THE STRUCTURE OF EMPLOYMENT AND UNEMPLOYMENT IN A DECLINING RURAL COMMUNITY

Labor and Human Capital,

John O. Newton Correspondence

Entries include brief biographical information, a typed biographical letter, and a handwritten letter of correspondence on plain paper

Postexercise hot-water immersion does not further enhance heat adaptation or performance in endurance athletes training in a hot environment

Purpose: Hot-water immersion (HWI) after training in temperate conditions has been shown to induce thermophysiological adaptations and improve endurance performance in the heat; however, the potential additive effects of HWI and training in hot outdoor conditions remain unknown. Therefore, this study aimed to determine the effect of repeated postexercise HWI in athletes training in a hot environment. Methods: A total of 13 (9 female) elite/preelite racewalkers completed a 15-day training program in outdoor heat (mean afternoon high temperature = 34.6°C). Athletes were divided into 2 matched groups that completed either HWI (40°C for 30–40 min) or seated rest in 21°C (CON), following 8 training sessions. Pre–post testing included a 30-minute fixed-intensity walk in heat, laboratory incremental walk to exhaustion, and 10,000-m outdoor time trial. Results: Training frequency and volume were similar between groups (P = .54). Core temperature was significantly higher during immersion in HWI (38.5 [0.3]) than CON (37.8°C [0.2°C]; P .05). There were significant (P < .05) pre–post differences for both groups in submaximal exercising heart rate (∼11 beats·min−1), sweat rate (0.34–0.55 L·h−1) and thermal comfort (1.2–1.5 arbitrary units), and 10,000-m racewalking performance time (∼3 min). Conclusions: Both groups demonstrated significant improvement in markers of heat adaptation and performance; however, the addition of HWI did not provide further enhancements. Improvements in adaptation appeared to be maximized by the training program in hot conditions

Post-exercise hot-water immersion does not further enhance heat adaptation or performance in endurance athletes training in hot environment

INTRODUCTION: Hot-water immersion (HWI) after training in temperate conditions has been shown to induce thermophysiological adaptations and improve endurance performance in the heat, however, the potential additive effects of HWI and training in hot outdoor conditions remain unknown. Therefore, this study aimed to determine the effect of repeated post-exercise HWI in athletes training in a hot environment. METHODS: Thirteen (9 female) elite/pre-elite partially heat acclimatized racewalkers completed a 15-day training program in outdoor heat (mean afternoon high temperature=34.6°C). Athletes were divided into two groups matched for VO2max and 10,000 m walking performance time that completed either HWI (40°C for 30-40 min) or seated rest in 21°C (CON), following 8 training sessions. Pre-post testing included a 30-min fixed-intensity walk in heat, laboratory incremental walk to exhaustion and 10,000 m outdoor time-trial. RESULTS: Training frequency and volume was similar between groups (P=0.54). Core temperature was significantly higher during immersion in HWI (38.5 ± 0.3) than CON (37.8 ± 0.2°C; P0.05). There were significant (P<0.05) pre-post differences for both groups in submaximal exercising heart rate (~11 bpm) sweat rate (0.34-0.55 L.h-1) and thermal comfort (1.2–1.5 arbitrary units), and 10,000 m racewalking performance time (~3 min). CONCLUSION: After a 15-day heat training intervention, we observed significantly improved submaximal exercising heart rate, sweat rate, and thermal comfort, as well as improved 10,000 m racewalking performance in both groups. However, the addition of HWI did not further enhance heat adaptation or performance in partially heat-acclimatized athletes. Physiological adaptation appeared to be optimized from training in hot conditions alone

Learning outcomes in primary school children with emotional problems: a prospective cohort study

BACKGROUND: Academic difficulties are common in adolescents with mental health problems. Although earlier childhood emotional problems, characterised by heightened anxiety and depressive symptoms are common forerunners to adolescent mental health problems, the degree to which mental health problems in childhood may contribute independently to academic difficulties has been little explored. METHODS: Data were drawn from a prospective cohort study of students in Melbourne, Australia (N = 1239). Data were linked with a standardised national assessment of academic performance at baseline (9 years) and wave three (11 years). Depressive and anxiety symptoms were assessed at baseline and wave two (10 years). Regression analyses estimated the association between emotional problems (9 and/or 10 years) and academic performance at 11 years, adjusting for baseline academic performance, sex, age and socioeconomic status, and hyperactivity/inattention symptoms. RESULTS: Students with depressive symptoms at 9 years of age had lost nearly 4 months of numeracy learning two years later after controlling for baseline academic performance and confounders. Results were similar for anxiety symptoms. Regardless of when depressive symptoms occurred there were consistent associations with poorer numeracy performance at 11 years. The association of depressive symptoms with reading performance was weaker than for numeracy if they were present at wave two. Persistent anxiety symptoms across two waves led to nearly a 4 month loss of numeracy learning at 11 years, but the difference was not meaningful for reading. Findings were similar when including hyperactivity/inattention symptoms. CONCLUSIONS: Childhood anxiety and depression are not only forerunners of later mental health problems but predict academic achievement. Partnerships between education and health systems have the potential to not only improve childhood emotional problems but also improve learning

Quantified evaluation for decisions : measuring achievement of environmental goals and analyzing trade-offs

Federal legislation requires that governmental programs be evaluated on a wide set of criteria to provide policymakers with information on the achievement or lack of achievement of goals and/or objectives. A methodology to identify and quantify measures of achievement is described. In addition, the methodology is designed to facilitate the comparison of alternatives in terms of trade-offs among conflicting goals and/or objectives. An example is presented for quantifying and evaluating the achievement of environmental goals and objectives in water quality improvement projects. The trade-offs between environmental quality and economic well-being are discussed and the usefulness of the methodology for providing assistance to policymakers in making such trade-offs described.Published November 1982. Facts and recommendations in this publication may no longer be valid. Please look for up-to-date information in the OSU Extension Catalog: http://extension.oregonstate.edu/catalo