Download NCIDQ free dump with free pdf

killexams.com National Council for Interior Design Qualification Certification exam guides are setup by IT specialists. We have a group of NCIDQ guaranteed individuals that cooperate to make a tremendous assortment of NCIDQ actual test inquiries for the possibility to simply go through and finish their test. Simply retaining the NCIDQ Practice test that we give is adequate to finish the NCIDQ test at the absolute first endeavor.

Exam Code: NCIDQ Practice test 2022 by Killexams.com team
NCIDQ National Council for Interior Design Qualification

The test includes 100 scored questions and 25 unscored pilot questions. The IDFX addresses the content areas of Building Systems and Construction, Programming and Site Analysis, Human Behavior and the Designed Environment, Construction Drawing and Specifications, among others. Candidates have three hours to complete the IDFX. Available to approved candidates with their education and work experience requirements, and new interior design graduates and students in the last year of a Bachelor or Master Degree-Seeking interior design program who have not yet completed their work experience.

IDPX computerized multiple choice exam
The Interior Design Professional test (IDPX) is available to approved candidates who have completed both their education and the required amount of work experience. The test consists of 150 scored questions and 25 unscored pilot questions. The IDPX addresses the content areas of Codes and Standards, Building Systems and Integration, Project Coordination, Professional and Business Practices, among others. Candidates are given four hours to complete the IDPX.

PRAC computerized interactive exam
The Interior Design Practicum test (PRAC) is available to approved candidates who have completed both their education and the required amount of work experience. PRAC utilizes three (3) CIDQ case studies: large commercial, small commercial, and multi-family residential, to assess a candidates ability to synthesize information related to the design process and make a judgment using the resources provided.

Interior design is a distinct profession with specialized knowledge applied to the planning and design of interior environments that promote health, safety, and welfare while supporting and enhancing the human experience. Founded upon design and human behavior theories and research, interior designers apply evidence-based methodologies to identify, analyze, and synthesize information in generating holistic, technical, creative, and contextually-appropriate design solutions.

Interior design encompasses human-centered strategies that may address cultural, demographic, and political influences on society. Interior designers provide resilient, sustainable, adaptive design and construction solutions focusing on the evolution of technology and innovation within the interior environment. Qualified by means of education, experience, and examination, interior designers have a moral and ethical responsibility to protect consumers and occupants through the design of code-compliant, accessible, and inclusive interior environments that address well-being, while considering the complex physical, mental, and emotional needs of people.

Interior designers contribute to the interior environment with knowledge and skills about space planning; interior building materials and finishes; casework, furniture, furnishings, and equipment; lighting; acoustics; wayfinding; ergonomics and anthropometrics; and human environmental behavior. Interior designers analyze, plan, design, document, and manage interior non-structural/non-seismic construction and alteration projects in compliance with applicable building design and construction, fire, life-safety, and energy codes, standards, regulations, and guidelines for the purpose of obtaining a building permit, as allowed by law.

​Every PRAC question will be attached to a case study which will include various resources surrounding the design scenario. CIDQ case studies include: a project scenario, universal codes, a plan and other resources that might be needed to answer a question correctly. As with the multiple choice exams, all PRAC questions are worth one point and the question must be answered in its entirety. No partial credit will be given. Candidates are given 4 hours to complete the PRAC Exam.

Interior design includes a scope of services which may include any or all of the following tasks:
Project Management: Management of project budget, contracts, schedule, consultants, staffing, resources, and general business practices. Establish contractually independent relationships to coordinate with, and/or hire allied design professionals and consultants.

Project Goals: Understand, document, and confirm the clients and stakeholders goals and objectives, including design outcomes, space needs, project budget, and needs for specific or measurable outcomes.

Data Collection: Collect data from client and stakeholders by engaging in programming, surveys, focus groups, charrette exercises, and benchmarking to maximize design outcomes and occupant satisfaction.

Existing Conditions: Evaluate, assess, and document existing conditions of interior environments.

Conceptualization: Application of creative and innovative thinking that interprets collected project data and translates a unique image or abstract idea as a design concept, the foundation of a design solution. The concept is then described using visualization and communication strategies.

Selections and Materiality: Selection of interior building products, materials, and finishes; furniture, furnishings, equipment, and casework; signage; window treatments, and other non-structural/non-seismic interior elements, components, and assemblies. Selections shall be made based on client and occupant needs, project budget, maintenance and cleaning requirements, lifecycle performance, sustainable attributes, environmental impact, installation methods, and code-compliance.

Documentation: Develop contract documents for the purposes of communicating design intent and obtaining a building permit, as allowed by law. Documentation by phases may include schematic, design development, and construction drawings and specifications. Drawings may consist of floor plans, partition plans, reflected ceiling plans, and finish plans; furniture, furnishings, and equipment plans; wayfinding and signage plans; code plans; coordination plans; and elevations, sections, schedules, and details illustrating the design of non-load-bearing / non-seismic interior construction and/or alterations.

Coordination: Overseeing non-structural/non-seismic interior design scope in concert with the scope of allied design professionals and consultants, including, but not limited to, the work of architects, mechanical, electrical, plumbing, and fire-protection engineers and designers, and acoustical, audio-visual, low-voltage, food service, sustainability, security, technology, and other specialty consultants. Coordination can include, but is not limited to:

Placement, style and finish of mechanical, electrical, plumbing, and fire-protection devices, fixtures, and appurtenances (i.e., accessories) with the design of the interior environment.

Ceiling materials and heights; interior partition locations.

Acoustical appropriateness of spatial arrangements, construction, and finish materials.

Working closely with contractors to respect budgetary constraints and contribute to value engineering efforts.

Contract Administration: Administration of the contract as the owners agent, including the distribution and analysis of construction bids, construction administration, review of contractor payment applications, review of shop drawings and submittals, field observation, punch list reports, and project closeout.

Pre-Design and/or Post-Design Services: Tasks intended to measure success of the design solution by implementing various means of data collection, which may include occupant surveys, focus groups, walkthroughs, or stakeholder meetings. Collection and reporting findings can range from casually to scientifically gathered, depending on the projects scope and goals.

National Council for Interior Design Qualification
CIDQ study help
Killexams : CIDQ study help - BingNews http://www.bing.com:80/news/search?q=CIDQ+study+help&cc=us&format=RSS Search results Killexams : CIDQ study help - BingNews http://www.bing.com:80/news/search?q=CIDQ+study+help&cc=us&format=RSS https://killexams.com/exam_list/CIDQ Killexams : Online Interior Design Bachelor’s Degree No result found, try new keyword!Candidates must hold a degree, have work experience in the field and pass an test to earn the NCIDQ certificate ... completed in four years of full-time study. Students who have completed courses ... Sat, 18 Jan 2014 08:07:00 -0600 text/html https://www.usnews.com/education/online-education/interior-design-bachelors-degree Killexams : Large study estimates risks and prevalence of long COVID in children

New research published in JAMA Network Open offers new insights into the risk children face from long COVID. The findings reveal long COVID is relatively rare in children, and most prevalent in hospitalized adolescents over the age of 14.

