The Surgeon General's Report on Physical Activity and Health recommends expending 200 kcals "on most, if not all days of the week" (1000 to 1400 kcals/week) as a minimum quantity of exercise energy expenditure (EE) required to obtain health benefits. The ACSM recommends expending a minimum of 1000 kcals/week to receive fitness benefits. The purpose of this study was to evaluate the effect of EE above and below 1200 kcals/week on health and fitness benefits. Twenty-six previously sedentary males and females (mean age = 47 ± 2 years), with at least one risk factor for CAD completed the 22-32 week endurance exercise training study. Subjects performed an initial health screening and treadmill test which included measures of heart rate, blood pressure, blood lipids, body composition at rest, and metabolic data (V02, VE, RER) during the maximal treadmill test. Subjects began exercising with the Adult Physical Fitness Program at a self-selected amount of energy expenditure, recording heart rate, frequency, and duration of exercise on an exercise log card after every exercise session. After 22-32 weeks, subjects returned to the laboratory for a final evaluation identical to the first. The metabolic data from the initial and final tests, along with the data from the exercise log card was used to develop an estimation of energy expenditure/week. Subjects were then categorized into either < or > 1200 kcal/week energy expenditure. Results of the pre/post (n=12) training blood pressure, blood lipids, body composition and V02 __ measures were:EE <1200 kcalsEE >1200 kcalsVariablePre TrainingPost TrainingPre Training 'PostTrainingVO2.(L/min)2.287+.1982.397±.1983.064±.2073.290±.210VO2.(ml/kg/min)27.4+1.7-28.2+1.7-33.0+2.4-37.3±2.6 #HDL-C(mg/dl)51+4.355±4.547±2.850±3.2SBP(mmHg)121±4117±3124±4y120±37BMI(k g/m2)28.0±1.728.3+1.731.2+1.6730.0+1.5y #*p <0.05 training main effect, #p < 0.05 group by time interaction, y: n=14The group that expended above 1200 kcals/week displayed more improvement inrelative V02 n,.,., and BMI following the training program than the group thatexpended less than 1200 kcals/week. Furthermore, there was a training main effect showing adaptations in V02 ., HDL and SBP. In conclusion, previously at risk, sedentary individuals exercise training > 2 days/week can receive health and fitness benefits. However, those expending more than 1200 kcals/week will receive a greater benefit in terms of body composition and cardiovascular fitness. / School of Physical Education

Access to abstract is permanently restricted to Ball State communtiy only. / Access to thesis permanently restricted to Ball State community only / School of Physical Education, Sport, and Exercise Science

This study describes the conversations that emerged during structured and unstructured peer response sessions in a basic writing classroom. The evidence suggests that the students were more likely to discuss both global and local issues in their writing when their teacher provided them with a structured set of questions to answer during response sessions. Additionally, the degree to which the students internalized these structured patterns of response and transferred them to the unstructured writing workshop sessions varied significantly among groups of students. While some students used the guided response questions to build beneficial writing-reading relationships with their peers and learn new methods for responding to writing, others kept the structured and unstructured response sessions almost entirely separate. These results raise questions regarding how students' sense of ownership over their own writing and motivation to participate in a community of writers affect the degree to which they internalize the patterns of response that are encouraged by their teacher during structured peer response sessions. / Department of English

