San Diego State University

About: San Diego State University is a education organization based out in San Diego, California, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 12418 authors who have published 27950 publications receiving 1192375 citations. The organization is also known as: SDSU & San Diego State College.

Prevalence of the female athlete triad syndrome among high school athletes.

Abstract: Objective To estimate the prevalence of the female athlete triad (disordered eating, menstrual irregularity, and low bone mass) among high school athletes. Design Observational cross-sectional study. Setting High school. Participants Female athletes (n= 170) representing 8 sports were recruited from 6 high schools in southern California. Main Outcome Measures Disordered eating and menstrual status were determined by interviewer-assisted questionnaires. Bone mineral density was measured by dual-energy x-ray absorptiometry of the hip, spine (L1-L4), and total body. Results Among all athletes, 18.2%, 23.5%, and 21.8% met the criteria for disordered eating, menstrual irregularity, and low bone mass, respectively. Ten girls (5.9%) met criteria for 2 components of the triad, and 2 girls (1.2%) met criteria for all 3 components. Oligomenorrheic/amenorrheic athletes had higher mean ± SD eating restraint (1.55 ± 1.60 vs 1.04 ± 1.27; P = .02) and Eating Disorder Examination Questionnaire global scores (1.68 ± 1.20 vs 1.33 ± 1.14; P = .03) than eumenorrheic athletes. After controlling for age, age at menarche, body mass index, race/ethnicity, and sport type, athletes with oligomenorrhea/amenorrhea had significantly lower mean ± SD bone mineral densities for the trochanter (0.884 ± 0.090 g · cm −2 ) than eumenorrheic athletes (0.933 ± 0.130 g · cm −2 ; P = .04). Conclusions The prevalence of the full female athlete triad was low in our sample; however, a substantial percentage of the athletes may be at risk for long-term health consequences associated with disordered eating, menstrual irregularity, or low bone mass. Preparticipation screening to identify these components should be encouraged as a preventive approach to identify high-risk athletes.

Neuroimaging and Fetal Alcohol Spectrum Disorders.

Abstract: The detrimental effects of prenatal alcohol exposure on the developing brain include structural brain anomalies as well as cognitive and behavioral deficits. Initial neuroimaging studies of fetal alcohol spectrum disorders (FASD) using magnetic resonance imaging (MRI) confirmed previous autopsy reports of overall reduction in brain volume and central nervous system (CNS) disorganization, with specific structural abnormalities of the corpus callosum, cerebellum, caudate, and hippocampus. Advances in neuroimaging techniques have allowed detection of regional increases in cortical thickness and gray matter volume along with decreased volume and disorganization of white matter in individuals with FASD. In addition, functional imaging studies have found functional and neurochemical differences in those prenatally exposed to alcohol. Behavioral alterations noted in individuals with FASD are consistent with the findings noted in the brain imaging studies. Continued neuroimaging studies are needed to further advance understanding of the neuroteratogenic effects of alcohol.

The Tactical Topography of Stalking Victimization and Management

Abstract: A meta-analysis of 108 samples across 103 studies of stalking-related phenomena, representing almost 70,000 participants, reveals an average prevalence across studies of 23.5% for women and 10.5% for men, with an average duration of almost 2 years. The average proportion of female victims across studies was 75%, and 77% of stalking emerged from some form of prior acquaintance, with 49%originating from romantic relationships. New typologies of stalking behavior, coping responses to stalking, and symptomology due to stalking victimization are reported. Across 42 studies, the average physical violence incidence was 33%, and 17 studies produced an average sexual violence incidence of slightly greater than 10%. A summary of 32 studies of restraining orders indicated that they are violated an average of 40% of the time and are perceived as followed by worse events almost 21% of the time.

Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts: Sponsored by the International Reading Association