The new study is one of the largest to investigate the lingering effects of COVID-19 in children. Almost 2,000 children were tracked for at least 90 days beyond their acute illness.

Overall, 9.8% of children hospitalized with COVID-19 displayed some lingering symptoms three months later. For non-hospitalized children that rate dropped to 4.6%. Coughs, shortness-of-breath and fatigue were the most commonly reported long COVID symptoms in children.

Several factors alongside hospitalization were found to increase a child’s risk of developing long COVID. Females over the age of 14 who presented to hospital with four or more symptoms were most likely to show signs of long COVID at 90 days.

Nathan Kuppermann, co-principal investigator on the new study, said it seems long COVID appears less frequently in children compared to adults. He also noted the findings can help parents and doctors identify those children most at risk of long COVID.

"Reported rates of long COVID in adults are substantially higher than what we found in children," said Kuppermann. "Our findings can inform public health policy decisions regarding COVID-19 mitigation strategies for children and screening approaches for long COVID among those with severe infections."

Exactly why older children seem more likely to develop long COVID than younger children is unclear. One hypothesis suggested is older children are more likely to be able to effectively verbalize specific symptoms compared to young children, which could account for the higher rates of long COVID in teenagers.

"We're relying on parents to report how their kids are acting," Kuppermann explained to NBC News. "A two-year-old isn't going to tell you about COVID fog, and I'm not sure their parent would be able to detect COVID fog in a way that maybe a 15-year-old could."

While the study is somewhat good news for parents, confirming long COVID is less prevalent in children than adults, it does also indicate the persistent condition is still a problem for a small minority of young people. Todd Florin, another investigator on the project, said long COVID is still appearing in children and there is a crucial need for researchers to investigate novel treatments.

"Unfortunately, there are no known therapies for long COVID in children and more research is needed in this area,” said Florin. “However, if symptoms are significant, treatment targeting the symptoms is most important. Multidisciplinary care is warranted if symptoms are impacting quality of life."

The new study was published in JAMA Network Open.

Source: University of Calgary

Sun, 24 Jul 2022 13:41:00 -0500 en-US text/html https://newatlas.com/health-wellbeing/long-covid-children-rate-risk-study/
Killexams : Prospective Students FAQ

Prospective Students FAQ


MY UNDERGRADUATE DEGREE IS NOT AN INTERIOR DESIGN OR ARCHITECTURE-RELATED DEGREE. WILL I BE ABLE TO APPLY TO THE INTERIOR DESIGN MFA PROGRAM?

Applicants with undergraduate backgrounds that are unrelated to interior design or architecture will take one year of preparatory study (two semesters consisting of 24 credits) followed by two years (60 credits). These students complete 84 credits in three years.

MY UNDERGRADUATE DEGREE IS AN INTERIOR DESIGN OR ARCHITECTURE-RELATED DEGREE; WILL I BE CONSIDERED FOR A TWO-YEAR MFA OPTION?

Applicants with undergraduate backgrounds that are related to interior design or architecture (pre-professional or professional programs) are primarily considered for the two-year MFA. The admissions committee will review the application, including transcripts to ensure the applicant’s academic experience meets the requirements necessary to waive one year of preparatory study.

I AM INTERESTED IN TEACHING, WILL THIS MFA PROGRAM PREPARE ME FOR THAT CAREER?

We emphasize placing one’s design work into a larger social, political and intellectual framework, which is an excellent underpinning for teaching. Our MFA degree will prepare students to teach at the college level. We offer a teaching practicum elective course for students interested in teaching.

There are also opportunities to take elective classes in art and design education focusing specifically on college teaching, design theory, and history in the Interior Design Department, as well as in the departments of History of Art and Design, Architecture, Industrial Design, and beyond.

I HAVE SOME PROFESSIONAL EXPERIENCE IN INTERIOR DESIGN. WHAT ARE THE BENEFITS OF GOING TO GRADUATE SCHOOL FOR INTERIOR DESIGN?

As a professional, your ability to thrive long-term in the design world will be greatly enhanced. Having an MFA degree lets both potential employers and potential clients know that you have had a rigorous education in both the technical and creative aspects of the field.

With a master’s degree, one has more of a chance to distinguish oneself in a competitive market. Our program will allow you the time to add to your knowledge and abilities.  Pursuing a concentration (explained below) offers an opportunity for greater depth of study, and developing new expertise within the discipline of interior design.  Taking an internship during your study also enhances your ability to gain new employment, or to pursue a teaching career.  

WHAT DOES PRATT LOOK FOR IN AN INTERIOR DESIGN MFA APPLICANT?

We do not have a preconceived notion of the ideal student. We look for applicants with ambition, curiosity, discipline, and intelligence. We currently have a very diverse student body with a rich set of experiences and skillsets that are shared through working together and through the discourse inspired by design studio work and supporting coursework. We recommend that applicants to the MFA program take particular care with their personal statement; showing a clear correlation between what our program offers and the applicant’s own goals and ambitions. In our program, we offer the chance for each student to select an area of concentration to enhance and focus one’s design education.  While it would not be necessary to declare a formal commitment to one of the areas of concentration offered, thoughtful consideration of one’s interests may also strengthen an application (see below for information on concentrations).

WHY IS INTERIOR DESIGN EDUCATION CENTERED ON THE IDEA OF THE DESIGN STUDIO?

Our design studio sequence is the core of our undergraduate and graduate programs.  Students and faculty explore both specific problem-solving strategies and the broad concerns related to the interior design discipline. Projects may be based on a variety of subject matter.  For example, they may focus on: flows of people and things, interaction with context, ecologies of images in media and other modes of representation, and ever-evolving in its relationship to emerging technologies. Our dedicated educational community encourages deep philosophical and theoretical explorations to produce varied aesthetic expressions while considering ethical responsibility and practical applications in line with professional standards.  Students learn to critically question and analyze many contexts in order to design for a diverse group of people.  With a firm commitment to social and environmental responsibility, a studio may also ask students to contribute to the enhancement of the human environment by considering function, health, safety, and welfare. Studio is the place where you have the freedom and the support to develop your individual identity as a designer, to help you find and engage the issues and interests that will sustain you as a student and a practitioner.

WHAT ARE CONCENTRATIONS?

Concentrations are areas of specialization, to provide students the opportunity to gain advanced skills and knowledge in a particular aspect of the interior. Concentrations can be formed through courses that include Electives, Interior Options Lab, and Interior Design Options Studio. 

Concentration areas include:

Our Interior Design Options Studios allow students to further explore specific design issues aligned with the concentration areas, as well as elective courses and Interior  Options Labs offered in an area of specialization. Elective courses may be taken within the department as well as in other academic departments at Pratt.

WHAT IS AN OPTIONS LAB?

An Interior Design Options Lab is an elective course, and at least one is required for the MFA. An Options Lab is similar to studio as students will research, explore and make things in a hands-on manner.  The labs focus on different Topics and details related to the interior.

