Postexercise energy expenditure following upper body exercise

This study was designed to examine the magnitude and duration of excess postexercise oxygen consumption (EPOC) following upper body exercise, using lower body exercise for comparison. On separate days and in a counterbalanced order, eight subjects (four male and four female) performed a 20-min exercise at 60% of mode-specific peak oxygen uptake (VO2) using an arm crank and cycle ergometer. Prior to each exercise, baseline VO2 and heart rate (HR) were measured during the final 15 min of a 45-min seated rest. VO2 and HR were measured continuously during the postexercise period until baseline VO2 was reestablished. No significant difference between the two experimental conditions was found for magnitude of EPOC (t [7] = 0.69, p greater than .05). Mean (+/- SD) values were 9.2 +/- 3.3 and 10.4 +/- 5.8 kcal for the arm crank and cycle ergometer exercises, respectively. Duration of EPOC was relatively short and not significantly different (t [7] = 0.24, p greater than .05) between the upper body (22.9 +/- 13.7 min) and lower body (24.2 +/- 19.4 min) exercises. Within the framework of the chosen exercise conditions, these results suggest EPOC may be related primarily to the relative metabolic rate of the active musculature, as opposed to the absolute exercise VO2 or quantity of active muscle mass associated with these two types of exercise.     

An intrapreneurial approach to integrating information production services into an academic medical center library

The many challenges faced by health sciences libraries of all types and sizes often require innovative solutions. When an innovative solution involves calculated risk taking, the approach is called intrapreneurial. At the University of Miami School of Medicine, an intrapreneurial approach solved the fiscal problems of the biomedical communications unit. The Louis Calder Memorial Library inherited these problems when the Department of the Library and Biomedical Communications was created in the early 1980s. In this paper, two intrapreneurial programs are described, and the benefit and suitability of this management style to information services are demonstrated.     

Reading Progress Monitoring for Secondary‐School Students: Reliability,Validity, and Sensitivity to Growth of Reading‐Aloud and Maze‐Selection Measures

The validity and reliability of curriculum‐based measures in reading as indicators of performance and progress for secondary‐school students were examined. Thirty‐five grade 8 students completed reading aloud and maze‐selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock–Johnson III Test of Achievement. Different time frames for each measure were compared. Most alternate‐form reliability coefficients were above .80. Criterion‐related validity coefficients ranged from .77 to .89. No differences related to time were found. Only maze selection reflected significant growth, with an average increase of 1.29 correct choices per week. Maze growth was related to the reading performance level and to change on the Woodcock–Johnson III from pre‐ to posttest.     

Lighting the world with molecules

Efficient lighting and display have become important concerns in the energy-starved modern world. This has led to new paradigms in lighting and display technologies. Organic molecules provide a new class of active materials for such technologies. This article gives the basic science behind the design of such molecular materials used in displays and lighting.     

Extended Test Time and postsecondary Students with Learning Disabilities: A Model for Decision Making

The most frequently requested accommodation among students with learning disabilities (LD) in postsecondary settings is extended test time. The frequency with which this accommodation is requested and granted compels disability service providers to become knowledgeable about the factors that influence the need for, and appropriateness of, the accommodation. Moreover, the synthesis of these factors becomes the basis for determining if the accommodation is reasonable under federal law. The purpose of this article is to present a step‐by‐step model to be used as a decision‐making process when considering the accommodation of extended test time for postsecondary students with LD. The model is designed to assist disability service providers in the analysis and synthesis of information collected from (1) the student's diagnostic evaluation, (2) the course or classroom test to be accommodated, and (3) student interviews. A list of diagnostic tests from the four most frequently administered test batteries used with adults is provided, along with a concise explanation of how characteristics of LD impact reading, writing, and math, and relate to the need for extended time. This information can be used to determine if extended test time is a reasonable accommodation and to estimate how much additional time to provide.