Lock Haven, PA, United States
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News Article | October 28, 2016
Site: www.prweb.com

Each June athletic trainers from all around the country gather for five days in a different city each year to further their education, learn about advancements in their field, and celebrate colleagues who go above and beyond to better the profession of athletic training. This year, during the National Athletic Trainers’ Association’s 67th Annual Clinical Symposia and AT Expo in Baltimore, Maryland, Kenneth Rogers was one of fifteen athletic trainers from around the country to receive this honor. Allan Parsells, Public Relations Chairman for the ATSNJ, sat down with Mr. Rogers to talk about his most recent award and his long career as an athletic trainer. AP: Mr. Rogers, thank you for taking the time to speak with me and congratulations on receiving the Most Distinguished Athletic Trainer award from the NATA. How did you first get into Athletic Training? KR: I had chronic ankle instability and my mom took me to see Dr. Torg at Temple sports medicine in Philadelphia. I had bilateral ankle surgeries in high school from him. Rehabilitation with Ted Quedenfeld at Temple. Many other injuries occurred with subsequent surgeries needed. Rehabbed with ATs at Penn Sports Medicine: Joe Vegso, Tina Bonci, Sandy Bush and Sue Genarurio. I asked them about the athletic training profession and went to Lock Haven University in Pennsylvania. I have had eight Orthopedic surgeries in my lifetime and many additional orthopedic injuries. AP: What is your educational background? KR: In 1983 I received a B.S. degree in Physical Education from Lock Haven University of Pennsylvania. I completed coursework and earned a M.S. degree in Exercise Physiology from the University of Illinois Urbana-Champaign in 2005 after beginning the coursework in 1987. Finally, in 2003, I completed a Ph.D. in Kinesiology from Temple University. AP: Who are your athletic training mentors in New Jersey? AP: What would you say is your greatest accomplishment as an athletic trainer? KR: Ability to serve on the Clinical Industrial Corporate committee as District 2 representative and Chairperson. AP: Where have you been employed and in what capacity? KR: I am currently employed at Alfred I duPont Hospital – Department of Orthopedics in Wilmington, Delaware as Program Manager – Clinical Research and Sports Medicine. I have been in this role since 2010. I began my career at Alfred I duPont Hospital in 2008 as Senior Clinical Research Coordinator. I began my career at the University of Wisconsin at Platteville as Head Athletic Trainer, Fitness Center Director, and Physical Education Department Instructor from 1985-1987. In between those two bookends of my current career, I worked for the University of Pennsylvania Sports Medicine Clinic, HEALTHSOUTH, Inc., in Philadelphia, Pennsylvania, University of Pennsylvania Health System – Presbyterian Medical Center, Department of Orthopedics, as well as other academic and consultant roles over the years. AP: What advice do you have for those young professionals in athletic training that are reading this article? KR: Follow your passion. Also follow the golden rules: Never burn a bridge, Treat everyone like you would want to be treated and never say anything bad about another person. AP: What feelings did you experience when you were awarded the MDAT award? KR: I was very humbled and never expected the award. Many people inside and outside the profession have provided support who are part of this award. AP: One of the requirements for the MDAT award is 20 years of BOC Certification. What do you feel is the key to longevity in the profession of athletic training? KR: Always learning and striving to become the best person that you can be in the moment. AP: How do you advocate for athletic trainers and the profession of athletic training? KR: I always tell people that I am an athletic trainer when I meet in any scenario. AP: Where do you see the profession of athletic training going in the next 5, 10 or 15 years? KR: I see the athletic training profession becoming more integrated in the overall healthcare community. AP: One last question. If you could have dinner with 2 people, dead or alive, who would you invite and why? KR: Genghis Khan because of his vision and management skills in building his empire. Leonardo da Vinci to understand how a person could be so innovative. AP: Mr. Rogers, congratulations on receiving the Most Distinguished Athletic Trainer award. Thank you for taking the time to answer these questions for me. KR: No problem. Thank you for your time.

