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Background The purpose of this study was to examine weight loss, physical activity, fitness and diet changes in response to a standard behavioral weight loss intervention in adults with self-reported juvenile onset (n = 61) or adult onset (n = 116) obesity. Methods Participants (n = 177; 43.0 ± 8.6 years; body mass index [BMI] = 33.0 ± 3.4 kg m−2) engaged in an 18-month standard behavioral weight loss intervention. Participants were randomized into three different intervention groups as part of the larger parent trial. BMI, physical activity, fitness and diet were assessed at baseline, 6, 12 and 18 months. Separate adjusted mixed models were constructed using SAS version 9.4 (SAS Institute, Cary, NC). Results There was significant weight loss, increased physical activity, improved fitness and reduced caloric intake over time (p < 0.001). There were no significant differences in these outcome variables by obesity onset group. However, there was a significant group by time interaction for fitness (p = 0.001), with the adult onset making significantly greater gains in fitness from baseline to 6 months (p < 0.001); however, this difference was no longer present at 12 or 18 months. Conclusions With the exception of fitness at 6 months, weight loss, physical activity and diet did not differ between juvenile onset and adult onset participants, suggesting that those with juvenile onset obesity are equally responsive to a standard behavioral weight loss intervention in adulthood.

The impact of legal status on romantic relationships has not been adequately explored in the literature. Based on video and phone interviews with 25 undocumented activists from the ages of 18 to 28 years old, this research examines how legal status affects the romantic relationships of undocumented women and men. The hegemony of traditional dating scripts made it difficult for those without legal status to participate. Gender roles were consistent with stereotypical male and female roles in dating, which often attribute more power and responsibility to men. As such, women experienced a slight advantage because traditional notions of courtship did not require them to provide the resources required for dating, such as money or transportation, which in contrast were commonly expected of the men. In contrast, women noted the difficulties of disclosing their legal status and depending on their partners for everyday activities. Additionally, both men and women faced exclusion that inhibited their dating lives, as a direct result of their legal status. This suggests that the impact of legal status may be salient at all stages of family formation and that undocumented young adults are experiencing a distinct phenomenon compared to their documented and native-born peers.

PURPOSE: This formative research study describes the development and preliminary evaluation of a theory-guided, online multimedia psycho-educational program (PROGRESS) designed to facilitate adaptive coping among prostate cancer patients transitioning from treatment into long-term survivorship. METHODS: Guided by the Cognitive-Social Health Information Processing Model (C-SHIP) and using health communications best practices, we conducted a two-phase, qualitative formative research study with early stage prostate cancer patients (n = 29) to inform the Web program development. Phase 1 included individual (n = 5) and group (n = 12) interviews to help determine intervention content and interface. Phase 2 employed iterative user/usability testing (n = 12) to finalize the intervention. Interview data were independently coded and collectively analyzed to achieve consensus. RESULTS: Survivors expressed interest in action-oriented content on (1) managing treatment side effects, (2) handling body image and comorbidities related to overweight/obesity, (3) coping with emotional and communication issues, (4) tips to reduce disruptions of daily living activities, and (5) health skills training tools. Patients also desired the use of realistic and diverse survivor images. CONCLUSIONS: Incorporation of an established theoretical framework, application of multimedia intervention development best practices, and an evidence-based approach to content and format resulted in a psycho-educational tool that comprehensively addresses survivors' needs in a tailored fashion. IMPLICATIONS FOR CANCER SURVIVORS: The results suggest that an interactive Web-based multimedia program is useful for survivors if it covers the key topics of symptom control, emotional well-being, and coping skills training; this tool has the potential to be disseminated and implemented as an adjunct to routine clinical care.

Rural communities, compared with their urban counterparts, have higher rates of disease and adverse health conditions, fueling disparities in health outcomes. This encourages the need for effective curricula to engage students and enable them to address such disparate health outcomes as imminent health professionals. Incorporating learner-centered teaching strategies, such as collaboration and power-sharing, into public health (PH) courses can enhance student learning and help faculty enable future health professionals to address needs of rural, underserved populations. Successfully engaging students to explore issues related to rural health disparities in their education, research, and training can thereby advance PH practice. This paper describes the collaborative efforts of five PH faculty, an instructional designer, and administrators to develop a learner-centered curriculum for a newly launched PH program in a rural Midwestern United States (US) university.

