Validation of a single-stage submaximal treadmill walking test

Abstract

The single-stage treadmill walking test of Ebbeling et al. is commonly used to predict maximal oxygen consumption ([Vdot]O_2max) from a submaximal effort between 50% and 70% of the participant's age-predicted maximum heart rate. The purpose of this study was to determine if this submaximal test correctly predicts [Vdot]O_2max at the low (50% of maximum heart rate) and high (70% of maximum heart rate) ends of the specified heart rate range for males and females aged 18 – 55 years. Each of the 34 participants completed one low-intensity and one high-intensity trial. The two trials resulted in significantly different estimates of [Vdot]O_2max (low-intensity trial: mean 40.5 ml · kg^?1 · min^?1, s = 9.3; high-intensity trial: 47.5 ml · kg^?1 · min^?1, s = 8.8; P < 0.01). A subset of 22 participants concluded their second trial with a [Vdot]O_2max test (mean 47.9 ml · kg^?1 · min^?1, s = 8.9). The low-intensity trial underestimated (mean difference = ?3.5 ml · kg^?1 · min^?1; 95% CI = ?6.4 to ?0.6 ml · kg^?1 · min^?1; P = 0.02) and the high-intensity trial overestimated (mean difference = 3.5 ml · kg^?1 · min^?1; 95% CI = 1.1 to 6.0 ml · kg^?1 · min^?1; P = 0.01) the measured [Vdot]O_2max. The predictive validity of Ebbeling and colleagues' single-stage submaximal treadmill walking test is diminished when performed at the extremes of the specified heart rate range.     

Emotion regulation and academic perceptions in adolescence

Although studied extensively in the field of adolescent mental health, the role of emotion regulation (ER) in the academic functioning of adolescents is not well understood. This study examined the role of ER in adolescents’ perceptions of themselves and their learning environments. We compared adolescents with high and low levels of ER on perceptions of school achievement and attitudes towards school and their perception of their parents’ academic involvement. Students completed surveys about perceptions of their learning and parental involvement, as well as their ER abilities. Results indicated that students with higher emotion dysregulation endorsed more negative self-perceptions of their own academic abilities, had more negative attitudes towards school, and rated their mothers and fathers as more controlling in relation to their learning. These results demonstrate the importance of ER in the academic context, particularly in the home learning environment.     

Analysis of broadcast literature: Broadcast Journalism in “education on the air” 1930–1953

During the past six years the Journal of Broadcasting has brought to its readers bibliographies on specific topics (audience measurement techniques, content analysis, etc.) and from publications devoted to a specific field (law, economics, journalism, etc.). The bibliography published below belongs to this second category. Education on the Air, the yearbook of the Institute for Education by Radio‐Television, is a continuous record of the deliberations of a convention devoted to exploring the informative and cultural uses of broadcasting. Under the direction of I. Keith Tyler, the IERT was for many years the only major association devoted exclusively to this subject area, and many of the present organizations now in the field are “spin‐offs” from these annual meetings hosted by the Ohio State University. Within the framework of the IERT, the subject of broadcast journalism has not been neglected. Over a period of almost 30 years, this use of radio for informing the public of the events of the day was discussed in various IERT sessions.

This bibliography was prepared to assist researchers and students interested in the growth and development of broadcast journalism as reflected in the IERT annual meetings. Dr. Heath is professor of journalism at Oklahoma State University, and is former chairman of the Council on Radio‐Television Journalism of the Association for Education in Journalism. Mr. Wolfson is working toward his doctorate at Michigan State University. They collaborated on this bibliography while at Iowa State University.     

Emergent Agents: The Forgotten Publics in Crisis Communication and Issues Management Research

Crisis communication research rarely highlights the voices of marginalized publics or their advocates whose interests are affected by crisis situations. We take a different approach by using a response to a natural disaster to expand our theorizing about crisis situations beyond those that hurt the bottom line. Using official statements from Senators Landrieu and Obama about events surrounding Hurricane Katrina as texts for analysis, we demonstrate how they used transcendence, rhetorically, and appropriated the Bush administration's key term—security—to garner more support for their positions, Katrina sufferers, and relief efforts. Implications of this strategy serve to broaden crisis communication theorizing, and to provide insights into ways to strengthen the quality of crisis emergency response planning and response protocols.     

Best Practices in Crisis Communication: Evolution of Practice through Research

The stories of four practitioners are presented regarding their involvement with the Aspen conference and their reflections on the essays in this forum. Their stories suggest that the ability for academics and practitioners to co-create engaged scholarship depends on articulating common values and interests, creating a shared language that allows them to develop and execute a project and to disseminate their findings in useful ways, and constructing a space for reflection on organizational processes. This suggests that academic and practitioners need to negotiate their differences in values, language, and approach in ways that co-create a mutually satisfying project.     

The University of Texas: Looking Forward: Research Libraries in the 21st Century

ABSTRACT

This paper provides an overview of strategic initiatives identified by the University of Texas Libraries to address the challenges of operating research libraries in an increasingly digital environment.     

Preface

No abstract available for this article.     

After Care: the education and occupation of adults who have been in care

abstract

Data from the 1981 and 1991 sweeps of the National Child Development Study are used to explore the educational qualifications and the subsequent occupations of people who had experienced care as children. The results confirm previous investigations which show that people who have been in care have much lower educational qualifications than their peers who have never been in care; they also show that they have higher risks of unemployment and, if they obtain jobs, are more likely to be in lower‐level jobs. These results do not, however, apply equally to all people who have ever been in care. People who experienced short periods of care before the age of one perform close to the national average, while one of the most disadvantaged groups are people who came into care before eleven years of age and did not leave care until after eleven. This group typically remained in care for around nine years, and they not only had low educational attainments but also had even lower occupational attainments than would have been expected given their lack of qualifications.     

Relational Maintenance and Social Support in the Aftermath of Sudden and Expected Death

Bereavement is a state of grieving after the loss of a loved one. Past research has suggested that bereavement is particularly challenging, both physically and emotionally, in the aftermath of unexpected death. Here, we examine bereavement in which death occurred suddenly, compared to a chronic condition where death was expected, in terms of perceived social support and relational maintenance with the deceased in the form of imagined interactions and social media interactions. Results indicated that individuals experiencing sudden death bereavement were more likely to engage in both postmortem relational maintenance techniques and perceived less social support than individuals in the expected death bereavement group. Results are discussed in terms of previous findings.     

Matching Personal Attributes to those of the Course and the Workplace: Examples from Veterinary Science

It is desirable that students entering a professional course acquire both the personal attributes and the other key attributes needed for success in that particular profession. For veterinary science, these include skills in: communication; working with other people; handling animals; solving problems; self‐confidence; enthusiasm; motivation; the ability to work hard; and to be able to cope with stress. When students starting the veterinary course were surveyed, some were not confident that they had developed the key attributes including self‐confidence; interpersonal skills; and the ability to cope with stress. Given the importance of these attributes, this could help explain the distress felt by some recent veterinary graduates when faced with the realities of professional work. This analysis may be relevant to other careers, especially if the main attractant — in this case positive attitudes towards animals — is not sufficient to ensure contentment in the career.