The role of video on sports fan attitudes

Given its importance in the brand management of sports teams, this study primarily investigates the influence of sports video on fandom and team loyalty. Building upon a history of research on fan motivation, the Self-Determination Theory, the hierarchy of effects model and team loyalty, the present research intends to provide a better distinction of sports video effects (Tsiostou, 2013; Trail and James, 2001; Deci and Ryan (1985); Chao, 2010). By executing multiple t tests and a one-way ANOVA in a pre-post experiment, this theoretical framework tests the influence of video on fans and their self-reports on team loyalty, team involvement, team attachment, team self-expression and team trust. Overall, this research provides a discussion on sports video with several implications on how sports marketing managers can develop more loyal sports fans for their brand

Creative Methods for Improving Health Literacy in Underserved Communities

Creative Methods for Improving Health Literacy in Underserved Communities In 2003, Recovery Café was founded with the goal of providing long-term recovery support to those in the margins, including those experiencing homelessness, addiction, and mental health challenges (Recovery Café, 2022). Recovery Café provides members with the support needed to gain and maintain access to housing, social and health services, healthy relationships, education, and employment (Recovery Café, 2022). Recovery Café provides this support by offering a safe space, with nutritious meals, fostering a loving community, and providing resources such as educational opportunities, 12-step meetings, and referral services (Recovery Café, 2022). In 2022, the Seattle Pacific University Lydia Green Nursing Program partnered with Recovery Café to determine and fulfill an unmet need of the organization and its members. After visiting Recovery Café and completing a windshield survey, the undergraduate nursing students determined a need for health information, presented in an appealing and accessible way. To address this need, a collection of double-sided educational sheets with a word search puzzle on the front and information on the back, were created on the following topics: COVID-19, drug overdose prevention, sexual health, Type 2 Diabetes, vaccinations, and Hepatitis. These sheets were designed to provide an educational resource about relevant health topics that is creative, fun, and utilizes easy readability and inclusive language. Background Health literacy refers to the ability of people to access, understand, and use information to make decisions related to their health (Castro-Sanchez et al., 2016). It has been estimated that a third of adults in the United States are considered low level in terms of health literacy, with prevalence in the populations of older adults, those with low income, and those with low education level (Netemeyer et al., 2019). Consequently, low health literacy levels are associated with poorer health outcomes, including increased use of emergency services, lower adherence to health protocols, and inaccurate assessments of disease risk (Netemeyer et al., 2019). Unfortunately, public health entities do not always take health literacy levels into consideration when developing and dispersing complex public health information to communities. In the process of determining community health needs at Recovery Café, it was found that 69% of members at the café were experiencing homelessness in 2020, while 87% of members had experienced homelessness sometime in the past (“2019-20 Annual Report”, 2021). A vast majority of members also possessed education and reading levels lower than the high-school level. These demographic statistics speak to the income and education level of members at Recovery Café, demonstrating how health literacy levels may be low as well. Considering the health literacy level of this community and the subsequent need for improved accessibility to appropriate public health information, the nursing students created digestible health education fact sheets with activities to increase understanding. Activities Studies have shown that crossword and word search puzzles are effective self-learning tools that can reinforce previously acquired knowledge (Nirmal et al., 2020). Utilizing this study, the team developed six educational fact sheets focused on community health needs with corresponding word search puzzles. The primary goal of the word search puzzles was to increase engagement with health material and increase information retention. Community health needs were determined through interviewing Recovery Café members and staff, leading the students to focus on COVID-19, drug overdose prevention, sexual health, Type 2 Diabetes, vaccinations, and Hepatitis. Each fact sheet provides essential health information and resources for the Recovery Café members, while the corresponding word