The purpose of this qualitative study was to identify environmental, policy, and cultural predictors of physical activity in urban African American women living in Baltimore, MD. Thirty-nine mostly well-educated women participated in eight focus group discussions, five for women aged 36 to 50 years and three for women 20 to 35 years of age. Transcripts were analyzed using QSR NUD*IST qualitative software, and themes were identified. The discussions identified numerous opportunities and barriers for physical activity. The women reported being aware of physical activity resources and facilities available to them, but they lacked time and motivation to participate. Family responsibilities and duties unique to African American women were cited often. The results suggest that providing more environmental facilities may not be sufficient to increase physical activity in well-educated urban African American women. Intervention strategies that place value on family and cultural responsibilities should be considered.

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The results of our recent survey of the membership of the Association of Teachers of Technical Writing, Associated Writing Programs, and the Council of Writing Program Administration indicate the relative health of undergraduate writing programs (major, concentration, or certificate programs, not service courses) in American four-year universities and colleges. During the past five years there has been a significant increase in the number of undergraduate writing programs, including technical and professional writing. But responses to our survey also suggest that while undergraduate technical and professional writing programs comprise the second largest group of programs (behind creative writing) they are not increasing as rapidly as a new kind of undergraduate writing program—a broad-based program that students can complete by taking a wide range of creative writing, composition, journalism, and technical and professional writing courses. The future seems unclear for traditional undergraduate technical and professional writing programs, and faculties need to examine their options in designing or redesigning their programs.