the Mississippi Delta region. Methods: Surveys were completed by 214 parents (92% female, 88% African American) of children in grades K-2nd from three schools in the Mississippi Delta region. Survey items obtained nutrition education resources currently used by parents , those likely to be used if made available, mode of delivery and mediators (individuals) providing nutrition education. Results: Parents reported high importance that their child eats healthy. Physicians were identified as the primary mediator for delivering nutrition information but nutritionists were the preferred mediator. The resources that parents currently use most frequently are nutrition facts labels (mean = 3.58, SD ± 1.31), television shows (mean = 3.24, SD ± 1.12), healthy homework activities (mean = 3.18, SD ± 1.40) and other information from their child\u27s school (mean = 3.0, SD ± 1.31), and magazines (mean = 3.05, SD ± 1.11). The least used resources were video games (mean = 1.49, SD ± .87), in-person healthy cooking classes (mean = 1.76, SD ± 1.03), online discussion boards (mean = 1.75, SD ± 1.01), healthy cooking classes online (mean = 1.84, SD ± 1.06), and online meal planners (mean = 2.07, SD ± 1.15). The top resources likely to use in the future mirrored what is currently being used. The least used resources reflected those requiring internet or wireless connections which were; online discussion boards (mean = 2.47, SD ± 1.34), mobile phone applications (mean = 2.69, SD ± 1.42), online healthy cooking classes (mean = 2.76, SD ± 1.49), tips from social media sites (mean = 2.81, SD ± 1.41), and video games (mean = 1.95, SD ± 1.31). Conclusion and Implications: Parents prefer traditional modes of delivery for nutrition education over internet and identified nutritionists as the preferred mediator. Future nutrition education resources and programs that tailor mode of delivery and format of nutrition education resources to parents\u27 needs may have greater success in changing eating behaviors and foods prepared in the home

Strategies For Campers With Sensory Challenges

The OTS partnered with a summer camp agency to understand their needs for camp programming. The executive director informed the OTS that this camp would benefit from programming recommendations as they would like to be more inclusive toward campers of all abilities. Pfeiffer, Clark, and Arbesman (2018) explain that sensory challenges can exist in children/adolescents with or without an existing diagnosis. Children and adolescents who have difficulty regulating and responding to sensory input impedes their ability to participate in meaningful occupations. The OTS decided to provide the agency with programming recommendations to serve campers with sensory challenges in order to achieve the camp’s goal of increasing inclusivity. Having strategies in place for campers with sensory challenges will help to improve occupational engagement and improve one’s overall camp experience. The OTS utilized the person-environment-occupation model (PEO) (Law et al., 1996) and Dunn’s Model of Sensory Processing (1997) to provide this agency sensory based strategies for campers. The results of this DEP included the dissemination of a staff education packet intended to educate camp staff on the importance of considering camper’s sensory needs. This product contained sensory-based strategies that could be implemented in the camp environment as well as weekly programming recommendations. Having strategies in place to help campers cope with sensory challenges allows for successful participation in meaningful occupations in the variety of environments offered at this summer camp

Solving the woolly mammoth conundrum: amino acid 15N-enrichment suggests a distinct forage or habitat

Understanding woolly mammoth ecology is key to understanding Pleistocene community dynamics and evaluating the roles of human hunting and climate change in late Quaternary megafaunal extinctions. Previous isotopic studies of mammoths’ diet and physiology have been hampered by the ‘mammoth conundrum’: woolly mammoths have anomalously high collagen δ15N values, which are more similar to coeval carnivores than herbivores and which could imply a distinct diet and (or) habitat, or a physiological adaptation. We analyzed individual amino acids from collagen of adult woolly mammoths and coeval species and discovered greater  15N enrichment in source amino acids of woolly mammoths than in most other herbivores or carnivores. Woolly mammoths consumed an isotopically distinct food source, reflective of extreme aridity, dung fertilization and (or) plant selection. This dietary signal suggests that woolly mammoths occupied a distinct habitat or forage niche relative to other Pleistocene herbivores

Assisting Clients with Psychosocial Adjustment After Sustainment of a Traumatic Hand Injury: A Therapist\u27s Guide