search reinforces the material. The primary nursing diagnosis associated with the Recovery Café population was deficient knowledge of health topics. The team utilized up-to-date and peer-reviewed information to create our health sheets to increase health literacy in this population. The educational level of Recovery Café members also led to the decision to refine our health information and present it so that any member, regardless of literacy level, could comprehend the information. The health education word searches were placed alongside the coloring sheets and community resources on the main activity table of Recovery Café. This puzzle-based learning engages the members of Recovery Café in the fact sheet\u27s material, thereby increasing their competence with the topic and their ability to retain the material (Nirmal et al., 2020). Outcomes The project’s first outcome goal was to educate the members of Recovery Café about different health concerns (e.g., COVID-19, drug overdose prevention, sexual health, Type 2 Diabetes, vaccinations, and Hepatitis). A limitation was that there are many health concerns at Recovery Café that need to be addressed. To address this limitation, each group member focused on a specific health problem so that education could be provided on as many topics as possible. The next outcome goal was to create fact sheets that improve the health literacy among the members. A limitation to this goal was that most members at the Recovery Café read between 5th to 8th grade levels. To avoid these limitations, the students took medical terms and simplified them as much as possible and gave definitions within the word searches on words that might be harder to understand. The last outcome goal was to provide an incentive or an activity to keep the members engaged and want to learn more about these health concerns. A limitation was finding an activity that will encourage members to pick up the fact sheets and keep their interest. Avoiding this limitation was quite difficult, but since the Recovery Café has coloring nights, karaoke nights and other engaging activities available, the team decided that a word search with the fact sheets might be the best way to keep the members engaged. However, due to time constraints, these are the desired outcomes, and the team will not be able to evaluate whether they have been met. Conclusion In conclusion, the mission was to meet with the individuals at Recovery Café and discover what nursing students could do to provide them with the help that they might need. Learning about the history of this community center encouraged us to become more engaged in terms of figuring out some new methods to further provide for this community. The population at Recovery Café described a need for health education in a way that members can easily understand. This includes topics such as COVID-19, drug overdose prevention, sexual health, Type 2 Diabetes, vaccinations, and Hepatitis. Our idea of creating word search puzzles and fact sheets adequately demonstrates the main information these individuals need to know. Taking into consideration their education level and condition, the students made sure to create pieces of information that would make sense to them, is appealing to the eye, and would encourage them to become more engaged in learning more about these health topics. This method will further improve their knowledge deficit regarding topics that are important for them to be wary about and improve overall health literacy. References American Diabetes Association. (n.d.). Help with insulin is a phone call away. https://insulinhelp.org/ Banta-Green, C., Kuszler, P., Coffin, P., & Schoeppe, J. (2011). Washington’s 911 Good Samaritan Drug Overdose Law - Initial Evaluation Results. Alcohol & Drug Abuse Institute, University of Washington. http://adai.uw.edu/pubs/infobriefs/ADAI-IB-2011- 05.pdf Carusone, S. C., Guta, A., Robinson, S., Tan, D. H., Cooper, C., O’Leary, B., Prinse, K. D., Cobb, G., Upshur, R., & Strike, C. (2019). Maybe if I stop the drugs, then maybe they’d care? —hospital care experiences of people who use drugs. Harm Reduction Journal, 16(1). https://harmreductionjournal.biomedcentral.com/articles/10.1186/s12954-019- 0285-7#citeas Castro-Sánchez, E., Chang, P. W. S., Vila-Candel, R., Escobedo, A. A., & Holmes, A. H. (2016). Health Literacy and Infectious Diseases: Why does it matter? International Journal of Infectious Diseases, 43, 103–110. https://doi.org/10.1016/j.ijid.2015.12.019 Centers for Disease and Control Prevention. (March 25, 2022). COVID-19 information for specific groups of people. https://www.cdc.gov/coronavirus/2019-ncov/need-extra- precautions/index.html Centers for Disease and Control Prevention. (April 15, 2022). Frequently asked questions about COVID-19 vaccination. https://www.cdc.gov/coronavirus/2019-ncov/vaccines/faq.html Centers for Disease and Control Prevention. (2020, September 9). Hepatitis B vaccines. https://www.cdc.gov/vaccinesafety/vaccines/hepatitis-b-vaccine.html Centers for Disease and Control Prevention. (Feb 25, 2022). How to protect yourself & others. https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/prevention.html Centers for Disease and Control Prevention. (July 14, 2021). How COVID-19 Spreads. https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/how-covid- spreads.html Centers for Disease and Control Prevention. (2021, November 18). Key facts about seasonal flu vaccine.https://www.cdc.gov/flu/prevent/keyfacts.htm#:~:text=to%2060%20percent.