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我生活在心灵和头脑之间,像一对不能调和的夫妇。我生活在左手和右手之间,左手灵巧险恶,右手正直非凡。我生活在笑容和愁容之间,这是个两党的制度,总是反对自己的意见。我的左腿很不安分,连蹦带跳,右腿却僵直不曲,举步维艰。我的左肩无拘无束,像一个脱衣舞者,右肩却挺得笔直,如     

Academic Motivation and Psychological Needs as Predictors of Suicidal Risk

This study examined academic motivation and basic psychological needs as predictors of suicidal risk (namely, depressive symptoms and suicidal behaviors) in a sample of 348 college students. Results from regression analyses indicated that academic motivation was a significant predictor of suicidal risk. The inclusion of basic psychological needs significantly augmented the prediction model. The authors discuss implications for considering academic motivation and basic psychological needs in college counseling on the basis of the results.     

The educated senior citizen: Continuing education after retirement

Negative attitudes toward the older person or senior citizen are quite pervasive in American society. Even retirees have been conditioned to view themselves as has-beens. And yet, with encouragement, many, especially the educated among them, can assume creative roles in the restructuring of their retirement leisure lives. For the past seventeen years at the INSTITUTE FOR RETIRED PROFESSIONALS of the New School for Social Research in New York City over six hundred retirees have assumed new roles as volunteer teachers, coordinators, paper-givers, reporters, and students in over seventy-five classes in a do-it-yourself inner university. It is an exciting new approach to learning, offering a creative outlet for the use of retirement leisure.Reprinted fromLiberal Education, The Bulletin of the Association of American Colleges, May 1978, with permission.     

Normative fat-free mass index values for a diverse sample of collegiate female athletes

The purpose of this study was to establish normative fat-free mass index (FFMI) ranges in collegiate female athletes. A sample of 266 female athletes (Mean±SD; Age: 19.7 ± 1.5 yrs, Height: 166.0 ± 6.4 cm, Weight: 63.2 ± 8.8 kg) were included in analyses. Dual-energy X-ray absorptiometry measured bone mineral content (BMC; kg) and lean mass (LM; kg). Fat-free mass index was calculated as follows: FFMI = (BMC + LM)/Height². Participants were classified by sport: cross-country (XC), field hockey, football, gymnastics, lacrosse, resistance-trained, swimming track. Mean, range and percentile ranks of FFMI were calculated for the full sample for each cohort. For all females, mean FFMI was 16.9 ± 1.7 kg/m², FFMI values ranged from 13.3 to 25.5 kg/m². The XC athletes had the lowest FFMI (15.3 ± 0.96 kg/m²; p < 0.001). Mean FFMI measures were similar between all other female athletes. Percentile ranks varied across sport; median FFMI was highest for football (18.0 kg/m²), lowest for XC (15.1 kg/m²) and ranged between 16.4 and 17.3 kg/m² for all other athletes. Establishing sport-specific FFMI values for female athletes may be beneficial for athletes and coaches by leading to more appropriate body composition goals based on FFM.     

Parents’ and teachers’ beliefs about children’s school readiness in a high-need community

This study compared the beliefs of preschool teachers, kindergarten teachers, and parents in one mostly Hispanic and Black high-need urban school district to learn their views of what children should know and be able to do at kindergarten entry. Beliefs regarding the importance of 12 school readiness “resources” were assessed with the CARES survey designed for this study. Parents held remarkably similar beliefs, regardless of ethnicity or education. Parents and teachers also agreed that children must be healthy and socially competent, and be able to comply with teacher authority, although parents rated this latter resource higher. However, parents rated all classroom-related readiness resources as more important than teachers did. They believed it was necessary for a child to be able to communicate in English and to have basic knowledge and skills, which was more important than a child’s approach to learning. Preschool teachers also believed that knowledge was more important than kindergarten teachers did. Directions for further research and implications for policy and practice are discussed.