http://digital.library.wisc.edu/1793/22069 http://digital.library.wisc.edu/1793/37966 Athletic-care for coaches: providing appropriate prevention, recognition, and management of athletic-related injuries and conditions Fall, Stephanie Millions of student-athletes of all age ranges participate in a variety of athletic activities each year in the United States. Participating in athletic activities offers a wide range of health benefits, including physical, social, and psychological, but is accompanied by athletic-related injuries and conditions. Injury potential indicates the need for implementation of effective prevention strategies and increased care quality available to student-athletes. In the absence of certified athletic trainers, coaches assume the responsibility to provide appropriate healthcare. Coaches need the knowledge and skills necessary to provide the care for which they are held responsible. The Athletic-Care for Coaches clinic presents knowledge, develops skills, and builds understanding of basic first-aid care for athletic-related injuries and conditions, providing an opportunity for continued advancement in care by coaches. Topics presented in the clinic remain within scope of practice of a basic first-aid provider and include: a coach's role; injury prevention, recognition, and management; return-to-play criteria; universal precautions; lighting safety; equipment; and emergency action plan development. The purpose of the clinic is to assist coaches in making safe, objective decisions regarding the care of student-athletes. After completion, coaches should be able to implement prevention strategies, and recognize and manage athletic-related injuries and conditions. Sun, 28 Jun 2009 22:58:59 GMT http://digital.library.wisc.edu/1793/37662 A literature review of the role of spirituality in health, health care, diseases, social conditions, general well-being and health education programs during the last three decades Metz, Christina A. This project presents an extensive literature review of the construct of spirituality in health, health care, disease and social conditions, general well-being, and health education programs during the last three decades. The findings support research that health care needs to take on a holistic approach, to include the mind, body and spirit in regards to treatment and education. The present study concluded that health is a dynamic process and must include the spiritual dimension. Attending places of worship have a positive influence on health and a negative influence on disease. Spiritual factors are also important in the prevention and treatment of disease. Spirituality and certain organized religious practices have a positive influence on life satisfaction, subjective wel1-being, and social conditions. Since spirituality has a positive affect / influence on health and health outcomes, health educators should incorporate the spiritual dimension into health education programs. Examples of successful application of spirituality showing positive results within health education programs are also included in this research paper. Wed, 29 Oct 1997 22:58:59 GMT http://digital.library.wisc.edu/1793/28798 A multidisciplinary unit honoring multiple intelligences Sprehn, Jonathan A group of four class core instructors had prior positive experiences implementing multidisciplinary thematic units. The instructors wanted to develop another thematic unit focusing on the 1960s, while giving homage to the multiple intelligences. The instructors wanted to also gain experience that would be useful if an integrated curriculum was utilized at the Onalaska Middle School. I was the vanguard in gathering student input and suggesting a format that would involve more student choice regarding how information would be learned. In the development of the thematic unit all four teachers planned lessons with students' interests in mind and implemented a culminating project where the teachers served as facilitators in helping students develop and implement projects associated with a sixties celebration day. The lessons where taught to 108 eighth grade students during reading class over a seven week period during the first academic quarter of the school year. The students represented an even ratio of boys to girls and varying academic abilities. The students completed a written evaluation and participated in an oral discussion at the conclusion of the thematic unit. The reactions recorded by students in the evaluations indicated that although every aspect of the unit was not liked students did enjoy most if not all aspects of the theme. Teachers also had a meeting at the conclusion of the unit to evaluate it and they reflected on their lessons while the unit was in progress. The method by which I collected the students' evaluations could be improved. It was agreed by the teachers that the unit would be attempted in the future with modifications on how it was presented based on the experiences learned in this presentation and the student feedback generated from the evaluations. Wed, 28 Apr 1999 22:58:59 GMT http://digital.library.wisc.edu/1793/22327 Usability of specific low ropes course elements and adaptations that can be made to make each element more universal for populations with a disability Corey, Brent Ten ropes course elements were studied to determine how usable each is for persons with a disability. The ten elements that were used are the inclined log, the swinging log, the spider's web, the triangle traverse, the wild woozy, the t.p. shuffle, the wall, the fidget ladder, the trust fall, and the nitro crossing. The first consideration for each element was whether or not it is usable for a person with a disability as it is. The second consideration is what adaptations can be made to that element so that a person with a disability can have a similar experience without changing the intent of that element if it was not usable as it is. Some of the elements are easily adjusted to make them more usable for all populations without changing the adventure experience. Other elements cannot be adjusted but adaptations to the rules can be made to allow a person with a disability the opportunity to experience success at a specific element. Some other elements were not usable at all for persons with a disability but they could share in the group bonding process of problem solving and spotting to help their group accomplish the goal of certain elements that may be physically impossible for them to conquer on their own. Instructor attitudes towards persons with a disability may also determine the success that they will experience on a ropes course. The examination of more ropes course elements and the adaptations that can be made to make each element more universal will help aid in the construction of ropes courses. Sun, 29 Jul 2001 22:58:59 GMT http://digital.library.wisc.edu/1793/18739 Public Input on the Hixon Forest Comprehensive Plan: A Case Study Harrison, Peter J. Hixon Forest is an 800 acre nature-based park located on the east side of La Crosse, Wisconsin. In 2003, the City of La Crosse Planning Department initiated a project to develop a Comprehensive Plan for Hixon Forest. Because of the large number and wide array of current users of Hixon Forest, public input is desired so that the opinions and concerns of those users can be incorporated into the Comprehensive Plan. An extensive literary search was performed to examine the different methods of public input. Along with this, interviews were conducted with public agency personnel who were experienced in developing and implementing public input strategies. From this information a Public Input Plan is designed for the Hixon Forest Comprehensive Plan that will gather verbal and written input from the stakeholders and users of Hixon Forest and educate those users on the opportunities available in the forest. In the beginning the Public Input Plan states the goals and objectives of the process. Along with this a detailed mission statement establishes the purpose for public input. The roles of the many entities involved are described in this plan as well as their relationship to one another. An overall timeline of events in the process is given so that everyone is able to visualize the public input process in its entirety. Each method of public input is then broken down into its own timeline and bulleted lists are given to describe in greater detail what each method will be used for and what type of information each method will provide. The end of the Public Input Plan offers reminders for different steps in the process and tips for constructing survey questions, which will be used to gather information from participants. Sun, 28 Nov 2004 22:58:59 GMT