- ,Flu%20vaccination%20has%20been%20shown%20in%20several%20studies%20to%20 reduce,to%20those%20who%20were%20unvaccinated Centers for Disease Control and Prevention. (2022, April 12). STD Facts - HIV/AIDS & stds. Centers for Disease Control and Prevention. Retrieved May 4, 2022, from https://www.cdc.gov/std/hiv/stdfact-std-hiv.htm Centers for Disease and Control Prevention. (March 22, 2022). Symptoms of COVID-19. https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html Centers for Disease and Control Prevention. (2021, August 6). Tdap (Tetanus, Diphtheria, Pertussis) Vaccine: What You Need to Know. https://www.cdc.gov/vaccines/hcp/vis/vis- statements/tdap.pdf Centers for Disease Control and Prevention. (2022, September 27). Viral Hepatitis. Centers for Disease Control and Prevention. Retrieved May 4, 2022, from https://www.cdc.gov/hepatitis/index.htm Centers for Disease Control and Prevention. (2020, July 28). What is Viral Hepatitis? Centers for Disease Control and Prevention. Retrieved May 4, 2022, from https://www.cdc.gov/hepatitis/abc/index.htm Centers for Disease and Control Prevention. (March 22, 2022). What to do if you are sick. https://www.cdc.gov/coronavirus/2019-ncov/if-you-are-sick/steps-when-sick.html Centers for Disease and Control Prevention. (2022, April 27). Why get a covid-19 vaccine. https://www.cdc.gov/coronavirus/2019-ncov/vaccines/vaccine-benefits.html Country Doctor Community Health Centers. (2021). Country Doctor Community Clinic. https://cdchc.org/clinic/country-doctor/ Country Doctor Community Health Centers. (2021). After Hours Clinic. https://cdchc.org/clinic/after-hours-clinic/ Goyal, R., & Jialal, I. (2021, September 28). Diabetes Mellitus Type 2. National Library of Medicine: StatPearls. https://www.ncbi.nlm.nih.gov/books/NBK513253/ Hawk, M., Coulter, R. W., Egan, J. E., Fisk, S., Reuel Friedman, M., Tula, M., & Kinsky, S. (2017). Harm reduction principles for healthcare settings. Harm Reduction Journal, 14(1). https://doi.org/10.1186/s12954-017-0196-4 HealthPoint. (2022). Evergreen. https://www.healthpointchc.org/find-clinics/evergreen-campus HealthPoint. (2022). Cynthia A. Green family center. https://www.healthpointchc.org/find- clinics/cynthia-a-green-family-center Hinkle, J. L., Cheever, K. K. (2018). Assessment and management of patients with hepatic disorders. Lippincott’s CoursePoint for Hinkle & Cheever: Brunner & Suddarth’s Textbook of Medical-Surgical Nursing, 14, 1377-1426. Koepsel, E. R. (2016). The power in pleasure: Practical implementation of pleasure in sex education classrooms. American Journal of Sexuality Education, 11(3), 205–265. https://doi.org/10.1080/15546128.2016.1209451 Naisteter, M. A., & Sitron, J. A. (2010). Minimizing harm and maximizing pleasure: Considering the harm reduction paradigm for sexuality education. American Journal of Sexuality Education, 5(2), 101–115. https://doi.org/10.1080/10627197.2010.491046 Netemeyer, R. G., Dobolyi, D. G., Abbasi, A., Clifford, G., & Taylor, H. (2019). Health Literacy, health numeracy, and trust in doctor: Effects on key patient health outcomes. Journal of Consumer Affairs, 54(1), 3–42. https://doi.org/10.1111/joca.12267 Nirmal, L., Muthu, M., & Prasad, M. (2020). Use of Puzzles as an Effective Teaching-Learning Method for Dental Undergraduates. International Journal of Clinical Pediatric Dentistry, 13(6), 606–10. https://dx.doi.org/10.5005%2Fjp-journals-10005-1834 Miller, L. (2022, April 19). Drug overdose symptoms: What happens when you overdose. American Addiction Centers. https://americanaddictioncenters.org/overdose Our World In Data. (May 3, 2022). Cumulative confirmed COVID-19 cases and deaths. https://ourworldindata.org/explorers/coronavirus-data-explorer? facet=none&uniformYAxis=0&Metric=Confirmed+cases&Interval=Cumulative &Relative+to+Population=false&Color+by+test+positivity=false&country=~USA Recovery Café. (2021, January 6). 2019-20 annual report. Recovery Café. Retrieved May 18, 2022, from https://recoverycafe.org/blog/rc_report/2019-20-annual-report/ Recovery Café. (2022). History/About. Recovery Café. Retrieved May 18, 2022, from https://recoverycafe.org/about/history/ Washington State Department of Health. (n.d.). Overdose education and Naloxone distribution. https://doh.wa.gov/you-and-your-family/drug-user-health/overdose-education-naloxone- distributio