In recent years, adults beyond the traditional college ages of 18-22 have been returning to higher education in record numbers. At most colleges, these students, along with their younger counterparts, are required to take two or three terms of freshman composition. Although returning students may be apprehensive at first, their teachers report that many are highly motivated and perform successfully in these required writing courses. To investigate this phenomenon, I studied the attitude and performance of returning adults (defined here as 25 years old and over) who were enrolled in traditional freshman composition classes at the University of Illinois at Chicago during the fall quarter of 1983.Specifically, I studied the attitude and performance of four case study subjects by conducting interviews, administering Daly and Miller's Writing Apprehension Test, collecting writing samples, and obtaining audiotaped composing-aloud protocols. My assessment of the data was informed by Daly's Taxonomy of Attitudes and Beliefs about Writing, Wilkinson's Stylistic, Cognitive, Affective, and Moral Scales, and Faigley and Witte's Taxonomy of Revision Changes. I present my findings in four narrative case histories.In addition, I conducted a group study of the attitude and performance of 44 returning students enrolled in required composition courses at U.I.C. during the fall quarter of 1983. To measure these students' attitude and performance, I administered Daly and Miller's Writing Apprehension Test at the beginning and end of the quarter and obtained final course grades.Although all four case study subjects expressed some initial writing anxiety, by the end of the quarter, three of the four had become confident and able student writers. Because of serious skill deficits, as well as high anxiety, the fourth student failed to complete the course. Contrary to expectation, the initial W.A.T. group mean was a moderate 66.22. An item analysis indicated that much of the anxiety expressed was situational. The low end-of-the-quarter mean (55.65) reinforced this impression. Apparently a quarter of composition instruction and writing practice reduced the situational apprehension of many. Moreover, the majority of these returning students performed successfully with 28 out of 44 earning an A or B in their freshman composition courses.In part, this high success rate was due to the population sampled. That is, few severely underprepared returning students begin their college work at the University of Illinois at Chicago. Characteristics shared by these adequately prepared returning students included: high investment in writing. assignments; willingness to revise; interest in and acquisition of metacognitive skills; and use of life experience to enrich their writing.

Using a combination of Error Gravity and Composition Evaluation research methods, the author examined unguided responses to three non-native speaker compositions by 16 college composition and 10 TEFL teachers. A total of 13 to 15 content or form items per paper were rated, but for each paper, no more than five were selected by 50% or more of the teachers. The lack of agreement among the respondents concerning the items rated for seriousness throws doubt on the feasibility of producing meaningful rank orders of weaknesses using authentic written discourse as the sample. The findings show that the respondents rated content weaknesses as more serious than form weaknesses, but there was evidence that attention to form can obscure content problems for some teachers.

This study addressed slowed, paced, diaphragmatic breathing as an adaptive technique for persons in stressful life circumstances. Ninety-six U.S. Army National Guard and Reserve trainees on active duty voluntarily participated over 12 days according to one of three conditions: (1) The treatment group (n=35) was instructed in and given four 10 minute sessions of slowed, diaphragmatic breathing paced to the flashing of two lights (one red and one green) which cued a 4 second inspiration and a 4 second exhalation; (2) The attention control group (n=31) counted flashes on an identical light apparatus for four 10 minute sessions; (3) The no treatment control group (n=30), was given four 10 minute breaks during concurrent periods. All subjects were pretested and posttested with the A-State form of the StateTrait Anxiety Inventory and the Mooney Problem Checklist. These scores were the two dependent variables. Analysis ofvariance of pretest scores indicated no significant differences among group means. Two univariate analyses were used to test the hypotheses. Null hypothesis 1, that there would be no difference among posttest means for A-State Anxiety, was rejected. Null hypothesis 2, that there would be no difference among posttest means for Mooney Total, was upheld. Post hoc comparisons (Sheffe) between groups on the A-State measure revealed that the treatment group reported significantly less anxiety than the attention control group. But no significant difference was found between the treatment group and the no treatment group. Similar findings were reported by Holmes, et al. (1978). Procedural and nonspecific effects on the outcome and implications for future research were discussed.

