University of North Carolina at Greensboro

About: University of North Carolina at Greensboro is a education organization based out in Greensboro, North Carolina, United States. It is known for research contribution in the topics: Population & Poison control. The organization has 5481 authors who have published 13715 publications receiving 456239 citations. The organization is also known as: UNCG & UNC Greensboro.

Reliability and validity of the Biodex System 3 Pro Isokinetic Dynamometer velocity, torque and position measurements

Abstract: This study quantitatively assessed the mechanical reliability and validity of position, torque and velocity measurements of the Biodex System 3 isokinetic dynamometer. Trial-to-trial and day-to-day reliability were assessed during three trials on two separate days. To assess instrument validity, measurement of each variable using the Biodex System 3 dynamometer was compared to a criterion measure of position, torque and velocity. Position was assessed at 5° increments across the available range of motion of the dynamometer. Torque measures were assessed isometrically by hanging six different calibrated weights from the lever arm. Velocity was assessed (30°/s to 500°/s) across a 70° arc of motion by manually accelerating the weighted lever arm. With the exception of a systematic decrease in velocity at speeds of 300°/s and higher, the Biodex System 3 performed with acceptable mechanical reliability and validity on all variables tested.

Issues of Race, Ethnicity, and Culture in Caregiving Research A 20-Year Review (1980–2000)

Abstract: Purpose: The goals of this review are to synthesize what is known about caregiving among diverse groups and to identify gaps in knowledge to guide future research on caregiving. The review focuses on conceptual and theoretical approaches, sampling strategies, measurement techniques, and similarities and differences found among groups and across studies. Design and Methods: A narrative approach was used to review 59 articles published between 1980 and 2000, with particular attention to race, ethnicity, and/or culture. Primary sources of relevant articles included electronic databases, other review articles, and reference lists. Results: Caregiving experiences and outcomes varied across racial and ethnic groups. However, the use of nontheoretical approaches, nonprobability samples, and inconsistent measures among studies has limited understanding of caregiving among diverse populations. Implications: It is important that conceptualization and theorizing broaden with increasing numbers of studies that include diverse groups. Future caregiving research needs to give more attention to such issues as acculturation, assimilation, and cultural values, beliefs, and norms, while also improving theoretical and methodological rigor.

Welfare, the Earned Income Tax Credit, and the Labor Supply of Single Mothers

Abstract: During 1984 -1996, welfare and tax policy were changed to encourage work by single mothers. The Earned Income Tax Credit was expanded, welfare benets were cut, welfare time limits were added, and welfare cases were terminated. Medicaid for the working poor was expanded, as were training programs and child care. During this same time period there were unprecedented increases in the employment and hours of single mothers. We show that a large share of the increase in work by single mothers can be attributed to the EITC and other tax changes, with smaller shares for welfare benet cuts, welfare waivers, training programs and child care programs.

Inequality in Preschool Education and School Readiness

Abstract: Attendance in U.S. preschools has risen substantially in recent decades, but gaps in enrollment between children from advantaged and disadvantaged families remain. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, we analyze the effect of participation in child care and early education on children's school readiness as measured by early reading and math skills in kindergarten and first grade. We find that children who attended a center or school-based preschool program in the year before school entry perform better on assessments of reading and math skills upon beginning kindergarten, after controlling for a host of family background and other factors that might be associated with selection into early education programs and relatively high academic skills. This advantage persists when children's skills are measured in the spring of kindergarten and first grade, and children who attended early education programs are also less likely to be retained in kindergarten. In most instances, the effects are largest for disadvantaged groups, raising the possibility that policies promoting preschool enrollment of children from disadvantaged families might help to narrow the school readiness gap.

Working Memory, Attention Control, and the N-Back Task: A Question of Construct Validity

Abstract: The N-back task requires participants to decide whether each stimulus in a sequence matches the one that appeared n items ago. Although N-back has become a standard "executive" working memory (WM) measure in cognitive neuroscience, it has been subjected to few behavioral tests of construct validity. A combined experimental- correlational study tested the attention-control demands of verbal 2- and 3-back tasks by presenting n = 1 "lure" foils. Lures elicited more false alarms than control foils in both 2- and 3-back tasks, and lures caused more misses to targets that immediately followed them compared with control targets, but only in 3-back tasks. N-back thus challenges control over familiarity-based responding. Participants also completed a verbal WM span task (operation span task) and a marker test of general fluid intelligence (Gf; Ravens Advanced Progressive Matrices Test; J. C. Raven, J. E. Raven, & J. H. Court, 1998). N-back and WM span correlated weakly, suggesting they do not reflect primarily a single construct; moreover, both accounted for independent variance in Gf. N-back has face validity as a WM task, but it does not demonstrate convergent validity with at least 1 established WM measure.