Direct in-vitro assay of resistant starch in phosphorylated cross-linked starch

Direct assay of resistant starch (RS) in food and feed is accomplished by (i) removal of lipid, protein, and digestible starch to obtain insoluble dietary fiber, and (ii) dissolution of the resistant starch in the insoluble fiber followed by its quantification with specific enzymes. Phosphorylated cross-linked (CL) RS resists dissolution and therefore has not been assayed directly. The objective of this study was to develop a method to solubilize the RS fraction in phosphorylated (0.4% phosphorus) CL wheat starch (RS4) after its incubation with α-amylase and amyloglucosidase for 16 h at 37 °C as directed by the RS assay AOAC Method 2002.02. The residue was hydrolyzed and solubilized by conducting two back-to-back incubations with thermostable α-amylase for 30 min at 100 °C and pH 5.0, cooling to 50 °C, then incubating quickly with amyloglucosidase at 50 °C for 1 h at pH 5.0. Importantly, the cooling process after α-amylase incubation was done by placing the mixture in a water bath at 50 °C. The degree of hydrolysis of the CL phosphorylated wheat starch was determined as d-glucose using high-performance anion-exchange chromatography with pulsed amperometric detection (99.0%), glucose-oxidase/peroxidase (95.3%), and phenol-sulfuric acid determination of total carbohydrate (105.2%). Based on those findings, we propose a direct determination of RS in foods containing phosphorylated CL wheat starch

