Browsing by Subject "compliance"

Now showing 1 - 6 of 6
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    Arterial Compliance and Distensibility: A Comparison of Three Measurement Sites
    (2015-05) Watkins, Ashley
    Objective: Prior research has shown that measures of arterial wall thickness and arterial elasticity have predictive and prognostic value in the formation of atherosclerosis. We sought to determine if these measures were consistent in various vascular beds throughout the arterial system. Methods: We examined intima-media thickness (IMT), wall cross-sectional area (WCSA), lumen diameter (LD), cross-sectional (CSC1, CSC2) and diameter compliance (DC), cross-sectional (CSD) and diameter distensibility (DD), and incremental elastic modulus (IEM) in the common carotid artery, the brachial artery, and the abdominal aorta in children and adolescents ages 8.1 - 21.3 years old (n = 93 subjects; 45 males, 48 females). Spearman's correlation analysis was used to determine relationships between measurements from different arteries. Results: LD was found to be associated (ρ = 0.282, P = 0.009) between the brachial and carotid arteries. Between the brachial artery and abdominal aorta, LD (ρ = 0.456, P < 0.001), CSD% (ρ = 0.230, P = 0.027), and IEM (ρ = 0.221, P = 0.037) showed a significant association. Between the carotid artery and abdominal aorta, LD (ρ = 0.334, P = 0.002), DD% (ρ = 0.317; P = 0.001), CSD% (ρ = 0.317, P = 0.002), CSC2 (ρ = 0.283, P = 0.006), and IEM (ρ = 0.312, P = 0.002) were found to be associated. IMT was not found to be associated between any measurement sites. Conclusion: The carotid artery and abdominal aorta showed moderate correlation on most arterial elasticity measures. However, only a few brachial arterial elasticity measures showed a significant correlation with those in the carotid or abdominal arteries. Finally, there was no correlation between IMT at the three different sites. It is possible that these findings are a result of the varying amounts of muscular versus elastic content of these three arteries. Future research should examine the relative prognostic value of each measurement site in predicting atherosclerosis and cardiovascular disease risk.
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    Asthma: What can I do?
    (2010-07-22) Ward, Jason
    Asthma action plans fitted to individuals using medication dose training, asthma education, and allergy skin testing is unlikely to increase the chances that a patient will take his or her inhaled steroid (control) asthma medication. Intense counseling may reduce the use of rescue inhalers short term and allow patients to be more confident in their control of asthma, but the cost of such treatment reduces the overall benefit.
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    Federal Regulations and State Compliance for Energy Efficiency
    (HHH, 2015-04-27) Prebich, Thomas
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    Going Beyond Compliance to Dismantling Rape Culture: A Feminist Phenomenological Study of Title IX Administrators
    (2019-05) Steiner, Jennifer
    Data collected over the past 30+ years consistently show one in five women are sexually assaulted on college campuses (Mccauley & Casler, 2015), and that the occurrence may be even higher due to serious underreporting on campuses (Palmer & Alda, 2016). To better combat sexual assault on campus, universities are charged through federal law and policy (i.e., Title IX of the Educational Amendments of 1972) to create systems for the prevention, education, investigation, and adjudication of sexual misconduct. While these policies resulted in significant advances, the continuing rates of sexual assault on college campuses demonstrate that policy alone is not enough. One issue of a policy-focused approach is the focus on individual complainants as opposed to addressing the greater campus culture and climate. According to feminist theory, to solve a complex issue (like sexual assault), institutions must examine the systems that permit oppression to exist on our campuses (Ahmed, 2012). Feminist theory suggests that approaches to sexual assault focused on addressing the entire campus community may have better outcomes for decreasing occurrence of sexual assault while dismantling oppressive systems, such as rape culture, that have historically prevented progress on this issue. This study, using a feminist phenomenological approach (Gardiner, 2017), looked to campus administrators who enact Title IX on their campus to gain a deepened understanding of how college practitioners approach Title IX work. The study had 13 college administrators participate, representing institutions across the U.S. to uncover: How do those responsible for enacting Title IX understand their work as an effort to dismantle rape culture on university campuses? The overarching goal of the study was to identify methods of supporting college administrators in shifting from compliance-focused approaches to more holistic, preventative, culture-focused efforts. What was uncovered was that college campuses are locked within a compliance frame, limiting any potential progress for dismantling campus rape culture and declining rates of campus sexual assault. The study found to break this cycle, college administrators must not move quickly to action, but must focus first on the process of learning, unlearning, and relearning (Tlostanova & Mignolo, 2012). Promising practices for practitioners, policymakers, and further areas for research are also discussed.