Junco R.,Lock Haven University | Cotten S.R.,University of Alabama at Birmingham
Computers and Education | Year: 2012

The proliferation and ease of access to information and communication technologies (ICTs) such as Facebook, text messaging.; instant messaging has resulted in ICT users being presented with more real-time streaming data than ever before. Unfortunately, this has also resulted in individuals increasingly engaging in multitasking as an information management strategy. The purpose of this study was to examine how college students multitask with ICTs and to determine the impacts of this multitasking on their college grade point average (GPA). Using web survey data from a large sample of college students at one university (N = 1839), we found that students reported spending a large amount of time using ICTs on a daily basis. Students reported frequently searching for content not related to courses, using Facebook, emailing, talking on their cell phones.; texting while doing schoolwork. Hierarchical (blocked) linear regression analyses revealed that using Facebook and texting while doing schoolwork were negatively associated with overall college GPA. Engaging in Facebook use or texting while trying to complete schoolwork may tax students' capacity for cognitive processing and preclude deeper learning. Our research indicates that the type and purpose of ICT use matters in terms of the educational impacts of multitasking. © 2012 Elsevier Ltd. All rights reserved.

Junco R.,Lock Haven University | Cotten S.R.,University of Alabama at Birmingham
Computers and Education | Year: 2011

College students use information and communication technologies at much higher levels and in different ways than prior generations. They are also more likely to multitask while using information and communication technologies. However, few studies have examined the impacts of multitasking on educational outcomes among students. This study fills a gap in this area by utilizing a large-sample web-based survey of college student technology usage to examine how instant messaging and multitasking affect perceived educational outcomes. Since multitasking can impede the learning process through a form of information overload, we explore possible predictors of academic impairment due to multitasking. Results of this study suggest that college students use instant messaging at high levels, they multitask while using instant messaging, and over half report that instant messaging has had a detrimental effect on their schoolwork. Higher levels of instant messaging and specific types of multitasking activities are associated with students reporting not getting schoolwork done due to instant messaging. We discuss implications of these findings for researchers studying the social impacts of technology and those in higher education administration. © 2010 Elsevier Ltd. All rights reserved.

News Article | December 23, 2016
Site: www.eurekalert.org

A newly discovered virus infecting the fungus that causes white-nose syndrome in bats could help scientists and wildlife agencies track the spread of the disease that is decimating bat populations in the United States, a new study suggests. Regional variations in this virus could provide clues that would help researchers better understand the epidemiology of white-nose syndrome, according to Marilyn Roossinck, professor of plant pathology and environmental microbiology, College of Agricultural Sciences, Penn State. White-nose syndrome is a particularly lethal wildlife disease, killing an estimated 6 million bats in North America since it was identified in 2006. The disease, caused by the fungus Pseudogymnoascus destructans, first was found in New York and now has spread to 29 states and four Canadian provinces. Although several species of bats have been affected, some of the most prevalent species in the Northeast -- such as little brown bats -- have suffered estimated mortality as high as 99 percent. These losses have serious ecological implications. For instance, bats have a voracious appetite for insects and are credited with helping to control populations of mosquitoes and some agricultural pests. The researchers examined 62 isolates of the fungus, including 35 from the United States, 10 from Canada and 17 from Europe, with the virus infection found only in North American samples. P. destructans is clonal, meaning it is essentially identical everywhere it has been found in North America, making it difficult to determine how it is moving, said Roossinck, who also is affiliated with Penn State's Center for Infectious Disease Dynamics. "But the virus it harbors has quite a bit of variation," she said. "For example, in all the fungal isolates from Pennsylvania we analyzed, the viruses are similar. But those viruses differ from the ones we found in isolates from Canada, New York and so forth." Roossinck explained that fungal viruses are not readily transmitted among fungi, so the variation in the viral genome probably is occurring as the virus evolves within each fungal isolate, providing a marker. "So we believe the differences in the viruses reflect the movement of the fungus, and this viral variability should enable us to get a better handle on how the disease is spreading," she said. The virus is not thought to cause disease, but researchers don't yet know whether it influences the virulence of the fungus, Roossinck noted. "It's very difficult to study virulence in terms of infection in the bats in part because there are almost no bats left to study, and we don't have an experimental system that works." The researchers, who reported their results today (Dec 23) online in PLOS Pathogens, were able to eliminate the virus from one fungal isolate, which provided a virus-free isolate that they could compare to wild isolates that harbor the virus to look for biochemical changes. "Although we didn't look directly at the role of the virus in white-nose syndrome, there is evidence of a close biological relationship between the fungus and the virus," Roossinck said. "We found that the virus-free isolate makes many fewer spores than an isolate with the virus, suggesting that the virus may be beneficial to the fungus in reproduction. "We don't know whether the fungus spreads through spores or through direct contact between bats," she said. "But if it spreads via spores, the virus actually could be enhancing the spread of white-nose syndrome as a result of this increased spore production." Roossinck said the study has important implications in the search for ways to save the bats of North America. "There's a lot we don't know about white-nose syndrome, and before we can develop control strategies, we have to better understand the biology of the system. We now have a tool that can be used in broader studies to examine the epidemiology of the disease." Other Penn State researchers on this project were Vaskar Thapa, postdoctoral fellow in plant pathology and environmental microbiology, and Susan Hafenstein, assistant professor of medicine. Other researchers were Gregory G. Turner, Pennsylvania Game Commission; Barrie E. Overton, biology professor, Lock Haven University of Pennsylvania, and Karen J. Vanderwolf, formerly at New Brunswick Museum, Saint John, Canada, and now at University of Wisconsin, Madison. The Pennsylvania Game Commission, the Huck Institutes of the Life Sciences and the College of Agricultural Sciences, Penn State supported this research.

