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Peer Leader Essays from the Desert Southwest: The Practice of Leading Learning

At semester’s end at the University of Texas at El Paso and at the University of Texas of the Permian Basin, faculty members directing the PLTL Programs invite Peer Leaders to reflect on their experience, to describe their challenges, and to offer their personal advice. For the benefit of future Peer Leaders, here are their stories, reflections, observations, and advice about leadership and the practice of leading.

A Summary of Online Enquiries Submitted to Anti-doping Hotline 2005–2018

Anabolic Androgenic Steroid (AAS) abuse in the society is considered a health problem and has been associated with cardiovascular toxicity, endocrine disruption, as well as psychiatric symptoms such as aggression and cognitive dysfunction. Men and women abusing AAS, as well as persons in close relationship to AAS abusers, may encounter concerns. Subsequently, the Anti-Doping Hotline was formed 1993 to answers questions about doping in the society. Here we have reviewed 7,123 enquiries posted on the Anti-Doping Hotline website between 2005 and 2018 to see what type of questions were raised. Most questions (n = 2,924) involved AAS, 60% from abusers themselves, and 17% from a person close to an AAS abusers. Only 2.3% of the questions concerned AAS abusing women. Of the AAS specific questions most were from persons who sought personal advice regarding risks and side effects. Notably, the AAS abusers themselves were concerned about somatic side effects (e.g., gynecomastia) and problems related to the AAS injection. The persons in close relationship to an AAS abusers on the other hand, expressed concerns about psychiatric changes including mood swings and aggressivity. In addition to AAS, 26 and 13% of the questions involved dietary supplements and other doping substances, respectively. A gradual decrease of questions regarding ephedrine was noted, whereas the numbers of SARMs related questions increased during this time. Our results show that there is a continuous need to provide medical, nursing, and social support and counseling to AAS abusers and their next of kin.

36-Month Evaluation of a Weight Management Programme in Chinese Overweight and Obese Adults

Background: Few comprehensive lifestyle intervention programmes have been investigated on overweight and obese adults in China. This study was to evaluate the effect of a 36-month weight management programme on weight loss and its maintenance among overweight and obese patients in Ningbo, China.Methods: Adults with BMI ≥24kg/m2 enrolled in this programme, including nutritional, physical activity, psychological and endocrinological counselling sessions, from July 2015 to January 2020. Adults participated in face-to-face counselling sessions and group-based education. Then, participants joined 21-day intensive programme using Bohe health APP and WeChat group to get personal advice of nutrition and lifestyle. In the end, participants were requested to join 33-month follow-ups including face-to-face counselling and personal advice on WeChat group. The main outcome was to evaluate the changes in weight at each followup from baseline weight.Results: In total, 692 adults participated in this entire weight management programme. During follow-ups, 579, 475, 299, 219, and 135 adults participated at 3, 6, 12, 24, and 36 months, respectively. All participants had a significant initial weight loss at 3 months, then maintained the weight loss during 33-month follow-ups. At 36 months, 11.0%, 6.4%, and 3.5% of all participants achieved 5%, 10%, and 15% weight loss from the baseline weight, respectively. Adjusted weight at 36 months was significantly reduced from the baseline weight in both sex (−7.2 kg).Conclusion: This weight management programme is suggested to benefit to reduce initial body weight and maintain long-term weight loss among overweight and obese adults.

howtostayfocused.org Addressing attention-related health problems in higher education with an eTool

Background 20 to 30% of university students consistently report attention-related health problems (studenthealthcheck), such as depression, a less healthy lifestyle (e.g. alcohol/ drugs, sleep, etc.) or adhd. Students are healthcare avoiders and as such ideal candidates for eHealth. To sort out their attention problems, increase their knowledge and guide them to solutions, howtostayfocused.org/ has to be scientifically evaluated. Methods A qualitative study was conducted in 2019 at the Student Health Service of the UvA. A prototype eTool and interview guide were developed in accordance with CeHRes, contextual background and value specifications for attention-related issues. Semi-structured cognitive interviews were administered to students before, during and after completion of the Etool (i.e. think aloud method) (N = 9; 5 female; mean age 23.5) concerning its' system, content and service quality. (audio recorded, transcribed verbatim and thematically analyzed). Results They were triggered to conduct the test and appreciated the personal advice that advanced the acceptance and confirmation of their complaints. the system: User-friendliness, lay out and abundance of information were appreciated. Improvements included technical errors, too much text provision, low visualizations, unclear navigation.the content: Although appreciative of the content, improvements included experience stories, study tips, information clarity.the service quality: Self-sufficiency has added value. (perceived usefulness) Soon after the launch of the eTool, it was used about 1000 times. Conclusions An eTool to address, clarify and analyze attention-related health problems among university students is considered of added value to meet their self-sufficient ways. They appreciated the personal advice from the test for the acceptance and confirmation of their attentional complaints. These results are of value for the development of other health-related web-based innovations for students. Key messages eHealth is a suitable way to address (attention-related) health problems that are common in university students, who are typically healthcare avoiding. The eTool contributes to prevention in the sense that university students may identify their attention-related health problems at an earlier stage and prevent aggravation of their complaints.

