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TOTAL BODY WATER AND ITS RELATIONSHIP TO FUNCTIONAL PERFORMANCE IN INDIVIDUALS WITH DIAGNOSED OSTEOARTHRITIS
Title
TOTAL BODY WATER AND ITS RELATIONSHIP TO FUNCTIONAL PERFORMANCE IN INDIVIDUALS WITH DIAGNOSED OSTEOARTHRITIS.
Creator
Hanson, Sara, Valdes, Anna, University of Central Florida
Abstract / Description
This study examines a possible relationship between Total Body Water (TBW) levels, osteoarthritic pain and functional performance in a sample of untrained adults. Participants will complete a Western Ontario and McMaster Universities Arthritis Index (WOMAC) questionnaire, TBW will be measured using Single-Frequency Bioelectrical Impedance (SF-BIA) and strength, balance and physical function will be measured by the completion of seven standardized functional tests. Participants in this study...
Show moreThis study examines a possible relationship between Total Body Water (TBW) levels, osteoarthritic pain and functional performance in a sample of untrained adults. Participants will complete a Western Ontario and McMaster Universities Arthritis Index (WOMAC) questionnaire, TBW will be measured using Single-Frequency Bioelectrical Impedance (SF-BIA) and strength, balance and physical function will be measured by the completion of seven standardized functional tests. Participants in this study will include adult men and women, age 35 years and older, who have been previously diagnosed with Osteoarthritis (OA) in the hip or knee, or currently score 35 or higher on the WOMAC. This study aims to determine if TBW values, specifically its intracellular compartment (ICW), will have a relationship to WOMAC scores and if TBW and ICW will have a positive correlation to participants' overall performance on balance, strength, and physical function tests. It is hypothesized that the data will show a negative correlation between ICW and WOMAC scores and a positive correlation between ICW and performance on balance, strength and physical function tests. Little research exists on the relationship between TBW and functional performance in older adults; particularly those whose TBW may be affected by inflammatory conditions such as OA. A goal of this study is to contribute to existing research on the relationship between performance and TBW, while providing insight and data on this relationship in an untrained population.
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Date Issued
2015
Identifier
CFH0004741, ucf:45363
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004741
Kindergarten is Not Child's Play: An Exploration of Pedagogical Approaches Related to Learning in a Play-Based and a Contemporary Classroom at a Title I Elementary School
Title
Kindergarten is Not Child's Play: An Exploration of Pedagogical Approaches Related to Learning in a Play-Based and a Contemporary Classroom at a Title I Elementary School.
Creator
Allee-Herndon, Karyn, Roberts, Sherron, Lue, Martha, Clark, M. H., Garcia, Jeanette, Hu, Bi Ying, University of Central Florida
Abstract / Description
This dissertation is divided into three separate, related, naturalistic, quasi-experimental research studies, all using data from two kindergarten classes at Gator Elementary, a public Title I elementary school in Sunshine District in Central Florida. Each of these studies tested hypotheses that kindergarten children, especially those from low socioeconomic backgrounds, will show greater gains in receptive vocabulary, executive function, and academic achievement when purposeful play is used...
Show moreThis dissertation is divided into three separate, related, naturalistic, quasi-experimental research studies, all using data from two kindergarten classes at Gator Elementary, a public Title I elementary school in Sunshine District in Central Florida. Each of these studies tested hypotheses that kindergarten children, especially those from low socioeconomic backgrounds, will show greater gains in receptive vocabulary, executive function, and academic achievement when purposeful play is used as a pedagogical approach than similar children in typical, contemporary kindergarten classrooms. The first study explored the effects of play-based and contemporary pedagogical approaches on students' receptive vocabulary using the PPVT-4, the second explored students' executive functions using the BRIEF2, and the third explored students' movements using Actigraph GT9X Link accelerometers. All three studies analyzed these data in relation to students' academic achievement as measured by i-Ready Diagnostic assessments. Statistically significant differences were detected in students' receptive vocabulary and reading growth as well as statistically significant differences in students' executive function health as reported by teachers and reading and math academic growth by classroom conditions. A strong association between receptive vocabulary and reading performances was revealed alongside strong negative correlations between levels of executive function concern and reading performance. No statistical differences in math growth between classrooms were found, although there was a moderate effect size, and less of an association between math performance and executive function presented. While strong correlations between academic achievement and total movement by day or movement types were revealed, these associations were inconsistent. Nor were there significant differences in movement by classroom conditions, although there was a moderate effect size suggesting some differences in movement by condition. The findings from this dissertation, while limited, point to a bourgeoning area of research connecting neuroscientific findings with developmentally appropriate practices to explore effective interventions to increase educational equity for vulnerable students.
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Date Issued
2019
Identifier
CFE0007596, ucf:52556
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007596