The Relationship Between Youth Risk-Taking Behaviour and Activity Engagement

Youth have been found to engage in various risk-taking behaviours at higher rates than any other age group. However, there is a lack of research on the division between adaptive and maladaptive risk behaviours among adolescents and emerging adults. Adaptive risk-taking behaviours may present youth with ways to successfully partake in the risk behaviours that they are naturally inclined to engage in. The relationship between activity engagement and positive youth development has been extensively studied and cited as a way to expose youth to positive experiences and promote successful development. However, the relationship between activity engagement and risk behaviours among youth has yetto be studied in depth. This study investigated the potential relationship between various adaptive and maladaptive risk behaviours and activity engagement among youth, through an indirect link through five mediator variables. These potential mediators represented the three systems in Jessor's Problem Behaviour Theory. Participants included 276 youth (M = 19.06 years, SD = 1.60, 89.1 % female) from Brock University. Results revealed that activity engagement significantly predicted greater adaptive social risk behaviours among youth. However, there was no mediating effect through the problem behaviour systems. Correlations revealed that being male was associated with more maladaptive risk behaviours and fewer adaptive risk behaviours than females. Additionally, behavioural engagement specifically related to less maladaptive physical health risks and psychological engagement related to greater adaptive social risks. Overall, these findings suggest that activity engagement may be differentially related to the various types of risk-taking and gender associations may exist between the various types and dimensions of risk behaviours, but future work is needed to understand the variables that may explain such relationships

Injunctive safety norms, young worker risk-taking behaviors, and workplace injuries

Accepted versionInjunctive safety norms (ISNs) refer to perceptions of others’ expectations of one’s safety-related conduct. Drawing on a sample of Canadian young workers (n = 11,986; M age = 17.90 years; 55% males), we study the relationships among four sources of non-work-related (i.e., parents, siblings, friends, teachers), two sources of work-related (i.e., supervisors, co-workers) ISNs, young workers’ self-reported work-related risk-taking behaviors, and workplace injuries. Structural equation modeling suggests that ISNs from parents, supervisors, and co-workers were related to less frequent work-related risk-taking behaviors, and with fewer workplace injuries via less frequent work-related risk-taking behaviors. In addition, ISNs from supervisors were directly associated with fewer workplace injuries. In contrast, ISNs from teachers and siblings were not associated with work-related risk-taking behaviors, but ISNs from siblings were associated with fewer work injuries. Finally, ISNs from friends were associated with more frequent work-related risk-taking and more frequent work injuries via more frequent work-related risk-taking. This study draws attention to the relative roles of non-work sources of social influence and provides some evidence of how ISNs might be related to young workers’ work-related risk-taking behaviours and their workplace injuries. It also contributes to practice by suggesting specific interventions that parents, supervisors, and co-workers could undertake to reduce young workers’ work-related risk-taking and workplace injuries, namely encouraging youth to be safe at work

Writing in Plain Language: Getting Started

Plain language writing - as a form of science communication - conveys a message or idea in language that the public or non-specialists can understand. While writing in plain language can be an effective strategy for science communication, a lot of thought and effort is required behind the scenes. This worksheet is a guide for how to effectively communicate science through plain language writing, whether that be for a print article or online sharing. This worksheet highlights the various aspects you need to consider before and during the process of writing in plain language. This worksheet is from a series of 4 worksheets on the topic of science communication: 1. Introduction to Science Communication: Pre-worksheet; 2. Writing in Plain Language: Getting Started; 3. Creating a Graphical Abstract: 10 Steps to Start; and 4. Prior to the Podcast: Preparing for Your Episode. These worksheets are intended for individuals interested in building their science communication skills to effectively communicate science to the public as well as other knowledge users. The worksheets were developed within the Validation, Prototyping and Manufacturing Institute (VPMI) at Brock University (https://brocku.ca/vpmi/) to support the sharing of scientific findings.Created with funding through a Science Communication Skills Grant (pilot) from NSERC, “Mobilizing science from the lab to the community” to Wendy E. Ward, Brock University

Introduction to Science Communication: Pre-worksheet

This worksheet introduces key concepts and definitions while asking thought provoking questions about the ‘what, why, who, how and language’ of science communication. The activities within the worksheet help identify the appropriate knowledge users for your research, how you can most effectively communicate science to these users and how to apply the concepts of science communication to your own research. This worksheet is from a series of 4 worksheets on the topic of science communication: 1. Introduction to Science Communication: Pre-worksheet; 2. Writing in Plain Language: Getting Started; 3. Creating a Graphical Abstract: 10 Steps to Start; and 4. Prior to the Podcast: Preparing for Your Episode. These worksheets are intended for individuals interested in building their science communication skills to effectively communicate science to the public as well as other knowledge users. The worksheets were developed within the Validation, Prototyping and Manufacturing Institute (VPMI) at Brock University (https://brocku.ca/vpmi/) to support the sharing of scientific findings.Created with funding through a Science Communication Skills Grant (pilot) from NSERC, “Mobilizing science from the lab to the community” to Wendy E. Ward, Brock University

