Obesity is a serious health problem among women across the life span. Although people can become obese at any age, there is a large proportion of older women who have been obese since childhood. The purpose of this study was to determine whether postmenopausal women with an early versus late onset of obesity manifested differences in body habitus, eating behaviors, and mood. One hundred thirty-five postmenopausal women with obesity responded to self-report questionnaires on weight history, weight loss and maintenance expectancy, eating behaviors, and mood. Women with an early onset of obesity had a significantly higher body mass index (BMI), waist circumference, and highest attained adult body weight than women with a late onset of obesity. They had attempted a significantly larger number of diets and had lost more weight on any single diet. The groups also differed significantly on binge eating and overeating in response to negative affect. There was a tendency for women with an early onset to have more depressive and anxious symptoms. Postmenopausal women with an early onset of obesity differed physiologically and psychologically from those with a late onset. Tailoring dietary and behavioral interventions to profiles of postmenopausal women based on onset of obesity may improve the overall efficacy of weight loss programs.

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This study measured the impact of 4-H Youth Development on Colorado’s youth. Active youth were compared to those who did not participate in out-of-school activities. Data were collected from 5th, 7th, and 9th grade students. Results of the study confirm active students, including 4-H Youth Development members, were less likely to engage in at-risk behaviors. 4-H Youth Development can function as a form of supplemental education, contributing to academic, civic, and social success of young people.

According to Boyer's theory of teaching and learning, teaching becomes scholarly when four components (discovery, integration, application, and teaching) are integrated within and throughout the educator's efforts. Scholarship is holistic, and the elimination of one or more components diminishes the strength of scholarship. The purpose of this article is to demonstrate how Boyer's theory of scholarship is applied to resident instruction and distance education at a midsize university in the West. The infusion of Boyer's components results in communication and content skills students learn while completing assignments that go beyond the memorization of apparel and merchandising concepts. Regardless of the method of instruction delivery, Boyer's theory of scholarship may be applied to course concepts to assist students in the long-term learning process. Students also gain valuable leadership skills that are used to benefit the community.