Golf: An Alternative Form of Physical Activity for an Aging Population

It has been found that breaking an exercise into multiple ten minute bouts can provide the same results as a lump bout of the same time (American College of Sports Medicine, 2010). Though little research has been done on its effectiveness as a modality of physical activity, golf, due to the considerable amounts of walking involved and the social and leisure nature of the game, could be used as an option of physical activity for older adults. In this literature review, the primary goal is to investigate the literature regarding how much energy an older adult could predictably expend while walking a round of golf and to see if this amount of expenditure could help aging adults meet their daily minimum physical activity recommendations, making golf a creative and useful possibility in exercise prescription. The review will also look at the total health benefits that could be received from using golf as a modality of exercise

When Urban Education Meets Community Activism: A Case of Student Empowerment in New Orleans

This is an ethnographic study of urban education and community development in the city of New Orleans. In New Orleans, as in all American cities, the public schools are at the center of local politics and the policies that affect community life. Institutions of public education have come under fire for failing to prepare youth to compete in the global economy. This is particularly true in urban communities, where schools serve a higher proportion of students of color facing greater incidences of poverty, underemployment and economic distress. As education policymakers and business leaders look to improve education, many of the solutions put forth to reform schools focus on meeting state standards and instituting high stakes testing. A group of educators, community activists, artists, and young people in New Orleans have taken a different approach. By combining classroom learning with social action, the individual and collective empowerment of students serves as the focus of Students at the Center, a program designed by a writing teacher and his students, that operates within the public school system. Through community-based study on environmental, public health, neighborhood development issues, young people in the Students at the Center program begin to see the learning process, and the product of their education as tools for equitable social change through research, writing, youth media, and social action. This research examines the ways that taking part in community collaborations that emphasize local history, a sense of place, and the struggle for social justice affects students, teachers and residents as they strive to make education accountable to community concerns

An Evaluation of Virtual School\u27s Preparation Of Second Grade Students For Third Grade Reading Proficiency

Third-grade reading proficiency is an indicator of future student success in middle school and ninth grade, on-time graduation rates, and career success; however, 44% of third-grade students in one state were not meeting this goal. The purpose of this study was to investigate the extent to which virtual school in second grade prepared students for third- grade reading achievement. I used a mixed methodology to compare extant data from a state database on third-grade state achievement tests in the area of English Language Arts. Sixty-one second and third-grade teachers completed surveys, and three teachers participated in follow-up interviews. The data from my study demonstrated that third- grade students in virtual school outperformed third-grade students in face-to-face learning environments in reading proficiency by seven percentage points on the State Standards Assessments between the years 2015-2019. These data were in direct contradiction with the data from the teacher survey and interviews. With the results from this study, I made recommendations using Michael G. Moore\u27s Theory of Transactional Distance to improve teacher effectiveness in online instruction to increase student reading achievement

Peloton as a Facilitator of Hope: Pathways to Initiate and Sustain Behaviors that Enhance Well-being

Many individuals wish to change, but struggle to act. The field of positive psychology has advanced the study of well-being, identifying interventions and measurements to enhance the experience of positive emotion and human flourishing. However, identifying pathways to initiate and sustain engagement with these resources remains a critical need for individuals and communities to implement the science of well-being effectively. The following exploratory study examines the user experience of Peloton, an at-home exercise bike that live streams class content, as an opportunity to identify the pathways that initiate and sustain engagement in positive behavior change. A self-report survey of 104 Peloton users is analyzed using Grounded Theory along with a literature review of positive psychology, and performance psychology. Through the analysis, the PERMA well-being framework (Seligman, 2011) and hope (Snyder, 1994) emerge as key theories to facilitate pathways to initiate and sustain users in activity that enhances well-being. A framework and discussion for future directions is proposed emphasizing convenience and pathways of synchronous and asynchronous agency and connection

Does Online Course Design Encourage Attrition? Assessing Usability Factors in Learning Management Systems

