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The Effect of Mouth Protective Gear on VO2 Intake

Tue, 27 Jan 2026 00:00:00 GMT

Title: The Effect of Mouth Protective Gear on VO2 Intake Authors: Webber, Hunter Hawthorne Abstract: Aerobic and Anaerobic Capacity are central for athletic performance, with training methods, equipment and coaching styles being a central facet ensuring optimal competitive output. Oral protective gear(mouthpieces) is commonly used during training and competition with their primary goal is to protect against ortho-maxillary injuries. However, little evidence is present to show if mouthguards are useful in augmenting athletic performance during competition. Previous studies show mixed results with augmentation and attenuation both being present. PURPOSE: To determine if mouthpieces affect aerobic and/or anaerobic capacity in healthy, athletic populations. METHODS: Individuals are monitored via a metabolic cart and undergo a modified Bruce Protocol to examine aerobic and anaerobic performance. Individuals conduct a controlled performance test (no mouthpiece), usage of standard mouthpiece (maxillary mouthpiece) and finally a “pacifier” styled mouthpiece where a testing of 10 minutes, will be completed. Testing equipment such as ECG monitors, sphygmomanometer, VO2 mask will be used during the duration of the equipment. RESULTS: Participants relative VO2 measurements were higher when using the pacifier mouthpieces as opposed to the standard maxillary oral guards. Additionally, their Anaerobic Threshold (AT) was lower using the pacifier mouthpieces as opposed to the standard maxillary mouthpieces once more. Additionally, their absolute VO2 follows the same trends of performance enhancement and augmentation. Conclusion: Mouthpiece type can affect performance of athletes and their ability to perform competitively, with participants subjective surveys describing a similar change with qualitative data.

The Effect of a Cultural Competency Training Program for Healthcare Providers and their Attitudes, Knowledge and Clinical Preparedness with LGBTQ+ Patients

Tue, 16 Dec 2025 00:00:00 GMT

Title: The Effect of a Cultural Competency Training Program for Healthcare Providers and their Attitudes, Knowledge and Clinical Preparedness with LGBTQ+ Patients Authors: Ross, Shannon Marie Abstract: Stigma, discrimination, and violence are key contributors to mental health disparities in the LGBTQ+ community (CDC, 2023a). LGBTQ+ patients’ frequently report unequal care and negative healthcare experiences, often due to healthcare providers’ lack of knowledge and training on LGBTQ+ health needs (Cassanova-Perez et al., 2022; Montero et al., 2024). Culturally competent care should address structural inequalities, avoid stigmatization, and meet the specific needs of this population (Bass & Nagy, 2023). While LGBTQ+ cultural competency training has shown positive outcomes in mental health settings, similar research in the ambulatory care setting is limited (Prepping et al., 2018; Craig et al., 2021).This project aimed to assess the effect of a cultural competency training program on ambulatory healthcare providers attitudes, knowledge and clinical preparedness towards LGBTQ+ patients. A quantitative quasi-experimental study was utilized to evaluate pre- and post-intervention LGBT-DOCSS and OMS-HC survey findings amongst a sample of 40 ambulatory healthcare providers in New Jersey. Inferential statistical analysis comparing pre and post intervention data demonstrated quantitative evidence of statistically significant improvement in healthcare providers’ knowledge (p<0.001) and clinical preparedness (p =0.002) towards LGBTQ+ patients. Overall improvement was also noted amongst LGBT-DOCSS findings, (p<0.001). These findings suggest that the LGBTQ+ cultural competency educational intervention is an effective and safe training program for ambulatory healthcare providers. Further recommendations to leverage this education include longitudinal integration of the intervention throughout the healthcare system. Ongoing interprofessional collaboration will be needed to continue to refine the training and ensure that up to date evidence-based practice is maintained over time.

The Impact Of Original Artwork as a Prewriting Strategy

Thu, 16 Oct 2025 00:00:00 GMT

Title: The Impact Of Original Artwork as a Prewriting Strategy Authors: Mojka, Alexis M. Abstract: The purpose of this qualitative study was to determine if an interactive method, such as original artwork, would stimulate students’ minds in the Planning phase of process writing, preparing them with concrete and internalized ideas that could enhance the quality of their composition. Equally important was the focus on whether this method of prewriting could benefit students’ affective states through active engagement and by limiting the strain on their short-term working memory, so they could demonstrate more fluent writing, yielding a greater quantity of work completion. Two writing samples and their respective prewriting artwork from 35 ninth-grade students were collected and analyzed as part of the constant comparison data analysis in May and June of the 2024-2025 school year. As part of the triangulation design of this study, analysis of numerical data accompanied subjective evaluation in the categories of writing quality, writing fluency, work completion, and student engagement. Results indicate task-relevant drawing, such as the original artwork prewriting method, assists memory encoding and promotes writing fluency. Furthermore, students who prewrite tend to display more positive affective states during composition, which has a direct impact on their writing success. Suggestions for future research and recommendations for teachers are included.

Exploring African American Teacher Experiences and Attrition in Diverse K-8 Schools

Thu, 02 Oct 2025 00:00:00 GMT

Title: Exploring African American Teacher Experiences and Attrition in Diverse K-8 Schools Authors: Hegybeli, James Anthony Abstract: African American teacher attrition in diverse K–8 schools continues to outpace that of their peers, particularly in schools serving historically marginalized populations. This qualitative study explored the lived experiences of African American current and former educators in the New Jersey, New York, and Connecticut tri-state region. Using a theoretical framework grounded in critical race theory, social learning theory, and transformational and servant leadership models, this study examined the systemic, cultural, and institutional factors influencing attrition. Through thematic analysis of semi structured interviews with 10 teachers, six core themes emerged: lack of administrative support, limited mentorship and peer networks, emotional burnout, negative school climate and culture, barriers to professional advancement, and the significance of racial identity and representation.This study introduces the term African American equity gap attrition to describe the identity-linked, structural conditions that disproportionately push African American educators out of the profession. Findings highlighted how racial isolation, systemic inequities, and unsupportive leadership converge to undermine teacher retention. The study concludes with recommendations for practice and policy aimed at fostering culturally responsive leadership, enhancing mentorship opportunities, and promoting equity-driven school climates. Implications support the urgent need for sustained retention strategies that center the experiences of African American teachers and prioritize educational equity.