Attrition and Retention Factors of Dual-Appointment Athletic Trainers

OBJECTIVE The factors leading to athletic trainer (AT) job attrition and retention and the impact and on the profession regularly appear in athletic training literature and research. This literature and research found work-life balance, including work-family conflict, burnout, and work factors, such as hours worked and compensation, to be the primary attrition and retention factors for athletic trainers that are currently in traditional athletic training roles or have left the profession1-14. Similar to athletic trainers, research shows university faculty job attrition, regardless of specialty, is caused by work-life balance, specifically work-family conflict. However, unlike athletic trainers, faculty attrition is also due to job dissatisfaction, including poor department climate and fit, lack of opportunity and support for professional growth, and low financial compensation15-35. While athletic trainers and university faculty attrition and retention factors have been studied individually, little research includes dual-appointment athletic trainers (DAAT). DAAT are BOC certified and state licensed athletic trainers that work at a university in both a traditional educational role and in the athletic training room providing sports medicine coverage36. The purpose of this study was to evaluate DAAT insights regarding attrition and retention

The Effect of Carbon Composite Dynamic Response Ankle Foot Orthotics on Collegiate Athlete\u27s Sprint Performance

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News Literacy Resources: An Online Hub of Informational Materials for Learning and Teaching News Literacy

This thesis contains and organizes a variety of online educational resources including articles, books, games, organizations, podcasts, tools and videos related to promoting news literacy. The purpose of the website is to make this information more accessible and the topic of news literacy feel less daunting. The written component of this thesis describes the design process of the website — conceptualization, layout, wireframing — as well as the research process. A link to the final website is included

The effects of internal and external context reinstatement on source memory

Memory for attended aspects of an encoded event (item memory) is facilitated when features of the encoding context are reinstated at test, indicating that item and context features are bound together in memory traces (Smith, 1979). The present study investigated whether reinstated contextual features similarly enhance memory for other contextual details of an event (source memory). Participants studied words that appeared on either the top or bottom of the computer screen in either a large or small font size. Following the study phase, participants completed a recognition/source test in which they had to indicate the location in which they studied each recognized word. The effects of external context reinstatement on location memory were evaluated by testing words in either the same font size in which they were studied or a mismatching font size. Location memory was not affected by the match of font-size features between encoding and retrieval. The effects of internal reinstatement of contextual details were evaluated by having participants report the contextual details that they recollected for each word that they recognized. Location memory was better when participants internally reinstated font-size information by recollecting this feature than in situations where contextual details were not recollected. Other details recollected from the encoding context were also associated with enhanced memory for location. This study demonstrates different effects of internal and external context reinstatement on source memory. Although recollecting font features was associated with enhanced location memory, font features reinstated as part of the test environment had no effect on location memory. Thus, the results provide only partial evidence that contextual features are bound to other contextual features

The power struggle between Americans and Creoles in the first half of the nineteenth century and its influence on the architecture of New Orleans

In the first half of the nineteenth century the house types of the landscape and the footprint of New Orleans changed dramatically. Many of the changes can be attributed to the influx of the refugees from Saint Domingue and the Americans who immigrated from the North and the East Coast of the United States. Both sets of influxes reflect the impact of these two immigrant groups on the previously existing power structures in economics, politics, and society of the city. While the refugees from Saint Domingue more or less assimilated into the city, and in doing so, achieved power over the native Creoles, primarily in the area of social sophistication, the Americans with their more blunt approach to business and politics tended to wrest power from the Creoles by a superior, or at least more effective, business acumen. The landscape generated by the social, political and economic activities and conflicts of the first half of the nineteenth century are apparent in New Orleans today. A number of the buildings built during the period are still present. For example on the 400 block of Royal Street, the old Louisiana State Bank building still has the initials “LSB” in the ironwork of the balcony and Brennan’s Restaurant now occupies the old Banque de la Louisiane, but the St. Louis Hotel has been replaced by the Omni Royal Orleans Hotel. The Thirteen Sisters is home to a number of art galleries and host to the annual White Linen Night in early August, and social rivalry is maintained by the annual Dirty Linen Night on Bourbon Street the following weekend

How cue-dependent is memory?: Internal reinstatement and cueing effects in recognition and source memory

