Accuracy of activPAL Self-Attachment Methods

This study examined the accuracy of self-attachment of the activPAL activity monitor. A convenience sample of 50 participants self-attached the monitor after being presented with written material only (WMO) and then written and video (WV) instructions; and completed a questionnaire regarding the acceptability of the instructional methods. Participants positioned the monitor lower than the instructed position on the thigh (WMO ?5.15 ± 2.75 cm, WV ?4.16 ± 2.15 cm; p = .008 difference) and approximately 2 cm laterally from the thigh midline (WMO 1.90 ± 0.92 cm; WV 2.08 ± 1.24 cm). The orientation of the device was positioned correctly along the midline (within < 1° of vertical). Acceptability was high for both instructional methods although preference was shown for the WV instruction. In conclusion, participants consistently self-attached the activPAL close to the intended placement with either instructional method. The addition of video instruction produced a slightly more accurate attachment and was preferred by the participants.     

Copyright and licensing — the changing scene

A rapid survey of the key current issues and changes in the copyright and licensing environment. Briefly discusses the reasons why there is so much change, and in particular the changing attitudes of both authors and customers towards publishers. Surveys the new contractual problems confronting publishers; the requirements for doing business electronically in future; major legal changes; and developments in licensing. Concludes by considering how publishers can influence what happens.     

To the editor...

Early Childhood Education Journal -     

Neurobehavioral and Psychosocial Issues in Klinefelter Syndrome

Klinefelter Syndrome (KS) is a relatively common (1/500 to 1/1,000) genetic syndrome caused by an extra X chromosome in males, leading to an XXY karyotype. In most cases, the physical and neurobehavioral characteristics of KS are relatively mild, and KS is not usually associated with moderate or severe mental retardation. However, KS is often associated with significant language‐based learning disabilities and executive dysfunction, making it a plausible genetic model for understanding the neurobiology of these areas of cognition that are so fundamental to learning in a classroom. Additionally, the psychosocial aspects of KS, which can have a significant impact on school performance and learning, have been explored only on an anecdotal level. We have conducted pilot studies in a small group of KS adolescents and adults to begin to identify the social, emotional, and adaptive behavior issues facing KS subjects and have identified several areas for further research. This includes characterization of mild maladaptive behaviors, as well as significant strengths in other areas. Further work is needed to determine how the social‐emotional and cognitive features of the disorder interact or change over the lifetime of subjects and how the learning disabilities respond to hormonal or cognitive‐based therapy.