Some of the three-credit Options Labs promote interdisciplinary and cross-disciplinary coursework with disciplines such as industrial design and communication design.

Is it required to make a concentration of Elective courses/Options Labs and Options studios while I am at Pratt? 

It is not required to make a concentration, but choosing this option will enhance your education.  You may also choose to select courses and studios that take advantage of more than one area of study.

Rank, Accreditation and NCIDQ Exam


IS PRATT’S MFA PROGRAM HIGHLY REGARDED?

Since 2006, Design Intelligence has consistently ranked our graduate program in the top three across the country. Our graduate program is also admired nationally by deans for our quality of teaching, emphasis on design and international student body, as well as for maintaining a balance between theory and practice.

IS THE MFA PROGRAM CIDA ACCREDITED?

The graduate program is not accredited; yet, our undergraduate program is.

WILL I BE ELIGIBLE TO TAKE THE NCIDQ test WITH A GRADUATE DEGREE FROM PRATT’S MFA PROGRAM?

Yes; completing the 60 credits of the MFA satisfies the educational requirement of the NCIDQ exam. For more information, visit cidq.org.

Application: Process


IS THE GRE REQUIRED?

The GRE is not required. 

I HAVE AN ASSOCIATE’S DEGREE IN INTERIOR DESIGN; CAN I APPLY TO THE GRADUATE PROGRAM?

An associate’s degree does not fulfill the requirements to apply to our graduate program. You must have a bachelor’s degree (or international equivalent) to apply to the master’s program.

HAVE YOU RECEIVED MY APPLICATION MATERIALS?

You can check on one’s application status at ApplyWeb at any point to find out what has been received.

Application: Portfolio


WHAT ARE THE DEPARTMENT’S REQUIREMENTS?

Requirements can be found on our Admissions Page.

I AM COMING FROM A NON-DESIGN BACKGROUND. SHOULD I SUBMIT A PORTFOLIO OF MY INDEPENDENT DESIGN OR ARTWORK?

We encourage all applicants to submit a portfolio of their best work, yet a portfolio is not required with your application if you will be taking the preparatory year for 24 credits, followed by 60 credits over the next two years.

If you want to submit a portfolio, show us your strengths and interests as they will supply us a view of you in relation to studying interior design. Here are some tips:

  • label work clearly

  • check for legibility of images reduced for posting on Slideroom (the site we use for online portfolios)

  • attribute your contributions to group work

  • distinguish between professional and school work

  • show your creativity and passion

Application: TOEFL/IELTS Scores


WHAT IS THE REQUIRED SCORE FOR GRADUATE INTERIOR DESIGN?

Requirements can be found on our Admissions Page.

CAN I SEND MY SCORE IN AFTER THE APPLICATION DEADLINE?

Yes, all documents should be received by the application deadline listed on our Admissions Page. Without the minimum score, your application is considered incomplete. The department will review your completed application once your TOEFL or IELTS score has arrived.

HOW AND WHEN WILL I FIND OUT IF I HAVE BEEN ACCEPTED?

We send letters to accepted students both by email and regular mail. If your application is successful, an email will arrive from the Chair of the department, and a formal letter will follow in the mail.  Information from the Office of Admissions will also come to you. We generally send out acceptance letters in March.

Application: Visiting Campus and/or the Department


MAY I VISIT PRATT CAMPUS AND THE DEPARTMENT?

It is not required, but applicants are strongly encouraged to visit the school during the academic year, to better understand the department’s philosophy and methodology. An applicant will be able to take a campus tour, meet students and faculty, as well as sit in and observe a class, an excellent way to get a sense of the program.

To make an appointment to see the Interior Design department facilities and examples of student work, please contact the Assistant to the Chair or int@pratt.edu / 718.636.3630).

MAY I MEET WITH A FACULTY MEMBER TO GET MORE INFORMATION ABOUT THE PROGRAM?

We recommend that prospective students attend Graduate Information Sessions for more information about the program. However, as part of the visit or campus tour, prospective students are welcome to request to meet with someone from the department for a brief introduction. Please contact Assistant to the Chair or int@pratt.edu / 718.636.3630).

Program: Time frame


WILL I BE ABLE TO COMPLETE THE PROGRAM IN FEWER THAN THE TWO OR THREE YEARS AS DESCRIBED ABOVE OR ON THE WEBSITE?

No. The curriculum is structured by the design studio sequence and these courses must be taken in order. Some courses may be available in the summer, and these may be discussed with an academic advisor.

Program: Preparation


WHAT ARE SOME THINGS I CAN DO TO PREPARE FOR GRADUATE STUDY, COMING FROM A NON-DESIGN BACKGROUND?

We recommend taking free-hand drawing courses, drafting courses, or other courses in art, construction, sculpture, or similar. . Immerse yourself in art and architectural history through books and museums. Teaching yourself or taking a class in the Adobe software suite (especially Photoshop) is also helpful.

Accepted Incoming Students


I HAVE BEEN ACCEPTED TO THE PROGRAM AND PLAN TO ATTEND, WHAT ARE THE FIRST STEPS?

The Accepted Graduate Students Page is a good place to start for initial questions.

The Interior Design Department can answer your academic questions: about the program, specific classes, requirements, etc. We send out information about the program, graduate assistantships, and registration for fall classes by early summer.

Registration


I HAVE BEEN ACCEPTED, WHEN MAY I REGISTER FOR CLASSES?

All students who have paid a deposit will receive an email with their Pratt email address and password. One cannot complete any part of the registration process without your email and password. All registration activities and important Pratt information will be sent to your Pratt email address ONLY. If you need help determining your login name or password or have trouble accessing a particular system, contact Pratt's Help Desk at helpdesk@pratt.edu or 718.636.3765.

The Interior Design Department will send out a registration package in early summer. For incoming students, we require an advisement session during Orientation Week. This consists of a short meeting with your academic advisor who will review your registration.

IS THERE A DEADLINE TO REGISTER FOR CLASSES?

Because graduate students pay per credit (not per semester), one will most likely register before August 1st so that your bill will reflect the accurate amount for tuition. if you register after the date that your semester tuition bill is due, your bill will be adjusted. Beyond those conditions, you must register before you attend class. Registering early is a good idea, as classes do fill up. You will be able to register or make changes to your academic plans until the first day of school with no penalty.

MAY I TAKE MORE THAN THE RECOMMENDED CLASSES IN A SEMESTER?

We do not recommend taking more credits in any given semester than the published curriculum summary schedule.

WHEN MAY I BEGIN TO TAKE ELECTIVES?

Each student will have opportunities to select elective credits as part of the program, but a general rule is to take required classes first. This will avoid delays due to scheduling conflicts and ensure one has the knowledge needed.

Cost


HOW MUCH DOES IT COST TO ATTEND PRATT?

Estimates for the cost of attendance are online.

FOR WHAT SORT OF FINANCIAL AID AM I ELIGIBLE?

