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In spite of well-documented health benefits of vegetarian diets, less is known regarding the effects of these diets on athletic performance. In this cross-sectional study, we compared elite vegetarian and omnivore adult endurance athletes for maximal oxygen uptake (VO2 max) and strength. Twenty-seven vegetarian (VEG) and 43 omnivore (OMN) athletes

In spite of well-documented health benefits of vegetarian diets, less is known regarding the effects of these diets on athletic performance. In this cross-sectional study, we compared elite vegetarian and omnivore adult endurance athletes for maximal oxygen uptake (VO2 max) and strength. Twenty-seven vegetarian (VEG) and 43 omnivore (OMN) athletes were evaluated using VO2 max testing on the treadmill, and strength assessment using a dynamometer to determine peak torque for leg extensions. Dietary data were assessed using detailed seven-day food logs. Although total protein intake was lower among vegetarians in comparison to omnivores, protein intake as a function of body mass did not differ by group (1.2 ± 0.3 and 1.4 ± 0.5 g/kg body mass for VEG and OMN respectively, p = 0.220). VO2 max differed for females by diet group (53.0 ± 6.9 and 47.1 ± 8.6 mL/kg/min for VEG and OMN respectively, p < 0.05) but not for males (62.6 ± 15.4 and 55.7 ± 8.4 mL/kg/min respectively). Peak torque did not differ significantly between diet groups. Results from this study indicate that vegetarian endurance athletes’ cardiorespiratory fitness was greater than that for their omnivorous counterparts, but that peak torque did not differ between diet groups. These data suggest that vegetarian diets do not compromise performance outcomes and may facilitate aerobic capacity in athletes.

ContributorsLynch, Heidi (Author) / Wharton, Christopher (Author) / Johnston, Carol (Author) / College of Health Solutions (Contributor)
Created2016-11-15
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Background: The transition from the home to college is a phase in which emerging adults shift toward more unhealthy eating and physical activity patterns, higher body mass indices, thus increasing risk of overweight/obesity. Currently, little is understood about how changing friendship networks shape weight gain behaviors. This paper describes the recruitment,

Background: The transition from the home to college is a phase in which emerging adults shift toward more unhealthy eating and physical activity patterns, higher body mass indices, thus increasing risk of overweight/obesity. Currently, little is understood about how changing friendship networks shape weight gain behaviors. This paper describes the recruitment, data collection, and data analytic protocols for the SPARC (Social impact of Physical Activity and nutRition in College) study, a longitudinal examination of the mechanisms by which friends and friendship networks influence nutrition and physical activity behaviors and weight gain in the transition to college life.

Methods: The SPARC study aims to follow 1450 university freshmen from a large university over an academic year, collecting data on multiple aspects of friends and friendship networks. Integrating multiple types of data related to student lives, ecological momentary assessments (EMAs) are administered via a cell phone application, devilSPARC. EMAs collected in four 1-week periods (a total of 4 EMA waves) are integrated with linked data from web-based surveys and anthropometric measurements conducted at four times points (for a total of eight data collection periods including EMAs, separated by ~1 month). University databases will provide student card data, allowing integration of both time-dated data on food purchasing, use of physical activity venues, and geographical information system (GIS) locations of these activities relative to other students in their social networks.

Discussion: Findings are intended to guide the development of more effective interventions to enhance behaviors among college students that protect against weight gain during college.

ContributorsBruening, Meg (Author) / Ohri-Vachaspati, Punam (Author) / Brewis, Alexandra (Author) / Laska, Melissa (Author) / Todd, Michael (Author) / Hruschka, Daniel (Author) / Schaefer, David (Author) / Whisner, Corrie (Author) / Dunton, Genevieve (Author) / College of Health Solutions (Contributor)
Created2016-08-30
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Description
Research regarding typical English language development in children who are bilingual is of interest for speech-language pathologists, but often this information is not available to them. As a result, many individuals find themselves believing false stereotypes about children who are bilingual, such as the idea that bilingualism causes developmental delay

Research regarding typical English language development in children who are bilingual is of interest for speech-language pathologists, but often this information is not available to them. As a result, many individuals find themselves believing false stereotypes about children who are bilingual, such as the idea that bilingualism causes developmental delay or disorders. For example, individuals do not realize the differences in past tense development for bilingual children versus monolingual children, a form that is often difficult for monolingual English-speaking children with developmental language delays. By focusing on a specific aspect of language development, such as English past tense acquisition of children who are bilingual, and observing changes in MLU and grammaticality that accompany acquisition, this study seeks to increase the existing knowledge on bilingualism and language development. Specifically, we will answer the following questions: a) At which grade level do Spanish-English bilingual children master English past tense after they enter English-only schooling in preschool? b) What types of errors do the children make with regular past tense? c) what types of errors do they make with irregular past tense? and d) What is the level of English grammaticality and MLUw at each grade level in English after children enter preschool? This study examined past-tense accuracy, MLU, and grammaticality development over a period of 5 years, in 13 children who were participants in a larger project called the Language and Reading Research Consortium (LARRC). Children were followed from preschool to third grade. They provided a yearly language sample by retelling one of the wordless Marianna Meyer and Mercer Meyer frog books, such as Frog on His Own or A Boy a Dog a Frog and a Friend. The language samples were then transcribed, coded, and analyzed using the Systematic Analysis of Language Transcripts (SALT) software. Results indicate that children progressively improved over the years, with children reaching over 80% accuracy with past tense by year 3 or first grade; they demonstrated the most improvement in MLU between years 2 to 3 and years 3 to 4; and they showed a gradual improvement in grammaticality each year, with the exception of no increase between years 4 to 5. Findings from the study indicate that there is leveling in all three areas after 2nd grade. These results contribute to our understanding of normal English language development in bilingual children and may improve assessment when we evaluate their performance in English as a second language.
ContributorsEdem, Stephanie (Author) / Restrepo, M. Adelaida (Thesis director) / Weinhold, Juliet (Committee member) / Pierce, Melissa (Committee member) / College of Health Solutions (Contributor, Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12
Description
The aim of this paper is to investigate the B-casein fractions in Scandinavian and Icelandic milk for evidence to either support or refute the claim that the A1 variant of B-casein is diabetogenic in adolescent populations. Based on the theory that differences in milk protein composition explain a lower incidence

