The World Health Organization fracture risk assessment tool (FRAX) uses clinical risk factors to predict the patient's 10-yr probability of sustaining a hip or other major osteoporosis-related fracture. Inclusion of the femoral neck T-score is optional in the calculation. We evaluated the impact of including the T-score in the calculation of fracture risk and resultant treatment recommendation. We retrospectively reviewed charts of 180 white women scanned on a Hologic dual-energy X-ray absorptiometry (DXA). FRAX scores were calculated with T-scores (FRAX+) and without T-scores (FRAX-). We compared the National Osteoporosis Foundation (NOF) treatment recommendations (≥20% risk of a major osteoporotic fracture or ≥3% risk of hip fracture for osteopenic patients) between FRAX+ and FRAX- scores. Agreement between FRAX+ and FRAX- was 89.4%. Disagreement occurred in 2 distinct subgroups of patients (10.6% of cases), that is, FRAX+ scores exceeded the NOF recommended treatment thresholds and FRAX- scores did not, or vice versa. One subgroup comprised older patients with normal T-scores for whom FRAX- scores exceeded the treatment threshold. The second subgroup comprised younger patients with high body mass index (BMI) and low T-scores for whom FRAX- scores did not exceed the treatment threshold. FRAX scores generated without T-scores may lead to treatment recommendations for patients who have normal bone mineral density and no treatment recommendations for patients who have osteoporosis. T-scores should be used for optimal application of FRAX.

The review of the literature reveals the historical nature of Vocational Education programs and how they relate to the importance of Virginia Tech's two-year post-secondary Agricultural Technology Program. The literature review also provides a historical review of information regarding Virginia Tech's Agricultural Technology program, brief histories of other post-secondary land-grant two-year agricultural programs, vocational education philosophers, and two-year program evaluations. The purpose of this study was to perform an evaluation of past performance of the two-year Agricultural Technology Program at Virginia Tech as perceived by the two-year program graduates. The study focused on two points, a) the graduate's opinions with regards toward the improvement of the program on behalf of the students, and b) the strength and weaknesses of the program in order to determine what the program has accomplished and where it should be headed. Five research questions guided this study: 1. How pleased were the graduates with the education they received through the Agricultural Technology Program? 2. What is the salary range of the graduate's first job after graduation and what is their present salary range? 3. What were the strengths and weaknesses of the program as perceived from the graduates? 4. What are the Agricultural Technology graduates current occupations? 5.What recommendations do the graduates have for the improvement of the Agricultural Technology Program? A survey instrument was used as the research method for the collection of the data. A pilot study was performed to test the survey instrument. Three rounds of survey instruments were sent to increase the possible response rate. A non-respondents study was performed to determine if there was a difference between the respondents and non-respondents of the survey instrument. Frequencies, mean, median, mode, and standard deviation were used in the analysis of the data. The population consists of all of those that graduated from the two-year Agricultural Technology Program at Virginia Polytechnic Institute and State University from the date of the programs first graduation class (1989) to the fall semester of 1998. Because there was such a small number of subjects within the population, to prevent sampling error, and to be able to prevent any deviation of assumptions between the sample and the population the whole population was mailed an evaluation instrument. All three of the mailings yielded a total 215 received survey instruments for a 62% response rate from an N of 343. This left a total of 128 or 37% non-respondents. A reliability test was run in SPSS using the Cronbach Alpha method, also know as Alpha coefficient, the Standard Item Alpha = .7661. The major conclusions of the study were that the Agricultural Technology Program graduates were pleased with the overall education that was received at Virginia Tech, the mean salary for the graduates first job was between $18,000 and $23,999, the mean of the graduates current job is between $24,000 and $29,999, the major strengths to the program were the mandatory internship requirement, the hands-on courses, and the advisors for the program, the weaknesses of the program are issues with the transferability of credit hours to the four-year program, additional computer and technology courses and information are needed, and a lack of available elective course offerings. Just over 78% of the program graduates are employed within the field of agriculture and 16% have gone back to farm ownership or to work on the family farm. Some of the major recommendations that were made by the program graduates were to offer additional courses and options, add more emphasis to computers and technology, additional job placement services, and to allow students to take more four-year courses. Based on the findings recommendations were made about further studies for the addition of courses, faculty, program options, more emphasis of technology in courses, curriculum development, job placement, and credit hour transferability. Specific recommendations were made for an external review to be performed of the Agricultural Technology Program, a formal review of curriculum, additional courses in computers and technology, and further research to be performed with regards to policy change in transferability of credit hours to the four-year program, addition of courses offered as electives, and for students to take courses provided by the four-year program. / Ph. D.