Prior to the Podcast: Preparing for Your Episode

Effective podcasts are engaging, authentic, creative, entertaining and convey information to the audience using terms and descriptions that they can relate to. Many of these aspects can be controlled by the guest, host or both. This worksheet is a guide to effectively communicate science through a podcast, whether you will be in the role of a guest or as a host. Although these roles may seem similar, different types of preparation are required. This worksheet is from a series of 4 worksheets on the topic of science communication: 1. Introduction to Science Communication: Pre-worksheet; 2. Writing in Plain Language: Getting Started; 3. Creating a Graphical Abstract: 10 Steps to Start; and 4. Prior to the Podcast: Preparing for Your Episode. These worksheets are intended for individuals interested in building their science communication skills to effectively communicate science to the public as well as other knowledge users. The worksheets were developed within the Validation, Prototyping and Manufacturing Institute (VPMI) at Brock University (https://brocku.ca/vpmi/) to support the sharing of scientific findings.Created with funding through a Science Communication Skills Grant (pilot) from NSERC, “Mobilizing science from the lab to the community” to Wendy E. Ward, Brock University

Creating a Graphical Abstract: 10 Steps to Start

A graphical abstract is a single image that appears alongside a written abstract, to provide a visual summary of the key findings of a study. This worksheet identifies 10 helpful steps to communicate the knowledge you wish to share in a single summary image. This worksheet is from a series of 4 worksheets on the topic of science communication: 1. Introduction to Science Communication: Pre-worksheet; 2. Writing in Plain Language: Getting Started; 3. Creating a Graphical Abstract: 10 Steps to Start; and 4. Prior to the Podcast: Preparing for Your Episode. These worksheets are intended for individuals interested in building their science communication skills to effectively communicate science to the public as well as other knowledge users. The worksheets were developed within the Validation, Prototyping and Manufacturing Institute (VPMI) at Brock University (https://brocku.ca/vpmi/) to support the sharing of scientific findings.Created with funding through a Science Communication Skills Grant (pilot) from NSERC, “Mobilizing science from the lab to the community” to Wendy E. Ward, Brock University

Driving Change in the Health Sector : An Integrated Approach

This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy.1. Data Literacy2. Data for Equity?3. Implementing Change – Easier Said Than Done4. Knowledge Translation and Exchange to Support Decision-Making5. Using Health Economic Evidence to Inform Decisions About Resource AllocationThe COVID-19 pandemic has clearly emphasized the need for understanding how data and evidence drive decision-making across all areas of society. High-quality trustworthy data that is used ethically is essential to support policy and practice decisions that can influence the health of the population. The overarching goal of this project was to co-design an Open Educational Resource (OER) focused on using data to drive decision-making in health by engaging with a team of academics, practitioners, and students. There are five chapters: Chapter 1. Data Literacy--Chapter 2. Data for Equity?--Chapter 3. Implementing Change – Easier Said Than Done--Chapter 4. Knowledge Translation and Exchange to Support Decision-Making--Chapter 5. Using Health Economic Evidence to Inform Decisions About Resource Allocation. The diversity of chapters in this book truly highlights that it takes an integrated approach to drive change in the health sector. This OER Pressbook is interactive with the hopes to prompt critical thinking and reflection to help shape the current and next generation of health professionals

Alveolar Hemorrhage in Antineutrophil Cytoplasmic Antibody-Associated Vasculitis: Results of an International Randomized Controlled Trial (PEXIVAS)

Rationale: Diffuse alveolar hemorrhage (DAH) is a life-threatening manifestation of antineutrophil cytoplasmic antibody–associated vasculitis (AAV). The PEXIVAS (Plasma Exchange and Glucocorticoids in Severe Antineutrophil Cytoplasmic Antibody–Associated Vasculitis) (NCT00987389) trial was the largest in AAV and the first to enroll participants with DAH requiring mechanical ventilation. Objectives: Evaluate characteristics, treatment effects, and outcomes for patients with AAV with and without DAH. Methods: PEXIVAS randomized 704 participants to plasma exchange (PLEX) or no-PLEX and reduced or standard-dose glucocorticoids (GC). DAH status was defined at enrollment as no-DAH, nonsevere, or severe (room air oxygen saturation of ⩽ 85% as measured by pulse oximetry, or use of mechanical ventilation). Measurements and Main Results: At enrollment, 191 (27.1%) participants had DAH (61 severe, including 29 ventilated) and were younger, more frequently relapsing, PR3 (proteinase 3)-ANCA positive, and had lower serum creatinine but were more frequently dialyzed than participants without DAH (n = 513; 72.9%). Among those with DAH, 8/95 (8.4%) receiving PLEX died within 1 year versus 15/96 (15.6%) with no-PLEX (hazard ratio, 0.52; confidence interval [CI], 0.21–1.24), whereas 13/96 (13.5%) receiving reduced GC died versus 10/95 (10.5%) with standard GC (hazard ratio, 1.33; CI, 0.57–3.13). When ventilated, ventilator-free days were similar with PLEX versus no-PLEX (medians, 25; interquartile range [IQR], 22–26 vs. 22–27) and fewer with reduced GC (median, 23; IQR, 20–25) versus standard GC (median, 26; IQR, 25–28). Treatment effects on mortality did not vary by presence or severity of DAH. Overall, 23/191 (12.0%) with DAH died within 1 year versus 34/513 (6.6%) without DAH. End-stage kidney disease and serious infections did not differ by DAH status or treatments. Conclusions: Patients with AAV and DAH differ from those without DAH in multiple ways. Further data are required to confirm or refute a benefit of PLEX or GC dosing on mortality.publishedVersio