Online coursework offers many college students flexibility and increased earning potential that they otherwise may not have due to personal or professional responsibilities and restrictions. Unfortunately, for students with disadvantaged technology backgrounds or disabilities limited accessibility compromises these opportunities for students who already face significant challenges to the completion of their post-secondary education. In the same manner that universal design of physical spaces increases usability of buildings and other facilities for all patrons, universal design of web-based courses could improve retention of course content for all learners. In a case study based on cognitive load theory and constructivist pedagogy, the researcher investigated the experience of postsecondary students with varying levels of technology background with user interface design of online courses, and how that design may inhibit the ability of these students to learn course content due to usability and accessibility issues. It was found that for students with the least technology background, course design could be an absolute barrier to successful course completion. Additionally, online courses with design features that deviate from common HTML standards and W3C norms can frustrate experienced users and also result in increased course attrition

Propagation and container production of Carpinus caroliniana, Fagus grandifolia and Gymnocladus dioicus

Recently there has been a growing Interest and demand for alternative species. Native species are receiving much interest not only as alternative species but for their environmental value. Native species are usually better adapted to the soils, climate, rainfall, pests and soil microorganisms in their geographical range. They help in the retention of regional character, maintenance of biodiversity, prevention of exotic invasions and creation of more suitable habitat for native wildlife. The purpose of this project was to determine optimum cultural practices for three native species thought to have considerable landscape merit - Carpinus caroliniana Walter (American hornbeam), Fagus grandifolia Ehrhart (American beech) and Gymnocladus dioicus (L.) K. Koch (Kentucky coffeetree). Research was conducted to determine the effects of: (1) seed stratification and scarification regimes, (2) light quality and photoperiod, (3) shade level, (4) fertilizer rate, (5) container size and (6) ectomycorrhizae on germination rate, stem height, stem caliper, dry weight of roots and shoots and quality of seedlings after one or two growing seasons. Germination of C. caroliniana seeds was greater after 20 or 24 weeks of cold stratification compared to 4, 8, 12 or 16 weeks. Germination was further increased after 4 or 8 weeks of warm stratification compared to 0 or 2 weeks. Germination of F. grandifolia seeds was greater after 14 or 16 weeks of cold stratification compared to 12 weeks. No difference in germination of G. dioicus seeds was found between 2, 4 or 6 hours of scarification with concentrated sulfuric acid (86.5, 95 and 86.5% respectively). After 12 weeks, C. caroliniana seedlings grown under 18 hour photoperiod and high pressure sodium lights (HPS) were taller than plants grown under 18 hour photoperiod and incandescent lights (INC) or natural light and daylength (NAT). F. grandifolia seedlings grown under the HPS and INC treatments were taller than plants In the NAT treatment after 14 weeks. No ill growth differences of F. grandifolia were found between the HPS or INC treatments. After 12 weeks, G. dioicus seedlings grown under the HPS and INC treatments had greater growth in height and caliper and root and shoot dry weight than those under the NAT treatment. The HPS and INC treatments also caused a higher percent of G. dioicus seedlings to produce a second flush of growth. There were no growth differences between C. caroliniana seedlings grown under different light intensities (full sun, 30% shade and 60% shade) after 21 weeks. F. grandifolia seedlings showed no growth response to light intensity after 22 weeks. After 22 weeks, shoot dry weight of C. caroliniana seedlings grown in 3.8 L containers was greater than those grown in 5.7 L or 7.6 L containers. No differences were found in growth of height or caliper or root dry weight. Container size did not affect growth of F. grandifolia seedlings. Increased rates of 18N-2.6P-10K fertilizer resulted in decreased height growth of C. caroliniana seedlings. Plants grew taller under the lowest fertilizer rate compared to the medium and high rates. Increased fertilizer rates (18N- 2.6P-10K and 14N-6.1 P-11.6K, respectively) did not affect growth of F. grandifolia or G. dioicus seedlings. Ectomycorrhizae (Pisolithus tinctorius) did not increase growth of C. caroliniana or F. grandifolia

Discussing uncertainty and risk in primary care: recommendations of a multi-disciplinary panel regarding communication around prostate cancer screening.

