To investigate individual differences in theory of mind acquisition, this study examined whether different aspects of early mother-child relationships contributed to the development of false belief understanding at the close of the preschool period. Fortysix mother and child pairs were seen when children were two and again at five years of age. At age two, home-based Q-sort observations of attachment security and maternal sensitivity were made, and mothers completed a number of self-report measures to create an aggregate of maternal emotional distress. At age five, attachment security and maternal distress were reassessed, and false belief tasks were administered that were based on unexpected identities and locations of objects. In addition, attachment-relevant false belief tasks involving separation from caregivers were also used, which children found significantly more difficult than tasks involving objects. Age five security predicted object location task performance. Maternal sensitivity and emotional distress at age two predicted later caregiver location task performance, even controlling for age five measures. These results support a growing literature on the importance of relationship processes and parenting context to theory of mind acquisition.

This study evaluates the usefulness of body mass index (BMI) as a preventive screening tool for general health and duty fitness status among firefighters. Two major BMI categorization methods were used: (1) "standard" [low (< 27), medium (> or = 27 < 30), high (> 30)]; and (2) WHO [(normal (< 25), overweight (> or = 25 < 30), obese (> or = 30 < 39), morbidly obese (> or = 39)]. Using the "standard" categorization, nearly 60% of individuals had medium or high BMI's; using the World Health Organization categorization, 80.7% of individuals were found to be overweight, obese, or morbidly obese. Statistically significant, inverse correlation between BMI and each of the following parameters was noted: systolic and diastolic blood pressure, VO2max, METS, and total cholesterol. Inconsistent or statistically insignificant correlation was found between BMI and HDL, Chol/HDL ratio, triglycerides, FVC% predicted, and FEV1 second% predicted. Findings were similar to previous studies of such correlates. BMI continues to prove useful as a screening tool and may be useful in identifying individual firefighters for health and fitness intervention measures.

The performance of clinic-referred children aged 6-11 (N = 100) was examined using the Conners' Continuous Performance Test (CPT) and measures of auditory attention (Auditory Continuous Performance Test; ACPT), phonological awareness, visual processing speed, and visual-motor competence. The Conners' CPT overall index was unrelated to measures of visual processing speed or visual-motor competence. Although the Conners' CPT converged with the ACPT, the latter demonstrated age and order effects. Significant variance in Conners' CPT parameters was predicted by phonological awareness measures, suggesting that Reading Disordered (RD) children could be "false positives" on the Conners' CPT. The Conners' CPT overall index, phonological awareness, and visual-motor measures were submitted to a 2 x 2 MANCOVA (ADHD vs. RD, covarying for age and socioeconomic status): a main effect for RD status was found. Children with ADHD did not have higher Conners' CPT scores than did clinical controls; however, children with Reading Disorders did. Phonological measures distinguished RD children from ADHD children and other clinical controls. ADHD children who failed the Conners' CPT were rated by teachers as more hyperactive. Despite the strengths of the Conners' CPT, its utility for differential diagnosis of ADHD is questioned.

This report discusses the educational uses of the 'wiki,' an increasingly popular approach to online community development. Wikis are defined and compared with 'blogging' methods; characteristics of major wiki engines are described; and wiki features and selection criteria are examined. Defining WikisAccording to Leuf and Cunningham (2001), creators of the original wiki concept, "a wiki is a freely expandable collection of interlinked webpages, a hypertext system for storing and modifying information -a database, where each page is easily edited by any user with a formscapable Web browser client" (p. 14). Content can be directly linked to that found in other wikis (interwiki) and in Web documents.Browser-based access means that neither special software nor a third-party webmaster is needed to post content. Content is posted immediately, eliminating the need for distribution with the associated risk of virus transmission. Participants can be notified about new content, and they review only new content. Low graphic use results in pages that load quickly. Access is flexibleall that is needed is a computer with a browser and Internet connection. Modular construction means that wikis can be simple or complex to meet user needs and skill levels.Mattison (2003) states that "a wiki can be a blog, but a blog does not have to be a wiki." Wiki use is often compared with blogging. Blogs, or weblogs, are chronological online journals written mainly by individuals (although group blogs exist), to which readers post comments.The main differences between the two approaches relate to notification of new content, editing format, and structure. Blogs typically use RSS (Really Simple Syndication) feeds to sort information and alert users to new content. Wikis usually use email notification. For students, an advantage of blogs is the use of 'What You See Is What You Get' (WYSIWYG) editing. Wikis usually employ a simplified markup formatting (although there are also WYSIWYG wikis). A