心脏康复中运动终止原因的预测

目的:通过分析心肌梗塞后患者(PMI患者)运动中功能、生理、知觉和临床的反应,检测他们运动终止的主要原因(RET),目的在于确定RET是否可被预测得出;方法:112名男性近期PMI患者在活动跑台上进行递增负荷运动实验,运动终止依美国运动医学会推荐的标准。随后,受试者依据不同的运动终止原因被细分为4个组(生理组,身体组,感觉组和临床组)。运动中记录主观用力感觉、血压、血乳酸浓度(BL)、摄氧量、心率和呼吸困难记分,并且连续监控12导联心电图。运动前测量血胆固醇浓度(BC)。结果显示,在运动能力方面,身体组和知觉组的运动终止原因优于临床组,但劣于生理组。患者的分布在BC为5.4mmol·L-1和BL为1.6mmol·L-1这两点出现了显著的组间差异(P<0.01或P<0.05)。在获得了安静状态下的BC和BL,病人的RET便可被预测出来,且预测具有较高的敏感性和特异性。结论:利用本研究得出的方法对RET进行预测,在心脏康复的运动实验和处方制定中,都可发挥出有益的作用。     

心肌梗塞患者康复早期适宜运动强度探讨

急性期后心肌梗塞病人(PMIP)进行适宜运动有利于机能的恢复及降低疾病复发率。通过对101名男性PMIP渐增负荷实验,测定和评价心脏康复早期的PMIP运动中的生理反应,为制定PMIP康复期运动处方提供适宜运动强度。结果表明:(1)PMIP应通过改变生活方式特别是改变饮食结构及参加体育运动来降低其BC的浓度;(2)康复初期的PMIP运动强度可被允许达到themodifiedBrucetreadmillprotocol的第三级或RPE13;(3)这一建议强度适用于大多数PMIP,有较广泛的使用价值。     

The dynamics of undergraduate academic advising

This study describes job activities, role expectations, and jobs satisfactions of academic advisers. The sample consisted of 452 faculty and staff academic advisers in five colleges at the University of Minnesota (Twin Cities). Seventy-two percent of the sample completed the questionnaire. The work of the academic adviser can be classified into four clusters of job activities. Three involve helping students: (1) with special academic, social, or financial problems, (2) with emotional or psychological problems, and (3) with academic and career guidance problems. The fourth involves administrative activities. Results from this study also suggest that advisers spend most of their time approving registration cards and providing information about academic requirements. Most advisers view themselves as appropriate sources of help in academic and vocational guidance areas rather than in personal or social ones. In general, most academic advisers are satisfied with their work as an adviser. A substantial percentage is dissatisfied with the amount of recognition they receive. Finally, those advisers with more advanced degrees and those with larger numbers of advisees tend to be more dissatisfied.     

Undergraduate non-completion rates: a comment

Our comment is a response to a recent paper in this Journal on non-completion rates in UK universities (Johnes and Taylor 1989). The causal inferences which that paper draws are ill-founded because they are based on data aggregated to university level. Individual-level data are essential, and data on other levels may also be necessary. We make other criticisms, and also comment on implications for performance indicators.     

Parent education: The Dreikurs model

The effects of a 10-week Dreikurs parent education program was investigated in terms of maternal attitudes, expressed practices, and parent-child behaviors. Variables assessed included maternal control, maturity demands, communication and nurturance. Using a Posttest-Only Control Group design, 60 mothers of kindergarten children in Edmonton, Alberta, Canada, were randomly selected from a pool of 81 volunteers. The mothers (Ss) were randomly assigned to one of two treatment conditions: experimental and control. Ss in the experimental group participated in the Dreikurs parent education program, while control Ss received delayed treatment. Using Baumrind's (1967) Parent Interview Schedule and Scales, Ss were interviewed and rated regarding their child-rearing attitudes and practices. Ss were videotaped interacting with their kindergarten children in a structured situation and tapes were rated using Baumrind's (1967) Home Visit Sequence Analysis. Results indicated that Ss who participated in the Dreikurs program had more positive attitudes toward independence training and independence granting. Specific suggestions were made for further studies in terms of research design and revision of instruments. Additional suggestions included focus on personality characteristics of parents.The study formed the basis of a doctoral dissertation by the first authorThe paper was presented at the Eight International Conference and Seminar of Counseling, Oslo, Norway in July, 1978.The first author has moved to the University of Calgary since the study was completedInquiries or request for reprints should be directed to Dr. S. Robertson, Department of Educational Psychology, The University of Calgary, Calgary, Alberta, Canada, T2N 1N4.University of Alberta