The department considers all accepted students for merit-based scholarships. If one is received, it will be indicated in the acceptance letter. In addition, the department has some endowed scholarship funds to award to students in good academic standing.  We also offer graduate assistantships, which may be applied for in the beginning of the first semester. . Students who are U.S. citizens or permanent residents should submit the FAFSA (www.fafsa.ed.gov) in order to apply for loans up to the full cost of attendance. 

Outside Scholarships: The following organizations sponsor scholarships specifically for interior design students:

I HAVE A FULL TIME 9–5 JOB; MAY I WORK AND ATTEND SCHOOL AT THE SAME TIME?

The program was developed to be full-time, and our required classes run during the day, so it is difficult and not suggested to maintain a full-time job while pursuing the degree. However, students are assigned academic advisors who can assist with a customized academic plan which considers the possibility of a part-time schedule.  

Other Questions


DOES PRATT HELP PLACE GRADUATES FOR WORK?

Pratt does help place graduates as well as help establish ties to the design world through contact with instructors (many of them are also practitioners), lecturers, and jurors. Take a look at Pratt’s Center for Career and Professional Development to see a robust job-search resource for Pratt students and alumni.   

IS THERE A REQUIRED memorizing LIST BEFORE I ARRIVE?

The following is a small list of anthology sources of essays that are not required, but may interest you related to design theory and thinking:

Preston, Julieanna, and Mark Taylor, editors. Intimus: Interior Design Theory Reader, John Wiley & Sons Ltd, 2006.

Lois Wenthal, editor. Toward a New Interior: An Anthology of Interior Design Theory, Princeton Architectural Press, 2011.

MAY I BORROW THESES, OR OTHER BOOKS FROM THE PRATT LIBRARY?

You must first register for fall classes, then get an ID in order to take materials out of the Library. To get your ID you’ll need a print-out of your schedule (available through the same pages on my.pratt.edu that you use to register) and your ID number. The office that issues ID’s is in the ARC building.

I AM COMING FROM A NON-DESIGN BACKGROUND, AND I AM NOT SURE IF I WANT TO APPLY. MAY I TAKE CLASSES BEFORE APPLYING?  

Non-matriculated students are allowed to take a total of 12 credits from the preparatory study Foundations year. You may contact the department for more information.  

I HAVE BEEN ACCEPTED TO THE PROGRAM, MAY I TAKE CLASSES EARLIER IN THE SUMMER?

Accepted students will not be allowed to take courses from the program prior to the semester indicated in the offer letter. However, students are welcome to take preparatory courses indicated in the registration packet during the summer.

Tue, 18 Nov 2014 08:16:00 -0600 en text/html https://www.pratt.edu/academics/school-of-design/graduate-school-of-design/interior-design-grad/interior-faq/
Killexams : Large-Scale Study Suggests Link Between Temporary Menstrual Changes and Covid-19 Vaccine

The most comprehensive analysis of menstrual changes following a Covid-19 vaccination has revealed that its recipients experienced pre- and postmenopausal changes in the first two weeks following vaccination.

After receiving the vaccine in early 2021, a significant number of menstruating or formerly menstruating people began experiencing unexpected bleeding. Many of these cases were considered anecdotal, but slowly a pattern emerged.  

Changes in menstruation are not unheard of when it comes to vaccines. Other vaccines such as those for HPV, Hepatitis B, and typhoid have also been linked to changes in menstruation. This side effect is believed to have less to do with hormonal changes and more to do with elevated immune-related inflammatory pathways. Researchers suspect that these changes are only temporary.

In April of 2021, the study team surveyed over 35,000 people regarding their experiences after vaccination. The survey questions included information on demographics and other things but also focused on reproductive history and menstrual bleeding.

On June 29th, 2021, the researchers retrieved the survey data. Because menstrual changes have also been linked to Covid-19 infection, those who had the virus were not included in the analysis. People 45-55 years of age were also excluded to avoid confusion about menstrual changes related to perimenopause.

The analysis specifically focused on those who menstruate regularly, and those who have menstruated in the past but do not do so currently. This included postmenopausal individuals and those suppressing menstruation through hormonal therapies for whom bleeding would be highly unlikely.

The researchers reported that 42.1% of the respondents were revealed to have had a heavier menstrual flow following vaccination. For some, these changes happened within the first seven days after vaccination, but for the majority, changes occurred 8-14 days following vaccination. On the other hand, 43.6% of the respondents reported no change in menstrual flow, while only 14.3% noticed a mix of lighter flow to no change in flow.

However, the study was reliant on experiences that were self-reported and logged more than 14 days after the vaccination. Because of this, the researchers could not establish causality, and the study cannot be considered a reliable predictor of the general population. It can, however, be used to identify potential associations between an individual's demographics, reproductive history, hormonal status, and menstrual changes after vaccination.

For example, participants were more likely to report heavier bleeding following vaccination after having experienced pregnancy, while those who had yet to supply birth experienced only a slight increase.

After receiving the vaccine, most non-menstruating premenopausal respondents on hormonal treatment experienced bleeding. Over 70% of the respondents who used long-acting reversible contraception, along with another 38.5% undergoing hormone treatments for gender-affirmation, also claimed to have had this side effect.

Respondents who identified as non-white, Hispanic/Latinx, were older, or experienced fever or fatigue after vaccination were more likely to have had a heavier menstrual flow as a side effect than other groups who had received the Covid-19 vaccine. Others with reproductive disorders such as menorrhagia, fibroids, endometriosis, among others were also more likely to have experienced heavier menstrual flow post-vaccination.

Though an increase in menstrual flow can be only temporary in some people, these changes, nonetheless, can be alarming.

Breakthrough bleeding in postmenopausal individuals and those using gender-affirming hormones could be an early warning sign of some cancers. This unexpected experience can lead one to worry and seek out procedures for cancer screening that can be invasive and expensive.

When it comes to the early diagnosis of cancer, screenings are essential. It would also be helpful for diagnostic purposes to know if there are other underlying causes for the bleeding. But anyone who experiences breakthrough bleeding should see a doctor.

Menstruation is a natural and expected part of life that can be affected by all kinds of stressors. And a change in bleeding patterns can be noticeable, but the reason for the change is not always apparent. In the future, it would be helpful to include questions regarding menstruation in vaccine testing beyond those referring to pregnancy. Information such as this could possibly prevent unnecessary worry and the expensive and invasive screenings that come with detecting cancers.

