Organizational change and development : annotated and supplemental bibliography / 191

Includes bibliographical references (p. 48-80)

Integrating Principle-Centered Leadership into the Business Curriculum: Lessons from the LMU Experience

This article focuses on the challenge of designing and administering executive education programs that both educate students to be competitive in the job market and that also encourage personal growth and personal responsibility. We believe that graduate business education should not be limited to providing content knowledge, but should also include helping students mature and use better judgment. This article represents a “progress report” on our efforts at LMU in Los Angeles to integrate principle-centered leadership into our Executive MBA (EMBA) curricula. This effort emphasizes self-awareness and self-reflection as well as skills and competencies. This article discusses the challenges inherent to the design, conduct, and assessment of this unique approach to executive education. In essence, our EMBA program focuses on changing core attitudes and values. We want our graduates to become more ethical and decent in the choices they make when they re-enter the workforce

Objectively Measured Physical Activity in Sixth-Grade Girls

Objectives - To describe the objectively-measured physical activity (PA) characteristics of a diverse sample of 6th grade girls to examine influences on PA, and to report compliance with PA guidelines. Design - Cross-sectional study. Setting - Six locations across the United States. Participants - 1578 6th grade girls. Actigraph accelerometers were worn for 7 days, and data for 6 days were included in the analyses. Main exposure - Race/ethnicity, free-or-reduced price lunch (FRPL), and geographic region. Main outcome measure - Six operational definitions of adequate activity (60 min or 30 min of daily MVPA at or above 4.6, 3.8 or 3.0 METS (metabolic equivalents)) were applied to examine whether girls met physical activity guidelines. Results - Average time spent in sedentary, light, moderate, and vigorous activities was 460, 342, 18, and 6 min/day, respectively. White girls were more active than girls in other race/ethnic groups, and girls who did not receive FRPL were more active than girls who did. Girls in western states were most active. Percentages of girls in compliance with the 6 thresholds for adequate activity varied widely, and ranged from 0.6% to 99.8%. Conclusions - When physical activity is measured objectively and a 4.6 MET cupoint for MVPA is applied, most 6th grade girls fall below guidelines for adequate physical activity. One notable finding was the impact of different accelerometer scoring protocols on estimates of compliance. Conceptual and empirical work is needed to define appropriate physical activity for youth using objective physical activity measures

The Strayed Reveller, No. 3

The third issue of The Strayed Revellerhttps://scholarworks.sfasu.edu/reveller/1002/thumbnail.jp

The Strayed Reveller, No. 5

The fifth issue of The Strayed Reveller.https://scholarworks.sfasu.edu/reveller/1004/thumbnail.jp

Promoting Physical Activity in Middle School Girls: Trial of Activity for Adolescent Girls

Background - Physical activity is important for weight control and good health; however, activity levels decline in the adolescent years, particularly in girls. Design - Group randomized controlled trial. Setting/participants - Middle school girls with English-speaking skills and no conditions to prevent participation in physical activity in 36 schools in six geographically diverse areas of the United States. Random, cross-sectional samples were drawn within schools: 6th graders in 2003 (n=1721) and 8th graders in 2005 (n=3504) and 2006 (n=3502). Intervention - A 2-year study-directed intervention (fall 2003 to spring 2005) targeted schools, community agencies, and girls to increase opportunities, support, and incentives for increased physical activity. Components included programs linking schools and community agencies, physical education, health education, and social marketing. A third-year intervention used school and community personnel to direct intervention activities. Main outcome measures - The primary outcome, daily MET-weighted minutes of moderate-to-vigorous physical activity (MET-weighted MVPA), was assessed using accelerometry. Percent body fat was assessed using anthropometry. Results - After the staff-directed intervention (pre-stated primary outcome), there were no differences (mean=-0.4, 95% CI=-8.2 to 7.4) in adjusted MET-weighted MVPA between 8th-grade girls in schools assigned to intervention or control. Following the Program Champion-directed intervention, girls in intervention schools were more physically active than girls in control schools (mean difference 10.9 MET-weighted minutes of MVPA, 95% CI=0.52-21.2). This difference is about 1.6 minutes of daily MVPA or 80 kcal per week. There were no differences in fitness or percent body fat at either 8th-grade timepoint. Conclusion - A school-based, community-linked intervention modestly improved physical activity in girls