Educators and others are interested in the effects of social media on college students, with a specific focus on the most popular social media website - Facebook. Two previous studies have examined the relationship between Facebook use and student engagement, a construct related to positive college outcomes. However, these studies were limited by their evaluation of Facebook usage and how they measured engagement. This paper fills a gap in the literature by using a large sample (N = 2368) of college students to examine the relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Student engagement was measured in three ways: a 19-item scale based on the National Survey of Student Engagement, time spent preparing for class, and time spent in co-curricular activities. Results indicate that Facebook use was significantly negatively predictive of engagement scale score and positively predictive of time spent in co-curricular activities. Additionally, some Facebook activities were positively predictive of the dependent variables, while others were negatively predictive. © 2011 Elsevier Ltd. All rights reserved.

Because of the social media platform's widespread adoption by college students, there is a great deal of interest in how Facebook use is related to academic performance. A small number of prior studies have examined the relationship between Facebook use and college grade point average (GPA); however, these studies have been limited by their measures, sampling designs and failure to include prior academic ability as a control variable. For instance, previous studies used non-continuous measures of time spent on Facebook and self-reported GPA. This paper fills a gap in the literature by using a large sample (N = 1839) of college students to examine the relationship among multiple measures of frequency of Facebook use, participation in Facebook activities, and time spent preparing for class and actual overall GPA. Hierarchical (blocked) linear regression analyses revealed that time spent on Facebook was strongly and significantly negatively related to overall GPA, while only weakly related to time spent preparing for class. Furthermore, using Facebook for collecting and sharing information was positively predictive of the outcome variables while using Facebook for socializing was negatively predictive. © 2011 Elsevier Ltd. All rights reserved.

Junco R.,Lock Haven University
Computers in Human Behavior | Year: 2012

The omnipresence of student-owned information and communication technologies (ICTs) in today's college classrooms presents educational opportunities but can also create learning problems. Specifically, multitasking with these technologies can interfere with the learning process. Indeed, research in cognitive science shows that there are clear performance decrements when trying to attend to two tasks at the same time. This study examines the frequency with which students multitask during class using a large sample (N = 1,839) and examines the relationship between multitasking and academic performance as measured by actual overall semester grade point average (GPA). Students reported frequently text messaging during class but reported multitasking with other ICTs to a lesser extent. Furthermore, only social technologies (Facebook and text messaging) were negatively related to GPA. © 2012 Elsevier Ltd. All rights reserved.