Sources: Science, University of Illinois, PLOS

Sat, 30 Jul 2022 03:00:00 -0500 text/html https://www.labroots.com/trending/health-and-medicine/23283/large-scale-study-suggests-link-temporary-menstrual-changes-covid-19-vaccine-2
Killexams : There’s no place like home, except maybe the office No result found, try new keyword!Focused work Studies and dens are spaces to help staff focus ... The den is a relaxed version of the study, with worktables replaced by coffee tables and seating replaced by oversized chairs. Sun, 10 Jul 2022 12:00:00 -0500 text/html https://www.bizjournals.com/triangle/news/2022/07/11/there-s-no-place-like-home-except-maybe-the-office.html Killexams : January 2019 Newsletter

Message from the Dean

Happy New Year and welcome to 2019! If you have been following Baylor on social media you know that we are attempting to become what is called a Research 1 or R1 university, to become a Christian, research university. We have an academic strategic plan called Illuminate that provides the vision and direction for this significant work. The importance of this effort is going to have a meaningful impact on teaching and learning in ways that will influence our students with very positive outcomes. More students are coming to institutions of Higher Education wanting to gain research skills combined with strong learning and mentoring experiences. Presidents of universities in the US always discuss the significant benefits to students and faculty and the national recognition that comes when they become an R1 institution.

Robbins College is advancing the mission of Illuminate through our own strategic plan. We have already increased the submission of proposals to granting agencies by approximately 400%. Additionally, we have been receiving prestigious federal awards all of which help advance Baylor’s goal of becoming an R1 institution. We also understand that some might think this would have a negative effect on teaching and learning. In my conversations, I began to realize the need to discuss how much research and the work of conducting research enhances a faculty member’s ability to mentor students and bring novel and new ideas to the classroom. Most of our work…community outreach, community research, writing for publication, conducting research in a lab, creative works to name a few…all of them, though considered research and scholarship, involve a significant amount of teaching and learning. Students are included in all aspects of answering our calling in and out of the classroom. Below is an image that helps demonstrate graphically how all of our work involves teaching and learning. Students being involved in research with faculty find that it brings a wonderful and fulfilling mentoring experience they remember for the rest of their lives. Students talk of professors discussing the latest research findings in their labs or in the community or in an approach to the design of a usable space that greatly enhances their learning in the classroom.

Below are examples of projects, ones that involve moving Baylor to an R1 status while advancing the academic reputation of Baylor and Robbins College. Yet, they also involve teaching and learning for our students that enhances our ability to prepare students for success post-graduation.

I hope you enjoyed Christmas!

Grip Strength of Children Gives Clues about Their Future Health

Grip Strength of Children

Measuring hand grip can help identify youths who could benefit from lifestyle changes to Strengthen health, Baylor researcher says — Adolescents with a strong hand grip — an indicator of overall muscle strength — have better odds of being healthy over time, according to a two-year study of 368 elementary school children.

While other studies have shown that muscle weakness as measured by grip strength is a predictor of unhealthy outcomes — including cardiovascular and metabolic diseases, disability and even early mortality — this is the first to do so for adolescent health over time, a Baylor University researcher said.

“What we know about today’s kids is that because of the prevalence of obesity, they are more at risk for developing pre-diabetes and cardiovascular disease than previous generations,” said senior author Paul M. Gordon, Ph.D., professor and chair of health, human performance and recreation in Baylor’s Robbins College of Health and Human Sciences.

“This study gives multiple snapshots over time that provide more insight about grip strength and future risks for developing diabetes and cardiovascular disease,” he said. “Low grip strength could be used to predict cardiometabolic risk and to identify adolescents who would benefit from lifestyle changes to Strengthen muscular fitness.”

The study — The study — "Grip Strength is Associated with Longitudinal Health Maintenance and Improvement in Adolescents" — is published in The Journal of Pediatrics. It was conducted by researchers at Baylor University, the University of Michigan and the University of New England.

Students tracked in the study were assessed in the fall of their fourth-grade year and at the end of the fifth grade. Using the norms for grip strengths in boys and girls, researchers measured the students’ grips in their dominant and non-dominant hands with an instrument called a handgrip dynamometer.

Researchers found that initially, 27.9 percent of the boys and 20.1 percent of the girls were classified as weak. Over the course of the study, boys and girls with weak grips were more than three times as likely to decline in health or maintain poor health as those who were strong.

Researchers also screened for and analyzed other metabolic risk factor indicators, including physical activity, cardiorespiratory fitness, body composition (the proportion of fat and fat-free mass), blood pressure, family history, fasting blood lipids and glucose levels.

“Even after taking into account other factors like cardiorespiratory fitness, physical activity and lean body mass, we continue to see an independent association between grip strength and both cardiometabolic health maintenance and health improvements,” Gordon said.

While much emphasis has been placed on the benefits of a nutritious diet and aerobic activity, this study suggests that greater emphasis needs to be placed on improving and maintaining muscular strength during adolescence.

If someone with a strong grip develops an even stronger grip, “we don’t necessarily see a drastic improvement in that individual’s health,” Gordon noted. “It’s the low strength that puts you at risk.

“Given that grip strength is a simple indicator for all-cause death, cardiovascular death and cardiovascular disease in adults, future research is certainly warranted to better understand how weakness during childhood tracks into and throughout adulthood,” he said. “Testing grip strength is simple, non-invasive and can easily be done in a health care professional’s office. It has value for adults and children.”

*An estimated 17.2 percent of U.S. children and adolescents aged 2 to 19 years are obese and another 16.2 percent are overweight, according to the National Center for Health Statistics. Excess weight carries a greater lifetime risk of diabetes and premature heart disease. While the World Health Organization and the U.S. Department of Health and Human Services recommend that youths perform at least 60 minutes of moderate to vigorous physical activity daily — including vigorous activity at least three days a week — fewer than a quarter of U.S. children do so, according to a report by the nonprofit National Physical Activity Plan Alliance.

ABOUT THE STUDY

The data source was the Cardiovascular Health Intervention Program (CHIP), supported by a subcontract from the Children’s National Medical Center in Washington, D.C., which was funded from The Clark Charitable Foundation. Co-researchers were lead author Mark D. Peterson, Ph.D., assistant professor, University of Michigan Department of Physical Medicine and Rehabilitation in Ann Arbor, Michigan; Baylor graduate Sonja Smeding, B.S. (Biology), ’18; and Paul Visich, Ph.D., professor and chair, University of New England’s Department of Exercise and Sport Performance in Biddeford, Maine.

Combat Veterans with PTSD Report Better Mental Health After Therapeutic Horseback Riding Intervention

Photo of a horse in reins

Veterans with combat-related post-traumatic stress disorder were less anxious and depressed and had an improved quality of life after an eight-week therapeutic horseback riding program, according to a Baylor University study.

“PTSD is difficult to treat. But those who went through the program reported lessening of symptoms and better mental health,” said lead author Beth A. Lanning, Ph.D., associate chair and associate professor of public health in Baylor’s Robbins College of Health and Human Sciences.

“The veterans felt less anxious, depressed, angry and isolated than before the intervention,” she said. “They indicated feelings of self-acceptance, increased confidence, gratitude and hope, as well as increased patience.”

The data revealed clinically significant improvements in depression and post-traumatic stress symptoms in the veterans who participated in the therapeutic riding program compared to those who did not participate.

The finding is significant because 17 years after 9/11, combat-related PTSD in military service personnel remains a national public health concern, with estimates ranging from 2 to 17 percent in veterans. Mental health diagnoses among active duty military personnel have increased by 65 percent during the past decade, including adjustment disorders, depression, substance abuse, anxiety and PTSD, according to the Armed Forces Health Surveillance Center. Further, the U.S. Department of Veterans Affairs estimates that 20 veterans commit suicide every day.

