Policy challenges in the fight against childhood obesity: low adherence in San Diego area schools to the California Education Code regulating physical education.

PubMed

Consiglieri, G; Leon-Chi, L; Newfield, R S

2013-01-01

Assess the adherence to the Physical Education (PE) requirements per California Education Code in San Diego area schools. Surveys were administered anonymously to children and adolescents capable of physical activity, visiting a specialty clinic at Rady Children's Hospital San Diego. The main questions asked were their gender, grade, PE classes per week, and time spent doing PE. 324 surveys were filled, with 36 charter-school students not having to abide by state code excluded. We report on 288 students (59% females), mostly Hispanic (43%) or Caucasian (34%). In grades 1-6, 66.7% reported under the 200 min per 10 school days required by the PE code. Only 20.7% had daily PE. Average PE days/week was 2.6. In grades 7-12, 42.2% had reported under the 400 min per 10 school days required. Daily PE was noted in 47.8%. Average PE days/week was 3.4. Almost 17% had no PE, more so in the final two grades of high school (45.7%). There is low adherence to the California Physical Education mandate in the San Diego area, contributing to poor fitness and obesity. Lack of adequate PE is most evident in grades 1-6 and grades 11-12. Better resources, awareness, and enforcement are crucial.

Does competitive food and beverage legislation hurt meal participation or revenues in high schools?

PubMed

Peart, Tasha; Kao, Janice; Crawford, Patricia B; Samuels, Sarah E; Craypo, Lisa; Woodward-Lopez, Gail

2012-08-01

There is limited evidence to evaluate the influence of competitive food and beverage legislation on school meal program participation and revenues. A representative sample of 56 California high schools was recruited to collect school-level data before (2006–2007) and the year after (2007–2008) policies regarding limiting competitive foods and beverages were required to be implemented. Data were obtained from school records, observations, and questionnaires. Paired t-tests assessed significance of change between the two time points. Average participation in lunch increased from 21.7% to 25.3% (p < 0.001), representing a 17.0% increase, while average participation in breakfast increased from 8.9% to 10.3% (p = 0.02), representing a 16.0% increase. There was a significant (23.0%) increase in average meal revenue, from $0.70 to $0.86 (per student per day) (p < 0.001). There was a nonsignificant decrease (18.0%) in average sales from à la carte foods, from $0.45 to $0.37 (per student per day). Compliance with food and beverage standards also increased significantly. At end point, compliance with beverage standards was higher (71.0%) than compliance with food standards (65.7%). Competitive food and beverage legislation can increase food service revenues when accompanied by increased rates of participation in the meal program. Future studies collecting expense data will be needed to determine impact on net revenues.

High school start times after 8:30 am are associated with later wake times and longer time in bed among teens in a national urban cohort study.

PubMed

Nahmod, Nicole G; Lee, Soomi; Buxton, Orfeu M; Chang, Anne-Marie; Hale, Lauren

2017-12-01

High school start times are a key contributor to insufficient sleep. This study investigated associations of high school start times with bedtime, wake time, and time in bed among urban teenagers. Daily-diary study nested within the prospective Fragile Families and Child Wellbeing Study. Twenty US cities. Four hundred thirteen teenagers who completed ≥1 daily diary report on a school day. Participating teens were asked to complete daily diaries for 7 consecutive days. School-day daily diaries (3.8±1.6 entries per person) were used in analyses (N=1555 school days). High school start time, the main predictor, was categorized as 7:00-7:29 am (15%), 7:30-7:59 am (22%), 8:00-8:29 am (35%), and 8:30 am or later (28%). Multilevel modeling examined the associations of school start times with bedtime, wake time, and time in bed. Models adjusted for age, sex, race/ethnicity, household income, caregiver's education, and school type. Teens with the earliest high school start times (7:00-7:29 am) obtained 46 minutes less time in bed on average compared with teens with high school start times at 8:30 am or later (P<.001). Teens exhibited a dose-response relationship between earlier school start times and shorter time in bed, primarily due to earlier wake times (P<.05). Start times after 8:30 am were associated with increased time in bed, extending morning sleep by 27-57 minutes (P<.05) when compared with teens with earlier school start times. Later school start times are associated with later wake times in our large, diverse sample. Teens starting school at 8:30 am or later are the only group with an average time in bed permitting 8 hours of sleep, the minimum recommended by expert consensus for health and well-being. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

An Investigation of the Television Viewing Habits of Students in Grades Three through Eight in Vermillion, South Dakota.

ERIC Educational Resources Information Center

Wood, Robert W.; Eicher, Charles E.

A sample of 422 students from grades three through eight in Vermillion, South Dakota, schools completed a questionnaire about their television-viewing habits, including a day-by-day record of the amount of television viewed over a two-week period. Analysis of results indicated that the school population had an average of two television sets per…

School-time physical activity among Arab elementary school children in Qatar.

PubMed

Zimmo, Lena; Farooq, Abdulaziz; Almudahka, Fuad; Ibrahim, Izzeldin; Al-Kuwari, Mohamed Ghaith

2017-03-15

Recent data from a self-administered questionnaire show that approximately 75% of school children in Qatar do not meet the daily recommended levels of physical activity (PA). Since children spend half of their waking hours in school, it is important to understand when and how much PA children accumulate during the school day. This study aimed to objectively assess school-time PA among elementary school children in Qatar and to determine association of PA with age, gender, body mass index (BMI) status, or day of the week. A cross-sectional epidemiological study was conducted in four randomly selected elementary schools in Qatar. Two classes representing grade 1 children (age 5) and grade 4 children (age 9) were randomly selected within each school. A total of 183 elementary school children (86 boys and 97 girls) ages 6-12 years participated in this study. PA was assessed using a three-axial accelerometer (ActiGraph® wGT3X-BT). Participants wore accelerometers on their non-dominant wrist at school (7:00 a.m. to 1:00 p.m.) for five consecutive school days during the week. A cutoff points of 818 counts per 5 s was classified as moderate-to-vigorous physical activity (MVPA). The average duration of MVPA in our study was 28.2 ± 13.5 min per day. Only 39% of participated children reach the recommended school-based MVPA of 30 min or more per day. Students spent on average 58.1 ± 8.4% of school time on sedentary activities. MVPA of boys and girls was similar in age 5 while girls age 9 were less active (23.7 ± 1.5 min/day) than boys of the same age (42.7 ± 1.8 min/day), ES = 0.269, P < 0.001. Neither overweight children nor children at risk for being overweight showed any differences in physical activity parameters when compared to children of normal weight. Our results showed, percentage of MVPA on the first (7.7 ± 5.1%) and last (7.1 ± 4.1%) day of the week was generally lower compared to other weekdays (P < 0.001). This was the first study to objectively assess PA during school hours among elementary school-children in Qatar. This study found that many of school children do not perform sufficient time being physically active at school. All students in two age categories (age 5 and age 9) spend the majority of school time engaged in sedentary activities. The low participation of girls age 9 in MVPA is a cause for concern and need to be addressed.

Contagion in Mass Killings and School Shootings.

PubMed

Towers, Sherry; Gomez-Lievano, Andres; Khan, Maryam; Mubayi, Anuj; Castillo-Chavez, Carlos

2015-01-01

Several past studies have found that media reports of suicides and homicides appear to subsequently increase the incidence of similar events in the community, apparently due to the coverage planting the seeds of ideation in at-risk individuals to commit similar acts. Here we explore whether or not contagion is evident in more high-profile incidents, such as school shootings and mass killings (incidents with four or more people killed). We fit a contagion model to recent data sets related to such incidents in the US, with terms that take into account the fact that a school shooting or mass murder may temporarily increase the probability of a similar event in the immediate future, by assuming an exponential decay in contagiousness after an event. We find significant evidence that mass killings involving firearms are incented by similar events in the immediate past. On average, this temporary increase in probability lasts 13 days, and each incident incites at least 0.30 new incidents (p = 0.0015). We also find significant evidence of contagion in school shootings, for which an incident is contagious for an average of 13 days, and incites an average of at least 0.22 new incidents (p = 0.0001). All p-values are assessed based on a likelihood ratio test comparing the likelihood of a contagion model to that of a null model with no contagion. On average, mass killings involving firearms occur approximately every two weeks in the US, while school shootings occur on average monthly. We find that state prevalence of firearm ownership is significantly associated with the state incidence of mass killings with firearms, school shootings, and mass shootings.

Contagion in Mass Killings and School Shootings

PubMed Central

Towers, Sherry; Gomez-Lievano, Andres; Khan, Maryam; Mubayi, Anuj; Castillo-Chavez, Carlos

2015-01-01

Background Several past studies have found that media reports of suicides and homicides appear to subsequently increase the incidence of similar events in the community, apparently due to the coverage planting the seeds of ideation in at-risk individuals to commit similar acts. Methods Here we explore whether or not contagion is evident in more high-profile incidents, such as school shootings and mass killings (incidents with four or more people killed). We fit a contagion model to recent data sets related to such incidents in the US, with terms that take into account the fact that a school shooting or mass murder may temporarily increase the probability of a similar event in the immediate future, by assuming an exponential decay in contagiousness after an event. Conclusions We find significant evidence that mass killings involving firearms are incented by similar events in the immediate past. On average, this temporary increase in probability lasts 13 days, and each incident incites at least 0.30 new incidents (p = 0.0015). We also find significant evidence of contagion in school shootings, for which an incident is contagious for an average of 13 days, and incites an average of at least 0.22 new incidents (p = 0.0001). All p-values are assessed based on a likelihood ratio test comparing the likelihood of a contagion model to that of a null model with no contagion. On average, mass killings involving firearms occur approximately every two weeks in the US, while school shootings occur on average monthly. We find that state prevalence of firearm ownership is significantly associated with the state incidence of mass killings with firearms, school shootings, and mass shootings. PMID:26135941

Two Years of Case Management: Final Findings from the Communities in Schools Random Assignment Evaluation

ERIC Educational Resources Information Center

Parise, Leigh M.; Corrin, William; Granito, Kelly; Haider, Zeest; Somers, Marie-Andrée; Cerna, Oscar

2017-01-01

While high school graduation rates are on the rise nationwide, too many students still never reach that milestone, with 7,000 on average dropping out every day. Recognizing that many students need additional support to succeed in school, Communities In Schools (CIS) works to provide and connect students with integrated support services to keep…

Chronic Absenteeism in Tennessee's Early Grades

ERIC Educational Resources Information Center

Attridge, Jonathon

2016-01-01

Although the average daily attendance rate for Tennessee students is 95 percent, almost 45,000, or 10 percent, of Tennessee K-3 students missed at least a month's worth of school days during the 2014-15 school year. These "chronically absent" students present a particular problem for schools that are charged with developing foundational…

CognitiveGenesis (CG): Assessing Academic Achievement and Cognitive Ability in Adventist Schools

ERIC Educational Resources Information Center

Thayer, Jerome; Kido, Elissa

2012-01-01

CognitiveGenesis collected achievement and ability test data from 2006-2009 for all students in Seventh-day Adventist schools in North America. Students were above average in achievement compared to national norms and achieved above that predicted by their ability scores. The more years students attended Adventist schools, the higher they…

Intra-individual variation in urinary iodine concentration: effect of statistical correction on population distribution using seasonal three-consecutive-day spot urine in children

PubMed Central

Ji, Xiaohong; Liu, Peng; Sun, Zhenqi; Su, Xiaohui; Wang, Wei; Gao, Yanhui; Sun, Dianjun

2016-01-01

Objective To determine the effect of statistical correction for intra-individual variation on estimated urinary iodine concentration (UIC) by sampling on 3 consecutive days in four seasons in children. Setting School-aged children from urban and rural primary schools in Harbin, Heilongjiang, China. Participants 748 and 640 children aged 8–11 years were recruited from urban and rural schools, respectively, in Harbin. Primary and secondary outcome measures The spot urine samples were collected once a day for 3 consecutive days in each season over 1 year. The UIC of the first day was corrected by two statistical correction methods: the average correction method (average of days 1, 2; average of days 1, 2 and 3) and the variance correction method (UIC of day 1 corrected by two replicates and by three replicates). The variance correction method determined the SD between subjects (Sb) and within subjects (Sw), and calculated the correction coefficient (Fi), Fi=Sb/(Sb+Sw/di), where di was the number of observations. The UIC of day 1 was then corrected using the following equation: Results The variance correction methods showed the overall Fi was 0.742 for 2 days’ correction and 0.829 for 3 days’ correction; the values for the seasons spring, summer, autumn and winter were 0.730, 0.684, 0.706 and 0.703 for 2 days’ correction and 0.809, 0.742, 0.796 and 0.804 for 3 days’ correction, respectively. After removal of the individual effect, the correlation coefficient between consecutive days was 0.224, and between non-consecutive days 0.050. Conclusions The variance correction method is effective for correcting intra-individual variation in estimated UIC following sampling on 3 consecutive days in four seasons in children. The method varies little between ages, sexes and urban or rural setting, but does vary between seasons. PMID:26920442

Peer mentoring is associated with positive change in physical activity and aerobic fitness of grades 4, 5, and 6 students in the heart healthy kids program.

PubMed

Spencer, Rebecca A; Bower, Jenna; Kirk, Sara F L; Hancock Friesen, Camille

2014-11-01

Only 7% of Canadian children achieve activity recommendations, contributing to obesity and preventable disease. The Heart Healthy Kids (H2K) program was designed to test the relationship between peer mentoring, physical activity, and cardiovascular fitness. Participants from 10 schools (5 control, 5 intervention) were enrolled in the program. In control schools, H2K included a physical activity challenge and education sessions. Intervention schools included the addition of a peer-mentoring component. Physical activity was measured through daily pedometer recording. Cardiovascular fitness was evaluated using the PACER (Progressive Aerobic Cardiovascular Endurance Run) protocol to calculate maximal oxygen uptake (VO2 max). Participants included 808 children (average age 9.9 ± 1.0 years). Although control and intervention schools did not differ at baseline, participants with peer mentoring logged significantly more steps per school day, on average, than those in control schools (6,785 ± 3,011 vs. 5,630 ± 2,586; p < .001). Male participants logged significantly more steps per school day than female participants. A significant improvement in VO2 max was also noted in intervention schools, with an average increase of 1.72 ml/mg/min. H2K was associated with positive change in physical activity and cardiovascular fitness, suggesting that peer mentoring shows promise for application in health promotion interventions. © 2014 Society for Public Health Education.

Plate Waste Study. State of Utah.

ERIC Educational Resources Information Center

Utah State Board of Education, Salt Lake City.

In a study to evaluate various factors affecting food waste in the school lunch program, data were collected from grades 1-6 in four districts, using three schools from each district on three consecutive days. The average number of participants per school was 384. More than 13,824 individual sets of data were collected. Thirty-six menus were…

Cleaning up: Battling Germs in School Facilities

ERIC Educational Resources Information Center

Gerba, Charles P.

2009-01-01

Every school year, parents, teachers, and administrators must deal with an overwhelming number of sick children. In fact, according to the Centers for Disease Control and Prevention, the average child catches at least eight colds a year, and kids in the United States miss as many as 189 million school days annually due to colds. Good hygiene…

"Omne Vivum Ex Vivo"? A Study of Middle School Students' Explanations of the Seemingly Sudden Appearance of Some Life Forms

ERIC Educational Resources Information Center

Vijapurkar, Jyotsna; Konde, Pooja

2014-01-01

This study examined explanations given by a sample of middle school students in India (175 students, grade 8, average age of 12.3 years), of the seemingly sudden appearance of some life forms observed in their day-to-day experience. It uncovered a variety of interesting ideas including, but not limited to, pre-Pasteur notions of some forms of life…

Does Activity Space Size Influence Physical Activity Levels of Adolescents? - A GPS study of an urban environment.

PubMed

Lee, Nolan C; Voss, Christine; Frazer, Amanda D; Hirsch, Jana A; McKay, Heather A; Winters, Meghan

2016-06-01

Physical activity (PA) is closely linked with child and youth health, and active travel may be a solution to enhancing PA levels. Activity spaces depict the geographic coverage of one's travel. Little is known about activity spaces and PA in adolescents. To explore the relation between adolescent travel (using a spatial measure of activity space size) and daily moderate-to-vigorous PA (MVPA), with a focus on school days. In Fall 2012, we used Global Positioning Systems to manually identify trips and generate activity spaces for each person-day; quantified by area for 39 students (13.8±0.6 years, 38% female) attending high school in urban Downtown Vancouver, Canada. We assessed the association between activity space area and MVPA using multi-level regression. We calculated total, school-day and trip-based MVPA for each valid person-day (accelerometry; ≥ 600 min wear time). On school days, students accrued 68.2 min/day (95% CI 60.4-76.0) of MVPA. Daily activity spaces averaged 2.2 km 2 (95% CI 1.3-3.0). There was no association between activity space size and school-day MVPA. Students accrued 21.8 min/day (95% CI 19.2-24.4) of MVPA during school hours, 19.4 min/day (95% CI 15.1-23.7) during travel, and 28.3 min/day (95% CI 22.3-34.3) elsewhere. School and school travel are important sources of PA in Vancouver adolescents, irrespective of activity space area covered.

Comparison of total energy expenditure between school- and summer-months

PubMed Central

Zinkel, Sarah R. J.; Moe, Martin; Stern, Elizabeth A.; Hubbard, Van S.; Yanovski, Susan Z.; Yanovski, Jack A.; Schoeller, Dale A.

2012-01-01

Objective Recent data reports that youth experience greater weight gain during summer than during school months. We tested the hypothesis that a difference in total energy expenditure (TEE) between school and summer months exists and may contribute to summer weight gain. Subjects and Methods A secondary analysis was performed on cross-sectional TEE data from school-age, sedentary African American and Caucasian youth based in or near the District of Columbia who were at-risk for adult obesity because they had BMI≥85th percentile or had overweight parents. TEE was estimated from 18-O and deuterium measurements during 1-week intervals using urine samples collected after ingestion of doubly-labeled water. Differences in summer and school time TEE were assessed using ANCOVA. The data were adjusted for fat-free mass as determined by deuterium dilution to adjust for the effect of body size on TEE. Results Data were collected from 162 youth (average age 10±2 years, BMI 28±8 kg/m2, and BMI z-score 1.96+0.96). Of these, 96 youth had TEE measured during the school year (September – June); 66 different youths had TEE measured during summer months (June – August). After adjustment for fat-free mass, average summertime TEE was 2450±270 kcal/day and average school-time TEE was 2510±350 kcal/day (p=0.26). Conclusion No difference in TEE was detected between the school year and the summer months. These data suggest that seasonal differences in youth weight gain are not necessarily due to differences in energy expenditures. PMID:23637099

School Factors Associated With the Percentage of Students Who Walk or Bike to School, School Health Policies and Practices Study, 2014.

PubMed

Everett Jones, Sherry; Sliwa, Sarah

2016-05-12

Active school transport, such as by walking or biking, increases physical activity levels, which has health and academic benefits for children. We examined school demographic and other characteristics to determine their association with the percentage of students who walk or bike to school. We analyzed data from the Centers for Disease Control and Prevention's 2014 School Health Policies and Practices Study. The response rate for the module containing questions about transportation was 70% (N = 577). Multivariate logistic regression models examined whether certain school characteristics were associated with a school having 26% or more of students who walk or bike to school in the morning on an average school day. In most (61.5%) schools, 10% or fewer students walked or biked to school in the morning on an average school day; in 22.7% of schools, 26% or more students did so. Although having crossing guards (adjusted odds ratio [AOR] = 3.3; 95% confidence interval [CI], 1.9-6.0), having bicycle racks (AOR = 2.7; 95% CI, 1.2-5.8), and providing promotional materials to students or families on walking or biking to school (AOR = 2.9; 95% CI, 1.7-5.1) were associated with having 26% or more students who walk or bike to school, only 47.7% of schools had crossing guards, 62.4% had bicycle racks, and 33.3% provided promotional materials. Several low-cost or no-cost strategies were associated with having 26% or more students who walked or biked to school, but these strategies are not commonly used in schools.

Are Teacher Absences Worth Worrying about in the U.S.? NBER Working Paper No. 13648

ERIC Educational Resources Information Center

Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L.

2007-01-01

Using detailed data from North Carolina, we examine the frequency, incidence, and consequences of teacher absences in public schools, as well as the impact of an absence disincentive policy. The incidence of teacher absences is regressive: schools in the poorest quartile averaged almost one extra sick day per teacher than schools in the highest…

School bus pollution and changes in the air quality at schools: a case study.

PubMed

Li, Chunlei; Nguyen, Quyen; Ryan, Patrick H; Lemasters, Grace K; Spitz, Henry; Lobaugh, Megan; Glover, Samuel; Grinshpun, Sergey A

2009-05-01

Millions of children attending US schools are exposed to traffic-related air pollutants, including health-relevant ultrafine aerosols generated from school buses powered with diesel fuel. This case study was established in a midwestern (USA) metropolitan area to determine the concentration and elemental composition of aerosol in the vicinity of a public school during morning hours when the bus traffic in and out of the adjacent depot was especially intense. Simultaneous measurements were performed at a control site. The ambient aerosol was first characterized in real time using a particle size selective aerosol spectrometer and then continuously monitored at each site with a real-time non-size-selective instrument that detected particles of 20 nm to >1 microm. In addition, air samples were collected with PM2.5 Harvard Impactors and analyzed for elemental composition using the X-ray fluorescence technique (for 38 elements) and thermal-optical transmittance (for carbon). The measurements were conducted during two seasons: in March at ambient temperature around 0 degrees C and in May when it ranged mostly between 10 and 20 degrees C. The particle number concentration at the test site exhibited high temporal variability while it was time independent at the control site. Overall, the aerosol particle count at the school was 4.7 +/- 1.0 times (March) and 2.2 +/- 0.4 times (May) greater than at the control site. On some days, a 15 min-averaged particle number concentration showed significant correlation with the number of school bus arrivals and departures during these time intervals. On other days, the correlation was less than statistically significant. The 3 h time-averaged particle concentrations determined in the test site on days when the school buses operated were found to be more than two-fold greater (on average) than those measured on bus-free days at the same location, and this difference was statistically significant. Overall, the data suggest a possible association between the number of detected aerosol particles and the school bus traffic intensity. Analysis of the filter samples collected at the school site between 6:00 and 9:00 AM revealed higher concentrations of elemental carbon as compared to the control site (2.8 +/- 0.9 times in March and 3.1 +/- 1.1 times in May). The data collected in this case study suggest that school buses significantly contribute to exposure of children to aerosol pollutants (including diesel exhaust particles) in the school vicinity.

Restoring Safety and Hope: From Victim to Survivor

ERIC Educational Resources Information Center

Kuban, Caelan; Steele, William

2011-01-01

Trauma can impact learning, behavior, and social, emotional, and psychological functioning. Traumatized children are more likely to have poorer school performance, decreased I.Q. and reading ability, lower grade point average, and more days of school absence (Stein & Kendall, 2004). Trauma also can alter the way children and adults view themselves…

Association of School-Based Influenza Vaccination Clinics and School Absenteeism--Arkansas, 2012-2013.

PubMed

Gicquelais, Rachel E; Safi, Haytham; Butler, Sandra; Smith, Nathaniel; Haselow, Dirk T

2016-04-01

Influenza is a major cause of seasonal viral respiratory illness among school-aged children. Accordingly, the Arkansas Department of Health (ADH) coordinates >800 school-based influenza immunization clinics before each influenza season. We quantified the relationship between student influenza vaccination in Arkansas public schools and school absenteeism during the 2012-2013 influenza season. The relationship between the percent of students vaccinated in Arkansas public schools during ADH-facilitated clinics and the average daily percent of students absent from school during the 2012-2013 influenza season was quantified using linear regression modeling. The effect of increasing vaccination coverage among students on absentee days in the Arkansas public school system was estimated. For every 1% higher vaccination coverage, 0.027% fewer absenteeism days were predicted. Larger school size was associated with higher absenteeism and predicted decreases in absenteeism were larger in magnitude for larger schools compared with smaller schools. Extrapolation of the model showed that a 10% higher vaccination level was associated with a reduction of 16-163 student absentee days per school over a 12-week influenza season. Influenza vaccination is an effective tool to reduce school absenteeism. School-based clinics are a feasible way to target influenza vaccinations to school-aged children. © 2016, American School Health Association.

Aerosol particles generated by diesel-powered school buses at urban schools as a source of children’s exposure

PubMed Central

Hochstetler, Heather A.; Yermakov, Mikhail; Reponen, Tiina; Ryan, Patrick H.; Grinshpun, Sergey A.

2015-01-01

Various heath effects in children have been associated with exposure to traffic-related particulate matter (PM), including emissions from school buses. In this study, the indoor and outdoor aerosol at four urban elementary schools serviced by diesel-powered school buses was characterized with respect to the particle number concentrations and size distributions as well as the PM2.5 mass concentrations and elemental compositions. It was determined that the presence of school buses significantly affected the outdoor particle size distribution, specifically in the ultrafine fraction. The time-weighted average of the total number concentration measured outside the schools was significantly associated with the bus and the car counts. The concentration increase was consistently observed during the morning drop-off hours and in most of the days during the afternoon pick-up period (although at a lower degree). Outdoor PM2.5 mass concentrations measured at schools ranged from 3.8 to 27.6 µg m−3. The school with the highest number of operating buses exhibited the highest average PM2.5 mass concentration. The outdoor mass concentrations of elemental carbon (EC) and organic carbon (OC) were also highest at the school with the greatest number of buses. Most (47/55) correlations between traffic-related elements identified in the outdoor PM2.5 were significant with elements identified in the indoor PM2.5. Significant associations were observed between indoor and outdoor aerosols for EC, EC/OC, and the total particle number concentration. Day-to-day and school-to-school variations in Indoor/Outdoor (I/O) ratios were related to the observed differences in opening windows and doors, which enhanced the particle penetration, as well as indoor activities at schools. Overall, the results on I/O ratio obtained in this study reflect the sizes of particles emitted by diesel-powered school bus engines (primarily, an ultrafine fraction capable of penetrating indoors). PMID:25904818

Aerosol particles generated by diesel-powered school buses at urban schools as a source of children's exposure

NASA Astrophysics Data System (ADS)

Hochstetler, Heather A.; Yermakov, Mikhail; Reponen, Tiina; Ryan, Patrick H.; Grinshpun, Sergey A.

2011-03-01

Various heath effects in children have been associated with exposure to traffic-related particulate matter (PM), including emissions from school buses. In this study, the indoor and outdoor aerosol at four urban elementary schools serviced by diesel-powered school buses was characterized with respect to the particle number concentrations and size distributions as well as the PM2.5 mass concentrations and elemental compositions. It was determined that the presence of school buses significantly affected the outdoor particle size distribution, specifically in the ultrafine fraction. The time-weighted average of the total number concentration measured outside the schools was significantly associated with the bus and the car counts. The concentration increase was consistently observed during the morning drop-off hours and in most of the days during the afternoon pick-up period (although at a lower degree). Outdoor PM2.5 mass concentrations measured at schools ranged from 3.8 to 27.6 μg m-3. The school with the highest number of operating buses exhibited the highest average PM2.5 mass concentration. The outdoor mass concentrations of elemental carbon (EC) and organic carbon (OC) were also highest at the school with the greatest number of buses. Most (47/55) correlations between traffic-related elements identified in the outdoor PM2.5 were significant with elements identified in the indoor PM2.5. Significant associations were observed between indoor and outdoor aerosols for EC, EC/OC, and the total particle number concentration. Day-to-day and school-to-school variations in Indoor/Outdoor (I/O) ratios were related to the observed differences in opening windows and doors, which enhanced the particle penetration, as well as indoor activities at schools. Overall, the results on I/O ratio obtained in this study reflect the sizes of particles emitted by diesel-powered school bus engines (primarily, an ultrafine fraction capable of penetrating indoors).

Aerosol particles generated by diesel-powered school buses at urban schools as a source of children's exposure.

PubMed

Hochstetler, Heather A; Yermakov, Mikhail; Reponen, Tiina; Ryan, Patrick H; Grinshpun, Sergey A

2011-03-01

Various heath effects in children have been associated with exposure to traffic-related particulate matter (PM), including emissions from school buses. In this study, the indoor and outdoor aerosol at four urban elementary schools serviced by diesel-powered school buses was characterized with respect to the particle number concentrations and size distributions as well as the PM2.5 mass concentrations and elemental compositions. It was determined that the presence of school buses significantly affected the outdoor particle size distribution, specifically in the ultrafine fraction. The time-weighted average of the total number concentration measured outside the schools was significantly associated with the bus and the car counts. The concentration increase was consistently observed during the morning drop-off hours and in most of the days during the afternoon pick-up period (although at a lower degree). Outdoor PM2.5 mass concentrations measured at schools ranged from 3.8 to 27.6 µg m -3 . The school with the highest number of operating buses exhibited the highest average PM2.5 mass concentration. The outdoor mass concentrations of elemental carbon (EC) and organic carbon (OC) were also highest at the school with the greatest number of buses. Most (47/55) correlations between traffic-related elements identified in the outdoor PM2.5 were significant with elements identified in the indoor PM2.5. Significant associations were observed between indoor and outdoor aerosols for EC, EC/OC, and the total particle number concentration. Day-to-day and school-to-school variations in Indoor/Outdoor (I/O) ratios were related to the observed differences in opening windows and doors, which enhanced the particle penetration, as well as indoor activities at schools. Overall, the results on I/O ratio obtained in this study reflect the sizes of particles emitted by diesel-powered school bus engines (primarily, an ultrafine fraction capable of penetrating indoors).

An Analysis of the Relationships between South Carolina Department of Education Annual School Report Card Variables of Public Elementary Schools and Student Achievement as Measured by 2008 PACT Data: With an Initial Emphasis on School Size

ERIC Educational Resources Information Center

Minolfo, Salvatore Andrew

2010-01-01

One purpose of this study was to determine whether a relationship exists between the size of South Carolina PreKindergarten-5 or Kindergarten-5 public elementary schools and student achievement while controlling for the effect of socioeconomic status. The independent variable school size, or 135-day average daily membership, the dependent variable…

School asthma screening and case management: attendance and learning outcomes.

PubMed

Moricca, Michelle L; Grasska, Merry A; BMarthaler, Marcia; Morphew, Tricia; Weismuller, Penny C; Galant, Stanley P

2013-04-01

Asthma is related to school absenteeism and underperformance in elementary students. This pilot study assessed whether school nurse case management (CM) in children identified with asthma impacts academic performance and school absenteeism in one school. A validated questionnaire was used to identify children at risk for asthma and CM was provided to link these students to medical care and assure asthma action plans at school. In the 40 children with confirmed diagnosis who received CM, academic performance on standardized testing postintervention was similar to the 76 children who were low risk for asthma. Average days absent due to illness in the CM group were reduced from 5.8 to 3.7 days in the postintervention school year. School nurse screening, CM, and collaboration with a medical provider resulted in early identification, referral, and subsequent treatment of students at risk for asthma and may have contributed to reduced illness absences.

School Factors Associated With the Percentage of Students Who Walk or Bike to School, School Health Policies and Practices Study, 2014

PubMed Central

Sliwa, Sarah

2016-01-01

Introduction Active school transport, such as by walking or biking, increases physical activity levels, which has health and academic benefits for children. We examined school demographic and other characteristics to determine their association with the percentage of students who walk or bike to school. Methods We analyzed data from the Centers for Disease Control and Prevention’s 2014 School Health Policies and Practices Study. The response rate for the module containing questions about transportation was 70% (N = 577). Multivariate logistic regression models examined whether certain school characteristics were associated with a school having 26% or more of students who walk or bike to school in the morning on an average school day. Results In most (61.5%) schools, 10% or fewer students walked or biked to school in the morning on an average school day; in 22.7% of schools, 26% or more students did so. Although having crossing guards (adjusted odds ratio [AOR] = 3.3; 95% confidence interval [CI], 1.9–6.0), having bicycle racks (AOR = 2.7; 95% CI, 1.2–5.8), and providing promotional materials to students or families on walking or biking to school (AOR = 2.9; 95% CI, 1.7–5.1) were associated with having 26% or more students who walk or bike to school, only 47.7% of schools had crossing guards, 62.4% had bicycle racks, and 33.3% provided promotional materials. Conclusion Several low-cost or no-cost strategies were associated with having 26% or more students who walked or biked to school, but these strategies are not commonly used in schools. PMID:27172258

Is daytime napping associated with inflammation in adolescents?

PubMed

Jakubowski, Karen P; Hall, Martica H; Marsland, Anna L; Matthews, Karen A

2016-12-01

Daytime napping has been associated with poor health outcomes in adults. It is not known whether daytime napping is similarly linked to adverse health in adolescents, although many report napping. The present study evaluated associations between daytime napping and 2 markers of increased inflammation, high-sensitivity C-reactive protein and interleukin-6 (IL-6), in healthy high school students. Two hundred thirty-four Black and White high school students completed a week of actigraph and diary measures of sleep and napping and provided a fasting blood sample. Napping measures were the proportion of days napped and the average minutes napped across 1 week during the school year. Linear regressions adjusted for age, sex, race, average nocturnal sleep duration, time between sleep protocol and blood draw, and body mass index percentile demonstrated that proportion of days napped measured by actigraphy, B(SE) = .41(.19), p < .05, across the full week was positively associated with IL-6. Higher proportions of school days napped between 2 p.m. and 6 p.m., B(SE) = .40(.20), p < .05, and between 6 p.m. and 10 p.m., B(SE) = .57(.28), p < .05, were associated with increased IL-6. No associations emerged between average actigraphy-assessed nap duration and either study outcome. Diary-reported napping was unrelated to either study outcome. Actigraphy-assessed napping and IL-6 are associated but the direction of the relationship remains to be determined. Overall, napping is an important factor to consider to better understand the relationship between short sleep and cardiovascular health in adolescents. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Is Daytime Napping Associated With Inflammation In Adolescents?

PubMed Central

Jakubowski, Karen P.; Hall, Martica H.; Marsland, Anna L.; Matthews, Karen A.

2016-01-01

Objective Daytime napping has been associated with poor health outcomes in adults. It is not known whether daytime napping is similarly linked to adverse health in adolescents, although many report napping. The present study evaluated associations between daytime napping and two markers of increased inflammation, high sensitivity C-reactive protein (hs-CRP) and interleukin-6 (IL-6), in healthy high school students. Methods 234 black and white high school students completed a week of actigraph and diary measures of sleep and napping and provided a fasting blood sample. Napping measures were the proportion of days napped and the average minutes napped across one week during the school year. Results Linear regressions adjusted for age, sex, race, average nocturnal sleep duration, time between sleep protocol and blood draw, and BMI percentile demonstrated that proportion of days napped measured by actigraphy [B(SE)=.41(.19), p<.05] across the full week was positively associated with IL-6. Higher proportions of school days napped between 2 p.m. and 6 p.m. [B(SE)=.40(.20), p<.05] and between 6 p.m. and 10 p.m. [B(SE)=.57(.28), p<.05] were associated with increased IL-6. No associations emerged between average actigraphy-assessed nap duration and either study outcome. Diary-reported napping was unrelated to either study outcome. Conclusions Actigraphy-assessed napping and IL-6 are associated but the direction of the relationship remains to be determined. Overall, napping is an important factor to consider in order to better understand the relationship between short sleep and cardiovascular health in adolescents. PMID:27253429

Healthful Cleaning

ERIC Educational Resources Information Center

Gerba, Charles P.

2009-01-01

Every school year, parents, teachers and administrators must deal with overwhelming numbers of sick children. In fact, according to the Centers for Disease Control and Prevention (CDC), the average child catches at least eight colds in a year, and kids in the United States miss as many as 189 million school days each year because of colds.…

Implementing Adolescent Male Leadership Model to Enhance Behavior, Academic Success

ERIC Educational Resources Information Center

Beliele, Laressa

2012-01-01

Schools are challenged to assist struggling youth. This study used a mixed methods design to evaluate how the school-based program Men of Distinction helps struggling male students develop leadership skills, promoting academic and social success. Quantitative data included attendance, grade point averages, the number of days in in-school…

Vital signs: sodium intake among U.S. school-aged children - 2009-2010.

PubMed

Cogswell, Mary E; Yuan, Keming; Gunn, Janelle P; Gillespie, Cathleen; Sliwa, Sarah; Galuska, Deborah A; Barrett, Jan; Hirschman, Jay; Moshfegh, Alanna J; Rhodes, Donna; Ahuja, Jaspreet; Pehrsson, Pamela; Merritt, Robert; Bowman, Barbara A

2014-09-12

A national health objective is to reduce average U.S. sodium intake to 2,300 mg daily to help prevent high blood pressure, a major cause of heart disease and stroke. Identifying common contributors to sodium intake among children can help reduction efforts. Average sodium intake, sodium consumed per calorie, and proportions of sodium from food categories, place obtained, and eating occasion were estimated among 2,266 school-aged (6–18 years) participants in What We Eat in America, the dietary intake component of the National Health and Nutrition Examination Survey, 2009–2010. U.S. school-aged children consumed an estimated 3,279 mg of sodium daily with the highest total intake (3,672 mg/d) and intake per 1,000 kcal (1,681 mg) among high school–aged children. Forty-three percent of sodium came from 10 food categories: pizza, bread and rolls, cold cuts/cured meats, savory snacks, sandwiches, cheese, chicken patties/nuggets/tenders, pasta mixed dishes, Mexican mixed dishes, and soups. Sixty-five percent of sodium intake came from store foods, 13% from fast food/pizza restaurants, 5% from other restaurants, and 9% from school cafeteria foods. Among children aged 14–18 years, 16% of total sodium intake came from fast food/pizza restaurants versus 11% among those aged 6–10 years or 11–13 years (p<0.05). Among children who consumed a school meal on the day assessed, 26% of sodium intake came from school cafeteria foods. Thirty-nine percent of sodium was consumed at dinner, followed by lunch (29%), snacks (16%), and breakfast (15%). Sodium intake among school-aged children is much higher than recommended. Multiple food categories, venues, meals, and snacks contribute to sodium intake among school-aged children supporting the importance of populationwide strategies to reduce sodium intake. New national nutrition standards are projected to reduce the sodium content of school meals by approximately 25%–50% by 2022. Based on this analysis, if there is no replacement from other sources, sodium intake among U.S. school-aged children will be reduced by an average of about 75–150 mg per day and about 220–440 mg on days children consume school meals.

