HS 2000 Fall 2017 Class Survey
Table 1. HS2000 student demographic characteristics
n %percent
Sample size 350
Sex
Females
Males
244
106
69.7%
30.3%
Majors
Biomedical, Diagnostic, and Therapeutic
Sciences
3 0.9%
Wellness and Health Promotion 11 3.1 %
Health Sciences Majors
• Exercise Science
• Integrative & Holistic Medicine
• Nutrition concentration
• Pre-health Professional
• Pre-PT
• Undecided
26
18
29
81
84
27
7.4%
5.1%
8.3%
23.1%
24.0%
7.7%
Other/Undecided (not Health Sciences) 71 20.3%
Living situation
• Off-campus (not with parents/guardians)
• Off-campus with parents/guardians.
• On-campus (dorms/residence halls,
campus apartments, fraternity/sorority
house).
49
198
103
14.0%
56.6%
29.4%
Table 2. HS2000 student characteristics of age, credits, and GPA
n Mean ± st.dev Range
Age (years) 350 20.2 ± 4.3 17-64
Credits taken Fall 2017 350 15.0 ± 2.8 4-28
GPA 350 3.4 ± 0.5 1.0-4.8
Table 3a. HS2000 student sleep behaviors and caffeine intake
Sleep Measures
n Mean ± st.dev Range
Hours of Sleep1 350 6.8 ± 1.32 3-14
Sleep Quality Score2 324 6.1 ± 2.6 0-17
Caffeine Intake
Caffeine Survey
Score3
350 5.94 ± 4.5 0-26
Table 3b. Frequency and type of caffeine intake among HS2000 students
Caffeinate Intake and Sources4 (n=350)
Never n(%) Low intake n(%) Moderate Intake
n(%)
High Intake n(%)
Coffee 131 (37.4%) 126 (36%) 74 (21%) 19 (5.4%)
Espresso/
Cappuccino
210 (60%) 127 (36.3%) 11 (3.1%) 2 (0.6%)
Tea (black or
green)
180 (51.4%) 147 (42.0%) 21 (6.0%) 2 (0.6%)
Carbonated
Beverages
(Soda/pop)
138 (39.4%) 170 (48.6%) 33 (9.4%) 9 (2.6%)
Energy Drinks 267 (76.3%) 78 (22.3%) 4 (1.1%) 1 (0.3%)
Supplements or
Medications
279 (79.7%) 59 (16.9%) 11 (3.1%) 1 (0.3%)
1 Based on students’ self-reported hours of sleep
2 Pittsburgh Sleep Quality Index: 6 subcomponent scores were calculated from the questions.
Ranges of the subcomponents were 0-3. All subcomponents were added to create a final Sleep
Quality Score. Scores could range from 0-18. Higher scores indicate lower quality of sleep
3 Caffeine Survey Score: All answers to questions in Lynch’s Caffeine Survey were given a numerical
value 0-8 (0=Never, 8=5 or more servings per day). Scores for each question were added for a total
Score. Ranges could be from 0 to 48. Higher scores indicate higher caffeine intake.
4 Answers for the Caffeine Survey were combined to create 4 categories as follows
• Never: Reported “Never” consuming those beverages
• Low Intake: Reported consuming a beverage/supplement less than once per week, 2-3 per
week, or 4-6 per week.
• Moderate Intake: Reported consuming a beverage/supplement once or twice daily.
• High Intake: Reported consuming a beverage/supplement 3-5 or more times per day.
Table 4. Correlations between hours of sleep, sleep quality scores, and caffe ...
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HS 2000 Fall 2017 Class Survey
Table 1. HS2000 student demographic characteristics
n %percent
Sample size 350
Sex
Females
Males
244
106
69.7%
30.3%
Majors
Biomedical, Diagnostic, and Therapeutic
Sciences
3 0.9%
Wellness and Health Promotion 11 3.1 %
Health Sciences Majors
• Exercise Science
• Integrative & Holistic Medicine
• Nutrition concentration
• Pre-health Professional
• Pre-PT
• Undecided
26
18
29
81
84
27
7.4%
5.1%
8.3%
23.1%
24.0%
7.7%
Other/Undecided (not Health Sciences) 71 20.3%
Living situation
• Off-campus (not with parents/guardians)
• Off-campus with parents/guardians.
• On-campus (dorms/residence halls,
campus apartments, fraternity/sorority
house).