Purpose: Adaptation to psychosocial aspects of hand injury is often undervalued, yet a critical issue to address in traumatic hand injuries (Schier & Chan, 2007). The purpose of this scholarly project was to develop a guide to address such factors in a hand therapy setting. Methodology: A review of the literature was conducted to demonstrate the importance of hands, psychosocial implications related to hand trauma, and current strategies used by practitioners to address these problem. Findings of the literature review concluded that the most prevalent psychological factors related to hand injuries include mood and trauma disorder symptomatology, problems related to role identity, work and financial stress, issues related to social interactions and relationships, stigma, pain, and dysfunctions in sleep. Authors used the Canadian Model of Occupational Performance and Engagement (CMOP-E) to guide the creation and intended use of this product to assist therapists in addressing psychosocial factors related to hand trauma. Results: The findings of the literature review were used to develop a guide that aid therapists in evaluating and treating psychological factors commonly related to hand injury that could have consequences on a client’s overall wellbeing and function. The first portion of the product includes a self-assessment evaluation tool that gives the client an opportunity to evaluate in which ways the hand trauma has affected functioning and overall wellbeing on a psychosocial level. The second half of the product includes intervention ideas that correlate with the psychosocial implications that were previously self-assessed by the client to give therapists ideas of how to address these factors. Conclusions: The identification and intervention of psychological implications will assist in successful adjustment and recovery across many consequences of sustaining a traumatic hand injury (Smurr et al., 2008). Despite the significance of hands in day-to-day function, many therapists are criticized for addressing the physical dysfunction of the hand exclusively and disregarding psychosocial implications (Bates & Mason, 2014). The authors created a product that will aid therapists in evaluating and treating psychological factors commonly related to hand injury that could have consequences on a client’s overall wellbeing and function

Food Insecurity: From Research to Action

Introduction: Two sections of UNI Cornerstone worked with the Northeast Iowa Food Bank, and Rod Library to gain a better understanding of food insecurity in the Cedar Valley during the academic year 2016-2017. Students engaged in research related to food insecurity, and presented informative speeches on their topics. Students then completed training at the Food Bank, and they volunteered sorting, delivering, and serving food. Students organized a campus-wide food drive, incentivizing different halls to participate and conducted a campus advocacy campaign on food insecurity. By the end of the semester, the students’ food drive had collected over 150 pounds of food and over 200 service hours, but most notably a greater understanding of food insecurity in their neighborhood. Objective: Cornerstone is a first-year experiential course at UNI that focuses on written and oral communication, civility, success in college, and critical thinking. Northeast Iowa Food Bank is a member of Feeding America, and serves sixteen counties in northeast Iowa through its distribution center in Waterloo. Cornerstone and Northeast Iowa Food Bank partnered to meet the needs of both institutions. Through service-learning UNI students developed a greater understanding of food-insecurity, living wages, poverty, and food deserts. The Northeast Iowa Food Bank gained many new volunteers who not only volunteered at the Food Bank, but also created advocacy campaigns on campus, hosted a food drive, and gave back to their community. Students also created a video narrative of their volunteer experiences, which was shared on social media. Methods & Materials: Students began by meeting their community partner, the Northeast Iowa’s Food Bank Talent Recruiter, who was a guest speaker in the classes and discussed the work a Food Bank and Food Pantry. Next, students worked in five groups to research topics related to food insecurity. Group 1: Economic & Social Concerns in the U.S. Group 2: Hunger in the U.S.: What are the issues? Group 3: Food Pantries/Banks: What are the issues? Group 4: The Lost Connection: What are the issues? Group 5: Specific Food Insecurity Issues The guided library sessions designed and led by a Anne-Marie Gruber yielded a larger understanding of related complex issues, and helped students situate the issue of food insecurity with issues of economics and infrastructure. These sessions yielded surprising facts to students, such as: “1 in 8 Iowans is food insecure” according to (www.feedingamerica.org). Using the research, students delivered informative speeches on issues related to food insecurity: 1970s farm bill, food deserts, minimum wage, nutrition labels, rural food insecurity. Next, students used the think, feel, do model and decided on direct and advocacy based-service learning projects. With the coordinating help of Peer Mentors, fifty UNI freshmen went through training at the Northeast Iowa Food Bank in Waterloo, IA, and then volunteered in various programs such as food sorting, food service, the backpack program, and office work. Groups made tri-folds on food insecurity and presented the information in UNI’s Maucker Union. Students helped deliver food to families in North Cedar during the 2016 flood, and in Spring 2017 students organized a campus food drive that collected over 200 pounds of food. Results: Incorporating informed and critical service-learning in Cornerstone helped accomplish course goals related to research, writing, and civility. By the end of the year, students’ abilities to evaluate sources were stronger, as well as their ability to decipher meaning and application from the sources. Through the various steps of reflection and research, students wrote more and the writing ranged from personal response to critique to persuasive. Students reported not only enjoying the community partnership, but continuing the partnership well beyond the scope of the course. I found that a critical approach to service-learning, tasked my students with asking hard questions, and as an educator, asked me to focus on social responsibility, and the project created authentic, productive, and transformational learning