Association between ambient noise exposure and school performance of children living in an urban area: a cross-sectional population-based study.

PubMed

Pujol, Sophie; Levain, Jean-Pierre; Houot, Hélène; Petit, Rémy; Berthillier, Marc; Defrance, Jérôme; Lardies, Joseph; Masselot, Cyril; Mauny, Frédéric

2014-04-01

Most of the studies investigating the effects of the external noise on children's school performance have concerned pupils in schools exposed to high levels due to aircraft or freeway traffic noise. However, little is known about the consequences of the chronic ambient noise exposure at a level commonly encountered in residential urban areas. This study aimed to assess the relationship between the school performance of 8- to 9-year-old-children living in an urban environment and their chronic ambient noise exposure at home and at school. The children's school performances on the national standardized assessment test in French and mathematics were compared with the environmental noise levels. Children's exposure to ambient noise was calculated in front of their bedrooms (Lden) and schools (LAeq,day) using noise prediction modeling. Questionnaires were distributed to the families to collect potential confounding factors. Among the 746 respondent children, 586 were included in multilevel analyses. On average, the LAeq,day at school was 51.5 dB (SD= 4.5 dB; range = 38-58 dB) and the outdoor Lden at home was 56.4 dB (SD= 4.4 dB; range = 44-69 dB). LAeq,day at school was associated with impaired mathematics score (p = 0.02) or impaired French score (p = 0.01). For a + 10 dB gap, the French and mathematics scores were on average lower by about 5.5 points. Lden at home was significantly associated with impaired French performance when considered alone (p < 10(-3)) and was borderline significant when the combined home-school exposure was considered (p = 0.06). The magnitude of the observed effect on school performance may appear modest, but should be considered in light of the number of people who are potentially chronically exposed to similar environmental noise levels.

Report of the Detroit Public Schools Kindergarten Teacher Survey, 1999-2000.

ERIC Educational Resources Information Center

Washington, Joyce, A.

This study surveyed regular and extended-day kindergarten teachers in the Detroit public school system. Key findings included the following: (1) most respondents (63.6 percent) had 5 or more years experience in their current position; (2) respondents reported an average class size of 22.7 to 30.4 students; (3) most respondents perceived that their…

Sequential Modification and the Identification of Instructional Components Occasioning Self-Injurious Behavior

ERIC Educational Resources Information Center

Reed, Derek D.; Luiselli, James K.; Morizio, Lindsey C.; Child, Stephanie N.

2010-01-01

The present study describes a case of a 9-year-old girl diagnosed on the autism spectrum who averaged nearly 1200 hand-to-head self-injuries (+attempts) per school day. Given the resources of the school and the significance of the self-injurious behavior (SIB), analog functional analysis is not possible. Moreover, functional assessment results…

A Program for At-Risk High School Students Informed by Evolutionary Science

PubMed Central

Wilson, David Sloan; Kauffman, Richard A.; Purdy, Miriam S.

2011-01-01

Improving the academic performance of at-risk high school students has proven difficult, often calling for an extended day, extended school year, and other expensive measures. Here we report the results of a program for at-risk 9th and 10th graders in Binghamton, New York, called the Regents Academy that takes place during the normal school day and year. The design of the program is informed by the evolutionary dynamics of cooperation and learning, in general and for our species as a unique product of biocultural evolution. Not only did the Regents Academy students outperform their comparison group in a randomized control design, but they performed on a par with the average high school student in Binghamton on state-mandated exams. All students can benefit from the social environment provided for at-risk students at the Regents Academy, which is within the reach of most public school districts. PMID:22114703

Ways of spending leisure time by the third year-students of the Faculty of Pharmacy, Medical University of Lublin.

PubMed

Czabak-Garbacz, Róza; Skibniewska, Agnieszka; Mazurkiewicz, Piotr; Gdula, Agnieszka

2002-01-01

The aim of the study was the assessment of leisure time among third-year students from the Faculty of Pharmacy of the Medical University of Lublin. It analysed quantity of time devoted to school activity and ways of spending free time. The study involved 114 students (82 women and 32 men). The study revealed that women had less free time than men, who, most probably did not attend some lectures. The most popular activities among the questioned students were: sleeping (average 6.8 hours a day), studying (average 3.6 hours a day), listening to the radio (average 2.9 hours a day), talking with friends (average 1.9 hours a day), personal hygiene (average 1.1 hours a day), watching TV (average 1.1 hours a day), housework. Students devoted the least of their free time on active rest, for example walking (women did it more often than men) or practising sport (more popular among men). Cultural life of the students consisted only of meetings with friends and going to the cinema (women did it more often). The least popular way of spending free time was going to the theatre, opera, concerts and exhibitions. Few students spent their time working. Their number increased significantly during holidays. The way of spending free time by third-year students from the Faculty of Pharmacy (both men and women) during the day was similar, differences related only to the amount of time devoted to each activity.

The impact of oral health on the academic performance of disadvantaged children.

PubMed

Seirawan, Hazem; Faust, Sharon; Mulligan, Roseann

2012-09-01

We measured the impact of dental diseases on the academic performance of disadvantaged children by sociodemographic characteristics and access to care determinants We performed clinical dental examinations on 1495 disadvantaged elementary and high school students from Los Angeles County public schools. We matched data with academic achievement and attendance data provided by the school district and linked these to the child's social determinants of oral health and the impact of oral health on the child's school and the parents' school or work absences. Students with toothaches were almost 4 times more likely to have a low grade point average. About 11% of students with inaccessible needed dental care missed school compared with 4% of those with access. Per 100 elementary and high school-aged children, 58 and 80 school hours, respectively, are missed annually. Parents averaged 2.5 absent days from work or school per year because of their children's dental problems. Oral health affects students' academic performance. Studies are needed that unbundle the clinical, socioeconomic, and cultural challenges associated with this epidemic of dental disease in children.

The Right Fit

ERIC Educational Resources Information Center

McGee, Tim

2008-01-01

Students in primary and secondary school can expect to be at school an average of seven hours a day; students attending college are encouraged to dedicate at least 35 hours a week to studying--in addition to time spent in the classroom. The time and energy devoted to learning does not affect just the mind; it also can take a toll on a person's…

Digital Citizenship with Social Media: Participatory Practices of Teaching and Learning in Secondary Education

ERIC Educational Resources Information Center

Gleason, Benjamin; von Gillern, Sam

2018-01-01

This article explores how social media use in formal and informal learning spaces can support the development of digital citizenship for secondary school students. As students increasingly spend large amounts of time online (e.g., an average of six hours of screen time per day, excluding school and homework), it is critical that they are…

An Evaluation of Traffic Management at ISF Academy on Kong Sin Wan Road

NASA Astrophysics Data System (ADS)

Lu, M.

2016-12-01

The ISF Academy, a school with 1500 students, is located on Kong Sin Wan Road. The majority of students from the academy commute to school every morning by private cars, school buses and other public transportation. For the past few years, the school management team has been imposing traffic management regulations to alleviate and minimize traffic congestion in the nearby area. In spite of that, traffic management on Kong Sin Wan Road is fairly limited and inadequate, resulting in congestion at the start and finish of the school day. As a school, we are dedicated to reduce and mitigate the number of private cars and school buses, as well as to control carbon dioxide emissions from the variety of vehicles. In order to implement strategies to make improvements to the current traffic management system, we, as a school, aim to establish a systematic approach to calculate and model the number of private cars, EV cars, plug-in hybrids and school buses flowing near the ISF campus every day, and the number of students on each vehicle. According to the U.S Environmental Protection Agency (EPA), the average annual carbon dioxide emission for a typical passenger vehicle is 4.7 metric tons. By multiplying the average carbon dioxide emission by the number of cars coming to campus every morning, we will gain a better understanding of the amount of carbon dioxide emitted from school vehicles. To extend the research, we will design a survey to investigate and encourage carpooling between families and students who live close, in order to combat and relieve rising traffic congestion and minimize cars crowding the roads. The traffic study project will not only help the school community create a more environment-friendly campus, but also improve the traffic congestion around the school area.

Associations among Screen Time and Unhealthy Behaviors, Academic Performance, and Well-Being in Chinese Adolescents.

PubMed

Yan, Hanyi; Zhang, Rui; Oniffrey, Theresa M; Chen, Guoxun; Wang, Yueqiao; Wu, Yingru; Zhang, Xinge; Wang, Quan; Ma, Lu; Li, Rui; Moore, Justin B

2017-06-04

Screen time is negatively associated with markers of health in western youth, but very little is known about these relationships in Chinese youth. Middle-school and high-school students ( n = 2625) in Wuhan, China, completed questionnaires assessing demographics, health behaviors, and self-perceptions in spring/summer 2016. Linear and logistic regression analyses were conducted to determine whether, after adjustment for covariates, screen time was associated with body mass index (BMI), eating behaviors, average nightly hours of sleep, physical activity (PA), academic performance, and psychological states. Watching television on school days was negatively associated with academic performance, PA, anxiety, and life satisfaction. Television viewing on non-school days was positively associated with sleep duration. Playing electronic games was positively associated with snacking at night and less frequently eating breakfast, and negatively associated with sleep duration and self-esteem. Receiving electronic news and study materials on non-school days was negatively associated with PA, but on school days, was positively associated with anxiety. Using social networking sites was negatively associated with academic performance, but positively associated with BMI z-score, PA and anxiety. Screen time in adolescents is associated with unhealthy behaviors and undesirable psychological states that can contribute to poor quality of life.

Associations among Screen Time and Unhealthy Behaviors, Academic Performance, and Well-Being in Chinese Adolescents

PubMed Central

Yan, Hanyi; Zhang, Rui; Oniffrey, Theresa M.; Chen, Guoxun; Wang, Yueqiao; Wu, Yingru; Zhang, Xinge; Wang, Quan; Ma, Lu; Li, Rui; Moore, Justin B.

2017-01-01

Screen time is negatively associated with markers of health in western youth, but very little is known about these relationships in Chinese youth. Middle-school and high-school students (n = 2625) in Wuhan, China, completed questionnaires assessing demographics, health behaviors, and self-perceptions in spring/summer 2016. Linear and logistic regression analyses were conducted to determine whether, after adjustment for covariates, screen time was associated with body mass index (BMI), eating behaviors, average nightly hours of sleep, physical activity (PA), academic performance, and psychological states. Watching television on school days was negatively associated with academic performance, PA, anxiety, and life satisfaction. Television viewing on non-school days was positively associated with sleep duration. Playing electronic games was positively associated with snacking at night and less frequently eating breakfast, and negatively associated with sleep duration and self-esteem. Receiving electronic news and study materials on non-school days was negatively associated with PA, but on school days, was positively associated with anxiety. Using social networking sites was negatively associated with academic performance, but positively associated with BMI z-score, PA and anxiety. Screen time in adolescents is associated with unhealthy behaviors and undesirable psychological states that can contribute to poor quality of life. PMID:28587225

Television viewing, computer game playing, and Internet use and self-reported time to bed and time out of bed in secondary-school children.

PubMed

Van den Bulck, Jan

2004-02-01

To investigate the relationship between the presence of a television set, a gaming computer, and/or an Internet connection in the room of adolescents and television viewing, computer game playing, and Internet use on the one hand, and time to bed, time up, time spent in bed, and overall tiredness in first- and fourth-year secondary-school children on the other hand. A random sample of students from 15 schools in Flanders, Belgium, yielded 2546 children who completed a questionnaire with questions about media presence in bedrooms; volume of television viewing, computer game playing, and Internet use; time to bed and time up on average weekdays and average weekend days; and questions regarding the level of tiredness in the morning, at school, after a day at school, and after the weekend. Children with a television set in their rooms went to bed significantly later on weekdays and weekend days and got up significantly later on weekend days. Overall, they spent less time in bed on weekdays. Children with a gaming computer in their rooms went to bed significantly later on weekdays. On weekdays, they spent significantly less time in bed. Children who watched more television went to bed later on weekdays and weekend days and got up later on weekend days. They spent less time in bed on weekdays. They reported higher overall levels of being tired. Children who spent more time playing computer games went to bed later on weekdays and weekend days and got up later on weekend days. On weekdays, they actually got up significantly earlier. They spent less time in bed on weekdays and reported higher levels of tiredness. Children who spent more time using the Internet went to bed significantly later during the week and during the weekend. They got up later on weekend days. They spent less time in bed during the week and reported higher levels of tiredness. Going out was also significantly related to sleeping later and less. Concerns about media use should not be limited to television. Computer game playing and Internet use are related to sleep behavior as well. Leisure activities that are unstructured seem to be negatively related to good sleep patterns. Imposing more structure (eg, end times) might reduce impact.

Associations of Truancy, Perceived School Performance, and Mental Health With Alcohol Consumption Among Adolescents.

PubMed

Holtes, Muriel; Bannink, Rienke; Joosten-van Zwanenburg, Evelien; van As, Els; Raat, Hein; Broeren, Suzanne

2015-12-01

This study examined associations of truancy, perceived school performance, and mental health with adolescents' week, weekend, and binge drinking. A cross-sectional study was conducted among 1167 secondary school students of Dutch ethnicity (mean age, 15.9 years, SD = 0.69). Alcohol consumption, truancy, perceived school performance, and mental health status were assessed with self-report questionnaires. Ordinal regression analyses were performed to assess the associations. Truancy (odds ratio [OR] = 2.53; 95% confidence interval [CI], 1.70-3.77) and poorer mental health (OR = 1.04; 95% CI, 1.02-1.07) were associated with binge drinking more often. Truancy (OR = 1.89; 95% CI, 1.14-3.16) and poorer mental health (OR = 1.06; 95% CI, 1.02-1.09) were also associated with drinking (more) alcohol on week days. Furthermore, truancy (OR = 2.60; 95% CI, 1.76-3.83) and having an average (OR = 1.81; 95% CI, 1.19-2.77) or less than average (OR = 3.65; 95% CI, 1.93-6.90) perceived school performance were associated with drinking (more) alcohol on the weekend. Findings of this study suggest that adolescents who are truant and/or have a poor mental health status are at increased risk of binge and week drinking. Furthermore, adolescents who are truant and/or have an average or less than average perceived school performance are at increased risk of weekend drinking. © 2015, American School Health Association.

Does It Matter How Much Time Students Spend on Line outside of School? PISA in Focus. No. 59

ERIC Educational Resources Information Center

OECD Publishing, 2016

2016-01-01

In 2012, 15-year-old students spent over two hours on line each day, on average across OECD countries. The most common online activities among 15-year-olds were browsing the Internet for fun and participating in social networks, with over 70% of students doing one of these every day or almost every day. Students who spent more than six hours per…

Reading in Class & out of Class: An Experience Sampling Method Study

ERIC Educational Resources Information Center

Shumow, Lee; Schmidt, Jennifer A.; Kackar, Hayal

2008-01-01

This study described and compared the reading of sixth and eighth grade students both in and out of school using a unique data set collected with the Experience Sampling Method (ESM). On average, students read forty minutes a day out of class and seventeen minutes a day in class indicating that reading is a common leisure practice for…

School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. NBER Working Paper No. 17939

ERIC Educational Resources Information Center

Duflo, Esther; Dupas, Pascaline; Kremer, Michael

2012-01-01

We examine a program that enabled Parent-Teacher Associations (PTAs) in Kenya to hire novice teachers on short-term contracts, reducing class sizes in grade one from 82 to 44 on average. PTA teachers earned approximately one-quarter as much as teachers operating under central government civil-service institutions but were absent one day per week…

Increasing water availability during afterschool snack: evidence, strategies, and partnerships from a group randomized trial.

PubMed

Giles, Catherine M; Kenney, Erica L; Gortmaker, Steven L; Lee, Rebekka M; Thayer, Julie C; Mont-Ferguson, Helen; Cradock, Angie L

2012-09-01

Providing drinking water to U.S. children during school meals is a recommended health promotion strategy and part of national nutrition policy. Urban school systems have struggled with providing drinking water to children, and little is known about how to ensure that water is served, particularly in afterschool settings. To assess the effectiveness of an intervention designed to promote water as the beverage of choice in afterschool programs. The Out of School Nutrition and Physical Activity Initiative (OSNAP) used a community-based collaboration and low-cost strategies to provide water after school. A group RCT was used to evaluate the intervention. Data were collected in 2010-2011 and analyzed in 2011. Twenty afterschool programs in Boston were randomized to intervention or control (delayed intervention). Intervention sites participated in learning collaboratives focused on policy and environmental changes to increase healthy eating, drinking, and physical activity opportunities during afterschool time (materials available at www.osnap.org). Collaboration between Boston Public Schools Food and Nutrition Services, afterschool staff, and researchers established water-delivery systems to ensure children were served water during snack time. Average ounces of water served to children per day was recorded by direct observation at each program at baseline and 6-month follow-up over 5 consecutive school days. Secondary measures directly observed included ounces of other beverages served, other snack components, and water-delivery system. Participation in the intervention was associated with an increased average volume of water served (+3.6 ounces/day; p=0.01) during snack. On average, the intervention led to a daily decrease of 60.9 kcals from beverages served during snack (p=0.03). This study indicates the OSNAP intervention, including strategies to overcome structural barriers and collaboration with key actors, can increase offerings of water during afterschool snack. OSNAP appears to be an effective strategy to provide water in afterschool settings that can be helpful in implementing new U.S. Department of Agriculture guidelines regarding water availability during lunch and afterschool snack. Copyright © 2012 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

New benchmarks for costs and cost-efficiency of school-based feeding programs in food-insecure areas.

PubMed

Gelli, Aulo; Cavallero, Andrea; Minervini, Licia; Mirabile, Mariana; Molinas, Luca; de la Mothe, Marc Regnault

2011-12-01

School feeding is a popular intervention that has been used to support the education, health and nutrition of school children. Although the benefits of school feeding are well documented, the evidence on the costs of such programs is remarkably thin. Address the need for systematic estimates of the cost of different school feeding modalities, and of the determinants of the considerable cost variation among countries. WFP project data, including expenditures and number of schoolchildren covered, were collected for 78 projects in 62 countries through project reports and validated through WFP Country Office records. Yearly project costs per schoolchild were standardized over a set number of feeding days and the amount of energy provided by the average ration. Output metrics, such as tonnage, calories, and micronutrient content, were used to assess the cost-efficiency of the different delivery mechanisms. The standardized yearly average school feeding cost per child, not including school-level costs, was US$48. The yearly costs per child were lowest at US$23 for biscuit programs reaching school-going children and highest at US$75 for take-home rations programs reaching families of schoolgoing children. The average cost of programs combining on-site meals with extra take-home rations for children from vulnerable households was US$61. Commodity costs were on average 58% of total costs and were highest for biscuit and take-home rations programs (71% and 68%, respectively). Fortified biscuits provided the most cost-efficient option in terms of micronutrient delivery, whereas take-home rations were more cost-efficient in terms of food quantities delivered. Both costs and effects should be considered carefully when designing school feeding interventions. The average costs of school feeding estimated here are higher than those found in earlier studies but fall within the range of costs previously reported. Because this analysis does not include school-level costs, these findings highlight the higher nontransfer costs for programs delivering cooked meals in schools than for other school feeding modalities. The benchmarks presented here reflect the centralized WFP implementation model, which is not always relevant in terms of government school feeding programs, particularly those procuring within national boundaries using "home-grown" approaches.

Contribution of free play towards physical activity guidelines for New Zealand primary school children aged 7-9 years.

PubMed

McGall, S E; McGuigan, M R; Nottle, C

2011-02-01

the objectives of this study were to investigate children's physical activity patterns to gain comparisons between home and school and to determine whether the current physical activity guidelines of 60 min of moderate to vigorous physical activity (MVPA) daily were being met. participants were recruited from two New Zealand primary schools (60 children, mean age (SD) 8.3 (0.7) years). Physical activity was measured for seven consecutive days using Actigraph accelerometers. Total activity and average counts were determined for school playtime, after school and weekends. Differences between average counts for these intervals were compared using the t statistic. Time and percentage of time spent were categorised into the activity thresholds: sedentary (<100), light (101-299), moderate (3000-5200) and vigorous (>5200). Total activity for each day was also determined. no child met the recommended 60 min of MVPA daily during the investigation. Compared to school playtime, activity counts were lower by 36% (CI 25% to 45.5%, p<0.001, effect size (ES)=-1.29) after school, 50.1% (CI 37% to 60.5%, p<0.001, ES=-2.01) on Saturday and 57.4% (CI 46.3% to 66.3%, p<0.001, ES=-2.47) on Sunday. Mean results showed children spent 91-96% of their time engaged in light or sedentary activities. Even during school playtime, where the children were most active, only 8 of 80 min were spent engaged in MVPA. this study found activity levels were considerably lower than the recommended guidelines, and children were more active during school playtime compared to after school and weekends.

Defense Attache Saigon: RNAVF Quarterly Assessment. 2nd Quarter FY74.

DTIC Science & Technology

1974-02-01

Military Assistance Command Vietnam MAP Military Assistance Program UNCLASSIFIED F IUNCLASSIFIES MASI Military Assistance Service Funded MATT Military Air...8217 operating the school. The average yearly budget is 2,~4oo,000 piasters, whiuh averages out to less than five cents per student per day. This is... average daily cargo handling rate of 959 M/T for the 2nd quarter FY711 shows continued improvement over the 773 M/T rate attained during the 1st quarter

Adolescent sleep disturbance and school performance: the confounding variable of socioeconomics.

PubMed

Pagel, James F; Forister, Natalie; Kwiatkowki, Carol

2007-02-15

To assess how selected socioeconomic variables known to affect school performance alter the association between reported sleep disturbance and poor school performance in a contiguous middle school/high school population. A school district/college IRB approved questionnaire was distributed in science and health classes in middle school and high school. This questionnaire included a frequency scaled pediatric sleep disturbance questionnaire for completion by students and a permission and demographic questionnaire for completion by parents (completed questionnaires n = 238 with 69.3% including GPA). Sleep complaints occur at high frequency in this sample (sleep onset insomnia 60% > 1 x /wk.; 21.2% every night; sleepiness during the day (45.7% > 1 x /wk.; 15.2 % every night), and difficulty concentrating (54.6% > 1 x /wk.; 12.9% always). Students with lower grade point averages (GPAs) were more likely to have restless/aching legs when trying to fall asleep, difficulty concentrating during the day, snoring every night, difficulty waking in the morning, sleepiness during the day, and falling asleep in class. Lower reported GPAs were significantly associated with lower household incomes. After statistically controlling for income, restless legs, sleepiness during the day, and difficulty with concentration continued to significantly affect school performance. This study provides additional evidence indicating that sleep disturbances occur at high frequencies in adolescents and significantly affect daytime performance, as measured by GPA. The socioeconomic variable of household income also significantly affects GPA. After statistically controlling for age and household income, the number and type of sleep variables noted to significantly affect GPA are altered but persistent in demonstrating significant effects on school performance.

State and district policy influences on district-wide elementary and middle school physical education practices.

PubMed

Chriqui, Jamie F; Eyler, Amy; Carnoske, Cheryl; Slater, Sandy

2013-01-01

To examine the influence of state laws and district policies on district-wide elementary school and middle school practices related to physical education (PE) time and the percentage of moderate-to-vigorous physical activity (MVPA) time during PE. Multivariate, cross-sectional analysis of state laws, district wellness and PE policies, and district PE practices for school year 2010-2011 controlling for district-level urbanicity, region, size, race/ethnicity of students, and socioeconomic status and clustered on state. One hundred ninety-five public school districts located in 42 states. District-level PE coordinators for the included districts who responded to an online survey. Minutes and days of PE per week and percent time spent in MVPA during PE time. District PE coordinators reported significantly less PE time than national standards-82.9 and 189.6 minutes at the elementary school and middle school levels, respectively. Physical education was provided an average of 2.5 and 3.7 days per week, respectively; and the percentage of MVPA time in PE was 64.4% and 65.7%, respectively. At the elementary school level, districts in either states with laws governing PE time or in a state and district with a law/policy reported significantly more days of PE (0.63 and 0.67 additional days, respectively), and districts in states with PE time laws reported 18 more minutes of PE per week. At the middle school level, state laws were associated with 0.73 more days of PE per week. Neither state laws nor district policies were positively associated with percent MVPA time in PE. State laws and district policies can influence district-level PE practices-particularly those governing the frequency and duration of PE-although opportunities exist to strengthen PE-related laws, policies, and practices.

Adolescent girls' most common source of junk food away from home.

PubMed

Cohen, Deborah A; Ghosh-Dastidar, Bonnie; Beckman, Robin; Lytle, Leslie; Elder, John; Pereira, Mark A; Veblen Mortenson, Sara; Pickrel, Julie; Conway, Terry L

2012-09-01

Contextual factors associated with adolescent girls' dietary behaviors could inform future interventions to improve diet. High school girls completed a 7-day diary, recording all trips made. In places other than home or school they recorded the food eaten. Girls made an average of 11.4 trips per week other than to home or school. Snacks high in solid oils, fats and added sugars (SOFAS) were frequently consumed. Girls reported eating an average of 3.5 servings per week of snacks high in SOFAS at someone else's house compared to 3.0 servings per week at retail food outlets. Findings demonstrate that low nutrient foods are ubiquitous and efforts should be made to reduce their availability in multiple settings. Copyright © 2012 Elsevier Ltd. All rights reserved.

Screen media time usage of 12-16 year-old Spanish school adolescents: Effects of personal and socioeconomic factors, season and type of day.

PubMed

Devís-Devís, José; Peiró-Velert, Carmen; Beltrán-Carrillo, Vicente J; Tomás, José Manuel

2009-04-01

This study examined screen media time usage (SMTU) and its association with personal and socioeconomic factors, as well as the effect of season and type of day, in a Spanish sample of 12-16 year-old school adolescents (N=323). The research design was a cross-sectional survey, in which an interviewer-administered recall questionnaire was used. Statistical analyses included repeated measures analyses of variance, analysis of covariance and structural equation models. Results showed an average of 2.52h per day of total SMTU and partial times of 1.73h per day in TV viewing, 0.27h per day in computer/videogames, and 0.52h per day in mobile use. Four significant predictors of SMTU emerged. Firstly, the type of school was associated with the three media of our study, particularly students from state/public school spent more time on them than their private schools counterparts. Secondly, older adolescents (14-16 years old) were more likely to use computer/videogame and mobile phone than younger adolescents. Thirdly, the more accessibility to household technology the more probable computer/videogames and mobile phone were used. Finally, boys spent significantly more time in mobile phone than girls. Additionally, results revealed that adolescents seemed to consume more TV and computer/videogames in autumn than in winter, and more TV and mobile phones on weekends than on weekdays, especially among state school students. Findings from this study contribute to the existing knowledge on adolescents' SMTU patterns that can be transferred to families and policies.

Calorie labeling in a rural middle school influences food selection: findings from community-based participatory research.

PubMed

Hunsberger, Monica; McGinnis, Paul; Smith, Jamie; Beamer, Beth Ann; O'Malley, Jean

2015-01-01

Calorie labeling at the point-of-purchase in chain restaurants has been shown to reduce energy intake. To investigate the impact of point-of-purchase calorie information at one rural middle school. With a community-based participatory research framework a mixed method approach was used to evaluate the impact of point-of-purchase calorie information. Students in grades 6-8, dining at the school cafeteria January and February 2010, participated for 17 school days each month; in January a menu was offered in the usual manner without calorie labels; the same menu was prepared in February with the addition of calorie labels at point-of-purchase. Gross calories served per student were measured each day allowing for matched comparison by menu. In March/April of 2010, 32 students who ate in the cafeteria 3 or more times per week were interviewed regarding their views on menu labeling. Calorie consumption decreased by an average of 47 calories/day; fat intake reduced by 2.1 grams/day. Five main themes were consistent throughout the interviews. Point-of-purchase calorie labels can play a role in reducing the number of calories consumed by middle school age children at the lunch. The majority of students interviewed found the calorie labels helped them choose healthier food.

Children's Out-of-School Independently Mobile Trips, Active Travel, and Physical Activity: A Cross-Sectional Examination from the Kids in the City Study.

PubMed

Oliver, Melody; Parker, Karl; Witten, Karen; Mavoa, Suzanne; Badland, Hannah M; Donovan, Phil; Chaudhury, Moushumi; Kearn, Robin

2016-03-01

The study aim was to determine the association between children's objectively assessed moderate-to-vigorous physical activity (MVPA) and active trips (AT) and independently mobile trips (IM) during out-of-school hours. Children aged 9 to 13 years (n = 254) were recruited from 9 schools in Auckland, New Zealand between 2011 and 2012. Children completed travel diaries and wore accelerometers for 7 days. Parents provided demographic information. Geographic information systems-derived distance to school was calculated. Accelerometer data were extracted for out of school hours only. Percentage of time spent in MVPA (%MVPA), AT, and IM were calculated. Generalized estimating equations were used to determine the relationship between daily %MVPA and AT and between daily %MVPA and IM, accounting for age, sex, ethnicity, distance to school, day of the week, and numeric day of data collection. A significant positive relationship was observed between %MVPA and both AT and IM. For every unit increase in the daily percentage of trips made that were AT or IM, we found an average increase of 1.28% (95% CI 0.87%, 1.70%) and 1.15% (95% CI 0.71%, 1.59%) time in MVPA, respectively. Children's AT and IM are associated with increased MVPA during out-of-school hours.

[Difference on sleeping between school-days and weekends in elementary school children, data from 8 provinces in China].

PubMed

Shi, Wenhui; Zhai, Yi; Li, Weirong; Shen, Chong; Shi, Xiaoming

2015-06-01

To understand the differences on sleeping-time between school-days and weekends among elementary school children. This cross-sectional study was conducted from September to November, 2010. A stratified random cluster sampling strategy was used to select the participants, under diverse geographical and economic levels in eight provinces, municipalities or autonomous regions, in mainland China. A total number of 20 603 elementary school children aged from 6-12 years old were chosen as research subjects to record their time of sleeping during school-days or weekends. Among the 6-12 year old, their time of sleeping was longer on weekends than that on school-days, while the average sleeping time during the weekends was longer in boys than in girls (t = 3.35, P < 0.05). However, there was no linearly decreasing trend along with the increase of age regarding the time of sleeping on weekends, in girls. Proportions of serious lack of sleep, lack of sleep or with sufficient sleep during the weekends were 13.63% (2 809/20 603), 27.27% (5 618/20 603) and 59.10% (12 176/20 603). The proportion of sufficient sleep (over 50%) was significantly higher on weekends than that on school-days (less than 30%), however, nearly one third of the first grade primary school children were sleep insufficiently even on weekends. Nearly 10.00% of the children under seriously or moderately lack of sleep on school-days were still in a serious lack of sleep state on weekends. The three groups who were categorized as serious lack of sleep (less than 9 h), lack of sleep (9-10 h) or having sufficient (over 10 h) sleep on school-days accounted for 29.75%, 64.48%, 86.44%, respectively, when compared with the national regulation set as 10 h daily sleep for the children in China. The proportions of those whose time of sleep on weekends was less than school-days in the three groups as the same, moderate (within 1 h), with 1 h caught-up or over, were 9.41%, 22.77%, 43.32%, 24.50%, respectively. The percentage of pupils who caught up sleep appropriately (within 1 h) on weekends among those who were serious lack of sleep in school-days would exceed 40.00% while the proportions among those who lack of sleep or having sufficient on school-days were 54.00% and 30.00%. The percentage of children who slept less on weekends than on school-days among those having sufficient sleep on school-days appeared the highest, nearly 20.00%. However, the proportions among those who lack of sleep or seriously lack of sleep on school-days were 3.45% and 8.16%, respectively. We found that the elementary school children who could catch up time of sleep or lack of sleep on weekends coexisting in our study. This situation called for attention and the sleeping habit in primary school children should also be urgently improved.

United States Marine Corps Aerial Refueling Requirements Analysis

DTIC Science & Technology

2000-12-01

REFUELING REQUIREMENTS ANALYSIS William R. Gates Systems Management Department Naval Postgraduate School 555 Dyer Road, Room 229 Monterey, CA 93943...refueling customers . KC130s are rotated through the track 24 hours per day, providing customers fuel as needed. KC130 sorties are scheduled to reflect the...projected average customer (aircraft) arrival rates, average service times (time required to engage the drogue, receive fuel and 1075 Report Documentation

Lunch, recess and nutrition: responding to time incentives in the cafeteria.

PubMed

Price, Joseph; Just, David R

2015-02-01

In this study, we evaluate if moving recess before lunch has an effect on the amount of fruits and vegetables elementary school students eat as part of their school-provided lunch. Participants were 1st-6th grade students from three schools that switched recess from after to before lunch and four similar schools that continued to hold recess after lunch. We collected data for an average of 14 days at each school (4 days during spring 2011, May 3 through June 1, 2011 and 9 days during fall 2011, September 19 through November 11, 2011). All of the schools were in Orem, UT. Data was collected for all students receiving a school lunch and was based on observational plate waste data. We find that moving recess before lunch increased consumption of fruits and vegetables by 0.16 servings per child (a 54% increase) and increased the fraction of children eating at least one serving of fruits or vegetables by 10 percentage points (a 45% increase). In contrast, the schools in our control group actually experienced a small reduction in fruit and vegetable consumption during the same time period. Our results show the benefits of holding recess before lunch and suggest that if more schools implement this policy, there would be significant increases in fruit and vegetable consumption among students who eat school lunch as part of the National School Lunch Program. Copyright © 2014 Elsevier Inc. All rights reserved.

Veterinary School Applicants: Financial Literacy and Behaviors.

PubMed

Carr, McKensie M; Greenhill, Lisa M

2015-01-01

Each year the Association of American Veterinary Medical Colleges (AAVMC) conducts a survey after the close of the Veterinary Medical College Application Service (VMCAS) application. The survey provides a glimpse into applicant behavior surrounding the veterinary school application process. Additional survey questions probe into applicant financial behaviors, use of financial products and services, and pet ownership. This article examines the 2013 survey data from applicants who successfully completed the application, with a focus on applicant financial literacy and behaviors. Data from the study revealed a disconnect between applicants' perception of their ability to deal with day-to-day finances and their actual financial behaviors, particularly for first-generation college student applicants and applicants who are racially/ethnically underrepresented in veterinary medicine (URVM). Many applicants were not able to accurately report the average veterinary school graduate's student debt level, which suggests the potential need for better education about the costs associated with attending veterinary school.

Reliability and validity of a brief questionnaire to assess television viewing and computer use by middle school children.

PubMed

Schmitz, Kathryn H; Harnack, Lisa; Fulton, Janet E; Jacobs, David R; Gao, Shujun; Lytle, Leslie A; Van Coevering, Pam

2004-11-01

Sedentary behaviors, like television viewing, are positively associated with overweight among young people. To monitor national health objectives for sedentary behaviors in young adolescents, this project developed and assessed the reliability and validity of a brief questionnaire to measure weekly television viewing, usual television viewing, and computer use by middle school children. Reliability and validity of the Youth Risk Behavior Survey (YRBS) question on weekday television viewing also were examined. A brief, five-item television and computer use questionnaire was completed twice by 245 middle school children with one week apart. To concurrently assess validity, students also completed television and computer use logs for seven days. Among all students, Spearman correlations for test-retest reliability for television viewing and computer use ranged from 0.55 to 0.68. Spearman correlations between the first questionnaire and the seven-day log produced the following results: YRBS question for weekday television viewing (0.46), weekend television viewing (0.37), average television viewing over the week (0.47), and computer use (0.39). Methods comparison analysis showed a mean difference (hours/week) between answers to questionnaire items and the log of -0.04 (1.70 standard deviation [SD]) hours for weekday television, -0.21 (2.54 SD) for weekend television, -0.09 (1.75 SD) for average television over the week, and 0.68 (1.26 SD) for computer use. The YRBS weekday television viewing question, and the newly developed questions to assess weekend television viewing, average television viewing, and computer use, produced adequate reliability and validity for surveillance of middle school students.

A cross-sectional study of the individual, social, and built environmental correlates of pedometer-based physical activity among elementary school children.

PubMed

McCormack, Gavin R; Giles-Corti, Billie; Timperio, Anna; Wood, Georgina; Villanueva, Karen

2011-04-12

Children who participate in regular physical activity obtain health benefits. Preliminary pedometer-based cut-points representing sufficient levels of physical activity among youth have been established; however limited evidence regarding correlates of achieving these cut-points exists. The purpose of this study was to identify correlates of pedometer-based cut-points among elementary school-aged children. A cross-section of children in grades 5-7 (10-12 years of age) were randomly selected from the most (n = 13) and least (n = 12) 'walkable' public elementary schools (Perth, Western Australia), stratified by socioeconomic status. Children (n = 1480; response rate = 56.6%) and parents (n = 1332; response rate = 88.8%) completed a survey, and steps were collected from children using pedometers. Pedometer data were categorized to reflect the sex-specific pedometer-based cut-points of ≥15000 steps/day for boys and ≥12000 steps/day for girls. Associations between socio-demographic characteristics, sedentary and active leisure-time behavior, independent mobility, active transportation and built environmental variables - collected from the child and parent surveys - and meeting pedometer-based cut-points were estimated (odds ratios: OR) using generalized estimating equations. Overall 927 children participated in all components of the study and provided complete data. On average, children took 11407 ± 3136 steps/day (boys: 12270 ± 3350 vs. girls: 10681 ± 2745 steps/day; p < 0.001) and 25.9% (boys: 19.1 vs. girls: 31.6%; p < 0.001) achieved the pedometer-based cut-points.After adjusting for all other variables and school clustering, meeting the pedometer-based cut-points was negatively associated (p < 0.05) with being male (OR = 0.42), parent self-reported number of different destinations in the neighborhood (OR 0.93), and a friend's (OR 0.62) or relative's (OR 0.44, boys only) house being at least a 10-minute walk from home. Achieving the pedometer-based cut-points was positively associated with participating in screen-time < 2 hours/day (OR 1.88), not being driven to school (OR 1.48), attending a school located in a high SES neighborhood (OR 1.33), the average number of steps among children within the respondent's grade (for each 500 step/day increase: OR 1.29), and living further than a 10-minute walk from a relative's house (OR 1.69, girls only). Comprehensive multi-level interventions that reduce screen-time, encourage active travel to/from school and foster a physically active classroom culture might encourage more physical activity among children.

