Norwalk Community College

Crossed immunoelectrophoresis of Triton X-100 solubilized proteins from normal and abnormal platelets was performed with rabbit antibodies raised against normal platelets. In Bernard-Soulier platelets protein 13 was not detected, and neither the amphiphilic (probably GP Ib) nor the hydrophilic (glycocalicin) glycocalicin-related proteins were seen when monospecific antiglycocalicin antiserum was used. The most prominent precipitate, 16, and platelet fibrinogen, 24 were not detected in platelets of two patients with type I thrombasthenia, whereas in one patient with type II thrombasthenia fibrinogen was clearly detected, but the amount of protein 16 remained severely reduced. Protein 16 was heavily labeled after lactoperoxidase-catalyzed (125)I iodination of normal platelets, and was precipitated by IgG-L, an alloantibody from a polytransfused thrombasthenic patient. Sodium dodecyl sulfate-polyacrylamide gel electrophoresis (SDS-PAGE) or protein 16 cut out from immunoplates showed two (125)I-labeled glycoprotein bands, which migrate as GP IIb and GP IIIa. SDS-PAGE of (125)I-labeled type I thrombasthenic platelets showed no periodic acid-Schiff bands or peaks of radioactivity in the GP IIb and GP IIIa regions, whereas in the GP I region both the periodic acid-Schiff band intensity and the radiolabeling were within the normal range. Autoradiography after crossed immunoelectrophoresis of iodinated thrombasthenic platelets showed that the bulk of radioactivity was bound to protein 17. This glycoprotein, which was also present in normal and Bernard-Soulier platelets, migrates in the GP I region on SDS-PAGE. Thus, the bulk of radioactivity observed in the GP I region after SDS-PAGE is associated with protein 17 and not with glycocalicin.

Abstract Using mixed methods, building evaluation into new programs, and conducting research that is authentic and meaningful to the internal campus community can generate interest and help fuel a data‐intensive cultural transformation.

This article describes a survey of itinerant early childhood special education teachers in one state. Itinerant teachers address the Individualized Education Program (IEP) goals and objectives of children who receive special education services in their homes or in a community-based program. Itinerant teachers who responded to this survey identified a range of strategies they use as part of their jobs. Most of the strategies identified as frequently used involve providing direct services to children. Teachers reported infrequent implementation of indirect services such as modeling intervention techniques and writing intervention plans for general education teachers or parents. Itinerant teachers reported being satisfied with their job and were generally welcomed in classrooms and homes.

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BACKGROUND: In response to supply shortages caused by the COVID-19 pandemic, N95 filtering facepiece respirators (FFRs or "masks"), which are typically single-use devices in healthcare settings, are routinely being used for prolonged periods and in some cases decontaminated under "reuse" and "extended use" policies. However, the reusability of N95 masks is limited by degradation of fit. Possible substitutes, such as KN95 masks meeting Chinese standards, frequently fail fit testing even when new. The purpose of this study was to develop an inexpensive frame for damaged and poorly fitting masks using readily available materials and 3D printing. RESULTS: An iterative design process yielded a mask frame consisting of two 3D printed side pieces, malleable wire links that users press against their face, and cut lengths of elastic material that go around the head to hold the frame and mask in place. Volunteers (n = 45; average BMI = 25.4), underwent qualitative fit testing with and without mask frames wearing one or more of four different brands of FFRs conforming to US N95 or Chinese KN95 standards. Masks passed qualitative fit testing in the absence of a frame at rates varying from 48 to 94 % (depending on mask model). For individuals who underwent testing using respirators with broken or defective straps, 80-100 % (average 85 %) passed fit testing with mask frames. Among individuals who failed fit testing with a KN95, ~ 50 % passed testing by using a frame. CONCLUSIONS: Our study suggests that mask frames can prolong the lifespan of N95 and KN95 masks by serving as a substitute for broken or defective bands without adversely affecting fit. Use of frames made it possible for ~ 73 % of the test population to achieve a good fit based on qualitative and quantitative testing criteria, approaching the 85-90 % success rate observed for intact N95 masks. Frames therefore represent a simple and inexpensive way of expanding access to PPE and extending their useful life. For clinicians and institutions interested in mask frames, designs and specifications are provided without restriction for use or modification. To ensure adequate performance in clinical settings, fit testing with user-specific masks and PanFab frames is required.