Explaining the Development of Information Security Climate and an Information Security Support Network: A Longitudinal Social Network Analysis

Behavioural information security (InfoSec) research has studied InfoSec at workplaces through the employees’ perceptions of InfoSec climate, which is determined by observable InfoSec practices performed by their colleagues and direct supervisors. Prior studies have identified the antecedents of a positive InfoSec climate, in particular socialisation through the employees’ discussions of InfoSec-related matters to explain the formation of InfoSec climate based on the employees’ individual cognition. We conceptualise six forms of socialisation as six networks, which comprise employees’ provisions of (1) work advice, (2) organisational updates, (3) personal advice, (4) trust for expertise, (5) InfoSec advice, and (6) InfoSec troubleshooting support. The adoption of a longitudinal social network analysis (SNA), called stochastic actor-oriented modelling (SAOM), enabled us to analyse the changes in the socialising patterns and the InfoSec climate perceptions over time. Consequently, this analysis explains the forming mechanisms of the employees’ InfoSec climate perceptions as well as their socialising process in greater detail. Our findings in relation to the forming mechanisms of InfoSec-related socialisation and InfoSec climate, provide practical recommendations to improve organisational InfoSec. This includes identifying influential employees to diffuse InfoSec knowledge within a workplace. Additionally, this research proposes a novel approach for InfoSec behavioural research through the adoption of SNA methods to study InfoSec-related phenomena.

Teaching Note-Taking to Beginners Using a Digital Pen

Teaching consecutive interpreting comprises the teaching of many different skills, inter alia note-taking. Translation scholars such as Gile [1983], Matyssek [1989], Andres [2002] and Gillies [2005] have drafted a plethora of manuals, books and articles that suggest different rules, structures, detailed symbols and abbreviations for note-taking.Teachers of consecutive interpreting face the difficulty of analyzing the students’ notes, giving direct feedback and personal advice at class, often with very limited time at their disposal. Orlando [2010; 2015] suggests using digital pen technology in note-taking training to concentrate on the process of note-taking itself in order to observe improvements and strategies needed to acquire this skill. Thanks to this technology, teachers and students can reflect upon the reasons why students noted in a certain way and used a particular structure.This article sets out to describe how this approach has been tested at note-taking classes at Innsbruck University, with particular attention given to the analysis of different aspects of the process. The aim of the article is to demonstrate if a digital pen can be useful in training, what are the main advantages in terms of efficacy of teaching and time efficiency inter alia and if it can be used at the beginning of a note-taking course.

Tracker-Based Personal Advice to Support the Baby’s Healthy Development in a Novel Parenting App: Data-Driven Innovation (Preprint)

BACKGROUND The current generation of millennial parents prefers digital communications and makes use of apps on a daily basis to find information about child-rearing topics. Given this, an increasing amount of parenting apps have become available. These apps also allow parents to track their baby’s development with increasing completeness and precision. The large amounts of data collected in this process provide ample opportunity for data-driven innovation (DDI). Subsequently, apps are increasingly personalized by offering information that is based on the data tracked in the app. In line with this, Philips Avent has developed the uGrow app, a medical-grade app dedicated to new parents for tracking their baby’s development. Through so-called insights, the uGrow app seeks to provide a data-driven solution by offering parents personal advice that is sourced from user-tracked behavioral and contextual data. OBJECTIVE The aim of this study was twofold. First, it aimed to give a description of the development process of the insights for the uGrow app. Second, it aimed to present results from a study about parents’ experiences with the insights. METHODS The development process comprised 3 phases: a formative phase, development phase, and summative phase. In the formative phase, 3 substudies were executed in series to understand and identify parents’ and health care professionals’ (HCPs) needs for insights, using qualitative and quantitative methods. After the formative phase, insights were created during the development phase. Subsequently, in the summative phase, these insights were validated against parents’ experience using a quantitative approach. RESULTS As part of the formative phase, parents indicated having a need for smart information based on a data analysis of the data they track in an app. HCPs supported the general concept of insights for the uGrow app, although specific types of insights were considered irrelevant or even risky. After implementing a preliminary set of insights in a prototype version of the uGrow app and testing it with parents, the majority of parents (87%) reported being satisfied with the insights. From these outcomes, a total of 89 insights were implemented in a final version of the uGrow app. In the summative phase, the majority of parents reported experiencing these insights as reassuring and useful (94%), as adding enjoyment (85%), and as motivating for continuing tracking for a longer period of time (77%). CONCLUSIONS Parents experienced the insights in the uGrow app as useful and reassuring and as adding enjoyment to their use of the uGrow app and tracking their baby’s development. The insights development process we followed showed how the quality of insights can be guaranteed by ensuring that insights are relevant, appropriate, and evidence based. In this way, insights are an example of meaningful DDI.