This document discusses the early life and artistic career of Caravaggio with his painting "Young Sick Bacchus". It also investigates the formal elements of the work and the contemporary theories behind it.
Senior Capstone that goes through the planning process of revitalizing and repurposing old, vacant commercial strip malls and turn them into a new source of urban living.
Due to car-centric urban planning, Cincinnati lacks sufficient social spaces; as society shifts towards tech-centric lifestyles, social opportunities diminish, highlighting the need for people-centric gathering places. We envision third spaces designed by and for the people, fostering diverse connections and community, promoting in-person interaction, and sparking imagination.
Senior Capstone Project.
Finalized as a pilot tool in the summer of 2023 as doctoral dissertation research, the Integrative Review Methodology Appraisal Tool (IRMAT, “ear-mat”) is designed to appraise whether recommended methodological elements are present in published integrative reviews in the nursing literature. The IRMAT demonstrates evidence of construct validity, internal consistency reliability, and inter-rater reliability. The IRMAT has implications for educating doctoral nursing students and nurses in clinical practice on appraising integrative reviews in the nursing literature. The IRMAT may also be used by editors and peer reviewers to appraise submitted nursing integrative reviews prior to publication. The IRMAT User Guide includes all 18 items, with general instructions and descriptions of each item alongside a rubric to assist with scoring each item, and is available in PDF and Word formats.
ABSTRACT
Purpose: Tongue manometry (i.e. tongue pressure measurement) is a commonly used assessment for patients with suspected oral-motor involvement in swallowing disorders. Availability of lingual manometry has changed in recent years, with the introduction of the TongueometerTM device being a more affordable tongue manometry system. The purpose of this study was to test concurrent (criterion) validity of the TongueometerTM compared to the current standard reference device, the Iowa Oral Performance Instrument, IOPI®.
Method: Adults without dysphagia were recruited for participation in this study. Standard lingual measurements (swallowing-related pressures, maximum isometric pressure (MIP), and maximum isometric endurance) were recorded, with the bulb anteriorly placed, with both devices, in a randomized order. The Bland-Altman method was used to determine concurrent (criterion) validity of these measurements compared to the clinical standard IOPI® device. A recently available suggested corrective value by Curtis and colleagues (2023) was also applied, with comparisons made between devices both with and without the Curtis correction.
Results: The final sample included 70 adult participants aged 20-89 years (average age 52.3 years). Measures with the TongueometerTM device were significantly lower when compared with the same measures taken using the IOPI® (p<0.01) for all measures including MIP, endurance, and swallow pressures. The correction suggested by Curtis and colleagues did not ameliorate these differences.
Conclusions: The TongueometerTM lingual measurements were consistently lower compared to the IOPI®. Clinical use of values taken with the TongueometerTM device should be compared to normative data published for each specific device. Available features of each device (e.g. display, bulb texture, technology/application) should be considered when selecting which device to use with an individual patient.
In this paper, we focus on how Black students matter, from their perspective, in
Ohio higher education. To better support Black students, policymakers, college
leaders, and organizers must understand what is happening on the ground
from students themselves. The words of the essayist and thinker, James
Baldwin, are pertinent here: “Not everything that is faced can be changed, but
nothing can be changed until it is faced.” This Ohio Black Student Equity Report
is our contribution to ensuring that Ohioans face the state of racial (in)equity in
higher education as it relates to Black students.
While most like to consider college and university campuses safe from discrimination, research demonstrates this is unfortunately not true. We know students with minority group status experience discrimination on campus at an alarming rate. Years of research has demonstrated the negative effects of experiencing discrimination on students’ well-being, sense of belonging, and future aspirations. However, research has also shown positive impacts that faculty relationships can have on students’ motivation, academic achievement, persistence, and aspirations. Faculty serve as institutional agents within the university, so they have considerable influence over students’ satisfaction with their university experience and overall wellness. Thus, this study investigates the extent to which college students’ trust in faculty acts as a buffer against the negative impacts of discrimination. Results of this research indicate a strong relationship between experiencing discrimination and feelings of stress and decreased sense of belonging, and that increased stress and decreased belonging negatively affect students’ future aspirations. However, our findings demonstrate that trust in faculty mitigates the negative effects of discrimination and can reduce feelings of stress and increase feelings of belonging, thereby increasing students’ future aspirations. Our findings demonstrate the important role faculty play in creating an affirming climate for students on college campuses.
