Hematological Changes Elicited by Prolonged Intermittent Aerobic Exercise

Abstract

The purpose of this study was to compare the acute and chronic effects of a strenuous work task, in a moderately high heat stress environment, upon selected hematological components. Twenty experienced long-distance runners competed in a 24-hr relay, running approximately one mile each hour in relay fashion. Food and fluid intake was allowed ad libitum during rest intervals. Blood samples were secured three times: (T1) within 1 hr prior to the start; (T2) approximately 10 min after the first mile run; and (T3) approximately 10 min after each subject completed his last mile run. Main blood variables of interest were Hb, Hct, total protein, albumin, WBC diff, Na⁺, K⁺, Cl^?, Ca⁺⁺, glucose, cholesterol, T-bilirubin, LDH, SGOT, CPK, BUN, uric acid, and creatinine. Within the limitations of this study, the following main conclusions appear warranted: (a) hemoconcentration changes between T1 and T2 may be the causative factor underlying the moderate, but significant, increases in the majority of other hematological components between T1 and T2. As hemoconcentration did not appear to increase further between T2 and T3, component changes between T2 and T3 may be due to other causative factors; (b) the data from LDH, CPK, SGOT, BUN, uric acid and bilirubin is suggestive of muscle tissue damage and hemolysis.     

Meta‐Analytic Methodology and Inferences About the Efficacy of Formative Assessment

In a recent article published in EM:IP, Kingston and Nash report on the results of a meta‐analysis on the efficacy of formative assessment. They conclude that the average effect of formative assessment on student achievement is about .20 SD units. This would seem to dispel the myth that effects between .40 and .70 can be attributed to formative assessment. They also find that there is considerable variability in effect sizes across studies, and that only the content area in which the treatment is situated explains a significant proportion of study variability. However, there are issues in the meta‐analytic methodology employed by the authors that make their findings somewhat equivocal. This commentary focuses on four methodological concerns about the Kingston and Nash meta‐analysis: (1) the approach taken to select studies for inclusion, (2) the application of study inclusion criteria, (3) the extent to which the effect sizes being combined are biased, and (4) the relationship between effect size magnitude and characteristics of outcome measures. After examining these issues in the context of the Kingston and Nash review, it appears that considerable uncertainty remains about the effect that formative assessment practices have on student achievement.     

Family Turbulence and Child Internalizing and Externalizing Behaviors: Moderation of Effects by Race

This study examined the impact of residential instability and family structure transitions on the development of internalizing and externalizing problems from age 2 through 10.5. Child's race was examined as a moderator. Caregiver reports of internalizing and externalizing behaviors were obtained on 665 children at ages 5 and 10.5. Early-childhood residential and family structure transitions predicted elevated internalizing and externalizing problems at ages 5 and 10.5, but only for Caucasian children. These findings suggest that residential and family structure instability during early childhood independently contribute to children's later emotional and behavioral development, but vary as a function of the child's race. Community organizations (e.g., Women, Infant, and Children) can connect turbulent families with resources to attenuate effects of residential and family structure instability.     

Cultural consultation: Implications for hispanic mental health services in the United States

The need to maximize the influence of the limited number of Hispanic mental health professionals in the United States requires the development of new roles. One possible role is that of cultural consultant to non-Hispanic providers. Cultural consultation can serve to help mental health providers differentiate between cultural differences and cognitive, affective and social deficits. This article will operationalize the concept and goats of cultural consultation, issues related to non- Hispanic staff providing services to Hispanics will be outlined, and a series of recommendations will be presented to assist individuals and organizations in developing cultural consultation programs.     

Effects of Introducing Classroom Peflormance Assessments on Student Learning

How can performance assessments be used as part of regular instruction? Will this raise student performance on external achievement measures? What aspects of examinee performance improve on the assessment exercises?     

The relations of parenting,effortful control,and ego control to children's emotional expressivity

The relations of observed parental warmth and positive expressivity and children's effortful control and ego control with children's high versus low emotional expressivity were examined in a 2-wave study of 180 children (M age = 112.8 months). There were quadratic relations between adults' reports of children's emotional expressivity and effortful control; moderate expressivity was associated with high effortful control. Structural equation models supported the hypothesis that children's ego overcontrol (versus undercontrol) mediated the relation between parental warmth or positive expressivity and children's emotional expressivity, although parenting at the follow-up did not uniquely predict in children's expressivity after controlling for the relations in these constructs over time. The alternative hypothesis that children's ego overcontrol elicited positive parenting and expressivity also was supported.