Energy substrate metabolism during dual work rate exercise: Effects of order

Changes in workload are evident during many physical activities. The aim of this study was to assess total substrate metabolism when the temporal placement of a period of higher-intensity work (75% VO 2max ) was varied within a low-intensity exercise session (50% VO 2max ). One experimental trial (higher intensity first) comprised 5 min low-intensity work, followed by 15 min high-intensity work, followed by 40 min low-intensity work. The other trial (low intensity first) comprised 40 min low-intensity work, followed by 15 min high-intensity work, followed by 5 min low-intensity work. The trials were designed to achieve an identical total energy expenditure. Energy expenditure, fat and carbohydrate utilization were estimated by expired gas analysis and compared between conditions. Mean total energy expenditure during the higher-intensity phase was 1076 kJ and 1128 kJ in the high-intensity first and low-intensity first trials respectively (t 6 = -3.76, P = 0.0047). Mean total energy expenditure for the whole trial was 3356 kJ and 3452 kJ in the high-intensity first and low-intensity first trials respectively (t 6 = -3.48, P = 0.0065). Mean whole-trial fat utilization was 1753 kJ and 1857 kJ in the high-intensity first and low-intensity first trials respectively (t 6 = -0.76, P = 0.24). Our findings suggest that changing the temporal placement of higher-intensity work within a low-intensity exercise session has a significant effect on total energy expenditure but not on the rate of fat oxidation.     

The Academic Rational Beliefs Scale: Development,Validation, and Implications for College Counselors

This study reports on a new instrument, the Academic Rational Beliefs Scale, designed to measure college students' academic beliefs along a rational‐irrational continuum. The new instrument is potentially useful when working with students experiencing academic difficulties. Information about test construction, reliability, validity, and generalizability are presented and implications, benefits, and cautions associated with use of the instrument as a college counseling tool are discussed.     

Elementary school teachers’ preferences for school‐based interventions for students with emotional and behavioral problems

Teachers’ adoption and implementation of evidence‐based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers (N = 230), we examined (a) preference for attributes of school‐based interventions, (b) relative preference for three intervention packages with experimentally manipulated characteristics, and (c) teacher characteristics related to the above preference profiles. Intervention outcomes were the most important characteristics in teachers’ intervention decisions. Most teachers’ responses suggested preference for a social and emotional learning program (57.9%) or school‐based consultation for behavioral interventions (35.8%); a small group of teachers preferred a general support intervention (5.8%). Teachers preferring the general support intervention reported greater mental health symptoms, lower mental health literacy and lower confidence in program effectiveness than peers preferring other interventions. Implications for intervention development and future directions are discussed.     

Print Media

Elizabeth L. Eisenstein, The Printing Press as an Agent of Change (Cambridge and New York: Cambridge University Press, 1979---$49.50 for the two volume set)

Roy Harley Lewis' Antiquarian Books: An Inisder's Account (New York: Arco, 1979---$10.00)

Jack Lindsay's William Morris: His Life and Work (New York: Taplinger, 1979---$14.95)

Thomas Weyr's Reaching for Paradise: The Playboy Vision of America (New York: Times Books, 1979---$12.50)

Book Publishing Worldwide, A Publisher's Weekly Extra (New York: R.R. Bowker, 1979---S6.95, paper)

Scholarly Communication: The Report of the National Enquiry (Baltimore: The Johns Hopkins University Press, 1979---$3.95, paper)

Charles B. Osburn's Academic Research and Library Resources: Changing Patterns in America (Westport, Conn.: Greenwood Press, 1979---$18.95)

Robert Egan's The Bookstore Book: A Guide to Manhattan Booksellers (New York: Avon Books, 1979---$5.95, paper)     

