Interactions among Dietary Pattern,Physical Activity and Skinfold Thickness

Abstract

This study was designed to assess the effects of a specifically designed perceptual-motor training program on the level of perceptual-motor development, self-concept, and academic ability of kindergarten children. Subjects for the study were 40 kindergarten children randomly assigned to 1 of 2 groups. Each group received the same kindergarten program with one exception, the experimental group was exposed to a specifically designed perceptual-motor program 30 min daily for 5 mo, while the control group received a free play period for 30 min daily. Results of the study indicated that the data tended to support the specificity of training concept. The variables showing the greatest change were the perceptual-motor tests which measured changes on specific aspects of the training program. There appeared to be some immediate transfer to academic abilities but this was not pronounced enough to suggest that perceptual-motor training was of real benefit in developing academic abilities for normal kindergarten children. In addition the follow-up test indicated no long term effects on academic performance.     

A Delicate Balance: Integrating Active Learning into a Large Lecture Course

A lecture section of introductory biology that historically enrolled more than 500 students was split into two smaller sections of approximately 250 students each. A traditional lecture format was followed in the “traditional” section; lecture time in the “active” section was drastically reduced in favor of a variety of in-class student-centered activities. Students in both sections took unannounced quizzes and multiple-choice exams. Evaluation consisted of comparisons of student survey responses, scores on standardized teaching evaluation forms, section averages and attendance, and open-ended student comments on end-of-term surveys. Results demonstrate that students perform as well, if not better, in an active versus traditional environment. However, student concerns about instructor expectations indicate that a judicious balance of student-centered activities and presentation-style instruction may be the best approach.     

Is There a Role for Executive Functions in the Development of Mathematics Ability?

ABSTRACT— This article examines the role of working memory, attention shifting, and inhibitory control executive cognitive functions in the development of mathematics knowledge and ability in children. It suggests that an examination of the executive cognitive demand of mathematical thinking can complement procedural and conceptual knowledge-based approaches to understanding the ways in which children become proficient in mathematics. Task analysis indicates that executive cognitive functions likely operate in concert with procedural and conceptual knowledge and in some instances might act as a unique influence on mathematics problem-solving ability. It is concluded that consideration of the executive cognitive demand of mathematics can contribute to research on best practices in mathematics education.     

Broadcasting and Telecommunications

Arthur Hezlet's Electronics and Sea Power (New York: Stein & Day, 1975—$15.00)

W.M. Dalton's The Story of Radio (London: Adam Hilger Ltd., 1975—about $9.00 for each of three volumes)

Anita Klever's Women in Television (Philadelphia: Westminster Press, 1975—$5.95)

Donald L. Guimary's Citizen's GrouRs and Broadcasting (New York: Praeger Special Studies, 1975—$14.00)

John Blair & Co.'s Statistical-Trends in Broadcasting 1975: 11th Edition (New York: John Blair & Co., 1975—$2.50, paper)

Natan Katzman's Public Television Program Content: 1974 (Washington: Corporation for Public Broadcasting, 1975—price not given, paper)

James W. Brown (ed.) Educational Media Yearbook: 1975-76 (New York: R.R. Bowker, 1975—$21.95)

Alan Bermingham et al. The Small TV Studio: Equipment and Facilities (New York: Hastings House, 1975—$7.95, paper)

John H. Barwick and Stewart Kranz's Profiles in Video: Who's Using Television and How (White Plains, N.Y.: Knowledge Industries Publications, 1975— $27.50)     

Media Production

Mitchell V. Charnley and Blair Charnley, Reporting (New York: Holt, Rinehart & Winston, 1979—$9.95, paper)

Jerry McGuire's How to Write, Direct & Produce Effective Business Films and Documentaries (Blue Ridge Sunimit, Pa.: TAB Books, 1978—$14.95)

David W. Samuelson's Motion Picture Camera & Lighting Equipment: Choice & Technique (London and New York: Focal Press, 1977 (but not released in the US until February 1979)

David W. Samuelson's Motion Picture Camera Techniques (New York: Focal Press/Hastings House, 1978—$8.95, paper)

H. William Bockhus, Jr.'s Advertising Graphics (London: Collier Macmillan/New York: Macmillan, 1979—price not given, paper)

Stuart W. Hyde's Television and Radio Announcing (Boston: Houghton Mifflin, 1979-415.95)

Robert McLeish, The Technique of Radio Production (London and New York: Focal Press, 1979—$18.95)

David Lachenbruch's Videocassette Recorders: The Complete Home Guide (New York: Everest House, 1979—$6.95, paper)

Charles Bensinger, The Video Guide (Video-Info Publications, P.O. Box 1507, Santa Barbara, Calif. 93102—$14.95, paper)

Deirdre Boyle, ed. Expanding Media (Phoenix, Ar.: Oryx Press, 1977—$13.95)

Dan Poynter's The Self-Publishing Manual: How to Write, Print and Sell Your Own Book (Parachusting Publications, P.O. Box 4232, Santa Barbara, Calif. 93103—$14.95/9.95)     

A new jump-landing protocol identifies differences in healthy,coper, and unstable ankles in collegiate athletes

Ankle sprains are the most common injury in sport. With stability being an important risk factor for ankle sprains, a jump-landing protocol that can elicit differences in time-to-stabilisation (TTS) is necessary. The objective of this study was to develop a jump-landing protocol that could identify differences in TTS among healthy, ‘coper’, and unstable ankles of high-level athletes. 61 Division I collegiate athletes (32 females, 29 males; age: 19.9 ± 1.2 years; height: 176.6 ± 9.5 cm; mass: 74.3 ± 10.8 kg) participated in a jump-landing protocol that utilised sporting movements with preparatory steps and a vertical propulsion of the body in two multi-directional jumps. Utilising the landing on a force plate, ground reaction forces were used to quantify TTS. TTS of the unstable group (1.58 ± 0.62s) was significantly longer than the healthy (1.19 ± 0.37s; p = 0.050) and ‘coper’ (1.13 ± 0.49s; p = 0.019) groups in the forward hops. In addition, TTS of the lateral hops in the unstable group (1.55 ± 0.63s) was also significantly longer than the healthy (1.14 ± 0.37s; p = 0.026) and ‘coper’ (1.15 ± 0.39s; p = 0.028) groups. This new jump-landing protocol was able to elicit differences in TTS in high-level athletes that were not found using previous protocols. This new jump-landing protocol could be an effective tool to identify injury risk for high-level athletes.     

Language and Culture in Literacy Instruction: Where Have They Gone?

An important, yet either often missing or under emphasized realization in both federal and state standards for literacy is that literacy is primarily a language process and culture is a reflection of language. As such, language and culture must be retained as essential components upon which reading instruction is based. Our nation and our states truly want individuals who can use literacy to learn and to enhance their quality of life as well as the quality of life of those around them. This article looks at essential considerations that must be given to the role of language and culture in literacy instruction.