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Running Efficiency Program for the Recreational Runner
Get PDFRunning. The most natural and physical athletic ability that has been a part of our ancestors’ culture for generations upon generations. The sport of running is a mere pastime that seems to be taken up when there is no other exercising option available or appealing. However, for those that have found great joy in the art of running and racing, there is an abundance of knowledge available to the public on every possible aspect of how to improve running performance. The science behind how the body moves oxygen, stores glucose, burns calories, and biomechanically functions while running is immensely vast. Yet, each person is individually different. No two people are the same when it comes to stride, or better yet, running efficiency. Wouldn’t it be nice if there was a resource that could compile all the helpful information out there and crunch it down into a manageable and easily understandable template? Improving overall fitness and avoiding injury is as simple as it gets for running basics, but what does the average recreational runner do to prevent injuries before they happen? How can basic training exercises be incorporated into a running routine to help increase longevity? If injury is already present, what can the athlete do to aid in a quick recovery and proper healing, all while staying motivated? The plethora of knowledge is out there and available, all the information needs now is a well-structured and properly designed template
Glass People: Backwards, A Novel of Discovery
Get PDFI chose to write a novel for my project to explore a creative avenue. Many writers have portrayed alternate, magical worlds, but perhaps the most well-known example is Lewis Carroll’s Wonderland. But what happens when the magical world is even less magical than the real world? I wanted to answer that in my novel, Backwards, the first book of the Glass People trilogy. The book centers around Ava, a soul trapped in a mirrored version of the real world called the Noviscope. She stays connected to the living world through her newfound friend, a second grader named Lucy. As Lucy discovers that the Noviscope is a real place, she takes her chances following Ava down the rabbit hole, only to learn it is not a friendly place for a seven-year-old. Through Backwards, I aimed to explore how human relationships adapt and grow out of isolation. At the same time, I experimented with the narrative possibilities of a character who is removed from another character’s life while simultaneously omnipresent in it. In the reflective essay on this project, I discuss many aspects about the novel’s creation and what I discovered in the process of committing it to the page
Mental Health in Collegiate Student Athletes Post-Injury: Triangulating Services at Western Oregon University
Get PDFCollegiate student athletes are in a vulnerable age group for many mental health concerns, and many athlete-specific stressors such as injury heighten these conditions. In addition to the physical ramifications of injury, student athletes often experience psychological reactions to injury such as depression, anxiety, identity loss, disordered eating, and substance abuse. To support the needs of injured student athletes, the NCAA Mental Health Best Practices guide states that student athletes should have easy access to mental health care providers of multiple disciplines through a cohesive network of coaches, the athletic department, athletic trainers, team doctors, and certified counselors working together for the athlete’s wellbeing. Consequently, my thesis aimed to investigate ways to triangulate these sources at Western Oregon University (WOU) to better support the needs of student athletes following injury. To achieve this goal, I compiled peer-reviewed literature on mental health in collegiate student athletes post-injury, interviewed members of the athletic department, athletic training staff, and counselors at the Student Health and Counseling Center (SHCC), and made recommendations to the University regarding policies and procedures they can implement to better support the needs of injured student athletes at WOU
A Dancer’s View: Analysis and Prevention of Common Dance Injuries
Get PDFThe overwhelming majority of dancers’ face injuries throughout their careers. The effects of injuries can range from resting for two weeks to career ending. Many dancers, especially at the college level, lack accessible education on how to prevent their injuries. This research is being targeted at WOU dancers, hoping to give them easy access to injury prevention materials and exercises, while helping to minimize the financial burden of seeking professional help. Through detailed analyses of five major regions of the body, information on common dance injuries becomes clearer and easier to analyze. The analyses will include classification of major joints, ranges of motion, types of motion, and major contributing muscles. The major regions of the body will be classified as ankle/foot, leg/knee, hip/pelvis, spine, and shoulder/scapula. After examining the anatomical background, exercises to increase strength, flexibility and stability of the major contributing muscles will be developed. Given the vast number of possible injuries, the study has been delimited to include a sampling of common dance injuries that will allow this research to be applicable for many college-age dancers. A series of pictures and images will be created and distributed compiling all the researched exercises to provide accessible education and injury prevention resources to dancers
Too many voices: Effects of mental health diagnoses on self-efficacy and interpreting
Get PDFIn this action research paper, I will explore the effects of mental health diagnoses that impact my work as an interpreter as well as a discussion of my own sense of well being. A goal of this paper is to bring light to how these diagnoses affect my work as an American Sign Language/English Interpreter and how my overall mental health also affects my work. A secondary goal of this paper is to identify patterns within relations of emotions, when symptoms of my diagnoses act up and to find coping mechanisms I can employ. By identifying patterns, I also hope that they may assist others working in the interpreting field who experience similar emotions and challenges. Data collection for this action research paper consists of an emotion log during days I am interpreting, noting when a symptom flare has happened accompanied by a small journal of how it changed my interpretation. I also tallied when symptom flare-ups occurred outside of work. The purpose of this action research project is to share vulnerability and experiences relating to mental health and interpreting because, in my experience, interpreters who are able to openly discuss their mental health disabilities may be a better fit to serve those in the Deaf community who may experience the same kinds of mental health related issues. Shared experiences may result in a deeper understanding of a specific mental health illness, stigma reduction, and clearer interpretation
2020-02-26 (Western Howl)
Get PDFStudent newspaper includes campus, local and national news stories and photographs. For additional information about this collection see: http://digitalcommons.wou.edu/studentnewspapers
2020-04-15 (Western Howl)
Get PDFStudent newspaper includes campus, local and national news stories and photographs. For additional information about this collection see: http://digitalcommons.wou.edu/studentnewspapers
Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs
Get PDFThrough the process of interviewing instructors of ASL-English interpreting courses, trends in how pre-assignment preparation is taught to students in interpreter education programs (IEPs) were identified and documented. Until now, there have been no studies on how preparation methods are taught in IEPs. Through a cursory examination of ASL-English interpreting curriculum and a look into relevant research, it was found that no standard on how to prepare for assignments or how to teach preparation strategies currently exist within the field of ASL-English interpreting (Nicodemus et al., 2014).
Trends in how preparation is taught included data on the amount of context given to students before asking them to interpret, techniques used in teaching preparation, information about where preparation is taught within an IEP, participant’s satisfaction with students’ preparation abilities, and ways the process of teaching preparation skills could be improved.
Participants shared their thoughts on themes discussed in the literature on preparation which included topics such as the demands that interpreters prepare for, the value of preparation, the variables that the selection of preparation methods depend on, preparation significance for interpreters of various skill levels, the debate between conceptual preparation and terminological preparation approaches, reasons that an interpreter may not prepare, the role of agencies in the preparation process, and the possible negative effects of over-preparing.
Participants also explained how they learned how to prepare for assignments; how they prepare for both assignments they are familiar with, and those they are not; and whether or not they are satisfied with their own ability to prepare for assignments