abstract: Collegiate recovery programs (CRPs) are university-sanctioned initiatives for students in recovery from alcohol and other drug addiction. Given the ever-rising rates of alcohol and opioid use and misuse, a great need exists to understand how to provide support for those who are considering recovery or who choose a recovery lifestyle in college. The purpose of this action research study was to examine peer-to-peer support for students in recovery. The development of two training innovations, Recovery 101 and Recovery Ally, were delivered to health and wellness peer educators called the Well Devil Ambassadors (WDAs) with the goal of equipping them to better support their peers in recovery. Learning objectives for the training were to gain knowledge about addiction and recovery and to enhance positive attitudes toward students in recovery, which could thereby increase self-efficacy and behavior intention to work with their peers in recovery. Mindfulness was included in the trainings to enhance the WDAs’ experience and provide tools for a self-care skillset. Quantitative data included pre, post, and follow-up surveys for the Recovery 101 training. Qualitative data included short-answer questions following Recovery 101 training and in-depth interviews following Recovery Ally training. Findings indicated that the information provided in Recovery 101 built the WDAs’ knowledge on the topics of addiction and recovery; hearing multiple perspectives from students in recovery allowed the WDAs to increase empathy toward students in recovery; and the building of knowledge, empathy, and mindfulness allowed the WDAs to gain self-efficacy and behavior intention when supporting their peers in recovery. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

This research is intended to provide the stewards of social media for Brigham Young University's football program with information that will allow them to make better decisions on what kind of content will maximize engagement and enhance brand loyalty among fans and consumers on Facebook. Using several variables, including the type or theme of content, post frequency, and sponsorship, content was compared against that from the University of Oregon's football program for the 2017 season. The results, found using quantitative data analysis, reveal that some variables have a significant impact on the quantity of engagement from viewers for both programs and provide valuable insights that will allow the universities to improve how and what they deliver on their Facebook pages.

abstract: Emergency Medical Services (EMS) first response personnel treat urgent and immediate illnesses and injuries in prehospital settings, and transport patients to definitive care if needed. EMS originated during warfare. The practice of rescuing wounded soldiers started during the Byzantine Empire, and developed along with other medical advances to the present day. Civilian EMS in the United States grew rapidly starting in the 1960s. Following the landmark National Research Council white paper of “Accidental Death and Disability: The Neglected Disease of Modern Society”, the nation addressed the key issues and problems faced in delivering emergency medical services. Today, colleges and universities often sponsor EMS organizations to serve populations concentrated in complex campuses. These are collectively known as Collegiate-Based Emergency Medical Services (CBEMS). By September 2018, there were 252 registered CBEMS organizations in the United States. Most are affiliated with the National Collegiate Emergency Medical Services Foundation (NCEMSF), which advocates, encourages, and provides support for CBEMS organizations. A survey repeating prior work (1996 and 2005) was sent to all NCEMSF registered CBEMS organizations, and 24 responded. The survey included questions on demographics, response capacities, coverage, organization, and logistics information. Locally, Arizona State University Student Emergency Medical Services (SEMS at ASU) began as an all-student-run volunteer organization in 2008. In 2018, SEMS at ASU became ASU EMS, as an official subdivision of the ASU Environmental Health Safety (EH&S) Department. This study summarizes the history of EMS, investigates the current status of CBEMS organizations and traces the history of ASU EMS from a volunteer group to an official department. / Dissertation/Thesis / Masters Thesis Biology 2019

No description available.

The concept of responsible sexual behavior (RSB) gained popularity when it was introduced in Healthy People 2010 as a leading health indicator. The Healthy People initiatives organize the top health priorities and create guidelines for improving the health of Americans. Promoting RSB was intended to address problems such as unintended pregnancy and sexually transmitted infections (STIs), however the guidelines never conceptually define behavior that would be considered sexually responsible. Thus, the purpose of this dissertation research was to examine how responsible sexual behavior (RSB) was defined in the context of public health literature, collegiate women, and rural women with the intention to contribute to a clearer conceptual understanding of RSB. First, an evolutionary concept analysis was conducted to define the attributes of RSB and develop a conceptual definition of responsible sexual behavior (RSB) as it applies to women 18 years and older who have sex with men from a synthesis of lay and public health literature. According to the literature, RSB is a desirable and deliberative pattern of behaviors that promote sexual health, manage risk, and foster respect of sexual partners within the context of community influences. This study also concludes that a purposeful redefinition maybe necessary to maintain a concept that is useful for guiding and evaluating sexual behavior. Second, a secondary data analysis was completed to identify college women definition of “sexual responsibility.” Data came from interviews collected as part of a mixed methods study of college women and unintended pregnancy. A total of 35 interviews were analyzed using within and across case methodology to derive a working definition of RSB for collegiate women. Women in this sample described being sexually responsible as self-advocating through actions that were consistent with personal goals and values while being aware of consequences that could threaten those goals or values. Actions included mindful partner selection, communicating boundaries, and preventing pregnancy. Women’s academic goals were closely linked to women’s sexual health decision making. Third, an exploratory descriptive study was completed to identify how rural women who have sex with men define RSB and to understand the role of the rural context on definitions and enactment of RSB. A total of ten rural Iowa women aged 18-29 participated in phone interviews. Within and across case analysis was used to describe the contextual influences of how rural dwelling women defined and enacted responsible sexual behavior. For rural women in this sample, RSB is understanding the consequences of sex and taking action to manage risks by preventing pregnancy and STIs, mindfully selecting of partners, and seeking appropriate resources. The social context of the rural environment acted as both a facilitator and barrier for women to acquire information enact RSB. In conclusion, RSB was an accessible concept for college and rural women to define and understand. However, the collective research indicated that a new definition of RSB was necessary to maintain its purpose in improving sexual and reproductive health. Thus, being sexually responsible is having an awareness of consequences and managing risks in a way that is reflective of a woman’s personal experiences, beliefs, values, and goals. How BSR is defined is fluid and subject to redefinition based on personal experiences and movement through the lifespan. Future research should focus on understanding how other populations of women define and manage BSR and that public health interventions and policy support women’s ability to be sexually responsible.