Environmental Sustainability: Jacksonville vs. Navajo Nation

This project investigated the relationship between environmental sustainability and cultural beliefs in two very different American societies. In particular, we compared how citizens of contemporary Jacksonville, FL view and exploit the environment in comparison with environmental utilization of the Native Americans in Navajo Nation, which spans across the states of AZ, NM, and UT. This evaluation entailed conducting surveys of individuals in both populations, as well as an aspect of cultural immersion in which we lived amongst the Navajo for approximately three to four weeks during the summer of 2005. Immersion allowed us to participate in the Navajo way of life and enhanced our understanding of their culture through experience. Conducting surveys of individuals in both populations allowed us to collect demographic and economic data, as well as data that pertained to individual resource use and opinions of the environment and/or related environmental issues

Translating Indigenous Civic Ecologies

Art exhibits by the artists Jude Norris and Nadia Myre present Indigenous civic ecology as multifaceted relationships with animals and land. These perspectives translate liberal citizenship and civil society into visions of Indigenous civic ecology conveying related relational practices. Winnebago theorist Renya Ramirez emphasizes emotion, relationships, care work, and vernacular understandings of belonging as gendered aspects of Native citizenship exceeding and troubling liberal logic. Norris and Myre’s art works extend Ramirez’ human-focused discussion into civic ecology frameworks. These works develop Ramirez’s theory of translocal Native citizenship in an Indigenist materialist vein (Kalbfleisch and Robinson 52), while at the same time showing the ways that theories of new materialism in art history and translation studies remain settler colonial when they do not centre Indigenous knowledge.Las exposiciones de arte de las artistas Jude Norris y Nadia Myre presentan la ecología cívica Indígena como un conjunto de relaciones multifacéticas con los animales y la tierra. Estas perspectivas traducen las nociones liberales de ciudadanía y de sociedad civil a visiones de ecología cívica Indígena a través de prácticas de relación que vinculan con estas nociones en sus obras. La teórica Renya Ramirez, perteneciente a la comunidad Winnebago, plantea que la emoción, las relaciones, la labor de atención social y las visiones vernáculas de pertenencia son aspectos de ciudadanía Nativa marcados por el género que exceden y problematizan la lógica liberal. Las obras de Norris y Myre extienden el planteamiento de Ramirez, centrado en el ser humano, hacia marcos de ecología cívica. Estas obras desarrollan la teoría de ciudadanía Nativa translocal de Ramirez dentro de una perspectiva materialista Indígenista (Kalbfliesch, 2014), a la vez que muestran el modo en que las teorías del nuevo materialismo en historia del arte y en traductología siguen operando dentro del orden colonial cuando no tienen como eje el conocimiento Indígena.  Les artistes Jude Norris and Nadia Myre présentent l’écologie civique autochtone comme des rapports à multiples facettes avec les animaux et la terre Ainsi, leur oeuvre traduit les notions de citoyenneté libérale et de société civile par le concept autochtone d’écologie civique et donne corps à des pratiques relationnelles interreliées. La théoricienne Winnebago Renya Ramirez, dont les travaux sont axés sur l’humain, souligne que l’émotion, les rapports, le travail de soins et la conception vernaculaire de l’appartenance sont des aspects genrés de la citoyenneté autochtone qui dépassent et dérangent la logique libérale. Les œuvres de Norris and Myre insèrent les notions avancées par Ramirez dans un cadre d’écologie civique. Elles ajoutent la dimension du matérialisme indigéniste à la théorie de citoyenneté autochtone translocale proposée par Ramirez (Kalbfliesch, 2014) et, en même temps, montrent que les théories du nouveau matérialisme en histoire de l’art et en traductologie demeurent coloniales si elles ne privilégient pas les connaissances autochtones.As exposições das artistas Jude Norris e Nadia Myre apresentam a ecologia cívica indígena como relações multifacetadas com os aimais e a terra.  Estas perspectivas traduzem a cidadania liberal e a sociedade civil como  visões da ecologia cívica indígena, transmitindo práticass relacionais afins.  A teórica Winnibago Renya Ramirez enfatiza a emoção, os relacionamentos, o cuidado e as noções de pertença como aspectos de gênero da cidadania nativa que excedem e incomodam a lógica liberal. As obras de arte de Norris e de Myres extendem a discussão centrada no humano de Ramirez para modelos de ecologia cívica. Tais trabalhos ampliam a teoria de cidadania nativa translocal de Ramirez numa perspectiva materialista indigenista (Kalbfliesch, 2014), mostrando, ao mesmo tempo, como estas teorias do novo materialismo na história da arte e nos estudos de tradução se mantêm colonialistas por não focalizarem o conhecimento indígena