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In many studies, researchers have investigated the positive effects of distractions while exercising. In most gyms, there are usually televisions playing random channels. Young adult undergraduate runners (N = 125; 64 female and 61 male) completed one mile on a treadmill at their selected pace. Approximately half the participants (n = 63) were randomly assigned to watch the comedy video while completing their mile, and the other half (n = 62) completed their mile with no video. The Feeling Scale (FS; Hardy & Rejeski, 1989), which asks participants to rate on a scale from -5 (very bad) to 5 (very good) was administered to all participants before starting the mile and after completing the mile. A repeated-measures ANOVA was used to compare group means over two observations. Results revealed statistically significant greater change in affect from pre- and post-mile in the watch group than in the no watch group. These results indicate there was an increase in affect when participants watched the comedy film while completing the mile versus the participants that only completed the mile and did not watch the video. This suggests that, on average, watching videos, such as a comedy film, is an effective option to distract gym patrons from their exercise, which may further increase their affect.

This embedded case study focused on the experiences of coaches and community college faculty who participated in the coaching portion of an emergency remote transition project. The transition project was holistically designed to support community college faculty who had prepped for face-to-face courses and were shifting to remote teaching in a short period of time. Coaching services were one element of the project that also offered webinars, creation of short tutorial videos, and other support services. Qualitative and quantitative data were analyzed. Coaching was successful in helping community college faculty transition from teaching in-person courses to fully online courses quickly. Community college faculty showed determination, resilience, and remained dedicated to their students' successful completion of the semester despite the worldwide pandemic.

This essay describes an online writing group introduced to a CPED EdD program at a research-intensive, land-grant university during the summer of 2020 when the existing face-to-face program shifted to fully online delivery. The purpose of the writing sessions was to support EdD student practitioners with dissertation writing productivity by offering multiple weekly opportunities for synchronous writing sessions via Zoom online video conferencing. Although this new program is still in development, initial student feedback suggests that the writing sessions not only supported students’ dissertation progression, but it also established a sense of community and social support in an online environment. Lessons learned are shared, and we argue that this could be an ideal time to offer online writing sessions, especially since the pandemic will continue into the coming months.

North Carolina postsecondary faculty, similar to faculty around the world, who prepared their spring 2020 semester courses for face-to-face delivery, were required to quickly transition to Rapid Online Teaching and Learning (ROTL). This transition was expected within a short time frame, often one to two weeks, and for many faculty members, both time and resources to incorporate design practices found in high-quality online courses were limited. Faculty members demonstrated great determination and grit as they shifted to remote teaching and learning with a focus on the student success, even while feeling overwhelmed and disrupted themselves. Researchers examined two faculty-support programs designed to assist with the shift to online teaching during the COVID-19 crisis: one at a research-intensive, land-grant university and another for faculty at 58 community colleges, some of whom are enrolled in a CPED Ed.D. program. Lessons learned and thoughts on planning for future semesters are examined

Peroxisomes play an essential role in lipid metabolism via interaction with other intracellular organelles. The information about the role of the Acyl-CoA-binding domain containing-protein 5 (ACBD5) in these interactions in human cells is emerging. Moreover, a few patients with retinal dystrophy and leukodystrophy caused by pathogenic variants in ACBD5 have been recently introduced. Here, we present a 36-year-old female with retinal dystrophy, leukodystrophy, and psychomotor regression due to a novel homozygous variant in ACBD5. Our study adds to the growing knowledge of this peroxisomal disorder by providing phenotypic details of the first adult patient.