A cross-sectional study of the individual, social, and built environmental correlates of pedometer-based physical activity among elementary school children

PubMed Central

2011-01-01

Background Children who participate in regular physical activity obtain health benefits. Preliminary pedometer-based cut-points representing sufficient levels of physical activity among youth have been established; however limited evidence regarding correlates of achieving these cut-points exists. The purpose of this study was to identify correlates of pedometer-based cut-points among elementary school-aged children. Method A cross-section of children in grades 5-7 (10-12 years of age) were randomly selected from the most (n = 13) and least (n = 12) 'walkable' public elementary schools (Perth, Western Australia), stratified by socioeconomic status. Children (n = 1480; response rate = 56.6%) and parents (n = 1332; response rate = 88.8%) completed a survey, and steps were collected from children using pedometers. Pedometer data were categorized to reflect the sex-specific pedometer-based cut-points of ≥15000 steps/day for boys and ≥12000 steps/day for girls. Associations between socio-demographic characteristics, sedentary and active leisure-time behavior, independent mobility, active transportation and built environmental variables - collected from the child and parent surveys - and meeting pedometer-based cut-points were estimated (odds ratios: OR) using generalized estimating equations. Results Overall 927 children participated in all components of the study and provided complete data. On average, children took 11407 ± 3136 steps/day (boys: 12270 ± 3350 vs. girls: 10681 ± 2745 steps/day; p < 0.001) and 25.9% (boys: 19.1 vs. girls: 31.6%; p < 0.001) achieved the pedometer-based cut-points. After adjusting for all other variables and school clustering, meeting the pedometer-based cut-points was negatively associated (p < 0.05) with being male (OR = 0.42), parent self-reported number of different destinations in the neighborhood (OR 0.93), and a friend's (OR 0.62) or relative's (OR 0.44, boys only) house being at least a 10-minute walk from home. Achieving the pedometer-based cut-points was positively associated with participating in screen-time < 2 hours/day (OR 1.88), not being driven to school (OR 1.48), attending a school located in a high SES neighborhood (OR 1.33), the average number of steps among children within the respondent's grade (for each 500 step/day increase: OR 1.29), and living further than a 10-minute walk from a relative's house (OR 1.69, girls only). Conclusions Comprehensive multi-level interventions that reduce screen-time, encourage active travel to/from school and foster a physically active classroom culture might encourage more physical activity among children. PMID:21486475

[School absenteeism in Germany: prevalence of excused and unexcused absenteeism and its correlation with emotional and behavioural problems].

PubMed

Lenzen, Christoph; Fischer, Gloria; Jentzsch, Anika; Kaess, Michael; Parzer, Peter; Carli, Vladimir; Wasserman, Danuta; Resch, Franz; Brunner, Romuald

2013-01-01

Data about the prevalence of school absenteeism and its correlation with emotional and behavioural problems in Germany is scarce, in particular regarding excused absenteeism. This study aims to close the gap by examining a sample of 2,679 pupils attending the different types of secondary school (Hauptschule, Realschule, Gymnasium), who participated in a clinical trial for the prevention of truancy (WE-STAY-Project). Pupils' mean age was 14 years (M = 13.94, SD = 0.85, Range = 11-19) and gender distribution was balanced (49.35% males, 50.65% females). Using a self-report questionnaire, pupils where asked on how many days they had missed school on average per month during the last school year (excused and unexcused). Emotional and behavioural problems were measured by using the "Strengths and Difficulties Questionnaire" (SDQ). 4.1% of the pupils reported to have missed school without a valid excuse on more than four days per month (unexcused absenteeism). 6.1% had missed school having an excuse on more than ten days per month (excused absenteeism). Both, unexcused and excused absenteeism, showed an increase of emotional and behavioural problems dependent on the intensity of absenteeism. In conclusion, these findings show the relevance of school absenteeism in Germany. In the future, more attention should be given to pupils with also excused absenteeism.

Injury incidence among middle school students aged 13-15 years in 47 low-income and middle-income countries.

PubMed

Street, Erica J; Jacobsen, Kathryn H

2016-12-01

A total of 95 811 students aged 13-15 years participated in nationally representative Global School-based Student Health Surveys (GSHS) in 47 low-income and middle-income countries conducted between 2003 and 2012. On average, about 40% of the participants in each country reported at least one injury in the past year that was serious enough to cause the student to miss at least one full day of usual activities (such as school, sports and a job) or to require treatment by a healthcare professional. In 40 of the 47 countries, boys reported a significantly higher injury rate than girls. Based on these numbers, injuries likely cause approximately four million days of school absence by lower secondary school students annually. Most of these injuries are preventable. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Dietary Intake and Sources of Potassium and the Relationship to Dietary Sodium in a Sample of Australian Pre-School Children.

PubMed

O'Halloran, Siobhan A; Grimes, Carley A; Lacy, Kathleen E; Campbell, Karen J; Nowson, Caryl A

2016-08-13

The aim of this study was to determine the intake and food sources of potassium and the molar sodium:potassium (Na:K) ratio in a sample of Australian pre-school children. Mothers provided dietary recalls of their 3.5 years old children (previous participants of Melbourne Infant Feeding Activity and Nutrition Trial). The average daily potassium intake, the contribution of food groups to daily potassium intake, the Na:K ratio, and daily serves of fruit, dairy, and vegetables, were assessed via three unscheduled 24 h dietary recalls. The sample included 251 Australian children (125 male), mean age 3.5 (0.19) (SD) years. Mean potassium intake was 1618 (267) mg/day, the Na:K ratio was 1.47 (0.5) and 54% of children did not meet the Australian recommended adequate intake (AI) of 2000 mg/day for potassium. Main food sources of potassium were milk (27%), fruit (19%), and vegetable (14%) products/dishes. Food groups with the highest Na:K ratio were processed meats (7.8), white bread/rolls (6.0), and savoury sauces and condiments (5.4). Children had a mean intake of 1.4 (0.75) serves of fruit, 1.4 (0.72) dairy, and 0.52 (0.32) serves of vegetables per day. The majority of children had potassium intakes below the recommended AI. The Na:K ratio exceeded the recommended level of 1 and the average intake of vegetables was 2 serves/day below the recommended 2.5 serves/day and only 20% of recommended intake. An increase in vegetable consumption in pre-school children is recommended to increase dietary potassium and has the potential to decrease the Na:K ratio which is likely to have long-term health benefits.

Dietary Intake and Sources of Potassium and the Relationship to Dietary Sodium in a Sample of Australian Pre-School Children

PubMed Central

O’Halloran, Siobhan A.; Grimes, Carley A.; Lacy, Kathleen E.; Campbell, Karen J.; Nowson, Caryl A.

2016-01-01

The aim of this study was to determine the intake and food sources of potassium and the molar sodium:potassium (Na:K) ratio in a sample of Australian pre-school children. Mothers provided dietary recalls of their 3.5 years old children (previous participants of Melbourne Infant Feeding Activity and Nutrition Trial). The average daily potassium intake, the contribution of food groups to daily potassium intake, the Na:K ratio, and daily serves of fruit, dairy, and vegetables, were assessed via three unscheduled 24 h dietary recalls. The sample included 251 Australian children (125 male), mean age 3.5 (0.19) (SD) years. Mean potassium intake was 1618 (267) mg/day, the Na:K ratio was 1.47 (0.5) and 54% of children did not meet the Australian recommended adequate intake (AI) of 2000 mg/day for potassium. Main food sources of potassium were milk (27%), fruit (19%), and vegetable (14%) products/dishes. Food groups with the highest Na:K ratio were processed meats (7.8), white bread/rolls (6.0), and savoury sauces and condiments (5.4). Children had a mean intake of 1.4 (0.75) serves of fruit, 1.4 (0.72) dairy, and 0.52 (0.32) serves of vegetables per day. The majority of children had potassium intakes below the recommended AI. The Na:K ratio exceeded the recommended level of 1 and the average intake of vegetables was 2 serves/day below the recommended 2.5 serves/day and only 20% of recommended intake. An increase in vegetable consumption in pre-school children is recommended to increase dietary potassium and has the potential to decrease the Na:K ratio which is likely to have long-term health benefits. PMID:27529278

School Absenteeism: An Online Survey via Social Networks.

PubMed

Pflug, Verena; Schneider, Silvia

2016-06-01

School absenteeism is a significant social and public health problem. However, existing prevalence rates are often not representative due to biased assessment processes at schools. The present study assessed school absenteeism in Germany using a nationwide online self-report survey. Although our definition of school absenteeism was more conservative than in previous studies, nearly 9 % of the 1359 high school students reported school absenteeism within the past 7 days. Absent students lived less often with both parents, were on average of lower socioeconomic status, and reported more emotional problems, behavioral problems and less prosocial behavior than attending students. Being an indicator of a wide variety of problems in children and adolescents, school absenteeism deserves much more attention. Future directions for research and implications for prevention and intervention programs are discussed.

Developing schools' capacities to respond to community crisis: the Tennessee initiative.

PubMed

Love, Rene A; Cobb, Nicole

2012-08-01

The development and implementation of a statewide initiative addressing mental health issues within schools postcrisis. The potential for a community crisis occurs every day. After a crisis, schools are practical, logical, and effective places to help students recover from a tragedy. If crisis-related trauma is not addressed adequately, it can impact academic outcomes such as reading achievement, grade point average, and overall academic performance. For these reasons, it is imperative that school administrators support students in the aftermath of a crisis. This ongoing project continues in an effort to support students, faculty, and staff after a traumatic event within the Tennessee public school system. © 2012 Wiley Periodicals, Inc.

Process evaluation for a school-based physical activity intervention for 6th- and 7th-grade boys: reach, dose, and fidelity.

PubMed

Robbins, Lorraine B; Pfeiffer, Karin Allor; Wesolek, Stacey M; Lo, Yun-Jia

2014-02-01

The purpose was to evaluate the reach, dose, and fidelity of Guys Only Activity for Life (G.O.A.L.), a 7-week pilot intervention conducted from February to March 2011 to increase 6th and 7th grade boys' moderate-to-vigorous physical activity (MVPA). One middle school was randomly assigned to the G.O.A.L. intervention and another from the same urban school district in the Midwestern U.S. to a comparison condition. Thirty boys, ages 10-14 years, participated in each school. The intervention, guided by the Health Promotion Model (HPM) and Self-Determination Theory (SDT), consisted of a 90-min after-school physical activity club 4 days/week and one motivational interviewing session with a registered (school) nurse. Data were gathered via attendance records, club observations, heart rate monitors, audio-taping of motivational interviewing sessions, and surveys. On average boys attended the club 2.11 days/week (SD=.86). A trained independent process evaluator reported that the physical activity club instructors provided the boys with the opportunity for a mean of 25.8 min/day of MVPA. Using a four-point Likert scale (1=disagree a lot; 4=agree a lot), the process evaluator perceived that the club was delivered with high fidelity and adherence to the underlying theories (M=3.48; SD=0.39). Sessions with the nurse lasted an average of 13 min, 29 s. All boys attended. Two trained independent coders indicated that the nurse demonstrated at least beginning proficiency for all tasks associated with motivational interviewing, with the exception of using sufficient open- as opposed to closed-ended questions and reflections compared to questions. Fidelity related to session delivery and adherence to the theories was high (M=3.83; SD=0.19). The process evaluation data indicated that strategies are needed to increase attendance and boys' MVPA during the club time. Copyright © 2013 Elsevier Ltd. All rights reserved.

The costs and cost-efficiency of providing food through schools in areas of high food insecurity.

PubMed

Gelli, Aulo; Al-Shaiba, Najeeb; Espejo, Francisco

2009-03-01

The provision of food in and through schools has been used to support the education, health, and nutrition of school-aged children. The monitoring of financial inputs into school health and nutrition programs is critical for a number of reasons, including accountability, transparency, and equity. Furthermore, there is a gap in the evidence on the costs, cost-efficiency, and cost-effectiveness of providing food through schools, particularly in areas of high food insecurity. To estimate the programmatic costs and cost-efficiency associated with providing food through schools in food-insecure, developing-country contexts, by analyzing global project data from the World Food Programme (WFP). Project data, including expenditures and number of schoolchildren covered, were collected through project reports and validated through WFP Country Office records. Yearly project costs per schoolchild were standardized over a set number of feeding days and the amount of energy provided by the average ration. Output metrics, such as tonnage, calories, and micronutrient content, were used to assess the cost-efficiency of the different delivery mechanisms. The average yearly expenditure per child, standardized over a 200-day on-site feeding period and an average ration, excluding school-level costs, was US$21.59. The costs varied substantially according to choice of food modality, with fortified biscuits providing the least costly option of about US$11 per year and take-home rations providing the most expensive option at approximately US$52 per year. Comparisons across the different food modalities suggested that fortified biscuits provide the most cost-efficient option in terms of micronutrient delivery (particularly vitamin A and iodine), whereas on-site meals appear to be more efficient in terms of calories delivered. Transportation and logistics costs were the main drivers for the high costs. The choice of program objectives will to a large degree dictate the food modality (biscuits, cooked meals, or take-home rations) and associated implementation costs. Fortified biscuits can provide substantial nutritional inputs at a fraction of the cost of school meals, making them an appealing option for service delivery in food-insecure contexts. Both costs and effects should be considered carefully when designing the appropriate school-based intervention. The costs estimates in this analysis do not include all school-level costs and are therefore lower-bound estimates of full implementation costs.

Examining the effect of gardening on vegetable consumption among youth in kindergarten through fifth grade.

PubMed

Wright, William; Rowell, Laura

2010-06-01

Funded by a grant from the makers of Hidden Valley Salad Dressings the objective of this study was to determine if the introduction of a school-wide gardening program would affect overall vegetable consumption among elementary school youth. The study's setting was Elmore Elementary, Green Bay, Wisconsin, 1 of 27 elementary schools in the Green Bay Area Public School District. The school's salad bar was used to measure changes in vegetable consumption during school lunch. School food service staff recorded the weight of vegetables selected from the salad bar. The daily total weight of vegetables selected from the salad bar was divided by the number of students purchasing lunch that day. The resulting factor (average grams per child) was charted to monitor changes in consumption. After approximately 10 weeks of data collection, a gardening program was introduced. Food service staff continued to record weights, allowing for a quantitative analysis of the group's consumption prior to, during, and postintervention. Selection of vegetables from the salad bar decreased (r = -.403) during the first 2 1/2 months of the study. During the intervention period, selection increased (r = .3940) and continued to show a slight rise postintervention (r = .2037). The negative trend in daily salad bar selection before intervention was reversed, and a steady increase per day was seen during the intervention period. This suggests that intervention helped increase consumption rates per student. Consumption continued to increase postintervention, although at a lesser rate than during intervention. The average daily value also showed a slight increase between intervention and postintervention. This suggests that gardening intervention lessons and activities were retained by the students after the lessons and activities were completed.

Do Not Forget About Public Transportation: Analysis of the Association of Active Transportation to School Among Washington, DC Area Children With Parental Perceived Built Environment Measures.

PubMed

Roberts, Jennifer D; Rodkey, Lindsey; Ray, Rashawn; Saelens, Brian E

2018-03-23

Although the active transportation (AT) indicator received an F grade on the 2016 US Report Card on Physical Activity for Children and Youth, this AT assessment excluded public transportation. An objective of the Built Environment and Active Play Study was to assess youth AT, including public transportation, among Washington, DC area children in relation to parental perceptions of neighborhood built environment (BE) variables. Questionnaires were mailed to 2000 parents of children aged 7-12 years. AT to school (ATS) was assessed with the question: "In an average school week, how many days does your child use each of the following ways to get to and from school? (a) Walk; (b) Bike; (c) Car; (d) Bus or Metro." Parental perceived BE data were obtained through questionnaire items, and logistic regression was conducted to determine if BE variables were associated with youth ATS. The sample included 144 children (50% female; average age 9.7 years; 56.3% white; 23.7% African American; 10.4% Asian American). Over 30% used ATS-public transportation 5 days per week, and nearly 13% used ATS-walking daily. Parental perceived BE variables significantly predicted youth ATS-walking and ATS-public transportation. ATS-public transportation is common among Washington, DC area youth, and parental perceptions of BE can significantly predict ATS.

Nodding off or switching off? The use of popular media as a sleep aid in secondary-school children.

PubMed

Eggermont, Steven; Van den Bulck, Jan

2006-01-01

To describe the use of media as a sleep aid in adolescents and relate this to their sleep routines and feelings of tiredness. A questionnaire about using media as a sleep aid, media presence in bedrooms, time to bed and time out of bed on average weekdays and average weekend days, and questions regarding level of tiredness in the morning, at school, after a day at school and after the weekend was completed by 2546 seventh and 10th grade children in a random sample of 15 schools. Of the adolescents, 36.7% reported watching television to help them fall asleep. In total, 28.2% of the boys and 14.7% of the girls used computer games as a sleep aid. Music was used to fall asleep by 60.2% of the adolescents in this sample. About half of the adolescents read books to fall asleep. Except for reading books, using media as a sleep aid is negatively related to respondents' time to bed on weekdays, their number of hours of sleep per week and their self-reported level of tiredness. Using media as a sleep aid appears to be common practice among adolescents. Those who reported using music, television, and computer games more often as a sleeping aid slept fewer hours and were significantly more tired.

Applying Krumboltz's Theory of Career Decision Making (CDM) to the Longevity of Principals in the North American Division of Seventh-Day Adventists

ERIC Educational Resources Information Center

Saint-Ulysse, Sadrail

2017-01-01

Problem: Ledesma (2011) reports that principals' average tenure in Adventist schools in North America "ranges from 2.5-4.0 years. Elementary principals remain in leadership for 2.5 years, day academy principals stay for 3.6 years, and boarding academy principals leave after 4.0 years" (p, 8). Ledesma also noted that the length of tenure…

School vending machine use and fast-food restaurant use are associated with sugar-sweetened beverage intake in youth.

PubMed

Wiecha, Jean L; Finkelstein, Daniel; Troped, Philip J; Fragala, Maren; Peterson, Karen E

2006-10-01

To examine associations between use of school vending machines and fast-food restaurants and youth intake of sugar-sweetened beverages. A cross-sectional observational study. From a group randomized obesity intervention, we analyzed baseline data from 1,474 students in 10 Massachusetts middle schools with vending machines that sold soda and/or other sweetened drinks. Daily sugar-sweetened beverage consumption (regular soda, fruit drinks, and iced tea), purchases from school vending machines, and visits to fast-food restaurants in the preceding 7 days were estimated by self-report. Chi(2) and nonparametric tests were performed on unadjusted data; multivariable models adjusted for sex, grade, body mass index, and race/ethnicity, and accounted for clustering within schools. Among 646 students who reported using school vending machines, 456 (71%) reported purchasing sugar-sweetened beverages. Overall, 977 students (66%) reported eating at a fast-food restaurant. Sugar-sweetened beverage intakes averaged 1.2 servings per day. In adjusted models, relative to no vending machine purchases, servings per day increased by 0.21 for one to three purchases per week (P=0.0057), and 0.71 with four or more purchases (P<0.0001). Relative to no fast-food restaurant visits, sugar-sweetened beverage servings per day increased by 0.13 with one visit per week (P=0.07), 0.49 with two to three visits (P=0.0013), and by 1.64 with four or more visits (P=0.0016). Among students who use school vending machines, more report buying sugar-sweetened beverages than any other product category examined. Both school vending machine and fast-food restaurant use are associated with overall sugar-sweetened beverage intake. Reduction in added dietary sugars may be attainable by reducing use of these sources or changing product availability.

Institutions in Modern Society: Caretakers and Subjects

ERIC Educational Resources Information Center

Romano-V, Octavio I.

1974-01-01

Examines some of the problems associated with the training, retraining, and rehabilitation of people in urban, industrial California. Indicates that on an average day in 1969, over seven million people in California were under institutional care or in some institutional program related to law enforcement, social welfare, hospitals, and schools.…

Active and non-active video gaming among Dutch adolescents: who plays and how much?

PubMed

Simons, Monique; de Vet, Emely; Brug, Johannes; Seidell, Jaap; Chinapaw, Mai J M

2014-11-01

The aim of study was to determine prevalence and identify demographic correlates of active and non-active gaming among adolescents. Cross-sectional. A survey, assessing game behavior and correlates, was conducted among adolescents (12-16 years, n = 373), recruited via schools. Multivariable logistic regression analyses were conducted to examine demographic correlates of active gaming (≥ 1 h per week) and non-active gaming (>7h per week). Of all participants (n=373), 3% reported to play exclusively active games, 40% active games and non-active games, 40% exclusively non-active games, and 17% not playing video games at all. Active gaming adolescents played active games on average on 1.5 (sd = 1.2) days per school week for 36 (sd = 32.9)min and 1 (sd = 0.54) day per weekend for 42 (sd = 36.5)min. Non-active gaming adolescents played on average on 3.3 (sd = 1.6) days per school week for 65 (sd = 46.0)min and 1.4 (sd = 0.65) days per weekend for 80 (sd = 50.8)min. Adolescents attending lower levels of education were more likely to play active games ≥ 1 h per week than adolescents attending higher educational levels. Boys and older adolescents were more likely to play non-active games >7h per week, than girls or younger adolescents. Many adolescents play active games, especially those following a lower educational level, but time spent in this activity is relatively low compared to non-active gaming. To be feasible as a public health strategy, active gaming interventions should achieve more time is spent on active gaming at the expense of non-active gaming. Copyright © 2013 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Menstruation: symptoms, management and attitude of female nursing students in Ibadan, Nigeria.

PubMed

Moronkola, O A; Uzuegbu, V U

2006-12-01

This study surveyed 120 student nurses from two schools of nursing in Ibadan, Nigeria to assess the symptoms experienced during menstruation, attitude towards and management of menstruation. The student nurses overall mean age at menarche was 14 years, average duration of menstrual period was five days and mean of menstrual cycle was 28 days. Out of the 120 study participants, 93% were having menstruation regularly. More participants experienced symptoms during premenstrual periods than menstrual periods. Majority (70%) used sanitary pad to manage their menstruation, 93% had positive attitude towards menstruation while only 20% consulted medical doctors whenever they experienced menstrual symptoms. Paracetamol was the drug of choice for many of the participants whenever they experienced menstrual symptoms It was recommended that authorities in schools of nursing should not overlook reproductive health needs of students. Also teaching of reproductive health education early in primary and secondary schools should be encouraged.

Association between Physical Inactivity and Academic Record in Korean Adolescents

PubMed Central

Shin, Yi-Soo; So, Wi-Young

2012-01-01

Background: The purpose of this study was to investigate the association between physical inactivity and academic record in Korean adolescents. Methods: Adolescent students from the first grade of middle school to the third grade of high school (n=75,066) participated in the 5th Korea Youth Risk Behavior Web-based Survey project in 2009. The association between physical inactivity and academic record was assessed using multivariate logistic regression analysis after adjusting for gender, age, body mass index, family’s socioeconomic status, parents’ education level, and frequency of vigorous or moderate physical activity (PA) as well as muscular strength exercises. Results: During weekdays, the odds ratios (ORs) (95% confidence interval [CI]) for reporting a higher than average academic record, as compared with <1 hour of physical inactivity per day, was 0.796 (0.761–0.832, for ≥1 to <2 hours, 0.632 (0.603–0.663, for ≥2 to <3 hours, 0.567 (0.535–0.601, for ≥3 to <4 hours, and 0.494 (0.468–0.522, P < 0.001 for all cases) for ≥4 hours of physical inactivity per day. During the weekends, the ORs (95% CI) for reporting a higher than average academic record, as compared with <1 hour of physical inactivity per day, were 0.901 (0.848–0.957, P = 0.001) for ≥3 to <4 hours and 0.785 (0.743–0.830, P < 0.001) for ≥4 hours of physical inactivity per day. Conclusion: Korean adolescents who spend more time engaged in physical inactivity are predisposed to a below-average academic record. PMID:23308350

Objectively measured sedentary behavior in preschool children: comparison between Montessori and traditional preschools.

PubMed

Byun, Wonwoo; Blair, Steven N; Pate, Russell R

2013-01-03

This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as <200 counts/15-second. The accelerometry data were summarized into the average minutes per hour spent in sedentary behavior during the in-school, the after-school, and the total-day period. Mixed linear regression models were used to determine differences in the average time spent in sedentary behavior between children attending traditional and Montessori preschools, after adjusting for selected potential correlates of preschoolers' sedentary behavior. Children attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03), after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04), and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009) periods. School type (Montessori or traditional), preschool setting (private or public), socio-demographic factors (age, gender, and socioeconomic status) were found to be significant predictors of preschoolers' sedentary behavior. Levels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools.

Prevalence and correlates of delayed sleep phase in high school students.

PubMed

Saxvig, Ingvild W; Pallesen, Ståle; Wilhelmsen-Langeland, Ane; Molde, Helge; Bjorvatn, Bjørn

2012-02-01

To investigate prevalence and correlates of delayed sleep phase, characterized by problems falling asleep in the evening and rising at adequate times in the morning, in a large sample of Norwegian high school students. A randomized sample of 1285 high school students (aged 16-19 years) participated in an internet based study answering questions about sleep habits, height, weight, smoking, alcohol use, school grades, and anxiety and depression symptoms. Delayed sleep phase was operationalized as difficulties falling asleep before 2 a.m. at least three nights per week together with much or very much difficulty waking up in the morning. The results show a prevalence of delayed sleep phase of 8.4%. In all, 68% of these students (5.7% of the total sample) also reported problems advancing their sleep period as well as one daytime consequence (oversleeping at least two days a week or experiencing much/very much sleepiness at school). Delayed sleep phase was associated with lower average school grades, smoking, alcohol usage, and elevated anxiety and depression scores. Delayed sleep phase appears to be common amongst Norwegian adolescents and is associated with negative outcomes such as lower average school grades, smoking, alcohol usage, and elevated anxiety and depression scores. Copyright © 2011 Elsevier B.V. All rights reserved.

Within-person associations of young adolescents' physical activity across five primary locations: is there evidence of cross-location compensation?

PubMed

Carlson, Jordan A; Mitchell, Tarrah B; Saelens, Brian E; Staggs, Vincent S; Kerr, Jacqueline; Frank, Lawrence D; Schipperijn, Jasper; Conway, Terry L; Glanz, Karen; Chapman, Jim E; Cain, Kelli L; Sallis, James F

2017-04-20

Youth are active in multiple locations, but it is unknown whether more physical activity in one location is associated with less in other locations. This cross-sectional study examines whether on days with more physical activity in a given location, relative to their typical activity in that location, youth had less activity in other locations (i.e., within-person associations/compensation). Participants were 528 adolescents, ages 12 to 16 (M = 14.12, SD = 1.44, 50% boys, 70% White non-Hispanic). Accelerometer and Global Positioning System devices were used to measure the proportion of time spent in moderate-to-vigorous physical activity (MVPA) in five locations: home, home neighborhood, school, school neighborhood, and other locations. Mixed-effects regression was used to examine within-person associations of MVPA across locations and moderators of these associations. Two of ten within-participant associations tested indicated small amounts of compensation, and one association indicated generalization across locations. Higher at-school MVPA (relative to the participant's average) was related to less at-home MVPA and other-location MVPA (Bs = -0.06 min/day). Higher home-neighborhood MVPA (relative to the participant's average) was related to more at-home MVPA (B = 0.07 min/day). Some models showed that compensation was more likely (or generalization less likely) in boys and non-whites or Hispanic youth. Consistent evidence of compensation across locations was not observed. A small amount of compensation was observed for school physical activity, suggesting that adolescents partially compensated for high amounts of school activity by being less active in other locations. Conversely, home-neighborhood physical activity appeared to carry over into the home, indicating a generalization effect. Overall these findings suggest that increasing physical activity in one location is unlikely to result in meaningful decreases in other locations. Supporting physical activity across multiple locations is critical to increasing overall physical activity in youth.

Youth and alcoholic beverages: Drinking patterns among high school students in central Thailand.

PubMed

Pichainarong, Natchaporn; Chaveepojnkamjorn, Wisit

2010-11-01

The objective of this study was to determine the drinking patterns of high school students in central Thailand. Eleven thousand three hundred sixty high school students from central Thailand were divided into 2 groups (drinkers and nondrinkers) according to their alcohol consumption. Information was obtained by an anonymous self-reporting questionnaire which consisted of 2 parts: general characteristics, and characteristics of alcohol drinking behavior. Data were analyzed using descriptive and inferential statistics by a computerized statistical package. The socio-demographic factors related to the student's alcohol consumption during the previous 12 months were: age > 15 years old, male sex, grades 9 and 11 education level, living in a private dormitory, staying with a relative or a friend, having a grade point average <2.0 or >3.0, having a job earning money and having family members with alcohol/drug problems (p<0.05). Drinking patterns were classified into 5 categories: life time drinking, drinking during the previous year, drinking during the previous 30 days, binge drinking during the previous 30 days and drinking until intoxication during the previous 30 days. A higher proportion of drinking was reported by boys than girls. The prevalence of drinking increased in proportion to the educational level. The 3 main drinking places were parties (48.5%), at home or in the dormitory (37.5%) and in shops around the school (12.4%). Boys drank alcohol on average 1-2 times per month in 59.8% and 1-2 standard drinks per time in 38.6%. Eighty point one percent of girls drank alcohol 1-2 times per month and 1-2 standard drinks per time in 55.6%. Drinking alcohol among high school students should be controlled by limiting access to alcoholic beverages in order to reduce accidents, injuries, violence and alcohol-related health problems among young people.

Associations between school difficulties and health-related problems and risky behaviours in early adolescence: A cross-sectional study in middle-school adolescents in France.

PubMed

Chau, Kénora; Kabuth, Bernard; Causin-Brice, Odile; Delacour, Yves; Richoux-Picard, Catherine; Verdin, Monique; Armand, Isabelle; Chau, Nearkasen

2016-10-30

Health-related problems and risky behaviours (substance use) are frequent in adolescents, may alter their physical and mental capabilities, and may thus generate school absenteeism, low academic performance, and school dropout ideation. This study assessed their associations and the contribution of socioeconomic factors among 1559 middle-school adolescents (mean age 13.5+1.3) from north-eastern France. They completed a questionnaire including socioeconomic characteristics, health-related problems (poor physical health, psychological health, social relationships, and living environment) assessed with the World Health Organization's quality of life measure (score<25th percentile), risky behaviours, school absences during the present school year, last-trimester academic performance, and school dropout ideation. Data were analysed using logistic regression models. School absenteeism was frequent (12.6% of subjects for 8-14 days, and 6.0% for ≥15 days); 8.2% of subjects had low academic performance (average school-mark <10/20) and 3.9% school dropout ideation. All school difficulties were strongly associated with all health-related problems (gender-age-school-level-adjusted odds ratios gasOR between 1.5 and 4.2), and with risky behaviours (gasOR between 1.4 and 14). Socioeconomic factors differently contributed to these associations (contribution reaching 77%). Policy makers, schools, physicians and parents should be more aware of the problems and help adolescents to reduce health-related problems and risky behaviours and to increase resilience. Copyright © 2016 Elsevier Ltd. All rights reserved.

The presence of asthma, the use of inhaled steroids, and parental education level affect school performance in children.

PubMed

Tsakiris, A; Iordanidou, M; Paraskakis, E; Tsalkidis, A; Rigas, A; Zimeras, S; Katsardis, C; Chatzimichael, A

2013-01-01

Childhood asthma is a frequent cause of absenteeism that affects school performance. We aimed to investigate the impact of asthma on absenteeism and school performance level of elementary and high school students. Data about sociodemographics, absenteeism, and academic achievement were obtained from 1539 students attending 98 schools in Greece. School performance was assessed for the last two years of school attendance using parents' and teachers' reports and grade point average promotion. The mean of the days of absence of students with asthma was higher compared to the healthy students (6.2 ± 11.7 versus 0.3 ± 3.1, resp., P < 0.001). Students with reduced healthcare use presented less absenteeism than those with increased healthcare use for asthma (4.3 ± 8.6 versus 12.4 ± 17.0 days, resp., P < 0.001). Asthma and healthcare use for asthma accounted for an overall estimated variability in absence days of 13.8% and 9%, respectively. Absenteeism was associated with poor school performance for the last two years of school (P = 0.002) and with lower grade point promotion in elementary school students (P = 0.001) but not in high school students (P = 0.316). Higher level of parental education was associated with better school performance (P < 0.001). Asthma was associated with a decreased possibility for excellent performance (OR = 0.64, P = 0.049, 95%CI = 0.41-1.00) in elementary students. Students with asthma using inhalers were four times more likely to perform excellently in elementary school (OR = 4.3, P = 0.028, 95%CI = 1.17-15.95) than their asthmatic peers with alternative asthma treatments. Conclusions. Asthma and increased healthcare use enhance school absenteeism. Inhaled steroid use and the higher parental education level were the most important predicting factors for good school performance in elementary school asthmatic children.

Full-Day Kindergarten Results in Significant Achievement Gains

ERIC Educational Resources Information Center

Raskin, Candace F.; Haar, Jean M.

2009-01-01

In 2004, after an in-depth review of student achievement data for over 4,000 students, the administration of a school district in southern Minnesota identified the following challenges: (1) above-state-average number of special education students; (2) increasing number of English as Second Language (ESL) students; (3) increasing number of students…

Intermediate photovoltaic system application experiment operational performance report. Volume 6: Beverly High School, Beverly, Mass.

NASA Astrophysics Data System (ADS)

1982-03-01

Performance data are given for the month of February, 1982 for a photovoltaic power supply at a Massachusetts high school. Data given include: monthly and daily electrical energy yield; monthly and daily insolation; monthly and daily array efficiency; energy production as a function of power level, voltage, cell temperature, and hour of day; insolation as a function of hour of the day; input, output and efficiency for each of two power conditioning units and for the total power conditioning system; energy supplied to the load by the photovoltaic system and by the grid; photovoltaic system efficiency; dollar value of the energy supplied by the photovoltaic system; capacity factor; daily photovoltaic energy to load; daily system availability and hours of daylight; heating and cooling degree days; hourly cell temperature, ambient temperature, wind speed, and insolation; average monthly wind speed; wind direction distribution; and daily data acquisition mode and recording interval plot.

Test--retest variability of Randot stereoacuity measures gathered in an unselected sample of UK primary school children.

PubMed

Adler, Paul; Scally, Andrew J; Barrett, Brendan T

2012-05-01

To determine the test-retest reliability of the Randot stereoacuity test when used as part of vision screening in schools. Randot stereoacuity (graded-circles) and logMAR visual acuity measures were gathered in an unselected sample of 139 children (aged 4-12, mean 8.1±2.1 years) in two schools. Randot testing was repeated on two occasions (average interval between successive tests 8 days, range: 1-21 days). Three Randot scores were obtained in 97.8% of children. Randot stereoacuity improved by an average of one plate (ie, one test level) on repeat testing but was little changed when tested on the third occasion. Within-subject variability was up to three test levels on repeat testing. When stereoacuity was categorised as 'fine', 'intermediate' or 'coarse', the greatest variability was found among younger children who exhibited 'intermediate' or 'coarse'/nil stereopsis on initial testing. Whereas 90.8% of children with 'fine' stereopsis (≤50 arc-seconds) on the first test exhibited 'fine' stereopsis on both subsequent tests, only ∼16% of children with 'intermediate' (>50 but ≤140 arc-seconds) or 'coarse'/nil (≥200 arc-seconds) stereoacuity on initial testing exhibited stable test results on repeat testing. Children exhibiting abnormal stereoacuity on initial testing are very likely to exhibit a normal result when retested. The value of a single, abnormal Randot graded-circles stereoacuity measure from school screening is therefore questionable.

[Food insecurity and inadequate food intake among students of municipal schools, São Leopoldo, state of Rio Grande do Sul, Brazil].

PubMed

Ruschel, Letícia Fialho; Henn, Ruth Liane; Backes, Vanessa; Melo, Priscila de; Marques, Luana Araújo da Silva; Olinto, Maria Teresa Anselmo

2016-06-01

This research involves a school-based cross sectional study to evaluate the association between food insecurity (FI) and inadequate food intake (IFI), among 782 children (mean age of 6.9±0.5) of the 1st year of primary school in the municipal schools of São Leopoldo in the state of Rio Grande do Sul. Data were gathered from mothers or guardians. FI was obtained through the Brazilian Food Insecurity Scale, and food consumption using the food frequency questionnaire. Foods were classified as healthy eating markers (HEM) and unhealthy (UEM) and received scores according to intake frequency. HEM: 0 - 1 day - zero; 2 to 3 days - 0.25; 4 to 5 days - 0.75; 6 to 7 days - 1, and the reverse for the UEM. The scores could range from 0 to 25 (HEMS) and 0 to 19 (UEMS). A standardized total score (TS) was obtained [HEMS * (19/44) + UEMS * (25/44)] and could range from 0 to 22. The scores were categorized into terciles and the 1st considered IFI. The FI was 45.1% and the average scores were 5.9 (HEMS), 15.9 (UEMS) and 11.6 (TS). No association was found between IA and IFI. High IA and low food scores require intersectoral approaches to ensure access to food in quantity and quality appropriate for this population.

National youth sedentary behavior and physical activity daily patterns using latent class analysis applied to accelerometry.