Abstract available in the Medicine and Sciences in Sports and Exercise.

No description available.

No description available.

The purpose of this study was to examine the changes in running economy of collegiate cross-country runners with 6 weeks of training on the PowerCranks ™ independent bicycle crank. Thirteen collegiate cross-country runners completed the study. Participants were asked to perform 6 weeks of training with either the PowerCranks™ device or the standard cranks (control group). Participants trained 3 days per week with a 48-hour minimum rest time between training sessions. Pre- and post-running economy and V02 max test data were collected. Data were analyzed with SPSS version 19 using a paired-samples t test as well as an independent t test. The paired samples I-test results for the participants pre-training running economy in the PowerCranks™ group were 2.98 ± 0.60 Llmin to 3.08 ± 0.59 Llmin post training; p = 0.057, 1= -2.464. The control group for the PowerCranks™ results were 2.68 ± 0.51 Lfmin pre-training, with post training results of2.69 ± 0.57 L/min,p = 0.815, t = -.245. Results for pre-training V02 max were 4. 10 ± 0.72 Llmin to 4.17 ± 0.75 Lll11in post training; p = 0.230, [= -1.366 with the PowerCranks™ group. The control group [or V02 max. results wen: 3.83 ± 1.10 Llmin pre-training with post-training resulting as 3.92 ± 1.09 Llmin,p = .245, t = -1.287. The results of the independent t test also showed that there was no significant change in values for running economy (t = -.112, P = .913) or V02 max (/ = 1.569,p = .145) when PowerCranks™ and control groups were compared. It was concluded that within the limitations of this study, experienced collegiate numers who performed 6 weeks of cross training with the PowerCranks™ independent cycle crank displayed no significant difference in running economy or VOz max results post training.

Increased institutional accountability and fiscal constraints coupled with most community college students being required to take at least one remedial/developmental course indicates a need to find the best way to deliver these classes. Institutions are expanding alternate delivery formats to meet student expectations. Is using technology best for students in remedial/developmental courses? This study investigated effectiveness of technology-assisted instruction for remedial/developmental math in Florida community colleges. Technology has emerged as potentially enhancing student success; however, it is expensive. If research shows that students benefit from technology in remedial/developmental courses, then funds spent to provide instruction through technology are validated. However, if research does not show remedial/developmental courses with a technology component are more effective than courses delivered traditionally, then spending funds for technology in those courses becomes questionable. The research questions for this study asked whether the delivery format of gatekeeper remedial/developmental math courses varied by institutional size. Was there a relationship between student success and technology-assisted delivery of "gatekeeper" remedial/developmental math classes? The study asked if such a relationship existed when controlling for placement test scores. To answer these questions, the research compared student success rates in three delivery formats--traditional, hybrid, and computer-based. Results showed that small institutions favored traditional delivery of remedial/ developmental math. Medium institutions offered traditional and hybrid delivery in similar proportions while larger institutions favored hybrid delivery. Results also showed that students in traditional delivery sections were likely to be just as successful, or slightly more successful, than students in hybrid and computer-based delivery courses, Students with higher placement test scores in remedial/developmental math were clearly more successful in courses delivered via traditional instruction. Implications from this study suggest that the introduction of a technology component to remedial/developmental math courses does not seem to be more effective in helping students successfully pass remedial/developmental math classes. If an institution does not have funds to invest in technology for remedial/developmental math students, which may be especially true for smaller institutions, no harm is done in delivering instruction in remedial/developmental math via traditional methods. Students may actually benefit from the traditional delivery format in remedial/developmental math courses.