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    Making a Big Deal out of Nothing: White Supremacy, Patriarchy, and Teacher Preeminence
    (2017-11) Godsey, Chris
    My experiences as a teacher, student, and co-facilitator of critical dialogue among men arrested for using violence against women tell me teachers who feel entitled to compliance from students share fundamental beliefs with men who feel entitled to compliance from women and with white people who feel entitled to compliance from people of color and indigenous people. White supremacy entitles white people to dominance, patriarchy entitles men to it, and teacher preeminence entitles teachers. Teacher preeminence resembles white supremacy and patriarchy in four habits of mind: obliviousness, denial, ignorance, and smugness. Doing autoethnography – understanding cultural experience by analyzing personal experience – creates opportunities to problematize teacher preeminence while challenging dominant epistemological notions of what and whose knowledge is of most worth: my intention was not to affect objectivity or authoritativeness; it was to practice rigorous subjectivity. My inquiry – conducted by reading personal essays I wrote between 1991 and 2017 and considering them on their own, cumulatively, and in relation to Chapter 2 theory about white supremacy, patriarchy, and teacher preeminence – confirmed I have enacted white supremacy since I was very young. It exposed that I have done it far more subconsciously and constantly than I realized, which leads me to believe I have also relied on entitlements to dominance as a teacher – I have often believed I am teaching from a place of openness when I am really just seeking compliance and trying to enforce it despite sincerely opposing dominance as a teachers’ entitlement. It also suggested most other teachers would find a lot they don’t want to see if they interrogate their methods and intentions for evidence of entitlements that allow us all — that often require us — to think about and treat students almost exclusively according to whether or not they comply with what we want.
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    Remember Your MEDS: Medication Education Delivers Success
    (University of Minnesota, College of Pharmacy, 2012) Rife, Kelsey M.; Ginty, Sarah E.; Hohner, Elizabeth M.; Stamper, Heather R.; Sobota, Kristen F.; Bright, David R.
    Background: Medication adherence is one of the largest barriers to better patient outcomes today. As pharmacists and student pharmacists expand their roles with community outreach projects, they have the potential to make a huge impact on improving adherence. Objective: To improve medication adherence through patient counseling and constructive resources, and to determine patient preferences of adherence tools. Methods: Student pharmacists partnered with a 340B pharmacy to promote the importance of medication adherence. Patients were counseled in an initial 10 minute session, and then given the opportunity to receive one or more of the following adherence tools: a pill box, timer, reminder refrigerator magnets, calendar stickers, refill reminder phone calls and/or text message reminders. A pre-survey was conducted to establish the patients’ baseline medication adherence using the validated ©Morisky Medication Adherence Scale (©MMAS-8). After three months, students conducted the post-survey via the ©MMAS-8 by calling the patients and asking them questions about the helpfulness of the adherence tools as well as the effectiveness of the initial counseling visit. Results: Sixty five patients with hypertension enrolled in the study, and 51 patients completed both the pre- and post-surveys. Patients improved from a 6.02 (SD +/- 1.62) average pre-score to a 6.83 (SD +/-1.25) average post score (p < 0.001). Pill boxes, text message reminders, and calendar stickers were respectively ranked as the top 3 most helpful tools studied. The refrigerator magnets were also considered helpful by most patients who used them. The timers were ranked the least helpful, mostly due to difficulty of use. Conclusion: Student pharmacists can have a positive impact on medication adherence through simple counseling and offering effective adherence tools.