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Objective: The purpose of this randomized parallel arm trial was to demonstrate the effects of daily fish oil supplementation (600mg per day for eight weeks) on body composition and body mass in young healthy women, aged 18-38, at a large southwestern university. Design: 26 non-obese (mean BMI 23.7±0.6 kg/m2), healthy women (18-38y; mean, 23.5±1.1 y) from a southwestern Arizona university campus community completed the study. Subjects were healthy, non-smokers, consuming less than 3.5 oz of fish per week according to self-report. Participants were randomized to one of two groups: FISH (600 mg omega-3 fatty acids provided in one gel capsule per day), or CON (1000 mg coconut oil placebo provided in one gel capsule per day). Body weight, BMI, and percent body fat were measured using a stadiometer and bioelectrical impedance scale at the screening visit and intervention weeks 1, 4, and 8. 24-hour dietary recalls were also performed at weeks 1 and 8. Results: 8 weeks of omega-3 fatty acid supplementation did not significantly alter body weight (p=0.830), BMI (p=1.00), or body fat percentage (p=0.600) as compared to placebo. Although not statistically significant, 24-hour dietary recalls performed at the beginning and end of the intervention revealed a trend towards increased caloric intake in the FISH group and decreased caloric intake in the CON group throughout the course of the study (p=0.069). If maintained, this difference in caloric intake could have physiological relevance. Conclusions: Omega-3 fatty acids do not significantly alter body weight or body composition in healthy young females. These findings do not refute the current recommendations for Americans to consume at least 8 oz of omega-3-rich seafood per week, supplying 250 mg EPA and DHA per day. More research is needed to investigate the potential for omega-3 fatty acids to modulate daily caloric intake.
ContributorsTeran, Bianca (Author) / Johnston, Carol (Thesis advisor) / Johnson, Melinda (Committee member) / Ohri-Vachaspati, Punam (Committee member) / Arizona State University (Publisher)
Created2013
Description
Voluntary exercise has been shown to generate post exercise improvements in executive function within the attention-deficit hyperactivity disorder (ADHD) population. Research is limited on the link between exercise and motor function in this population. Whether or not changes in executive and motor function are observed under assisted exercise conditions is unknown. This study examined the effect of a six-week cycling intervention on executive and motor-function responses in young adult females with ADHD. Participants were randomized to either a voluntary exercise (VE) or an assisted exercise (AE) group. Both groups performed 30 minute cycling sessions, three times per week, at either a voluntary or assisted rate, on a modified Theracycle Model 200 motorized stationary cycle ergometer. The Mann-Whitney U tests were used to detect median differences between groups, and the Wilcoxon signed-rank tests were used to test median differences within groups. Executive function improvements were greater for AE compared to VE in activation (MDNAE = 162 vs. MDNVE = 308, U = .00, p = .076, ES = .79); planning (MDNAE = 51.0 vs. MDNAE = 40.5, U = .00, p = .083, ES = .77); attention (MDNAE = 13.0 vs. MDNVE = 10.0, U = .00, p = .083, ES = .77); and working memory (MDNAE = 10.0 vs. MDNVE = 6.5, U = .00, p = .076, ES = .79). Motor function improvements were greater for AE compared to VE in manual dexterity (MDNAE = 18 vs. MDNVE = 15.8, U = .00, p = .083, ES = .77); bimanual coordination (MDNAE = 28.0 vs. MDNVE = 25.3, U = .00, p = .083, ES = .77); and gross motor movements of the fingers, hands, and arms (MDNAE = 61.7 vs. MDNVE = 56.0, U = .00, p = .083, ES = .77). Deficits in executive and motor functioning have been linked to lifelong social and psychological impairments in individuals with ADHD. Finding ways to improve functioning in these areas is important for cognitive, emotional and social stability. Compared to VE, AE is a more effective strategy for improving executive and motor functioning in young adult females with ADHD.