Creative Methods for Improving Health Literacy in Underserved Communities

In 2003, Recovery Café was founded with the goal of providing long-term recovery support to those in the margins, including those experiencing homelessness, addiction, and mental health challenges (Recovery Café, 2022). Recovery Café provides members with the support needed to gain and maintain access to housing, social and health services, healthy relationships, education, and employment (Recovery Café, 2022). Recovery Café provides this support by offering a safe space, with nutritious meals, fostering a loving community, and providing resources such as educational opportunities, 12-step meetings, and referral services (Recovery Café, 2022). In 2022, the Seattle Pacific University Lydia Green Nursing Program partnered with Recovery Café to determine and fulfill an unmet need of the organization and its members. After visiting Recovery Café and completing a windshield survey, the undergraduate nursing students determined a need for health information, presented in an appealing and accessible way. To address this need, a collection of double-sided educational sheets, with a word search puzzle on the front and information on the back, were created on the following topics: COVID-19, drug overdose prevention, sexual health, Type 2 Diabetes, vaccinations, and Hepatitis. These sheets were designed to provide an educational resource about relevant health topics that is creative, fun, and utilizes easy readability and inclusive language. Background Health literacy refers to the ability of people to access, understand, and use information to make decisions related to their health (Castro-Sanchez et al., 2016). It has been estimated that a third of adults in the United States are considered low level in terms of health literacy, with prevalence in the populations of older adults, those with low income, and those with low education level (Netemeyer et al., 2019). Consequently, low health literacy levels are associated with poorer health outcomes, including increased use of emergency services, lower adherence to health protocols, and inaccurate assessments of disease risk (Netemeyer et al., 2019). Unfortunately, public health entities do not always take health literacy levels into consideration when developing and dispersing complex public health information to communities. In the process of determining community health needs at Recovery Café, it was found that 69% of members at the café were experiencing homelessness in 2020, while 87% of members had experienced homelessness sometime in the past (“2019-20 Annual Report”, 2021). A vast majority of members also possessed education and reading levels lower than the high-school level. These demographic statistics speak to the income and education level of members at Recovery Café, demonstrating how health literacy levels may be low as well. Considering the health literacy level of this community and the subsequent need for improved accessibility to appropriate public health information, the nursing students created digestible health education fact sheets with activities to increase understanding. Activities Studies have shown that crossword and word search puzzles are effective self-learning tools that can reinforce previously acquired knowledge (Nirmal et al., 2020). Utilizing this study, the team developed six educational fact sheets focused on community health needs with corresponding word search puzzles. The primary goal of the word search puzzles was to increase engagement with health material and increase information retention. Community health needs were determined through interviewing Recovery Café members and staff, leading students to focus on COVID-19, drug overdose prevention, sexual health, Type 2 Diabetes, vaccinations, and Hepatitis. Each fact sheet provides essential health information and resources for the Recovery Café members, while the corresponding word search reinforces the material. The primary nursing diagnosis associated with the Recovery Café population was deficient knowledge of health topics. The team utilized up-to-date and peer-reviewed information to create our health sheets to increase health literacy in this population. The educational level of Recovery Café members also led to the decision to refine health information and present it so that any member, regardless of literacy level, could comprehend the information. The health education word searches were placed alongside the coloring sheets and community resources on the main activity table of Recovery Café. This puzzle-based learning engages the members of Recovery Café in the fact sheet\u27s material, thereby increasing their competence with the topic and their ability to retain the material (Nirmal et al., 2020). Outcomes The project’s first outcome goal was to educate the members of Recovery Café about different health concerns (e.g., COVID-19, drug overdose prevention, sexual health, Type 2 Diabetes, vaccinations, and Hepatitis). A limitation was that there are many health concerns at Recovery Café that need to be addressed. To address this limitation, each group member focused on a specific health problem so that education could be provided on as many topics as possible. The next outcome goal was to create fact sheets that improve the health literacy among the members. A limitation to this goal was that most members at the Recovery Café read between 5th to 8th grade levels. To avoid these limitations, everyone took medical terms and simplified them as much as possible, and gave definitions within the word searches on words that might be harder to understand. The last outcome goal was to provide an incentive or an activity to keep the members engaged and want to learn more about these health concerns. A limitation was finding an activity that will encourage members to pick up the fact sheets and keep their interest. Avoiding this limitation was quite difficult, but since the Recovery Café has coloring nights, karaoke nights, and other engaging activities available, the team decided that a word search with the fact sheets might be the best way to keep the members engaged. However, due to time constraints, these are the desired outcomes, and the team will not be able to evaluate whether they have been met. Conclusion In conclusion, the student\u27s mission was to meet with the individuals at Recovery Café and discover what nursing students could do to provide the organization with the help that they might need. Learning about the history of this community center encouraged students to become more engaged in terms of figuring out some new methods to further provide for this community. The population at Recovery Café described a need for health education in a way that members can easily understand. This includes topics such as COVID-19, drug overdose prevention, sexual health, Type 2 Diabetes, vaccinations, and