Maximum oxygen uptake and body composition of healthy Hong Kong Chinese adult men and women aged 20 – 64 years

Abstract

The aims of the present study were to assess the maximal oxygen uptake and body composition of adult Chinese men and women, and to determine how these variables relate to age. The cross-sectional sample consisted of 196 men and 221 women aged 20 – 64 years. Maximal oxygen uptake ([Vdot]O_2max) was determined by indirect calorimetry during a maximal exercise test on an electrically braked cycle ergometer. The correlations between [Vdot]O_2max and fat mass were ?0.52 in men and ?0.58 in women. Linear regression defined the cross-sectional age-related decline in [Vdot]O_2max as 0.35 ml · kg^?1 · min^?1 · year^?1 in men and 0.30 ml · kg^?1 · min^?1 · year^?1 in women. Multiple regression analysis showed that more than 50% of this cross-sectional decline in [Vdot]O_2max was due to fat mass, lean mass, and age. Adding fat mass and lean mass to the multiple regression models reduced the age regression mass from 0.35 to 0.24 ml · kg^?1 · min^?1 · year^?1 in men and from 0.30 to 0.15 ml · kg^?1 · min^?1 · year^?1 in women. We conclude that age, fat mass, and lean mass are independent determinants of maximal oxygen uptake in Chinese adults.     

The Hollywood Palace

Frank Capra's The Name Above the Title (MacMillan, $12.50). Capra, who produced some of his major hits (“It Happened One Night” etc.)

Essoe, Gale and Raymond Lee. DeMille: The Man and His Pictures ($8.50)

Ladies in Distress ($10.00)

Lahue, Kalton C. Winners of the West: The Sagebrush Heroes of the Silent Screen ($10.00)

Lahue, Kalton C. Dreams for Sale: Rise and Fall of the Triangle Film Corporation ($8.50)

Lee, Raymond, and B.G. Van Hecker. Gangsters and Hoodlums: The Underworld in the Cinema ($8.95)

Lee, Raymond, The Films of Mary Pickford ($8.95)

Philip French's The Movie Moguls: An Informal History of the Hollywood Tycoons (Regnery, $5.95)

Mel Gussow's Don't Say Yes Until I Finish Talking: A Biography of Darryl F. Zanuck (Doubleday, $7.95)

Inactive Properties Including Furniture, Decorative, Objects, Paintings, Posters, Set Skeches and other Decorations, Full size and model boats and ships-airplanes and model trains. (McGraw-Hill, $10.00 paperback)

Ivan Butler's The Making of Feature Films: A Guide (Pelican Books Al232, $1.75)

Kenneth H. Roberts and Win Sharpies' A Primer for Film Making: A Complete Guide to 16 MM and 35 MM Film Production (Pegasus (Division of Bobbs-Merrill), $15.00/6.75)

Arthur F. McClure (ed.) The Movies: An American Idiom–Readings in the Social History of the American Motion Picture (Fairleigh Dickinson University Press, $15.00)

Gerald Mast's A Short History of the Movies (Pegasus, $12.50/4.95)

Andre Glucksmann's Violence on the Screen (BFI, 81 Dean St., London, WiV 6AA, England, $1.20) which briefly (78 pp.)

Today's Film Maker (American Film Maker Inc., 250 Fulton Ave., Hempstead, Long Island, N. Y., $3.50)     

An Eco-cognitive Model of Abductive Reasoning

Science & Education -     

Controlling parenting and physical aggression during elementary school

The goal of the present study was to examine whether controlling parenting contributes to the problem of physical aggression. Developmental trajectories of children's physical aggression were modeled from yearly teachers' ratings, from ages 6 to 12. Multinomial logistic regressions (N = 1,508) served to identify risk factors that distinguish children who display different levels of physical aggression throughout grade school. Results revealed that being a boy and having a reactive temperament were important child predictors. Parental separation and an early onset of motherhood were also significant risk factors. Finally, mothers' controlling parenting increased the odds of following the highest trajectory of physical aggression, above and beyond the previous risk factors.     

Making sense of reports on the incidence of behavior disorders/emotional disturbance in school-aged populations

A review of estimates of the incidence of emotional disturbance/problem behavior in school-aged children leads to the conclusion that schools should anticipate a need for alternative programming for the 2–3% of their students predicted to have recurrent or persistent problems in adjusting to school situations. In addition, there is a need to assist teachers in dealing with the stresses created by the high incidence of transient problem behavior affecting 25–30% of the total school population. Some programming possibilities are suggested.     

Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education

Background: The role that content knowledge, an important component of practical subject matter knowledge, plays for pre-service teachers (PSTs) in physical education teacher education (PETE) remains contested and unclear. Whilst some researchers emphasise the facilitative nature of such knowledge, others criticise that too much focus on content knowledge has a negative effect on the development of pupil-centred and critical pedagogies. Despite of its seeming importance, specific research into this aspect of the knowledge base remains scarce.

Purpose: This research set out to examine the effects that varying levels of content knowledge had on the development of PSTs in PETE. In doing so, it aimed to create an enhanced understanding of how this knowledge base influences the learning and development of PSTs in PETE.

Methods and procedures: Shulman’s [1987. ‘Knowledge and Teaching: Foundation of the new Reform’. Harvard Educational Review 57 (1): 1–22] conceptualisation of the knowledge base for teaching was used to delineate the concept of content knowledge. Influenced by a constructivist approach to grounded theory, this study employed semi-structured interviews, lesson observations and post-lesson reflections as main instruments of data collection during three stages of a one-year PETE programme at a University in the UK. Using constant comparative analysis, data from 12 PSTs (6 female; 6 male) were analysed, following a 2-stage analysis procedure as outlined by Charmaz [2006. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage].

Main outcomes and results: Content knowledge limitations were found to have numerous effects on PSTs. Lack of teaching confidence, as well as adverse impact on enacted teaching knowledge (pedagogical content knowledge) highlighted that at least ‘adequacy’ of content knowledge is needed, if PSTs are to use more advanced pedagogical strategies with confidence. Content knowledge was seen to be context specific and contextualised within the curriculum delivered in the respective schools, where PSTs were placed. In-depth content knowledge was perceived to be an asset that could be used to design and teach lessons that were responsive to pupil need.

Conclusions: In line with Siedentop’s [[1989] 2002. ‘Content Knowledge for Physical Education’. Journal of Teaching in Physical Education 21 (4): 368–377] critique of the academicisation of PETE, this study confirmed the facilitative role of content knowledge. Whilst such knowledge by itself does not guarantee good teaching, the debate about the wider role practical subject matter knowledge needs be re-visited. As universities and schools reposition and redefine their roles within a changing landscape of teacher education partnership models and the academic priorities and funding limitations at UK universities, the development of a range and depth of content knowledge represents an evolving challenge for all of those involved in PETE.