Gabriella Belli

Comparison of Calcium and Weight Loss Information in Teen-Focused versus Women's Magazines over Two 4-Year Periods (1986–1989 and 1991–1994)

Abstract The frequency of calcium and weight loss advertisements, articles, and columns (N = 611) in teen-focused versus womens magazines was investigated in this study. A young woman retains the opportunity to increase her bone density through her late twenties, at which time bone density holds steady until the onset of menopause. The 1989 calcium Recommended Dietary Allowances (RDAs) were increased from 800 mg/day to 1200 mg/day for only one female age group: 19 to 22 years, which was extended to 19 to 24 years to maximize the opportunity for peak bone accretion in order to offset future development of osteoporosis. In recognition of this change and the inverse relationship that exists between bone mass and body weight, the frequency of calcium and weight loss content in teen-focused magazines ( Seventeen and Mademoiselle ) was compared to womens magazines ( Good Housekeeping and Ladies Home Journal ) for two 4-year periods (1986–1989 and 1991–1994). There were statistically significant differences between magazine types, indicating that the calcium message has primarily been offered to women past their best opportunity to affect bone mass while weight loss information predominated teen-focused coverage. There was no impact on calcium coverage for either magazine type due to the release of the 1989 RDAs.

Graduate Statistics Service Courses in Part-Time Off-Campus Programs

Abstract Statistical instruction for graduate service courses in an off-campus environment is typified by three-hour evening classes of full-time employed students, who have high motivations to learn but diverse backgrounds and little time. Although the goals in teaching are no different from those in the usual campus setting, there are differences in projects and computer work, in textbook selection and use, in exams, and in content delivery. The key elements to efficient communication in this off-campus environment are organization and flexibility in incorporating diverse tools and strategies.

A study of COTS integration projects: product characteristics, organization, and life cycle models

We present a descriptive and exploratory study of factors that can affect the success of COTS-based systems. Based on a review of the literature and industrial experience, the choice of life cycle model and the amount of glueware required were hypothesized as the main factors in predicting project success. In this study we examined the relationship between different life cycle models and COTS integration project success. Two life cycle models were studied: the sequential model and the iterative model. Seven subjects from six industrial organizations responded to a survey providing data on 23 COTS integration projects. While there was variability between iterative and sequential projects on a variety of organizational and product factors, little difference was found between the life cycle models on the success criteria of projects (i.e. being on time, meeting requirements and being within budget). We found that projects that met two or three of the success criteria had significantly higher scores on project characteristics (organizational plus product) than those meeting none or just one.

Readiness for Formal Learning in the Middle Grades: A Study of Predictors for Success in Eighth Grade Algebra

This study was an investigation of whether a paper and pencil measure of cognitive development level is a better predictor of success in an eighth grade algebra course than more traditional measures such as algebra prognosis and general achievement test scores, teacher recommendations, and previous mathematics grades. Multiple regression analyses using a sample of 131 students indicated that two standardized measures, one of general achievement and one of cognitive development, were the best overall predictors of success as measured by a standardized algebra achievement test. Using the final algebra grade as the criterion measure resulted in teacher recommendations and previous mathematics grades as the best predictors. The addition of gender to both equations showed a slight edge for males on achievement scores, but did not differentiate between the sexes with respect to grades received.

Book Review: Statistics in Plain English (2nd ed.) Timothy C. Urdan Mahwah, NJ: Lawrence Erlbaum, 2005, 184 pp. + CD,

The title of this text defines the intent to present topics clearly, appropriately aiming for conceptual understanding with limited computation. Content coverage is similar to any introductory text, extending to factorial and repeated-measures ANOVA and multiple regression. Points are made effectively with examples, sometimes via verbal descriptions and sometimes with accompanying outputs. According to the author, the book is intended as a supplementary resource. This, and the mostly verbal presentation, results in less detail than in more traditional statistics texts. Yet it does contain more detail than in most discipline-specific methods texts and, therefore, could be a useful addition in methods courses in education, psychology, or social sciences. Chapter 1, an introduction to social science research principles and terminology, begins with a brief personal anecdote to show students that the author understands that this subject can be confusing, and so he reviews basic terminology to set the stage. Key terms introduced are population and samples, parameters and statistics, inferential and descriptive statistics, types of variables, scales of measurement, and major research design distinctions. Remaining chapters follow an identical format. First, an introduction describes the statistic and its general purpose, serving both as an advance organizer for the chapter and motivator for the topic. This is followed by an ‘‘in-depth’’ section, generally a more explicit presentation providing greater detail, illustrative figures, formulas, and data, as needed to explain concepts. Other common features of each chapter are two concluding sections: ‘‘wrapping up and looking forward,’’ which briefly summarize main chapter elements and relate them to future topics, and short definitions in a ‘‘glossary of terms and symbols’’ section. Chapters 2 and 3, on measures of central tendency and variability, cover the usual measures. Both population and sample formulas are given for variance and standard deviation, and, although simplistic, the explanation for why they differ makes the point. Chapter 3 concludes with a single boxplot to graphically represent variability. A set of boxplots would have better represented their utility here, particularly because they are never used again. Chapter 4, about the normal distribution, not only shows how applying normal probabilities to a nonnormal distribution does not work but also uses an example to suggest that one should carefully examine a sample’s distribution and evaluate it against a theoretical population distribution as a check for possible bias in the sample. In chapter 5, standardization and z scores are illustrated with Urdan’s own data from a sample of schoolchildren and an ample set of annotated graphs. Chapter 6, about standard errors, includes discussions of the central limit theorem, a comparison of z and t values, and the use of standard errors in inferential statistics. Chapter 7 covers statistical significance, effect size, and confidence

24.95 ISBN: 0-8058-5241-7

Indoor air quality (IAQ) is of paramount concern to all human beings because we spend a large proportion of our lives indoors. Unfortunately, there is no unified indoor air science that addresses the problems associated with the IAQ of buildings from their conception through their lifecycle. In order to produce and keep healthy buildings, a number of different functional areas are involved, each with their own specialized knowledge base. Individuals involved in the production and maintenance of buildings do not necessarily have the tools to consider how their decisions may impact the environmental health and well being of the occupants. Likewise, the health professionals and exposure experts do not necessarily have the background to address building systems. An interdisciplinary approach to education and training is needed so that, at the very least, the different players are able to communicate effectively and together seek solutions for improving indoor environments. This paper outlines the use of focus group techniques in a workshop setting to facilitate the production of essential topics for a core curriculum for anyone involved in IAQ.