Hepatitis. The idea of creating word search puzzles and fact sheets adequately demonstrates the main information these individuals need to know. Taking into consideration their education level and condition, the team made sure to create pieces of information that would make sense to them, are appealing to the eye, and would encourage them to become more engaged in learning more about these health topics. This method will further improve their knowledge deficit regarding topics that are important for them to be wary about and improve overall health literacy. References American Diabetes Association. (n.d.). Help with insulin is a phone call away. https://insulinhelp.org/ Banta-Green, C., Kuszler, P., Coffin, P., & Schoeppe, J. (2011). Washington’s 911 Good Samaritan Drug Overdose Law - Initial Evaluation Results. Alcohol & Drug Abuse Institute, University of Washington. http://adai.uw.edu/pubs/infobriefs/ADAI-IB-2011-05.pdf Carusone, S. C., Guta, A., Robinson, S., Tan, D. H., Cooper, C., O’Leary, B., Prinse, K. D., Cobb, G., Upshur, R., & Strike, C. (2019). Maybe if I stop the drugs, then maybe they’d care? —hospital care experiences of people who use drugs. Harm Reduction Journal, 16(1). https://harmreductionjournal.biomedcentral.com/articles/10.1186/s12954-019-0285-7#citeas Castro-Sánchez, E., Chang, P. W. S., Vila-Candel, R., Escobedo, A. A., & Holmes, A. H. (2016). Health Literacy and Infectious Diseases: Why does it matter? International Journal of Infectious Diseases, 43, 103–110. https://doi.org/10.1016/j.ijid.2015.12.019 Centers for Disease and Control Prevention. (March 25, 2022). COVID-19 information for specific groups of people. https://www.cdc.gov/coronavirus/2019-ncov/need-extra- precautions/index.html Centers for Disease and Control Prevention. (April 15, 2022). Frequently asked questions about COVID-19 vaccination. https://www.cdc.gov/coronavirus/2019-ncov/vaccines/faq.html Centers for Disease and Control Prevention. (2020, September 9). Hepatitis B vaccines. https://www.cdc.gov/vaccinesafety/vaccines/hepatitis-b-vaccine.html Centers for Disease and Control Prevention. (Feb 25, 2022). How to protect yourself & others. https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/prevention.html Centers for Disease and Control Prevention. (July 14, 2021). How COVID-19 Spreads. https://www.cdc.gov/coronavirus/2019-ncov/prevent-getting-sick/how-covid- spreads.html Centers for Disease and Control Prevention. (2021, November 18). Key facts about seasonal flu vaccine.https://www.cdc.gov/flu/prevent/keyfacts.htm#:~:text=to%2060%20percent.-,Flu%20vaccination%20has%20been%20shown%20in%20several%20studies%20to%20reduce,to%20those%20who%20were%20unvaccinated Centers for Disease Control and Prevention. (2022, April 12). STD Facts - HIV/AIDS & stds. Centers for Disease Control and Prevention. Retrieved May 4, 2022, from https://www.cdc.gov/std/hiv/stdfact-std-hiv.htm Centers for Disease and Control Prevention. (March 22, 2022). Symptoms of COVID-19. https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html Centers for Disease and Control Prevention. (2021, August 6). Tdap (Tetanus, Diphtheria, Pertussis) Vaccine: What You Need to Know. https://www.cdc.gov/vaccines/hcp/vis/vis-statements/tdap.pdf Centers for Disease Control and Prevention. (2022, September 27). Viral Hepatitis. Centers for Disease Control and Prevention. Retrieved May 4, 2022, from https://www.cdc.gov/hepatitis/index.htm Centers for Disease Control and Prevention. (2020, July 28). What is Viral Hepatitis? Centers for Disease Control and Prevention. Retrieved May 4, 2022, from https://www.cdc.gov/hepatitis/abc/index.htm Centers for Disease and Control Prevention. (March 22, 2022). What to do if you are sick. https://www.cdc.gov/coronavirus/2019-ncov/if-you-are-sick/steps-when-sick.html Centers for Disease and Control Prevention. (2022, April 27). Why get a covid-19 vaccine. https://www.cdc.gov/coronavirus/2019-ncov/vaccines/vaccine-benefits.html Country Doctor Community Health Centers. (2021). Country Doctor Community Clinic. https://cdchc.org/clinic/country-doctor/ Country Doctor Community Health Centers. (2021). After Hours Clinic. https://cdchc.org/clinic/after-hours-clinic/ Goyal, R., & Jialal, I. (2021, September 28). Diabetes Mellitus Type 2. National Library of Medicine: StatPearls. https://www.ncbi.nlm.nih.gov/books/NBK513253/ Hawk, M., Coulter, R. W., Egan, J. E., Fisk, S., Reuel Friedman, M., Tula, M., & Kinsky, S. (2017). Harm reduction principles for healthcare settings. Harm Reduction Journal, 14(1). https://doi.org/10.1186/s12954-017-0196-4 HealthPoint. (2022). Evergreen. https://www.healthpointchc.org/find-clinics/evergreen-campus HealthPoint. (2022). Cynthia A. Green family center. https://www.healthpointchc.org/find-clinics/cynthia-a-green-family-center Hinkle, J. L., Cheever, K. K. (2018). Assessment and management of patients with hepatic disorders. Lippincott’s CoursePoint for Hinkle & Cheever: Brunner & Suddarth’s Textbook of Medical-Surgical Nursing, 14, 1377-1426. Koepsel, E. R. (2016). The power in pleasure: Practical implementation of pleasure in sex education classrooms. American Journal of Sexuality Education, 11(3), 205–265. https://doi.org/10.1080/15546128.2016.1209451 Naisteter, M. A., & Sitron, J. A. (2010). Minimizing harm and maximizing pleasure: Considering the harm reduction paradigm for sexuality education. American Journal of Sexuality Education, 5(2), 101–115. https://doi.org/10.1080/10627197.2010.491046 Netemeyer, R. G., Dobolyi, D. G., Abbasi, A., Clifford, G., & Taylor, H. (2019). Health Literacy, health numeracy, and trust in doctor: Effects on key patient health outcomes. Journal of Consumer Affairs, 54(1), 3–42. https://doi.org/10.1111/joca.12267 Nirmal, L., Muthu, M., & Prasad, M. (2020). Use of Puzzles as an Effective Teaching-Learning Method for Dental Undergraduates. International Journal of Clinical Pediatric Dentistry, 13(6), 606–10. https://dx.doi.org/10.5005%2Fjp-journals-10005-1834 Miller, L. (2022, April 19). Drug overdose symptoms: What happens when you overdose. American Addiction Centers. https://americanaddictioncenters.org/overdose Our World In Data. (May 3, 2022). Cumulative confirmed COVID-19 cases and deaths. https://ourworldindata.org/explorers/coronavirus-data-explorer? facet=none&uniformYAxis=0&Metric=Confirmed+cases&Interval=Cumulative&Relative+to+Population=false&Color+by+test+positivity=false&country=~USA Recovery Café. (2021, January 6). 2019-20 annual report. Recovery Café. Retrieved May 18, 2022, from https://recoverycafe.org/blog/rc_report/2019-20-annual-report/ Recovery Café. (2022). History/About. Recovery Café. Retrieved May 18, 2022, from https://recoverycafe.org/about/history/ Washington State Department of Health. (n.d.). Overdose education and Naloxone distribution. https://doh.wa.gov/you-and-your-family/drug-user-health/overdose-education-naloxone-distributio