The purpose of this study was to determine if four-year-old children are able to conserve and to investigate the influence of social class and sex on the development of this capacity. Collection of data was accomplished by interviewing forty preschool children on three conservation tasks, discontinuous quantity, continuous quantity, and mass. From the findings of this study, it was concluded that the development of the capacity to conserve is so limited among four-year-old preschool children that the influence of social class and sex of the child on conservation ability remains unknown.

Indiana University-Purdue University Indianapolis (IUPUI) / The research for this dissertation is a study of one case example of programs and classes put into place for African American males at community colleges around the United States with a focus on how these programs were successful or not in assisting in the persistence, retention, and graduation of these students. The purpose of using Cross’ (1991) Black Identity Development Theory as a framework for exploring the students’ experiences in racial ‘awakening’ was to track the patterns in how these experiences aligned with Cross’ concepts.

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Since the mid-1970s, researchers in student development theory, research, and practice have examined the experiences of first-year university students with the aim of improving quality of educational life and student motivation to stay in school (Greenfield et al., 2013). First-year students are viewed as vulnerable to attrition as most leavers depart during or immediately following year one (van der Zanden et al., 2018). This is the first doctoral study to explore first-year experience with university Dance majors.The purpose of this study is to illuminate first-year experience in a postsecondary Dance setting through students’ first-person accounts. Research methodology was guided by the applied phenomenology of education scholar and philosopher Max van Manen (1990/2014) and involved my direct participation and observation in two Dance classrooms along with in-depth interviewing of six self-selected students over the entire academic year. Data gathered through these procedures were analyzed for collective and individual meanings. Students’ first-person perspectives are presented in four chapters representing four macro-categories of student experience found in the data: curriculum, faculty, peers, and individual practice. Findings are then discussed in relation to extant literature in student development in higher education, combining sociological, behavioral, and epistemological perspectives from the foundational theories of Vincent Tinto (1975/1993), Alexander Astin (1984/1999), and William G. Perry, Jr. (1968/1999). Students’ first-person experiential accounts extend concepts from these theories, as well as offering insights unique to dance education. From their lived experiences in university Dance, first-year students shared the educational experiences that were significant and meaningful to their learning and growth. These include the affective, cognitive, somatic, and social meanings they made from their experiences of curriculum, faculty, peers, and self. Within a web of academic and social supports, personal self-reflection, and individual meaning-making, first-year students deepened their understandings of their dance practices and of themselves as dance artists and learners. / Dance

The obesity epidemic is steadily increasing and affecting all age groups. Obesity rates among young adults are scarcely reported but merit special attention as being overweight during young adulthood will likely result in being overweight or obese throughout adulthood. Because college students are still forming lifestyle patterns, the university setting is ideal for intervention and educating young adults on the importance of developing and maintaining healthy behaviors. This study evaluated whether participation in a 16-week first-year college seminar cooking course increased students’ self-efficacy in food preparation skills and dietary behaviors. Significant changes in food preparation skills were observed between before and after participation (p<0.05) but self-efficacy, overall, did not increase significantly. Institutions of higher education should provide experiential learning opportunities to improve food preparation skills and hence dietary habits of young adults by developing and implementing programs such as first-year seminars focusing on hands-on food preparation basics and techniques.

Thesis advisor: Michael Grubb / The contract renewal incentive effect is an economic topic that has been controversial in the National Basketball Association (NBA). This study investigates whether or not the performance and effort of NBA players tend to increase in contract years and decrease afterward. With the most recent data set, this paper evaluates performance and effort variables, conducts multiple linear regressions, and presents discussions related to the real world. The results conclude that based on the reality-based metric, performance decreases by approximately 1.3 points and 0.7 points in contract years and post-contract years, respectively, while effort persists at the same level. From the perspective of basketball fans, this surprising finding provides a reference when understanding the world of basketball. / Thesis (BA) — Boston College, 2023. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Economics.

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