Youth Alcohol Access, Consumption, and Consequences in Anchorage, Alaska: Identification of Indicators

See also the 2012 update, "Youth Alcohol Access, Consumption, and Consequences in Anchorage, Alaska: 2012 Update" by Marny Rivera, Khristy Parker, and Jennifer McMullen. Anchorage, AK: Justice Center, University of Alaska Anchorage, 10 Dec 2012. (JC 1010.04). (https://scholarworks.alaska.edu/handle/11122/7031).This report identifies indicators of underage drinking in Anchorage, Alaska, which can be used in assessing changes brought about by strategies designed to reduce underage access to alcohol and consequences associated with underage drinking. Indicators are addressed under the categories of underage access to alcohol, social norms and perceptions associated with underage drinking, alcohol consumption patterns, and consequences of underage drinking. Consequences examined include school-related consequences, risky behavior, and legal consequences of underage drinking. Alcohol abuse by people under 21 years of age requiring substance abuse treatment, health and safety consequences of underage drinking, and economic consequences of underage drinking are also discussed.Substance Abuse and Mental Health Services Administration. Grant No. 1U79SP013910-01Table of Contents / List of Tables and Figures / Acknowledgements / Executive Summary / Introduction / Youth Access to Alcohol / Social Norms and Perceptions / Consumption / Consequences / Data Gap Analysis / References / Appendix - Annotated Bibliography of Survey Source

Alaska Meth Education Project: Process and Outcome Evaluation, 2009

The Alaska Meth Education (AME) Project is a statewide effort to reduce meth use and availability in Alaska by educating Alaskans about, and preventing youth from trying, meth. The AME Project provides free community education presentations, an anti-meth media campaign. anti-meth summits, and a website and Facebook page which provide information, local resources, and links to their campaign ads. This report evaluates AME Project efforts and is the first to provide information regarding Alaskans’ perceptions of meth, including effects and risks associated with meth use and perceptions regarding the availability and use of meth by young adults in Alaska. Evaluation methods included a survey to evaluate community education presentations; a survey conducted with UAA Justice students exposed to the anti-meth radio advertisements generated by the AME Project; a survey of 10,000 randomly sampled Alaskans; and a process evaluation involving interviews conducted with AME Project statewide advisory committee members.Substance Abuse and Mental Health Services Administration. Congressional Earmark Grant No. 1H79SP014832-01Index of Tables and Figures / Acknowledgements / Executive Summary / Alaska Meth Education Project: Process and Outcome Evaluation, 2009 / Brief Overview of the Alaska Meth Education Project / Brief Overview of the Meth Problem in Alaska / Methods / Community Education Presentations / Student Survey / Mail Survey / Process Evaluation / References / Appendix A – Community Education Evaluation Survey / Appendix B – Coding Framework for Community Education Presentation Evaluation Survey Openended Item / Appendix C – Student Survey / Appendix D – Mail Survey / Appendix E – Process Evaluation Interview Schedul

Youth Alcohol Access, Consumption, and Consequences in Anchorage, Alaska: 2012 Update

Updates prior report, Youth Alcohol Access, Consumption, and Consequences in Anchorage, Alaska: Identification of Indicators by Marny Rivera and Jennifer McMullen. Report prepared for the Volunteers of America CMCA Project. Anchorage, AK: Justice Center, University of Alaska Anchorage, 15 Dec 2010. (JC 1010.01). (https://scholarworks.alaska.edu/handle/11122/3760).This report identifies indicators of underage drinking in Anchorage, Alaska, which can be used in assessing changes brought about by strategies designed to reduce underage access to alcohol and consequences associated with underage drinking. Indicators are addressed under the categories of underage access to alcohol, social norms and perceptions associated with underage drinking, alcohol consumption patterns, and consequences of underage drinking. Consequences examined include school-related consequences, risky behavior, and legal consequences of underage drinking. Alcohol abuse by people under 21 years of age requiring substance abuse treatment, health and safety consequences of underage drinking, and economic consequences of underage drinking are also discussed.Substance Abuse and Mental Health Services Administration. Grant No. 1U79SP013910-01Acknowledgements / Executive Summary / Introduction / Youth Access to Alcohol / Compliance Checks / Social Norms and Perceptions / Consequences (School-Related Consequences; Risky Behavior and Underage Drinking; Underage Drinking and Driving: Traffic Tickets, Crashes, Injuries and Fatalities; Legal Consequences of Underage Drinking; Alcohol Abuse Requiring Treatment; Health and Safety Consequences of Underage Drinking; Economic Consequences of Underage Drinking) / Data Gap Analysis / References / Appendix - Annotated Bibliography of Survey Source

