The purpose of this study was to obtain body image information from African American (AA) college-age women (age 18-25) from a historically Black college and/or university (HBCU) and a predominately White college (PWC) with regard to their body image, body shape, appearance, and related factors. Findings from this study will provide the health education profession with valuable information on body image from a cultural perspective of AA women. A one-way ANOVA was used to analyze comparisons between the two groups. Results from the Young Women's Experiences with Body Weight and Shape were analyzed using five different factors: weight dissatisfaction, slimness as quality of life, interpersonal messages regarding slimness, rejecting the value of thinness, and valuing exercise. Significant differences were found with: weight dissatisfaction (p = .010), slimness as quality of life (p = .000), and interpersonal messages regarding slimness (p = .000). AA women at the HBCU were more satisfied with their body image on these three factors and similar to AA women at the PWC on two factors: rejecting the value of thinness (p = .229) and valuing exercise (p = .828). These findings will assist in developing programming based on racial differences and similarities.

Our purpose was to evaluate accuracy of multifrequency bioelectrical impedance analysis (MFBIA) using air displacement plethysmography (ADP) as the criterion measure. Body composition of 27 women was assessed by ADP followed immediately by MFBIA. There was a strong relationship (p = .01) between ADP and MFBIA in absolute lean mass (r = 0.80), absolute fat mass (r = 0.99), percent lean mass (r = 0.91), and percent fat mass (r = 0.91). Although MFBIA consistently overestimated lean mass and underestimated fat mass compared with ADP, agreement between measurements was within 2%-3% body fat. An accurate assessment tool, MFBIA can be useful in clinical settings.

Some variations in success rate exist between dentists the most dental procedures under local anaesthetic in general practice were assessed as being comfortable or better by both dentists and patients.

Prior research has been limited in examining at what degree aggressive actions are initially perceived negatively. The present research examined whether anxiety, depression, and posttraumatic stress disorder (PTSD) symptoms were associated with prior abuse or with being attributed to past or present relationships. Scales such as the Dating Relationship Profile (DRP) and hypothetical scenarios of abuse perpetration were used. This study hypothesized that acceptability ratings from hypothetical scenarios would predict answers on DRP items measuring whether physical or psychological abuse is considered acceptable in relationships. Specifically, gender would be a predictor variable. Convenience sampling of undergraduate psychology students from a comprehensive, metropolitan university in north Georgia was used and resulted in 291 respondents (n = 227 [78%] female, n = 64 [22%] male) whose ages ranged from 18 to 54 years (M = 20.57 years, SD = 5.12 years). The present research used a 2 × 2 between-subjects design examining gender and type of hypothetical scenario violence with perceptions of abuse as the dependent variable. A significant association between experience of abuse and attribution of anxiety, depression, and PTSD symptoms to past or present relationships and between experience of abuse and these symptoms was found. Results revealed a significant difference between acceptability ratings of psychological abuse and gender, with men perceiving psychological abuse as more acceptable.

In the experimental study which follows learning is to be regarded as a re-adaptation of the individual to his environment or, more specifically stated, to a series of problems requiring coordinated muscular movements, an adaptation which results in an increase in efficiency and a decrease in the time consumed in solving the problems. Although no entirely inclusive and satisfactory theory of learning has been evolved from the voluminous literature of the last thirty years, much light has been shed upon various aspects of the general problem. When regarded from a pedagogical point of view, the amount, rate and limits of improvement, together with their determining factors and conditions, are of extreme importance.Thorndike 2 has reviewed in considerable detail the experimental researches down to 1913, and since that time J. W. Baird and others 3 have continued the review of the general literature of the subject. Outstanding among the factors governing improvement is the necessity for intense effort in the details of the performance and a real interest in improvement. Book,* for example, has demonstrated that, panicularly in such an act of skill as typewriting, improvement depends upon great effort devoted to the details of the process. Kitson, 5 investigating the daily progress oi compositors 1 The writer wishes to acknowledge the assistance rendered to him during the formulation and course of this problem by Professor S. W. Fernberger and to express his appreciation to those students who cooperated in the actual experimental work.