Background: Previous studies that have examined functional status in relation to vascular events have focused on the short term after events and have measured functional status a limited number of times. The trajectories of functional status before and after vascular events are not well characterized, and the factors influencing these trajectories are not well known. Methods: A comprehensive, structured, narrative review was performed on the topic of trajectories of disability and cognition surrounding vascular events. Then using 2 large population-based epidemiologic cohorts, the Northern Manhattan Study (NOMAS) and the Cardiovascular Health Study (CHS), trajectories of functional status were examined. In Analysis A, in NOMAS, the effect of inflammatory biomarkers (interleukin-6 [IL6], tumor necrosis factor receptor-1 [TNFR1], C-reactive protein [CRP], and lipoprotein-associated phospholipase-A2 [LpPLA2]) on the intercept and slope of functional status was determined over a median of 13 years, measured with yearly assessments by the Barthel index. In Analysis B, in NOMAS, a similar modeling strategy was used to examine whether subclinical ischemic disease on brain MRIs, measured by subclinical brain infarct (SBI) and white matter hyperintensity volume (WMHV), was associated with functional trajectories. In Analysis C, in CHS, participants had yearly assessments of disability with a combined activities of daily living (ADL) and instrumental ADL scale. The slope of change in disability was compared before and after vascular events (stroke and myocardial infarction [MI]). Results: In Analysis A, CRP (-0.41 BI points per 1 SD increase, 95% CI -0.82 to 0.002) and LpPLA2 (-0.40, 95% CI -0.75 to -0.04) were associated with baseline BI but not change over time. TNFR1 was associated with baseline BI (-0.93, 95% CI -1.59 to -0.26) and change over time (-0.36 BI points per year, 95% CI -0.69 to -0.03). In Analysis B, functional change was -0.85 BI points per year (95%CI -1.01 to -0.69); among those with SBI there were -0.88 additional points annually (-1.44 to -0.32). In WMHV models, annual functional change was -1.04 points (-1.2 to -0.88), with -0.74 additional points annually per SD WMHV increase (-0.99 to -0.49). In Analysis C, stroke (0.88, 95% CI 0.57-1.20, p<0.0001) was associated with a greater acute increase in disability than MI (0.20, 0.06-0.35, p=0.006). The annual increase in disability before stroke (0.06 points per year, 0.002-0.12, p=0.04) more than tripled after stroke (0.15 additional points per year, 0.004-0.30, p=0.04). The annual increase in disability before MI (0.04 points per year, 0.004-0.08, p=0.03) did not change significantly after MI (0.02 additional points per year, -0.07-0.11, p=0.7). Conclusions: In these large population-based studies with repeated measures of functional status and disability over long-term follow-up, several trajectories were found. In Analysis A, TNFR1 predicted worse overall functional status as well as accelerated decline over time. In Analysis B, both SBI and WMHV were associated with accelerated decline. In Analysis C, there was a steeper decline in function after stroke but not MI. These findings help to elucidate the course and potential etiologies of long-term functional decline related to vascular events, and they suggest directions for future research in this area.

<p>The objectives of the study were to examine (1) employees' experiences in using mental/life skills and (2) sport psychology consultants' experiences in teaching mental/life skills to employees in business settings. The study was conducted through qualitative interviews. Two interview guides were created to answer the objectives. Six participants, three employees who used mental/ life skills and three consultants who worked both in sports and in business took part in the study. The interviews were analysed inductively. The results pointed towards that mental/ life skills can beneficially be used at workplaces in order to increase effectiveness, improve communication between employees and to develop the employees further. The results also indicated that sport psychology consultants can successfully work in business but additional educations is an advantage. The results of the study are discussed from the point of related theoretical frameworks and research in sport and work psychology.</p>

The objectives of the study were to examine (1) employees' experiences in using mental/life skills and (2) sport psychology consultants' experiences in teaching mental/life skills to employees in business settings. The study was conducted through qualitative interviews. Two interview guides were created to answer the objectives. Six participants, three employees who used mental/ life skills and three consultants who worked both in sports and in business took part in the study. The interviews were analysed inductively. The results pointed towards that mental/ life skills can beneficially be used at workplaces in order to increase effectiveness, improve communication between employees and to develop the employees further. The results also indicated that sport psychology consultants can successfully work in business but additional educations is an advantage. The results of the study are discussed from the point of related theoretical frameworks and research in sport and work psychology.