A common missense variant of <i>LILRB₅</i> is associated with statin intolerance and myalgia

Aims A genetic variant in LILRB5 (leukocyte immunoglobulin-like receptor subfamily-B) (rs12975366: T > C: Asp247Gly) has been reported to be associated with lower creatine phosphokinase (CK) and lactate dehydrogenase (LDH) levels. Both biomarkers are released from injured muscle tissue, making this variant a potential candidate for susceptibility to muscle-related symptoms. We examined the association of this variant with statin intolerance ascertained from electronic medical records in the GoDARTS study. Methods and results In the GoDARTS cohort, the LILRB5 Asp247 variant was associated with statin intolerance (SI) phenotypes; one defined as having raised CK and being non-adherent to therapy [odds ratio (OR) 1.81; 95% confidence interval (CI): 1.34–2.45] and the other as being intolerant to the lowest approved dose of a statin before being switched to two or more other statins (OR 1.36; 95% CI: 1.07–1.73). Those homozygous for Asp247 had increased odds of developing both definitions of intolerance. Importantly the second definition did not rely on CK elevations. These results were replicated in adjudicated cases of statin-induced myopathy in the PREDICTION-ADR consortium (OR1.48; 95% CI: 1.05–2.10) and for the development of myalgia in the JUPITER randomized clinical trial of rosuvastatin (OR1.35, 95% CI: 1.10–1.68). A meta-analysis across the studies showed a consistent association between Asp247Gly and outcomes associated with SI (OR1.34; 95% CI: 1.16–1.54). Conclusion This study presents a novel immunogenetic factor associated with statin intolerance, an important risk factor for cardiovascular outcomes. The results suggest that true statin-induced myalgia and non-specific myalgia are distinct, with a potential role for the immune system in their development. We identify a genetic group that is more likely to be intolerant to their statins

Molecular Signatures Reveal Circadian Clocks May Orchestrate the Homeorhetic Response to Lactation

