Family risk factors and prevalence of dissociative symptoms among homeless and runaway youth

OBJECTIVE: To examine family risk factors associated with dissociative symptoms among homeless and runaway youth. METHOD: Three hundred and twenty-eight homeless and runaway youth were interviewed using a systematic sampling strategy in metropolitan Seattle. Homeless young people were interviewed on the streets and in shelters by outreach workers in youth service agencies. RESULTS: The current study revealed widespread prevalence of dissociative symptoms among these young people. Multivariate analyses revealed that sexual abuse, physical abuse, and family mental health problems were all positively associated with dissociative symptoms. No gender differences were found for any of the models. CONCLUSIONS: Dissociative behavior is widespread among these youth and may pose a serious mental health concern. Some young people experience numerous stressors, and with few resources and little support available, many may invoke maladaptive strategies such as dissociative behavior to handle such situations, which may in turn be detrimental to their mental health. Unless youth are provided with programs and intervention, the cycle of abuse that they have experienced at home is likely to continue on the street.     

Supporting Transgender College Students: Implications for Clinical Intervention and Campus Prevention

This study examines the experiences of transgender college students in coping with stress in comparison to their cisgender peers. Undergraduate and graduate students from 73 colleges, totaling 26,292 participants, of which 47 identified as transgender completed an online survey. Transgender students reported greater exposure to trauma and higher rates of suicidal experiences, as well as different precipitants to reported stressful periods and sources of support than their cisgender peers. Implications for individual and group counseling as well as outreach and prevention to better support transgender students are explored.     

Resources,models, and theory in the improvement of research in science education

Research in science education is an interdisciplinary effort, fully meriting the allocation of university resources and the serious effort of able scholars.     

Vital statistics and early death predictors of North American professional basketball players: A historical examination

While empirical evidence suggests that elite athletes have superior lifespan outcomes relative to the general population, less is known regarding their causes of death. The purpose of this study was to critically examine the mortality outcomes of deceased National Basketball Association and American Basketball Association players. Death data were collected from publicly available sources until 11 December 2015, and causes of death were categorized using the International Classification of Diseases, Tenth Revision (ICD). Mortality was measured through: i) cause-specific crude death rates (CDR), ii) estimates of death rates per athlete-year (AY), and iii) binary and multinomial regression analyses. We identified 514 causes of death from 787 deceased players (M = 68.1 y ± 16.0) from 16 different ICD groups, 432 of which were from natural causes. Findings showed similar leading causes of death and CDRs to sex- and race-matched controls, higher death rate differences per AY within time-dependent variables (i.e., birth decade, race, and height), and a higher likelihood of dying below the median age of death for black and taller players, although this was highly confounded by birth decade. More complete knowledge of mortality outcomes would provide broad public health applications and disarm harmful stereotypes of elite athlete health.     

Running economy,mechanics, and marathon racing shoes

ABSTRACT

The choice of marathon racing shoes can greatly affect performance. The purpose of this study is to metabolically and mechanically compare the consumer version of the Nike Vaporfly 4% shoe to two other popular marathon shoes, and determine differences in running economy. Nineteen subjects performed two 5-minute trials at 4.44m/s wearing the Adidas Adios Boost (AB), Nike Zoom Streak (ZS), and Nike Vaporfly 4% (VP) in random order. Oxygen uptake was recorded during minutes 3–5 and averaged across both shoe trials. On a second day, subjects wore reflective markers, and performed a 3-minute trial in each shoe. Motion and force data were collected over the final 30 seconds of each trial. VP oxygen uptake was 2.8% and 1.9% lower than the AB and ZS. Stride length, plantar flexion velocity, and center of mass vertical oscillation were significantly different in the VP. The percent benefit of the VP over AB shoe was predicted by subject ground time. These results indicate that use of the VP shoe results in improved running economy, partially due to differences in running mechanics. Subject variation in running economy improvement is only partially explained by variation in ground time.     

Effect of loading on peak power of the bar,body, and system during power cleans,squats, and jump squats

Abstract

Nine males (age 24.7 ± 2.1 years, height 175.3 ± 5.5 cm, body mass 80.8 ± 7.2 kg, power clean 1-RM 97.1 ± 6.36 kg, squat 1-RM = 138.3 ± 20.9 kg) participated in this study. On day 1, the participants performed a one-repetition maximum (1-RM) in the power clean and the squat. On days 2, 3, and 4, participants performed the power clean, squat or jump squat. Loading for the power clean ranged from 30% to 90% of the participant's power clean 1-RM and loading for the squat and jump squat ranged from 0% to 90% of the participant's squat 1-RM, all at 10% increments. Peak force, velocity, and power were calculated for the bar, body, and system (bar + body) for all power clean, squat, and jump squat trials. Results indicate that peak power for the bar, body, and system is differentially affected by load and movement pattern. When using the power clean, squat or jump squat for training, the optimal load in each exercise may vary. Throwing athletes or weightlifters may be most concerned with bar power, but jumpers or sprinters may be more concerned with body or system power. Thus, the exercise type and load vary according to the desired stimulus.     