Abstract: Contents: Preface. Part I: Theoretical Bases for Communicative and Visual Arts Teaching. P. Messaris, Introduction. R. Hobbs, Literacy for the Information Age. S.B. Neuman, Television as a Learning Environment: A Theory of Synergy. R. Desmond, TV Viewing, Reading, and Media Literacy. M. Willmorth, Television and Language Learning. M. Griffin, D. Schwartz, L. Labbo, Visual Communication Skills and Media Literacy. P. Messaris, Visual Intelligence and Analogical Thinking. G. Page, Visual Intelligence and Spatial Aptitudes. J. Carey, Exploring Future Media. J.L. Wolf, Balancing Act: Using Drama to Even the Exchange of Information in the Classroom. D. Reinking, M. McKenna, Navigating the Changing Landscape of Literacy: Current Theory and Research in Computer-Based Reading and Writing. Part II: Methods of Inquiry in Communicative and Visual Arts Teaching. D.E. Alvermann, Introduction: Explorations in Crossing Boundaries. S.Z. Athanases, Ethnography for the Study of Performance in the Classroom. C.D. Baker, Transcription and Representation in Literacy Research. J.F. Baumann, B.S. Bisplinghoff, J.B. Allen, Methodology in Teacher Research: Three Cases. R. Calfee, Assessing Development and Learning Over Time. A.H. Dyson, Children Out of Bounds: The Power of Case Studies in Expanding Visions of Literacy Development. J. Green, D. Bloome, Ethnography and Ethnographers of and in Education: A Situated Perspective. L. Neilsen, Remaking Sense, Reshaping Inquiry: Feminist Metaphors and a Literacy of the Possible. C.C. Pappas, Making 'Collaboration' Problematic in Collaborative School-University Research: Studying With Urban Teacher Researchers to Transform Literacy Curriculum Genres. L. Richardson, Poetic Representation. C.S. Stavropoulos, Alternative Methodology for Diagnostic Assessment of Written and Verbal Responses to Works of Art. A.P. Sweet, A National Policy Perspective on Research Intersections Between Literacy and the Visual/Communicative Arts. R.J. Tierney, Learning With Multiple Symbol Systems: Possibilities, Realities, Paradigm Shifts and Developmental Considerations. Part III: Research on Language Learners in Families, Communities, and Classrooms. V. Chou, Introduction. M. Krechevsky, U.C. Malkus, Telling Their Stories, Singing Their Songs. C.L. Ramsey, Deaf Children as Literacy Learners: Tom, Robbie, and Paul. C. Daiute, Youth Genre in the Classroom: Can Children's and Teachers' Cultures Meet? C.D. Lee, Bridging Home and School Literacies: Models for Culturally Responsive Teaching, a Case for African-American English. E. Binstock, Studen Conversations: Provocative Echoes. D. Conquergood, Street Literacy. V.L. Gadsden, Intergenerational Discourses: Life Texts of African-American Mothers and Daughters. G. Pharness, L. Weinstein, Community Literacy: From Home to Work and Back. H. Adams, A Grass Roots Think tank: Linking Writing and Community Building. Part IV: Research on Language Teachers: Conditions and Contexts. D.S. Strickland, Introduction. P.L. Grossman, S.W. Valencia, F.L. Hamel, Preparing Language Arts Teachers in a Time of Reform. J.L. Olson, Becoming a Member of a Professional Language Learning Community. J.V. Tinajero, A. Huerta-Macias, Teacher Preparation in the Language Arts: A Synthesis. D. Bayles, N. Roser, Exploring Voices of the Language Arts Universe: From Tin Can Telephones to Satellite Missions. R.T. Vacca, J.A.L. Vacca, B. Bruneau, Teachers Reflecting on Practice. R.P. Mesa, Putting It in Perspective: Administrating Art Education for Literacy. A.I. Willis, V.J. Harris, Preparing Preservice Teachers to Teach Multicultural Literature. Part V: Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts. N. Roser, Introduction. L.M. Morrow, D.H. Tracey, Instructional Environments for Language and Learning: Considerations for Young Children. A.D. Pellegrini, Dramatic Play, Context, and Children's Communicative Behavior. S. Wolf, B. Edmiston, P. Enciso, Drama Worlds: Places of the Heart, Head, Voice, and Hand in Dramatic Interpretation. M.C. Scala, V.C. Schroder, From Storytelling to Getting On-Line: Language and Literacy Opportunities in the Elementary School. G. Wells, G.L. Chang-Wells, "What Have You Learned?": Co-constructing the Meaning of Time. R.L. Venezky, The Literary Text: Its Future in the Classroom. T.G. Sticht, Instructional Environments for Language and Literacy: Considerations for the Adult Learner. L. Baines, Film, Video, and Books: Some Considerations for Learning and Teaching. W.M. Butler, Electronic Discourse Communities: Theory, Practice, and Research. J.M. Shiring, The Future of Television in the Home and in the Classroom: Evidence for Impact. K.D. Wood, J. Nicholson, Newspapers and On-Line Text: Essentials of the Literacy Environment. S.B. Heath, V. Bhagat, Reading Comics, the Invisible Art. R. Farr, E. Jongsma, Accountability Through Assessment and Instruction. Part VI: Research Perspectives on Curricular, Extracurricular, and Policy Perspectives. J.R. Squire, Introduction. R.E. Shafer, Who Determines Policy, Power, and Politics and What Are Their Attitudes? L.C. Wilkinson, E.R. Silliman, Alternative Assessment, Literacy Education, and School Reform. C.J. Hydrick, Setting Opportunity-to-Learn Standards. S. O'Neal, S. Strecker, State Curricular Frame-Works and Standards in the Communicative Arts. G.S. Pinnell, Reading Recovery: A Summary of Research. M.M. Clay, International Pespectives on the Reading Recovery Program. J.R. Paratore, R. Indrisano, Change Through Collaboration: The Boston University-Chelsea Public Schools Partnership in Literacy. I.W. Gaskins, Teaching the Delayed Reader: The Benchmark School Model. K.H. Au, C.L. Asam, Effective Literacy Instruction: Findings of the Kamehameha Elementary Education Program. P.C. Gonzales, M. Grubb, California's Literature-Based Curriculum and the California Literature Project. J. Richmond, The Introduction of the National Curriculum for English. W. Elley, Cross-National Studies of Literacy. R.L. Allington, S. Guice, Literature Curriculum: Issues of Definition and Control. S.W. Freedman, L. Flower, G. Hull, J.R. Hayes, Ten Years of Research: Achievements of the National Center for the Study of Writing and Literacy. J.T. Guthrie, M. McCann, C. Hynd, S. Stahl, Classroom Contexts Promoting Literacy Engagement. P.D. Pearson, Standards in the Language Arts. K.K. Wixson, C.W. Peters, S.A. Potter, Developing State Standards in English Language Arts: A Case Study. Part VII: Voices From the Field. L. Galda, B.E. Cullinan, Introduction. A. Alejandro, Like Happy Dreams: Integrating Visual Arts, Writing, and Reading. M.C. Clark, Symbolism: A Third-Grade Experience. R.M. Kerper, Voices From the Field: Constructing Meaning From Illustrations. M.R. Strickland, We Are the Music Makers: Helping Children Express Themselves Through the Magic of Poetry. J. Yolen, The Eye and the Ear. J. Greenberg, Books About Art: A Joyous Vision. K. Paterson, Sound and Resound. W. Nikola-Lisa, An Author Celebrates the Unpredictable Ways of the Illustrator. B. Kiefer, The Visual Arts Made Accessible Through Picture Books. S. Tozer, V. Chou, Playing Against Conventions: The True Story of the Stinky Cheese Man. M. Brown, Reflections: Arthur Moves to TV and CDs. K