49
198
103
14.0%
56.6%
29.4%
Table 2. HS2000 student characteristics of age, credits, and GPA
n Mean ± st.dev Range
Age (years) 350 20.2 ± 4.3 17-64
Credits taken Fall 2017 350 15.0 ± 2.8 4-28
GPA 350 3.4 ± 0.5 1.0-4.8
Table 3a. HS2000 student sleep behaviors and caffeine intake
Sleep Measures
n Mean ± st.dev Range
Hours of Sleep1 350 6.8 ± 1.32 3-14
Sleep Quality Score2 324 6.1 ± 2.6 0-17
Caffeine Intake
Caffeine Survey
Score3
350 5.94 ± 4.5 0-26
Table 3b. Frequency and type of caffeine intake among HS2000 students
Caffeinate Intake and Sources4 (n=350)
Never n(%) Low intake n(%) Moderate Intake
n(%)
High Intake n(%)
Coffee 131 (37.4%) 126 (36%) 74 (21%) 19 (5.4%)
Espresso/
Cappuccino
210 (60%) 127 (36.3%) 11 (3.1%) 2 (0.6%)
Tea (black or
green)
180 (51.4%) 147 (42.0%) 21 (6.0%) 2 (0.6%)
Carbonated
Beverages
(Soda/pop)
138 (39.4%) 170 (48.6%) 33 (9.4%) 9 (2.6%)
Energy Drinks 267 (76.3%) 78 (22.3%) 4 (1.1%) 1 (0.3%)
Supplements or
Medications
279 (79.7%) 59 (16.9%) 11 (3.1%) 1 (0.3%)
1 Based on students’ self-reported hours of sleep
2 Pittsburgh Sleep Quality Index: 6 subcomponent scores were calculated from the questions.
Ranges of the subcomponents were 0-3. All subcomponents were added to create a final Sleep
Quality Score. Scores could range from 0-18. Higher scores indicate lower quality of sleep
3 Caffeine Survey Score: All answers to questions in Lynch’s Caffeine Survey were given a numerical
value 0-8 (0=Never, 8=5 or more servings per day). Scores for each question were added for a total
Score. Ranges could be from 0 to 48. Higher scores indicate higher caffeine intake.
4 Answers for the Caffeine Survey were combined to create 4 categories as follows
• Never: Reported “Never” consuming those beverages
• Low Intake: Reported consuming a beverage/supplement less than once per week, 2-3 per
week, or 4-6 per week.
• Moderate Intake: Reported consuming a beverage/supplement once or twice daily.
• High Intake: Reported consuming a beverage/supplement 3-5 or more times per day.
Table 4. Correlations between hours of sleep, sleep quality scores, and caffe ...
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Libro de ingles para estudiantes de septimo basico. Libro de ingles para estudiantes de septimo basico vLibro de ingles para estudiantes de septimo basicoLibro de ingles para estudiantes de septimo basico
SportsBrain is a Chicago based organization helping athletes stay safe through comprehensive baseline concussion testing and concussion management programs for youth, high school, college, and professional sports organizations.
We publish a monthly newsletter for parents, coaches and educators.
SportsBrain is a Chicago based organization helping athletes stay safe through comprehensive baseline concussion testing and concussion management programs for youth, high school, college, and professional sports organizations.
Providing parents and medical professionals the knowlege they need for determining when an athlete can safely retun to play.
Unit 4 Discussion 1Critical Thinking and Diagnostic ReasoningP.docxmarilucorr
Unit 4 Discussion 1
Critical Thinking and Diagnostic Reasoning
Please select one of the following case studies and complete the chart. Please review audio-videos, PowerPoint presentations, and assigned chapters to assist with this Assignment. You are expected to role play the selected scenario with a family member to gather necessary data to complete the chart. For each person described in the following situations, discuss the developmental/age, socioeconomic, ethical considerations, and cross-cultural considerations that should be considered during the gathering of subjective and objective data, and the provision of health care. Discuss any additional information that might be needed before a judgment or diagnosis can be made. Submit the completed chart to the Discussion Board by Friday at 11:59 p.m.
1. A. E. is a 35-year-old African American female, and is 5 months pregnant presenting to the office today for a routine prenatal visit. She complains that her neck feels swollen and that she has been feeling nervous and tired. She also complains about the heat, excessive sweating, and how she “can’t seem to get cool during these summer months.” She attributes all these complaints to her pregnancy.
2. J. L. is a 55-year-old Caucasian female who had a CVA within the past week. J. L. is easily frustrated, anxious, fearful, and her speech is slurred. She needs verbal cuing for any task she is asked to carry out. She eats only food on the left side of the tray and responds only when approached from the left side.
Components of
assessment
Subjective
Diagnostic Reasoning
(list key questions — use PQRSTU pneumonic)
Objective
Normal vs.
abnormal findings
(must note pertinent body systems to be examined)
Differential
diagnoses
(list 3)
Nurses diagnosis (list 1)
List relevant labs and
diagnostic studies (if any)
Normal
Differential
Abnormal Findings
Nurses Diagnosis
Developmental/age considerations:
Socioeconomic considerations:
Cross-cultural considerations:
Ethical considerations:
Additional info needed to formulate actual diagnosis:
MN552 Advanced Health Assessment
Unit 3 SOAP Note Section II and III Written Guide
1. Document appropriate data in the relevant body system.
a. Do not state “Negative, NA or Unremarkable” for any systems because the reader will not know which questions were actually asked by the provider.