The purpose of this study was to determine whether a task-oriented learning group approach to writing or a traditional, one-teacher, whole-class approach would be more effective in (1) teaching basic descriptive-narrative-expository writing skills to eleventh grade English students, and (2) producing a positive attitude change toward writing in these students.The experimental study was conducted from January to May, 1972, at Southside High School, Muncie, Indiana. Two existing classes of junior academic English students, 29 in the experimental group and 21 in the control group, were statistically equated by analysis of covariance because randomization was not possible.As preinstruction baselines of writing skills, the following measures were administered during the first week of the term: the better of two writing samples; the STEP Writing Test, Form 2A; and the Cooperative English Test, English Expression, Form 2A. The Lorge-Thorndike I. Q. scores were readily available as concomitant variables. Preinstruction attitudes were measured by the Tovatt-Miller "Composition and Literature Inventory."From January to May, 1972, both experimental and control groups were instructed in the English VI course designated by the Muncie Community Schools, the major emphases for which included American literature, and composition including description, narration, and exposition. Only the experimental group was instructed by means of the task-oriented learning group designs structured by the writer at the prewriting, writing, and evaluation stages of composition. These required students to interact with one another in the completion of tasks structured to pool information, divide responsibilities, and observe the responses of others. They included such techniques as brainstorming, role playing, generating original materials, and consensus seeking in the completion of writing tasks. The control group, meanwhile, wrote the same assignments and studied the same literature in traditional fashion.At the close of the instruction phase, alternate forms the the STEP Writing Test and Cooperative English Test, English Expression, were administered, two samples of essays were collected, and the same form of the Tovatt-Miller "Composition and Literature Inventory" was given. Efforts were made to control the writer, rater, and assignment variables; themes were judged by two qualified and trained raters.Conclusions of the analysis of covariance for theme of the obtained F ratios was statistically significant. Chi square analysis of the attitude measure revealed that only one variable, Meaningful-Meaningless, approached significance in registering a primarily negative shift in the control group. It was impossible on the basis of these analyses to conclude and test criterion measures at the .05 level were that none that either the task-oriented learning group approach or the traditional approach was better or poorer than the other in increasing writing ability or improving attitudes toward writing.Scores for both groups were also compared to norm tables for both the STEP Writing Test and the Cooperative English Test, English Expression section. In both of these comparisons, the experimental group showed larger mean gains in achievement than those recorded in baseline normative tables in the technical manuals for the standardized tests. The experimental group was also higher than the control group.Observed mean gains for theme ratings also favored the experimental group over the control group.The chi square analysis data also indicated that a larger proportion of the experimental group changed to favorable attitudes than did the control group, though both groups became more positive in attitude toward writing during instruction.While the task-oriented learning group approach to teaching narrative-descriptive-expository writing cannot be interpreted as having a differential effect on writing skills or change to more favorable attitudes, these findings recommend it as an effective alternative to the traditional classroom approach.

The purpose of this project was to examine aspects of flute choir formation, participation, and performance as they relate to ensembles at the university level. Three main areas were covered: (1) a presentation and an analysis of data resulting from a survey of colleges and universities that are members of the National Association of Schools of Music (NASM); (2) a discussion of the advantages of establishing a college flute choir and the problems encountered in maintaining the ensemble; and (3) a presentation of various warm-up exercises that may be used in a flute choir rehearsal.Of the 449 flute choir questionnaires distributed, 120 (26.9%) were returned of which 71 (59.2%) were found to have existing flute choirs. A list of states represented by the respondents and twelve tables were presented. The tables included facts pertaining to the profile of the universities and music departments of the respondents, various structural elements of flute choirs, reasons for maintaining a university flute choir, and the relative importance of various warm-up exercises.The data presented in the tables included details regarding frequency and length of rehearsals, availability of E-•flat, alto, and bass flutes, number of concerts given, membership and audition requirements, and college credit offerings for university flute ensembles. Problems encountered in maintaining the ensemble, selection of repertoire, and preparation for performance were also covered. The reasons deemed most important for establishing or retaining a university flute choir include the development of chamber ensemble playing skills, individual playing skills, style interpretation, sight-reading skill, and the addition of a performance outlet. Warm-up exercises listed as the most often used in flute choir rehearsals include those for intonation, scales, and triads. Warm-up exercises that can be used in a flute ensemble setting to enhance the rehearsal routine are included and cover the following areas: Relaxation Techniques, Breathing, Tone Development, Intonation, Technical Exercises (Scales and Triads), Rhythmic Drills, and Sight-reading.From the statistics cited and the topics explored in this project, the premise is substantiated that the university flute choir is a viable performing ensemble and can also serve as an effective instructional medium. / School of Music

