Bryn Mawr College
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From Listening to Responding to Leading: Building Capacity through Four Pedagogical Partnerships
Get PDFThe diagnosis of asymptomatic disease is associated with fewer healthy days: A cross sectional analysis from the national health and nutrition examination survey
Get PDFObjective
To examine the effect of the diagnosis of asymptomatic disease on health‐related quality of life (HRQoL). Design
Secondary analysis of a national data set. Method
We analysed adult participants in the 2011–2012 National Health and Nutrition Examination Survey (NHANES) of the civilian non‐institutionalized US general population. Across three asymptomatic diseases (glucose intolerance, hyperlipidaemia, and hypertension), we examined four groups (without disease; with disease but no diagnosis; with disease and diagnosis but no treatment; and with disease, diagnosis, and treatment). For each asymptomatic disease, we examined group differences in self‐rated health (ordinal logistic regression) and Healthy Days outcomes (number of the last 30 days that physical health was not good, mental health was not good, or inactive; regression). Models were adjusted for age, sex, smoking status, insurance status, income, education, race, body mass index, and comorbid conditions. Results
Analyses included 6012 respondents (glucose intolerance), 2772 respondents (hyperlipidaemia), and 5524 respondents (hypertension). In adjusted models, those who did not know about their disease had the same self‐rated health scores as those without the disease, those with the disease without treatment, and those with disease and treatment. In adjusted analyses of the Healthy Days questions, those with unknown disease reported the same number of unhealthy days as those without disease with the exception of glucose intolerance. Conversely, in four of the nine possible comparisons, those with known disease without treatment reported more unhealthy days than those with who did not know about their disease. Conclusions
In adjusted analyses, individuals knowing about their asymptomatic disease are more likely to experience decrements in healthy days compared to those without knowledge of their asymptomatic disease
The Next Frontier for Men\u27s Contraceptive Choice: College Men\u27s Willingness to Pursue Male Hormonal Contraception
Get PDFUnplanned pregnancy is a concern for emerging adult men, but their contraceptive options are limited. With male hormonal contraception clinical trials in progress, it is important to investigate men’s attitudes toward alternative contraception. Many social factors, such as masculine norms, may hinder their interest. This study used the prototype–willingness model to investigate college men’s willingness to pursue hormonal contraception. Male college students (N = 160; Mage = 19.37, SD = 1.33; 61.9% White) read a description of male contraception clinical trials and filled out a questionnaire assessing prototype–willingness and masculinity constructs. Multinomial logistic regression revealed that men perceiving greater male contraceptive use and more favorable prototypes of a typical user had higher odds of having high willingness compared with no willingness (norms: odds ratio [OR] = 29.78, 95% confidence interval [CI] [5.79, 153.18]; prototypes: OR = 3.93, 95% CI [1.96, 7.87]). Men rating higher avoidance of femininity had lower odds of having high willingness compared with no willingness (OR = .60, 95% CI [.40, .92]). Perceived risk of unplanned pregnancy failed to associate with willingness to use contraception, suggesting the importance of men’s social cognitions (norms and favorable images) and identity (masculinity) when promoting male hormonal contraception. Men’s avoidance of femininity may hinder their willingness, but promotion of male norms and favorable male users may enhance clinical trial recruitment and eventual public health campaigns to expand men’s contraceptive options. Future studies should examine diverse college and noncollege samples to determine the generalizability of these results to the broader emerging adult male population
The Use of Trauma-Informed Care in Programs Serving Families Experiencing Homelessness
Get PDFUsing a qualitative research design, the purpose of this research was to explore practitioners understanding and utilization of trauma-informed care (TIC) as well as factors that facilitate or deter its’ implementation within transitional housing programs for families experiencing homelessness. Directed content analysis was used with a theoretical framework including trauma theory, the Consolidated Framework for Implementation Research (CFIR), and the Bioecological Systems Theory (BST). Thirtyfive practitioners from 23 programs participated. Participants primarily used the SanctuaryÒ Model of TIC. TIC practices identified were varied, general, and defied rigid proscriptions including mindfulness, motivational interviewing, and other social work practices. Programs faced many barriers related to TIC implementation with outer setting factors strongly influencing a programs ability to implement and sustain TIC. It is not enough for individual programs to practice TIC, TIC must be used in unison across social systems and public policies must be designed to be trauma-informed
Blended Learning: Structured and Streamlined
No full textThis presentation describes a blended learning technique for quickly providing meaningful feedback on writing projects and other assignments that require nuanced analysis. This technique, based on short-answer assignments that students complete independently, can be implemented within a traditional course, using technology and resources commonly available, or in a less-traditional blended environment. The presentation will also explain how to integrate the short-answer assignments into the structure of a course, using a flow chart to show how small exercises, face-to-face-meetings, mid-length scaffolding work, and the ultimate full-length paper function as inputs and outputs of each other
Anti-Anxiety DH
No full textHow can we improve digital humanities accessibility? In other words, how can a small, resource-strapped liberal arts humanities classroom foreground the transformative impact of digital methods of analysis without imposing a high skills or materials threshold on students
Maker Arts & Making Space in the Liberal Arts
No full textMaker Spaces offer students across the disciplines access to technologies once considered out of reach. The archetype of a Maker Space consists of 3D printers, laser cutters, 3D design and a CNC machine. The forms and forums for how these technologies are used as educational tools, however, are diverse. As these creative spaces emerge in smaller higher education institutions, they provide interdisciplinary opportunities across the arts and sciences to learn how to make--and make with technology—both in the curriculum and along its edges. What do these labs look like; how are they designed; and how do they function successfully in small liberal arts settings? Who are the stakeholders, and what are best practices for integrating courses, modules, co-curricular workshops, and community engagement in Maker Space Programming? As Coordinator/Technician of the VCAM Maker Arts Space and VCAM Director at Haverford College, we explore these questions and offer case studies for design and implementation of space, programming, access, and experimental course work
Take Space to Make Space: Moving Classroom Presentations Online
No full textWhile classroom presentations have been a staple in the liberal arts and beyond, new opportunities presented by various technologies both offer solutions to challenges that the in-class presentation entails and create advantages that enhance the presenter and audience learning experience. Recognizing demands due to increased classroom sizes, a focus on objective-based teaching, and a significant quantity of course content cover, dedicating class-time to presentations requires some degree of sacrifice. This talk explores how the use of screencasting tools coupled with discussion-based resources create a space ideal for quality interactions between presenters and their audience that ultimately support the course objectives