Relationships among Fitness, Body Composition, and Physical Activity

This study was designed to examine the associations of physical activity and body composition with cardiorespiratory fitness in eighth grade girls

Objectively Assessed Associations between Physical Activity and Body Composition in Middle-School Girls: The Trial of Activity for Adolescent Girls

Declining levels of physical activity probably contribute to the increasing prevalence of overweight in US youth. In this study, the authors examined cross-sectional and longitudinal associations between physical activity and body composition in sixth- and eighth-grade girls. In 2003, girls were recruited from six US states as part of the Trial of Activity for Adolescent Girls. Physical activity was measured using 6 days of accelerometry, and percentage of body fat was calculated using an age- and ethnicity-specific prediction equation. Sixth-grade girls with an average of 12.8 minutes of moderate-to-vigorous physical activity (MVPA) per day (15th percentile) were 2.3 times (95% confidence interval: 1.52, 3.44) more likely to be overweight than girls with 34.7 minutes of MVPA per day (85th percentile), and their percent body fat was 2.64 percentage points greater (95% confidence interval: 1.79, 3.50). Longitudinal analyses showed that percent body fat increased 0.28 percentage points less in girls with a 6.2-minute increase in MVPA than in girls with 4.5-minute decrease (85th and 15th percentiles of change). Associations between MVPA in sixth grade and incidence of overweight in eighth grade were not detected. More population-based research using objective physical activity and body composition measurements is needed to make evidence-based physical activity recommendations for US youth

Age-Related Change in Physical Activity in Adolescent Girls

Purpose - To determine the annual rate at which physical activity changes in girls during middle school using both objective and self-report measures of physical activity. Methods - Participants were 6th and 8th grade girls from the control schools in the Trial of Activity for Adolescent Girls (TAAG). Random cross-sectional samples initially were drawn from 6th grade girls (n=786) and two years later from 8th grade girls (n=1545). A cohort of 501 girls was in both the 6th and 8th grade samples. The girls wore an accelerometer for six days and completed the 3-Day Physical Activity Recall (3DPAR). Data were summarized using 3.0-4.6- and 6.5-MET cutpoints for accelerometry and self-reported physical activity. Analyses were performed using repeated measures ANOVA in PROC MIXED. Results - More than 40% of the girls were White, approximately 20% were African-American, and 20% were Hispanic. The annual percent decrease in physical activity in the cross-sectional sample was approximately 4% (-1.76 min MVPA/day), using accelerometer data. The percent decrease in physical activity based on self-report data was higher, 6-13%, depending on the physical activity variable. Declines tended to be larger in African-American girls, but the ethnic differences were not statistically significant. Conclusions - Based on comparisons of cross-sectional samples of 6th and 8th grade girls, objectively-measured physical activity declined at a rate of 4% per year

Systems Analysis, Simulation, and Signal s@tiDm@"21s7c Processing Aspects of Coordinated Experimental and Modeling Investigations of Gas Discharge Switch Breakdown and Energy Loss Behavior $?"" 2+

ABSTRACT The authors are engaged in an experimental and modeling investigation of the macroscopic electrical turn-on behavior of high-pressure gas discharge switching. Emphasis is on characterizing the fiist few nanoseconds of switch turn-on for a range of operational conditions (i.e., gas type, gas pressure, gap length, drive circuit impedance, etc.). This paper describes the modeling, signal processing, and systems analysis aspects of the investigations. A highfidelity 3-D model of the experimental apparatus is developed and simulations are performed using a fill 3-D time-domain Maxwell solver. This provides detailed electrical characterization of the experimental system and development of transfer fimctions $at allow for the estimation of time-varying discharge gap voltage and current waveforms based on experimental D-dot probe measurements taken some distance away from the discharge gap. The steps of this process. are outlined, example results are shown, work currently underway is discussed, and fiture directions noted