PubMed

Evenson, Kelly R; Wen, Fang; Hales, Derek; Herring, Amy H

2016-05-03

Applying latent class analysis (LCA) to accelerometry can help elucidated underlying patterns. This study described the patterns of accelerometer-determined sedentary behavior and physical activity among youth by applying LCA to a nationally representative United States (US) sample. Using 2003-2006 National Health and Nutrition Examination Survey data, 3998 youths 6-17 years wore an ActiGraph 7164 accelerometer for one week, providing > =3 days of wear for > =8 h/day from 6:00 am-midnight. Cutpoints defined sedentary behavior (<100 counts/minute), light activity (100-2295 counts/minute), moderate to vigorous physical activity (MVPA; > = 2296 counts/minute), and vigorous activity (> = 4012 counts/minute). To account for wear time differences, outcomes were expressed as percent of day in a given intensity. LCA was used to classify daily (Monday through Sunday) patterns of average counts/minute, sedentary behavior, light activity, MVPA, and vigorous activity separately. The latent classes were explored overall and by age (6-11, 12-14, 15-17 years), gender, and whether or not youth attended school during measurement. Estimates were weighted to account for the sampling frame. For average counts/minute/day, four classes emerged from least to most active: 40.9% of population (mean 323.5 counts/minute/day), 40.3% (559.6 counts/minute/day), 16.5% (810.0 counts/minute/day), and 2.3% (1132.9 counts/minute/day). For percent of sedentary behavior, four classes emerged: 13.5% of population (mean 544.6 min/day), 30.1% (455.1 min/day), 38.5% (357.7 min/day), and 18.0% (259.2 min/day). For percent of light activity, four classes emerged: 12.3% of population (mean 222.6 min/day), 29.3% (301.7 min/day), 41.8% (384.0 min/day), and 16.6% (455.5 min/day). For percent of MVPA, four classes emerged: 59.9% of population (mean 25.0 min/day), 33.3% (60.9 min/day), 3.1% (89.0 min/day), and 3.6% (109.3 min/day). For percent of vigorous activity, three classes emerged: 76.8% of population (mean 7.1 min/day), 18.5% (23.9 min/day), and 4.7% (47.4 min/day). Classes were developed by age, gender, and school attendance since some patterns differed when stratifying by these factors. The models supported patterns for average intensity, sedentary behavior, light activity, MVPA, and vigorous activity. These latent class derived patterns can be used in other youth studies to explore correlates or outcomes and to target sedentary behavior or physical activity interventions.

They go straight home - don't they? Using global positioning systems to assess adolescent school-travel patterns.

PubMed

Voss, Christine; Winters, Meghan; Frazer, Amanda D; McKay, Heather A

2014-12-01

Active travel to school is a potential source of physical activity for adolescents, but its assessments often rely on assumptions around travel patterns. Global positioning system (GPS) and accelerometry provide an objective assessment of physical activity from school-travel and the context in which it occurs (where, when, how long). To describe school-travel patterns of adolescents and to compare estimates of physical activity during the hour before/after school - a commonly used proxy for school-travel time - with physical activity accrued during school trips identified through GPS ('GPS-trips'). Adolescents ( n =49, 13.3±0.7 years, 37% female) from Downtown Vancouver wore an accelerometer (GT3X+) and GPS (Qstarz) for 7 days (October 2012). Minutes of moderate-to-vigorous physical activity (MVPA) during the hour before/after school and during GPS-trips were calculated for the n =130 school-trips made by 43 students. We used multilevel linear regression to assess the association between MVPA during GPS-trips and MVPA during the hour/before school. Only 55% of school-trips were from/to home and within the hour before/after school ('normal'). Estimates of MVPA during the hour before/after school were higher than during GPS-trips (12.0 vs. 8.0 min). On average, MVPA during GPS-trips was linearly associated with MVPA during the hour before/after school, suggesting that physical activity levels during the hour before/after school are broadly reflective of physical activity from school-travel. GPS and accelerometry provide context-rich information relating to school-travel. The hour before/after school may - on average - provide a simple means to crudely estimate physical activity from school-travel when GPS are not available.

They go straight home – don’t they? Using global positioning systems to assess adolescent school-travel patterns

PubMed Central

Voss, Christine; Winters, Meghan; Frazer, Amanda D.; McKay, Heather A.

2015-01-01

Background Active travel to school is a potential source of physical activity for adolescents, but its assessments often rely on assumptions around travel patterns. Global positioning system (GPS) and accelerometry provide an objective assessment of physical activity from school-travel and the context in which it occurs (where, when, how long). Purpose To describe school-travel patterns of adolescents and to compare estimates of physical activity during the hour before/after school – a commonly used proxy for school-travel time – with physical activity accrued during school trips identified through GPS (‘GPS-trips’). Methods Adolescents (n=49, 13.3±0.7 years, 37% female) from Downtown Vancouver wore an accelerometer (GT3X+) and GPS (Qstarz) for 7 days (October 2012). Minutes of moderate-to-vigorous physical activity (MVPA) during the hour before/after school and during GPS-trips were calculated for the n=130 school-trips made by 43 students. We used multilevel linear regression to assess the association between MVPA during GPS-trips and MVPA during the hour/before school. Results Only 55% of school-trips were from/to home and within the hour before/after school (‘normal’). Estimates of MVPA during the hour before/after school were higher than during GPS-trips (12.0 vs. 8.0 min). On average, MVPA during GPS-trips was linearly associated with MVPA during the hour before/after school, suggesting that physical activity levels during the hour before/after school are broadly reflective of physical activity from school-travel. Conclusion GPS and accelerometry provide context-rich information relating to school-travel. The hour before/after school may – on average – provide a simple means to crudely estimate physical activity from school-travel when GPS are not available. PMID:26793437

Variability in exposure to ambient ultrafine particles in urban schools: Comparative assessment between Australia and Spain.

PubMed

Mazaheri, Mandana; Reche, Cristina; Rivas, Ioar; Crilley, Leigh R; Álvarez-Pedrerol, Mar; Viana, Mar; Tobias, Aurelio; Alastuey, Andrés; Sunyer, Jordi; Querol, Xavier; Morawska, Lidia

2016-03-01

Ambient ultrafine particle number concentrations (PNC) have inhomogeneous spatio-temporal distributions and depend on a number of different urban factors, including background conditions and distant sources. This paper quantitatively compares exposure to ambient ultrafine particles at urban schools in two cities in developed countries, with high insolation climatic conditions, namely Brisbane (Australia) and Barcelona (Spain). The analysis used comprehensive indoor and outdoor air quality measurements at 25 schools in Brisbane and 39 schools in Barcelona. PNC modes were analysed with respect to ambient temperature, land use and urban characteristics, combined with the measured elemental carbon concentrations, NOx (Brisbane) and NO2 (Barcelona). The trends and modes of the quantified weekday average daily cycles of ambient PNC exhibited significant differences between the two cities. PNC increases were observed during traffic rush hours in both cases. However, the mid-day peak was dominant in Brisbane schools and had the highest contribution to total PNC for both indoors and outdoors. In Barcelona, the contribution from traffic was highest for ambient PNC, while the mid-day peak had a slightly higher contribution for indoor concentrations. Analysis of the relationships between PNC and land use characteristics in Barcelona schools showed a moderate correlation with the percentage of road network area and an anti-correlation with the percentage of green area. No statistically significant correlations were found for Brisbane. Overall, despite many similarities between the two cities, school-based exposure patterns were different. The main source of ambient PNC at schools was shown to be traffic in Barcelona and mid-day new particle formation in Brisbane. The mid-day PNC peak in Brisbane could have been driven by the combined effect of background and meteorological conditions, as well as other local/distant sources. The results have implications for urban development, especially in terms of air quality mitigation and management at schools. Copyright © 2015 Elsevier Ltd. All rights reserved.

ASSESSING THE COST BURDEN OF DENGUE INFECTION TO HOUSEHOLDS IN SEREMBAN, MALAYSIA.

PubMed

Mia, Md Shahin; Begum, Rawshan Ara; Er, A C; Pereira, Joy Jacqueline

2016-11-01

Dengue is endemic in all parts of Malaysia. However, there is limited data regarding the cost burden of this disease at household level. We aimed to examine the cost of dengue infection at the household level in Seremban District, Malaysia. This cost assessment can provide an insight to policy-makers about economic impact of dengue infection in order to guide and prioritize control strategies. The data were collected via interview. We evaluated120 previous dengue infection patients registered at the Tuanku Ja’afar Hospital, Seremban District, Malaysia. The average duration of dengue illness was 9.69 days. The average household days lost was 18.7; students lost an average of 6.3 days of school and patients and caregivers lost an average of 12.5 days of work. The mean total cost per case of dengue infection was estimated to be USD365.16 with the indirect cost being USD327.90 (89.8% of the total cost) and the direct cost being USD37.26 (10.2% of the total cost). Our findings suggest each episode of dengue infection imposes a significant financial burden at the household level in Seremban District, Malaysia; most of the burden being indirect cost. This cost needs to be factored into the overall cost to society of dengue infection. This data can inform policy makers when allocating resources to manage public health problems in Malaysia.

Children's diurnal cortisol responses to negative events at school and home.

PubMed

Bai, Sunhye; Robles, Theodore F; Reynolds, Bridget M; Repetti, Rena L

2017-09-01

This study examined the within-and between-person associations between daily negative events - peer problems, academic problems and interparental conflict - and diurnal cortisol in school-age children. Salivary cortisol levels were assessed four times per day (at wakeup, 30min later, just before dinner and at bedtime) on eight days in 47 youths ages 8-13 years old (60% female; M age=11.28, SD=1.50). The relative contributions of within- and between-person variances in each stressor were estimated in models predicting same-day diurnal cortisol slope, same-day bedtime cortisol, and next morning wakeup cortisol. Children who reported more peer problems on average showed flatter slopes of cortisol decline from wakeup to bedtime. However, children secreted more cortisol at wakeup following days when they had reported more peer or academic problems than usual. Interparental conflict was not significantly associated with diurnal cortisol. Findings from this study extend our understanding of short-term cortisol responses to naturally occurring problems in daily life, and help to differentiate these daily processes from the cumulative effects of chronic stress. Copyright © 2017. Published by Elsevier Ltd.

Ventilation rates in recently constructed U.S. school classrooms.

PubMed

Batterman, S; Su, F-C; Wald, A; Watkins, F; Godwin, C; Thun, G

2017-09-01

Low ventilation rates (VRs) in schools have been associated with absenteeism, poorer academic performance, and teacher dissatisfaction. We measured VRs in 37 recently constructed or renovated and mechanically ventilated U.S. schools, including LEED and EnergyStar-certified buildings, using CO 2 and the steady-state, build-up, decay, and transient mass balance methods. The transient mass balance method better matched conditions (specifically, changes in occupancy) and minimized biases seen in the other methods. During the school day, air change rates (ACRs) averaged 2.0±1.3 hour -1 , and only 22% of classrooms met recommended minimum ventilation rates. HVAC systems were shut off at the school day close, and ACRs dropped to 0.21±0.19 hour -1 . VRs did not differ by building type, although cost-cutting and comfort measures resulted in low VRs and potentially impaired IAQ. VRs were lower in schools that used unit ventilators or radiant heating, in smaller schools and in larger classrooms. The steady-state, build-up, and decay methods had significant limitations and biases, showing the need to confirm that these methods are appropriate. Findings highlight the need to increase VRs and to ensure that energy saving and comfort measures do not compromise ventilation and IAQ. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Impacts of active school design on school-time sedentary behavior and physical activity: A pilot natural experiment.

PubMed

Brittin, Jeri; Frerichs, Leah; Sirard, John R; Wells, Nancy M; Myers, Beth M; Garcia, Jeanette; Sorensen, Dina; Trowbridge, Matthew J; Huang, Terry

2017-01-01

Children spend a significant portion of their days in sedentary behavior (SB) and on average fail to engage in adequate physical activity (PA). The school built environment may influence SB and PA, but research is limited. This natural experiment evaluated whether an elementary school designed to promote movement impacted students' school-time SB and PA. Accelerometers measured SB and PA at pre and post time-points in an intervention group who moved to the new school (n = 21) and in a comparison group experiencing no school environmental change (n = 20). Difference-in-difference (DD) analysis examined SB and PA outcomes in these groups. Measures were also collected post-intervention from an independent, grade-matched group of students in the new school (n = 21). As expected, maturational increases in SB were observed. However, DD analysis estimated that the intervention attenuated increase in SB by 81.2 ± 11.4 minutes/day (p<0.001), controlling for time in moderate to vigorous physical activity (MVPA). The intervention was also estimated to increase daily number of breaks from SB by 23.4 ± 2.6 (p < .001) and to increase light physical activity (LPA) by 67.7 ± 10.7 minutes/day (p<0.001). However, the intervention decreased MVPA by 10.3 ± 2.3 minutes/day (p<0.001). Results of grade-matched independent samples analysis were similar, with students in the new vs. old school spending 90.5 ± 16.1 fewer minutes/day in SB, taking 21.1 ± 2.7 more breaks from SB (p<0.001), and spending 64.5 ± 14.8 more minutes in LPA (p<0.001), controlling for time in MVPA. Students in the new school spent 13.1 ± 2.7 fewer minutes in MVPA (p<0.001) than their counterparts in the old school. This pilot study found that active school design had beneficial effects on SB and LPA, but not on MVPA. Mixed results point to a need for active classroom design strategies to mitigate SB, and quick access from classrooms to areas permissive of high-intensity activities to promote MVPA. Integrating active design with programs/policies to promote PA may yield greatest impact on PA of all intensities.

Impacts of active school design on school-time sedentary behavior and physical activity: A pilot natural experiment

PubMed Central

Frerichs, Leah; Sirard, John R.; Wells, Nancy M.; Myers, Beth M.; Garcia, Jeanette; Sorensen, Dina; Trowbridge, Matthew J.; Huang, Terry

2017-01-01

Background Children spend a significant portion of their days in sedentary behavior (SB) and on average fail to engage in adequate physical activity (PA). The school built environment may influence SB and PA, but research is limited. This natural experiment evaluated whether an elementary school designed to promote movement impacted students’ school-time SB and PA. Methods Accelerometers measured SB and PA at pre and post time-points in an intervention group who moved to the new school (n = 21) and in a comparison group experiencing no school environmental change (n = 20). Difference-in-difference (DD) analysis examined SB and PA outcomes in these groups. Measures were also collected post-intervention from an independent, grade-matched group of students in the new school (n = 21). Results As expected, maturational increases in SB were observed. However, DD analysis estimated that the intervention attenuated increase in SB by 81.2 ± 11.4 minutes/day (p<0.001), controlling for time in moderate to vigorous physical activity (MVPA). The intervention was also estimated to increase daily number of breaks from SB by 23.4 ± 2.6 (p < .001) and to increase light physical activity (LPA) by 67.7 ± 10.7 minutes/day (p<0.001). However, the intervention decreased MVPA by 10.3 ± 2.3 minutes/day (p<0.001). Results of grade-matched independent samples analysis were similar, with students in the new vs. old school spending 90.5 ± 16.1 fewer minutes/day in SB, taking 21.1 ± 2.7 more breaks from SB (p<0.001), and spending 64.5 ± 14.8 more minutes in LPA (p<0.001), controlling for time in MVPA. Students in the new school spent 13.1 ± 2.7 fewer minutes in MVPA (p<0.001) than their counterparts in the old school. Conclusions This pilot study found that active school design had beneficial effects on SB and LPA, but not on MVPA. Mixed results point to a need for active classroom design strategies to mitigate SB, and quick access from classrooms to areas permissive of high-intensity activities to promote MVPA. Integrating active design with programs/policies to promote PA may yield greatest impact on PA of all intensities. PMID:29216300

Quantification and characterization of greywater from schools.

PubMed

Alsulaili, Abdalrahman D; Hamoda, Mohamed F

2015-01-01

Survey of schools of different education levels (primary, intermediate and secondary) in Kuwait showed an average greywater generation rate of 7.3 L/p/d and varied in the range of 2.9-16 l/p/d, reflecting the school level of education (i.e. student age). The highest rates were observed for primary schools while the lowest rates were observed in secondary schools where students are more mature and use the water more wisely. The greywater characteristics indicated waste with low chemical oxygen demand (COD) and 5-day biochemical oxygen demand (BOD5) values but relatively high solids, conductivity, and sodium content due to excessive use of hand soap. Total coliform values ranged between 89 and 352 most probable number (MPN)/mL with an average of 196 MPN/mL while no fecal coliform values were detected. Greywater collected from schools is classified as light greywater and contains much lower levels of organic matter and nutrients compared to residential greywater and domestic wastewater. It is suitable for non-potable reuse after minimal treatment since microbial contamination may pose a serious threat to health if greywater comes into contact with humans. It also provides a good opportunity for reuse in toilet flushing since it can be easily collected from wash sinks and fountains, as major sources, and recycled.

Longer sleep--slimmer kids: the ENERGY-project.

PubMed

Altenburg, Teatske M; Chinapaw, Mai J M; van der Knaap, Elise T W; Brug, Johannes; Manios, Yannis; Singh, Amika S

2013-01-01

Few studies have differentiated between weekday and weekend day sleep duration in their association with indicators of weight status in children. Therefore, we examined the association of week and weekend day sleep duration with indicators of body composition in 10-12 year old European school children. Multi-level linear regression analysis was performed to examine the association between parent-reported week and weekend day sleep duration and objectively assessed child BMI and WC, adjusting for socio-demographic variables and energy balanced related behaviours EBRBs (i.e. dietary, physical and sedentary behaviour). Compared to sleeping 10 hrs/night or more, sleeping on average less than 10 hrs/night during weekdays was associated with higher BMI (for example, B = 0.86 and CI = [0.27;1.45] when sleeping ≤7 hrs) and WC (for example, B = 1.99 and CI = [0.32;3.65] when sleeping ≤7 hrs). Sleeping 9 hrs/night during weekend days, but not ≤8 hrs, was associated with higher WC (B = 0.66; CI = [0.04;1.28]) compared to sleeping more than 10 hrs/night. Average (week and weekend) sleep duration less than 10 hrs/night was associated with higher values for BMI (B = 0.98; CI = [0.24;1.73] and WC (B = 2.35; CI = [0.08;4.31]). Weekday sleep duration seems more strongly associated with body composition in European school children than weekend day sleep duration. Promoting adequate sleep duration may contribute to healthy weight in children.

[Mass media consumption in adolescence].

PubMed

Bercedo Sanz, A; Redondo Figuero, C; Pelayo Alonso, R; Gómez Del Río, Z; Hernández Herrero, M; Cadenas González, N

2005-12-01

To describe mass media use in teenagers (television, mobile phones, computers, Internet and video games) and to analyze its influence on teenagers' health and development. We performed a cross sectional study by means of a survey of 884 teenagers aged between 14 and 18 years old who were in the third and fourth years of high school in six towns in Cantabria (Spain) in June 2003. The statistical analysis consisted of uni- and bivariable descriptive statistics. All the teenagers had a television set at home and 24 % of families had four or more television sets. The presence of distinct mass media in teenagers' rooms was 52.5 % for televisions, 57.8 % for computers, 52 % for the Internet and 38.7 % for games consoles. The most frequently found media in teenagers' bedrooms were radio/cassette players and compact disks with 76.8 % and 67.4 %, respectively. Teenagers watched television for an average of 3 hours per day on weekdays and 3.2 hours per day at weekends. They played games consoles for an average of 0.69 hours per day on weekdays (41 min) and an average of 1.09 hours per day (65 min) at weekends and used the Internet on weekdays for an average of 0.83 hours per day (49 min) and an average of 1.15 hours per day (69 min) at weekends. A total of 87.2 % of the teenagers, especially girls, had a mobile phone (91.6 % of girls versus 82.4 % of boys; p < 0.001). The average age at which teenagers had the first mobile phone was 13 years old. Expenditure on mobile phones amounted to 15 3 a month in girls and 10 3 a month in boys, and mobiles were mainly used for sending messages. Nearly half the teenagers (46.4 %) took their mobile phones to high school and reported they had an average of three mobile phones at home. Most (82.1 %) surfed the net but boys preferred surfing and downloading games and girls preferred chatting and sending e-mails. Sixty-two percent of teenagers had been to a cybercafé and 40.8 % has visited a pornographic web site, especially boys (33.1 % of boys versus 7.7 % of girls; p < 0.001). Nearly two-thirds of teenagers (71.5 %) had a video console, especially boys (87 % of boys versus 57.2 % of girls; p < 0.001) and they started playing with them at an average age of 8.8 years. Boys preferred video games with shooting, fights, sports and driving, while girls preferred adventure video games. Nearly a quarter (22.2 %) spent money on video games and cybercafés (an average of 27.06 3 a month in boys and 16.81 3 a month in girls) with no significant differences between sexes. Society as a whole and especially health professionals should increase health education on mass media consumption, by stimulating reasonable use of mass media and teaching teenagers to be critical. Parents should set a limit of less than 2 hours/day to the use of mass media and should avoid their presence in teenagers' bedrooms. Prepay mobile phone should be used and switched off in inappropriate places. Parents should supervise and educate teenagers about video games, Internet access and e-mail usage in adolescence.

A Dime a Day: The Possibilities and Limits of Private Schooling in Pakistan

ERIC Educational Resources Information Center

Andrabi, Tahir; Das, Jishnu; Khwaja, Asim Ijaz

2008-01-01

The authors of this article state that Pakistan is severely offtrack in its progress toward the Millennium Development Goals relating to education for all. Its educational performance is poor, both in absolute terms and relative to the average income of the country. Pakistan has received global attention because of the widespread perception that…

Extending Research on Oral Reading Fluency Measures, Reading Speed, and Comprehension

ERIC Educational Resources Information Center

Schall, Megan; Skinner, Christopher H.; Cazzell, Samantha; Ciancio, Dennis; Ruddy, Jonah; Thompson, Kelly

2016-01-01

Middle-school students completed a comprehension assessment. The following day, they read four, 120-word passages, two standard and two non-standard ransom-note passages with altered font sizes. Altering font sizes increased students' reading time (i.e., reduced reading speed) by an average of 3 s and decreased students' words correct per minute…

Objectively measured sedentary behavior in preschool children: comparison between Montessori and traditional preschools

PubMed Central

2013-01-01

Background This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. Methods The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as <200 counts/15-second. The accelerometry data were summarized into the average minutes per hour spent in sedentary behavior during the in-school, the after-school, and the total-day period. Mixed linear regression models were used to determine differences in the average time spent in sedentary behavior between children attending traditional and Montessori preschools, after adjusting for selected potential correlates of preschoolers’ sedentary behavior. Results Children attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03), after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04), and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009) periods. School type (Montessori or traditional), preschool setting (private or public), socio-demographic factors (age, gender, and socioeconomic status) were found to be significant predictors of preschoolers’ sedentary behavior. Conclusions Levels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools. PMID:23286454

Adverse Effects of Daylight Saving Time on Adolescents' Sleep and Vigilance

PubMed Central

Medina, Diana; Ebben, Matthew; Milrad, Sara; Atkinson, Brianna; Krieger, Ana C.

2015-01-01

Study Objectives: Daylight saving time (DST) has been established with the intent to reduce energy expenditure, however unintentional effects on sleep and vigilance have not been consistently measured. The objective of this study was to test the hypothesis that DST adversely affects high school students' sleep and vigilance on the school days following its implementation. Methods: A natural experiment design was used to assess baseline and post-DST differences in objective and subjective measures of sleep and vigilance by actigraphy, sleep diary, sleepiness scale, and psychomotor vigilance testing (PVT). Students were tested during school days immediately preceding and following DST. Results: A total of 40 high school students were enrolled in this study; 35 completed the protocol. Sleep duration declined by an average of 32 minutes on the weeknights post-DST, reflecting a cumulative sleep loss of 2 h 42 min as compared to the baseline week (p = 0.001). This finding was confirmed by sleep diary analyses, reflecting an average sleep loss of 27 min/night (p = 0.004) post-DST. Vigilance significantly deteriorated, with a decline in PVT performance post-DST, resulting in longer reaction times (p < 0.001) and increased lapses (p < 0.001). Increased daytime sleepiness was also demonstrated (p < 0.001). Conclusions: The early March DST onset adversely affected sleep and vigilance in high school students resulting in increased daytime sleepiness. Larger scale evaluations of sleep impairments related to DST are needed to further quantify this problem in the population. If confirmed, measures to attenuate sleep loss post-DST should be implemented. Citation: Medina D, Ebben M, Milrad S, Atkinson B, Krieger AC. Adverse effects of daylight saving time on adolescents' sleep and vigilance. J Clin Sleep Med 2015;11(8):879–884. PMID:25979095

The interplay between sleep behavior and affect in elementary school children's daily life.

PubMed

Könen, Tanja; Dirk, Judith; Leonhardt, Anja; Schmiedek, Florian

2016-10-01

Recent reviews raised the idea of a bidirectional relation between sleep behavior and affect in adults, but little is known about this interplay in general and especially regarding children. In this micro-longitudinal study, the interplay of sleep and affect was captured directly in children's daily life context in and out of school through ambulatory assessment. For 31 consecutive days, 110 elementary school children (8-11 years old) provided information about their last night's sleep and reported their current affect at four daily occasions in school and at home on smartphones. A multilevel approach was used to analyze the relation between sleep and affect the next day (morning, noon, and afternoon) and the relation between evening affect and subsequent sleep. At the within-person level, sleep quality was related to all observed facets of affect the next day and the strongest effects were found in the morning. The effect of sleep quality on positive affect was particularly pronounced for children who on average went to bed early and slept long. There were, however, no direct within-person effects of sleep quantity on affect. Furthermore, evening affect was related to subsequent sleep. The findings support the idea of a bidirectional relation between affect and sleep in children's daily life (including school). They suggest that good sleep provides a basis and resource for children's affective well-being the next day and demonstrate the importance of analyzing within-person variations of children's sleep. Micro-longitudinal findings can contribute to explain how macro-longitudinal relations between sleep and affect develop over time. Copyright © 2016 Elsevier Inc. All rights reserved.

Associations between participation in organised physical activity in the school or community outside school hours and neighbourhood play with child physical activity and sedentary time: a cross-sectional analysis of primary school-aged children from the UK

PubMed Central

Macdonald-Wallis, Corrie; Solomon-Moore, Emma; Thompson, Janice, L.; Lawlor, Debbie, A.; Sebire, Simon, J.

2017-01-01

Objectives To assess the extent to which participation in organised physical activity in the school or community outside school hours and neighbourhood play was associated with children’s physical activity and sedentary time. Design Cross-sectional study. Setting Children were recruited from 47 state-funded primary schools in South West England. Participants 1223 children aged 8–9 years old. Outcome measures Accelerometer-assessed moderate-to-vigorous-intensity physical activity (MVPA) and sedentary time. Methods Children wore an accelerometer, and the mean minutes of MVPA and sedentary time per day were derived. Children reported their attendance at organised physical activity in the school or community outside school hours and neighbourhood play using a piloted questionnaire. Cross-sectional linear and logistic regression were used to examine if attendance frequency at each setting (and all settings combined) was associated with MVPA and sedentary time. Multiple imputation methods were used to account for missing data and increase sample size. Results Children who attended clubs at school 3–4 days per week obtained an average of 7.58 (95% CI 2.7 to 12.4) more minutes of MVPA per day than children who never attended. Participation in the three other non-school-based activities was similarly associated with MVPA. Evidence for associations with sedentary time was generally weaker. Associations were similar in girls and boys. When the four different contexts were combined, each additional one to two activities participated in per week increased participants’ odds (OR: 1.18, 95% CI 1.12 to 1.25) of meeting the government recommendations for 60 min of MVPA per day. Conclusion Participating in organised physical activity at school and in the community is associated with greater physical activity and reduced sedentary time among both boys and girls. All four types of activity contribute to overall physical activity, which provides parents with a range of settings in which to help their child be active. PMID:28912195

Associations between participation in organised physical activity in the school or community outside school hours and neighbourhood play with child physical activity and sedentary time: a cross-sectional analysis of primary school-aged children from the UK.

PubMed

Jago, Russell; Macdonald-Wallis, Corrie; Solomon-Moore, Emma; Thompson, Janice L; Lawlor, Debbie A; Sebire, Simon J

2017-09-14

To assess the extent to which participation in organised physical activity in the school or community outside school hours and neighbourhood play was associated with children's physical activity and sedentary time. Cross-sectional study. Children were recruited from 47 state-funded primary schools in South West England. 1223 children aged 8-9 years old. Accelerometer-assessed moderate-to-vigorous-intensity physical activity (MVPA) and sedentary time. Children wore an accelerometer, and the mean minutes of MVPA and sedentary time per day were derived. Children reported their attendance at organised physical activity in the school or community outside school hours and neighbourhood play using a piloted questionnaire. Cross-sectional linear and logistic regression were used to examine if attendance frequency at each setting (and all settings combined) was associated with MVPA and sedentary time. Multiple imputation methods were used to account for missing data and increase sample size. Children who attended clubs at school 3-4 days per week obtained an average of 7.58 (95% CI 2.7 to 12.4) more minutes of MVPA per day than children who never attended. Participation in the three other non-school-based activities was similarly associated with MVPA. Evidence for associations with sedentary time was generally weaker. Associations were similar in girls and boys. When the four different contexts were combined, each additional one to two activities participated in per week increased participants' odds (OR: 1.18, 95% CI 1.12 to 1.25) of meeting the government recommendations for 60 min of MVPA per day. Participating in organised physical activity at school and in the community is associated with greater physical activity and reduced sedentary time among both boys and girls. All four types of activity contribute to overall physical activity, which provides parents with a range of settings in which to help their child be active. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Do classroom ventilation rates in California elementary schools influence standardized test scores? Results from a prospective study.

PubMed

Mendell, M J; Eliseeva, E A; Davies, M M; Lobscheid, A

2016-08-01

Limited evidence has associated lower ventilation rates (VRs) in schools with reduced student learning or achievement. We analyzed longitudinal data collected over two school years from 150 classrooms in 28 schools within three California school districts. We estimated daily classroom VRs from real-time indoor carbon dioxide measured by web-connected sensors. School districts provided individual-level scores on standard tests in Math and English, and classroom-level demographic data. Analyses assessing learning effects used two VR metrics: average VRs for 30 days prior to tests, and proportion of prior daily VRs above specified thresholds during the year. We estimated relationships between scores and VR metrics in multivariate models with generalized estimating equations. All school districts had median school-year VRs below the California VR standard. Most models showed some positive associations of VRs with test scores; however, estimates varied in magnitude and few 95% confidence intervals excluded the null. Combined-district models estimated statistically significant increases of 0.6 points (P = 0.01) on English tests for each 10% increase in prior 30-day VRs. Estimated increases in Math were of similar magnitude but not statistically significant. Findings suggest potential small positive associations between classroom VRs and learning. Published 2015. This article is a U.S. Government work and is in the public domain in the USA.

The impact of the food-based and nutrient-based standards on lunchtime food and drink provision and consumption in primary schools in England.

PubMed

Haroun, Dalia; Harper, Clare; Wood, Lesley; Nelson, Michael

2011-02-01

To assess lunchtime provision of food and drink in English primary schools and to assess both choices and consumption of food and drink by pupils having school lunches. These findings were compared with similar data collected in 2005. Cross-sectional data collected between February and April 2009. In each school, food and drink provision, including portion weights and number of portions of each item served at lunchtime, were recorded over five consecutive days. Caterers provided school lunchtime menus and recipes. England. A random selection of 6696 pupils having school lunches in a nationally representative sample of 136 primary schools in England. Compared with 2005, schools in 2009 provided significantly more fruit, fruit-based desserts, vegetables and salad, water and fruit juice, and less ketchup, sauces and gravy, starchy foods cooked in fat, snacks and confectionery (P < 0·01). Pupils were also making healthier choices, choosing an average of 2·2 portions of fruit and vegetables from their 'five a day', but about one-third to two-fifths of these were wasted. Lunchtime food provision and consumption in primary schools have improved substantially since 2005, following the introduction of new standards for school food in 2008. However, improvements still need to be made to increase the Fe and Zn content and to decrease the Na content of recipes, and in encouraging pupils to eat more of the fruits and vegetables taken at lunchtime.

The Daily Mile makes primary school children more active, less sedentary and improves their fitness and body composition: a quasi-experimental pilot study.

PubMed

Chesham, Ross A; Booth, Josephine N; Sweeney, Emma L; Ryde, Gemma C; Gorely, Trish; Brooks, Naomi E; Moran, Colin N

2018-05-10

The Daily Mile is a physical activity programme made popular by a school in Stirling, Scotland. It is promoted by the Scottish Government and is growing in popularity nationally and internationally. The aim is that each day, during class time, pupils run or walk outside for 15 min (~1 mile) at a self-selected pace. It is anecdotally reported to have a number of physiological benefits including increased physical activity, reduced sedentary behaviour, increased fitness and improved body composition. This study aimed to investigate these reports. We conducted a quasi-experimental repeated measures pilot study in two primary schools in the Stirling Council area: one school with, and one without, intention to introduce the Daily Mile. Pupils at the control school followed their usual curriculum. Of the 504 children attending the schools, 391 children in primary classes 1-7 (age 4-12 years) at the baseline assessment took part. The follow-up assessment was in the same academic year. Outcomes were accelerometer-assessed average daily moderate to vigorous intensity physical activity (MVPA) and average daily sedentary behaviour, 20-m shuttle run fitness test performance and adiposity assessed by the sum of skinfolds at four sites. Valid data at both time points were collected for 118, 118, 357 and 327 children, respectively, for each outcome. After correction for age and gender, significant improvements were observed in the intervention school relative to the control school for MVPA, sedentary time, fitness and body composition. For MVPA, a relative increase of 9.1 min per day (95% confidence interval or 95%CI 5.1-13.2 min, standardised mean difference SMD = 0.407, p = 0.027) was observed. For sedentary time, there was a relative decrease of 18.2 min per day (10.7-25.7 min, SMD = 0.437, p = 0.017). For the shuttle run, there was a relative increase of 39.1 m (21.9-56.3, SMD = 0.236, p = 0.037). For the skinfolds, there was a relative decrease of 1.4 mm (0.8-2.0 mm, SMD = 0.246, p = 0.036). Similar results were obtained when a correction for socioeconomic groupings was included. The findings show that in primary school children, the Daily Mile intervention is effective at increasing levels of MVPA, reducing sedentary time, increasing physical fitness and improving body composition. These findings have relevance for teachers, policymakers, public health practitioners, and health researchers.

The temporal association between energy drink and alcohol use among adolescents: A short communication.

PubMed

Choi, Hye Jeong; Wolford-Clevenger, Caitlin; Brem, Meagan J; Elmquist, JoAnna; Stuart, Gregory L; Pasch, Keryn E; Temple, Jeff R

2016-01-01

To investigate the temporal relation between energy drink and alcohol use among adolescents. Data were collected from adolescents attending public high schools in two waves (n=894). Path analysis indicated that energy drink use at baseline was positively associated with the number of drinking days but not binge drinking or average drinks per drinking day over the past 30 days at follow-up. This relation remained while controlling for race, age, gender, previous alcohol use, and impulsivity. Alcohol use prevention efforts should consider energy drink use as risk factors for adolescent alcohol use. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Implementing exertional heat illness prevention strategies in US high school football.

PubMed

Kerr, Zachary Y; Marshall, Stephen W; Comstock, R Dawn; Casa, Douglas J

2014-01-01

Approximately 6500 high school football athletes are treated annually for exertional heat illness (EHI). In 2009, the National Athletic Trainers Association (NATA)-led Inter-Association Task Force (NATA-IATF) released preseason heat acclimatization guidelines to help athletes become accustomed to environmental factors contributing to EHI. This study examines compliance with NATA-IATF guidelines and related EHI prevention strategies. The study used a cross-sectional survey completed by 1142 certified athletic trainers (AT), which captured compliance with 17 NATA-IATF guidelines and EHI prevention strategies in high school football during the 2011 preseason. On average, AT reported football programs complying with 10.4 NATA-IATF guidelines (SD = 3.2); 29 AT (2.5%) reported compliance with all 17. Guidelines with the lowest compliance were as follows: "Single-practice days consisted of practice no more than three hours in length" (39.7%); and "During days 3-5 of acclimatization, only helmets and shoulder pads should be worn" (39.0%). An average of 7.6 EHI prevention strategies (SD = 2.5) were used. Common EHI prevention strategies were as follows: having ice bags/cooler available (98.5%) and having a policy with written instructions for initiating emergency medical service response (87.8%). Programs in states with mandated guidelines had higher levels of compliance with guidelines and greater prevalence of EHI prevention strategies. A low proportion of surveyed high school football programs fully complied with all 17 NATA-IATF guidelines. However, many EHI prevention strategies were voluntarily implemented. State-level mandated EHI prevention guidelines may increase compliance with recognized best practices recommendations. Ongoing longitudinal monitoring of compliance is also recommended.

Slow progress in changing the school food environment: nationally representative results from public and private elementary schools.

PubMed

Turner, Lindsey; Chaloupka, Frank J

2012-09-01

Children spend much of their day in school, and authorities have called for improvements in the school food environment. However, it is not known whether changes have occurred since the federal wellness policy mandate took effect in 2006-2007. We examined whether the school food environment in public and private elementary schools changed over time and examined variations by school type and geographic division. Survey data were gathered from respondents at nationally representative samples of elementary schools during the 2006-2007 and 2009-2010 school years (respectively, 578 and 680 public schools, and 259 and 313 private schools). Topics assessed included competitive foods, school meals, and other food-related practices (eg, school gardens and nutrition education). A 16-item food environment summary score was computed, with possible scores ranging from 0 (least healthy) to 100 (healthiest). Multivariate regression models were used to examine changes over time in the total school food environment score and component items, and variations by US census division. Many practices improved, such as participation in school gardens or farm-to-school programs, and availability of whole grains and only lower-fat milks in lunches. Although the school food environment score increased significantly, the magnitude of change was small; as of 2009-2010 the average score was 53.5 for public schools (vs 50.1 in 2006-2007) and 42.2 for private schools (vs 37.2 in 2006-2007). Scores were higher in public schools than in private schools (P<0.001), but did not differ by race/ethnicity or school size. For public schools, scores were higher in the Pacific and West South Central divisions compared with the national average. Changes in the school food environment have been minimal, with much room remaining for improvement. Additional policy changes may be needed to speed the pace of improvement. Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Characteristics and Outcomes of Children With Conversion Disorder Admitted to a Single Inpatient Rehabilitation Unit, A Retrospective Study.