This study examined the cultural aspects of a transfer articulation policy between public community colleges and state universities enacted by a newly consolidated state governing board for higher education in a northeastern state. A qualitative multisite case study design explored how key stakeholders, faculty, administrators and staff viewed the transfer policy from their unique perspectives. Tierney’s (2008) cultural analysis of governance was used to examine the effectiveness of communication and decision-making on the part of the board. The study also applied Handel’s (2011) theory of a transfer affirming culture along with Jain, Herrera, Bernal, and Solorzano’s (2011) research on the requisite services for pretransfer and posttransfer success of nontraditional students. The use of several theoretical frameworks provides “a more powerful lens than when using only one in helping to interpret and understand culture” (Kezar & Eckel, 2002, p. 440). The study was guided by the following question: How do community college and state university faculty, administrators and staff perceive the Transfer Mobility Policy in relation to their campus cultures? The findings identified difficulties with community college curricula and student transfer advising as well as a cultural gap between the community colleges and the state university. They underscored the politics that surrounds higher education governance reform and resultant clash between political and academic cultures. This study may help policy makers promote statewide transfer and articulation initiatives and be instructive for faculty, administrators, and staff as they seek to improve the success of students who transfer from community colleges to four-year colleges and universities.

A method is presented for test construction and scoring which utilizes the knapsack model of mathematical programming. The method applies to examinations of the type in which a choice exists in the number of questions the examinee is required to answer. The method has been utilized with respect to a Mathematics examination and computer generated results of this test are provided.

BACKGROUND: Gait impairments related to Parkinson's disease (PD) include variable step length and decreased walking velocity, which may result in poorer walking economy. Auditory cueing is a common method used to improve gait mechanics in PD that has been shown to worsen walking economy at set treadmill walking speeds. It is unknown if auditory cueing has the same effects on walking economy at self-selected treadmill walking speeds. OBJECTIVES: To determine if auditory cueing will affect walking economy at self-selected treadmill walking speeds and at speeds slightly faster and slower than self-selected. METHODS: Twenty-two participants with moderate PD performed three, 6-minute bouts of treadmill walking at three speeds (self-selected and ± 0.22 m·sec-1). One session used cueing and the other without cueing. Energy expenditure was measured and walking economy was calculated (energy expenditure/power). RESULTS: Poorer walking economy and higher energy expenditure occurred during cued walking at a self-selected and a slightly faster walking speed, but there was no apparent difference at the slightly slower speed. CONCLUSION: These results suggest that potential gait benefits of auditory cueing may come at an energy cost and poorer walking economy for persons with PD at least at some treadmill walking speeds.

Journal Article The Takoradi Route: Roosevelt's Prewar Venture beyond the Western Hemisphere Get access Deborah Wing Ray Deborah Wing Ray associate professor Norwalk Community College Search for other works by this author on: Oxford Academic Google Scholar Journal of American History, Volume 62, Issue 2, September 1975, Pages 340–358, https://doi.org/10.2307/1903258 Published: 01 September 1975

BACKGROUND: In response to supply shortages during the COVID-19 pandemic, N95 filtering facepiece respirators (FFRs or "masks"), which are typically single-use devices in healthcare settings, are routinely being used for prolonged periods and in some cases decontaminated under "reuse" and "extended use" policies. However, the reusability of N95 masks is often limited by degradation or breakage of elastic head bands and issues with mask fit after repeated use. The purpose of this study was to develop a frame for N95 masks, using readily available materials and 3D printing, which could replace defective or broken bands and improve fit. RESULTS: An iterative design process yielded a mask frame consisting of two 3D-printed side pieces, malleable wire links that users press against their face, and cut lengths of elastic material that go around the head to hold the frame and mask in place. Volunteers (n= 41; average BMI= 25.5), of whom 31 were women, underwent qualitative fit with and without mask frames and one or more of four different brands of FFRs conforming to US N95 or Chinese KN95 standards. Masks passed qualitative fit testing in the absence of a frame at rates varying from 48 - 92% (depending on mask model and tester). For individuals for whom a mask passed testing, 75-100% (average = 86%) also passed testing with a frame holding the mask in place. Among users for whom a mask failed in initial fit testing, 41% passed using a frame. Success varied with mask model and across individuals. CONCLUSIONS: The use of mask frames can prolong the lifespan of N95 and KN95 masks by serving as a substitute for broken or defective bands without adversely affecting fit. Frames also have the potential to improve fit for some individuals who cannot fit existing masks. Frames therefore represent a simple and inexpensive way of extending the life and utility of PPE in short supply. For clinicians and institutions interested in mask frames, designs and specifications are provided without restriction for use or modification. To ensure adequate performance in clinical settings, qualitative fit testing with user-specific masks and frames is required.