2. This is a comprehensive health history and should not contain physical exam findings. The focused history data is relevant to the chief complaint and identified by pertinent positive data documented during the health history.
3. Address each component of the SOAP note as noted in the written guide with relevant data.
4. You may continue with the same volunteer to complete each section of the SOAP note.
II. Life style patterns
0. Immigrant status: Born in San Diego, California. U.S. Citizen
0. Spiritual resources/religion: ...
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
SportsBrain is a Chicago based organization helping athletes stay safe through comprehensive baseline concussion testing and concussion management programs for youth, high school, college, and professional sports organizations.
We publish a monthly newsletter for parents, coaches and educators.
SportsBrain is a Chicago based organization helping athletes stay safe through comprehensive baseline concussion testing and concussion management programs for youth, high school, college, and professional sports organizations.
Providing parents and medical professionals the knowlege they need for determining when an athlete can safely retun to play.
Unit 4 Discussion 1Critical Thinking and Diagnostic ReasoningP.docxmarilucorr
Unit 4 Discussion 1
Critical Thinking and Diagnostic Reasoning
Please select one of the following case studies and complete the chart. Please review audio-videos, PowerPoint presentations, and assigned chapters to assist with this Assignment. You are expected to role play the selected scenario with a family member to gather necessary data to complete the chart. For each person described in the following situations, discuss the developmental/age, socioeconomic, ethical considerations, and cross-cultural considerations that should be considered during the gathering of subjective and objective data, and the provision of health care. Discuss any additional information that might be needed before a judgment or diagnosis can be made. Submit the completed chart to the Discussion Board by Friday at 11:59 p.m.
1. A. E. is a 35-year-old African American female, and is 5 months pregnant presenting to the office today for a routine prenatal visit. She complains that her neck feels swollen and that she has been feeling nervous and tired. She also complains about the heat, excessive sweating, and how she “can’t seem to get cool during these summer months.” She attributes all these complaints to her pregnancy.
2. J. L. is a 55-year-old Caucasian female who had a CVA within the past week. J. L. is easily frustrated, anxious, fearful, and her speech is slurred. She needs verbal cuing for any task she is asked to carry out. She eats only food on the left side of the tray and responds only when approached from the left side.
Components of
assessment
Subjective
Diagnostic Reasoning
(list key questions — use PQRSTU pneumonic)
Objective
Normal vs.
abnormal findings
(must note pertinent body systems to be examined)
Differential
diagnoses
(list 3)
Nurses diagnosis (list 1)
List relevant labs and
diagnostic studies (if any)
Normal
Differential
Abnormal Findings
Nurses Diagnosis
Developmental/age considerations:
Socioeconomic considerations:
Cross-cultural considerations:
Ethical considerations:
Additional info needed to formulate actual diagnosis:
MN552 Advanced Health Assessment
Unit 3 SOAP Note Section II and III Written Guide
1. Document appropriate data in the relevant body system.
a. Do not state “Negative, NA or Unremarkable” for any systems because the reader will not know which questions were actually asked by the provider.
2. This is a comprehensive health history and should not contain physical exam findings. The focused history data is relevant to the chief complaint and identified by pertinent positive data documented during the health history.
3. Address each component of the SOAP note as noted in the written guide with relevant data.
4. You may continue with the same volunteer to complete each section of the SOAP note.
II. Life style patterns
0. Immigrant status: Born in San Diego, California. U.S. Citizen
0. Spiritual resources/religion: ...
Counselor Toolbox Podcast with Dr. Dawn-Elise Snipes produces 2 episodes each week and offers CEUs based on the podcast at AllCEUs.com/counselortoolbox
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
3. 3. How many hours a day are
you on social media
4. 4. If you compare yourself to
the others in the class
concerning educational level.
How would you rate your own
level?
5. 5. Over the past 2 weeks, how
have have you been bothered
by the following? Little interest
or pleasure in doing daily
things?
6. 6. Over the past 2 weeks, how
often have you been bothered
by the following? Feeling tired
or having little energy?
7. 7. For the past 2 weeks, how
often have you been bothered
by the following? Feeling down
or sad?
8. 8. For the past 2 weeks, how
often have you been bothered
by the following? Trouble falling
or staying asleep, or sleeping
too much?
9. 9. For the past 2 weeks, how
often have you been bothered
by the following: Poor appetite
or overeating?
10. 10. For the past 2 weeks, how
often have you been bothered
by the following: Feeling bad
about yourself — or that you are
a failure or have let yourself or
your family down?
11. 11. For the past 2 weeks, how often have you
been bothered by the following: Trouble
concentrating on things, such as reading the
newspaper or watching television?
Editor's Notes
In our school survey
Good weather
Many outdoor activities
Private lessons, sports, heavy homework etc