Physical activity recommendations and cardiovascular disease risk factors in young Hispanic women

Despite the benefits associated with regular physical activity, there is little epidemiological evidence to support positive health outcomes when meeting physical activity guidelines in high-risk ethnic groups, such as Hispanic women. We compared cardiovascular disease risk factors between young Hispanic women who meet and those who do not meet current physical activity guidelines. Height, weight, waist circumference, and blood pressure were measured in 60 Hispanic women aged 20-39 years. Lipids, C-reactive protein, insulin, and glucose were assessed. Body composition and cardiovascular fitness were assessed by BodPod and maximal oxygen uptake (VO?(max)) respectively. Participants wore an accelerometer and average minutes (assessed in 10-min bouts) spent in light, moderate, and hard daily activity for weekdays and weekends was determined. Seventy percent of participants did not meet the recommended physical activity guidelines, whereas 30% did so. Following current physical activity guidelines was associated with significantly lower mean cholesterol (mean ± s: 4.2 ± 0.8 vs. 4.7 ± 0.9 mmol · l?1) and triglycerides (0.7 ± 0.3 vs. 1.1 ± 0.6 mmol · l?1), and higher fat-free mass (43.3 ± 3.8 vs. 40.2 ± 5.1 kg) and relative (40.4 ± 7.6 vs. 35.6 ± 7.0 ml · kg?1 · min?1) and absolute (2.5 ± 0.3 vs. 2.1 ± 0.4 litres · min?1) VO?(max) (P < 0.05). These findings suggest an improved health status in women who meet versus those who did not meet current physical activity guidelines.     

Are A-not-B errors caused by a belief about object location?

Eight- to 12-month-olds might make A-not-B errors, knowing the object is in B but searching at A because of ancillary (attention, inhibitory, or motor memory) deficits, or they might genuinely believe the object is in A (conceptual deficit). This study examined how diligently infants searched for a hidden object they never found. An object was placed in A twice, and then in B. In a different task the object was placed beside A twice, and then in B. Infants made more A-not-B errors in the former task, and perseverating infants searched diligently in A rather than in B. Infants seemed to believe the object was in A, suggesting that both a conceptual deficit and ancillary deficits account for A-not-B errors.     

Effects of conceptual systems and instructional methods on general chemistry laboratory achievement

Conceptual systems theory predicts four system orientations. System 1 individuals are highly concrete in their reasoning ability and beliefs. System 2 individuals are strongly negative toward authority and institutions and tend to be autonomous and rebellious. System 3 individuals are more abstract than System 1 or System 2 individuals and have strong need to maintain secure relationships. System 4 individuals have the most abstract, flexible, and open-minded orientation and have an analytical approach to problem solving. Conceptual systems orientations of subjects taking a general chemistry laboratory were determined using the “This I Believe” test. Subjects were classified into Systems 1, 2, 3, 4, or admixtures. Laboratory sections were assigned randomly to three instructional methods (traditional approach, learning cycle, computer simulation) for teaching a three-hour laboratory covering spectrophotometry principles. Factorial analysis of covariance indicated no significant conceptual system by instructional method interaction. The main effect for conceptual system was significant, and pairwise comparisons of adjusted mean posttest scores indicated that System 4 subjects as well as System 3 subjects scored significantly higher than System 1 subjects. There was no significant difference in scores between System 4 and System 3 individuals. Conceptual systems orientation is an attribute variable that may influence chemistry learning.     

Online Schooling: A Cautionary Tale

In this controversy piece, we portray online learning as growing too fast for existing regulatory structures to oversee and generally as having failed to live up to its potential. Operators, particularly for-profit operators, have generally not produced successful schools. We urge reforms of cyber schooling funding mechanisms, data systems, and oversight.     

An Analysis of the Relative Influences of Fahrenheit 9/11 and Presidential Debate Viewing on Shifting Confidence in President George W. Bush

This study analyzes the influence of Michael Moore's Fahrenheit 9/11 in coordination with presidential debate viewing on the outcome variable of confidence in George W. Bush's policy positions. In addition, the combined influence of these competing persuasive appeals is assessed across three political ideology groups: liberals, moderates, and conservatives. There is a statistically significant experimental stimulus-by-political ideology interaction, with Bush making substantial gains among political moderates who viewed Moore's film prior to a Bush-Kerry debate. The study also reveals similar patterns of influence for liberals and conservatives.