This study explored the role of internal context reinstatement in masking the effects of external context cues on recognition and source memory. Participants studied words paired with pictures of male and female faces. Following the study phase, participants completed either a source test in which they decided whether each test word was studied with a male or female face (Experiments 1, 3, and 4) or a recognition test in which they decided whether each test word appeared in the study phase (Experiment 2). On selected trials, a studied face was reinstated at test to serve as a cue for the memory decision. In each experiment, this cueing manipulation was factorially crossed with a manipulation designed to impair participants’ ability to internally construct appropriate face cues when no face was externally reinstated at test. In Experiments 1 and 2, separate groups of participants studied either sets of similar faces (high-overlap condition) or sets of distinct faces (low-overlap condition). MINERVA 2 simulation models showed that internal reinstatement was less effective in the low-overlap condition; consequently, external face cues significantly improved performance in the low-overlap condition but not the high-overlap condition. In contrast, the empirical results showed no cueing effects in either the high- or low-overlap conditions. In Experiments 3 and 4, separate groups of participants studied either a single male and female face or multiple male and female faces. Results showed that external cues improved memory performance for the multiple-face participants, but did not influence performance for participants who studied a single male and female face. This pattern is consistent with the hypothesis that presenting multiple faces disrupted participants’ ability to internally reinstate appropriate face cues, thus making performance more dependent on external cues

New Orleans\u27 Squares 39 and 40: three centuries of change: an anthropological look at the social, economic and political effects on architecture

Buildings are a materialization of culture at a particular point in time. Subsequent modifications and new buildings express the culture at that time. The buildings of one city block, Squares 39 and 40, are examined at various points in time over the past three hundred years to document changes in the material expression of culture, and thereby, modification in the culture itself. The history of the city is viewed from the perspective of the people and the buildings of this single city block. Some historic events only peripherally affected the block and are discussed for background. A significant portion of the history of New Orleans occurred in and around this block. The three hundred years of history is divided into eight historic eras: Pioneering Period, French Colonial, Spanish Dominion, Early American Period, Economic Expansion, Antebellum and War Years, Reconstruction, and the Twentieth Century. Each era had a distinct effect on the buildings of Squares 39 and 40. The social, economic and political forces active in each historic era caused modifications in the buildings. These modifications can be read as the history of the block. Squares 39 and 40 are iconic of the city of New Orleans

Optimal synthesis of a planar four-bar mechanism with prescribed timing using generalized reduced gradient, simulated annealing and genetic algorithms

This dissertation demonstrates the synthesis of planar four-bar mechanisms that will exhibit approximate straight line motion while being pushed at the coupler point by a linear actuator. The deviation of transmission angles from 90∘ are minimized as well as the mechanism\u27s departure from a linear path. Prescribed timing of the linkage\u27s driven member, the crank, is included to ensure no less than 180∘ of angular output. Additionally, equations of static equilibrium and virtual work expressions are implemented to ensure a consistent sense of output torque on the linkages driven member; this assures that the direction of motion of the mechanism does not change before acquiring 180∘ of angular displacement. The methods used to achieve the optimization include a gradient method, the generalized reduced gradient method, and two evolutionary programming models that use combinatorial optimization, simulated annealing and genetic algorithms. Hybridization of these methodologies also produce optimal mechanisms. Numerous examples are included that demonstrate the efficacy of the various methods

Creating Opportunities for Exploration by Modularizing a Three Credit Engineering Course

We describe the processes of collaboration and coordination that is necessary to break a traditional three credit course into a series of three one credit courses that allow students to meet the same course requirement. Students taking the course will be able to choose from a set of one-credit options for the third course in the sequence, allowing pursue their interests while still learning a common set of skills. ME 325, Mechanical Component Design, is a foundational course in mechanical engineering that is required in every accredited engineering program. While the course contains a common core that every mechanical engineering student should know, it continues on into specialized topics. Which of those specialized topics are taught in a particular section of ME 325 currently varies from section to section, depending on the instructor\u27s areas of expertise. Breaking ME 325 into three one credit courses and adding a set of electives allows students to broaden their knowledge or focus on a specific area of interest. Single section offering might also be of interest to people in industry and others who simply need to review specific content areas. Making this format work requires collaboration between all of the instructors teaching components of ME 325, and with administrators. It must be clear where the boundaries between the component sections of ME 325 are. Instructors must have a very clear understanding of what has already been covered and what still needs to be covered. The various instructors teaching this course must coordinate with each other to ensure that the learning objectives for the course as a whole are met and that the transition between sections goes smoothly. Creating elective sections will require ongoing collaboration between instructors and various campus administrators. This paper explores what processes of communication and coordination are necessary to make this course format work and how to implement these processes in a way that ensures that the course is sustainable and cohesive