Resiliency in athletes is related to effective coping strategies. Expectedly, during the COVID-19 pandemic, this attribute was highlighted in collegiate football players. To date, the relations among locus of control (LOC), strength of religious beliefs (i.e., religiosity), and resiliency in collegiate football players have not been explored in the literature. Exploring the relation of LOC and religious beliefs to resiliency may shed light on avenues to foster resiliency in football players, which in turn can determine players’ behaviors, performance, and actions during adverse times. The purpose of this study was to gain a more in-depth understanding of the relations among LOC, religiosity, and resiliency in NCAA Division II football players at a public university located in the southwestern United States. A structured online survey containing the Rotter’s Locus of Control Scale (Rotter in Psychological Monographs: General and Applied, 80(1), 1–28, 1966), the Santa Clara Strength of Religious Faith Questionnaire (Plante & Boccaccini in Pastoral Psychology, 45(6), 429–437, 1997), and the Conner Davidson Resilience Scale (Connor & Davidson in Depression and Anxiety, 18(2), 76–82, 2003) was completed by 91 Division II football players. Statistically significant correlations were found between LOC and resiliency (r = −.42) as well as religiosity and resiliency (r = .26). Regression analysis indicated, on average, that football players with greater internal LOC and higher strength of religious beliefs had a higher level of resiliency than players with higher external LOC and lower strength of religious beliefs.

This chapter highlights strategies, content, and design methods for infusing the universal design for learning (UDL) mindset and framework into two graduate-level training and development programs. From the re-development of a program's conceptualization in design to instructional strategies to streamline UDL implementation into curricula, this chapter will spotlight how two faculty members actively engaged in curricula development to advance practice among training and development professionals enrolled in these programs.The chapter will consist of two existing graduate-level programs' curricula work to integrate the UDL framework into program objectives and outcomes. This was constructed by improving instructional strategies for mindset development as well as creating authentic tasks into module lessons.

This study examined whether higher education faculty knowingly and/or unknowingly applied UDL principles prior to and during the COVID-19 rapid online teaching and learning (ROTL) transition. Researchers collected data through a survey that was disseminated nationwide and completed by higher education faculty (n = 38). Findings included a shift in instruction modality where 50 percent of synchronous in person instruction moved to asynchronous online instruction or optional synchronous remote instruction. Additionally, there was an unsurprising, considerable increase in the use of technology to support student engagement with course content. Researchers identified themes in the barriers (e.g., time, resources, training) to applying UDL principles both prior to and during the COVID-19 ROTL transition. Suggestions for overcoming those barriers are also included.

Since 1978, when the first group of 50 mainland Chinese students came to the United States for education, increasing numbers of mainland Chinese students have come to the United States to get a degree (Lampton, Madancy & Williams, 1986). In 2009, China surpassed India, becoming the largest source country of international students in the United States, and since then, China has the most international students seeking education in the United States (Open Doors Data, 2015). The purpose of this Q methodology study is to explore personal perspectives of mainland Chinese students on the value of getting a degree in the United States. Data analysis grouped similar viewpoints. Based on data from ten mainland Chinese students, we categorized three different groups of mainland Chinese students: job and education group, education group, and migration group.

Zika virus infection during pregnancy can lead to congenital Zika syndrome. Implementation of screening programs and interpretation of test results can be particularly challenging during ongoing local mosquitoborne transmission. We conducted a retrospective chart review of 2,327 pregnant women screened for Zika virus in Miami–Dade County, Florida, USA, during 2016. Of these, 86 had laboratory evidence of Zika virus infection; we describe 2 infants with probable congenital Zika syndrome. Delays in receipt of laboratory test results (median 42 days) occurred during the first month of local transmission. Odds of screening positive for Zika virus were higher for women without health insurance or who did not speak English. Our findings indicate the increase in screening for Zika virus can overwhelm hospital and public health systems, resulting in delayed receipt of results of screening and confirmatory tests and the potential to miss cases or delay diagnoses.

Educational theorists have long touted the developmental benefits of engaging in creative endeavors, such as photography, creative writing, and so forth, yet few professional development programs incorporate creative expression into their curricula. This article briefly reviews the work of Fromm, Marcuse, Jung, and Heron to explore possible justifications and explanations of the developmental and organizational benefits that are possible from creative expression. This article argues that a unifying premise of these theorists is that creative expression promotes autonomy. It concludes by providing an example of how a pedagogy utilizing creative expression can meet immediate learning objectives in addition to the longer term outcome of increased autonomy and discusses how such pedagogies can be incorporated into professional development programs.