The purpose of this study is to understand the principles of the “School of Tárrega” by analyzing Tárrega’s thirty elementary-level studies and twenty-five intermediate- and advanced- level studies according to books written by Pujol and Roch. Tárrega set the modern sitting position based on the guitar of luthier Antonio Torres’, and two of Tárrega’s outstanding pupils, Roch and Pujol, wrote three volumes of methods, which are the foundations of the “School of Tárrega.” Therefore, the principles of the School of Tárrega, such as sitting and playing positions, right- and left-hand playing positions, right- and lefthand finger movements, and sound quality are first discussed in this study. Then, the fiftyfive guitar studies are discussed and analyzed in groups according to their different technical purposes, such as scale playing, arpeggio playing, blocked chords, barré technique, slur technique, and special sound effects. When applicable, the modern technique will also be visited and compared for understanding the similarities and differences between the modern approach and the School of Tárrega. / School of Music

The purpose of this study was to determine whether adding affective objectives to the primarily cognitive syllabus objectives of a college freshman literature-composition course would generate data to indicate change in self-identity, relationship, and control.Affective objectives included attending to: (1) students' verbal and written response to literature and other experiences--to the central concerns of self-identity, relationship, and control; (2) students' involvement with "engagement" in literature shown in expressed response to the literary work (discussion or writing about the response) and in the re-creative response (re-creation of the work in some oral, dramatic, or artistic form).The central concerns referred to three broad areas of psychological and social importance to the maturing individual. Self-identity was seen as the student's awareness of both his uniqueness and his common humanity revealed by statements of open-mindedness, understanding of self, good self-concept, creativity, a firm sense of the here and now, not fearing to be wrong, free personal style, confidence, spontaniety, and wholeness. Relationship was seen as the student's awareness of relationship with other people, revealed by statements of democratic character structure, freedom from social pressure, clearer, more open sense of reality, thinking well of others, seeing self and others as interdependent, ability to love, and desire to love. Control was seen as the student's growing mastery of the "what" and "how" of interpersonal communication revealed by statements of or indications of tolerance, seeing the value of mistakes, sense of power, not fearing to be wrong, increased objectivity, responsible choice, facile language functioning, resourcefulness, choosing freely, prizing, acting in relation to values, self-direction, and ascending strength in cognitive functioning.The study was limited to two freshman literature-composition courses with a combined population of forty-one randomly grouped students during the Winter Quarter of 1971-72 at Ball State University. It was preceded by a pilot study.Data considered as acceptable evidence of hypothesized change were generated from statements of self-identity, relationship, and control--of increasing number, or complexity, or both--from four sources: (1) student writing (themes and journals); (2) student-completed evaluation forms (two at mid-term and two at the end of the course); (3) pre- and post-inventories (a value survey and a personal profile); and (4) student interviews (mid-term and final).Student writing showed that a majority of the students showed change in complexity in statements toward which the criteria of self-identity, relationship, and control applied. The following proportions were evident: In first and last themes, six out of seven students-taken alternately from a group of every third student of the population--showed change. In themes 2-6, five out of seven students--taken alternately from another group of every third student--showed change. In journals, four out of seven students--taken alternately from yet another group of every third student--showed change.Student-completed evaluation forms (two at mid-term and two at the end of the course) showed that a majority of the students' statements showed change--either in quantity or complexity or both--in self-identity, relationship, and control.Data from students' pre- and post-inventories neither verified nor negated change in self-identity, relationship, and control.