PubMed

Bolger, Ashlee; Collins, Andrew; Michels, Michelle; Pruitt, David

2018-03-14

Conversion disorder (CD) can lead to impaired functioning. Few studies present demographic and outcome data for pediatric patients. Many have had success with rehabilitation; however, further details are not known. To identify characteristics and outcomes of children admitted to a pediatric inpatient rehabilitation program with CD symptoms. Retrospective study. Inpatient rehabilitation unit within a large children's hospital. All patients with diagnosis of CD or functional gait disorder (FGD) during designated time period. Data were obtained from chart review and United Data Systems for Medical Rehabilitation. Descriptive statistics and Wilcoxon signed rank tests were used to analyze data. A P value of <.05 was statistically significant. Average length of stay, Functional Independence Measure for Children (WeeFIM) scores, WeeFIM change, WeeFIM efficiency, recommended therapies, number of repeat admissions to the same hospital for conversion disorder symptoms in the 12 months following discharge, and school reentry characteristics. 30 admissions were identified that met criteria. Before diagnosis, duration of symptoms was 58 ± 145 days, physician visits averaged 1.9 ± 2.1, hospital admissions to the same hospital averaged 0.7 ± 0.9, and absence from school was 6 ± 12 weeks. Overall, 83% exhibited mixed symptoms. Length of inpatient rehabilitation stay was 8.4 ± 4.2 days with WeeFIM score change of 30 ± 11.9 (P <.001). WeeFIM efficiency was 4.8 ± 4.1 points/d. For patients with documented WeeFIM scores at 3 months, all were improved or maintained. More than three-fourths (80%) had no documented readmission to the same hospital for CD symptoms for one year after discharge from inpatient rehabilitation. Close to half (47%) returned to school within one week of discharge from inpatient rehabilitation (when school was in session). This study suggests that a multidisciplinary inpatient rehabilitation approach is a potentially effective and efficient treatment for children and adolescents with conversion disorder and leads to sustained functional improvement and return to school after discharge. ?? Copyright © 2018 American Academy of Physical Medicine and Rehabilitation. Published by Elsevier Inc. All rights reserved.

Quantification of differences between occupancy and total monitoring periods for better assessment of exposure to particles in indoor environments

NASA Astrophysics Data System (ADS)

Wierzbicka, A.; Bohgard, M.; Pagels, J. H.; Dahl, A.; Löndahl, J.; Hussein, T.; Swietlicki, E.; Gudmundsson, A.

2015-04-01

For the assessment of personal exposure, information about the concentration of pollutants when people are in given indoor environments (occupancy time) are of prime importance. However this kind of data frequently is not reported. The aim of this study was to assess differences in particle characteristics between occupancy time and the total monitoring period, with the latter being the most frequently used averaging time in the published data. Seven indoor environments were selected in Sweden and Finland: an apartment, two houses, two schools, a supermarket, and a restaurant. They were assessed for particle number and mass concentrations and number size distributions. The measurements using a Scanning Mobility Particle Sizer and two photometers were conducted for seven consecutive days during winter in each location. Particle concentrations in residences and schools were, as expected, the highest during occupancy time. In the apartment average and median PM2.5 mass concentrations during the occupancy time were 29% and 17% higher, respectively compared to total monitoring period. In both schools, the average and medium values of the PM2.5 mass concentrations were on average higher during teaching hours compared to the total monitoring period by 16% and 32%, respectively. When it comes to particle number concentrations (PNC), in the apartment during occupancy, the average and median values were 33% and 58% higher, respectively than during the total monitoring period. In both houses and schools the average and median PNC were similar for the occupancy and total monitoring periods. General conclusions on the basis of measurements in the limited number of indoor environments cannot be drawn. However the results confirm a strong dependence on type and frequency of indoor activities that generate particles and site specificity. The results also indicate that the exclusion of data series during non-occupancy periods can improve the estimates of particle concentrations and characteristics suitable for exposure assessment, which is crucial for estimating health effects in epidemiological and toxicological studies.

Tobacco Point-of-Purchase marketing in school neighbourhoods and school smoking prevalence: a descriptive study.

PubMed

Lovato, Chris Y; Hsu, Helen C H; Sabiston, Catherine M; Hadd, Valerie; Nykiforuk, Candace I J

2007-01-01

Point of Purchase (PoP) promotional and advertising activities are a sophisticated tobacco marketing strategy. This study describes tobacco PoP activities in school neighbourhoods and compares PoP activities in retail stores between schools with high and low smoking prevalence. A cross-sectional study was conducted in 81 randomly selected schools across five provinces. Students in grades 10-11 completed a questionnaire on smoking. Observations were made in all retail stores located within a one-kilometre radius around the school. ANOVA tests were used to detect differences on PoP variables between high (> 20.6%) and low (< or = 20.6%) smoking prevalence schools, defined as percentage of students reporting at least a few puffs on > 2 days in the last 30 days. Approximately half of retail stores in each school neighbourhood exhibited tobacco PoP activities. Average school smoking prevalence was 20.99%. There were significant main effects on PoP variables between schools with high and low smoking prevalence, Wilk's lambda = 0.81, F (6,74) = 2.89, p < 0.01, eta2 = 0.19. Stores near schools with high smoking prevalence had significantly lower prices per cigarette (F (1,79) = 15.34, p < 0.01, eta2 = 0.16), more in-store promotions (F (1,79) = 6.73, p < 0.01, eta2 = 0.08), and fewer government-sponsored health warnings (F (1,79) = 6.26, p < 0.01, eta2 = 0.07) compared to schools with low smoking prevalence. Higher levels of PoP activities in stores located in the school neighbourhood are related to school smoking prevalence. Schools with low smoking prevalence had more stores that posted government health warning signs and higher cigarette prices. Legislation regulating PoP activities and health warnings in school neighbourhoods should be considered.

Alcohol Advertising Exposure Among Middle School-Age Youth: An Assessment Across All Media and Venues.

PubMed

Collins, Rebecca L; Martino, Steven C; Kovalchik, Stephanie A; Becker, Kirsten M; Shadel, William G; D'Amico, Elizabeth J

2016-05-01

The purpose of this study was to quantify middle school youth's exposure to alcohol advertisements across media and venues, determine venues of greatest exposure, and identify characteristics of youth who are most exposed. Over a 10-month period in 2013, 589 Los Angeles-area youth ages 11-14 from diverse racial/ethnic backgrounds completed a short paper-and-pencil survey assessing background characteristics and then participated in a 14-day ecological momentary assessment, logging all exposures to alcohol advertisements on handheld computers as they occurred. African American and Hispanic youth were exposed to an average of 4.1 and 3.4 advertisements per day, respectively, nearly two times as many as non-Hispanic White youth, who were exposed to 2.0 advertisements per day. Girls were exposed to 30% more advertisements than boys. Most exposures were to outdoor advertisements, with television advertisements a close second. Exposure to alcohol advertising is frequent among middle school-age youth and may put them at risk for earlier or more frequent underage drinking. Greater restrictions on alcohol advertising outdoors and on television should be considered by regulators and by the alcohol industry and should focus particularly on reducing exposure among minority youth.

Controlling Lead in Drinking Water for Schools and Day Care Facilities: A Summary of State Programs.

ERIC Educational Resources Information Center

Environmental Protection Agency, 2004

2004-01-01

Children are susceptible to adverse health effects from lead, such as impaired mental development, IQ deficits, shorter attention span, and lower birth weight. Exposure to lead is a significant health concern, particularly for young children and infants whose growing bodies tend to absorb more lead than the average adult. Testing water in…

Evaluation of the i3 Scale-up of Reading Recovery: Year One Report, 2011-12. RR-76

ERIC Educational Resources Information Center

May, Henry; Gray, Abigail; Gillespie, Jessica N.; Sirinides, Philip; Sam, Cecile; Goldsworthy, Heather; Armijo, Michael; Tognatta, Namrata

2013-01-01

Reading Recovery (RR) is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery (RR) teacher every school day for 30-minute lessons over a…

Make the High School Library a "Habit" for Students

ERIC Educational Resources Information Center

Bowling, Barbara L.

2012-01-01

How long does it take to form a habit? Recent research done at the University College London by Phillippa Lally and colleagues suggest it takes an average of sixty-six days to form a new habit. Other research indicates that rewards make habits easier to form, but it takes repetition to form a habit. A literature review conducted for Pearson…

A Child with Down Syndrome--Challenge for Families, Kindergartens and Schools

ERIC Educational Resources Information Center

Ðuranovic, Marina; Klasnic, Irena; Opic, Valentina

2017-01-01

Every day, the number of children born with disabilities is increasing. One of the many disabilities is Down's syndrome, which occurs on average in one of 650 infants. For a child born with this disability, it is much more difficult to normally grow, develop and function in everyday life. In the past, children born with Down syndrome were…

Two Generations of Maternal Alcohol Abuse: Impact on Cognitive Levels in Mothers and Their Children

ERIC Educational Resources Information Center

Dumaret, Annick-Camille; Cousin, Melanie; Titran, Maurice

2010-01-01

Transgenerational effects of alcohol on mothers' and children's intellectual functioning has been examined in 22 families from very deprived environments. Their psychosocial outcomes and IQ level were evaluated in a follow-up study on average seven years after they left the support group of a day-care centre for young children; school data were…

Evaluation of a peer education program on student leaders' energy balance-related behaviors.

PubMed

Foley, B C; Shrewsbury, V A; Hardy, L L; Flood, V M; Byth, K; Shah, S

2017-09-07

Few studies have reported energy balance-related behavior (EBRB) change for peer leaders delivering health promotion programs to younger students in secondary schools. Our study assessed the impact of the Students As LifeStyle Activists (SALSA) program on SALSA peer leaders' EBRBs, and their intentions regarding these behaviors. We used a pre-post study design to assess changes in EBRBs and intentions of Year 10 secondary school students (15-16 year olds) who volunteered to be peer leaders to deliver the SALSA program to Year 8 students (13-14 year olds). This research is part of a larger study conducted during 2014 and 2015 in 23 secondary schools in Sydney, Australia. We used an online questionnaire before and after program participation to assess Year 10 peer leaders' fruit and vegetable intake, daily breakfast eating, sugar sweetened beverage (SSB) intake, moderate-to-vigorous physical activity (MVPA) participation and school-day recreational screen time behaviors and intentions regarding these EBRBs. Generalized estimating equations with a robust variance structure and exchangeable correlation structure were used to estimate the individual-level summary statistics and their 95% CIs, adjusted for clustering. We further assessed the effect of covariates on EBRB changes. There were significant increases in the proportion of Year 10 peer leaders (n = 415) who reported eating ≥2 serves fruit/day fruit from 54 to 63% (P < 0.01); eating ≥5 serves vegetables/day from 8 to 12% (P < 0.01); and drinking <1 cup/day of SSBs from 56 to 62% (P < 0.01). Change in ≥60 min MVPA participation/day depended on gender (P < 0.01): Boys increased 14% while girls decreased -2%. Changes in eating breakfast daily also depended on gender (P < 0.004): Boys increased 13% while girls decreased -0.4%. The change in peer leaders recreational screen time differed by socio-economic status (P < 0.05): above average communities decreased by -2.9% while below average communities increased 6.0%. Significant shifts were seen in peer leaders' intentions, except MVPA which remained stable. The SALSA program had a positive impact on peer leaders' EBRBs, with gender and socio-economic status moderating some outcomes. ACTRN12617000712303 retrospectively registered.

Effects of seasonal and pandemic influenza on health-related quality of life, work and school absence in England: Results from the Flu Watch cohort study.

PubMed

Fragaszy, Ellen B; Warren-Gash, Charlotte; White, Peter J; Zambon, Maria; Edmunds, William J; Nguyen-Van-Tam, Jonathan S; Hayward, Andrew C

2018-01-01

Estimates of health-related quality of life (HRQoL) and work/school absences for influenza are typically based on medically attended cases or those meeting influenza-like-illness (ILI) case definitions and thus biased towards severe disease. Although community influenza cases are more common, estimates of their effects on HRQoL and absences are limited. To measure quality-adjusted life days and years (QALDs and QALYs) lost and work/school absences among community cases of acute respiratory infections (ARI), ILI and influenza A and B and to estimate community burden of QALY loss and absences from influenza. Flu Watch was a community cohort in England from 2006 to 2011. Participants were followed up weekly. During respiratory illness, they prospectively recorded daily symptoms, work/school absences and EQ-5D-3L data and submitted nasal swabs for RT-PCR influenza testing. Average QALD lost was 0.26, 0.93, 1.61 and 1.84 for ARI, ILI, H1N1pdm09 and influenza B cases, respectively. 40% of influenza A cases and 24% of influenza B cases took time off work/school with an average duration of 3.6 and 2.4 days, respectively. In England, community influenza cases lost 24 300 QALYs in 2010/11 and had an estimated 2.9 million absences per season based on data from 2006/07 to 2009/10. Our QALDs and QALYs lost and work and school absence estimates are lower than previous estimates because we focus on community cases, most of which are mild, may not meet ILI definitions and do not result in healthcare consultations. Nevertheless, they contribute a substantial loss of HRQoL on a population level. © 2017 The Authors. Influenza and Other Respiratory Viruses. Published by John Wiley & Sons Ltd.

[Total drinking water intake and sources of children and adolescent in one district of Shenzhen].

PubMed

Du, Songming; Hu, Xiaoqi; Zhang, Qian; Wang, Xiaojun; Liu, Ailing; Pan, Hui; He, Shuang; Ma, Guansheng

2013-05-01

To describe total drinking water intake among primary and middle school students in one district of Shenzhen and to provide scientific evidence for adequate intakes of drinking water for different people in China. A total of 816 students from three primary and middle schools of Shenzhen was selected using three-stage random sampling method. The information on amounts and types of daily drinking water was recorded by subjects for seven consecutive days using a 24 hours measurement. The amounts and types of daily drinking water among different ages and between boys and girls were analyzed. The average total drinking water of subjects was (1225+/-557) ml/d, and the consumption of total drinking water in boys ((1303+/-639) ml/d) was significantly higher than that in girls ((1134+/-478) ml/d, P<0.01). The consumption of total drinking water of secondary school students ((1389+/-541) ml/d) and high school student ((1318+/-641) ml/d) was no statistically difference, but was higher than primary school students ((1097+/-525) ml/d, P<0.01). The average plain water and beverages of the subjects was (818+/-541) ml/d and (407+/-294) ml/d respectively. Major of fluid intake comes from drinking water in children and adolescenct of Shenzhen. The knowledge of drinking water of primary school students is need to comprehensive enough.

The contribution of school meals and packed lunch to food consumption and nutrient intakes in UK primary school children from a low income population.

PubMed

Stevens, L; Nelson, M

2011-06-01

The Low Income Diet and Nutrition Survey described the food consumption and nutrient intake of UK children in low income households in 2003-2005. To describe food consumption and nutrient intake associated with school meals and packed lunches, based on a cross-sectional analysis of 680, 24-h dietary recalls from 311 school children aged 4-11 years. In children from low income households, pupils who took a packed lunch consumed more white bread, fats and oils, crisps and confectionery and fewer potatoes (cooked with or without fat) at lunchtime compared to other pupils. Many of these differences persisted when diet was assessed over the day. For younger pupils (4-7 years), packed lunches provided the least amount of folate, the highest amount of sodium, and the highest average percentage of food energy from fat and saturated fatty acids (SFA) compared to free school meals (FSMs). Over the whole day, in both younger (4-7 years) and older (8-11 years) children, there were no notable differences in energy or nutrient intake between those eating a packed lunch or a school meal. Older children's packed lunches contributed a significantly higher proportion of fat, SFA, calcium and sodium to the day's nutrient intake compared to a FSM. In children from low income households, packed lunches are less likely to contribute towards a 'healthier' diet compared to a school meal. The difference was more apparent in younger children. Key differences were the high consumption of sodium, SFA and non-milk extrinsic sugars by pupils who had packed lunches. © 2011 The Authors. Journal compilation © 2011 The British Dietetic Association Ltd.

Eating behaviours of middle- and secondary-school pupils from the upper Silesian region in Poland.

PubMed

Szczepańska, Elżbieta; Szeja, Nicola; Szymkiewicz, Anna; Kowalska, Aleksandra; Lenard, Biruta; Bulwicka, Anna

2014-01-01

Eating behaviours of school-aged youth condition their emotional and psychophysical development. Moreover, they influence the effectiveness of learning and affect one's health and the quality of life at older age. The objective of the study was the evaluation of eating behaviours of the group of pupils from cities of the Upper Silesian region, as well as the identification of differences between middle-school and secondary-school pupils' eating behaviours. 902 pupils (474 middle-school and 428 secondary-school pupils) participated in the study. The research materials included questionnaires prepared by the author of the study, containing the questions about the pupils' eating habits. The middle-school pupils constituted 52.5% of the 902 pupils and the secondary-school pupils were 47.5% of the total. On average, 38.2% of the pupils consumed 4 meals daily. Wholemeal bread and/or groats were eaten daily by 34.4% of the pupils. Milk and/or milk drinks were consumed by 56.3% of the pupils every day and 33.5% of the respondents had also fermented milk drinks daily. 61.3% of the participants declared eating meat at least once a day and 44.9% of the pupils had fish once or twice a week. Vegetables and fruit were eaten daily by 61.4% and 66.6% of the pupils respectively. Sweets were consumed at least once a day by 50.6% of the pupils. Occasional consumption of fast-food products and ready-made meals was declared by 63.9% and 49.7% of the pupils respectively. Eating behaviours of the discussed group of pupils are mostly incorrect. There were differences found between the middle-school and secondary-school pupils' eating habits. The differences concerned the frequency of eating cheese and curd cheese, fruit, leguminous plant seeds, sweets, fast food products, sweetened drinks and ready-to made food products. eating behaviours, eating habits, eating frequency, pupils.

Shoulder and elbow pain in elementary school baseball players: The results from a nation-wide survey in Japan.

PubMed

Takagishi, Kenji; Matsuura, Tetsuya; Masatomi, Takashi; Chosa, Etsuo; Tajika, Tsuyoshi; Watanabe, Mikihiko; Iwama, Tetsu; Otani, Toshiro; Inagaki, Katsunori; Ikegami, Hiroyasu; Aoki, Mitsuhiro; Kato, Ko; Okuwaki, Toru; Sairyo, Koichi; Kameyama, Yasushi; Maeda, Akira; Beppu, Moroe

2017-07-01

Despite recommendations on how to prevent baseball injuries in youths by the Japanese Society of Clinical Sports Medicine, shoulder and elbow pain still frequently occurs in young baseball players. We conducted a questionnaire survey among baseball players at elementary schools across the country to understand the practice conditions of players, examining the risk factors of shoulder and elbow pain in baseball players. The questionnaire survey was conducted among elementary school baseball players as members of the Baseball Federation of Japan in September 2015. A total of 8354 players belonging to 412 teams (average age: 8.9) responded to the survey. Among 7894 players who did not have any shoulder and/or elbow pain in September 2014, elbow pain was experienced in 12.3% of them, shoulder pain in 8.0% and shoulder and/or elbow pain in 17.4% during the previous one year. A total of 2835 (39.9% of the total) practiced four days or more per week and 97.6% practiced 3 h or more per day on Saturdays and Sundays. The risk factors associated shoulder and elbow pain included a male sex, older age, pitchers and catchers, and players throwing more than 50 balls per day. It has been revealed that Japanese elementary school baseball players train too much. Coaches should pay attention to older players, male players, pitchers and catchers in order to prevent shoulder and elbow pain. Furthermore, elementary school baseball players should not be allowed to throw more than 50 balls per day. Retrospective cohort study. Copyright © 2017 The Japanese Orthopaedic Association. Published by Elsevier B.V. All rights reserved.

The relationship between unsupervised time after school and physical activity in adolescent girls.

PubMed

Rushovich, Berenice R; Voorhees, Carolyn C; Davis, C E; Neumark-Sztainer, Dianne; Pfeiffer, Karin A; Elder, John P; Going, Scott; Marino, Vivian G

2006-07-31

Rising obesity and declining physical activity levels are of great concern because of the associated health risks. Many children are left unsupervised after the school day ends, but little is known about the association between unsupervised time and physical activity levels. This paper seeks to determine whether adolescent girls who are without adult supervision after school are more or less active than their peers who have a caregiver at home. A random sample of girls from 36 middle schools at 6 field sites across the U.S. was selected during the fall of the 2002-2003 school year to participate in the baseline measurement activities of the Trial of Activity for Adolescent Girls (TAAG). Information was collected using six-day objectively measured physical activity, self-reported physical activity using a three-day recall, and socioeconomic and psychosocial measures. Complete information was available for 1422 out of a total of 1596 respondents.Categorical variables were analyzed using chi square and continuous variables were analyzed by t-tests. The four categories of time alone were compared using a mixed linear model controlling for clustering effects by study center. Girls who spent more time after school (> or = 2 hours per day, > or = 2 days per week) without adult supervision were more active than those with adult supervision (p = 0.01). Girls alone for > or = 2 hours after school, > or = 2 days a week, on average accrue 7.55 minutes more moderate to vigorous physical activity (MVPA) per day than do girls who are supervised (95% confidence interval ([C.I]). These results adjusted for ethnicity, parent's education, participation in the free/reduced lunch program, neighborhood resources, or available transportation. Unsupervised girls (n = 279) did less homework (53.1% vs. 63.3%), spent less time riding in a car or bus (48.0% vs. 56.6%), talked on the phone more (35.5% vs. 21.1%), and watched more television (59.9% vs. 52.6%) than supervised girls (n = 569). However, unsupervised girls also were more likely to be dancing (14.0% vs. 9.3%) and listening to music (20.8% vs. 12.0%) (p < .05). Girls in an unsupervised environment engaged in fewer structured activities and did not immediately do their homework, but they were more likely to be physically active than supervised girls. These results may have implications for parents, school, and community agencies as to how to structure activities in order to encourage teenage girls to be more physically active.

The relationship between unsupervised time after school and physical activity in adolescent girls

PubMed Central

Rushovich, Berenice R; Voorhees, Carolyn C; Davis, CE; Neumark-Sztainer, Dianne; Pfeiffer, Karin A; Elder, John P; Going, Scott; Marino, Vivian G

2006-01-01

Background Rising obesity and declining physical activity levels are of great concern because of the associated health risks. Many children are left unsupervised after the school day ends, but little is known about the association between unsupervised time and physical activity levels. This paper seeks to determine whether adolescent girls who are without adult supervision after school are more or less active than their peers who have a caregiver at home. Methods A random sample of girls from 36 middle schools at 6 field sites across the U.S. was selected during the fall of the 2002–2003 school year to participate in the baseline measurement activities of the Trial of Activity for Adolescent Girls (TAAG). Information was collected using six-day objectively measured physical activity, self-reported physical activity using a three-day recall, and socioeconomic and psychosocial measures. Complete information was available for 1422 out of a total of 1596 respondents. Categorical variables were analyzed using chi square and continuous variables were analyzed by t-tests. The four categories of time alone were compared using a mixed linear model controlling for clustering effects by study center. Results Girls who spent more time after school (≥2 hours per day, ≥2 days per week) without adult supervision were more active than those with adult supervision (p = 0.01). Girls alone for ≥2 hours after school, ≥2 days a week, on average accrue 7.55 minutes more moderate to vigorous physical activity (MVPA) per day than do girls who are supervised (95% confidence interval ([C.I]). These results adjusted for ethnicity, parent's education, participation in the free/reduced lunch program, neighborhood resources, or available transportation. Unsupervised girls (n = 279) did less homework (53.1% vs. 63.3%), spent less time riding in a car or bus (48.0% vs. 56.6%), talked on the phone more (35.5% vs. 21.1%), and watched more television (59.9% vs. 52.6%) than supervised girls (n = 569). However, unsupervised girls also were more likely to be dancing (14.0% vs. 9.3%) and listening to music (20.8% vs. 12.0%) (p < .05). Conclusion Girls in an unsupervised environment engaged in fewer structured activities and did not immediately do their homework, but they were more likely to be physically active than supervised girls. These results may have implications for parents, school, and community agencies as to how to structure activities in order to encourage teenage girls to be more physically active. PMID:16879750

Increasing caloric contribution from sugar-sweetened beverages and 100% fruit juices among US children and adolescents, 1988-2004.

PubMed

Wang, Y Claire; Bleich, Sara N; Gortmaker, Steven L

2008-06-01

We sought to document increases in caloric contributions from sugar-sweetened beverages and 100% fruit juice among US youth during 1988-2004. We analyzed 24-hour dietary recalls from children and adolescents (aged 2-19) in 2 nationally representative population surveys: National Health and Nutrition Examination Survey III (1988-1994, N = 9882) and National Health and Nutrition Examination Survey 1999-2004 (N = 10 962). We estimated trends in caloric contribution, type, and location of sugar-sweetened beverages and 100% fruit juice consumed. Per-capita daily caloric contribution from sugar-sweetened beverages and 100% fruit juice increased from 242 kcal/day (1 kcal = 4.2 kJ) in 1988-1994 to 270 kcal/day in 1999-2004; sugar-sweetened beverage intake increased from 204 to 224 kcal/day and 100% fruit juice increased from 38 to 48 kcal/day. The largest increases occurred among children aged 6 to 11 years ( approximately 20% increase). There was no change in per-capita consumption among white adolescents but significant increases among black and Mexican American youths. On average, respondents aged 2 to 5, 6 to 11, and 12 to 19 years who had sugar-sweetened beverages on the surveyed day in 1999-2004 consumed 176, 229, and 356 kcal/day, respectively. Soda contributed approximately 67% of all sugar-sweetened beverage calories among the adolescents, whereas fruit drinks provided more than half of the sugar-sweetened beverage calories consumed by preschool-aged children. Fruit juice drinkers consumed, on average, 148 (ages 2-5), 136 (ages 6-11), and 184 (ages 12-19) kcal/day. On a typical weekday, 55% to 70% of all sugar-sweetened beverage calories were consumed in the home environment, and 7% to 15% occurred in schools. Children and adolescents today derive 10% to 15% of total calories from sugar-sweetened beverages and 100% fruit juice. Our analysis indicates increasing consumption in all ages. Schools are a limited source for sugar-sweetened beverages, suggesting that initiatives to restrict sugar-sweetened beverage sales in schools may have an only marginal impact on overall consumption. Pediatricians' awareness of these trends is critical for helping children and parents target suboptimal dietary patterns that may contribute to excess calories and obesity.

Nutritional composition of school meals serving children from 7 to 36 months of age in municipal day-care centres in the metropolitan area of Curitiba, Paraná, Brazil.

PubMed

Retondario, Anabelle; Silva, Débora Letícia Frizzi; Salgado, Silvana Magalhães; Alves, Márcia Aurelina de Oliveira; Ferreira, Sila Mary Rodrigues

2016-06-01

The Brazilian National School Feeding Program (PNAE) seeks to meet student's nutritional needs during the period they remain in school. This study aimed to determine the nutritional composition of meals provided in municipal day-care centres serving children of 7-11 months (group A) and 12-36 months (group B) of age and to compare observed values with the PNAE's and dietary reference intakes' (DRI) recommendations. This cross-sectional study was conducted in 4 day-care centres in the metropolitan area of Curitiba, Paraná, Brazil, between June and November 2013. Food samples of six daily meals were collected during 20 non-consecutive days, totalling 120 samples. For each meal, average served and consumed portions were submitted for laboratory analysis of moisture, ash, proteins, lipids, carbohydrates, dietary fibre, Na, Ca and Fe and compared with the PNAE's and DRI's values. No statistically significant difference was found between age groups (P=0·793) regarding portion sizes and nutritional composition. The same menu was offered to both groups in 95 % of the meals (n 114), although the groups' nutritional needs were different. For group A, served meals met PNAE's recommendations for energy, carbohydrates, proteins, Na and Ca content, and consumed portions provided 70 % of the nutritional needs for carbohydrates, proteins and Ca. For group B, served portions complied with the PNAE's values for proteins, Na and Ca. Proteins and Na reached 70 % of the nutritional needs when consumed food was evaluated. School feeding in day-care centres partially meet PNAE's guidelines and children's nutritional requirements, contradicting the primary objective established by the national programme.

Negative and Positive Emotion Responses to Daily School Problems: Links to Internalizing and Externalizing Symptoms.

PubMed

Bai, Sunhye; Repetti, Rena L

2018-04-01

Examining emotion reactivity and recovery following minor problems in daily life can deepen our understanding of how stress affects child mental health. This study assessed children's immediate and delayed emotion responses to daily problems at school, and examined their correlations with psychological symptoms. On 5 consecutive weekdays, 83 fifth graders (M = 10.91 years, SD = 0.53, 51% female) completed brief diary forms 5 times per day, providing repeated ratings of school problems and emotions. They also completed a one-time questionnaire about symptoms of depression, and parents and teachers rated child internalizing and externalizing problems. Using multilevel modeling techniques, we assessed within-person daily associations between school problems and negative and positive emotion at school and again at bedtime. On days when children experienced more school problems, they reported more negative emotion and less positive emotion at school, and at bedtime. There were reliable individual differences in emotion reactivity and recovery. Individual-level indices of emotion responses derived from multilevel models were correlated with child psychological symptoms. Children who showed more negative emotion reactivity reported more depressive symptoms. Multiple informants described fewer internalizing problems among children who showed better recovery by bedtime, even after controlling for children's average levels of exposure to school problems. Diary methods can extend our understanding of the links between daily stress, emotions and child mental health. Recovery following stressful events may be an important target of research and intervention for child internalizing problems.

The UP4FUN Intervention Effect on Breaking Up Sedentary Time in 10- to 12-Year-Old Belgian Children: The ENERGY-Project.

PubMed

Verloigne, Maïté; Berntsen, Sveinung; Ridgers, Nicola D; Cardon, Greet; Chinapaw, Mai; Altenburg, Teatske; Brug, Johannes; Bere, Elling; De Bourdeaudhuij, Ilse; Van Lippevelde, Wendy; Maes, Lea

2015-05-01

There are currently no studies available reporting intervention effects on breaking up children's sedentary time. This study examined the UP4FUN intervention effect on objectively measured number of breaks in sedentary time, number of sedentary bouts (≥ 10 mins) and total and average amount of time spent in those sedentary bouts among 10- to 12-year-old Belgian children. The total sample included 354 children (mean age: 10.9 ± 0.7 years; 59% girls) with valid ActiGraph accelerometer data at pre- and posttest. Only few and small intervention effects were found, namely on total time spent in sedentary bouts immediately after school hours (4-6PM; β = -3.51mins) and on average time spent in sedentary bouts before school hours (6-8.30AM; β = -4.83mins) and immediately after school hours in favor of children from intervention schools (β = -2.71mins). Unexpectedly, girls from intervention schools decreased the number of breaks during school hours (8.30AM-4PM; β = -23.45breaks) and increased the number of sedentary bouts on a weekend day (β = +0.90bouts), whereas girls in control schools showed an increase in number of breaks and a decrease in number of bouts. In conclusion, UP4FUN did not have a consistent or substantial effect on breaking up children's sedentary time and these data suggest that more intensive and longer lasting interventions are needed.

Dietary Seaweed and Early Breast Cancer: A Randomized Trial

DTIC Science & Technology

2005-05-01

submitted to the American Journal of Clinical Nutrition . Our conclusions were that although 5 grams/day of seaweed, the average daily consumption in... Nutrition , Department of Medicine, Boston University School of Medicine, Boston, Massachusetts.4Process Development, Degussa Food Ingredients, Business Line... nutrition in Japan, a recommendation for increasing gious celebrations in precolonial times (23,24), and seaweeds seaweed consumption was included (17

"Two Exemptions and One Subsidy" (TEOS): Voices from a Grass-Roots School

ERIC Educational Resources Information Center

Dan, Wang

2008-01-01

Chaoyang township is one of the poorest townships in a national-level impoverished county in the southwest. Statistics show that the average per capita income for farming families was RMB1,931 per year in 2006. Before the highway came through the area, the residents of Chaoyang township had to walk for two whole days across mountain ranges to get…

Personal and Clinical Exercise-Related Attitudes and Behaviors of Freshmen U.S. Medical Students

ERIC Educational Resources Information Center

Frank, Erica; Galuska, Deborah A.; Elon, Lisa K.; Wright, Elsa H.

2004-01-01

To determine personal and clinical exercise-related attitudes and behaviors of freshmen U.S. medical students, we surveyed 1,906 entering freshman medical students (response rate=87%; average age=24 years) in 17 U.S. medical schools. Students reported a median of 45 min/day of exercise, 80 min/week each of mild and moderate exercise, and 100…

A STUDY OF THE MATURE WOMEN STUDENTS ATTENDING DAY CLASSES AT RIVERSIDE CITY COLLEGE DURING THE SPRING SEMESTER, 1964.

ERIC Educational Resources Information Center

SENSOR, PHYLLIS

THIS STUDY DEFINED A MATURE WOMAN AS BEING 25 YEARS OLD OR OLDER OR MARRIED. DATA WERE COLLECTED ON 225 MATURE WOMEN ATTENDING RIVERSIDE CITY COLLEGE DURING THE 1964 SPRING SEMESTER, INCLUDING DATE OF BIRTH, MARITAL STATUS, ACADEMIC SUCCESS, TEST SCORES, GRADE POINT AVERAGE, UNITS OF STUDY, MAJOR, AND SCHOOLS OF TRANSFER. A QUESTIONNAIRE WAS SENT…

Decreased quality of life and societal impact of cryopyrin-associated periodic syndrome treated with canakinumab: a questionnaire based cohort study.

PubMed

Mulders-Manders, Catharina M; Kanters, Tim A; van Daele, Paul L A; Hoppenreijs, Esther; Legger, G Elizabeth; van Laar, Jan A M; Simon, Anna; Hakkaart-van Roijen, Leona

2018-04-20

Cryopyrin-associated periodic syndrome (CAPS) is a rare disease. Knowledge on the quality of life (QoL) and the disease's societal impact is limited. Canakinumab is used in increasing frequency for the treatment of CAPS. Observational study in Dutch CAPS patients. Patients completed questionnaires regarding treatment with canakinumab at baseline and retrospectively. Quality of life was assessed using the EQ-5D-5L in adults and CHQ-PF50 in children. Impact on work and school was assessed. Caregivers' quality of life was assessed using the CarerQol. Mean quality of life scores during treatment with canakinumab were 0.769 (EQ-5D-5L), 51.1 (CHQ-P) and 57-1 (CHQ-M). Most patients experienced problems on the pain/discomfort dimension. Higher disease activity and the presence of complications negatively influenced QoL. Half of the patients with a paid job reported absenteeism from work due to CAPS, for an average of 8.7 days in a 4-week period. All schoolgoing patients (N = 5) reported absence from school due to CAPS, for an average of 2.9 days. Caregivers reported gaining a lot fulfillment from providing care for their family members. QoL during treatment is lower than in the general Dutch population. CAPS leads to productivity loss and absenteeism from school, and impacts the quality of life in informal caregivers.

Municipal solid waste generation in Kathmandu, Nepal.

PubMed

Dangi, Mohan B; Pretz, Christopher R; Urynowicz, Michael A; Gerow, Kenneth G; Reddy, J M

2011-01-01

Waste stream characteristics must be understood to tackle waste management problems in Kathmandu Metropolitan City (KMC), Nepal. Three-stage stratified cluster sampling was used to evaluate solid waste data collected from 336 households in KMC. This information was combined with data collected regarding waste from restaurants, hotels, schools and streets. The study found that 497.3 g capita(-1) day(-1) of solid waste was generated from households and 48.5, 113.3 and 26.1 kg facility(-1) day(-1) of waste was generated from restaurants, hotels and schools, respectively. Street litter measured 69.3 metric tons day(-1). The average municipal solid waste generation rate was 523.8 metric tons day(-1) or 0.66 kg capita(-1) day(-1) as compared to the 320 metric tons day(-1) reported by the city. The coefficient of correlation between the number of people and the amount of waste produced was 0.94. Key household waste constituents included 71% organic wastes, 12% plastics, 7.5% paper and paper products, 5% dirt and construction debris and 1% hazardous wastes. Although the waste composition varied depending on the source, the composition analysis of waste from restaurants, hotels, schools and streets showed a high percentage of organic wastes. These numbers suggest a greater potential for recovery of organic wastes via composting and there is an opportunity for recycling. Because there is no previous inquiry of this scale in reporting comprehensive municipal solid waste generation in Nepal, this study can be treated as a baseline for other Nepalese municipalities. Copyright © 2010 Elsevier Ltd. All rights reserved.

Corrigendum.