Flipgrid, a free video discussion forum tool, increases students' perceptions of connectedness in the online classroom. Video discussion forums embedded in an online course can be used in many ways to connect instructors to students, and students to their peers. Embedding a tool that brings voice, tone, and body language to the online classroom strengthens connectedness and can increase civility.

This paper describes the redesign of a community college executive leadership doctoral program that seeks to develop senior-level leaders. The paper provides how the redesign was intentionally aligned with the CPED principles and specifically the sixth principle. The paper sought data from students, faculty and other documents to gain an insight into the impact of aligning the program with principles and design concepts. The paper suggests that it is important for this program to integrate examples from practice and practitioners, include job shadowing experiences for students and faculty, and ensure there are active learning activities that are relevant to the students. The paper includes an overview of the program redesign as well as reflection on the first iteration of the new coursework through student's voice, faculty feedback, and a discussion of lessons learned.

A qualitative case study research design provided an in-depth perspective of the participants in relation to understanding the holistic impact technology has on the incivility of student-tostudent and student-to-faculty interactions in higher education. The conceptual framework by Twale and Deluca (2008), based upon Salin’s (2003) proposed model for bullying, is detailed. Participants were doctoral students (n=17) who are full-time professionals in higher education. The participants were given open-ended questions regarding technology and incivility. Access and ethical considerations are detailed. Participants’ detailed written responses were analyzed as outlined by Yin (2003). Four themes emerged from the data analysis; reported causes, reported outcomes, relationship types of participants, and ways to reduce technology’s impact on incivility. Technology use and incivility in higher education are both increasing. This study is important in understanding the views of students and perceptions of the causes, impact, and ways to decrease incivility.

Background Zika virus (ZIKV) infection in pregnancy is a global health concern. With onset of local transmission, obstetricians in Miami-Dade County, FL, United States, are now in the unique position of providing care to both pregnant women with locally-transmitted and travel-associated ZIKV infections. This study provides data regarding the testing and pregnancy outcomes of women with laboratory evidence of ZIKV infection in pregnancy. Methods A retrospective chart review was conducted using laboratory records of ZIKV testing (PCR and IgM) completed from January through December 2016 at multiple tertiary care centers located in Miami-Dade County. Testing was based on CDC guidelines at time of testing, leading to heterogeneity in tests performed. Data was extracted from charts of women with positive ZIKV PCR in serum and/or urine or positive ZIKV IgM with confirmatory, pending, or insufficient PRNT results. Routine obstetrics parameters and the presence of fetal or neonatal abnormalities were recorded. Results Of the 2327 pregnant women screened for ZIKV, 88 (3.8%) screened positive with PCR and/or IgM in serum or urine. Of those women with positive ZIKV testing, 53 (60%) had no documented ZIKV symptoms and 40 (45%) had no known travel history outside of Miami-Dade County during their pregnancy. Sixty-six women had antenatal ultrasounds, 14 (21%) of which ever had a head circumference or biparetial diameter measurement less than the third percentile, but none showed evidence of intracranial calcifications. Fifty-four women with positive testing have delivered: 46 at term and 8 preterm. Fifty-four infants have been born to women with positive ZIKV testing; 2 infants (1.98%) had documented congenital abnormalities. One infant was born with clinically-defined microcephaly (1.9%) and intracranial calcifications and the other had only intracranial calcifications. Ninety-four positive IgM tests were sent to the CDC for confirmatory plaque reduction neutralization testing (PRNT). 49 PRNT tests returned positive (ZIKV titer ≥10), while 28 returned negative (ZIKV titer < 10), representing a false-positive rate of 30.4%. Conclusion As this epidemic persists, data from this unique cohort of pregnant women with both local and travel-associated ZIKV exposure contributes to the growing knowledge base regarding implications of ZIKV in pregnancy. Disclosures All authors: No reported disclosures.