The aim of this paper is to investigate the B-casein fractions in Scandinavian and Icelandic milk for evidence to either support or refute the claim that the A1 variant of B-casein is diabetogenic in adolescent populations. Based on the theory that differences in milk protein composition explain a lower incidence of Type 1 Diabetes (T1D) in Iceland when compared to surrounding Nordic countries, an informative poster was created so that a more educated decision can be made by those wishing to take preventative measures against the incidence of the disease. This paper includes a basic background behind the epidemiology of T1D and the Nordic Nutrition Recommendations. Next, comparison between milk protein composition and consumption in Iceland against the other Nordic countries is performed through an in-depth literature review. The review was conducted using PubMed databases until December of 2018. Key findings of this investigation raise concerns regarding the decision between optimizing milk producing rates or breeding for milk devoid of diabetogenic proteins. The current literature on the impact of cattle genetics on the protein composition of milk sheds light on the safety of Icelandic dairy and the resulting health of their population. Icelandic dairy has been evidenced to contain lower levels of A1 b-casein and is considered less diabetogenic. For these reasons, this author would recommend the consumption of Icelandic dairy products over those from other regions.
ContributorsThunberg, Carly Marie (Author) / Morse, Lisa (Thesis director) / Grgich, Traci (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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Description
Objectives: To explore the feasibility and effects of using a meditation mobile app 10-minutes a day for 4-weeks to reduce burnout (primary outcome), improve mindfulness, reduce stress, and depression in physician assistant (PA) students compared to a wait-list control.
Methods: This study was a randomized, wait-list, control trial with assessments

Objectives: To explore the feasibility and effects of using a meditation mobile app 10-minutes a day for 4-weeks to reduce burnout (primary outcome), improve mindfulness, reduce stress, and depression in physician assistant (PA) students compared to a wait-list control.
Methods: This study was a randomized, wait-list, control trial with assessments at baseline and post-intervention (week 4). Participants were asked to meditate using Calm for 10 minutes per day. A p value ≤0.05 was considered statistically significant.
Results: The majority of participants (n=19) stated using Calm helped them cope with the stress of PA school. The intervention group participated in meditation for an average of 76 minutes/week. There were significant differences in all outcomes for the intervention group (all p ≤0.06). There was a significant interaction between group and time factors in emotional exhaustion (p=.016) and depersonalization (p=.025).
Conclusions: Calm is a feasible way to reduce burnout in PA students. Our findings provide information that can be applied to the design of future studies.
ContributorsWorth, Taylor Nicole (Author) / Huberty, Jennifer (Thesis director) / Will, Kristen (Committee member) / Puzia, Megan (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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Description
Many high school students demonstrate an overall lack of interest in science. Traditional teaching methodologies seem to be unsuccessful at engaging students \u2014 one explanation is that students often interpret what they learn in school as irrelevant to their personal lives. Active learning and case based learning methodologies seem to

Many high school students demonstrate an overall lack of interest in science. Traditional teaching methodologies seem to be unsuccessful at engaging students \u2014 one explanation is that students often interpret what they learn in school as irrelevant to their personal lives. Active learning and case based learning methodologies seem to be more effective at promoting interest and understanding of scientific principles. The purpose of our research was to implement a lab with updated teaching methodologies that included an active learning and case based curriculum. The lab was implemented in two high school honors biology classes with the specific goals of: significantly increasing students' interest in science and its related fields; increasing students' self-efficacy in their ability to understand and interpret the traditional process of the scientific method; and increasing this traditional process of objectively understanding the scientific method. Our results indicated that interest in science and its related fields (p = .011), students' self-efficacy in understanding the scientific method (p = .000), and students' objective understanding of the scientific method (p = .000) statistically significantly increased after the lab was administered; however, our results may not be as meaningful as the p-values imply due to the scale of our assessment.
ContributorsCotten, Kathryn (Author) / Hoffner, Kristin (Thesis director) / Stout, Valerie (Committee member) / Lynskey, Jim (Committee member) / Barrett, The Honors College (Contributor) / College of Health Solutions (Contributor)
Created2012-12