The Acute Response of the Immune System to Tennis Drills in Adolescent Athletes

ABSTRACT

Purpose: The purpose of this study was to examine changes in school-based physical education (PE) attendance over time among nationally representative samples of U.S. high school students and how changes in PE attendance have varied across demographic subgroups. Method: Student demographic information and PE attendance data were obtained from 13 biennial cycles (1991–2015) of the national Youth Risk Behavior Survey (YRBS). Physical education variables derived from YRBS data included PE attendance, daily PE, average PE days/week, and PE frequency. Logistic regression models examined trends in PE attendance, daily PE, and PE frequency for the overall sample and demographic subgroups. Linear regression models examined trends in average PE days/week in the overall sample only. Results: Overall, there was no significant change in the percentage of students reporting PE attendance during 1991 to 2015. However, daily PE and average PE days/week declined significantly from 1991 to 1995 (41.6% to 25.4% and 4.64 days to 3.64 days, respectively) and then remained stable through 2015 (29.8% and 4.11 days, respectively). The percentage of students reporting a PE frequency of 3 days per week increased significantly from 1991 to 1995 (1.5% to 19.0%) before stabilizing through 2015 (9.1%). Trends across demographic subgroups revealed notable differences in PE attendance. Conclusions: Study findings showed that U.S. schools have not substantially reduced PE amounts in recent years. Still, the prevalence of PE attendance among U.S. high school students is well below recommendations. For PE to contribute to increased adolescent compliance with national physical activity guidelines, significant policy actions are needed to improve PE access for all students.     

Students choosing colleges: Understanding the matriculation decision at a highly selective private institution

This paper provides an econometric analysis of the matriculation decisions made by students accepted to Williams College, one of the nation's most highly selective colleges and universities. Using data for the Williams classes of 2008 through 2012 to estimate a yield model, we find that—conditional on the student applying to and being accepted by Williams—applicant quality as measured by standardized tests, high school GPA and the like, the net price a particular student faces (the sticker price minus institutional financial aid), the applicant's race and geographic origin, plus the student's artistic, athletic and academic interests, are strong predictors of whether or not the student will matriculate.     

Journalism,Moral Panic and the Public Interest

The public interest is commonly presumed to be fundamental to the practice of journalism. Journalists and the media organizations for which they work routinely assume that they are able to identify what is in the public interest, and act accordingly. This article explores notions of the public interest in the context of a particular case study, that of Sharleen Spiteri, an HIV-positive sex worker who appeared on the Australian national current affairs television programme 60 Minutes in 1989 and admitted that she sometimes had unprotected sex with clients. As a consequence of the ensuing wave of moral panic, she was forcibly detained in a locked AIDS ward and a mental asylum. After she was released she was kept under 24-hour surveillance for the remaining 15 years of her life. In 2010, the authors of this article produced a radio documentary for the Australian Broadcasting Corporation about Sharleen Spiteri's case. The authors argue that her story raises some important and difficult questions for the ethical practice of journalism. They analyse the role of journalists and politicians involved in Sharleen's case, and show that their belief that they were acting in the public interest played into well-established historical narratives linking sex workers with disease and dissolution, with disastrous consequences for Sharleen herself. The authors argue that a more reflexive and responsible conception of the public interest for journalists requires them to pay more careful attention to the voices and perspectives of people who are excluded from participation in the public sphere.     

A consideration of direct and indirect teaching styles with respect to achievement and retention of learning in science classes

Students taught by teachers of science with a higher I/D ratio, according to Flanders scale, will achieve more and retain more information than will students of teachers with a lower I/D ratio. This study tested students in high school chemistry and junior high school general science at the end of a year of study in their respective classes. They were then retested four months later. The teachers were scaled according to their I/D ratio. It was found that the I/D ratio of a teacher could be a guide toward determining the success of students so taught in a particular class.