Genes associated with lactation evolved more slowly than other genes in the mammalian genome. Higher conservation of milk and mammary genes suggest that species variation in milk composition is due in part to the environment and that we must look deeper into the genome for regulation of lactation. At the onset of lactation, metabolic changes are coordinated among multiple tissues through the endocrine system to accommodate the increased demand for nutrients and energy while allowing the animal to remain in homeostasis. This process is known as homeorhesis. Homeorhetic adaptation to lactation has been extensively described; however how these adaptations are orchestrated among multiple tissues remains elusive. To develop a clearer picture of how gene expression is coordinated across multiple tissues during the pregnancy to lactation transition, total RNA was isolated from mammary, liver and adipose tissues collected from rat dams (n = 5) on day 20 of pregnancy and day 1 of lactation, and gene expression was measured using Affymetrix GeneChips. Two types of gene expression analysis were performed. Genes that were differentially expressed between days within a tissue were identified with linear regression, and univariate regression was used to identify genes commonly up-regulated and down-regulated across all tissues. Gene set enrichment analysis showed genes commonly up regulated among the three tissues enriched gene ontologies primary metabolic processes, macromolecular complex assembly and negative regulation of apoptosis ontologies. Genes enriched in transcription regulator activity showed the common up regulation of 2 core molecular clock genes, ARNTL and CLOCK. Commonly down regulated genes enriched Rhythmic process and included: NR1D1, DBP, BHLHB2, OPN4, and HTR7, which regulate intracellular circadian rhythms. Changes in mammary, liver and adipose transcriptomes at the onset of lactation illustrate the complexity of homeorhetic adaptations and suggest that these changes are coordinated through molecular clocks

Application of selection mapping to identify genomic regions associated with dairy production in sheep

In Europe, especially in Mediterranean areas, the sheep has been traditionally exploited as a dual purpose species, with income from both meat and milk. Modernization of husbandry methods and the establishment of breeding schemes focused on milk production have led to the development of "dairy breeds." This study investigated selective sweeps specifically related to dairy production in sheep by searching for regions commonly identified in different European dairy breeds. With this aim, genotypes from 44,545 SNP markers covering the sheep autosomes were analysed in both European dairy and non-dairy sheep breeds using two approaches: (i) identification of genomic regions showing extreme genetic differentiation between each dairy breed and a closely related non-dairy breed, and (ii) identification of regions with reduced variation (heterozygosity) in the dairy breeds using two methods. Regions detected in at least two breeds (breed pairs) by the two approaches (genetic differentiation and at least one of the heterozygosity-based analyses) were labeled as core candidate convergence regions and further investigated for candidate genes. Following this approach six regions were detected. For some of them, strong candidate genes have been proposed (e.g. ABCG2, SPP1), whereas some other genes designated as candidates based on their association with sheep and cattle dairy traits (e.g. LALBA, DGAT1A) were not associated with a detectable sweep signal. Few of the identified regions were coincident with QTL previously reported in sheep, although many of them corresponded to orthologous regions in cattle where QTL for dairy traits have been identified. Due to the limited number of QTL studies reported in sheep compared with cattle, the results illustrate the potential value of selection mapping to identify genomic regions associated with dairy traits in sheep

Video games and human performance

Call number: LD2668 .T4 1985 M36Master of Scienc

An intimate distance: Poems

An Intimate Distance: Poems is a collection of thirty poems that explore the themes of silence, violence, isolation, and (dis)connect that are subtly apparent within the domestic sphere, from the performance of routine family obligations and mundane household chores to the (non)interaction of family members with themselves and with the outside world. The domestic sphere here is defined as a house. More specifically, it is a suite of rooms that make up a condominium unit, a structure that Gaston Bachelard refers to in The Poetics of Space as a superimposed box or a conventional hole. The poems represent a fascination with and a tentative exploration of the emotional distance or psychological distance between and among family members despite physical proximity, especially in the domestic environment that they are living in. The poems also ask, What is it like to share ones life and space with other people? This heightened degree of intimacy can cause us to create barriers in order to maintain our individuality, our separateness. The poems also seek to record aspects of human activities or experiences in the spaces of a typical house through the voice of a speaker not very distant from this writer. The poems are also clustered around the theme of feeling a sense of intimacy and yet a feeling of restraint within the domestic environment or the house. There is a desire to connect to other members of the family, but at the same time, there is the desire to be separate from them. ii Preceding the poetry manuscript is an essay that elaborates on my thoughts concerning lyric poetry and the autobiographical moments that inspired the conceptualization and writing of the poems in this collection