Workplace bullying is a phenomenon that appears widely in research literature in a variety of disciplines. The review found that a concise definition for workplace bullying was not available in the literature and in the United States there was a lack of federal legislation addressing workplace bullying. This integrative review reports that bullying is categorized as work related, personal, and physical/threatening. These behaviors occurring in the workplace negatively impact both the individual and organization. Outcomes to individuals are viewed in terms of impacting work, health (physical and emotional), and affective domains such as motivation. Negative organizational impacts of workplace bullying are classified in terms of cost, productivity, reputation, legal issues, and organizational culture. This review suggests methods that HRD professionals can implement to help individuals and organizations reduce workplace bullying. Suggestions are provided for future empirical research for HRD professions in relation to workplace bullying.

Staley, C. (2010). Focus on Community College Success. Boston:DOI: 10.1177/0091552109337254Focus on Community College Success sets out to provide students with the tools to help them through the community college process and into their careers. The textbook style of this book brings the reader through 13 chapters of basic but vital skills ranging from "getting the right start" (chapter 1) to "creating your future" (chapter 13). Constance Staley, the author of Focus on Community College Success, skillfully integrates the knowledge she gained from more than 30 years of teaching into 13 case studies that give essential tools to aspiring and new community college students.Staley features diverse community college students in case studies that exemplify the real-world topics covered in each chapter. Each chapter is structured in a similar pattern, beginning with a list of objectives and then moving on to a "readiness" check quiz (a short quiz that examines the reader's previous knowledge of the chapter content), an introduction to the students and the case study, questions about the case study, advice from the author on pertinent content contained in the chapter, and a "reality check" quiz (a short quiz that examines knowledge of the chapter content after it has been read). Chapters 1 through 5 explore issues related to starting on the community college path, setting goals, becoming aware of learning styles, managing time and energy, and thinking critically. Chapters 6 through 10 focus on developing technology skills and doing research; engaging, listening, and taking notes in class; developing memory; honing reading and study skills; and learning test-taking skills. Chapters 1 1 through 13 consider the processes of building relationships, choosing a major and career, and creating a future.Focus on Community College Success incorporates online resources and technology. Students are encouraged to download mp3 -format audio summaries of each chapter at a specific Web link provided at the end of the chapter. Throughout the text, students also are guided to an online resource center for online assessments, chapter practice quizzes, and video introductions to students featured in each chapter.The text covers many topics related to surviving the academic and personal aspects of attending college. Regarding academics, students are given guidance in understanding the course syllabus, studying for tests, and taking effective lecture notes. However, the text also includes topics that consider the student holistically, such as motivation and monitoring physical and spiritual health. Key topics designed for the young adult reader include fiscal responsibility, choosing a career path, and advice for noncompleters. Other topics relevant to a young adult authence include technological advances that shape students' college experiences (e.g., online social communities such as Facebook and appropriate management of text messaging).Current and prospective community college students are often first-generation students who may have difficulty finding the guidance and advice needed to feel engaged and successful in the community college environment (Horwedel, 2008; McConnell, 2000). Research has reported that 61% of students entering community colleges are first-generation students (Calkins, 2005). Increasing students' awareness of programs offered on campus opens opportunities for students to use the programs available to them. For example, students are often drawn to the community college mission of access and low cost, and they may benefit from programs such as financial aid and on-site daycare programs. But too often these students are unfamiliar with the process of obtaining assistance in these areas. Focus on Community College Success provides answers to frequently asked financial aid questions as well as contact information for the federal student aid information center. Moreover, the author illuminates how to obtain a free copy of the U. …

There is a pressing need to promote simple, healthy physical activities in West Virginia, especially to the growing number of inactive adolescents. The purpose of the study was to measure the impact of pedometers on daily step counts and perceptions of physical activity. Across four high schools, 165 students were recruited and randomly assigned to a pedometer-only group or a pedometer plus goal setting group. Students wore their pedometers daily for three weeks and reported steps on a weekly basis. Attrition was low for both survey (16%) and pedometer (22%) data, suggesting good internal validity for the intervention. Overall less than 25% of participants met recommended step guidelines, with mean daily steps ranging from 8800–9400. Further, neither of the two intervention groups significantly increased steps. There was no evidence that self-efficacy, barriers, or outcome expectations mediated changes in step counts, From the qualitative data, 70% of participants reported that their awareness or...

