Prevalence and determinants of glucose intolerance among HIV/AIDS patients in north-central Nigeria.

Background: The advent of potent antiviral drugs has revolutionalised the clinical course of HIV / AIDS resulting in increased survival and improved quality of life. Metabolic derangements in HIV infected patients are becoming more common probably due to this increased survival from the use of HAART. There is limited data on the occurrence of glucose intolerance among HIV patients in Nigeria. Objective: To determine the prevalence of glucose intolerance and associated risk factors in HIV/AIDS patients. Results: Of the 584 patients studied, 384 (130 males and 251 females) with mean±SD age of 38±15 years were HAARTtreated; while 200 (61 males and 139 females) with mean±SD age of 33±17 years were HAART-naive. Overall, the prevalence of GI was 40.4% (IFG) 19.5%, IGT 11.5% and DM 9.4%. The prevalence of IFG (27.1%) and DM (11.2%) in HAART - treated patients were observed and those in HAART-naive patients were (IFG 5.0%,DM 6.0%), p<0.005. IGT was more prevalent in HAART-naive than in HAART-treated patients (19.5%, and 7.3% respectively), p<0.05. The proportions of patients with GI were higher in overweight and obese HAART-treated patients with moderate CD4 cell count (200-500 x106 cell/L); while in the HAART-naive patients, GI was more prevalent in underweight subjects with CD4 cell count (<200 x 106 cell/L). The Determinants of GI were age, increasing BMI, low CD4 cell count, metabolic syndrome and HAART treatment duration. The independent predictors of glucose intolerance in HIV / AIDS patients were low CD4 cell count and prolonged HAART treatment duration. Conclusion: The prevalence of GI among HIV/AIDS patients in North-Central Nigeria is high. Treatment with HAART and low CD4 cell count are strong determinants of glucose intolerance in our HIV / AIDS patients. Regular screening for glucose intolerance among our HIV / AIDS patients is recommended.

Analysis of brain and spinal MRI measures in a common domain to investigate directional neurodegeneration in motor neuron disease.

BACKGROUND: Magnetic resonance imaging (MRI) of the brain and cervical spinal cord is often performed in diagnostic evaluation of suspected motor neuron disease/amyotrophic lateral sclerosis (MND/ALS). Analysis of MRI-derived tissue damage metrics in a common domain facilitates group-level inferences on pathophysiology. This approach was applied to address competing hypotheses of directionality of neurodegeneration, whether anterograde, cranio-caudal dying-forward from precentral gyrus or retrograde, dying-back. METHODS: In this cross-sectional study, MRI was performed on 75 MND patients and 13 healthy controls. Precentral gyral thickness was estimated from volumetric T1-weighted images using FreeSurfer, corticospinal tract fractional anisotropy (FA) from diffusion tensor imaging using FSL, and cross-sectional cervical cord area between C1-C8 levels using Spinal Cord Toolbox. To analyse these multimodal data within a common domain, individual parameter estimates representing tissue damage at each corticospinal tract level were first converted to z-scores, referenced to healthy control norms. Mixed-effects linear regression models were then fitted to these z-scores, with gradients hypothesised to represent directionality of neurodegeneration. RESULTS: At group-level, z-scores did not differ significantly between precentral gyral and intracranial corticospinal tract tissue damage estimates (regression coefficient - 0.24, [95% CI - 0.62, 0.14], p = 0.222), but step-changes were evident between intracranial corticospinal tract and C1 (1.14, [95% CI 0.74, 1.53], p < 0.001), and between C5 and C6 cord levels (0.98, [95% CI 0.58, 1.38], p < 0.001). DISCUSSION: Analysis of brain and cervical spinal MRI data in a common domain enabled investigation of pathophysiological hypotheses in vivo. A cranio-caudal step-change in MND patients was observed, and requires further investigation in larger cohorts.

Is defense or offense more important for professional football teams? A replication study using data from the 1998-1999 regular football season.

The purpose of the present investigation was to replicate Onwuegbuzie's 1999 study by identifying which variables best predict a team's winning percentage in the 1998-1999 regular professional football season. Findings gave a model containing five variables: (1) turnover differential (which explained 54.4% of the variance), (2) total number of rushing yards conceded by the defense (which explained 21.3% of the variance), (3) total number of passing first downs attained by the offense (which explained 9.4% of the variance), (4) percentage of third-down plays that produce a first down (which explained 4.1% of the variance), and (5) total number of penalties conceded by the opponents' defense resulting in a first down (which explained 4.1% of the variance). These variables combined to explain 93.3% of the total variance in winning percentage for the 1998-1999 season. That the first two variables, which explained more than 75% of the variance, were characteristics of the defense supports Onwuegbuzie's conclusion that defensive gains are better predictors of success than are offensive gains.

Writing apprehension and academic procrastination among graduate students.

Academic procrastination has been associated with both fear of failure and task aversiveness. Researchers have reported that most undergraduate and graduate students delay academic tasks. Among the latter, a large proportion report procrastination in writing term papers. Such procrastination may originate from and lead to anxiety about writing so the present purpose was to investigate the relationship between scores on Daly and Miller's 1975 Writing Apprehension Test and on the two dimensions, i.e., fear of failure and task aversiveness, of Solomon and Rothblum's 1984 Procrastination Assessment Scale-Students. Participants were 135 graduate students of varied disciplinary backgrounds. Correlations between writing apprehension and academic procrastination stemmed from fear of failure (29) and task aversiveness (.41). Implications are discussed.

