Estimating VO2max Using a Personalized Step Test

The purpose of this study was to develop a step test with a personalized step rate and step height to predict cardiorespiratory fitness in 80 college-aged males and females using the self-reported perceived functional ability scale and data collected during the step test. Multiple linear regression analysis yielded a model (R = 0.90, SEE = 3.43 mL·kg^?1·min^?1) that included gender, body mass, perceived functional ability, step rate, and recovery heart rate. Based on the standardized β-weights, gender explained the largest proportion of variance in VO₂max values followed by perceived functional ability. The cross validation predicted residual sum of squares statistics show minimal shrinkage (R_PRESS = 0.88, SEE_PRESS = 3.57 mL·kg^?1·min^?1) in the accuracy of the regression model. This study provides a model to predict VO₂max from non-exercise data and data collected during an individualized multistage step test that is accurate, time-efficient, and easy to administer.     

The effects of graphic organizer completeness and note-taking medium on computer-based learning

Education and Information Technologies - The purpose of this study was to determine how graphic organizer completeness (complete, partial, or no organizer) and note-taking medium (longhand or...     

Multimedia: From Wagner to Virtual Reality,edited by Randall Packer and Ken Jordan. New York: Norton, 2001. 394 pp. $27.95. ISBN 0-393-04979-5.

Peter G. W. Keen, Shaping the Future: Business Design Through Information Technology Harvard Business School Press, 1991, 264 pp.     

Conditioning-specific reflex modification of the rabbit (<Emphasis Type="Italic">Oryctolagus cuniculus</Emphasis>) nictitating membrane response: US intensity effects

Conditioning-specific reflex modification (CRM) of the rabbit’s nictitating membrane response (NMR) describes changes in responding to an unconditioned stimulus (US) when the rabbit is tested in the absence of the conditioned stimulus. Specifically, after at least 3 days of tone-electrical stimulation pairings, responses to the US increase in size, especially at intensities weaker than the training intensity. CRM is similar to classical conditioning in that it is a function of the strength of conditioning, it can be extinguished, and it can be generalized from one stimulus to another. To compare CRM and classical conditioning further, we conducted three experiments to examine the effects of US intensity (1.0, 2.0, and 4.0 mA) on CRM. CRM was weak following conditioning with 1.0 mA and extremely strong following conditioning with 2.0 mA and 4.0 mA. The data suggest that CRM is a function of US intensity and have implications for posttraumatic stress disorder, a disorder potentially modeled by CRM.     

Making the implicit explicit: Supporting teachers to bridge cultures

In this paper, we report the results of a longitudinal action research project in which elementary teachers used a cultural framework (individualism–collectivism) to understand differences between the culture of immigrant Latino families and the culture of U.S. schools. Making explicit the culture-based beliefs implicit in home and school practices allowed teachers to think differently about their students and their own teaching, and with that change in thinking came the immediate and ongoing creation of a wide range of innovations to bridge home and school cultures. Shifting to a preschool emphasis, we discuss how the individualism–collectivism framework has been used in professional development for early childhood educators. A broad view of professional development is discussed including the role of college faculty, early childhood program administrators, teachers, and families. We suggest how such professional development might be mounted through use of methods and materials that promote explicit models of immigrant cultures to reduce home–school cultural mismatches for immigrant children.     

The case for interprofessional education in teacher education and beyond

In many PreK-12 school environments, individuals with a variety of professional identities and roles provide services to students. Typically, these individuals are trained with minimal interaction with each other, yet they must work cooperatively with each other in the schools. Interprofessional education (IPE) provides a model whereby students in different disciplines learn to collaborate. This article describes the origins and current status of IPE in the health professions; suggests strategies for applying IPE to educator training; describes a promising example IPE project involving two distinct school-based professionals, pre-service special educators and school counsellors in training, including outcomes documented through student reflections; and offers implications for implementing and sustaining IPE in schools of education.     

Preschool Attendance and Executive Function Mediate Early Academic Achievement Gaps in East Asia and the Pacific

Research Findings: This study investigated the relationship between family socioeconomic status (SES) and children’s early attainment, and the roles of preschool attendance and executive function (EF) in this association. Participants were 3,331 children (1,584 girls) ranging in age from 36 to 71 months from Cambodia, Mongolia, and Vanuatu. Children’s language, literacy, and mathematics attainment and EF were assessed using the East Asia-Pacific Early Child Development Scales. Mothers reported on family demographics and children’s preschool experience. Results indicated significant associations between SES and academic attainment in all three countries. Further analysis showed that preschool attendance and EF were significant mediators of SES- related disparities in attainment, but differed by country. Both served as parallel and sequential mediators in the associations between SES and performance in language, literacy, and mathematics in Mongolia. However, only preschool attendance mediated the association of SES with literacy attainment in Cambodia, and only EF mediated that with children’s mathematics and language performance in Vanuatu. Although SES is substantially related with early achievement in these developing countries, our findings indicate that preschool attendance and EF may attenuate this relationship. Practice or Policy: Implications for the provision of early childhood education programs and public policy are discussed.     

A mathematical model for simulating cycling: applied to track cycling

A review of existing mathematical models for velodrome cycling suggests that cyclists and cycling coaches could benefit from an improved simulation tool. A continuous mathematical model for cycling has been developed that includes calculated slip and steering angles and, therefore, allows for resulting variation in rolling resistance. The model focuses on aspects that are particular, but not unique, to velodrome cycling but could be used for any cycling event. Validation of the model is provided by power meter, wheel speed and timing data obtained from two different studies and eight different athletes. The model is shown to predict the lap by lap performance of six elite female athletes to an average accuracy of 0.36% and the finishing times of two elite athletes competing in a 3-km individual pursuit track cycling event to an average accuracy of 0.20%. Possible reasons for these errors are presented. The impact of speed on steering input is discussed as an example application of the model.     

STEM Doctoral Completion of Underrepresented Minority Students: Challenges and Opportunities for Improving Participation in the Doctoral Workforce

This article is a result of the analysis of student-level enrollment records from twenty-one research universities in the United States, and it contributes to a more robust understanding of timely completion of STEM doctorates by underrepresented minority students. Using multivariate logit regression models, findings indicated that Hispanic/Latino and students from other underrepresented groups complete at higher rates than do their Black/African American counterparts. Findings also indicated that prior master’s degrees and institutional participation in doctoral completion programs positively correlate with STEM doctoral completion. We conclude by offering insights and recommendations for graduate schools about how to increase the STEM doctoral attainment rate of students from underrepresented groups.