Background Zika Virus (ZIKV) infection in pregnancy is a major clinical concern. The CDC recommended that pregnant women living in an area with a ZIKV travel notice undergo ZIKV screening in the first and second trimesters of pregnancy. This study investigated the consequences of this screening on clinical management. Methods An IRB approved retrospective chart review was conducted using laboratory records of ZIKV testing on pregnant patients from January through December 2016 at multiple tertiary care centers in Miami, FL. Serum and/or urine samples were collected, based on CDC guidelines at the time, and evaluated for PCR and/or IgM evidence of ZIKV infection. Positive ZIKV PCR results indicated acute phase of infection. Previous infection was suggested by positive IgM antibody, but required confirmatory ZIKV plaque reduction neutralization testing (PRNT) testing due to IgM antibody cross reactivity with other flaviviruses. Results During 2016, 2,327 pregnant women were screened for ZIKV infection. At the peak in August 2016, 607 (26%) patients were tested and only 31 (5.1%) tests resulted within the month. Of those screened, 113 (4.85%) women tested positive for ZIKV PCR and/or IgM. In October 2016, 40 (35.4%) positive screening tests were received, the most positives resulting in a month. Confirmatory ZIKV PRNT testing was performed on those who were ZIKV IgM positive and PCR negative, with a total of 92 results received. Eighty-eight women were considered positive, 49 confirmed with positive titers (≥10). There were 28 women with negative titers (< 10), thus a false positive ZIKV screening rate of 30.4%, and 15 results were pending. Of women with false positive IgM screening, a median of 1 (range 0–4) additional ultrasound was done between receipt of the initial positive ZIKV screening and the subsequent receipt of the negative PRNT testing. Delays of results led to 21 (24%) positive tests reported after delivery and hospital discharge. Additionally, 18 (20.5%) women who tested PRNT positive had their originating sample drawn during admission for delivery with results available only after discharge. Conclusion Both delays in ZIKV testing results and false positive screening with ZIKV IgM led to challenges in counseling and clinical care of pregnant women living in an area of ongoing ZIKV transmission. Disclosures All authors: No reported disclosures.

Distance education is continuing to grow in popularity in postsecondary education. Over 75 percent of community colleges are offering some form of distance career and technical education (Johnson, Benson, Duncan, Shinkareva, Taylor, & Treat, 2004). While there are a variety of ways to deliver distance education instruction, the Internet has become the most widely used communication channel. There is an array of educational technology tools that allow instructors and students to communicate synchronously and asynchronously. Discussion boards, an asynchronous tool, are being used widely in a variety of courses. This chapter addresses how to facilitate scholarly discussion boards for human resource education.

Career and technical education (CTE) occupations require highly skilled workers. This workforce must possess very specific technical skills. In addition to the technical skills, these professionals need to posses knowledge, skills, and abilities for the workplace that are non-technical in nature. To ensure students have this non-technical preparation, core interpersonal skills and business components are needed in the CTE curriculum. The integration of human resource development and management (HRD & M) concepts in CTE can develop these skills. Understanding the human resource (HR) component provides those entering CTE professions a better systems view of the organization and how the organization functions outside of their own technical area. Additionally, the understanding and knowledge of core HR components, that are not technical skills, are needed when human resource functions are integrated into technical job roles. When entering the workforce new professionals will need to perform HR functions. Often times CTE students are not highly prepared for non-technical skills in their CTE education. Therefore CTE should have HR concepts integrated into the curriculum so graduates are prepared to successfully implement the education they received into a workplace setting. With this in mind, this chapter seeks to provide an overview of HRD & M concepts, discuss how HRD & M are integrated into the work roles of those entering CTE professions, and show how these concepts can be integrated into CTE courses.

Leadership development in career and technical fields is important; therefore, this chapter examines innovative techniques for preparing and developing career and technical education leaders. Synchronous and asynchronous techniques are described in detail. Emerging non-traditional leadership programs using innovative techniques are highlighted. Tools such as internships, job shadowing, virtual classrooms, innovative mentoring techniques, and distance technology sources are explored. Advantages of time, cost, and access are discussed. Lastly, disadvantages of technology use, future trends and conclusions are provided.