This chapter looks at community college faculty engagement in scholarship. Community college faculty spend the majority of their time engaged in teaching, and therefore their scholarship typically focuses on strengthening curriculum and instruction. The paper identifies some of the structural and cultural challenges and supports to scholarship at community colleges. The author concludes that mechanisms for encouraging and rewarding scholarship at community colleges remain underutilized.

Technological innovation has become a driver of educational and leadership development practices that place students at the center of learning and leadership development experiences.

ABSTRACT PARKINSON'S DISEASE (PD) IS ASSOCIATED WITH MOTOR AND NONMOTOR IMPAIRMENTS THAT RESULT IN PHYSICAL DECONDITIONING, INABILITY TO PERFORM ACTIVITIES OF DAILY LIVING, AND REDUCED QUALITY OF LIFE. THIS COLUMN WILL DISCUSS EXERCISE TESTING AND PRESCRIPTION RECOMMENDATIONS FOR PERSONS WITH PD AS A METHOD TO MANAGE THE DISEASE AND IMPROVE FITNESS.

Paul M. Gallo, Ed.D., FACSM, ACSM-CEP, ACSM-EP, ACSM-GEI, is the director of Exercise Science and Wellness at Norwalk Community College, Norwalk, CT; adjunct faculty at Teachers College Columbia University, New York; and a past president of ACSM's New England Chapter. Dr. Gallo is the chair of ACSM's CCRB-Continuing Professional Education Subcommittee, associate editor-in-chief of ACSM's Health & Fitness Journal®, and associate editor for the Journal of Clinical Exercise Physiology. He strongly believes in the importance of translating science to evidence-based practice within the health fitness and exercise science fields. Disclosure: The author declares no conflict of interest and does not have any financial disclosures.