Many youth organizations, including 4-H, FFA, and Family, Career, and Community Leaders of America (FCCLA), offer countless opportunities for their members to learn and further develop leadership life skills that are important in becoming contributing members of society as adults. The purpose of this study was to determine if Texas 4-H, FFA, and FCCLA members were developing leadership life skills as school tour guides at the San Antonio Livestock Exposition. Additionally, demographic characteristics were evaluated to determine which of these characteristics affected leadership life skills development. Demographic characteristics evaluated included gender, age, ethnicity, youth organization membership, years of membership, years of experience as a school tour guide, and previous leadership skills training. The target population was Texas 4-H, FFA, and FCCLA members who served as school tour guides at the San Antonio Livestock Exposition. School tour guides referred to the 4-H, FFA, FCCLA members who imparted their personal knowledge of agriculture to elementary-aged students from San Antonio and surrounding area schools that requested an educational tour at the San Antonio Livestock Exposition. There were 1,691 school tour guides on the days of February 9, 10, 11, 12, 13, 17, and 18, 2004. All school tour guides returning for the afternoon exit-meeting during the 2004 San Antonio Livestock Exposition were asked to complete the questionnaire. The questionnaire was a 28-item survey instrument that was based on the scales: Working with Groups, Understanding Self, Communicating, Making Decisions, and Leadership. Conclusions showed school tour guides had developed leadership life skills. The most influential demographic characteristics were gender, previous leadership experiences, and ethnicity. Females and those participants who had had previous leadership experiences had stronger perceptions of their leadership life skills. In addition, African Americans, Asian Americans, Hispanics, and Anglos all had stronger perceptions of their leadership life skills when compared to Native Americans. As a result of this study, the researcher recommends that youth should be encouraged to participate as school tour guides at the San Antonio Livestock Exposition. School tour guides had developed leadership life skills. In addition, youth should also be encouraged to participate in other leadership-development activities through other programs to further develop and enhance their leadership life skills.

This study draws upon a wide range of research to examine underachievement in UK schools. With underachievement continuing to be present within the UK’s educational system, it is essential that a remedy is found. The notion that physical activity is linked to an increase in academic performance is not a new concept; however researchers are still trying to determine the scope of such a claim. There is a widespread belief that sport can be used as a vehicle to promote positive youth development. In particular, using sport to teach adolescents various life skills has become popular over the previous decade. However, little research has looked at the transfer of life skills into other academic and life domains. Therefore the overarching purpose of this study was to determine if an after-school, sports based life skills programme had any impact on male underachievement within the UK education system. The Transfer-Ability Programme (TAP) was a multi-faceted intervention, which sought to teach twenty underachieving, male students life skills through sport. The results have been presented in three phases with Phase 1 determining the impact of TAP on academic performance in Science, Phase 2 examined the perceptions of the twelve-thirteen year old participants on whether they transferred life skills from the sports hall into the classroom during TAP, and Phase 3 explored the enablers and barriers that facilitated or prevented life transfer. Statistical results indicate that the intervention groups’ academic grades significantly improved during the intervention to a level above teaching prediction. This suggests that teaching life skills through sport may reduce male underachievement. T-tests show that the participants in the intervention group perceived their learning of life skills to significantly increase pre-post TAP. Interview data also supports the notion that the intervention group participants perceived to have learnt the life skills and then transferred them into other academic domains. Phase 3 highlighted five themes that enable or prevent life skill transfer; Support from peers, Pride, Opportunities, Rewards and Transfer experience. These themes are collectively referred to as the SPORT model. The results show that young adolescent males can learn and transfer life skills if deliberately taught to do so. Finally, the findings are discussed with reference to how teachers and physical educators may teach life skills within their lessons, and how life skill transfer may be supported.

No description available.