The study was published in the Human-Animal Interaction Bulletin.

While animal-assisted activities and therapies are emerging as an effective intervention for mental and physical health issues among various groups of people, few studies include military service members. To date, this is the largest published study designed to examine the immediate and long-term effects of therapeutic riding on post-traumatic stress symptoms, depression and quality of life for military service members, Lanning said.

Requirements for participants included having served in any of the three Iraq and Afghanistan war missions; not having participated in any equine-assisted therapies or activities in the past 6 months; and having been diagnosed with PTSD.

The study included 89 participants in two groups — one composed of 51 individuals who went through the horseback riding and one a comparison group of 38 veterans. Those in both groups were allowed to continue traditional therapy such as cognitive behavioral therapy and medications if already enrolled. A little more than half were attending a traditional psychotherapy program; 36 percent had completed a therapy program such as cognitive behavioral therapy.

The eight-week horseback riding program consisted of weekly 90-minute sessions, with participants sharing a meal before each session. The first four weeks included grooming, leading and working with the horse in a round pen to develop a relationship. The last four weeks including riding and horsemanship exercises. Participants selected their own horse for the program, and a riding instructor certified by Professional Association for Therapeutic Horsemanship International (PATH) supervised all program sessions. Additionally, each horse-rider pair was accompanied by a trained volunteer who was a military service member not participating in the study.

Participants completed self-assessments before the start of the study, at the mid-point, at the end of the treatment and at a two-month follow-up. Participants also named a person who knew them well, such as a significant other or family member, to complete an assessment of participants’ functioning at the beginning and end of the program.

Varying intervention and treatment options are available within and outside the Veterans Affairs healthcare system, but many veterans do not access help or do not complete the course of treatment for a variety of reasons. Researchers of a previous study examining PTSD treatments found that a little more than half of the individuals who enrolled in and completed traditional therapy no longer met the PTSD criteria after completing it. While encouraging, the failure rate is still high, and many veterans do not seek traditional therapy for mental issues, Lanning said. Alternative and complementary interventions should be considered as possible treatments to Strengthen mental and physical health. Animal-assisted activities and therapies, specifically with horses, are viable and potentially effective intervention options for various populations, she said.

The therapeutic effects of equine-assisted interventions can be best summed up by the veterans’ own words, said Lanning, citing them.

“. . . the program (therapeutic riding) has been the first that lets me totally forget about things and slows the racing thoughts. I didn’t have reminders (of trauma) keep popping in.” — Veteran participant

“I was at the point where I was desperate, depressed, hopeless . . . this (therapeutic riding) just sounded like a chance. And it worked.” — Veteran participant

ABOUT THE STUDY

The study — “Therapeutic Horseback Riding as a Complementary Intervention for Military Service Members with PTSD” — is published in Human-Animal Interaction Bulletin. The study was approved by the university Institutional Review Board and the Institutional Animal Care and Use Committee. One arm of the study also was approved by Brook Army Medical Center Institutional Review Board. Co-researchers included Amelia L. Wilson of William Beaumont Army Medical Center in El Paso; Robert Woelk of Hope for Heroes Equine Therapy Consulting; and A. Alexander Beaujean, associate professor of psychology and neuroscience at Baylor. The study was funded by a grant from Horses and Humans Research Foundation and in-kind support by several therapeutic horseback riding programs.

Better Sleep — Not ‘All-Nighters’ — Helps Students on Final Exams

Photo of a young lady laying her head on a pillow to sleep

Students given extra points if they met “The 8-hour Challenge” — averaging eight hours of sleep for five nights during final exams week — did better than those who snubbed (or flubbed) the incentive, according to Baylor University research.

“Better sleep helped rather than harmed final test performance, which is contrary to most college students’ perceptions that they have to sacrifice either studying or sleeping. And you don’t have to be an ‘A’ student or have detailed education on sleep for this to work,” said Michael Scullin, Ph.D., , director of Baylor’s Sleep Neuroscience and Cognition Laboratory and assistant professor of psychology and neuroscience in Baylor’s College of Arts & Sciences.

While students who successfully met the sleep challenge received extra points for the “mini-incentive,” the additional credit was not included in the analysis of how well they performed on the finals, emphasized Elise King, assistant professor of interior design in Baylor’s Robbins College of Health and Human Sciences.

“They didn’t just perform well because they received extra points,” she said. “Students know that sacrificing sleep to complete school work is not a healthy choice, but they assume they don't have a choice, often remarking that there aren't enough hours in the day for coursework, extracurriculars, jobs, etc.

“This removes that excuse.”

Research participants included undergraduate interior design students and students in upper-level psychology and neuroscience classes. While the psychology classes emphasized education about sleep, the interior design students did not receive any formal training in sleep. Those who opted to take the challenge wore wristband sleep-monitoring devices for five days to ensure accurate study results.

“The students didn’t need the extra credit to perform better, and they weren’t really better students from the get-go,” Scullin said. “If you statistically correct for whether a student was an A, B, C, or D student before their final exam, sleeping 8 hours was associated with a four-point grade boost — even prior to applying extra credit.”

The collaborative interior design study — “The 8-Hour Challenge: Incentivizing Sleep During End-of-Term Assessments” — was published in the Journal of Interior Design. Scullin’s study of psychology students — “The 8-Hour Sleep Challenge During Final Exams Week” — was published in Teaching of Psychology.

Poor sleep is common during finals as students cut back on sleep, deal with more stress, use more caffeine and are exposed to more bright light, all of which may disrupt sleep. Fewer than 10 percent of undergraduates maintain the recommended average of 8 hours a night or even the recommended minimum of 7 hours, previous research shows.

But with incentives, “we can potentially completely reverse the proportion of students meeting minimum sleep recommendations — 7 hours a night — from fewer than 15 percent up to 90 percent,” Scullin said. “Half of students can even meet optimal sleep recommendations of 8 to 9 hours.”

Here are the findings of the two studies:

PSYCHOLOGY STUDENTS

In the study of psychology students, 34 students in two undergraduate courses could earn extra credit if they averaged 8 hours of sleep during final exams week or at least improved upon their sleep from earlier in the semester.

The 24 who opted to take the challenge averaged 8.5 hours of sleep, with 17 meeting the goal. On the final exam, students who slept more than 8 hours nightly performed better than those who opted out or slept less than 7.9 hours. The incentive was 8 points — the equivalent of 1 percent on a student’s overall class grade.

“It’s worth noting that one student who had a D-plus grade before the final but slept more than 8 hours a week during finals week, remarked that it was the ‘first time my brain worked while taking an exam,’” Scullin said.

INTERIOR DESIGN STUDENTS

In the interior design study challenge, students earned credit if they averaged 8 or more hours a night but received no grade change if they averaged 7 to 7.9 hours a night.