INTRODUCTIONOn many occasions, students and professionals may have confusion with the scope and role of health fitness professionals (i.e., personal trainers and group exercise instructors) and clinical exercise physiologists. In addition, it is not always an easy decision to determine which certification is the best option for a person’s career goals. This column aims to give a general overview of the differences in the professional scope and role of the health fitness professional and clinical exercise physiologist, to highlight available certifications for each profession through ACSM, and to provide an update on salary and job forecasts (1). In addition to education, general certification demonstrates that a person has met the minimum competencies for entry-level employment as determined by ACSM’s job task analysis for each certification (2). Although some of the certifications require a high school diploma as a minimum qualification, each candidate should consider formal educational training and the completion of a certificate and/or minimum of an associate’s degree. Depending on the career goal, the timing to complete a certification may assist with enhanced work/internship opportunities. For example, an individual studying to become a clinical exercise physiologist may benefit from taking a health fitness certification that will result in employment ahead of graduation or greater hands-on opportunities at an internship that can provide experience with managing clients. Each section below will go into detail regarding the different roles of each professional and the appropriate ACSM certification within each role.SCOPE AND ROLE OF A HEALTH FITNESS PROFESSIONAL According to the U.S. Department of Labor’s Occupational Outlook Handbook, the health fitness professional’s role is to conduct client consultations and goal setting, fitness assessments, and exercise programming for the health-related components of fitness (3), as well as motivate the client through individual or group training sessions (1). The clientele of the health fitness professional includes people of all ages and fitness levels who are healthy or have medically controlled chronic disease. The U.S. Department of Labor includes personal “fitness” trainers and group fitness instructors in this category and describes their work setting as being health clubs, fitness/recreation centers, gyms, and group fitness studios (1). It is projected that between the years 2016 and 2026, there will be a 10% growth for health fitness professionals because of increased population health needs that can be controlled with physical activity and exercise. This equates to an additional 30,000 jobs during this time, described by the U.S. Department of Labor as a profession growing “faster than average” (1). It is projected that between the years 2016 and 2026, there will be a 10% growth for health fitness professionals because of increased population health needs that can be controlled with physical activity and exercise. This equates to an additional 30,000 jobs during this time, described by the U.S. Department of Labor as a profession growing “faster than average” (1). The median salary for this profession is $39,820, with typical entry-level education being a high school diploma or equivalency and at least one recognized certification. ACSM has three health fitness certifications with different eligibility requirements as described in the Table (2). The ACSM Certified Personal Trainer® (ACSM-CPT) allows qualified individuals to execute the general scope of practice in a one-on-one training setting with healthy and medically cleared clients. An ACSM-CPT also may provide programming for motor skill-related components of fitness (3) such as balance, agility, and coordination. ACSM Certified Group Exercise Instructors® (ACSM-GEI) are able to lead group exercise sessions with apparently healthy and medically cleared individuals, and those with disability and disease who can exercise independently. The ACSM-GEI is proficient in group exercise techniques, designing and leading class sessions, and motivating clients toward positive behavior change for a healthy lifestyle. The more advanced ACSM health fitness credential is the ACSM Certified Exercise Physiologist® (ACSM-EP). The ACSM-EP certified professional is able to work with clients who have medically controlled diseases or disabilities. The ACSM-EP is skilled to perform preparticipation screening and risk assessment, administer exercise assessments, and provide client education to help promote behavior modification and healthy lifestyles.TABLE: ACSM Health Fitness and Clinical Certifications Eligibility CriteriaSCOPE AND ROLE OF A CLINICAL EXERCISE PHYSIOLOGISTThe clinical exercise physiologist is an allied health care professional who typically works full-time in hospitals and outpatient clinics, alongside other health care providers, and can be self-employed (1). According to the U.S. Department of Labor’s Occupational Outlook Handbook, the clinical exercise physiologist is able to administer exercise tests and develop fitness programs that assist patients in the recovery and current management of chronic disease and disabilities (1). These conditions include, but are not limited to cardiovascular, pulmonary, metabolic, orthopedic, and musculoskeletal diseases. A clinical exercise physiologist also can provide education and programming to help with the prevention of disease (primary) and management of risk factors associated with disease (secondary) in people of all populations and ages (2). Clinical exercise physiologists typically have entry-level education of a bachelor’s degree in exercise science or kinesiology and clinical experience (1). The U.S. Department of Labor forecasts a 13% growth between the years 2016 and 2026, resulting in an additional 2,000 clinical jobs (1). The median pay for the clinical exercise physiologist is $49,270, with salary being slightly higher for those professionals who have a graduate degree (1). As one of the most widely recognized certifications, ACSM offers the Certified Clinical Exercise Physiologist® (ACSM-CEP) credential that indicates entry-level competencies to deliver the scope of the clinical exercise physiologist (2). The Table discusses the differences in eligibility criteria for those individuals who have a bachelor’s versus master’s degree (2). Regardless of the level of education, an exam candidate is required to complete an application and provide documentation of clinical experience (2). All ACSM-CEPs also are encouraged to become members of the Clinical Exercise Physiology Association (CEPA) where they will be eligible to apply to the Clinical Exercise Physiologist Registry (4). The CEPA Registry is the only national registry that promotes and advocates for the advancement of ACSM-CEPs. It affords employers and other health care professionals a tool to find qualified clinical exercise physiologists for referral by searching in geographic regions. For more information on CEPA and the national registry, please visit www.acsm-cepa.org. With an increasing demand for health and physical activity promotion and recognition that exercise can help with disease prevention and management, there is a blatant need for qualified health fitness professionals and clinical exercise physiologists. Understanding the scope and general requirements of each professional is important as the field continues to grow and we advocate for our scope of practice in health fitness and health care. In addition to choosing the correct academic program, the different ACSM certifications need to be considered along with each individual’s career goals and aspirations. Feel free to contact Dr. Gallo at [email protected] if you have any questions pertaining to this column.