PubMed

2016-01-01

Jakubowski, T.L., Perron, T.J., and Teixeira, E. (2015). Rashes in school: Can they stay, or should they go? NASN School Nurse, 30(5): 274-282. (Original DOI: 10.1177/1942602X15596815)In the September 2015 issue of NASN School Nurse, the images for Lyme Disease and Spider bites were reversed. The correct order appears below.spnas;31/1/61/TABLE11942602X15621761T1table1-1942602X15621761Table 5.Bites/Stings in ChildrenDiagnosis(Bites, Stings, cutaneous infestations)Rash DescriptionSigns and SymptomsStay in School or Go Home?PhotoLyme Disease (Borrelia burgdorferi)Transmitted by deer tickErythema rash when present, "Bull's eye rash" distinct red borders with central clearing.Rash at site of bite but can have multiple rashesFever, joint pain, malaise, headache, single swollen joint usually knee usually accompany the rash.Not Contagious: Can stay at school.Incubation: 1-32 days median is 11 days. April through October with more than 50% of the cases presenting in June and July.Rocky Mountain Spotted Fever (RMSF) Rickettial infection transmitted by wood ticks.Characteristic spotted rash, maculopapular and sometimes petechial rash.Triad of fever, rash, and history of tick exposure, headache, vomiting, sore throatNot Contagious: Can stay at school.Rash initially appears on wrists and ankles and spreads to trunk within hours. Palms of hands and soles of feet are also involved.Incubation: Average time frame one week. Can range 2-14 days. August through September highest prevalence.Scabies(Mites)Papules and burrows, excoriation secondary to scratching.Intense itching especially at night. Commonly seen between the fingers and toes.Is Contagious: Should go home.Skin-to-skin contact. Mites can remain alive for > 2 days on clothing and bedding.Incubation: 4-6 weeksIf the child had it previously 1-4 days.*Can return to school with medical clearance.Bee stingsLocalized swelling, redness. If allergic can spread rapidly. Raised pink wheel.Pain, redness, swelling, hives if allergic, respiratory distress if highly allergic.Not Contagious: Can stay at school.Spider bitesLocalized redness, swelling, can spread if infection - cellulitis can occur.Pain, redness, swelling. Bites are commonly seen on thighs, buttocks and abdomen.Not Contagious: Can stay at school.Bed Bugs(Cimex Lectularius)Red itchy welts that appear in a row. Numerous bites appear as a red itchy wide spread rash. Often mistaken for mosquito bites.Red, itchy, swellingAppear on face neck and extremities, areas exposed during sleep.Not Contagious: Can stay at school.Incubation: Bites may not appear for several days after exposure.Flea BitesRed spots surrounded by reddened haloes.Red, itchy.Commonly seen on the feet and ankles.Not Contagious: Can stay at school. © 2015 The Author(s).

Lunch-time food source is associated with school hour and school day diet quality among Canadian children.

PubMed

Tugault-Lafleur, C N; Black, J L; Barr, S I

2018-02-01

There is limited research on the dietary behaviours of Canadian children at school, including where students obtain food from during school hours or whether lunch-time food source influences diet quality. Nationally representative cross-sectional data from 24-h dietary recalls were analysed from the 2004 Canadian Community Health Survey (n = 4589). Dietary outcomes included school hour and school day dietary intakes and School Healthy Eating Index (S-HEI) scores. Survey-weighted covariate-adjusted linear regression models examined differences in dietary outcomes across lunch-time food source groups. The majority of children (72.8%) reported bringing lunch from home, whereas fewer students obtained lunch from off-campus locations (11.6%), schools (9.6%) or skipped lunch (5.9%). Compared to off-campus lunches, home-packed lunches were significantly higher in fibre, vitamins A, D and C, thiamin, magnesium, iron, grains, vegetables and fruit, but lower in total calories, fat and calories from minimally nutritious foods. Average school hour diet quality required improvement for all age groups, although S-HEI scores did not differ significantly by lunch-time food source among 6-8-year-old children. However, for children age 9-17 years, bringing a home-packed lunch was associated with significantly higher S-HEI scores compared to students obtaining lunch from off-campus locations. After adjusting for age and sex, lunch-time food source was also significantly associated with whole day dietary quality. Although the nutritional quality of off-campus lunches was lower than home-packed lunches, the quality of foods was suboptimal, regardless of food source. Strategies are needed to enhance access to nutritious foods on campus and improve the nutritional quality of packed lunches, which supply the majority of lunch-time foods consumed by Canadian children. © 2017 The British Dietetic Association Ltd.

The Influence of Health Behaviors During Childhood on Adolescent Health Behaviors, Health Indicators, and Academic Outcomes Among Participants from Hawaii.

PubMed

Nigg, Claudio R; Amato, Katie

2015-08-01

Health behaviors during childhood may influence adolescent health behaviors and be related to other important outcomes, but no longitudinal research has examined this in a multicultural population in Hawaii to date. This study investigated if childhood moderate to vigorous physical activity (MVPA), fruit and vegetable consumption, and sedentary behavior influence adolescent (1) MVPA, fruit and vegetable consumption, and sedentary behavior; (2) body mass index (BMI) percentile, general health, and stress; and (3) school marks and school absenteeism. Three cohorts of public elementary school children (fourth to sixth graders) who participated in a state-mandated after-school program in 2004, 2005, and 2006 completed baseline (demographics, MVPA, fruit and vegetable consumption, and sedentary behavior) and 5-year follow-up surveys (demographics, MVPA, fruit and vegetable consumption, and sedentary behavior; BMI, general health, stress, school marks, and absenteeism; combined follow-up n = 334; 14.76 ± 0.87 years old; 55.1% female; 53% Asian, 19.8% Native Hawaiian/other Pacific Islander, 15.3% White, and 11.9% other). Regressions found that childhood MVPA (mean [m] = 45.42, standard deviation [SD] = 31.2 min/day) and fruit and vegetable consumption (m = 6.96, SD = 4.54 servings/day) predicted these behaviors in adolescence (m = 47.22, SD = 27.04 min/day and m = 4.63, SD = 3.03 servings/day, respectively, p < 0.05). Childhood sedentary behavior (m = 3.85, SD = 2.85 h/day)) predicted adolescent BMI percentile (m = 60.93, SD = 28.75, p < 0.05). Childhood fruit and vegetable consumption and sedentary behavior negatively predicted adolescent marks (B average, p < 0.05). Childhood health behaviors do influence adolescent health behaviors, some health outcomes, and some academic indicators in this population, especially childhood sedentary behavior, which underlines the importance of sedentary behavior interventions.

Changes in the Distribution of Atlantic Bluefin Tuna (Thunnus thynnus) in the Gulf of Maine 1979-2005

PubMed Central

Golet, Walter J.; Galuardi, Benjamin; Cooper, Andrew B.; Lutcavage, Molly E.

2013-01-01

The Gulf of Maine, NW Atlantic Ocean, is a productive, seasonal foraging ground for Atlantic bluefin tuna (Thunnus thynnus), but commercial landings of adult size classes were up to 40% below the allocated total allowable catch between 2004 to 2008 for the rod and reel, harpoon, and purse seine categories in the Gulf of Maine. Reduction in Atlantic bluefin tuna catches in the Gulf of Maine could represent a decline in spawning stock biomass, but given wide-ranging, complex migration patterns, and high energetic requirements, an alternative hypothesis is that their dispersal patterns shifted to regions with higher prey abundance or profitability, reducing availability to U.S. fishing fleets. This study fit generalized linear models to Atlantic bluefin tuna landings data collected from fishermen’s logbooks (1979-2005) as well as the distances between bluefin tuna schools and Atlantic herring ( Clupea harengus ), a primary prey species, to test alternative hypotheses for observed shifts in Atlantic bluefin tuna availability in the Gulf of Maine. For the bluefin model, landings varied by day of year, latitude and longitude. The effect of latitude differed by day of year and the effect of longitude differed by year. The distances between Atlantic bluefin tuna schools and Atlantic herring schools were significantly smaller (p<0.05) than would be expected from a randomly distributed population. A time series of average bluefin tuna school positions was positively correlated with the average number of herring captured per tow on Georges Bank in spring and autumn surveys respectively (p<0.01, r2=0.24, p<0.01, r2=0.42). Fishermen’s logbooks contributed novel spatial and temporal information towards testing these hypotheses for the bluefin tuna fishery. PMID:24069420

Changes in the distribution of atlantic bluefin tuna (Thunnus thynnus) in the Gulf of Maine 1979-2005.

PubMed

Golet, Walter J; Galuardi, Benjamin; Cooper, Andrew B; Lutcavage, Molly E

2013-01-01

The Gulf of Maine, NW Atlantic Ocean, is a productive, seasonal foraging ground for Atlantic bluefin tuna (Thunnus thynnus), but commercial landings of adult size classes were up to 40% below the allocated total allowable catch between 2004 to 2008 for the rod and reel, harpoon, and purse seine categories in the Gulf of Maine. Reduction in Atlantic bluefin tuna catches in the Gulf of Maine could represent a decline in spawning stock biomass, but given wide-ranging, complex migration patterns, and high energetic requirements, an alternative hypothesis is that their dispersal patterns shifted to regions with higher prey abundance or profitability, reducing availability to U.S. fishing fleets. This study fit generalized linear models to Atlantic bluefin tuna landings data collected from fishermen's logbooks (1979-2005) as well as the distances between bluefin tuna schools and Atlantic herring (Clupeaharengus), a primary prey species, to test alternative hypotheses for observed shifts in Atlantic bluefin tuna availability in the Gulf of Maine. For the bluefin model, landings varied by day of year, latitude and longitude. The effect of latitude differed by day of year and the effect of longitude differed by year. The distances between Atlantic bluefin tuna schools and Atlantic herring schools were significantly smaller (p<0.05) than would be expected from a randomly distributed population. A time series of average bluefin tuna school positions was positively correlated with the average number of herring captured per tow on Georges Bank in spring and autumn surveys respectively (p<0.01, r(2)=0.24, p<0.01, r(2)=0.42). Fishermen's logbooks contributed novel spatial and temporal information towards testing these hypotheses for the bluefin tuna fishery.

The similarities and differences of epidemic cycles of chronic obstructive pulmonary disease and asthma exacerbations.

PubMed

Johnston, Neil W

2007-12-01

The majority of chronic obstructive pulmonary disease (COPD) and asthma exacerbations in both children and adults are associated with respiratory viral infections and are cyclic in nature. Some variation in these cycles is associated with the timing of the appearance of respiratory viruses, particularly influenza and respiratory syncytial virus. Much more, however, is associated with signal events that are of either fixed or predictable timing. In children, asthma exacerbations reach epidemic levels following school return after the summer vacation and these are predominantly associated with rhinovirus infections. Although younger adults experience a rise in asthma exacerbations at this time, these are secondary to the epidemic in children. Older adults with either COPD or asthma experience only a slightly elevated risk of exacerbations after school return, and hospital presentations for pneumonia in any age group show only marginal increases at that time. Exacerbations of both COPD and adult asthma, with increasing risk with age, are at their highest average annual levels during the Christmas period. This effect appears to be independent of the timing of above average levels of influenza, RSV, parainfluenza, or adenovirus detections; however, hospitalization for respiratory tract infections in all age groups reaches high levels at the same time. Both the post-summer vacation asthma epidemic and the Christmas epidemic of COPD, asthma, and pneumonia are synchronous with the timing of signal events, the day of school return for the former and Christmas Day for the latter, and have been for several years. The agents responsible for the Christmas epidemic of respiratory diseases have not yet been identified. The differences between age and disease exacerbation patterns after school return and at Christmas suggest that either different agents are involved or that the response to a common agent is different between the two signal events.

Characteristics of School Campuses and Physical Activity Among Youth

PubMed Central

Cradock, Angie L.; Melly, Steven J.; Allen, Joseph G.; Morris, Jeffrey S.; Gortmaker, Steven L.

2009-01-01

Background Previous research suggests that school characteristics may influence physical activity. However, few studies have examined associations between school building and campus characteristics and objective measures of physical activity among middle school students. Methods Students from ten middle schools (n=248, 42% female, mean age 13.7 years) wore TriTrac-R3D accelerometers in 1997 recording measures of minute-by-minute physical movements during the school day that were then averaged over 15-minute intervals (n=16,619) and log-transformed. School characteristics, including school campus area, play area, and building area (per student) were assessed retrospectively in 2004–2005 using land-use parcel data, site visits, ortho-photos, architectural plans, and site maps. In 2006, linear mixed models using SAS PROC MIXED were fit to examine associations between school environmental variables and physical activity, controlling for potentially confounding variables. Results Area per enrolled student ranged from 8.8 to 143.7 m2 for school campuses, from 12.1 to 24.7 m2 for buildings, and from 0.4 to 58.9 m2 for play areas. Play area comprised from 3% to 62% of total campus area across schools. In separate regression models, school campus area per student (β=0.2244, p<0.0001); building area per student (β=2.1302, p<0.02); and play area per student (β=0.347, p<0.0001) were each directly associated with log-TriTrac-R3D vector magnitude. Given the range of area density measures in this sample of schools, this translates into an approximate 20% to 30% increase in average vector magnitude, or walking 2 extra miles over the course of a week. Conclusions Larger school campuses, school buildings, and play areas (per enrolled student) are associated with higher levels of physical activity in middle school students. PMID:17673097

Student motorcyclists' mobile phone use while driving in Vientiane, Laos.

PubMed

Phommachanh, Sysavanh; Ichikawa, Masao; Nakahara, Shinji; Mayxay, Mayfong; Kimura, Akio

2017-06-01

To investigate mobile phone use while driving among student motorcyclists in Laos, we conducted a school-based questionnaire survey in central Vientiane in May 2014. Of the 883 high school students who reported to drive motorcycles at least once a week, 40% have ever used phones while driving motorcycles in both sexes. Those phone users had longer driving exposures than non-users, with about half engaging in phone use while driving at least 2 days a week and 70% engaging for 1 min or longer on an average day. They reported not just talking on the phone while driving but operating the phone such as dialling and text-messaging. In some instances, phone use was reportedly involved in their past crash experiences. To formulate a sound policy on this emerging distracting behaviour among motorcyclists, its contribution to the occurrence of overall crashes among motorcyclists should be investigated.

Physical Activity Measurements: Lessons Learned from the Pathways Study

PubMed Central

Going, Scott B.

2015-01-01

High obesity rates in American Indian children led to Pathways, a randomized school and community-based childhood prevention study. Seven tribes, five universities, the NIH/NHLBI, and four elementary schools partnered. Increasing physical activity (PA) was an important intervention target. PA assessment was based on study objectives, feasibility, and tribal acceptance. A time-segmented analysis was also desired. Two methods were developed during pilot testing, a new PA questionnaire and accelerometry. Together, the methods provided qualitative and quantitative information and showed 3 of 4 sites were able to increase average daily PA, although overall the control versus intervention difference was not significant. The main limitation was inability to distinguish PA among individuals. Accelerometer size and some community concerns led to a protocol based on a single day of wearing time. Newer model triaxial accelerometers which are much smaller and allow sampling of multiple days of activity are recommended for future studies. PMID:20689391

Groundwater arsenic and education attainment in Bangladesh.

PubMed

Murray, Michael P; Sharmin, Raisa

2015-10-26

Thousands of groundwater tube wells serving millions of Bangladeshis are arsenic contaminated. This study investigates the effect of these wells on the education attainment and school attendance of youths who rely on those wells for drinking water. The analysis combines data from the 2006 Bangladesh Multiple Indicator Cluster Survey (2006 MICS) and the National Hydrochemical Survey (NHS) of Bangladeshi tube wells' contamination conducted between 1998 and 2000. The study uses multiple regression analysis to estimate the differences in education attainment and school attendance among the following: (i) youths who live where tube wells are safe, (ii) youths who live where tube wells are unsafe but who report drinking from an arsenic-free source, and (iii) youths who live where tube wells are unsafe but who do not report drinking from an arsenic-free source. Controlling for other determinants of education attainment and school attendance, young Bangladeshi males who live where tube wells are unsafe (by Bangladeshis standards) but who report drinking from arsenic-free sources are found to have the same education attainment (among 19- to 21-year-olds) and school attendance (among 6- to 10-year-olds), on average, as corresponding young Bangladeshi males who live where wells are safe. But young Bangladeshi males who live where tube wells are unsafe and who do not report drinking from an arsenic-free source attain, on average, a half-year less education (among 19- to 21-year-olds) and attend school, on average, five to seven fewer days a year (among 6- to 10-year-olds) than do other Bagladeshi males of those ages. The estimated effects for females are of the same sign but much smaller in magnitude. Bangladeshi public health measures to shift drinking from unsafe to safe wells not only advance good health but also increase males' education attainment.

Intermediate photovoltaic system application experiment operational performance report: Volume 5, for Beverly High School, Beverly, Mass.

NASA Astrophysics Data System (ADS)

1982-02-01

Performance data for the month of January, 1982 for a grid connected photovoltaic power supply in Massachusetts are presented. Data include: monthly and daily electrical energy produced; monthly and daily solar energy incident on the array; monthly and daily array efficiency; plots of energy produced as a function of power level, voltage, cell temperature and time of day; power conditioner input, output and efficiency for each of two individual units and for the total power conditioning system; photovoltaic system efficiency; capacity factor; PV system to load and grid to load energies and corresponding dollar values; daily energy supplies to the load by the PV system; daily PV system availability; monthly and hourly insolation; monthly and hourly temperature average; monthly and hourly wind speed; wind direction distribution; average heating and cooling degree days; number of freeze/thaw cycles; and the data acquisition mode and recording interval plot.

A food service intervention improves whole grain access at lunch in rural elementary schools.

PubMed

Cohen, Juliana F W; Rimm, Eric B; Austin, S Bryn; Hyatt, Raymond R; Kraak, Vivica I; Economos, Christina D

2014-03-01

Whole grain (WG) options are often limited in schools, which may impact rural, low-income students who rely on school meals for a substantial portion of their food intake. This study examined the changes in the availability and quantity of WG and refined grain foods offered in schools participating in the Creating Healthy, Active and Nurturing Growing-up Environments (CHANGE) study, a randomized, controlled intervention among rural communities (4 intervention and 4 control). Foods were assessed using production records, recipes, and nutrition labels from breakfast and lunch over 1 week during fall 2008 and spring 2009. Key informant interviews were conducted with school food service directors in the spring 2009. The CHANGE intervention schools significantly increased the average percent of school days WGs were offered (p = .047) and the amount of WGs offered/food item (ounces) at lunch compared with control schools (p = .02). There was a significant decrease in the percent of students with access to refined grains at lunch compared with control schools (p = .049), although there were no significant differences in WG availability during breakfast. The CHANGE schools improved WG availability, enabling student's WG consumption to be closer to national recommendations. © 2014, American School Health Association.

The cost of assistive devices for children with mobility limitation.

PubMed

Korpela, R A; Siirtola, T O; Koivikko, M J

1992-10-01

This study evaluated the costs of assistive devices for children with motor limitations at home, in day care, and in school, and the effect of diagnosis and severity of disabilities on costs. 201 children (mean age 7.4 years) who used 1274 various assistive devices (85.7% at home, 6.1% in day care, and 8.2% in school) were studied. The cost per device varied from $8.14 to $8138 with an average value of $539 per device. The distribution of costs per capita was unequal: 52.2% of children used 15.6% of total costs and 4.5% of children used 20.8% of total costs. The severity of motor impairment and the age of the child were the most important indicators associated with the need and cost of assistive devices. Assistive devices for basic needs, such as sitting, mobility, and personal hygiene, had a relatively low effect on costs in comparison with the high-technology devices, like powered wheelchairs and computers. Better cooperation with day care and school professionals, better assessment of needs, follow-up and recirculation of assistive devices are ways to promote rehabilitation services and partly solve the discrepancies between the costs of available technology and the resources to pay for it.

A Cross-sectional and Longitudinal Study of Travel by Walking Before and After School among Eighth Grade Girls

PubMed Central

Webber, Larry S.; Elder, John P.; Ward, Dianne; Evenson, Kelly R.; Dowda, Marsha; Chae, Soo Eun; Treuth, Margarita S.

2012-01-01

Purpose To examine “travel by walking” (TBW) before and after school among eighth grade girls. Methods Participants attended 36 middle schools from Arizona, Maryland, Minnesota, New Orleans, California and South Carolina participating in the Trial of Activity for Adolescent Girls (TAAG). The cross-sectional sample consisted of 3,076 eighth grade girls, and the longitudinal sample included 1,017 girls who participated in both 6th and 8th grades. Travel by walking before or after school status was determined from the 3-Day Physical Activity Recall (3DPAR). The main outcomes were body mass index (BMI) and physical activity, which was measured by accelerometry, estimated for total physical activity (light, moderate, vigorous) and moderate to vigorous physical activity (MVPA). Results Eighth grade girls who reported TBW had 4 more minutes (95% confidence interval ([CI], 2.1–6.1.) of MVPA before and after school than non-walkers, and 2 more minutes of MVPA (95% CI, 1.1–3.1) on an average weekday. In the longitudinal sample, girls who reported TBW before and after school in both 6th and 8th grades (consistent walkers) accumulated more minutes of MVPA for an average weekday than inconsistent walkers in both sixth (27 min.±2.2 vs. 25 min.±1.9; p=.03) and eighth grades (28 min.±2.6 vs. 25 min.±2.3; p=.003). There were no differences in BMI by walking status. Conclusions Adolescent girls who reported TBW before and after school accumulated more minutes of MVPA than non-walkers. Efforts to prevent the decline in walking to school in middle school girls could contribute to their overall physical activity. PMID:23174472

A cross-sectional and longitudinal study of travel by walking before and after school among eighth-grade girls.

PubMed

Saksvig, Brit I; Webber, Larry S; Elder, John P; Ward, Dianne; Evenson, Kelly R; Dowda, Marsha; Chae, Soo Eun; Treuth, Margarita S

2012-12-01

To examine "travel by walking" (TBW) before and after school among eighth-grade girls. Participants attended 36 middle schools from Arizona, Maryland, Minnesota, Louisiana, California, and South Carolina participating in the Trial of Activity for Adolescent Girls. The cross-sectional sample consisted of 3,076 eighth-grade girls, and the longitudinal sample included 1,017 girls who participated in both sixth and eighth grades. Before- or after-school TBW status was determined from the 3-Day Physical Activity Recall. The main outcomes were body mass index and physical activity, which was measured by accelerometry, estimated for total physical activity (light, moderate, vigorous) and moderate-to-vigorous physical activity (MVPA). Eighth-grade girls who reported TBW had 4 more minutes (95% confidence interval = 2.1-6.1) of MVPA before and after school than nonwalkers, and 2 more minutes of MVPA (95% confidence interval = 1.1-3.1) on an average weekday. In the longitudinal sample, girls who reported TBW before and after school in both sixth and eighth grades (consistent walkers) accumulated more minutes of MVPA for an average weekday than inconsistent walkers in both sixth (27 ± 2.2 vs. 25 ± 1.9 minutes; p = .03) and eighth (28 ± 2.6 vs. 25 ± 2.3 minutes; p = .003) grades. There were no differences in body mass index by walking status. Adolescent girls who reported TBW before and after school accumulated more minutes of MVPA than nonwalkers. Efforts to prevent the decline in walking to school in middle school girls could contribute to their overall physical activity. Copyright © 2012 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement.

PubMed

Reynolds, Arthur J; Richardson, Brandt A; Hayakawa, Momoko; Lease, Erin M; Warner-Richter, Mallory; Englund, Michelle M; Ou, Suh-Ruu; Sullivan, Molly

2014-11-26

Early childhood interventions have demonstrated positive effects on well-being. Whether full-day vs part-day attendance improves outcomes is unknown. To evaluate the association between a full- vs part-day early childhood program and school readiness, attendance, and parent involvement. End-of-preschool follow-up of a nonrandomized, matched-group cohort of predominantly low-income, ethnic minority children enrolled in the Child-Parent Centers (CPC) for the full day (7 hours; n = 409) or part day (3 hours on average; n = 573) in the 2012-2013 school year in 11 schools in Chicago, Illinois. The Midwest CPC Education Program provides comprehensive instruction, family-support, and health services from preschool to third grade. School readiness skills at the end of preschool, attendance and chronic absences, and parental involvement. The readiness domains in the Teaching Strategies GOLD Assessment System include a total of 49 items with a score range of 105-418. The specific domains are socioemotional with 9 items (score range, 20-81), language with 6 items (score range, 15-54), literacy with 12 items (score range, 9-104), math with 7 items (score, 8-60), physical health with 5 items (score range, 14-45), and cognitive development with 10 items (score range, 18-90). Full-day preschool participants had higher scores than part-day peers on socioemotional development (58.6 vs 54.5; difference, 4.1; 95% CI, 0.5-7.6; P = .03), language (39.9 vs 37.3; difference, 2.6; 95% CI, 0.6-4.6; P = .01), math (40.0 vs 36.4; difference, 3.6; 95% CI, 0.5-6.7; P = .02), physical health (35.5 vs 33.6; difference, 1.9; 95% CI, 0.5-3.2; P = .006), and the total score (298.1 vs 278.2; difference, 19.9; 95% CI, 1.2-38.4; P = .04). Literacy (64.5 vs 58.6; difference, 5.9; 95% CI, -0.07 to 12.4; P = .08) and cognitive development (59.7 vs 57.7; difference, 2.0; 95% CI, -2.4 to 6.3; P = .38) were not significant. Full-day preschool graduates also had higher rates of attendance (85.9% vs 80.4%; difference, 5.5; 95% CI, 2.6-8.4; P = .001) and lower rates of chronic absences (≥10% days missed; 53.0% vs 71.6%; difference, -18.6; 95% CI, -28.5 to -8.7; P = .001; ≥20% days missed; 21.2% vs 38.8%; difference -17.6%; 95% CI, -25.6 to -9.7; P < .001) but no differences in parental involvement. In an expansion of the CPCs in Chicago, a full-day preschool intervention was associated with increased school readiness skills in 4 of 6 domains, attendance, and reduced chronic absences compared with a part-day program. These findings should be replicated in other programs and contexts.

The High Cost of College: Is Tech Part of the Problem or the Solution?

ERIC Educational Resources Information Center

Waters, John K.

2012-01-01

The news these days is filled with headlines lamenting the high cost of college. Tuition and board at top schools now exceed $50,000 per year. Upon graduation, the average student is $25,250 in the red, according to a report from the Project on Student Debt, while the total of the nation's college debt now exceeds $1 trillion. So what exactly is…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Poenkae, A.

The weekly changes in ambient sulfur dioxide, nitrogen dioxide, and temperature were compared with the figures for respiratory infection in children and adults and for absenteeism from day-care centers (DCC), schools, and workplaces during a 1-year period in Helsinki. The annual average level of sulfur dioxide was 21 micrograms/m3 and of nitrogen dioxide 47 micrograms/m3; the average temperature was +3.1 degrees C. The levels of these pollutants and the temperature were significantly correlated with the number of upper respiratory infections reported from health centers. Low temperature also correlated with increased frequency of acute tonsillitis, of lower respiratory tract infection amongmore » DCC children, and of absenteeism from day-care centers, schools and workplaces. Furthermore, a significant association was found between levels of sulfur dioxide and absenteeism. After statistical standardization for temperature, no other correlations were observed apart from that between high levels of sulfur dioxide and numbers of upper respiratory tract infections diagnosed at health centers (P = 0.04). When the concentrations of sulfur dioxide were above the mean, the frequency of the upper respiratory tract infections was 15% higher than that during the periods of low concentration. The relative importance of the effects of low-level air pollution and low temperature on health is difficult to assess.« less

A cross-cultural comparison of sleep duration between US And Australian adolescents: the effect of school start time, parent-set bedtimes, and extracurricular load.

PubMed

Short, Michelle A; Gradisar, Michael; Lack, Leon C; Wright, Helen R; Dewald, Julia F; Wolfson, Amy R; Carskadon, Mary A

2013-06-01

To test whether sleep duration on school nights differs between adolescents in Australia and the United States and, if so, whether this difference is explained by cultural differences in school start time, parental involvement in setting bedtimes, and extracurricular commitments. Three hundred eighty-five adolescents aged 13 to 18 years (M = 15.57, SD = 0.95; 60% male) from Australia and 302 adolescents aged 13 to 19 years (M = 16.03, SD = 1.19; 35% male) from the United States. Adolescents completed the School Sleep Habits Survey during class time, followed by an 8-day sleep diary. After controlling for age and gender, Australian adolescents obtained an average of 47 minutes more sleep per school night than those in the United States. Australian adolescents were more likely to have a parent-set bedtime (17.5% vs. 6.8%), have a later school start time (8:32 a.m. vs. 7:45 a.m.), and spend less time per day on extracurricular commitments (1 h 37 min vs. 2 h 41 min) than their U.S. peers. The mediating factors of parent-set bedtimes, later school start times, and less time spent on extracurricular activities were significantly associated with more total sleep. In addition to biological factors, extrinsic cultural factors significantly affect adolescent sleep. The present study highlights the importance of a cross-cultural, ecological approach and the impact of early school start times, lack of parental limit setting around bedtimes, and extracurricular load in limiting adolescent sleep.

A social ecological assessment of physical activity among urban adolescents.

PubMed

Yan, Alice Fang; Voorhees, Carolyn C; Beck, Kenneth H; Wang, Min Qi

2014-05-01

To examine the physical, social and temporal contexts of physical activity, as well as sex variations of the associations among 314 urban adolescents. Three-day physical activity recall measured contextual information of physical activities. Logistic regressions and generalized estimating equation models examined associations among physical activity types and contexts, and sex differences. Active transportation was the most common physical activity. Home/neighborhood and school were the most common physical activity locations. School was the main location for organized physical activity. Boys spent more time on recreational physical activity, regardless of the social context, compared to girls. The average physical activity level was significantly lower for girls than for boys after school. Physical activity promotion interventions need to target physical activity environments and social contexts in a sex-specific manner.

A Food Service Intervention Improves Whole Grain Access at Lunch in Rural Elementary Schools

PubMed Central

Cohen, Juliana F. W.; Rimm, Eric B.; Austin, S. Bryn; Hyatt, Raymond R.; Kraak, Vivica I.; Economos, Christina D.

2015-01-01

Background Whole grain (WG) options are often limited in schools, which may impact rural, low-income students who rely on school meals for a substantial portion of their food intake. This study examined the changes in the availability and quantity of WG and refined grain foods offered in schools participating in the Creating Healthy, Active and Nurturing Growing-up Environments (CHANGE) study, a randomized, controlled intervention among rural communities (4 intervention and 4 control). Methods Foods were assessed using production records, recipes, and nutrition labels from breakfast and lunch over 1week during fall 2008 and spring 2009. Key informant interviews were conducted with school food service directors in the spring 2009. Results The CHANGE intervention schools significantly increased the average percent of school days WGs were offered (p =.047) and the amount of WGs offered/food item (ounces) at lunch compared with control schools (p = .02). There was a significant decrease in the percent of students with access to refined grains at lunch compared with control schools (p =.049), although there were no significant differences in WG availability during breakfast. Conclusions The CHANGE schools improved WG availability, enabling student's WG consumption to be closer to national recommendations. PMID:24443783

A case study of a vocabulary strategy in a high school class of special education students

NASA Astrophysics Data System (ADS)

Prevost, Jill K.

In the United States, almost 7000 students drop out of high school every day and the most common reason is academic failure. The economic, social, and emotional cost of dropping out of high school are enormous. Vocabulary knowledge is essential for students to grasp the concepts of a content area and there has been little research reported for scaffolding vocabulary learning in content classes. The purpose of this study was to investigate a vocabulary instructional strategy in a high school biology class. The research questions focused on understanding the vocabulary instructional strategy and student perception of the strategy. This was an evaluative case study using a convenience sample of a college preparatory biology class of special education students. Participants included eight males and two females who were identified as having learning, emotional or health disabilities with average to low average intelligence. Informal interviews, observations, school records, student and teacher artifacts and rich description were used for data triangulation. Analysis involved coding and grouping data by category, and identification of relationships between categories. Three themes emerged from this study: Students believed the strategy helped them to learn vocabulary, the strategy gave direction to instruction, and the strategy can be difficult to implement. The skill level of our future work force and the health of our society is linked to our nation's high school graduation rate. Development of instructional strategies that result in student academic success will improve our high school graduation rate which will result in positive social change.

Thermoregulatory responses and hydration practices in heat-acclimatized adolescents during preseason high school football.

PubMed

Yeargin, Susan Walker; Casa, Douglas J; Judelson, Daniel A; McDermott, Brendon P; Ganio, Matthew S; Lee, Elaine C; Lopez, Rebecca M; Stearns, Rebecca L; Anderson, Jeffrey M; Armstrong, Lawrence E; Kraemer, William J; Maresh, Carl M

2010-01-01

Previous researchers have not investigated the thermoregulatory responses to multiple consecutive days of American football in adolescents. To examine the thermoregulatory and hydration responses of high school players during formal preseason football practices. Observational study. Players practiced outdoors in late August once per day on days 1 through 5, twice per day on days 6 and 7, and once per day on days 8 through 10. Maximum wet bulb globe temperature averaged 23 +/- 4 degrees C. Twenty-five heat-acclimatized adolescent boys (age = 15 +/- 1 years, height = 180 +/- 8 cm, mass = 81.4 +/- 15.8 kg, body fat = 12 +/- 5%, Tanner stage = 4 +/- 1). We observed participants within and across preseason practices of football. Measures included gastrointestinal temperature (T(GI)), urine osmolality, sweat rate, forearm sweat composition, fluid consumption, testosterone to cortisol ratio, perceptual measures of thirst, perceptual measures of thermal sensation, a modified Environmental Symptoms Questionnaire, and knowledge questionnaires assessing the participants' understanding of heat illnesses and hydration. Results were analyzed for differences across time and were compared between younger (14-15 years, n = 13) and older (16-17 years, n = 12) participants. Maximum daily T(GI) values remained less than 40 degrees C and were correlated with maximum wet bulb globe temperature (r = 0.59, P = .009). Average urine osmolality indicated that participants generally experienced minimal to moderate hypohydration before (881 +/- 285 mOsmol/kg) and after (856 +/- 259 mOsmol/kg) each practice as a result of replacing approximately two-thirds of their sweat losses during exercise but inadequately rehydrating between practices. Age did not affect most variables; however, sweat rate was lower in younger participants (0.6 +/- 0.2 L/h) than in older participants (0.8 +/- 0.1 L/h) (F(1,18) = 8.774, P = .008). Previously heat-acclimatized adolescent boys (T(GI) < 40 degrees C) can safely complete the initial days of preseason football practice in moderate environmental conditions using well-designed practice guidelines. Adolescent boys replaced most sweat lost during practice but remained mildly hypohydrated throughout data collection, indicating inadequate hydration habits when they were not at practice.

Does Weather Matter? The Effect of Weather Patterns and Temporal Factors on Pediatric Orthopedic Trauma Volume

PubMed Central

Livingston, Kristin S.; Miller, Patricia E.; Lierhaus, Anneliese; Matheney, Travis H.; Mahan, Susan T.

2016-01-01

Objectives: Orthopaedists often speculate how weather and school schedule may influence pediatric orthopedic trauma volume, but few studies have examined this. This study aims to determine: how do weather patterns, day, month, season and public school schedule influence the daily frequency of pediatric orthopedic trauma consults and admissions? Methods: With IRB approval, orthopedic trauma data from a level 1 pediatric trauma center, including number of daily orthopedic trauma consults and admissions, were collected from July 2009 to March 2012. Historical weather data (high temperatures, precipitation and hours of daylight), along with local public school schedule data were collected for the same time period. Univariate and multivariate regression models were used to show the average number of orthopedic trauma consults and admissions as a function of weather and temporal variables. Results: High temperature, precipitation, month and day of the week significantly affected the number of daily consults and admissions. The number of consults and admissions increased by 1% for each degree increase in temperature (p=0.001 and p<0.001, respectively), and decreased by 21% for each inch of precipitation (p<0.001, p=0.006). Daily consults on snowy days decreased by an additional 16% compared to days with no precipitation. November had the lowest daily consult and admission rate, while September had the highest. Daily consult rate was lowest on Wednesdays and highest on Saturdays. Holiday schedule was not independently significant. Conclusion: Pediatric orthopedic trauma consultations and admissions are highly linked to temperature and precipitation, as well as day of the week and time of year. PMID:27990193

Does Weather Matter? The Effect of Weather Patterns and Temporal Factors on Pediatric Orthopedic Trauma Volume.

PubMed

Livingston, Kristin S; Miller, Patricia E; Lierhaus, Anneliese; Matheney, Travis H; Mahan, Susan T

2016-01-01

Orthopaedists often speculate how weather and school schedule may influence pediatric orthopedic trauma volume, but few studies have examined this. This study aims to determine: how do weather patterns, day, month, season and public school schedule influence the daily frequency of pediatric orthopedic trauma consults and admissions? With IRB approval, orthopedic trauma data from a level 1 pediatric trauma center, including number of daily orthopedic trauma consults and admissions, were collected from July 2009 to March 2012. Historical weather data (high temperatures, precipitation and hours of daylight), along with local public school schedule data were collected for the same time period. Univariate and multivariate regression models were used to show the average number of orthopedic trauma consults and admissions as a function of weather and temporal variables. High temperature, precipitation, month and day of the week significantly affected the number of daily consults and admissions. The number of consults and admissions increased by 1% for each degree increase in temperature (p=0.001 and p<0.001, respectively), and decreased by 21% for each inch of precipitation (p<0.001, p=0.006). Daily consults on snowy days decreased by an additional 16% compared to days with no precipitation. November had the lowest daily consult and admission rate, while September had the highest. Daily consult rate was lowest on Wednesdays and highest on Saturdays. Holiday schedule was not independently significant. Pediatric orthopedic trauma consultations and admissions are highly linked to temperature and precipitation, as well as day of the week and time of year.

34 CFR 300.11 - Day; business day; school day.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 2 2011-07-01 2010-07-01 true Day; business day; school day. 300.11 Section 300.11... CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.11 Day; business day; school day. (a) Day means calendar day unless otherwise indicated as business day or school day. (b) Business day...

[Analysis on sleep duration of 6-12 years old school children in school-day in 8 provinces, China].

PubMed

Shi, Wenhui; Zhai, Yi; Li, Weirong; Shen, Chong; Shi, Xiaoming

2015-05-01

To analyze the influencing factors for sleep duration of school children aged 6-12 years in school-day in 8 provinces in China. The cross sectional study was conducted among 20,603 children aged 6-12 years and selected through stratified random cluster sampling in 8 provinces (municipality and autonomous region) with different geographic characteristics and economic development level in China from September to November, 2010 to understand their sleep duration in school-day and related habits. t test and χ2 test were used to compare the sleep duration of the children. Multivariate stepwise logistic regression analysis was conducted to identify the influencing factors. The survey indicated that the daily average sleep duration of the children in school days was 9.11 hours. The proportions of the children with serious insufficient sleep, insufficient sleep and sufficient sleep were 32.82% (7,672/20,603), 39.70% (8,179/20,603) and 27.48% (5,662/20,603), the children's sleep duration declined with age, so did proportion of children with serious insufficient sleep. There were no sex, urban or rural area and household income level specific significant differences in sleep duration among the children surveyed, and there were no sex specific differences in the proportion of children with serious insufficient sleep, insufficient sleep and sufficient sleep, however, these proportions were statistically different between urban area and rural area and among the regions with different economic level. The proportions of children with serious insufficient sleep and sufficient sleep was higher in rural area than in urban area (χ2=59.96, χ2=45.47, P<0.05), while the proportion of children with insufficient sleep was lower in rural area than in urban area. In the economy developed region, the proportion of children with insufficient sleep was lowest, the difference was statistical significant. After adjusting for sex, weight, diet and exercise time, multivariate logistic regression analysis showed that the factors benefiting children to have 10 hours sleep every day included having high protein diet, exercise, high household economic status and living in urban area. The problem of school children having insufficient sleep was serious in China, especially in the rural area.

