SPARK Bethel University
Not a member yet
2160 research outputs found
Sort by
The Most Effective Transition Programming For Middle and High School Students with Autism Spectrum Disorders (ASD)
Get PDFThis thesis is a research project focusing on Transition Services for students with autism spectrum disabilities (ASD). Research was completed regarding evidence-based and effective transition practices. The findings were organized specific to the transition requirements for the state of Minnesota. Minnesota mandates that five areas be evaluated for students with Individualized Education Plans (IEPs): employment, postsecondary education, home living, recreation & leisure, and community participation. These categories should address the students\u27 needs which ultimately lead to as successful of a transition into adulthood as possible. The goal of this thesis is to consolidate these practices and information as well as to help guide these important students to experience a well adjusted independent adult life to the best of their ability level
Centered on Jesus: A Lenten Devotional from the Faculty of Bethel University
No full textFor the 2022 season of Lent, Bethel faculty and staff members collaborated to pen Centered on Jesus: A Lenten Devotional from the Faculty of Bethel University. The daily devotionals in Centered on Jesus are intended to help the Bethel community and anyone interested recenter before the cross during Lent. And the devotionals show how faculty across Bethel—each from his or her unique discipline—approach what it means to be a university centered on Jesus.
This collection of 47 devotionals written by 48 Bethel faculty and staff members span from Ash Wednesday through Holy Week and Easter. These contributions represent over 20 different academic disciplines across Bethel\u27s four schools: the College of Arts and Sciences (CAS), Seminary, Graduate School, and the College of Adult & Professional Studies (CAPS). Each devotional is one page and features a Bible verse, a 200-300-word reflection, and a closing prayer. The entries cover traditional Lenten themes like sin, mortality, redemption, and salvation.https://spark.bethel.edu/faculty-books/1023/thumbnail.jp
Wayne Roosa
No full textDr. Wayne Roosa\u27s area of expertise is in Art History and the pedagogy of the lecture.https://spark.bethel.edu/uni-prof-photos/1004/thumbnail.jp
Using Z Boson Events to Study Parton-Medium Interactions in Pb-Pb Collisions
No full textThe spectra measurements of charged hadrons produced in the shower of a parton originating in the same hard scattering with a leptonically decaying Z boson are reported in lead-lead nuclei (Pb-Pb) and proton-proton (pp) collisions at a nucleon-nucleon center-of-mass energy of 5.02 TeV. Both Pb-Pb and pp data sets are recorded by the CMS experiment at the LHC and correspond to an integrated luminosity of 1.7 nb-1 and 320 pb-1, respectively. Hadronic collision data with one reconstructed Z boson candidate with the transverse momentum pT\u3e30 GeV/c are analyzed. The Z boson constrains the initial energy and direction of the associated parton. In heavy ion events, azimuthal angular distributions of charged hadrons with respect to the direction of a Z boson are sensitive to modifications of the in-medium parton shower and medium response. compared to reference data from pp interactions, the results for central Pb-Pb collisions indicate a modification of the angular correlations. The measurements of the fragmentation functions and pT spectra of charged particles in Z boson events, which are sensitive to medium modifications of the parton shower longitudinal structure, are also reported. Significant modifications in central Pb-Pb events compared to the pp reference data are also found for these observables
Erratum: Search for Heavy Higgs Bosons Decaying to a Top Quark Pair in Proton-Proton Collisions at s = 13 TeV (Journal of High Energy Physics, (2020), 2020, 4, (171), 10.1007/JHEP04(2020)171)
No full textIn figure 7 of the original publication, the label of the y axis should have been (Formula presented.)”. The corrected version is shown in figure 1. Accordingly, the text pointing to the figure should read “figure 7 shows scans of (Formula presented.) for this hypothesis, as a function of the coupling modifier gAtt-”
The Impact of Trauma on Learning and Behaviors in the Classroom and how a Trauma-Informed Classroom Helps
No full textAs trauma is becoming more prevalent among our students, it is essential that districts, schools, and staff understand its impacts in the classroom. The American Psychological Association (2021) estimates that more than ⅔ of children experience a traumatic event by the age of 16. Trauma makes a neurobiological change to the brain that directly affects physical and cognitive performance. Teachers are getting frustrated with behaviors and the lack of learning that is taking place in the classroom. Research shows that evidence-based interventions and programs that are trauma-informed benefit students and show a reduction in unwanted behaviors and an increase in academic achievement. In order to implement these interventions, it takes time, resources, finances, and education systems that are willing to put the social-emotional needs of students and teachers as a priority. The literature review looks at trauma, how it impacts students in the classroom and what programs and strategies help students impacted by it
Nonpharmacologic Interventions for the Treatment of Anxiety in Pregnancy