BackgroundShared decision making improves value-concordant decision-making around prostate cancer screening (PrCS). Yet, PrCS discussions remain complex, challenging and often emotional for physicians and average-risk men.ObjectiveIn July 2011, the Centers for Disease Control and Prevention convened a multidisciplinary expert panel to identify priorities for funding agencies and development groups to promote evidence-based, value-concordant decisions between men at average risk for prostate cancer and their physicians.DesignTwo-day multidisciplinary expert panel in Atlanta, Georgia, with structured discussions and formal consensus processes.ParticipantsSixteen panelists represented diverse specialties (primary care, medical oncology, urology), disciplines (sociology, communication, medical education, clinical epidemiology) and market sectors (patient advocacy groups, Federal funding agencies, guideline-development organizations).Main measuresPanelists used guiding interactional and evaluation models to identify and rate strategies that might improve PrCS discussions and decisions for physicians, patients and health systems/society. Efficacy was defined as the likelihood of each strategy to impact outcomes. Effort was defined as the relative amount of effort to develop, implement and sustain the strategy. Each strategy was rated (1-7 scale; 7 = maximum) using group process software (ThinkTank(TM)). For each group, intervention strategies were grouped as financial/regulatory, educational, communication or attitudinal levers. For each strategy, barriers were identified.Key resultsHighly ranked strategies to improve value-concordant shared decision-making (SDM) included: changing outpatient clinic visit reimbursement to reward SDM; development of evidence-based, technology-assisted, point-of-service tools for physicians and patients; reframing confusing prostate cancer screening messages; providing pre-visit decision support interventions; utilizing electronic health records to promote benchmarking/best practices; providing additional training for physicians around value-concordant decision-making; and using re-accreditation to promote training.ConclusionsConference outcomes present an expert consensus of strategies likely to improve value-concordant prostate cancer screening decisions. In addition, the methodology used to obtain agreement provides a model of successful collaboration around this and future controversial cancer screening issues, which may be of interest to funding agencies, educators and policy makers

Six conseils pour l’intégration du croisement des savoirs traditionnels autochtones et de la biomédecine dans l’enseignement aux étudiants en médecine dans le cadre d'un programme culturellement sécuritaire sur la santé des Autochtones

As Indigenous knowledges and biomedicine come together in healthcare today, to improve health outcomes and strengthen cultural identity among Indigenous Peoples, it is vital for physicians to learn about this convergence during their training. This narrative review article aims to provide practical advice for educators when implementing teaching regarding this topic, using examples from the research literature, and pedagogical and practice-based methods used at the University of Toronto (UofT). The methodology on obtaining the research literature included a search of a computer database called Medline. Moreover, the medical school curriculum information specific to UofT, was obtained through the formal curriculum map and UofT’s Office of Indigenous Medical Education. The following six recommendations provide a way to successfully implement the teachings on Indigenous knowledges and biomedicine, within a culturally-safe Indigenous health curriculum.Alors que les savoirs autochtones et la biomédecine se rejoignent dans les soins de santé aujourd’hui, il est essentiel d’intégrer cette rencontre dans la formation des médecins afin d’améliorer les issues de santé et de renforcer l'identité culturelle des peuples autochtones. À l’aide d’exemples tirés de la littérature et des méthodes pédagogiques et pratiques employées à l'Université de Toronto, la présente revue narrative vise à offrir aux éducateurs des conseils pratiques sur l’intégration de ce sujet dans leur programme. La méthodologie utilisée pour la recherche de littérature scientifique comprenait une consultation de la base de données informatique Medline. Quant aux informations sur le programme d'études de la Faculté de médecine de l’Université de Toronto, elles ont été obtenues par le biais du schéma tutoriel officiel et du Bureau de la formation médicale autochtone de l’université. Nous présentons six recommandations pour un enseignement réussi du croisement des savoirs autochtones et de la biomédecine dans le cadre d'un programme culturellement sécuritaire sur la santé des Autochtones. &nbsp