Effect of breaking up sedentary time with callisthenics on endothelial function

Periods of prolonged sitting impairs endothelial function in lower limb conduit arteries, which is attenuated with physical activity breaks. The effect of activity breaks on upper limb arteries has not been examined. This study assessed changes in brachial artery endothelial function following either a prolonged sitting period or breaking up this sedentary time by performing sets of callisthenics exercises. Ten healthy participants (6 men) completed 2 conditions in a counterbalanced order: (a) 1-h 26-min sitting, or (b) breaking up this period every 20 min by performing a set of 5 callisthenics exercises. Brachial artery endothelial function was assessed via ultrasound using the flow-mediated dilation (FMD) technique prior to and following each condition, while brachial shear rate (SR) was acquired after each set of callisthenics. There was no significant change in FMD over time (P = 0.09) or between conditions (P = 0.12). Compared to sitting, brachial SR increased following each set of callisthenics, with a significant difference after the third break (Sit: 33.94 ± 12.79 s^?1; Callisthenics: 57.16 ± 30.48 s^?1, P = 0.02). Alterations in SR in the upper limbs suggest callisthenics may be an effective intervention to break up sedentary time and attenuate the potentially deleterious effects of prolonged sitting on cardiovascular health.     

School and Community Wellness: Transforming Achievement Using a Holistic Orientation to Learning

A comprehensive school and community wellness plan was developed and implemented to transform Lemon Grove Academy for the Sciences and Humanities, an urban school, where student achievement and faculty satisfaction has soared. The school has become the center for the local neighborhood where culture, language, and equity are valued. The school's Comprehensive Wellness Plan includes student wellness, family wellness, staff/faculty wellness, and environmental wellness.     

A short-form version of the WISC-R for the learning disabled

This study investigated the best short form version of the WISC-R for learning disabled (LD) students. The WISC-R was administered to 234 LD and 290 children who were referred for psychological evaluation but were found not eligible (NE) for special education services from 45 school districts in Michigan. Stepwise multiple regressions were calculated to ascertain the best tetrads of Full Scale IQ (FS IQ) for the two groups. For the NE sample, Vocabulary, Picture Arrangement, Picture Completion, and Information were the best four indicators of FS IQ, accounting for about 80% of the variance in Full Scale scores. For the LD sample, the best four predictors of FS IQ were Similarities, Block Design, Picture Completion, and Vocabulary, accounting for about 80% of criterion variance. Using the WISC-R standardization data, Sattler identified the Information, Vocabulary, Comprehension, and Block Design subtests as one of the best short form versions for predicting FS IQ. For the LD sample of the present study, Sattler's composite yielded a multiple R of .873 with FS IQ, whereas our best four predictors yielded a multiple R of .896. It appears that Sattler's tetrad is about as good a predictor of FS IQ for LD students as that found in the present data.     

An instructional design case event: Exploring issues in professional practice

Cases have been recommended as an important instructional tool for developing professional knowledge across disciplines. In this paper, we begin by defining case methods, a potentially valuable instructional tool for encouraging authentic, active learning. We describe our approach to the design and use of instructional design (ID) cases, and go on to report on the design and use of a Web-based ID case in a team case competition involving six universities. Students and most officials were enthusiastic about the use of ID cases and about this event. Team collaboration and competition were noted as motivating factors for students. The findings are being used to inform ongoing research and development, which is also described.A previous version of this paper was presented at the annual meeting of the Association for Educational Communications & Technology (AECT), Albuquerque, NM, February 1997.The authors may be contacted at the Department of Educational Leadership, Foundations, and Policy, Curry School of Education, University of Virginia, Charlottesville, VA 22903-2495. Phone (804) 924-7471; fax (804) 924-0747; e-mail: Kinzie@Virginia.edu.     

Calibration and Scoring of Tests With Multiple-Choice and Constructed-Response Item Types

This article discusses and demonstrates combining scores from multiple-choice (MC) and constructed-response (CR) items to create a common scale using item response theory methodology. Two specific issues addressed are (a) whether MC and CR items can be calibrated together and (b) whether simultaneous calibration of the two item types leads to loss of information. Procedures are discussed and empirical results are provided using a set of tests in the areas of reading, language, mathematics, and science in three grades.     

Psychologists in the schools of Nebraska: Professional functions

A survey of practicing school psychologists in the state of Nebraska was conducted to gather facts and opinions across a broad spectrum of topics. This article is based on one section of that survey which was concerned with profesional functions of the school psychologist. Five functions of the school psychologist were explored: Assessment, Consultation, Evaluation, Administration, and Intervention. Respondents were asked to rate a number of subactivities under each of these five major functions on a five-point scale in terms of importance. Each subactivity was rated from two Points of view: (a) the importance of the activity as the respordent perceived the ideal role of the school psychologist, and (b) the importance of the activity in the present job situation. Weekly time engaged in each subactivity was, recorded. Results indicate that Consultation was considered the most important function in both the hypothetical ideal situation and on the job, though a significantly greater amount of time was reported spent in Assessment.