ContributorsBirchfield, Natasha (Author) / Ringenbach, Shannon (Thesis advisor) / Lee, Chong (Committee member) / Chisum, Jack (Committee member) / Campbell, Kathyrn (Committee member) / Arizona State University (Publisher)
Created2014
Description
In the present research, two interventions were developed to increase sun protection in young women. The purpose of the study was to compare the effects of intervention content eliciting strong emotional responses to visual images depicting photoaging and skin cancer, specifically fear and disgust, coupled with a message of self-efficacy and benefits of sun protection (the F intervention) with an intervention that did not contain an emotional arousal component (the E intervention). Further, these two intervention conditions were compared to a control condition that contained an emotional arousal component that elicited emotion unrelated to the threat of skin cancer or photoaging (the C control condition). A longitudinal study design was employed, to examine the effects of condition immediately following the intervention, and to examine sun protection behavior 2 weeks after the intervention. A total of 352 undergraduate women at Arizona State University were randomly assigned to one of the three conditions (F n = 148, E n = 73, C n = 131). Several psychosocial constructs, including benefits of sun protection, susceptibility to and severity of photoaging and sun exposure, self-efficacy beliefs of making sun protection a daily habit, and barriers to sun protection were measured before and immediately following the intervention. Sun protection behavior was measured two weeks later. Those in the full intervention reported higher self-efficacy and severity of photoaging at immediate posttest than those in the efficacy only and control conditions. The fit of several path models was tested to explore underlying mechanisms by which the intervention affected sun protection behavior. Experienced emotion, specifically fear and disgust, predicted susceptibility and severity, which in turn predicted anticipated regret of failing to use sun protection. The relationship between this overall threat component (experienced emotion, susceptibility, severity, and anticipated regret) and intentions to engage in sun protection behavior was mediated by benefits. The present research provided evidence of the effectiveness of threat specific emotional arousal coupled with a self-efficacy and benefits message in interventions to increase sun protection. Further, this research provided additional support for the inclusion of both experienced and anticipated emotion in models of health behavior.
ContributorsMoser, Stephanie E (Author) / Aiken, Leona S. (Thesis advisor) / Shiota, Michelle N. (Committee member) / Kwan, Sau (Committee member) / Castro, Felipe (Committee member) / Arizona State University (Publisher)
Created2011
Description
Most research on the experience of young women in student service roles in higher education is focused on a reflection of the early career experiences of mid and senior level professionals. Young women enter the field with a set of expectations about the work and their early career experiences need to be uncovered in order to better understand what they expect from their roles in student services. This study focused on the experience of young women in student services and the dynamics they identify as being significant to their work experience. Six women in their mid-twenties working in student service roles participated in two dialogic interviews regarding their work experience. Findings from these women's stories suggest that women are aware of internal and external dynamics that shaped their work experience, and are engaged in their journey toward Self-Authorship along intrapersonal and interpersonal dimensions. Specifically, the women actively chose their career path, looked for opportunities to develop their professional cache, and were impacted by their relationships with their supervisors and colleagues. The women are interested in their professional development in student services in higher education and are active in shaping the experience to meet their expectations. The findings suggest that to understand the experience of young women in student service roles in higher education, women should be asked to share their stories on their early career experiences, including interactions with supervisors and other professional colleagues. By representing these voices in the dialogue on the experience of young women in student service roles, the dynamics that shaped those experiences can be better understood.
ContributorsBeech, Rachel A (Author) / Ewing, Kris M (Thesis advisor) / Calleroz White, Mistalene (Committee member) / Sullivan, Linda (Committee member) / Arizona State University (Publisher)
Created2011
Description
Parents die during the lives of their children. If the child is an adolescent, that death will impact the student's education immediately or in subsequent years. Findings show the death of a mother does impact the daughter's education. It is imperative educators are willing to work with the student at the time the death occurs as well as in the ensuing months. Seidman's (2006) three-interview format was used as a template for the interviews of 11 women, ranging in age from 19 to 78 and whose mothers died when the women were adolescents. The interviews were primarily conducted in one sitting, transcribed, and then analyzed for common themes that connected to the research on the topic. Those themes include grieving, the role of caring in education, the role of teacher as the second mother, mother-daughter relationships, and the impact of parent death on schooling. These themes from the data cross cut with thematic strands within the study's theoretical framework: the nurturing and empathetic role of the mother, a desire of the daughter not to be different, and the ethics of caring. Findings in this study reveal that the negative impacts of mother loss are felt in diffuse ways, such as a lack of academic or emotional encouragement. Many women discussed the need and availability of support groups including groups at colleges. One practical implication of these findings is schools need to become caring communities in which caring is the norm for all students and teachers, thereby providing all students with needed support in times of crisis. The implications for further research include the impact of the mother death on the education of daughters, how volunteering with an organization related to the cause of the mother's death assists the daughter and types of programs most important to a student's success in post-secondary education. Adolescents are in a time of great change in their lives, and for a daughter, the loss of a mother has an everlasting, life-changing impact.