Study habits and anxiety about learning foreign languages.

The purpose was to investigate the relationship of self-reported study habits to anxiety about learning foreign languages. 219 college students from a variety of disciplinary backgrounds were enrolled in either Spanish, French, German, or Japanese classes. Correlational analyses, using the Bonferroni adjustment, indicated that students with the highest anxiety about foreign languages tended to report that (1) they spend too much time on some subjects and not enough time on others, (2) they frequently do not get enough sleep and feel sluggish in class or when studying, (3) they do not try to space study period to avoid becoming too tired while studying, and (4) they have trouble settling down to work and do not begin to study as soon as they sit down. The implications of these findings are discussed.

Relationships between anxiety and achievement at three stages of learning a foreign language.

Anxiety in foreign language courses has been conceptualized as occurring at each of three stages of input, processing, and output. Specifically, input anxiety refers to the learner's apprehension when receiving information in the foreign language; processing anxiety refers to the apprehension experienced by learners when learning and thinking in the foreign language; and output anxiety refers to the apprehension experienced when speaking or writing in the foreign language. The present purpose was to investigate the relationship between achievement and anxiety at each of these three stages of learning a foreign language. Participants were 224 college students from a variety of disciplinary backgrounds, enrolled in Spanish, French, or German classes. Small but significant negative associations were found between achievement in the foreign language and scores on the Input Scale, the Processing Scale, and the Output Scale. These indicate educators should consider more than just the output stage of learning in foreign language classes.

Role of hope in predicting anxiety about statistics.

Hope is defined as a cognitive set which consists of level of goal-directed determination (agency) and propensity to plan ways to achieve goals (pathways). This study investigated whether hope was related to anxiety about statistics. Participants were 109 graduate students from a variety of disciplinary backgrounds enrolled in courses on statistics and educational research methods. A canonical correlation analysis was interpreted as indicating that students who had the poorest sense of successful determination in relation to their goals and who had the least positive appraisals of their ability to generate ways to overcome goal-related with worth of statistics, interpretation, tests and class, computational self-concept, fear of asking for help, and fear of the instructor. Based on these findings, it is recommended that researchers investigate whether interventions aimed at agency and pathways help to reduce such anxiety.

Correlation between scores on integration of scientific knowledge and achievement in a course in educational research methods.

The purpose of this study was to investigate the correlations between students' scores on integrating science knowledge and their conceptual knowledge of educational research concepts, methods, and applications. Participants were 124 graduate students enrolled in several sections of a required introductory course in educational research methods. Students' integration of science knowledge was measured via the Test of Integrated Process Skills II, and performance in the educational research methods class was assessed via midterm and final examinations. Analysis indicated that correlations between scores on the Test of Integrated Process Skills II and achievement in the course on midterm and final examinations were .36 and .42, respectively, suggesting that those who were more able to integrate science knowledge also tended to exhibit higher performance on the examinations.

Relations between hope and graduate students' coping strategies for studying and examination-taking.

In 1998, Onwuegbuzie reported a negative relationship between scores on hope and anxiety about statistics among graduate students who were enrolled in statistics classes. In 1999, Snyder posited that hope theory provides a useful framework for assessing students' coping strategies. In support of the utility of hope theory for identifying students with debilitating test-related anxieties, lower scores on the Pathways and Agency subscales which assess hope were related to 87 graduate students' problematic coping strategies for studying and taking statistics examinations. After a brief review of other recent data linking hope to academic performance at both public school and college levels, further research seems appropriate.

Relationship between sex-role attitudes and attitudes toward violence among incarcerated male juvenile offenders.

The purpose was to investigate the relationship between sex-role attitudes, as measured by the Attitudes Toward Women Scale for Adolescents, and attitudes toward violence, as measured by the Attitudes Toward Violence Survey, among 81 incarcerated male juvenile delinquents. No association was found between sex-role attitudes and sensitivity toward violence; however, a statistically significant relationship emerged between sex-role attitudes and propensity toward violence. Specifically, offenders who reported the most traditional attitudes toward women's rights and roles were more apt to report that they would engage in violent acts if they were certain of not being punished. Implications are discussed.

Anxiety about foreign language among students in French, Spanish, and German classes.

The purpose of this study was to investigate whether anxiety reported by students while studying foreign language courses in college was similar for 253 college students from a variety of disciplinary backgrounds, who were enrolled in either Spanish, French, or German classes. Analysis indicated no difference in anxiety about foreign languages among students in the three classes. In addition, a moderate negative relationship was found between anxiety about learning a foreign language and achievement for all three classes. Recommendations for research are made, including investigating anxiety about other foreign languages.

Attention-deficit/hyperactivity disorder: relations between prevalence rate and school district size, diagnostic method, and referral process.

To study whether prevalence rates of Attention-Deficit/Hyperactivity Disorder (ADHD) are related to size of school district, diagnostic method, and referral process, the ADHD Survey was mailed to all 311 superintendents of school districts in a midsouthern state; 128 (41.1%) were returned. Analysis showed no significant relationships; however, the low return rate suggests replication in other regions is necessary.