[Physical improvements and rising motivation following the "school style" technique in the residents of a nursing home].

PubMed

Shiota, Kozue; Goto, Shinichi; Tanenaga, Satoshi; Koyama, Keiko

2014-01-01

After five years of using our unique "school style" technique, we were able to increase the number of home discharges and decrease the number of days spent in the facility. In order to identify the factors underlying these results, a survey was conducted regarding changes of the physical and cognitive function while in the facility. The subjects included 41 patients who newly began using our facility. All subjects participated in both group and individual programs and were evaluated using the Mini Mental State Examination (MMSE), Frontal Assessment Battery at the bedside (FAB), Vitality Index and Functional Independence Measure (FIM) determined monthly starting the first day of entry into our facility. We compared the results using the Friedman test. The rate of participation in the group program was 81.9%. The average duration of participation in functional training as an individual program was 5.94 days, while that for Kumon learning therapy was 3.27 days. Effective improvements were noted in all four evaluation measurements: MMSE・FAB・Vitality Index・FIM. Improvements in the physical and cognitive function were obtained despite the status of the subjects as elderly individuals with chronic disease. Against this background, we applied interventions with rehabilitation using an intensive program for individuals and noted a pleasant experience during all activities in our unique "school style" protocol, which seeks to improve the subject's motivation. These factors are therefore important for improving the physical and cognitive function.

Acute effects of PM2.5 on lung function parameters in schoolchildren in Nanjing, China: a panel study.

PubMed

Xu, Dandan; Zhang, Yi; Zhou, Lian; Li, Tiantian

2018-03-17

The association between exposure to ambient particulate matter (PM) and reduced lung function parameters has been reported in many works. However, few studies have been conducted in developing countries with high levels of air pollution like China, and little attention has been paid to the acute effects of short-term exposure to air pollution on lung function. The study design consisted of a panel comprising 86 children from the same school in Nanjing, China. Four measurements of lung function were performed. A mixed-effects regression model with study participant as a random effect was used to investigate the relationship between PM 2.5 and lung function. An increase in the current day, 1-day and 2-day moving average PM 2.5 concentration was associated with decreases in lung function indicators. The greatest effect of PM 2.5 on lung function was detected at 1-day moving average PM 2.5 exposure. An increase of 10 μg/m 3 in the 1-day moving average PM 2.5 concentration was associated with a 23.22 mL decrease (95% CI: 13.19, 33.25) in Forced Vital Capacity (FVC), a 18.93 mL decrease (95% CI: 9.34, 28.52) in 1-s Forced Expiratory Volume (FEV 1 ), a 29.38 mL/s decrease (95% CI: -0.40, 59.15) in Peak Expiratory Flow (PEF), and a 27.21 mL/s decrease (95% CI: 8.38, 46.04) in forced expiratory flow 25-75% (FEF 25-75% ). The effects of PM 2.5 on lung function had significant lag effects. After an air pollution event, the health effects last for several days and we still need to pay attention to health protection.

Characterizing and predicting ultrafine particle counts in Canadian classrooms during the winter months: model development and evaluation.

PubMed

Weichenthal, Scott; Dufresne, André; Infante-Rivard, Claire; Joseph, Lawrence

2008-03-01

School classrooms are potentially important micro-environments for childhood exposures owing to the large amount of time children spend in these locations. While a number of airborne contaminants may be present in schools, to date few studies have examined ultrafine particle (0.02-1 microm) (UFP) levels in classrooms. In this study, our objective was to characterize UFP counts (cm(-3)) in classrooms during the winter months and to develop a model to predict such exposures based on ambient weather conditions and outdoor UFPs, as well as classroom characteristics such as size, temperature, relative humidity, and carbon dioxide levels. In total, UFP count data were collected on 60 occasions in 37 occupied classrooms at one elementary school and one secondary school in Pembroke, Ontario. On average, outdoor UFP levels exceeded indoor measures by 8989 cm(-3) (95% confidence interval (CI): 6382, 11596), and classroom UFP counts were similar at both schools with a combined average of 5017 cm(-3) (95% CI: 4300, 5734). Of the variables examined only wind speed and outdoor UFPs were important determinants of classrooms UFP levels. Specifically, each 10 km/h increase in wind speed corresponded to an 1873 cm(-3) (95% CI: 825, 2920) decrease in classroom UFP counts, and each 10000 cm(-3) increase in outdoor UFPs corresponded to a 1550 cm(-3) (95% CI: 930, 2171) increase in classroom UFP levels. However, high correlations between these two predictors meant that the independent effects of wind speed and outdoor UFPs could not be separated in multivariable models, and only outdoor UFP counts were included in the final predictive model. To evaluate model performance, classroom UFP counts were collected for 8 days at two new schools and compared to predicted values based on outdoor UFP measures. A moderate correlation was observed between measured and predicted classroom UFP counts (r=0.63) for both schools combined, but this relationship was not valid on days in which a strong indoor UFP source (electric kitchen stove) was active in schools. In general, our findings suggest that reasonable estimates of classroom UFP counts may be obtained from outdoor UFP data but that the accuracy of such estimates are limited in the presence of indoor UFP sources.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Weichenthal, Scott; Dufresne, Andre; Infante-Rivard, Claire

School classrooms are potentially important micro-environments for childhood exposures owing to the large amount of time children spend in these locations. While a number of airborne contaminants may be present in schools, to date few studies have examined ultrafine particle (0.02-1 {mu}m) (UFP) levels in classrooms. In this study, our objective was to characterize UFP counts (cm{sup -3}) in classrooms during the winter months and to develop a model to predict such exposures based on ambient weather conditions and outdoor UFPs, as well as classroom characteristics such as size, temperature, relative humidity, and carbon dioxide levels. In total, UFP countmore » data were collected on 60 occasions in 37 occupied classrooms at one elementary school and one secondary school in Pembroke, Ontario. On average, outdoor UFP levels exceeded indoor measures by 8989 cm{sup -3} (95% confidence interval (CI): 6382, 11 596), and classroom UFP counts were similar at both schools with a combined average of 5017 cm{sup -3} (95% CI: 4300, 5734). Of the variables examined only wind speed and outdoor UFPs were important determinants of classrooms UFP levels. Specifically, each 10 km/h increase in wind speed corresponded to an 1873 cm{sup -3} (95% CI: 825, 2920) decrease in classroom UFP counts, and each 10 000 cm{sup -3} increase in outdoor UFPs corresponded to a 1550 cm{sup -3} (95% CI: 930, 2171) increase in classroom UFP levels. However, high correlations between these two predictors meant that the independent effects of wind speed and outdoor UFPs could not be separated in multivariable models, and only outdoor UFP counts were included in the final predictive model. To evaluate model performance, classroom UFP counts were collected for 8 days at two new schools and compared to predicted values based on outdoor UFP measures. A moderate correlation was observed between measured and predicted classroom UFP counts (r=0.63) for both schools combined, but this relationship was not valid on days in which a strong indoor UFP source (electric kitchen stove) was active in schools. In general, our findings suggest that reasonable estimates of classroom UFP counts may be obtained from outdoor UFP data but that the accuracy of such estimates are limited in the presence of indoor UFP sources.« less

[Perception of parents about second hand smoke on the health of their children: an ethnographic study].

PubMed

de Carvalho Ribeiro, Fabiane Alves; de Moraes, Micaele Kedma Ribeiro; de Morais Caixeta, Joyce Cristina; da Silva, Jullieth Nadja; Lima, Amanda Sanches; Parreira, Samara Lamounier Santana; Fernandes, Viviane Lemos Silva

2015-12-01

To analyze the perception of parents about secondhand smoking in their children's health. Ethnographic qualitative and quantitative study. We sought the point of view and understanding of the parents that were active smokers in relation to environmental tobacco smoke (ETS) and secondhand smoking. Mothers and fathers who are active smokers and that live with their children from seven different public schools in the city of Anápolis, Midwest Brazil, were interviewed in the first semester of in a reserved room in the schools. A descriptive and qualitative analysis was carried out through the ethnography. 58 parents with an average time of smoking of 15.3 years and an average quantity of cigarettes smoked per day of 2 were interviewed. Among them, 59% didn't know what ETS was, and 60% stated knowing what a secondhand smoker was. However, when questioned about their children as secondhand smokers, 52% didn't consider them to be. Some parents knew some of the effects of secondhand smoking in the health of their children. However, the majority (52%) of them did not believe that their children would suffer any respiratory impairment or did not know about these impairments. Children were exposed to Environmental Tobacco Pollution in their residence if one considers parental duration of smoking and average of cigarettes smoked per day. There was a lack of knowledge of the parents about ETS, secondhand smoking and the evils that cigarettes could cause in the health of their children. Copyright © 2015 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.

[Relationship between nutritional status and school absenteeism among students in rural schools].

PubMed

Rodríguez-Escobar, Gilma; Vargas-Cruz, Sandra L; Ibáñez-Pinilla, Edgar; Matiz-Salazar, María I; Jörgen-Overgaard, Hans

2015-12-01

Objective To determine the nutritional status and prevalence of malnutrition and overweight in students in rural schools and their relationship with school absence rates. Methods Descriptive study carried out in 34 rural schools in Anapoima and La Mesa in 2013. A sample of 785 (82.4 %) students was selected by convenience sampling. The inclusion criteria were students registered for the period 2013 in grades 0-5 (ages 5-16) with parental consent and student assent. Weight and height of all subjects were taken. Overall absence rates and illness-related absence rates were recorded. Results 422 pupils were male (53.8 %) and 524 (66.8 %) had between 5-9 years old. A lower than average height for age occurred in 10.1 %(n=79) of the students. The thinness was recorded at 1.75 %(n=13), the overweight at 14.3 %(n=112) and the obesity at 4.5 %(n=45) of the students. The number of absence episodes per child per year due to any reason and due to disease was 5.7 and 1.4, respectively. Stunted growth and overweight students had a significantly higher number of absence days compared to students with adequate nutritional status (p <0.01). Stunted growth had the highest absence rates. Conclusions Malnutrition and obesity coexist in the study area. There is a significant relationship between school absence days (both general and illness-related) and stunting and overweight in students.

Physical activity and sedentary lifestyle among children from private and public schools in Northern Brazil.

PubMed

Oliveira, Thiara Castro de; Silva, Antônio Augusto Moura da; Santos, Cristiane de Jesus Nunes dos; Silva, Josenilde Sousa e; Conceição, Sueli Ismael Oliveira da

2010-12-01

To analyze factors associated with physical activity and the mean time spent in some sedentary activities among school-aged children. A cross-sectional study was carried out in a random sample of 592 schoolchildren aged nine to 16 years in 2005, in São Luís, Northern Brazil. Data were collected by means of a 24-Hour Physical Activity Recall Questionnaire, concerning demographic and socioeconomic variables, physical activities practiced and time spent in certain sedentary activities. Physical activities were classified according to their metabolic equivalents (MET), and a physical activity index was estimated for each child. Sedentary lifestyle was estimated based on time spent watching television, playing videogames and on the computer/internet. Chi square test was used to compare proportions. Linear regression analysis was used to establish associations. Estimates were adjusted for the effect of the sampling design. The mean of the physical activity index was 605.73 MET-min/day (SD = 509.45). School children that were male (coefficient=134.57; 95%CI 50.77; 218.37), from public schools (coefficient.= 94.08; 95%CI 12.54; 175.62 and in the 5th to 7th grade (coefficient.=95.01; 95%CI 8.10;181.92 presented higher indices than females, children from private schools and in the 8th to the 9th grade (p<0.05). On average, students spent 2.66 hours/day in sedentary activities. Time spent in sedentary activities was significantly lower for children aged nine to 11 years (coefficient.= -0.49 hr/day; 95%CI -0.88; -0.10) and in lower socioeconomic classes (coefficient.=-0.87; 95%CI -1.45;-0.30). Domestic chores (59.43%) and walking to school (58.43%) were the most common physical activities. Being female, in private schools and in the 8th to 9th grade were factors associated with lower levels of physical activity. Younger schoolchildren and those from low economic classes spent less time engaged in sedentary activities.

Environmental Assessment: Installation Development at Sheppard Air Force Base, Texas

DTIC Science & Technology

2007-05-01

column, or in topographic depressions. Water is then utilized by plants and is respired, or it moves slowly into groundwater and/or eventually to surface...water bodies where it slowly moves through the hydrologic cycle. Removal of vegetation decreases infiltration into the soil column and thereby...School District JP-4 jet propulsion fuel 4 kts knots Ldn Day- Night Average Sound Level Leq equivalent noise level Lmax maximum sound level lb pound

The Class "C" Survey 1995-96. Comparisons of Budgets, Levies and Enrollments of Class "C" Montana School Districts.

ERIC Educational Resources Information Center

Western Montana Coll., Dillon. Montana Rural Education Center.

This report presents data comparing budgets, levies, and enrollments of small, rural schools (Class "C") in Montana for fiscal year 1995-96. The average enrollment of 49 elementary schools was 136 students; the average enrollment of 50 high schools was 69. The average total enrollment of Class "C" schools was 195. Other data…

The Class "C" Survey 1994-95. Comparisons of Budgets, Levies and Enrollments of Class "C" Montana School Districts.

ERIC Educational Resources Information Center

Western Montana Coll., Dillon. Montana Rural Education Center.

This report presents data comparing budgets, levies, and enrollments of small, rural schools (Class "C") in Montana for fiscal year 1994-95. The average enrollment of 56 elementary schools was 136 students; the average enrollment of 56 high schools was 70 students. The average total enrollment of Class "C" schools was 190…

Associations between ozone, PM2.5, and four pollen types on emergency department pediatric asthma events during the warm season in New Jersey: a case-crossover study.

PubMed

Gleason, Jessie A; Bielory, Leonard; Fagliano, Jerald A

2014-07-01

Asthma is one of the most common chronic diseases among school-aged children in the United States. Environmental respiratory irritants exacerbate asthma among children. Understanding the impact of a variety of known and biologically plausible environmental irritants and triggers among children in New Jersey - ozone, fine particulate matter (PM2.5), tree pollen, weed pollen, grass pollen and ragweed - would allow for informed public health interventions. Time-stratified case-crossover design was used to study the transient impact of ozone, PM2.5 and pollen on the acute onset of pediatric asthma. Daily emergency department visits were obtained for children aged 3-17 years with a primary diagnosis of asthma during the warm season (April through September), 2004-2007 (inclusive). Bi-directional control sampling was used to select two control periods for each case for a total of 65,562 inclusion days. Since the period of exposure prior to emergency department visit may be the most clinically relevant, lag exposures were investigated (same day (lag0), 1, 2, 3, 4, and 5 as well as 3-day and 5-day moving averages). Multivariable conditional logistic regression controlling for holiday, school-in-session indicator, and 3-day moving average for temperature and relative humidity was used to examine the associations. Odds ratios are based on interquartile range (IQR) increases or 10 unit increases when IQR ranges were narrow. Single-pollutant models as well as multipollutant models were examined. Stratification on gender, race, ethnicity and socioeconomic status was explored. The associations with ozone and PM2.5 were strongest on the same day (lag0) of the emergency department visit (RR IQR=1.05, 95% CI 1.04-1.06) and (RR IQR=1.03, 95% CI 1.02-1.04), respectively, with a decreasing lag effect. Tree and weed pollen were associated with pediatric ED visits; the largest magnitudes of association was with the 5-day average (RR IQR=1.23, 95% CI 1.21-1.25) and (RR 10=1.13, 95% CI 1.12-1.14), respectively. Grass pollen was only minimally associated with the outcome while ragweed had a negative association. The ambient air pollutant ozone is associated with increases in pediatric emergency department asthma visits during the warm weather season. The different pollen types showed different associations with the outcome. High levels of tree pollen appear to be an important risk factor in asthma exacerbations. Copyright © 2014 Elsevier Inc. All rights reserved.

Demographic and Environmental Factors Associated With Successful Day School Treatment Program Outcomes.

PubMed

Rittner, Barbara; Nochajski, Thomas; Crofford, Rebekah; Chen, Ya-Ling

2015-01-01

In this study the authors examine the impact of admission characteristics of 105 students admitted to a day school treatment program on outcomes. Those who graduated, earned a general education diploma (GED), or were returned to a regular classroom setting were categorized as successful and those placed in a more restrictive settings (including detention), dropped out, or left the program with no known outcome were unsuccessful. The sample was largely male (n = 78, 74.3%), Caucasian (64%, n = 67), poor (53.4%), and entered in middle school or high school (73%). The majority (53.3%) had 4 or more prior educational placements before entering. They stayed in the program on average 2.5 years (SD = 2.17) with a range from 6 days through 10 years. Forty-three (41%) students were successfully discharged. Unsuccessfully discharged students dropped out (31.4%), placed in residential programs (19%), or were psychiatrically hospitalized (5.7%). At intake, 56 (53.3%) had a history of truancy, 38 (37.1%) had a PINS and 28 (26.7%) had been on probation. African Americans were approximately 73% less likely to succeed and were more likely to be from families meeting federal poverty guidelines and to live in single family households. Those who entered the program in grades K-6 or 10-12 were over 3 times more likely to succeed than students admitted in grades 7-9. Using logistic regression to assess the bivariate relationships of the demographic characteristics with successful discharge, race, admission while in grades 7-9, having both parents at home, and number of days in the program were significantly associated with success. Having externalizing behaviors, 5 or more prior placements, history of truancy, and contact with the juvenile justice system were associated with unsuccessful outcomes. Students with a history of being in the juvenile justice system were 87% less likely to succeed in the program. Implications for school social workers are discussed.

Trends in Personal Belief Exemption Rates Among Alternative Private Schools: Waldorf, Montessori, and Holistic Kindergartens in California, 2000–2014

PubMed Central

Bednarczyk, Robert A.; Richards, Jennifer L.; Allen, Kristen E.; Warraich, Gohar J.; Omer, Saad B.

2017-01-01

Objectives. To evaluate trends in rates of personal belief exemptions (PBEs) to immunization requirements for private kindergartens in California that practice alternative educational methods. Methods. We used California Department of Public Health data on kindergarten PBE rates from 2000 to 2014 to compare annual average increases in PBE rates between schools. Results. Alternative schools had an average PBE rate of 8.7%, compared with 2.1% among public schools. Waldorf schools had the highest average PBE rate of 45.1%, which was 19 times higher than in public schools (incidence rate ratio = 19.1; 95% confidence interval = 16.4, 22.2). Montessori and holistic schools had the highest average annual increases in PBE rates, slightly higher than Waldorf schools (Montessori: 8.8%; holistic: 7.1%; Waldorf: 3.6%). Conclusions. Waldorf schools had exceptionally high average PBE rates, and Montessori and holistic schools had higher annual increases in PBE rates. Children in these schools may be at higher risk for spreading vaccine-preventable diseases if trends are not reversed. PMID:27854520

Trends in Personal Belief Exemption Rates Among Alternative Private Schools: Waldorf, Montessori, and Holistic Kindergartens in California, 2000-2014.

PubMed

Brennan, Julia M; Bednarczyk, Robert A; Richards, Jennifer L; Allen, Kristen E; Warraich, Gohar J; Omer, Saad B

2017-01-01

To evaluate trends in rates of personal belief exemptions (PBEs) to immunization requirements for private kindergartens in California that practice alternative educational methods. We used California Department of Public Health data on kindergarten PBE rates from 2000 to 2014 to compare annual average increases in PBE rates between schools. Alternative schools had an average PBE rate of 8.7%, compared with 2.1% among public schools. Waldorf schools had the highest average PBE rate of 45.1%, which was 19 times higher than in public schools (incidence rate ratio = 19.1; 95% confidence interval = 16.4, 22.2). Montessori and holistic schools had the highest average annual increases in PBE rates, slightly higher than Waldorf schools (Montessori: 8.8%; holistic: 7.1%; Waldorf: 3.6%). Waldorf schools had exceptionally high average PBE rates, and Montessori and holistic schools had higher annual increases in PBE rates. Children in these schools may be at higher risk for spreading vaccine-preventable diseases if trends are not reversed.

Indoor and outdoor sources of size-resolved mass concentration of particulate matter in a school gym-implications for exposure of exercising children.

PubMed

Braniš, Martin; Safránek, Jiří; Hytychová, Adéla

2011-05-01

It has been noticed many times that schools are buildings with high levels of particulate matter concentrations. Several authors documented that concentrations of particulate matter in indoor school microenvironments exceed limits recommended by WHO namely when school buildings are situated near major roads with high traffic densities. In addition, exercise under conditions of high particulate concentrations may increase the adverse health effects, as the total particle deposition increases in proportion to minute ventilation, and the deposition fraction nearly doubles from rest to intense exercise. Mass concentrations of size-segregated aerosol were measured simultaneously in an elementary school gym and an adjacent outdoor site in the central part of Prague by two pairs of collocated aerosol monitors-a fast responding photometer DusTrak and a five stage cascade impactor. To encompass seasonal and annual differences, 89 days of measurements were performed during ten campaigns between 2005 and 2009. The average (all campaigns) outdoor concentration of PM(2.5) (28.3 μg m(-3)) measured by the cascade impactors was higher than the indoor value (22.3 μg m(-3)) and the corresponding average from the nearest fixed site monitor (23.6 μg m(-3)). Indoor and outdoor PM(2.5) concentrations exceeded the WHO recommended 24-h limit in 42% and 49% of the days measured, respectively. The correlation coefficient (r) between corresponding outdoor and indoor aerosol sizes increased with decreasing aerodynamic diameter of the collected particles (r = 0.32-0.87), suggesting a higher infiltration rate of fine and quasi-ultrafine particles. Principal component analysis revealed five factors explaining more than 82% of the data variability. The first two factors reflected a close association between outdoor and indoor fine and quasi-ultrafine particles confirming the hypothesis of high infiltration rate of particles from outdoors. The third factor indicated that human activity is the main source of indoor emission of coarse particles. The fourth factor involved only outdoor variables showing the resuspension of coarse ambient aerosol on dry and warm days without its seeming effect on the indoor coarse PM levels. Having in mind that high concentrations of both fine and coarse aerosol were frequently observed in the studied space, our results suggest that indoor exercise in polluted urbanized areas may increase the overall exposure and thus represent a potential health risk to young individuals during physical education at schools.

Teen at work: the burden of a double shift on daily activities.

PubMed

Teixeira, Liliane Reis; Fischer, Frida Marina; Nagai, Roberta; Turte, Samantha Lemos

2004-01-01

The purpose of this study was to the evaluate time spent by working and nonworking adolescents on daily activities (work, home duties, school, transportation, other activities, leisure, sleep, and naps). Twenty-seven students, 8 male workers, 8 female workers, 5 male nonworkers, and 6 female nonworkers, ages 14-18 yrs participated in the study. They attended evening classes Monday-Friday (19:00-22:30h) in a public school in the city of São Paulo, Brazil. The students answered a comprehensive questionnaire on the characterization of their life, work, and health conditions. Simultaneously, they wore actigraphs (Ambulatory Monitoring, Inc.) and completed a diary of their daily activities (time spent at work, on home duties, commuting, leisure, other activities) for a minimum of 10 to a maximum of 17 consecutive days. The means of the variables were tested for differences by a two-factor (work and sex) ANOVA and Student-t test applied to pair-wise samples (weekdays and weekends). The average duration during weekdays of working time was 7 h 09 min and home duties 0 h 48 min. As for commuting time, there was a work effect [F(1,23) = 4.9; p = 0.04]; mean commuting time was 2 h 22 min for workers (males and females) and 1 h 25 min for nonworkers. There was a significant difference between workers and nonworkers [F(1,23) = 4.6; p = 0.04] regarding extra-cirricular class activities; workers spent a mean of 3 min/day on them as opposed to 1 h 14 min by nonworkers. The average daily time spent on leisure activities by workers was 6h 31 min; whereas, for nonworkers it was 7h 38min. Time spent in school amounted to 2h 47min for workers in comparison to 3h 22min by nonworkers. There was a significant work effect upon sleep [F(1,23)= 10.0; p <0.01]. The work effect upon nighttime sleep duration was significant [F(1,23)= 16.7; p <0.01]. Male workers showed a mean night sleep of 6 h 57 min and female workers 07h 15min. The average nighttime sleep duration for nonworkers was 9 h 06 min. There was a significant interactive effect between work and sex [F(1,23)= 5.6; p=0.03] for naps. Female workers showed took shortest nap on average (36 min; SD = 26 min), and female nonworkers the longest naps (1 h 45min; SD= 35min). Study and employment exert significant impact on the life and activities of high school students. Work affects sleep and nap duration plus the amount of time spent in school and other extra-curricular activities.

Louisiana Public School Library Collection Assessment.

ERIC Educational Resources Information Center

Perritt, Patsy H.

During the 1991-92 school year, 109 public school library book collections in Louisiana were surveyed to determine the average ages of volumes in various categories, including all Dewey decimal numbers. Results showed that the average age of books in Louisiana public school libraries was 23.51 years in 1992. The average age of the computerized…

34 CFR 300.11 - Day; business day; school day.

Code of Federal Regulations, 2012 CFR

2012-07-01

... has the same meaning for all children in school, including children with and without disabilities... 34 Education 2 2012-07-01 2012-07-01 false Day; business day; school day. 300.11 Section 300.11... CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.11 Day; business day; school day. (a...

34 CFR 300.11 - Day; business day; school day.

Code of Federal Regulations, 2014 CFR

2014-07-01

... has the same meaning for all children in school, including children with and without disabilities... 34 Education 2 2014-07-01 2013-07-01 true Day; business day; school day. 300.11 Section 300.11... CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.11 Day; business day; school day. (a...

34 CFR 300.11 - Day; business day; school day.

Code of Federal Regulations, 2013 CFR

2013-07-01

... has the same meaning for all children in school, including children with and without disabilities... 34 Education 2 2013-07-01 2013-07-01 false Day; business day; school day. 300.11 Section 300.11... CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.11 Day; business day; school day. (a...

Rescuing Middle School Astronomy

NASA Astrophysics Data System (ADS)

Mayo, L. A.; Janney, D.

2010-12-01

There is a crisis in education at the middle school level (Spellings, 2006). Recent studies point to large disparities in middle school performance in schools with high minority populations. The largest disparities exist in areas of math and science. Astronomy has a universal appeal for K-12 students but is rarely taught at the middle school level. When it is taught at all it is usually taught in isolation with few references in other classes such as other sciences (e.g. physics, biology, and chemistry), math, history, geography, music, art, or English. The problem is greatest in our most challenged school districts. With scores in reading and math below national averages in these schools and with most state achievement tests ignoring subjects like astronomy, there is little room in the school day to teach about the world outside our atmosphere. Add to this the exceedingly minimal training and education in astronomy that most middle school teachers have and it is a rare school that includes any astronomy teaching at all. In this presentation, we show how to develop and offer an astronomy education training program for middle school teachers encompassing a wide range of educational disciplines that are frequently taught at the middle school level. The prototype for this program was developed and launched in two of the most challenged and diverse school systems in the country; D.C. Public Schools, and Montgomery County (MD) Public Schools.

Relative importance of school bus-related microenvironments to children's pollutant exposure.

PubMed

Behrentz, Eduardo; Sabin, Lisa D; Winer, Arthur M; Fitz, Dennis R; Pankratz, David V; Colome, Steven D; Fruin, Scott A

2005-10-01

Real-time concentrations of black carbon, particle-bound polycyclic aromatic hydrocarbons, nitrogen dioxide, and fine particulate counts, as well as integrated and real-time fine particulate matter (PM2.5) mass concentrations were measured inside school buses during long commutes on Los Angeles Unified School District bus routes, at bus stops along the routes, at the bus loading/unloading zone in front of the selected school, and at nearby urban "background" sites. Across all of the pollutants, mean concentrations during bus commutes were higher than in any other microenvironment. Mean exposures (mean concentration times time spent in a particular microenvironment) in bus commutes were between 50 and 200 times greater than those for the loading/unloading microenvironment, and 20-40 times higher than those for the bus stops, depending on the pollutant. Although the analyzed school bus commutes represented only 10% of a child's day, on average they contributed one-third of a child's 24-hr overall black carbon exposure during a school day. For species closely related to vehicle exhaust, the within- cabin exposures were generally dominated by the effect of surrounding traffic when windows were open and by the bus's own exhaust when windows were closed. Low-emitting buses generally exhibited high concentrations only when traveling behind a diesel vehicle, whereas high-emitting buses exhibited high concentrations both when following other diesel vehicles and when idling without another diesel vehicle in front of the bus. To reduce school bus commute exposures, we recommend minimizing commute times, avoiding caravanning with other school buses, using the cleanest buses for the longest bus routes, maintaining conventional diesel buses to eliminate visible emissions, and transitioning to cleaner fuels and advanced particulate control technologies as soon as possible.

Farm work-related injury among middle school students in rural China.

PubMed

Postel, M W; Jaung, M S; Chen, G; Yu, S; Stallones, L; Xiang, H

2009-04-01

Farm work-related injuries are considered an important issue facing rural area adolescents. However, little research has been done in developing countries, including China. This study evaluated agricultural work-related injuries among Chinese middle school adolescents, focusing on the potential association between farm work hours, sleep patterns, school-related stress, and farm work-related injuries. This cross-sectional study surveyed 1,551 middle school students in Hunan Province who reported working on farms. The surveys assessed their involvement in farm work, sleep patterns, school activities, and farm work-related injuries during a three-month recall period. The cumulative incidence of farm work-related injury was 15.6% among the 1187 students who reported working on a farm. Average days per month farming, number of pesticide applications per month, sleep disturbances, and school-related stress were significantly associated with farm work-related injuries (p < 0.05). Multivariable logistic regression analysis revealed that after adjusting for possible confounding effects of age, gender, and farm work days per month, sleep disturbance (less than 7 hours of sleep: OR = 2.36, 95% CI = 1.07-5.22; awakening at night and having trouble falling back to sleep: OR = 2.70, 95% CI = 1.36-5.37; having nightmares: OR = 2.24, 95% CI = 1.18-4.24) and school-related stress (difficult homework: OR = 2.45, 95% CI = 1.21-4.99; extra homework assigned often by parents: OR = 3.62, 95% CI = 1.88-6.97; and scolded/chastised by parents for poor school performance: OR = 2.53, 95% CI = 1.75-3.65) were statistically significant risk factors for farm work-related injuries (p < 0.05).

[Oral health among adolescents: aspects relating to hygiene, dental cavities and periodontal disease in the cities of Recife and Feira de Santana, Brazil].

PubMed

Nogueira dos Santos, Nilton Cesar; Alves, Tecia Daltro Borges; Freitas, Valéria Souza; Jamelli, Silvia Regina; Cavalcanti Sarinho, Emanuel Sávio

2007-01-01

To characterize the oral health in adolescents in the cities of Recife and Feira de Santana, Northeast Brazil by assessment of personal hygiene and dental cavities and periodontal disease. Forty adolescents between ten and eighteen years old were assessed through an exploratory study run in Recife in 2005. In Feira de Santana, 971 adolescents (twelve years old) were examined through a cross section study in 2002. It was assessed cavity status through the number of cavitied, missing and filled teeth, visible dental plaque, bleeding gums and periodontal status. The analysis was based on Chi-Square, Kruskall-Wallis and Fisher tests, with a confidence interval of 95%. The most of adolescents followed oral hygiene practices three times a day. The DMTF values presented a median of 1.5 in Recife and averages of 1.89 in state schools, 2.17 in municipal schools and 2.39 in private schools in Feira de Santana. The bleeding gum in Recife presented a median of 27%, and in Feira de Santana the healthy sextant averages of 4.36, 4.08 and 5.16 in state, municipal and private schools respectively. The frequency of the dental cavities was low, with most of the adolescents reporting good habits of oral hygiene and favorable periodontal conditions.

Examining communication- and media-based recreational sedentary behaviors among Canadian youth: results from the COMPASS study.

PubMed

Leatherdale, Scott T; Harvey, Amanda

2015-05-01

To examine the prevalence of different communication- and media-based sedentary behaviors and examine how they are associated with modifiable risk behaviors and key demographic correlates among a large sample of youth. Data from 23,031 grade 9 to grade 12 students in Year 1 (2012-2013) of the COMPASS study (Canada) were used to examine the prevalence of sedentary behaviors by gender and by grade. The between-school variance in sedentary behaviors was calculated and models were developed to examine how modifiable risk factors and demographic correlates were associated with sedentary behaviors. Youth averaged 494 (± 313) min/day of sedentary behavior and 96.7% of the sample exceeded the sedentary behavior guidelines of no more than 2h per day. Significant between-school random variation in the sedentary behaviors was identified. Substance use, weight status, ethnicity, and gender were the main predictors of the sedentary behaviors examined. The vast majority of youth in the COMPASS sample are considered highly sedentary. The evidence clearly suggests we need to develop more effective methods of intervening, that school-based programming is warranted, and that gender-specific programming may be required. Copyright © 2015 Elsevier Inc. All rights reserved.

A Paired Comparison of Initial and Recurrent Concussions Sustained by US High School Athletes Within a Single Athletic Season.

PubMed

Currie, Dustin W; Comstock, R Dawn; Fields, Sarah K; Cantu, Robert C

To compare initial and recurrent concussions regarding average number of days between concussions, acute concussion symptoms and symptom resolution time, and return to play time. High school athletes sustaining multiple concussions linked within sport seasons drawn from a large sports injury surveillance study. Retrospective analysis of longitudinal surveillance data. Number of days between concussions, number of symptoms endorsed, specific symptoms endorsed, symptom resolution time, return to play time. Median time between initial and recurrent concussions was 21 days (interquartile range = 10-43 days). Loss of consciousness, the only significant symptom difference, occurred more frequently in recurrent (6.8%) than initial (1.7%) concussions (P = .04). No significant difference was found in the number of symptoms (P = .84) or symptom resolution time (P = .74). Recurrent concussions kept athletes from play longer than initial concussions (P < .0001); 26.6% of recurrent concussions were season ending. We found that athletes' initial and recurrent concussions had similar symptom presentations and resolution time. Despite these similarities, athletes were restricted from returning to play for longer periods following a recurrent concussion, indicating clinicians are managing recurrent concussions more conservatively. It is probable that concussion recognition and management are superior now compared with when previous studies were published, possibly improving recurrent concussion outcomes.

Better Cash Management Can Reduce the Cost of the National Direct Student Loan Program. Report to the Congress by the Comptroller General of the United States.

ERIC Educational Resources Information Center

Comptroller General of the U.S., Washington, DC.

The Office of Education has allowed schools participating in the National Direct Student Loan Program to hold more than an annual average of $63 million in federal funds in excess of their 30-day needs. The General Accounting Office estimates that if the Treasury had this money it could save the government interest costs of as much as $4 million,…

Small Scale and School Culture: The Experience of Private Schools. ERIC Digest.

ERIC Educational Resources Information Center

Conway, George E.

It is a widely held perception in this country that private schools are superior to public schools. This digest examines school size and school culture as they relate to the high quality of education in private schools. The average private school is about half the size of the average public school. Reflecting Tonnies' (Ferdinand Tonnies, 1887)…

Evaluating the Recovery Curve for Clinically Assessed Reaction Time After Concussion.

PubMed

Del Rossi, Gianluca

2017-08-01

  A change in reaction time is one of various clinical measures of neurocognitive function that can be monitored after concussion and has been reported to be among the most sensitive indicators of cognitive impairment.   To determine the timeline for clinically assessed simple reaction time to return to baseline after a concussion in high school athletes.   Observational study.   Athletic training room.   Twenty-one high school-aged volunteers.   Participants completed 8 trials of the ruler-drop test during each session. Along with baseline measures, a total of 6 additional test sessions were completed over the course of 4 weeks after a concussion (days 3, 7, 10, 14, 21, and 28).   The mean reaction times calculated for all participants from each of the 7 test sessions were analyzed to assess the change in reaction time over the 7 time intervals.   After a concussion and compared with baseline, simple reaction time was, on average, 26 milliseconds slower at 48 to 72 hours postinjury (P < .001), almost 18 milliseconds slower on day 7 (P < .001), and about 9 milliseconds slower on day 10 (P < .001). Simple reaction time did not return to baseline levels until day 14 postinjury.   Clinically assessed simple reaction time appeared to return to baseline levels within a timeframe that mirrors other measures of cognitive performance (approximately 14 days).

[Television, advertising, and nutritional behavior of children].

PubMed

Schmitt, J; Voilquin, J P; Aubrège, A; Langinier, D

1989-06-01

The more and more prevalent misuse of custom of TV programs is a society's phenomenon, specially in the rich countries. This misuse is particularly dangerous for children, because of the implication of three factors: repercussion on health and familial climate, inauspicious impact of advertisings and nibling's phenomenon. Therefore, the children are manipulated, even if they keep a critical mind; in fact, they are very receptive, and by seduction-persuasion, they undergo an indoctrination according to the felt pleasure. In order to better understand the importance of this phenomenon day be day, an inquiry has been realised in school, near 509 pupils from 6 to 10 years old, in Moselle, and near they relatives, thanks to a questionnaire concerning the interdependance between TV, advertisings and nutritional behavior of children. The results demonstrate that more than 97% of children look at TV almost each day, the weekly average being about 25 hours, that's to say 2 H 40 the days with school and 5 H the free days. 75% of children practice the nibbling during the projection of programs. The power of advertising for foods is very strong: 75% of children eat them regularly. Then there is a defect of normal diet of children, under the pressure of a sure indoctrination induced by the advertisings. This is a social phenomenon capable to lead progressively to pathological consequences: obesity, cardio-vascular diseases, degenerative troubles.(ABSTRACT TRUNCATED AT 250 WORDS)

Physical activity, sedentary behavior, and academic performance in Finnish children.