Emphasizing the History of Genetics in an Explicit and Reflective Approach to Teaching the Nature of Science

Science education researchers have long advocated the central role of the nature of science (NOS) for our understanding of scientific literacy. NOS is often interpreted narrowly to refer to a host of epistemological issues associated with the process of science and the limitations of scientific knowledge. Despite its importance, practitioners and researchers alike acknowledge that students have difficulty learning NOS and that this in part reflects how difficult it is to teach. One particularly promising method for teaching NOS involves an explicit and reflective approach using the history of science. The purpose of this study was to determine the influence of a historically based genetics unit on undergraduates’ understanding of NOS. The three-class unit developed for this study introduces students to Mendelian genetics using the story of Gregor Mendel’s work. NOS learning objectives were emphasized through discussion questions and investigations. The unit was administered to undergraduates in an introductory biology course for pre-service elementary teachers. The influence of the unit was determined by students’ responses to the SUSSI instrument, which was administered pre- and post-intervention. In addition, semi-structured interviews were conducted that focused on changes in students’ responses from pre- to post-test. Data collected indicated that students showed improved NOS understanding related to observations, inferences, and the influence of culture on science.     

Developing undergraduate research skills in a faculty of education: motivation through collaboration

This paper explores motivational factors underpinning undergraduates’ learning of research skills through individual research projects with collaborative tutorials. Research has long pointed to group support, positive affect and scaffolding as important for motivating and facilitating learning. Furthermore, UK government priorities have placed an increasing emphasis on the need to develop the key skills of inquiry and working with others. However, this is set in a context of assessment and practice in higher education that encourages individualist and instrumental perspectives on gaining competencies and knowledge. Traditionally undergraduate research skills have been taught through lectures and small‐scale projects chosen by the students with individual tutorial support in a faculty of education. Here our action research introduced collaborative tutorials as another element of teaching. We examine the process of collaboration to explore factors that support motivation to learn through two principal theoretical frameworks.     

F. Memoirs and Biography

ON TELEVISION by Pierre Bourdieu, translated from the 1996 French original by Priscilla Ferguson (New York: The New Press, 1998—$18.95, paper, ISBN 1–56584–407–6, 104 pp., appendix, translator's note, bibliography, notes, index)

BUYER'S GUIDE TO FIFTY YEARS OF TV ON VIDEO by Sam Frank (Amherst, NY: Prometheus Books, 1999—$22.95, paper, ISBN 1–57392–226–9, 1,498 pp., index)

THE TELEVISION STUDIES BOOK edited by Christine Geraghty and David Lusted (London: Arnold / New York: St. Martin's Press, 1998—$59.95/18.95, ISBN 0–340–66232 hard, 0–340–66231‐X paper, 337 pp., index)

WHY WE WATCH: THE ATTRACTIONS OF VIOLENT ENTERTAINMENT edited by Jeffrey H. Goldstein (New York: Oxford University Press, 1998—$49.95/17.95, ISBN 0–19–511820–0 hard, 0–19–511821–9 paper, 270 pp., illustrations, references, subject and name indexes)

BROADCASTING IN AMERICA: A SURVEY OF ELECTRONIC MEDIA by S. W. Head, C. H. Sterling, L. B. Schofield, T. Spann, and M. A. McGregor (Boston: Houghton Mifflin, 1998 [8th ed.]—$52.00, paper, ISBN 0–395–87371–1, 337 pp., 280 photos &; graphics, bibliography, index, instructor's manual)

PRIME TIME LAW: FICTIONAL TELEVISION AS LEGAL NARRATIVE edited by Robert M. Jarvis and Paul R. Joseph (Durham, NC: Carolina Academic Press, 1998—price not given, ISBN 0–89089–805–7 hard, 0–89089–808–1 paper, 323 pp., notes, index)

MASTERPIECE THEATRE AND THE POLITICS OF QUALITY by Lawrence A. Jarvik (Lanham, MD: Scarecrow Press, 1999—$60.00, ISBN 0–8108–3204–6, 261 pp., notes, bibliography, index)

TELEVISION VIOLENCE: A GUIDE TO THE LITERATURE edited by P.T. Kelly (Nova Science Publishers, 6080 Jericho Turnpike, Suite 207, Commack, NY 11725—price not given, ISBN 1–56072–299–1, 193 pp., index)

UNDERSTANDING SOCIETY, CULTURE, AND TELEVISION by Paul Monaco (Westport, CT: Praeger, 1998—$55.00, ISBN 0–275–96057–9, 152 pp., bibliography, index)

ENCYCLOPEDIA OF TELEVISION NEWS edited by Michael D. Murray (Phoenix: Oryx Press, 1999—price not given, ISBN 1–57356–108–8, 315 pp., photos, further reading, index)

STUDENT TELEVISION IN AMERICA: CHANNELS OF CHANGE by Tony Silvia and Nancy F. Kaplan (Ames, IA: Iowa State University Press, 1998— $29.95, paper, ISBN 0–8138–2160–6, 243 pp., illustrations, selected bibliography, appendixes, index)

LIVING COLOR: RACE AND TELEVISION IN THE UNITED STATES edited by Sasha Torres (Durham, NC: Duke University Press, 1998—$49.95/17.95, ISBN 0–8223–2178–5 hard, 0–8223–2195–5 paper, illustrations, selected bibliography, index)