C. Jayne Brahler

Acute Effects of Whole-Body Vibration on Lower Extremity Muscle Performance in Persons With Multiple Sclerosis

Background and Purpose: Whole-body vibration (WBV) is a relatively new form of exercise training that may influence muscle performance. This study investigated the acute effects of high- (26 Hz) and low- (2 Hz) frequency WBV on isometric muscle torque of the quadriceps and hamstrings in persons with multiple sclerosis. Participants and Method: Fifteen individuals (mean age = 54.6 years, SD = 9.6) with multiple sclerosis and Expanded Disability Status Scale scores ranging from 0 to 6.5 (mean = 4.2, SD = 2.3) participated in this randomized, crossover study. After baseline measures of isometric quadriceps and hamstring muscle torque, subjects were exposed to 30 seconds of WBV at either 2 or 26 Hz. Torque values were measured again at one, 10, and 20 minutes after vibration. Subjects returned one week later to repeat the same protocol at the alternate vibration frequency. Results: There were no significant differences in isometric torque production between the 2- and 26-Hz WBV conditions. There was also no significant difference between baseline torque values and those measured at one, 10, and 20 minutes after either vibration exposure. However, there was a consistent trend of higher torque values after the 26-Hz WBV when compared with the 2-Hz condition for both quadriceps and hamstring muscles. Discussion and Conclusion: Although not statistically significant, peak torque values for both quadriceps and hamstring muscles were consistently higher after 30 seconds of WBV at 26 vs 2 Hz. Whether WBV presents a viable treatment option as either a warm-up activity or a long-term exercise intervention is yet to be determined. Future studies should include a wider variety of WBV parameters and the use of functional outcome measures.

Learning Scientific and Medical Terminology with a Mnemonic Strategy Using an Illogical Association Technique.

For students pursuing careers in medical fields, knowledge of technical and medical terminology is prerequisite to being able to solve problems in their respective disciplines and professions. The Dean Vaughn Medical Terminology 350 Total Retention System, also known as Medical Terminology 350 (25), is a mnemonic instructional and learning strategy that combines mental imagery and keyword mnemonic elaboration processes to help students recall the scientific meaning of Greek and Latin word parts. High school students in Anatomy and Physiology classes at a career technology center were divided into experimental (Medical Terminology 350), control (rote memorization), or combination (Medical Terminology 350 and rote memorization) groups and completed pre- and posttests of standardized word recall tests. Students in the Dean Vaughn Medical Terminology 350 Total Retention System group achieved significantly greater pre- to posttest word recall improvement compared with students in both the rote memorization (P <or= 0.0001) and combined rote memorization and Medical Terminology 350 (P <or= 0.05) groups. There appeared to be a dose-dependent response as the pre- to posttest gain in word recall scores increased as exposure to the treatment increased.

Can service-learning in K-12 math and science classes affect a student’s perception of engineering and their career interests

The objective of a National Science Foundation (NSF) sponsored grant entitled, ldquoMaking Connections: Resources for K-12 Service-learning and Experiential Learning in STEM Disciplinesrdquo was to encourage K-12 educators to incorporate service-learning into the science and math curriculum by providing an easy-to-use resource. It was hoped that the use of service-learning in the science and math curriculum would help promote the entry of women and minorities into the Science, Technology, Engineering and Mathematics (STEM) fields, increase the potential pool of engineers and scientists in the United States, contribute to the development of STEM educators and enhance cultural sensitivity, ethics and social responsibility in future STEM workers. As part of this grant, 60 local K-12 teachers were asked to use the website, facilitate an activity identified on the website and assess the usefulness of the website as well as the perceived affect the activity had on the students. All participants were asked to fill out a survey to assess the usefulness of the website as well as the perceived impact of service-learning in enhanced student interest in STEM. A subset of this group facilitated well developed career interest inventory tools prior to and after facilitating the activity in an effort to determine if the activity had an affect on the students perception of engineering or the resultant career choices. This paper will focus on the survey, assessment tools and will present the results obtained from the survey.

Systematically Controlling for the Influence of Age, Sex, Hertz and Time Post-Whole-Body Vibration Exposure on Four Measures of Physical Performance in Community-Dwelling Older Adults: A Randomized Cross-Over Study

Though popular, there is little agreement on what whole-body vibration (WBV) parameters will optimize performance. This study aimed to clarify the effects of age, sex, hertz and time on four physical function indicators in community-dwelling older adults (N = 32). Participants were exposed to 2 min WBV per session at either 2 Hz or 26 Hz and outcome measures were recorded at 2, 20 and 40 min post-WBV. Timed get up-and-go and chair sit-and-reach performances improved post-WBV for both sexes, were significantly different between 2 Hz and 26 Hz treatments (P ≤ 0.05) and showed statistically significant interactions between age and gender (P ≤ 0.01). Counter movement jump and timed one-legged stance performances showed a similar but non-significant response to 2 Hz and 26 Hz treatments, though male subjects showed a distinct trended response. Age and gender should be statistically controlled and both 2 Hz and 26 Hz exert a treatment effect.

Numerous Test Items in the Complete and Short Forms of the BOT-2 Do Not Contribute Substantially to Motor Performance Assessments in Typically Developing Children Six to Ten Years Old

The purposes of the current study were (1) to determine the magnitude of association between individual subtest items and the respective total subtest scores on the four subtests in the Bruininks-Oseretsky Test of Motor Proficiency, second edition (BOT-2) and (2) to review items on the BOT-2 Short Form. The correlation coefficients (r) between ranged from .865 to .071. Several items suffered from a ceiling effect, and four of the eight items on the Short Form for these four subtests had very low associations with their subtest total score. These results raise several issues with the BOT-2 that warrant further investigation.

Dietary deficiencies and excesses: a sample of African American mothers and daughters eligible for nutrition assistance programs.

The purpose of the study detailed in this article was to identify nutritional excesses and deficiencies of selected dietary nutrients for a sample of low-income African American mothers and their daughters. Anthropometrics, physical activity questionnaires, food frequency questionnaires, and 24-hour food recalls were collected from a sample of 108 African American mothers and daughters (n = 42 and n = 66, respectively). Results revealed information regarding nutritional deficiencies and excesses that may be useful for modifying nutrition education and services offered through nutrition assistance programs designed for people earning low incomes and receiving financial assistance.

Making Connections Between Service and Engineering in K-12 Education

This paper will summarize the findings obtained through the work of a National Science Foundation (NSF) sponsored grant entitled, “Making Connections: Resources for K-12 Service-learning and Experiential Learning in STEM Disciplines.” The objective of this grant was to encourage K-12 educators to incorporate service-learning into the science and math curriculum by providing an easy-to-use resource. It was hoped that the use of service-learning in the science and math curriculum would help promote the entry of women and minorities into the Science, Technology, Engineering and Mathematics (STEM) fields, increase the potential pool of engineers and scientists in the United States, contribute to the development of STEM educators and enhance cultural sensitivity, ethics and social responsibility in future STEM workers. The methodology used to develop, assess and refine the web based resource will be discussed. Additionally, the research design and inferential statistics used to assess the impact of service-learning on K-12 students’ perceptions of STEM careers will be presented.Copyright