Get PDFIntroduction: Anxiety has become an increasing concern for women throughout the perinatal period. The mainstay treatment for anxiety in pregnancy is pharmacotherapy, particularly selective serotonin reuptake inhibitors (SSRIs). Less often are nonpharmacologic interventions offered, despite an increasing demand for alternative treatment options. Therefore, this gap in care necessitates the need for further research into nonpharmacologic treatment options. This integrative review investigates the efficacy of several different nonpharmacologic interventions for the treatment of anxiety during pregnancy. Methods: This integrative review utilized the Whittemore and Knafl methodology (2005) as a framework to guide the review process. Database searches were conducted across CINAHL, PubMed and Scopus, yielding a total of 241 articles. Articles were screened in Covidence 2.0, according to a set eligibility criteria. A total of 20 articles were selected for this review. Results: Several nonpharmacologic therapies were reviewed for their efficacy in treating anxiety in pregnancy. These therapies included cognitive behavioral therapy, mindfulness, yoga and physical activity, massage therapy, aromatherapy, and music therapy. This review found all selected therapies to show some benefit in reducing anxiety symptoms throughout pregnancy. Discussion: Though this is an area that has not been comprehensively investigated, the use of nonpharmacologic treatments have shown to be a promising alternative treatment option for managing anxiety during pregnancy. Further research is necessary to better determine the degree of efficacy of nonpharmacologic therapies for the treatment of anxiety in pregnancy
Diet and Supplements to Prevent Hypertensive Disorders of Pregnancy
Get PDFIntroduction: Hypertensive disorders of pregnancy (HDP) are complications that present many problems for both mothers and infants. The purpose of this systematic review is to identify what dietary patterns and supplements could decrease the incidence of HDP. Methods: A literature search of articles between 2010 and 2022 was conducted using the CINAHL, PubMed, and Scopus databases, along with an ancestry and journal hand search. Quantitative studies of pregnant or pre-pregnant participants that addressed the effects of diet or supplementation on gestational hypertension or preeclampsia were included. A literature matrix was created, and the Johns Hopkins model was used to guide the quality assessment of the articles. Results: Twenty-nine studies met criteria for review. Fifteen studied foods, and fourteen studied dietary supplementation. The food articles had mixed results on the effectiveness of different diets and rates of HDP. Low sodium diets were found to decrease the incidence of HDP, while highly processed foods and foods high in fat or sugar increased the incidence. While some studies examining various supplements did successfully decrease HDP, these findings were not consistent across all studies. Discussion: A diet consisting of whole foods, organic vegetables, mushrooms, and milk-based probiotics that is also low in processed foods, added sugar, and salt, can reduce the risk of developing a HDP and should be recommended to pregnant people or those planning to become pregnant. As supplements were not found to consistently decrease rates of HDP across all studies, they cannot be universally recommended. More research on these diets and supplements is needed to create a stronger recommendation
A Comparison Study of Leadership Self-Efficacy and Leadership Experiences of Physician Assistant Students
Get PDFLeadership for any medical profession is important for ongoing success and developing a succession of leaders for a profession is vital, including the Physician Assistant (PA) profession. Developing leadership self-efficacy (LSE) in PA students requires participation in leadership experiences such as educational or experiential leadership development. Knowing that individuals with higher levels of LSE take on leadership roles more frequently than those with lower levels of LSE, developing LSE in PA students will help to produce more leaders for the profession. The purpose of this study was to examine what potential differences exist between male and female PA students in their leadership experiences and LSE. In this quantitative, non-experimental study, a cross-sectional survey was utilized to capture data from 121 current PA students in six PA programs located in Minnesota, Iowa and South Dakota. A t-test was used to evaluate the differences in educational leadership experiences, experiential leadership experiences, leaderships self-efficacy and gender. Multiple regression analysis was used to identify which variable (educational leadership experiences, experiential leadership experiences, or gender) was a predictor of LSE. Data analysis revealed that female PA students had lower LSE levels when compared to male PA students, despite having similar educational and experiential leadership experiences. In this study, gender and educational leadership experiences were found to be predictors of leadership self-efficacy in PA students. The results of this study suggest that female PA students would benefit from educational leadership experiences to help increase LSE and their potential of assuming leadership positions in the future. The results also suggest the importance of including educational leadership experiences within PA education