Creating case studies of practice through Appreciative Inquiry

Taking a positive view is a fruitful way to prompt educators to reflect on and to develop their practice. Teachers, teacher educators and children bring a wide range of ideas that provide a powerful basis for developing understanding of the complexities of classroom practice. Using appreciate inquiry the authors show how they developed their understanding of professional development as they worked with groups of teachers who investigated their science teaching practice with young children and produced case studies of practice. The authors also show how the roles and ideas of themselves as university tutors were challenged and emerged to suit the range of contexts involved. Their view of Continuing Professional Development was influenced by the lived experiences of the teachers and themselves. They worked to systematise learning through identifying commonalities of experience and reflection along four dimensions: creating spaces for growth; working with emergent purposes; action research as rhizomatic growth; and collaborative and collective action. The rich variety of outcomes shows the value of creating space for growth for children and for adults. The energy and enthusiasm liberated motivated the participants to explore their worlds in ways that were difficult to predict at the start of the project.     

Flying in a V formation: themes of (in)equity,reality, and togetherness in adult siblings’ narrative explanations of shared parental caregiving

Guided by communicated narrative sense-making, the present study explored the themes that characterize adult siblings’ stories about their experiences with sharing care of aging parents. Interviews with 20 adult siblings revealed the varied and emotional nature of their shared parental caregiving stories. Adult siblings primarily constructed meaning of their caregiving experiences by drawing upon three overarching narratives: (1) the narrative of (in)equity, (2) the narrative of ideal versus real, and (3) the narrative of interconnectedness. These findings highlight the need for adult siblings providing care for their parents to work together as a team, exercise empathy in their interactions, and express gratitude for one another’s contributions. Several practical applications are discussed that can help siblings manage and overcome the relational challenges associated with caring for a parent.     

From personal to conventional probabilities: from sample set to sample space

This article is a systematic reflection on a sequence of episodes related to teaching probability. Our central claim is that reducing problems to a consideration of the sample space, which consists of equiprobable outcomes, may not be in accord with learners’ initial ways of reasoning. We suggest a “desirable pedagogical approach” in which the solution builds on the set of outcomes as identified by learners and serves as a bridge towards mathematical convention. To explore prospective high school mathematics teachers’ ideas related to addressing a potential learner’s mistake and their reactions towards the suggested approach, we presented them with two tasks. In Task I, participants (n = 30) were asked to suggest a pedagogical remedy to a frequent mistake found in dealing with a standard probability problem, whereas in Task II, they were asked to solve a probabilistic problem, which they had not encountered previously. We discuss participants’ mathematical solutions to Task II in reference to their pedagogical approaches to Task I. The presented disparity serves in extending the convincing power of the suggested pedagogical approach.     

Acute effects of static stretching on characteristics of the isokinetic angle - torque relationship, surface electromyography, and mechanomyography

The aims of this study were to examine the acute effects of static stretching on peak torque, work, the joint angle at peak torque, acceleration time, isokinetic range of motion, mechanomyographic amplitude, and electromyographic amplitude of the rectus femoris during maximal concentric isokinetic leg extensions at 1.04 and 5.23 rad x s(-1) in men and women. Ten women (mean +/- s: age 23.0 +/- 2.9 years, stature 1.61 +/- 0.12 m, mass 63.3 +/- 9.9 kg) and eight men (age 21.4 +/- 3.0 years, stature 1.83 +/- 0.11 m, mass 83.1 +/- 15.2 kg) performed maximal voluntary concentric isokinetic leg extensions at 1.04 and 5.23 rad x s(-1). Following the initial isokinetic tests, the dominant leg extensors were stretched using four static stretching exercises. After the stretching, the isokinetic tests were repeated. Peak torque, acceleration time, and electromyographic amplitude decreased (P< or = 0.05) from pre- to post-stretching at 1.04 and 5.23 rad . s(-1); there were no changes (P > 0.05) in work, joint angle at peak torque, isokinetic range of motion, or mechanomyographic amplitude. These findings indicate no stretching-related changes in the area under the angle - torque curve (work), but a significant decrease in peak torque, which suggests that static stretching may cause a "flattening" of the angle - torque curve that reduces peak strength but allows for greater force production at other joint angles. These findings, in conjunction with the increased limb acceleration rates (decreased acceleration time) observed in the present study, provide tentative support for the hypothesis that static stretching alters the angle - torque relationship and/or sarcomere shortening velocity.