Mendola, Nicole M.S., ACSM-CEP, ACSM-EP, ACSM-GEI, EIM; Korzan, Lauren M.A., ACSM-EP, ACSM-GEI; Gallo, Paul M. Ed.D., FACSM, ACSM-CEP, ACSM-EP, ACSM-GEI Author Information

ABSTRACT PARKINSON'S DISEASE (PD) RESULTS IN MOTOR AND NONMOTOR SYMPTOMS THAT LEAD TO DECREASED MOBILITY AND REDUCED QUALITY OF LIFE. EXERCISE IS AN EFFECTIVE METHOD FOR DISEASE MANAGEMENT AND IMPROVED FITNESS IN PERSONS WITH PD. THIS COLUMN WILL FOCUS ON THE PATHOPHYSIOLOGY, EPIDEMIOLOGY, TREATMENT, AND EXERCISE GOALS FOR PERSONS WITH PD.

Abstract This article highlights the tenth conference of the Alliance of Universities for Democracy (AUDEM) held in Budapest, Hungary. Over the past ten years, AUDEM members have been instrumental in the reform of higher education in Central and Eastern Europe based on democratic principles. This year, government officials, college administrators, faculty members, and academic librarians from around the world met to foster continuing discourse on the direction higher education might move in the future and the implications this presents for all of us in a global society.