2010 Anchorage Underage Drinking Survey: A Look at Adult Attitudes, Perceptions, and Norms

The Anchorage Underage Drinking Survey (AUDS) was conducted to assess adults’ recent exposure to Communities Mobilizing for Change on Alcohol media campaign about underage drinking, as well as adult attitudes, norms, and perceptions regarding the underage drinking problem in Anchorage. Our interest was in understanding community perceptions regarding the extent of the underage drinking problem, underage access to alcohol through social and retail outlets, consequences of underage drinking, and laws and policies designed to reduce underage drinking and the consequences stemming from it. The survey contained six major sections: (1) underage drinking problem, (2) adult influences on underage drinking, (3) alcohol consumption, (4) responses to underage drinking, (5) public service advertisements, and (6) respondent background information.Substance Abuse and Mental Health Services Administration. Grant No. 1U79SP013910-01Index of Tables and Figures / Acknowledgments / Section I: Executive Summary / Section II: Methods / Section III: Community Demographic Data / Section IV: Underage Drinking Problem / Section V: Adult Influences on Underage Drinking / Section VI: Alcohol Consumption / Section VII: Responses to Underage Drinking / Section VIII: Public Service Advertisements / References / Appendix: Community Resident Survey Instrumen

Changing Minds, Changing Lives: Increasing Resilience in Undergraduate Nursing Students Through the Implementation of a Resilience Educational Intervention Program

Background: Nursing students suffer from high levels of stress and psychological distress, especially those with histories of childhood adversity. The COVID-19 pandemic has been an additional source of stress on students. Students who suffer from psychological distress are at greater risk of engaging in maladaptive behaviors that may lead to physical and psychological conditions. Despite this data, college campuses lack resilience intervention programs, which have been shown to reduce psychological distress, perceived stress, and increase resilience. Purpose: The purpose of this Quality Improvement project was to implement a well-established evidence-based resilience program for nursing students, and to evaluate the feasibility and acceptability of the program. Methods: A 10-week in-person resilience program was implemented with 6 undergraduate nursing students. The program included active coping exercises, psychoeducational presentations, writing, and peer support. A post-survey was used to assess the feasibility and acceptability of the program. Results: Six undergraduate nursing students completed the resilience program. After completing the program, one hundred percent of the students thought that their ability to use coping skills, use personal strengths, feel belonged, and supported increased significantly. Participants also described an increased ability to recognize their emotions, and healthily manage stress. One hundred percent indicated that they would recommend this program to incoming nursing students. Conclusion: The results of this QI project support the effectiveness, acceptability, and feasibility of the educational resilience program. Keywords: resilience intervention program, psychological distress, stress, nursing students, COVID-1

El devenir animal en la construcción del territorio. Aproximación deleuzeana al enunciado “yo soy jaguar"