<h2>Abstract</h2><h3>Background</h3> Patients presenting to the emergency department (ED) following nonfatal opioid overdose represent a high-risk population with 5 % of patients dying within a year of the index visit. <h3>Objective</h3> To evaluate subsequent overdose and death before and after the implementation of an ED discharge naloxone program. <h3>Methods</h3> This was a retrospective cohort study of ED patients who presented at the Virginia Commonwealth University Health ED with an Opioid Use Disorder (OUD) chief complaint before and after a discharge naloxone program. The pre-naloxone cohort was consecutive ED OUD patients from August 15, 2021, to August 14, 2022, and the post-naloxone cohort from August 15, 2022, to August 14, 2023. The outcomes were subsequent overdose, ED visit to same hospital (VCU), and death within six months of the index visit. <h3>Results</h3> In total, 1,053 patients were included, of which 529 were in the pre-naloxone cohort and 524 patients in the post-naloxone cohort. The mean age was 44.2 years (SD = 14.0) and 69 % were males. There was a reduction in overdose requiring ED visiting (subsequent ED overdose) and death (4.6 % vs 9.2 % p = 0.03 and 2.0 % vs 5.6 % p = 0.02 respectively) in the post-naloxone cohort compared to the pre-naloxone cohort. After adjusting for sociodemographic and clinical factors, there was a 48 % reduction in the risk of subsequent ED overdose (RR = 0.52, 95 % CI: 0.27, 1.02) and a 63 % reduction in the risk of death (RR = 0.37, 95 % CI: 0.14, 0.95). <h3>Conclusion</h3> Implementing an ED take-home naloxone program was associated with a reduction in subsequent overdose and death at six months.

We present an investigation into the rotation and stellar activity of four fully convective M dwarf “twin” wide binaries. Components in each pair have (1) astrometry confirming they are common-proper-motion binaries, (2) Gaia BP, RP, and 2MASS J, H, and K s magnitudes matching within 0.10 mag, and (3) presumably the same age and composition. We report long-term photometry, rotation periods, multiepoch Hα equivalent widths, X-ray luminosities, time series radial velocities, and speckle observations for all components. Although it might be expected for the twin components to have matching magnetic attributes, this is not the case. Decade-long photometry of GJ 1183 AB indicates consistently higher spot activity on A than B, a trend matched by A appearing 58% ± 9% stronger in L X and 26% ± 9% stronger in Hα on average—this is despite similar rotation periods of A = 0.86 day and B = 0.68 day, thereby informing the range in activity for otherwise identical and similarly rotating M dwarfs. The young β Pic Moving Group member 2MA 0201+0117 AB displays a consistently more active B component that is 3.6 ± 0.5 times stronger in L X and 52% ± 19% stronger in Hα on average, with distinct rotation at A = 6.01 days and B = 3.30 days. Finally, NLTT 44989 AB displays remarkable differences with implications for spindown evolution—B has sustained Hα emission while A shows absorption, and B is ≥39 ± 4 times stronger in L X, presumably stemming from the surprisingly different rotation periods of A = 38 days and B = 6.55 days. The last system, KX Com, has an unresolved radial velocity companion, and is therefore not a twin system.

Communicating User Experience illustrates how the use of Local Strategies Research (LSR) methodologies enables designers to understand the cultural implications for user actions and practices in a...

An ongoing challenge in the preparation of school psychologists, particularly in the first year of graduate training, is finding learning experiences that provide students with an opportunity to apply foundational skills, such as consultation and data-based decision-making, in a culturally responsive manner. Service-learning is a well-established teaching mechanism designed to address just this need, yet there is scant scholarship on ways to utilize this methodology in school psychology training. This manuscript describes a service-learning experience at an urban tutoring center in which first-year school psychology Ed.S. and Ph.D. students gathered agency-wide comprehensive academic screening data and provided targeted consultation support in the area of reading comprehension to identified fourth- through sixth-grade students and their tutors. Indicators of the positive impact of this work across stakeholder groups is provided.

Second Step is a universal social-emotional learning program designed to decrease antisocial behaviors, increase prosocial behaviors, and increase knowledge about content curriculum. Given the international focus of using Second Step to improve social-emotional skills, it is especially important to provide an updated synthesis on the effect of the intervention. A single-program meta-analysis was completed in order to determine effects of participating in Second Step and to explore moderators of program effectiveness on prosocial and antisocial behavior outcomes as well as knowledge of emotions. Five moderators were explored, including (a) program saturation, (b) dependent variable source, (c) grade range, (d) metro area, and (e) geographical location. A combined total of 18,847 participants were included in the analysis of 27 studies. Results of the current study indicate that Second Step’s impact on students’ knowledge and attitudes of violence and violence prevention is much stronger than on increasing prosocial behavior or reducing antisocial behavior.

Little is known about which curricular models and activity units are being taught in public schools. This exploratory study examined the K–12 physical education (PE) content and curricular models being implemented. Supervisors of PE recruited from one northeastern state participated in a 25-item questionnaire. Descriptive statistics and frequencies were calculated. Sixty-nine of 92 questionnaires were usable and included in the data analysis. Findings suggest that few districts were using a curricular model at the elementary (K–5) level (27%). Another common response of adopted curricular models at the elementary level was Movement Education (17.6%). At the secondary level, No Model (35%) and Fitness Education (25.6%) were common responses. Specific units such as volleyball, basketball, and weight training yielded the highest responses, while field hockey, golf, archery, lacrosse, and tennis yielded the fewest responses. The findings suggest that K–12 PE curricula may not reflect current trends and mandates. The key determinants could be a lack of curricular model use and heavy reliance upon activities known to present challenges toward standards-based education (i.e., softball). Perhaps K–12 PE and PE preparation programs can connect to effectively articulate a curriculum, and adopt and train on curricular approaches aiming to increase teacher effectiveness and reach national standards.Subscribe to TPE