ASSESSMENT TYPEThe Gallon Jug Shelf Transfer Test (GJST) is a field-based assessment for older adults that evaluates full body power and force transfer through the entire kinetic chain (1–3). PURPOSE OF THE ASSESSMENT According to Signorile et al. (1,2), the GJST was designed to evaluate the ability to perform controlled transfer of a moderately heavy object — a skill critical to independence. It has been reported that a substantial percentage of falls in older adults occur during tasks such as reaching, leaning, or carrying objects (4). Unlike physical performance tests including, but not limited to, the 30-second arm curl, 30-second chair stand, grip strength, or ramp power, which evaluate neuromuscular components of functional tasks (5–10), the GJST evaluates ability of older adults to perform a functional task requiring transfer of forces through the entire body (1–3). It is a safe, portable, inexpensive, and simple test to learn and administer and is a valid proxy or alternative to testing power with machines and dynamometers (1,3). INTRODUCTION The GJST, developed by Signorile et al. (1) for older adults, is a performance-based assessment of power during tasks requiring transfer of moderately heavy objects — a requisite function during the safe performance of many activities of daily living (ADL) and instrumental activities of daily living (IADL) (1–3). Please refer to the sidebar for definitions of ADL and IADL. Because of age-related declines in neuromuscular power, tasks requiring lifting, carrying, reaching, and placing objects can become difficult and, in some cases, not possible for some older adults (1,3,4,11). According to Signorile and colleagues (1), the GJST has been determined a valid and reliable instrument that correlates with other accepted test measures like the 30-second arm curl and 30-second chair stand, which are associated with effective object transfer. “It can discriminate between trained and untrained participants across a large age range and is responsive to training interventions used to address functional decline in older adults” (1). More recently, Castillo and colleagues (3) developed a regression equation to quantify the mechanical power of older adults during the performance of the GJST. They determined the GJST to be a valid reliable instrument that correlates with the seated medicine ball throw (SMBT) and dominant arm chest press (DACP) tests, both associated with upper body power (3,12). The SMBT and the DACP tests, however, lack biomechanical specificity, and neither measures the functional power for older adults during the transfer of an object commonly encountered during daily tasks (3). The GJST is short and relatively easy to administer. Figure 1 depicts the GJST. Please refer to digital video content file #1 https://links.lww.com/FIT/A216 for a demonstration of proper administration and execution of the GJST.Figure 1: The Gallon Jug Shelf Transfer Test. Article photos courtesy of Peter Ronai, M.S., FACSM. Sidebar: - Definitions of Activities of Daily Living (ADLs) and Instrumental Activities of Daily Living (IADLs) Definition Examples Activity of Daily Living (ADL) ADLs are basic self-care activities that persons must perform on a day-to-day basis to live independently. ADLs include feeding, dressing, bathing, and walking and are necessary for basic functional living Instrumental Activity of Daily Living (IADL) IADLs are activities that allow an individual to live independently in a community IADLs include cooking, cleaning, transportation, laundry, and managing finances. Adapted from (11). EQUIPMENT Equipment necessary for administering the GJST include the following: an adjustable bookshelf, with five shelves, approximately 84 inches high, 42 inches wide, and 32 inches deep; a stopwatch; and five (4) 1-gallon milk jugs filled with water (1–3). Figure 2 depicts a bookshelf, gallon jugs, and a stopwatch. Figure 3 depicts measurement for proper shelf height.Figure 2: A bookshelf, gallon jugs, and stopwatch.Figure 3: Measurement for proper shelf height.SAFETY The GJST is a simple, maximal effort test requiring full body transfer of force through the entire kinetic chain, coordination, and precision. The time to safely place all five milk jugs on the top shelf represents the person's task-specific power and object transfer ability (1–3). It is important that clients understand all of the test directions and procedures before they start. Instruct clients to “keep the back as straight as possible and the head up” throughout the test, to “avoid leaning forward”, “to use their legs as the primary source of power”, and to “stop the test if there is any feeling of stress or discomfort” (1,2). It is prudent for the examiner to ask the client to explain in his or her own words the directions he or she just received and answer any questions. The client should perform a practice trial while the examiner evaluates and corrects form (1,2). The client may perform another practice trial after corrections have been made if the administrator feels it is warranted. Clients should lift and transfer one milk jug at a time while standing at a 45-degree angle to the bookshelf (1,2). The test administrator can provide a safety spot, if necessary, while remaining outside the client's visual field during the test and maintaining an athletic or ready position while observing the client. The GJST should not be performed by clients who have demonstrated unsteadiness when standing, difficulty getting up from a chair or following simple directions, and impulsiveness or confusion. The test should be administered on a well-lit slip-resistant surface that is free of glare, and the bookshelf should be placed firmly against a wall to prevent it from moving or falling. Clients with known cardiovascular, metabolic, or renal diseases and/or with symptoms suggestive of them should receive medical clearance before being tested (13). Table 1 describes potential movement errors and corresponding pretest instructions. Table 2 describes contraindications to