La composición de realidad indígena consolida procesos de individuación en los que la dinámica del devenir circunscribe afectos al ámbito social. Ante la emergencia de problemáticas sociales, el devenir puebla de sentido el saber y el hacer, en función de la continuidad y permanencia de dicho saber. Esta dinámica se evidencia en la construcción de territorio a través de la circulación y sentido del enunciado “yo soy jaguar”, expresado por los sabedores de diversas comunidades amerindias. Este texto problematizará la experiencia del sabedor a través de conceptos centrales de la obra de Gilles Deleuze.The composition of indigenous reality consolidates processes of individuation in which the dynamics of the becoming confined affections to the social area. In the case of the emergence of social problems, the becoming inhabits of sense the knowing and doing on the basis of its continuity and permanence. This dynamic is evident in the construction of territory through the movement and sense of the phrasing “I am jaguar”, expressed by the sabedores of the indigenous communities. This paper will analyze the experience of the sabedor through central concepts of the work of Gilles Deleuze

Biblioteca pública Claustro de inclusión a partir de la exclusión

Trabajo de gradoCon este proyecto se busca dar soluciones a las problemáticas sociales, ambientales y culturales. Por medio de un diseño urbano que articule todos los elementos para lograr una apropiación adecuada del habitante.INTRODUCCIÓN 1. CARACTERIZACIÓN DEL LUGAR DE INTERVENCIÓN 2. MARCO TEORICO REFERENCIAL 3. OBJETIVOS 4. PLANTEAMIENTO DEL PROBLEMA 5. CLAUSTRO DISEÑO DE INCLUSIÓN A PARTIR DE LA EXCLUSIÓN 6. ESTRATEGIAS URBANAS 7. ESTRATEGIAS ARQUITECTÓNICAS 8. ESTRATEGIAS CONSTRUCTIVAS 9. CONCLUSIONES BIBLIOGRAFÍA ANEXOSPregradoArquitect

Forensic Science Course Student Efficacy, Task Value, and Sense of Community: Comparing Traditional and Virtual Classroom Designs

Student enrollment in undergraduate online education continues in an increasing trend toward the creation of new virtual degree programs. Academia and university faculty have observed comparable learning outcomes in both traditional and online classrooms, but minimal research exists discussing student perspectives of science-based coursework in these two learning environments. A specific discipline within scientific programs which continues to demand student interest is Forensic Science degree programs. Forensic Science coursework requires tangible application of content learning in addition to confidence in task completion. Forensic Science also necessitates a sense of connectedness amongst a team of individuals, as peer collaboration and discovery are essential. Therefore, developing an understanding of student self-efficacy, task value, and sense of community in Forensic Science classrooms is essential to promoting effective degree programs in both the traditional and online classrooms. This quasi-experimental nonequivalent group design research study sought to examine these variables within a Forensic Science Criminal Investigation course in a large, private university within comparable classrooms in the traditional and online classrooms. Data were collected from student surveys using the Motivated Strategies for Learning Questionnaire (MSLQ) self-efficacy and task-value subscales and the Classroom Community Scale (CCS) to measure the sense of community. The research results demonstrated a statistically significant difference between students’ classroom modality (traditional and online) when analyzing sense of community but no statistical significance was identified in student’s self-efficacy and task value based on classroom modality

Ionizing Radiation in Glioblastoma Initiating Cells

Glioblastoma (GBM) is the most common primary malignant brain tumor in adults with a median survival of 12–15 months with treatment consisting of surgical resection followed by ionizing radiation (IR) and chemotherapy. Even aggressive treatment is often palliative due to near universal recurrence. Therapeutic resistance has been linked to a subpopulation of GBM cells with stem cell-like properties termed GBM initiating cells (GICs). Recent efforts have focused on elucidating resistance mechanisms activated in GICs in response to IR. Among these, GICs preferentially activate the DNA damage response (DDR) to result in a faster rate of double-strand break (DSB) repair induced by IR as compared to the bulk tumor cells. IR also activates NOTCH and the hepatic growth factor (HGF) receptor, c-MET, signaling cascades that play critical roles in promoting proliferation, invasion, and resistance to apoptosis. These pathways are preferentially activated in GICs and represent targets for pharmacologic intervention. While IR provides the benefit of improved survival, it paradoxically promotes selection of more malignant cellular phenotypes of GBM. As reviewed here, finding effective combinations of radiation and molecular inhibitors to target GICs and non-GICs is essential for the development of more effective therapies