Of the 27 students enrolled in the program, 22 attempted the challenge. Compared with a group of 22 students who did not try for the extra points, very few (9 percent) averaged 8 hours or even 7 hours (14 percent).

The 8‐hour challenge increased the percentage of 8‐ and 7‐hour sleepers to 59 percent and 86 percent respectively. Students who took part in the challenge slept an average of 98 minutes more per night compared to students who were not offered the incentive but were monitored.

“Critically, the additional sleep did not come at a cost to project performance,” King said. “Students who showed more consistent sleep performed better than those who had less consistent sleep. And students who achieved the challenge performed as well as or better than those who did not take the challenge."

In a study of sleep and creativity done in 2017, King and Scullin found that interior design students with highly variable sleep habits — cycling between “all-nighters” and “catch-up” nights — had decreased cognition in attention and creativity, especially with major projects. Design students customarily complete finals projects rather than final exams.

“Whether or not they ‘pull an all-nighter,’ when students cut their sleep, the effects are obvious,” King said. “They have trouble paying attention during class, and they aren't as productive during studio time.”

She noted that there is a cultural acceptability — at least in design professions — related to sleep deprivation, in part because of the notion of the "tortured artist" who finds inspiration in the wee hours.

“Some fields might find it unprofessional, but for many years, in design, sacrificing sleep was viewed as a rite of passage. That's something we're trying to change,” King said. “Even during stressful deadline weeks, students can maintain healthy sleep habits.”

“To be successful at the challenge, students need to manage their time better during the day. Getting more sleep at night then allows them to be more efficient the next day,” Scullin said. “By training students in their first year of college, if not earlier, that they can sleep well during finals week without sacrificing performance, we may help to resolve the ‘global sleep epidemic’ that plagues students in America and abroad.”

*Co-researcher on the interior design sleep study was Christine Mobley, Ph.D., lecturer at the University of Kentucky.

Influence of Exercise on Vascular and Kidney Health in Individuals with Chronic Kidney Disease (CKD)

Two medical technicians oversee a scan of a patient

Dr. Jeff Forsse, a recent graduate of the Kinesiology, Exercise Nutrition and Health Promotion doctoral program, led a team of researchers in Health, Human Performance and Recreation to study the influence of exercise on vascular and kidney health in individuals with chronic kidney disease (CKD). Low- and moderate-intensity exercise has many health benefits for reducing incidence and severity of several chronic diseases. In CKD, regularly-practiced exercise is known to Strengthen cardiovascular fitness and help manage blood pressure, blood sugar and Strengthen mental health.

Dr. Forsse’s work is the first to show that only one session of exercise can Strengthen blood vessel health and kidney function. The effects are only short term and last for up to an hour after finishing exercise. Dr. Forsse, mentored in his work by Drs. Peter Grandjean and Rodney Bowden, were able to demonstrate that improvements in vascular and renal health was equally as effective with brisk walking or by intermittent, high-intensity intervals as long as the exercise duration of 30 minutes was achieved.

These researchers plan to build on these results by exploring the physiological basis for vascular and renal improvements and by determining if repeated exercise sessions on consecutive days adds to the observed benefits. Their ground-breaking findings contribute to our understanding of CKD progression and the dose-response relationship between exercise and health benefits in patients with chronic kidney disease. Their work will be presented at the international meeting of the American College of Sports Medicine meeting in Orlando, Florida this spring.

Tue, 24 May 2022 06:18:00 -0500 en-US text/html https://www.baylor.edu/chhs/index.php?id=964296
Killexams : Researchers link pediatric hepatitis cases to common virus, find no connection to COVID: study No result found, try new keyword!Researchers in the U.K. found evidence linking the recent pediatric hepatitis cases detected around the world to the coinfection of two viruses that normally do not cause severe illness, while ... Wed, 27 Jul 2022 04:20:00 -0500 en-us text/html https://www.msn.com/en-us/health/medical/researchers-link-pediatric-hepatitis-cases-to-common-virus-find-no-connection-to-covid-study/ar-AA102gXo Killexams : Andrew R. Meyer, Ph.D.

Associate Professor

Sport Foundations

Research Area

  • Contemporary American Sport Culture and Religion
  • Muscular Christianity
  • Radical Orthodoxy
  • Sport Media
  • 'For-Cause" Athletic Events
  • Endurance Athletes and Spiritual Experiences
  • Sport Disability and Health

Current Courses Taught

  • HP 5374 Sport in Social Context {Graduate}, 2010, 2012, 2013, 2014
  • HP 5370 Sport Psychology {Graduate}, 2011-2013
  • HP 4369 Sport Psychology {Undergraduate}, 2011-2014
  • HP 4396 Religion and Sport {Undergraduate}, 2012-2014

Select Publications

Meyer, A.R. & Umstattd Meyer, M. R. (2017). “Doing Good with my Body: Physical Philanthropy through Physically Active Participation in Charity Sport Events.” The International Journal of Sport and Society. 8(1), 51-67.

Meyer, A.R., Wynveen, C.J., & Gallucci, A.R. (2017) “The Contemporary Muscular Christian Instrument: A Scale Developed for Contemporary Sport.” International Review for the Sociology of Sport. 52(5), 631-647

Meyer, A. R. & White, J. B. (2016) “How Can We Help? The Role of the Church and other Religious Organizations When the Games Come to Town.” Practical Theology. (3), 196-212.

Meyer, A. R. (2014) Invited Book Review. Watson, N., & Parker, A. (2014) “Sports and Christianity: Historical and Contemporary Perspectives.” New York: Routledge. For Qualitative Research in Sport, Exercise and Health.

Meyer, A. R. & Watson, N.J. (2014) Radical Orthodoxy and the Emergence of Spiritual Hero-Athletes: Examining Lance Armstrong's "Illness" Narrative. Journal of Disability & Religion. 18(2), 157-172.

Meyer, A. R. (2013) “Digital Sport Fan Media, Lance Armstrong, and Virtual Communities.” In Batchelor, B. and Coombs, D. (Eds.) American History through American Sports: From Colonial Lacrosse to Extreme Sports Vol. 3 (pp. 255-278). Oxford: Praeger.

Meyer, A. R. (2012) “Radical Orthodoxy & Lance Armstrong: Shedding Light on Sport as a Religious Experience.” Journal of Religion and Popular Culture. 24(3), 449-462.

Meyer, A. R. (2012) “Muscular Christian Themes in Contemporary American Sport: A Case Study.” The Journal of the Christian Society for Kinesiology and Leisure Studies. 2(1), 15-32.