performing the GJST. TABLE 1 - Potential Movement Errors and Corresponding Pretest Instructions Potential Movement Errors Pretest Instructions Forward flexion of the spine “Keep the back as straight as possible throughout the test”, “keep the head up”, “don't lean forward”, “use the legs as the primary source of power”, and “stop if there is any feeling of stress or discomfort”. Lifting more than one jug at a time “Please move only one jug at a time.” Alternating hands during the test “Please do not alternate hands during the test.” Stopping after or before each lift “Perform the entire test as quickly as possible.” Throwing the jugs onto shelves “Place the jugs fully on the top shelf.” Starting the test in a squatting position “Start from an upright standing position with hands at sides and begin with the command, GO.” Adapted from (1,2). TABLE 2 - Contraindications to the Gallon Jug Shelf Transfer Test GJST should not be administered if any older adult (>65 yrs.) exhibits one or more of the following: 1. Physician clearance found necessary or positive findings determined in the prescreening; (Physical Activity Readiness Questionnaire for Everyone [PAR-Q+]); 2. Presence of any absolute or relative contraindication associated with cardiovascular disease; 3. Signs or symptoms of cardiovascular, metabolic, or renal disease exhibited before test; 4. Presence of musculoskeletal or neurologic conditions that can impair static and/or dynamic balance; signs of confusion, dementia; 5. The client cannot ambulate free of assistive devices (i.e., walker, cane, etc.); 6. Inflammation of joints and/or joint pain associated with orthopedic conditions/injury; limping; 7. Presence of cognitive deficit (determined but not limited to a MMSE score <17); signs of confusion, dementia; 8. Testing environment poses safety hazard (slippery conditions, poorly lit area); 9. The client requests to not perform or to stop the assessment. TEST PROCEDURES Clients should stand comfortably in front of the bookshelf with arms at their sides. The test is performed at the client's maximum, yet safe, speed and begins with the commands, “ready, set, go”. Clients are required to transfer each of five 1-gallon jugs one at a time from a knee height shelf (AKA: bottom shelf) to a shoulder height shelf (AKA: top shelf) (1–3). Clients may use either one or both hands but must not change hands during the test. An upright torso aligned from the head through the tailbone, the need to do most of the work with the legs, and not to alternate hands during the test are the only cues given before testing (1,2). Start the stopwatch on the command “go” and stop it when the fifth and final jug is placed on the top shelf (1–3). Observe the client's form and technique during a practice trial and make necessary safety and technique corrections. Provide a second practice trial if necessary. Allow two minutes' recovery before administering the actual test. Repeat the test after a one-minute recovery period. A 5-minute to 10-minute general warm-up before testing is prudent. Please refer to digital video content file #2 https://links.lww.com/FIT/A217 for a description of how to orient a patient or client before administering the GJST. Please refer to digital video file #3 https://links.lww.com/FIT/A218 for an example of a demonstration of the GJST to a client and to digital video file #4 https://links.lww.com/FIT/A219 for an example of a client performing a practice trial. When administering the GJST, compare the fastest time with the age-specific and sex-specific referenced norms in Tables 3A and B. Male and female age-specific normative scores appear in Tables 3A and B, respectively (1). TABLE 3A - Male Normative Scores by Percentiles Age 5th Percentile 25th Percentile 50th Percentile 75th Percentile 95th Percentile <65 12.6 8.3 7.7 6.8 5.9 65–69 10.9 9.0 7.9 7.4 5.2 70–74 13.2 10.2 8.9 8.1 6.7 75–79 14.5 10.3 9.2 8.7 7.5 80–84 14.8 11.6 9.8 8.2 7.3 >85 18.6 14.8 12.7 10.2 9.4 Scores are in seconds required to transfer all five 1-gallon jugs. Adapted from (1). TABLE 3B - Female Normative Scores by Percentiles Age 5th Percentile 25th Percentile 50th Percentile 75th Percentile 95th Percentile <65 13.2 10.8 8.9 8.1 7.1 65–69 11.5 9.8 9.1 8.3 7.5 70–74 13.5 10.8 9.6 8.7 7.7 75–79 15.2 11.8 10.1 8.9 8.0 80–84 15.6 12.5 11.0 9.8 8.7 >85 18.7 14.0 12.7 11.4 9.3 Scores are in seconds required to transfer all five 1-gallon jugs. Adapted from (1). QUALITATIVE OBSERVATIONS Any flaws in the client's lifting technique should be noted and be addressed when designing the muscular conditioning portion of each workout. Visual signs of fatigue including reductions in speed during the test, flexing the trunk, shakiness, failure to clear the shelf with the bottom of a jug, and stopping before transferring all five (4) milk jugs can indicate muscular deconditioning, poor body mechanics, and underpin some causes of lower scores on the GJST. In this case, selection of easier exercises, lower loading intensity, and fewer sets during the initial stage of conditioning may be warranted. Exercise professionals can use the GJST as part of a muscular conditioning segment of a workout and make the task easier with less water or harder with sand in the bottles. Water creates an element of instability and resembles conditions during performance of some activities of daily living (1). SUMMARY The GJST test is a valid, reliable, and inexpensive field assessment of power, ability to transfer objects safely, and overall physical function in older adults. It can be easily and safely administered, and exercise professionals can use results to develop individualized exercise programs and monitor program results and effectiveness. AKNOWLEDGEMENTS The authors thank Mr. Eric Lopatofsky, M.S., CSCS, for his assistance with video recording and Mr. Paul Gallo, Sr. for participating as the video model.

Gallo, Paul M. Ed.D., FACSM, ACSM-EP, ACSM-CEP, ACSM-GEI; Ward-Ritacco, Christie L. Ph.D., FACSM, ACSM-CEP; Lynch, Michael M.S., RDN, ACSM-CEP, CDE, CHWC Author Information