Request PDF | Induction of Construal-Level Mindset via Experience of Surprise: An Abstract: Proceedings of the 2018 Academy of Marketing Science (AMS) Annual Conference | An experience of surprise is often an outcome of disconfirmation of expectations and can be associated with positive or negative affect depending... | Find, read and cite all the research you need on ResearchGate

In this research, we find that incentive valence and construal-level mindsets can interact to influence behavioral persistence on challenging tasks. An abstract mindset improves persistence in response to positively framed incentives whereas a concrete mindset improves persistence in response to negatively framed incentives. This interaction effect can be observed even when the cues inducing construal-level mindsets are not related to the incentives or the incentivized tasks. Participants in our studies were either positively or negatively incentivized to solve a set of difficult anagrams, and were primed with an abstract or a concrete mindset using spatial (Study 1) and social (Study 2) cues. The participants persisted longer in response to the positively framed incentive when primed with spatially or socially remote cues. In contrast, for the negatively framed incentive, participants persisted longer when primed with spatially or socially proximal cues. Copyright © 2017 John Wiley & Sons, Ltd.

This project aimed to develop a valid and reliable scale measuring Chinese preservice physical education teachers’ beliefs about the physical education profession (PPET-BPEP). The domains and items were created from a conceptual analysis of the previous literature and PPETs’ responses to an open-ended survey. Six experts in the field of physical education and educational psychology evaluated the content validity of the scale. The reliability and factorial validity of the scale were examined utilizing a sample of 696 Chinese PPETs. The PPET-BPEP scale with 12 items embedded in two domains revealed acceptable content validity, internal structure validity, and internal consistency. The two domains were labeled as “sense of calling” and “value of physical education profession” based on the shared content of items in each domain. We recommend using PPET-BPEP scale for PPET recruitment and preparation. The scale can also help establish teacher belief scales in other subject matters. Future validation of the scale is needed in different countries and institutions.

The Adverse Outcome Pathway (AOP) framework represents a valuable conceptual tool to systematically integrate existing toxicological knowledge from a mechanistic perspective to facilitate predictions of chemical-induced effects across species. However, its application for decision-making requires the transition from qualitative to quantitative AOP (qAOP). Here we used a fish model and the synthetic glucocorticoid beclomethasone dipropionate (BDP) to investigate the role of chemical-specific properties, pharmacokinetics, and internal exposure dynamics in the development of qAOPs. We generated a qAOP network based on drug plasma concentrations and focused on immunodepression, skin androgenisation, disruption of gluconeogenesis and reproductive performance. We showed that internal exposure dynamics and chemical-specific properties influence the development of qAOPs and their predictive power. Comparing the effects of two different glucocorticoids, we highlight how relatively similar in vitro hazard-based indicators can lead to different in vivo risk. This discrepancy can be predicted by their different uptake potential, pharmacokinetic (PK) and pharmacodynamic (PD) profiles. We recommend that the development phase of qAOPs should include the application of species-specific uptake and physiologically-based PK/PD models. This integration will significantly enhance the predictive power, enabling a more accurate assessment of the risk and the reliable transferability of qAOPs across chemicals.

Youth with ASD are more likely to experience bullying than their typically developing peers. This risk has not been studied in youth with ASD transitioning to college. We examined the occurrence of bullying in 35 high functioning youth with ASD who were preparing to attend college. We also examined youth anxiety and ASD symptoms. Fifty-one percent of the sample reported being recent victims of bullying; 31% of parents reported their child was a victim of bullying. Parent report of bullying correlated significantly with ratings of youth social anxiety symptoms. These findings suggest that bullying is an issue of concern for higher functioning, older adolescents with ASD, and that their own reports may be particularly important in identifying its occurrence.

This paper is a report of an examination of educational professionals’ perspectives on their decision processes to use a Twitter personal learning network (PLN). When investigating each of the participants’ decision-making processes to accept or reject the use of a Twitter PLN, the externally supported individualized learning experience was integral to the educational professionals’ active decision to adopt the new tool. The five major findings revealed external stimulus and support is (1) vital to address pre-existing attitudes and beliefs, (2) to target the acquisition of technical and implementation knowledge, and (3) to encourage continued exposure, interaction, and exploration. The final two findings focus on the (4) interaction with a social learning community supports decision making and informal learning, and (5) personal experimentation and exploration of a Twitter PLN allows educational professionals to build their professional network, quickly access high quality information, and read educational material. Educational professionals’ informal learning activities were also revealed while using their PLN. Educational professionals reported sharing information and resources with colleagues as having the most significant impact on professional practice. In addition to interviews, the nature of the Twitter platform provided valuable evidence of informal learning activities. These activities reflected in the educational professionals’ tweets included: reading educational subject matter, reflection and collaboration. Also, a new category: Resource Collection was created to reflect the second most popular activity on educational professionals’ Twitter PLN.