Education & Training

PhD University of Illinois Urbana-Champaign
    Department of Kinesiology & Community Health
    May 2010 Major - Kinesiology
    Cognate - Cultural, Pedagogical, & Interpretive Sport Studies 
    Dissertation: Contemporary American Sport, Muscular Christianity,
         Lance Armstrong and Religious Experience

MS University of Montana
    August 2003 Major - Philosophy
    Concentration - Teaching Ethics
    Thesis: Moral Requirements for Today’s Professional Athletes

BS Bridgewater State College, Bridgewater, MA
    May 2001 Major - Philosophy

Contact Information

Baylor University
College of Health & Human Sciences, HHPR
One Bear Place #97313
Waco, TX 76798-7313

Office: Rena Marrs McLean Gym 225
Phone: 254- 710 - 4030
Fax: 254 - 710 - 3527
EmailAndrew_Meyer@baylor.edu

Fri, 30 Apr 2021 13:34:00 -0500 en-US text/html https://www.baylor.edu/chhs//index.php?id=940459
Killexams : Student life design impacts campus wellness

As interior designers, we have the opportunity and responsibility to help students achieve deeper levels of engagement in their learning, social involvement, and personal growth on college campuses. While the college campus is a place for discovery, attracting students of all ages and backgrounds to learn, connect and explore, it can also be a place that is competitively charged, socially intimidating and isolating. Campuses need to be welcoming and approachable, supporting the community’s overall well-being in addition to their education.  A student’s ability to learn and be receptive to growth can be rooted in their sense of comfort in their physical environment. We cannot reach our fullest potential if we do not feel like or bring our best selves with us. While every college requires a personalized solution, we’ve identified three design elements that have an overwhelming benefit to student well-being and success:

  • Transitional spaces
  • Restorative qualities
  • Healthier materials

Transitional spaces

It’s not just the classrooms that fuel the student experience, the journey is as important as the destination. Transitional spaces connect destinations, supporting secondary activities and students with neurodiverse needs. Those “in between” spaces – touch down areas, breakout spaces and informal seating niches – are equally important in allowing students to pause between movements, collect their thoughts or simply breathe.

As designers, we can alleviate the stress of campus navigation through intuitive wayfinding, zones for activity transitions and layering programmatic spaces that provide a diversity of seating and experiences. At the University of Massachusetts (UMass) Amherst Student Union Renovation, spaces outside the meeting rooms were prioritized just as much as the meeting rooms itself. Areas for a quick sit or a long lounge near a window, layered in front of more activity driven spaces, allow students to occupy the in between areas and have the time to transition to student activity.

UMASS Student Renovation 2
UMASS Amherst | Student Union Renovation. Courtesy Shepley Bulfinch.

Restorative qualities

Just as campus cultures vary, restoration can be defined in a variety of ways by individual communities. While connection to nature and natural daylight are common desires, some times restoration is achieved through reflection and prayer, other times through play or creative pursuits. Spaces designed to recharge allow students, faculty, and staff to stay engaged in their college community and connect with each other around non-academic interests.

For some students, heavy workloads, emotionally challenging situations and separation from family can lead to unhealthy lifestyles and mental states. Spaces can provide a variety of resources and spaces for formal student engagement by day, converting to informal relaxation and restoration zones by night. There are huddle rooms for work or gaming, quiet areas for studying or napping, and community areas for sharing and generating ideas. For other institutions, relaxation comes in the form of creative pursuits. Our robust community engagement process for a new student center at Johns Hopkins University revealed that the student body sought more creative outlets like art, dance, and music outside of their rigorous academic schedules. At Wabash College, located in a small Indiana town, students come together around games, and wanted a place to go out on campus.

University of New England int
University of New England | University Commons. Courtesy Shepley Bulfinch.

Healthier materials

The interior environment impacts our health, wellbeing, and cognitive performance. As part of sustainable goals, we identify healthier interior material and furniture requirements that will provide physical and psychological benefits for students and staff. Avoiding chemicals of concern in our interior finishes and furniture improves indoor air quality and reduces physical exposure to building occupants.   Furthermore, biophilic design connects people and the natural world, creating impactful ways to nurture the mind and soul. This includes exposure to views of nature, natural daylight, as well as organic inspired color palettes and elements. Textured materials, such as wood, stone, perforated metal, and fabrics, bring a richness to the interior environment.  

Loyola University Family Center
Loyola University | Miguel B. Fernandez Family Center for Innovation and Collaborative Learning. Courtesy Shepley Bulfinch.

At Loyola University, we designed a café on the first level with a vibrant living wall that gave space for students to relax and connect on campus outside of learning, the career center, or entrepreneurial activities that brought them to the building.  Wood tones and materials were selected with the landscape palette in mind, looking at Loyola through the seasons.  Biophilic inspired carpets reiterated the natural textures outside the building while contrast levels of lighting gave places for the eyes to rest.  Offices kept in a similar palette to let the daylight and views of the campus greenery serve as the backdrop to the space. 

There are so many ways we can further the future of student life and success to ensure spaces evolve with what is needed for comfort and productivity. Health impacts our everyday functions and the ability for both students and faculty to learn – spaces should be designed to promote the value of caring for our physical and mental well-being. 

Wed, 13 Jul 2022 11:35:00 -0500 en text/html https://www.bdcnetwork.com/blog/student-life-design-impacts-campus-wellness
Killexams : Onsite study groups to be temporarily suspended if COVID cases emerge Jakarta (ANTARA) - Face-to-face learning (PTM) in study group settings (classes) will need to be temporarily suspended if a COVID-19 infection is detected among participants, the Education, Culture, Research, and Technology Ministry said in a new circular.

"The newly issued circular is different from before. If someone is exposed to COVID-19, PTM activities will be temporarily suspended only in study groups, not face-to-face learning activities in educational units (schools)," the ministry's secretary general, Suharti, clarified here on Monday.

If the COVID-19 infection is confirmed, face-to-face learning in study group settings will be halted for at least seven days.

Onsite learning activities will be temporarily suspended too if epidemiological monitoring shows that the positivity rate of COVID-19 at educational units has reached five percent or higher.

Meanwhile, in the absence of a transmission cluster at educational units or if the positivity rate is below five percent, students who have been confirmed to be exposed to COVID-19 will be asked to refrain from joining PTM activities for at least five days, the circular said.

The ministry has also called for the acceleration of booster vaccinations for educational workers and educators, and students who have met the requirements, Suharti said.

"The ministry continues to encourage and strive for the acceleration of COVID-19 booster vaccination for educators and education personnel (PTK) as well as for students who have qualified for the COVID-19 vaccine," she explained.

The ministry is also pushing local governments to respond quickly to obtain epidemiological information, as well as conduct COVID-19 tracing and testing, determine transmission clusters, and promote the use of the PeduliLindungi app at educational units.

The Education, Culture, Research, and Technology Ministry has issued the new circular on face-to-face learning provisions based on the COVID-19 situation and discussions with four other ministries.

Related news: Face-to-face learning will continue, Jakarta govt assures
Related news: Yogyakarta plans health screening for students as infections climb
Related news: Holistic decision needed for onsite learning amid ongoing COVID-19

Mon, 01 Aug 2022 01:04:00 -0500 text/html https://en.antaranews.com/news/242253/onsite-study-groups-to-be-temporarily-suspended-if-covid-cases-emerge
NCIDQ exam dump and training guide direct download
Training Exams List