Walker G.W.,Lock Haven University
Safety Science | Year: 2010

This case study is about a small group of workmen caught in a common dilemma regarding work safety. They must work safely and maintain production within a pathological organization that does not meaningfully reward participation or communication. They do so as a group and socially construct danger, injury and safety for themselves. They constitute a functioning counterculture and challenge the safety climate contrived by managers. Although limited in scope, the study suggests that we can learn from the details of their interactions with their work environment, with one another, and with their managers. © 2009 Elsevier Ltd. All rights reserved.

Agency: NSF | Branch: Continuing grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 590.30K | Year: 2011

The Nanoscience Scholars II program is providing scholarships and academic support to science students pursuing a baccalaureate in any science discipline, with either a minor in nanotechnology or a secondary associate of applied science in nanotechnology degree (in addition to the baccalaureate). The program uses nanoscale science and nanotechnology - exciting fields at the interface between disciplines to attract and engage new students. It builds on an NSF sponsored S-STEM program. This project is accomplishing two important goals. First, it is enabling the institution to thoroughly evaluate whether this strategy that focuses on interdisciplinary nanotechnology, intensive support through the Global Honors Program and the Nano Club science learning community, and increasingly independent research opportunities is an effective and replicable means to encourage more students to pursue education and careers in science and to help them succeed and graduate. Second, by enabling the institution to support additional cohorts of students for four years each, it is creating sufficient critical mass in terms of successful students and graduates over a long enough duration to institutionalize and sustain the program without external funding.

A new emphasis during this phase is on more intensive recruitment, focusing on high school guidance counselors in school districts with a high proportion of underrepresented and economically disadvantaged students. Scholarships are being determined by verified unmet need. Participants also receive a one-time scholarship for a Nanomanufacturing Technology Semester at the ATE Center at Penn State University. The Global Honors Program is helping students succeed through small, dynamic classes, a required first year seminar that introduces students to nanoscience and basic research and presentation skills, and the student directed Nano Club science learning community that helps support, motivate, and engage students throughout their undergraduate career. Optional opportunities to engage in meaningful research with faculty mentors involve students and arm them with the experience and motivation to pursue graduate education.

Intellectual Merit: Nanotechnology is inherently interdisciplinary. It offers opportunities for collaboration across disciplines and is an ideal focal point for attracting students to all sciences. The faculty Nanotechnology Group at the college supports students and models interdisciplinary collaboration. Science curricula require sequential acquisition of knowledge and skills along directed paths. Scholarships help students stay in college and in the sequences critical to success. The program features peer support and research opportunities, and provides the societal and implementation context that math and science courses often lack and are important factors in retaining underrepresented groups.

Broader Impacts: As lead institution in the Pennsylvania Collaborative for Applied Nanotechnology (PACAN), the college is situated to share experience and successes with other universities in the Pennsylvania State System of Higher Education, more than half of which are also developing nanotechnology programs. If nanotechnology and nanoscale sciences prove a logical entry into all sciences, the project plans to encourage other small institutions in Pennsylvania and around the nation to replicate this model.

Junco R.,Lock Haven University | Heiberger G.,South Dakota State University | Loken E.,Pennsylvania State University
Journal of Computer Assisted Learning | Year: 2011

Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to determine if using Twitter - the microblogging and social networking platform most amenable to ongoing, public dialogue - for educationally relevant purposes can impact college student engagement and grades. A total of 125 students taking a first year seminar course for pre-health professional majors participated in this study (70 in the experimental group and 55 in the control group). With the experimental group, Twitter was used for various types of academic and co-curricular discussions. Engagement was quantified by using a 19-item scale based on the National Survey of Student Engagement. To assess differences in engagement and grades, we used mixed effects analysis of variance (ANOVA) models, with class sections nested within treatment groups. We also conducted content analyses of samples of Twitter exchanges. The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities. This study provides experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role. © 2010 Blackwell Publishing Ltd.

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