The temporal constraints of tennis serves were manipulated as a percentage of maximum service velocity. The velocity conditions were 50, 60, 70, 80, and 90%. Elite tennis players (N = 15) completed 10 serves at each velocity. Three error measures (total variability, constant error, and variable error) were analyzed separately for target accuracy, accuracy of ball velocity, and proportional error in velocity.Significant total variability and variable error were found for proportional error in velocity. Both measures showed improved performance as ball velocity increased from 70% to 90%.

Stressful life events such as losing a spouse can enhance inflammation. Responses to loss may depend, in part, on individual differences in attachment anxiety and avoidance. An individual's attachment orientation (i.e., an individual's levels of attachment anxiety and avoidance) reflects how an individual relates to others-specifically, whether they feel their trusted others will reliably be there for them, and whether they feel comfortable opening up to and depending on their relationship partners. This study investigated the association between attachment orientations and poor loss adjustment in recently bereaved individuals (N = 100). Poor loss adjustment was operationalized as greater levels of inflammation and grief symptoms, as well as poorer selfreported mental and physical health. Attachment anxiety was associated with increased stimulated monocyte IL-6 and CCL4 production, but not TNFα. Likewise, attachment anxiety was associated with greater grief symptoms as well as poorer mental and physical health. In contrast, attachment avoidance was not associated with inflammation; it was, however, associated with less grief symptoms as well as better self-reported mental and physical health. Our findings provide evidence that attachment orientations may be associated with loss adjustment and adverse health outcomes following the recent loss of a spouse.

The status of adult education faculty has changed steadily over the past forty years as both intrinsic and extrinsic factors in the field have raised new opportunities, challenges, and obstacles. The trends in program orientation, learner populations, sponsoring institutions, and hiring practices have been largely steered by economic forces outside of a learner-centered model of educational planning, even among programs affiliated with traditional postsecondary institutions. Adult learners, motivated as always by forces ranging from personal growth to a desire to enhance professional skills, increasingly seek formal environments to pursue additional education and training (Kett, 1994). For educators, many of whom have been trained through traditional academic channels, the decision to teach adults is often directed by pragmatic necessities beyond an intellectual attraction to the tenets of andragogy and lifelong learning. Of course, the programming bases for adult programs are broad, spanning community organizations, workplace human resource departments, special interest associations, and other structures that bring adults together to learn. The arena of postsecondary institutions is increasingly meeting this need in various formats, however, and it is perhaps the most philosophically and structurally challenged to address the unique requirements of adult learners.

60 children, 6 to 8 yr. old, with below-average scores on three balance tests were divided into four equal groups: active vestibular stimulation (Preston Vestibular Board), passive vestibular stimulation (rotating chair), and a control group for each. Vestibular groups were given 14 sessions of stimulation over a 5-wk. period. Balance scores for all groups, including controls, improved significantly on one or more of the tests. Improvement could not be related to vestibular stimulation.

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