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Anabolic Steroid Induced Cardiomyopathy
Get PDFAnabolic steroids including testosterone are commonly used as performance-enhancing agents. Its use is predominantly seen in young and middle-aged males. Endogenous testosterone is necessary for cardiac health; however, synthetic anabolic steroids are more potent and associated with adverse effects. These adverse effects include cardiomyopathy and coronary artery disease. The cardiomyopathy, however, can be reversible with discontinuation of the anabolic steroids. This case describes a middle-aged male who had new onset cardiomyopathy and ultimately went into cardiogenic shock secondary to anabolic steroid use
A MULTIPLE CASE STUDY ON CISGENDER WOMEN EXPERIENCES IN ELECTRICAL AND COMPUTER ENGINEERING AND COMPUTER SCIENCE MAJORS
Get PDFGender disparities are found in Science, Technology, Engineering, and Math (STEM) education because of gender norms and stereotypes that project the ideology that men are better at those subjects than women. Women who pursue a college education in STEM encounter barriers that influence them to switch to a non-STEM-related major making them part of the leaky pipeline. This case study examines the experiences that junior and senior cisgender women have while pursuing an electrical and computer engineering or computer science degree and how they overcome barriers they encounter to continue their educational pursuits in a Computer Science and Engineering (CSE) major
Effects of Social Isolation on Locus Coeruleus Opioid Receptor Expression and Affective Behavior
Get PDFSocial isolation is a stressor that impairs homeostatic neuroendocrine functions and is associated with the development of several mood disorders characterized by persistent negative affect. Persistent feelings of loneliness have been growing public health concerns for several years and were greatly exacerbated by the onset of the COVID-19 pandemic. The problem has grown so severe the U.S. Surgeon General recently declared loneliness to be an epidemic health concern that is associated with poor mental and somatic health outcomes. Therefore, identifying mechanisms of neuroadaptation that contribute to the development of persistent negative affect is a critical step in the identifying better treatments for mood disorders. One region of the brain that becomes dysregulated in neuropsychiatric disease is the locus coeruleus. It is innervated by multiple stress-related peptidergic afferents, including those that release endogenous opioids to affect behavior. It is a major contributor to the behavioral limb of the stress response, but its role in the neurobiology of social behavior is understudied. Here we show that in laboratory rats, six weeks of social isolation leads to increased neophobia, reduced sociality, and passive stress coping. These behavioral changes are also associated with downregulation of the δ-opioid receptor and upregulation of the κ-opioid receptor in locus coeruleus. These findings suggest that extended social isolation promotes dysregulation of several opioid receptor subtypes in a brain structure that has an important role in regulating affective behavior, implicating them as potential targets for the treatment of neuropsychiatric disease associated with social isolation and loneliness
Can Social and Emotional Lessons Improve Student Behavior In A First Grade Classroom? A Program Evaluation
Get PDFThis program evaluation discusses how using a social and emotional (SEL) curriculum taught first-grade students how to manage and regulate their behavior in a first-grade classroom. The purpose of this program evaluation was to evaluate if the SEL curriculum helped first-grade students manage and regulate their behavior in the classroom so the teacher would create fewer behavior management plans and spend more time on classroom instruction. The methodology used in this program evaluation was a logic model. This model presented the inputs, activities, outputs, and outcomes of the program evaluation. The implications of this program evaluation are based on the results of this program evaluation. One can conclude based on the results of the program evaluation that the students did learn new SEL skills and showed those skills in lesson objectives met after three weeks of instruction
Social Dominance Orientation and Dating Violence Among College Student-Athletes
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ESU First Gen Community Sprouts Knowledge: Navigating Middle School to College Bound Experiences
Get PDFThe College Bound ESU is a free program designed to connect local middle school students from JT Lambert Intermediate School and Stroudsburg Middle School, whose parents did not complete a 4-year college degree and provide them with the resources to be first generation college students. The program is a school day field trip to ESU campus where they learn about academic departments and college life for a total of 7 experiences. The program is comprised of visits to campus that will engage students by exploring interests and majors. Connecting students with Gen One college student mentors and experience college life. It also reinforces the importance and impact of high school academics. The goal is for the students to gain an appreciation and understand the benefits of a higher education degree. We also discuss how to better prepare students to understand how to get admitted and financial opportunities and pathways. Lastly, we want to demonstrate that college is an achievable goal
Representation Matters: First Generation and Neurodiversity
Get PDFThe transition to college can be overwhelming. For students identifying as First Generation and Neurodivergent, the process can pose additional challenges. Specifically, the absence of directions or a road map to connect with key resources beginning with college acceptance; to orientation; to campus engagement and academic success. Our workshop will provide first generation and neurodivergent college students and their support systems a tool kit to navigate the transition process and to put them on a path and platform for success
Stories of Belonging and Metrics for First Gen Success
Get PDFAt the University of Denver, we explore the intersection of personal narratives and data-driven approaches to measure belonging among first-generation college students. By sharing stories and leveraging qualitative insights alongside quantitative indicators, we are starting to uncover meaningful metrics that inform program enhancements and foster student well-being. Join us as we share this exciting work in progress during this session
Your Degree Can\u27t Save You
Get PDFAs Higher Ed. professionals we know that what we do for our first generation college students is holistic, yet we have a tendency to place so much focus on their academic success and accomplishments that we inadvertently ignore serious issues with students that need to be addressed. These issues include everything from unrealistic post grad expectations, depression, emotional instability and handling rejection. As a result we graduate first gen students at high rates, which looks good for our respected programs, but so many of these student are struggling to hold it together mentally and emotionally after graduation, which is also a reflection of our programs and initiatives. This interactive presentation, which is conducted by Dr. Reggie Walker will seek to address some of these issues that our students are facing that have nothing to do with their academics. First we’ll identify what nonacademic issues we know are students are coming to college with that need to be addressed. We’ll then engage in an open discussion about mental health where we’ll explore the particular journey of a former student now professional, Elijah Blackwell, who dealt with depression and anxiety despite being a superb student academically and otherwise. Dr. Walker will discuss his role in assisting Elijah and what he’s witnessed regarding college alum and their post graduate struggles, as a result of certain issues not being addressed while in college. Finally, Dr. Walker and Mr. Blackwell will present recommendations and best practices regarding the mental/emotional health of our students. Last, the presentation will give the participants the opportunity to discuss their own journey with being emotionally healthy, whether or not they have believed a degree will solve their issues, what they believe they could do now to become emotionally/mentally healthy and what role they expect college professionals and their universities to play in that