ContributorsRatti, Theresa Helen McLuskey (Author) / Mccarty, Teresa L (Thesis advisor) / Fischman, Gustavo E. (Committee member) / Powers, Jeanne M. (Committee member) / Arizona State University (Publisher)
Created2011
Description
Young women ages 18-29 are the highest users of Information Communication Technology (ICT) in the United States. As a group, they curate and create more online content than any other adult user group (Duggan, 2014). Throughout the research literature, scholars claim that the high rate of technology use among young people is related to their developmental stage (boyd, 2014; Kuper & Mustaki, 2014; Subrahmanyam & Greenfield, 2008; Turkle, 2010). The primary developmental tasks of young adults include forming an adult identity, and sustaining intimate relationships. Developmental psychologists and sociologist hypothesize that ICT’s influence developmental trajectories and outcomes (Jensen & Arnett, 2012). Given the breadth of discussion in the literature about development, and ICT use, there is relatively little research focusing on how young women interpret and internalize these experiences. The primary purpose of this study was to understand the interaction between young adults frequent online use and developmental tasks — identity formation and intimate relationships.
Interviews were conducted with young women (18-29) who qualified as high users (N=22). Participants’ were interviewed twice; the initial interview used a structured schedule, providing uniformity across participants. The second interview was an informal conversation personalized to the participant’s’ interests, experiences, and opinions about the topic. Participants were recruited from across the country, and the diversity in the sample mirrors the heterogeneous nature of the emerging adult population. Two forms of qualitative analysis were used, open thematic coding and narrative analysis.
Findings demonstrated the shift of the networked culture creates a highly individualized life trajectory for young people. Identity and intimacy are still the salient developmental tasks for young adults, but continue evolve throughout the life course. . Narrative analyses were used to show strengths of the critical realism theory, especially the reflexive modes, by using case examples. Lastly, the role of ICT are discussed using four primary themes— augmented relationships, disruptive networks, defining moments, and driven agency. Ultimately, this research study helps provide evidence that online spaces are relational and the interactions a part of sociality. For social workers ability to understand development experiences and other facets of social life, further research is needed.
Interviews were conducted with young women (18-29) who qualified as high users (N=22). Participants’ were interviewed twice; the initial interview used a structured schedule, providing uniformity across participants. The second interview was an informal conversation personalized to the participant’s’ interests, experiences, and opinions about the topic. Participants were recruited from across the country, and the diversity in the sample mirrors the heterogeneous nature of the emerging adult population. Two forms of qualitative analysis were used, open thematic coding and narrative analysis.
Findings demonstrated the shift of the networked culture creates a highly individualized life trajectory for young people. Identity and intimacy are still the salient developmental tasks for young adults, but continue evolve throughout the life course. . Narrative analyses were used to show strengths of the critical realism theory, especially the reflexive modes, by using case examples. Lastly, the role of ICT are discussed using four primary themes— augmented relationships, disruptive networks, defining moments, and driven agency. Ultimately, this research study helps provide evidence that online spaces are relational and the interactions a part of sociality. For social workers ability to understand development experiences and other facets of social life, further research is needed.
ContributorsLindsay, Megan (Author) / Krysik, Judy (Thesis advisor) / LaMendola, Walter (Committee member) / MacEachron, Ann (Committee member) / Arizona State University (Publisher)
Created2016
ContributorsEvans, Bartlett R. (Conductor) / Schildkret, David (Conductor) / Glenn, Erica (Conductor) / Concert Choir (Performer) / Chamber Singers (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-16
ContributorsOwen, Ken (Conductor) / McDevitt, Mandy L. M. (Performer) / Larson, Brook (Conductor) / Wang, Lin-Yu (Performer) / Jacobs, Todd (Performer) / Morehouse, Daniel (Performer) / Magers, Kristen (Performer) / DeGrow, Gary (Performer) / DeGrow, Richard (Performer) / Women's Chorus (Performer) / Sun Devil Singers (Performer) / ASU Library. Music Library (Publisher)
Created2004-03-24
ContributorsMetz, John (Performer) / Sowers, Richard (Performer) / Collegium Musicum (Performer) / ASU Library. Music Library (Publisher)
Created1983-01-29
ContributorsEvans, Bartlett R. (Conductor) / Glenn, Erica (Conductor) / Steiner, Kieran (Conductor) / Thompson, Jason D. (Conductor) / Arizona Statesmen (Performer) / Women's Chorus (Performer) / Concert Choir (Performer) / Gospel Choir (Conductor) / ASU Library. Music Library (Publisher)
Created2019-03-15