In the last two decades of the twentieth century in particular, a renewed interest arose in the relationship between music making and intelligence. This yet again led to the question of whether or not music making has any influence on intelligence. As a result of popular views, incorrect and incomplete reports and research which has not been based on an adequate scientific foundation, however, claims about the potential of making music to increase intelligence are currently being questioned. Even though the literature study could not prove beyond all doubt that music making increases intelligence, it is nevertheless significant that most of the top achievers in the matric final examination make music, play in orchestras or sing in choirs. The main objective of the study is to determine the nature of the relationship between music making and intelligence. A further aim of the study is also to establish whether the making of music contributes towards equipping learners with life skills which enable them to be successful in their lives later on. In addition to the literature study, this study also includes an empirical investigation. For the purposes of this study the Baron Emotional Quotient Inventory: Youth Version was used. The experimental group consisted of forty nine learners who are members of either the Northwest Youth Orchestra or the Musikhane orchestra. A control group consisting of fifty learners from the same schools as the experimental group was involved as well. In-depth interviews were also held with the conductors of respectively the Northwest Youth Orchestra and the Musikhane orchestra. Questionnaires were completed by music teachers in the Northwest Province and by some of the Musikhane workers, in order to compare the qualitative results of the questionnaires and interviews with the quantitative results of the BarOn EQ-i:YV questionnaire. The findings of the study are based on an empirical study, which includes qualitative and quantitative testing. It was indicated, amongst others, that the positive influence of music making on academic achievement is to be found on the affective rather than the cognitive level. Furthermore, music making equips learners with certain life skills, like self-discipline, self-confidence and good inter- and intrapersonal relationships, which help them to be successful in other areas of their lives, such as their school work. / Thesis (Ph.D. (Music))--North-West University, Potchefstroom Campus, 2004.

In training programs designed to help immigrant women adapt to Canada, drop-out rates are frequently high and attendance is often low. Investigating some reasons behind this observation was the motivation for this thesis. A literature review revealed that curricula used in existing programs are often developed from experts' understanding of immigrants' needs; research on immigrant women's curricular needs as perceived by themselves is virtually nonexistent. An objective of this thesis was to address this knowledge gap. This study inquired into what curricular needs immigrant women have, how these needs differ, and what relationship exists between the women's backgrounds and their curricular needs. A questionnaire was developed and validated by an expert panel, and then administered to graduates from an orientational training program. Post-survey interviews were conducted. Data were analyzed using frequency distribution, cluster analysis, multivariate analysis of variance (MANOVA), factor analysis, and linear discriminant analysis. It was found that the program, although well received, did not reflect the curricular needs perceived by the immigrant women themselves. Life skills instruction was unwanted by many students while English and computer lessons were in demand. A desire to regain higherquality jobs partially explained the women's curricular needs.

I Kimberley, Sydafrika är tonårsgraviditeter ett utbrett socialt problem. Trots detta finns det inga insatser eller program som aktivt arbetar för att reducera problemet och dess konsekvenser. Däremot är så kallade Life skills-program förekommande i staden. Programmen arbetar för att stärka ungdomars självkänsla, framtidstro och förmåga att ta hälsosamma beslut. Syftet är att utifrån deltagarnas subjektiva upplevelser av Crossroadsprogrammet ta reda på om programmet kan verka som en förebyggande insats mot tonårsgraviditeter. Uppsatsen syftar även till att undersöka tidigare deltagares inställning till tonårsgraviditeter och om programmet haft betydelse för inställningarna. Uppsatsen baseras på informanternas upplevelser av huruvida de har blivit stärkta av deltagandet samt eventuella förändringar i deras attityder gentemot tonårsgraviditet. Resultatet beskriver att informanterna har en negativ inställning till tonårsgraviditeter och att de inte explicit uttrycker att programmet bidragit till denna inställning. Uppsatsens resultat har även försökt skildra att en utveckling av informanternas förmåga inom de olika temana kan medföra en viss preventiv effekt mot tonårsgraviditeter. Detta stödjer tidigare forskning som menar att förändringsprocesser inom dessa teman samt inom empowerment kan ha en förebyggande inverkan. Även om programmet har en viss preventiv effekt anser vi inte den tillräckligt omfattande för att det ska kunna implementeras med avsikt att förebygga tonårsgraviditeter.

A computer program based upon SPS models developed by D'Zurilla and his colleagues was used (D'Zurilla & Goldfried, 1971; D'Zurilla & Nezu, 1982; D'Zurilla, 1986; D'Zurilla & Nezu, 1990). Comparisons of computerized training, computerized control, workbook training and assessment control groups were conducted on four post-intervention dependent measures: a revised version of the Social Problem-Solving Inventory (D'Zurilla & Nezu, 1990), MeansEnds Problem-Solving Procedure (Platt & Spivack, 1975), SPS SelfEfficacy rating and a Computer/Workbook evaluation. The computerized SPS training group rated their training procedure as significantly more acceptable than those in the workbook training group. Analyses of problem-solving ability and knowledge yielded no significant interactions between problem-solving content and computer contact. No main effects were found for computer contact. A main effect for problem-solving content approached significance. Subjects receiving interventions that contained problem-solving content scored higher on SPS knowledge and ability measures than those who did not.Discussion focuses on reasons for and implications of differences between computerized and non-computerized SPS training groups' performance and preferences. / Department of Psychological Science