PubMed

Syväoja, Heidi J; Kantomaa, Marko T; Ahonen, Timo; Hakonen, Harto; Kankaanpää, Anna; Tammelin, Tuija H

2013-11-01

This study aimed to determine the relationships between objectively measured and self-reported physical activity, sedentary behavior, and academic performance in Finnish children. Two hundred and seventy-seven children from five schools in the Jyväskylä school district in Finland (58% of the 475 eligible students, mean age = 12.2 yr, 56% girls) participated in the study in the spring of 2011. Self-reported physical activity and screen time were evaluated with questions used in the WHO Health Behavior in School-Aged Children study. Children's physical activity and sedentary time were measured objectively by using an ActiGraph GT1M/GT3X accelerometer for seven consecutive days. A cutoff value of 2296 counts per minute was used for moderate-to-vigorous physical activity (MVPA) and 100 counts per minute for sedentary time. Grade point averages were provided by the education services of the city of Jyväskylä. ANOVA and linear regression analysis were used to analyze the relationships among physical activity, sedentary behavior, and academic performance. Objectively measured MVPA (P = 0.955) and sedentary time (P = 0.285) were not associated with grade point average. However, self-reported MVPA had an inverse U-shaped curvilinear association with grade point average (P = 0.001), and screen time had a linear negative association with grade point average (P = 0.002), after adjusting for sex, children's learning difficulties, highest level of parental education, and amount of sleep. In this study, self-reported physical activity was directly, and screen time inversely, associated with academic achievement. Objectively measured physical activity and sedentary time were not associated with academic achievement. Objective and subjective measures may reflect different constructs and contexts of physical activity and sedentary behavior in association with academic outcomes.

A longitudinal daily diary study of family assistance and academic achievement among adolescents from Mexican, Chinese, and European backgrounds.

PubMed

Telzer, Eva H; Fuligni, Andrew J

2009-04-01

A longitudinal daily diary method was employed to examine the implications of family assistance for the academic achievement of 563 adolescents (53% female) from Mexican (n = 217), Chinese (n = 206), and European (n = 140) backgrounds during the high school years (mean age 14.9 years in 9th grade to 17.8 years in 12th grade). Although changes in family assistance time within individual adolescents were not associated with simultaneous changes in their Grade Point Averages (GPAs), increases in the proportion of days spent helping the family were linked to declines in the GPAs of students from Mexican and Chinese backgrounds. The negative implications of spending more days helping the family among these two groups was not explained by family background factors or changes in study time or school problems. These results suggest that the chronicity rather than the amount of family assistance may be difficult for adolescents from Mexican and Chinese backgrounds.

Self-esteem, perceived self-efficacy, consumption of tobacco and alcohol in secondary students from urban and rural areas of Monterrey, Nuevo León, México.

PubMed

Martínez Maldonado, Raúl; Pedrão, Luiz Jorge; Alonso Castillo, María Magdalena; López García, Karla Selene; Oliva Rodríguez, Nora Nely

2008-01-01

This study aimed to know the differences, if any, in the consumption of tobacco and alcohol among adolescents from urban and rural areas, and if self-esteem and self-efficacy are related to the consumption in these two groups of adolescents from secondary schools in urban and rural areas of Nuevo León México, from January to June in 2006. The study was based on the theoretical concepts of self-esteem, perceived self-efficacy and consumption of alcohol and tobacco. The design was descriptive and correlational with a sample of 359 students. A substantial difference was found in the consumption of tobacco among secondary students from urban and rural areas (U= 7513.50, p = .03). The average consumption in urban area was higher (average chi = .35) than in the rural area (average chi = .14). A negative and significant relation was found between the quantity of drinks consumed on a typical day and self-esteem (r s = - .23, p <.001), as well as for the quantity of cigarettes consumed on a typical day (r s = - .20, p <.001).

Characteristics of elementary school children's daily exposure to black carbon (BC) in Korea

NASA Astrophysics Data System (ADS)

Jeong, Hyeran; Park, Donguk

2017-04-01

A daily black carbon (BC) exposure assessment of forty 10-12 years-old children was conducted in the Seoul Metropolitan Area from August 2015 to January 2016. Each participant carried a micro-aethalometer to measure BC concentrations for 24 h while their whereabouts and microenvironments (MEs) were recorded via a time-activity diary (TAD) and follow-up interviews. Analysis of variance (ANOVA) was employed to compare average BC levels by potential risk factors including demographic, temporal, residential, and indoor/outdoor/transportation activity variables. The children's average daily exposure was 1.93 μg/m3, with a range of 0.2-85.43 μg/m3 (mean daily individual exposure ranges from 0.54 to 4.80 μg/m3). Even children attending the same elementary school reported BC exposures which differed by approximately 40%, primarily because of individually distinct time-activity patterns and the MEs with which each child interacted. On weekends (Saturdays and Sundays) (1.86 ± 2.50 μg/m3) and holidays (Saturdays, Sundays, and vacation) (1.71 ± 2.48 μg/m3), children were subject to reduced exposures to BC, likely due to decreased surrounding traffic volumes and different time-activity patterns on weekend days compared to on weekdays (from Mondays to Fridays) (1.95 ± 2.44 μg/m3) or school days (weekdays during the school semesters) (2.05 ± 2.43 μg/m3). Commuting in diesel vehicles (often to private academies) or in the subway, cooking, and environmental tobacco smoke were all found to elevate BC exposure. Likewise, proximity to traffic sources and parental indoor smoking contributed to the enhancement of residential BC concentrations. Our findings suggested a need to emplace proactive measures including diesel fleet regulation and smoking cessation campaigns to protect children from high levels of BC exposure.

A Study of the Relationships between Indicators of Georgia Alternative School Effectiveness and Measures of Student Success as Perceived by Alternative School Administrators

ERIC Educational Resources Information Center

Obleton, Eddie V.

2010-01-01

The purpose of this study was to investigate the relationships between Georgia alternative school administrators' perceptions of student success factors and the three domains of essential elements of effective alternative schools. The success factors included: dropout rate, average grade point average (GPA), average absences per student,…

Measuring Changes in Salaries and Wages in Public Schools: 1988 Edition. ERS School Management Reference Series.

ERIC Educational Resources Information Center

Educational Research Service, Arlington, VA.

The Educational Research Service annually reports an important statistical measure, the Composite Indicator of Changes in Average Salaries and Wages Paid by Public School Systems (CIC), which is designed to reflect overall changes in average salaries and wages paid by school systems in much the same way that the Dow Jones Average or the Standard…

Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week

ERIC Educational Resources Information Center

Anderson, D. Mark; Walker, Mary Beth

2015-01-01

School districts use a variety of policies to close budget gaps and stave off teacher layoffs and furloughs. More schools are implementing four-day school weeks to reduce overhead and transportation costs. The four-day week requires substantial schedule changes as schools must increase the length of their school day to meet minimum instructional…

School Attendance: Focusing on Engagement and Re-Engagement. Practice Notes

ERIC Educational Resources Information Center

Center for Mental Health in Schools at UCLA, 2011

2011-01-01

Every student absence jeopardizes the ability of students to succeed at school and schools to achieve their mission. School attendance is a constant concern in schools. Average daily attendance rates are a common determiner of school funding, so schools funded on the basis of average daily attendance have less resources to do the job. Students who…

Real-Time Polymerase Chain Reaction for Detection of Schistosoma DNA in Small-Volume Urine Samples Reflects Focal Distribution of Urogenital Schistosomiasis in Primary School Girls in KwaZulu Natal, South Africa

PubMed Central

Pillay, Pavitra; Taylor, Myra; Zulu, Siphosenkosi G.; Gundersen, Svein G.; Verweij, Jaco J.; Hoekstra, Pytsje; Brienen, Eric A. T.; Kleppa, Elisabeth; Kjetland, Eyrun F.; van Lieshout, Lisette

2014-01-01

Schistosoma haematobium eggs and Schistosoma DNA levels were measured in urine samples from 708 girls recruited from 18 randomly sampled primary schools in South Africa. Microscopic analysis of two 10-mL urine subsamples collected on three consecutive days confirmed high day-to-day variation; 103 (14.5%) girls had positive results at all six examinations, and at least one positive sample was seen in 225 (31.8%) girls. Schistosoma-specific DNA, which was measured in a 200-μL urine subsample by using real-time polymerase chain reaction, was detected in 180 (25.4%) cases, and levels of DNA corresponded significantly with average urine egg excretion. In concordance with microscopic results, polymerase chain reaction results were significantly associated with history of gynecologic symptoms and confirmed highly focal distribution of urogenital schistosomiasis. Parasite-specific DNA detection has a sensitivity comparable to single urine microscopy and could be used as a standardized high-throughput procedure to assess distribution of urogenital schistosomiasis in relatively large study populations by using small sample volumes. PMID:24470560

Cost of dengue cases in eight countries in the Americas and Asia: a prospective study.

PubMed

Suaya, Jose A; Shepard, Donald S; Siqueira, João B; Martelli, Celina T; Lum, Lucy C S; Tan, Lian Huat; Kongsin, Sukhontha; Jiamton, Sukhum; Garrido, Fàtima; Montoya, Romeo; Armien, Blas; Huy, Rekol; Castillo, Leticia; Caram, Mariana; Sah, Binod K; Sughayyar, Rana; Tyo, Karen R; Halstead, Scott B

2009-05-01

Despite the growing worldwide burden of dengue fever, the global economic impact of dengue illness is poorly documented. Using a common protocol, we present the first multicountry estimates of the direct and indirect costs of dengue cases in eight American and Asian countries. We conducted prospective studies of the cost of dengue in five countries in the Americas (Brazil, El Salvador, Guatemala, Panama, and Venezuela) and three countries in Asia (Cambodia, Malaysia, and Thailand). All studies followed the same core protocol with interviews and medical record reviews. The study populations were patients treated in ambulatory and hospital settings with a clinical diagnosis of dengue. Most studies were performed in 2005. Costs are in 2005 international dollars (I$). We studied 1,695 patients (48% pediatric and 52% adult); none died. The average illness lasted 11.9 days for ambulatory patients and 11.0 days for hospitalized patients. Among hospitalized patients, students lost 5.6 days of school, whereas those working lost 9.9 work days per average dengue episode. Overall mean costs were I$514 and I$1,394 for an ambulatory and hospitalized case, respectively. With an annual average of 574,000 cases reported, the aggregate annual economic cost of dengue for the eight study countries is at least I$587 million. Preliminary adjustment for under-reporting could raise this total to $1.8 billion, and incorporating costs of dengue surveillance and vector control would raise the amount further. Dengue imposes substantial costs on both the health sector and the overall economy.

School travel mode, parenting practices and physical activity among UK Year 5 and 6 children

PubMed Central

2014-01-01

Background School travel mode and parenting practices have been associated with children’s physical activity (PA). The current study sought to examine whether PA parenting practices differ by school travel mode and whether school travel mode and PA parenting practices are associated with PA. Methods 469 children (aged 9-11) wore accelerometers from which mean weekday and after-school (3.30 to 8.30 pm) minutes of moderate-to-vigorous intensity PA (MVPA) and counts per minute (CPM) were derived. Mode of travel to and from school (passive vs. active) and PA parenting practices (maternal and paternal logistic support and modelling behaviour) were child-reported. Results Children engaged in an average of 59.7 minutes of MVPA per weekday. Active travel to school by girls was associated with 5.9 more minutes of MVPA per day compared with those who travelled to school passively (p = 0.004). After-school CPM and MVPA did not differ by school travel mode. There was no evidence that physical activity parenting practices were associated with school travel mode. Conclusions For girls, encouraging active travel to school is likely to be important for overall PA. Further formative research may be warranted to understand how both parental logistic support and active travel decisions are operationalized in families as a means of understanding how to promote increased PA among pre-adolescent children. PMID:24739338

Measured sedentary time and physical activity during the school day of European 10- to 12-year-old children: the ENERGY project.

PubMed

van Stralen, Maartje M; Yıldırım, Mine; Wulp, Anouk; te Velde, Saskia J; Verloigne, Maïté; Doessegger, Alain; Androutsos, Odysseas; Kovács, Éva; Brug, Johannes; Chinapaw, Mai J M

2014-03-01

This study aims to describe the time devoted to sedentary and physical activities at school in five European countries and to examine differences according to country, sex, ethnicity, parental education and weight status. cross-European cross-sectional survey. Primary schoolchildren (n=1025) aged 10-12 years in Belgium, Greece, Hungary, the Netherlands, and Switzerland wore accelerometers for at least six consecutive days. Only weekdays were used for this study to calculate the percentages of school-time spent in sedentary activities and moderate to vigorous intensity activity. Trained research assistants measured height and weight. Sex and date of birth were self-reported by the child and parental education and ethnicity were parent-reported. European schoolchildren spent on average 65% of their time at school in sedentary activities and 5% on moderate to vigorous intensity activities, with small differences between countries. Girls spent a significant larger amount of school-time in sedentary activities (67%) than boys (63%; p<0.0001), and spent less time in moderate to vigorous intensity activities (4% versus 5%; p<0.001). Overweight children spent significantly less time in moderate to vigorous intensity activities (4%) than normal weight children (5%,p < 0.01) [corrected]. Parental education or ethnicity were not associated with time spent in sedentary or physical activities. European schoolchildren spend a small amount of their school-time in moderate to vigorous intensity activities and a large amount in sedentary activities, with small but significant differences across countries. Future interventions should target more physical activities and less sedentary time at school particularly in girls. Copyright © 2013 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

The Class "C" Survey 1991-92. Comparisons of Budgets, Levies, and Enrollments of Class "C" Montana School Districts.

ERIC Educational Resources Information Center

Western Montana Coll., Dillon. Montana Rural Education Center.

This report represents data collected by a mail survey comparing budgets, levies, and enrollments of small, rural schools (Class "C") in Montana for fiscal year 1991-1992. The average enrollment of 82 elementary schools was 128 students; the average enrollment of 82 high schools was 58. The average total enrollment of Class "C"…

A Case Study: Transitioning from a Five-Day School Week to a Four-Day School Week

ERIC Educational Resources Information Center

Duchscherer, Brian

2011-01-01

For over a century, most PK-12 schools across the United States have been using the same format of five days of school a week for approximately 9 months a year. The discussion of a four-day school week is being considered as many school districts try to balance their budgets each school year. Some schools in the past 30 years have begun changing…

PROVE Schools: The Extended School Day Program; A Study in Programming Philosophy & Direction.

ERIC Educational Resources Information Center

Erdman, Richard D.; Manning, Timothy J.

The paper describes the PROVE School, an alternative high school providing behavioral and academic programming using an extended school day concept for profoundly behavior disordered students in Proviso township, Maywood, Illinois. The extended day concept of crisis intervention (in which students are allowed to leave school for the day only when…

Behind the Match Process: Is There Any Financial Difference Lurking Below the Specialty of Choice?

PubMed

Oladeji, Lasun O; Raley, James A; Smith, Stephen; Perez, Jorge L; McGwin, Gerald; Ponce, Brent A

2016-12-01

The Match was developed in response to a chaotic residency selection process. While the match has remained relatively unchanged since it was introduced, the number of medical school graduates has increased at a rate outpacing the number of residency positions leading to a more competitive process for applicants. In May 2014, an 18-question mixed-response questionnaire was distributed to fourth year allopathic medical students via an E-mail distribution list for student affairs representatives. The individual surveys were accessible via SurveyMonkey and available for completion over the course of a 4-week period. Approximately 65.1 per cent of students performed at least one audition rotation and documented average expenditures of $2494 on housing, food, and transportation. The average applicant applied to 32 programs and attended 12 interviews while spending $4420 on the interview trail. Applicants for surgical programs applied to approximately 42 programs and attended 13 interviews compared with primary care applicants who averaged 23 programs (P < 0.001) and attended 12 interviews (P = 0.002). Surgical applicants averaged 20 days on the interview trail while spending $5500 ($423/interview) on housing, food, and transportation compared with primary care applicants averaged 19 days away from home (P < 0.05) and spending $3400 ($283/interview) on these same items (P < 0.001). The findings in our study indicate that the "Match process" contributes to the financial burden of graduating medical students and it is more expensive and time consuming for the candidates interested in surgical specialties.

The Role of Instructional Quality within School Sectors: A Multi-Level Analysis

ERIC Educational Resources Information Center

Miller, Saralyn J.

2013-01-01

On average, private school students outperform public school students on standardized tests. Research confirms these differences in student scores, but also shows that when student background characteristics are controlled, on average, public school students outperform private school students. Explaining achievement differences between sectors…

The Four-Day School Week. Revised.

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver.

This paper provides an overview of the 4-day school week being utilized by 36 school districts in Colorado. These districts, which tend to be rural and sparsely populated, schedule 7.5 hours per day for 144 days of school instead of the normal 6 hours for 180 days. Colorado law requires school districts to schedule 1,080 hours per year of…

A proof of the theorem regarding the distribution of lift over the span for minimum induced drag

NASA Technical Reports Server (NTRS)

Durand, W F

1931-01-01

The proof of the theorem that the elliptical distribution of lift over the span is that which will give rise to the minimum induced drag has been given in a variety of ways, generally speaking too difficult to be readily followed by the graduate of the average good technical school of the present day. In the form of proof this report makes an effort to bring the matter more readily within the grasp of this class of readers.

Effects of Auricular Acupressure Therapy on Primary Dysmenorrhea for Female High School Students in South Korea.

PubMed

Cha, Nam Hyun; Sok, Sohyune R

2016-09-01

To examine the effect of auricular acupressure therapy on primary dysmenorrhea among female high school students in South Korea. A randomized controlled trial was employed. The study sample consisted of 91 female high school students, with 45 participants in the experimental group and 46 in the control group in two regions of South Korea. The average age of the participants was 16.7 years, and the average age of menarche was 12.2 years. Auricular acupressure therapy including an auricular acupressure needle on skin paper tape was applied on an ear for 3 days during periods of extreme primary dysmenorrhea. The acupoint names were Jagung, Sinmun, Gyogam, and Naebunbi. For the placebo control group, only the skin paper tape without an auricular acupressure needle was applied on the same acupoints. Measures used were the Menstrual Distress Questionnaire to assess primary dysmenorrhea, and the visual analog scale to assess abdominal and back pain of participants. There were significant differences on abdominal pain (t = 24.594, p < .001), back pain (t = 22.661, p < .001), and primary dysmenorrhea (t = 32.187, p < .001) between the two groups. Auricular acupressure therapy decreased abdominal pain, back pain, and primary dysmenorrhea of female high school students in South Korea. Auricular acupressure therapy was an effective intervention for alleviating abdominal pain, back pain, and primary dysmenorrhea of female high school students in South Korea. For feasibility of the auricular acupressure therapy in practice, it is needed to train and learn the exact positions of acupoints in ear. Health providers should consider providing auricular acupressure therapy as an alternative method for reducing abdominal and back pain, and primary dysmenorrhea in female high school students in South Korea. © 2016 Sigma Theta Tau International.

Feasibility of school-based computer-assisted robotic gaming technology for upper limb rehabilitation of children with cerebral palsy.

PubMed

Preston, Nick; Weightman, Andrew; Gallagher, Justin; Holt, Raymond; Clarke, Michael; Mon-Williams, Mark; Levesley, Martin; Bhakta, Bipinchandra

2016-01-01

We investigated the feasibility of using computer-assisted arm rehabilitation (CAAR) computer games in schools. Outcomes were children's preference for single player or dual player mode, and changes in arm activity and kinematics. Nine boys and two girls with cerebral palsy (6-12 years, mean 9 years) played assistive technology computer games in single-user mode or with school friends in an AB-BA design. Preference was determined by recording the time spent playing each mode and by qualitative feedback. We used the ABILHAND-kids and Canadian Occupational Performance Measure to evaluate activity limitation, and a portable laptop-based device to capture arm kinematics. No difference was recorded between single-user and dual-user modes (median daily use 9.27 versus 11.2 min, p = 0.214). Children reported dual-user mode was preferable. There were no changes in activity limitation (ABILHAND-kids, p = 0.424; COPM, p = 0.484) but we found significant improvements in hand speed (p = 0.028), smoothness (p = 0.005) and accuracy (p = 0.007). School timetables prohibit extensive use of rehabilitation technology but there is potential for its short-term use to supplement a rehabilitation program. The restricted access to the rehabilitation games was sufficient to improve arm kinematics but not arm activity. Implications for Rehabilitation School premises and teaching staff present no obstacles to the installation of rehabilitation gaming technology. Twelve minutes per day is the average amount of time that the school time table permits children to use rehabilitation gaming equipment (without disruption to academic attendance). The use of rehabilitation gaming technology for an average of 12 minutes daily does not appear to benefit children's functional performance, but there are improvements in the kinematics of children's upper limb.

Middle and High School Students’ Exposure to Alcohol- and Smoking-Related Media: A Pilot Study Using Ecological Momentary Assessment

PubMed Central

Scharf, Deborah M.; Martino, Steven C.; Setodji, Claude M.; Staplefoote, B. Lynette; Shadel, William G.

2013-01-01

The goals of this study were to assess the feasibility of using Ecological Momentary Assessment (EMA) to measure adolescents’ exposure to alcohol and smoking-related media. A sample of 20 middle and high school students completed a two-week EMA protocol in which they monitored exposures to alcohol and smoking-related media. Results showed that adolescents were highly compliant with the study protocol. A total of 255 exposures to alcohol (67%) and smoking (33%) were captured, representing an average of 8.50 (5.82) alcohol-related media exposures and 4.25 (SD = 3.67) smoking-related media exposures and an average of per participant during the study period. Exposures tended to occur in the afternoon (52% alcohol; 54% smoking), at point of sale (44% alcohol; 65% smoking) and on days leading up to the weekend (57% alcohol; 57% smoking). Exposures were also likely in the presence of family (69% alcohol; 56% smoking). Overall, results of this small pilot provide preliminary evidence that EMA is a useful tool for tracking and characterizing middle and high school students’ real-world exposures to alcohol and smoking-related media. Future studies may suggest mechanisms by which media exposures lead to youth uptake of drinking and smoking behaviors. PMID:23772763

Alcohol Advertising on Boston's Massachusetts Bay Transportation Authority Transit System: An Assessment of Youths' and Adults' Exposure

PubMed Central

Nyborn, Justin A.; Wukitsch, Kimberly; Nhean, Siphannay

2009-01-01

Objectives. We investigated the frequency with which alcohol advertisements appeared on Massachusetts Bay Transportation Authority (MBTA) transit lines in Boston, MA, and we calculated adult and youths' exposure to the ads. Methods. We measured the nature and extent of alcohol advertisements on 4 Boston transit lines on 2 separate weekdays 1 month apart in June and July of 2008. We calculated weekday ad exposure for all passengers (all ages) and for Boston Public School student passengers (aged 11–18 years). Results. Alcohol ads were viewed an estimated 1 212 960 times across all Boston-area transit passengers during an average weekday, reaching the equivalent of 42.7% of that population. Alcohol ads were viewed an estimated 18 269 times by Boston Public School student transit passengers during an average weekday, reaching the equivalent of 54.1% of that population. Conclusions. Advertisers reached the equivalent of half of all Boston Public School transit passengers aged 11 to 18 years and the equivalent of nearly half of all transit passengers in the Boston area with an alcohol advertisement each day. Because of the high exposure of underage youths to alcohol advertisements, we recommend that the MBTA prohibit alcohol advertising on the Boston transit system. PMID:19890170

Illness absenteeism rates in primary and secondary schools in 2013-2014 in England: was there any impact of vaccinating children of primary-school age against influenza?

PubMed

Green, H K; Brousseau, N; Andrews, N; Selby, L; Pebody, R

2016-09-09

A phased introduction of routine influenza vaccination of healthy children was recommended in the UK in 2012, with the aim of protecting both vaccinated children and the wider population through reducing transmission. In the first year of the programme in 2013-2014, 4- to 11-year-olds were targeted in pilot areas across England. This study assesses if this was associated with school absenteeism, an important societal burden of influenza. During the spring 2014 term when influenza predominantly circulated, the proportion of absence sessions due to illness was compared between vaccination pilot and non-pilot areas for primary schools (to measure overall impact) and secondary schools (to measure indirect impact). A linear multilevel regression model was applied, adjusting for clustering within schools and potential school-level confounders, including deprivation, past absenteeism, and ethnicity. Low levels of influenza activity were reported in the community in 2013-2014. Primary schools in pilot areas had a significantly adjusted decrease in illness absenteeism of 0·05% relative to non-pilot schools; equivalent to an average of 4 days per school. In secondary schools, there was no significant indirect impact of being located in a pilot area on illness absenteeism. These insights can be used in conjunction with routine healthcare surveillance data to evaluate the full benefits of such a programme.

What are the key food groups to target for preventing obesity and improving nutrition in schools?

PubMed

Bell, A C; Swinburn, B A

2004-02-01

To determine differences in the contribution of foods and beverages to energy consumed in and out of school, and to compare consumption patterns between school canteen users and noncanteen users. Cross-sectional National Nutrition Survey, 1995. Australia. SUBJECTS ON SCHOOL DAYS: A total of 1656 children aged 5-15 y who had weekday 24-h dietary recall data. An average of 37% of total energy intake was consumed at school. Energy-dense foods and beverages such as fat spreads, packaged snacks, biscuits and fruit/cordial drinks made a greater contribution to energy intake at school compared to out of school (P< or =0.01). Fast foods and soft drinks contributed 11 and 3% of total energy intake; however, these food groups were mostly consumed out of school. Fruit intake was low and consumption was greater in school. In all, 14% of children purchased food from the canteen and they obtained more energy from fast food, packaged snacks, desserts, milk and confectionary (P< or =0.05) than noncanteen users. : Energy-dense foods and beverages are over-represented in the Australian school environment. To help prevent obesity and improve nutrition in schools, biscuits, snack bars and fruit/cordial drinks brought from home and fast food, packaged snacks, and confectionary sold at canteens should be replaced with fruit and water.

[Smartphone usage among adolescents].

PubMed

Körmendi, Attila

2015-01-01

Among our technological gadgets smartphones play the most important role, new generation devices offer other functions beyond calling (internet availability, computer games, music player, camera functions etc.) In everydays can be experienced that youth spend more and more time with their smartphones and despite the actuality of this issue there are no studies on the excessive smartphone usage in Hungary and we can find only a few international studies. Our goal is to examine smartphone usage in primary and secondary schools in Hajdu-Bihar county, Hungary and its relationship with personality traits. Our sample consist of 263 youth from primary and secondary schools. We measured the characteristics of smartphone using and attitudes with a Mobilephone Using Questionnare. Personality traits are measured with Impulsiveness, Venturesomeness, Empathy Scale. The Child Behavior Checklist gives information about peer relationships, mental state and emotions. Average phone using time is 4,48 hours per day regarding the whole sample. This mean for boys is 3,40 hour for girls 5,39 hour. Average phone using time is higher at 16 (6,35 hour per day). The most frequent used applications are calling and visiting community sites. There is no connection between phone using and grades. The smartphone using time per day shows a significant positive relationship with Impulsivity, Anxiety and Depression, Attention deficits and Somatic problems within 17-19 ages. One of the explanation of excessive smartphone using may be the frequent visiting of community sites. Mobile phones in this case raise the availability of addictive object (community site) therefore contribute to the development of community site addiction. The connection with impulsivity, somatic problems and attention deficits refer to the anxiety reducing role of smartphones within 17-19 ages.

School lunches v. packed lunches: a comparison of secondary schools in England following the introduction of compulsory school food standards.

PubMed

Stevens, Lesley; Nicholas, Jo; Wood, Lesley; Nelson, Michael

2013-06-01

To compare food choices and nutrient intakes of pupils taking a school lunch or a packed lunch in eighty secondary schools in England, following the introduction of the food-based and nutrient-based standards for school food. Cross-sectional data collected between October 2010 and April 2011. Pupils' lunchtime food choices were recorded over five consecutive days. Secondary schools, England. A random selection of 5925 pupils having school lunches and 1805 pupils having a packed lunch in a nationally representative sample of eighty secondary schools in England. The differences in the specific types of food and drink consumed by the two groups of pupils are typical of differences between a hot and cold meal. On average, school lunches as eaten contained significantly more energy, carbohydrate, protein, fibre, vitamin A, folate, Fe and Zn than packed lunches, and 8 % less Na. Although neither school lunches nor packed lunches provided the balance of nutrients required to meet the nutrient-based standards (based on about one-third of daily energy and nutrient requirements), school lunches generally had a healthier nutrient profile, with lower Na and percentage of energy from fat, and higher fibre and micronutrient content. These differences were greater than those reported prior to the introduction of compulsory standards for school lunches. In order to ensure more pupils have a healthy lunch, schools could introduce and enforce a packed lunch policy or make school meals the only option at lunchtime.

The Four-Day School Week: Impact on Student Academic Performance

ERIC Educational Resources Information Center

Hewitt, Paul M.; Denny, George S.

2011-01-01

Although the four-day school week originated in 1936, it was not widely implemented until 1973 when there was a need to conserve energy and reduce operating costs. This study investigated how achievement tests scores of schools with a four-day school week compared with schools with a traditional five-day school week. The study focused on student…

Using interviews and peer pairs to better understand how school environments affect young children's playground physical activity levels: a qualitative study.

PubMed

Parrish, Anne-Maree; Yeatman, Heather; Iverson, Don; Russell, Ken

2012-04-01

School break times provide a daily opportunity for children to be active; however, research indicates this time is underutilized. Reasons for low children's playground activity levels have primarily focused on physical barriers. This research aimed to contribute to physical environmental findings affecting children's playground physical activity levels by identifying additional variables through the interview process. Thirteen public schools were included in the sample (total 2946 children). Physical activity and environmental data were collected over 3 days. Environmental variables were manually assessed at each of the 13 schools. Observational data were used to determine which three schools were the most and least active. The principal, three teachers and 20 students in Grades 4-6 from these six schools (four lower and two average socioeconomic status) were invited to participate in the interview process. Student interviews involved the paired interview technique. The main themes generated from the school interviews included the effect of non-fixed equipment (including balls), playground markings, playground aesthetics, activity preference, clothing, the amount of break time available for play, teacher playground involvement, gender, bullying, school policies, student confidence in break-time activity and fundamental movement skills. The effect of bullying on playground physical activity levels was concerning.

Interpreting the Impact of the Four-Day School Week: An Examination of Performance before and after Switching to the Four-Day School Week

ERIC Educational Resources Information Center

Gower, Matthew Lee

2017-01-01

As four-day school weeks continue to gain popularity among school districts across the United States, determining the potential impact associated with the unconventional school week has become increasingly important (Johnson, 2013). The four-day school week has been credited with producing a number of potential benefits and consequences, but there…

Western Australian students' alcohol consumption and expenditure intentions for Schoolies.

PubMed

Jongenelis, Michelle I; Pettigrew, Simone; Biagioni, Nicole; Hagger, Martin S

2017-07-01

In Australia, the immediate post-school period (known as 'Schoolies') is associated with heavy drinking and high levels of alcohol-related harm. This study investigated students' intended alcohol consumption during Schoolies to inform interventions to reduce alcohol-related harm among this group. An online survey was administered to students in their senior year of schooling. Included items related to intended daily alcohol consumption during Schoolies, amount of money intended to be spent on alcohol over the Schoolies period, and past drinking behaviour. On average, participants (n=187) anticipated that they would consume eight standard drinks per day, which is substantially higher than the recommended maximum of no more than four drinks on a single occasion. Participants intended to spend an average of A$131 on alcohol over the Schoolies period. Although higher than national guidelines, intended alcohol consumption was considerably lower than has been previously documented during Schoolies events. The substantial amounts of money expected to be spent during Schoolies suggest this group has adequate spending power to constitute an attractive target market for those offering alternative activities that are associated with lower levels of alcohol-related harm.

[Validity and reproducibility of an Internet-based questionnaire (Web-CAAFE) to evaluate the food consumption of students aged 7 to 15 years].

PubMed

Jesus, Gilmar Mercês de; Assis, Maria Alice Altenburg de; Kupek, Emil

2017-06-05

The study evaluated the validity and reproducibility of the food consumption section of the questionnaire Food Intake and Physical Activity of School Children (Web-CAAFE), an Internet-based software for the qualitative measurement of food consumption by recalling the previous day. A total of 390 students in grades 2 to 5 (7 to 15 years) of a semi-integral public school participated in the study. The validity was tested by comparing the report in the Web-CAAFE and the direct observation of food consumed in the school in the previous day. The reproducibility was evaluated in a sub-sample of 92 schoolchildren, by comparing repeated reports in the Web-CAAFE on the same day. Probabilities of accuracy in the Web-CAAFE report in relation to the observation (matches, omissions and intrusions and respective 95% confidence intervals) among seven food groups were estimated through multinomial logistic regression. The average for the match rate was 81.4% (variation: 62% sweets and 98% beans); for the omission rate was 16.2% (variation between 2.1% dairy products and 28.5% sweets); for the intrusion rate was 7.1% (variation between 1.3% beans and 13.8% cereals). Sweets, cereals and processed foods, snack foods and fried foods simultaneously exhibited higher rates of omission and intrusion. Students 10 years of age or older had lower probabilities of intruding food items. There were no significant variations in the accuracy of the report between repeated measures. The Web-CAAFE was a valid and reliable instrument for the evaluation of food consumption, when applied to students in grades 2 to 5 of public schools.

Total Quality Management (TQM) Practices and School Climate amongst High, Average and Low Performance Secondary Schools

ERIC Educational Resources Information Center

Ismail, Siti Noor

2014-01-01

Purpose: This study attempted to determine whether the dimensions of TQM practices are predictors of school climate. It aimed to identify the level of TQM practices and school climate in three different categories of schools, namely high, average and low performance schools. The study also sought to examine which dimensions of TQM practices…

Reduction of pediatric pedestrian hazardous road conditions in a school drop-off zone using video review.

PubMed

Abd El-Shafy, Ibrahim; Savino, Jillian; Christopherson, Nathan A M; Prince, Jose M

2017-11-01

In 2012, 76,000 pedestrians were struck by motor vehicles. This resulted in 20% of all pediatric mortalities between the ages of 5 and 15. We hypothesize that children are exposed to increased risk as pedestrians to motor vehicle injury when arriving to school and that identification of these hazards would improve targeting of injury prevention efforts. Within a county containing 355 public schools, we identified a primary school with 588 students located in an urban setting with concerns for a high-risk traffic environment. Field surveys observed traffic patterns and established an optimal surveillance period 30 minutes before school. Three observation periods, from two discreet and blinded locations, were conducted from January to March 2016. Videos were evaluated by two independent reviewers to identify and score quantifiable hazards. Three controlled observations were conducted on non-school days, followed by three post-intervention observations from October to December 2016. Comparison was made using Student's t test. Data was analyzed using SAS version 9.4 (SAS Institute Inc., Cary, NC). We identified nine safety hazards including double parking (29.3 ± 5.5), dropping off in a bus stop (23.3 ± 7.6), and jaywalking (9.3 ± 3.1). Combining all hazards seen in each observation resulted in an overall hazard average of 83.0 ± 3.6 events/period. Comparing control periods to school observation identified significantly increased hazard events on school days (p < 0.0001). Targeted safety intervention demonstrated a 26% reduction in hazard events (p < 0.0005). We identified the most common hazards associated with children arriving at a primary school in an urban setting, used our analysis to develop an intervention, and demonstrated the impact of our intervention. Our novel use of video review to identify hazards provides a metric against which the impact of pedestrian road safety interventions might be measured. Epidemiological, level II; Therapeutic, level IV.

Challenges and lessons learned from implementing a risk-based approach to school advice and closure during the containment phase of the 2009 influenza pandemic in the West Midlands, England.

PubMed

Awofisayo, A; Ibbotson, S; Smith, G E; Janmohamed, K; Mohamed, H; Olowokure, B

2013-07-01

School closure as a social distancing measure was used in some countries during the initial phases of the influenza A(H1N1)pdm09 pandemic. The objective of this paper is to describe the use of a risk-based approach to public health interventions for schools during the 'containment phase' of the pandemic and to describe lessons learnt. The development of a framework for risk assessment and decision-making to determine school closures in the West Midlands, England, during the 'containment phase' of influenza A(H1N1)pdm09 pandemic is described. Using the framework developed during the 'containment phase', assessments were conducted for 344 educational institutions who reported confirmed cases or 'particularly high absenteeism'. Of these, 209 (60%) had confirmed cases and 65 were closed, mainly for public health or operational reasons. Schools were closed on an individual basis, during the most intense period of the pandemic and for an average period of six days (maximum 11 days). The risk-based approach evolved as experience and knowledge of influenza A(H1N1)pdm09 pandemic virus increased, however some decisions were difficult to communicate to parents, schools and stakeholders particularly when the number of schools affected escalated and the pandemic response phases changed. The management of school closures is an 'uncertain art'. Numerous challenges and lessons were identified in attempting, during the containment phase of the influenza A(H1N1)pdm09 pandemic, to ensure consistency and transparency in an increasingly complex process. The overall approach described could be further developed to improve decision-making for infectious diseases in schools. Copyright © 2013 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Job requirements compared to dental school education: impact of a case-based learning curriculum.

PubMed

Keeve, Philip L; Gerhards, Ute; Arnold, Wolfgang A; Zimmer, Stefan; Zöllner, Axel

2012-01-01

Case-based learning (CBL) is suggested as a key educational method of knowledge acquisition to improve dental education. The purpose of this study was to assess graduates from a patient-oriented, case-based learning (CBL)-based curriculum as regards to key competencies required at their professional activity. 407 graduates from a patient-oriented, case-based learning (CBL) dental curriculum who graduated between 1990 and 2006 were eligible for this study. 404 graduates were contacted between 2007 and 2008 to self-assess nine competencies as required at their day-to-day work and as taught in dental school on a 6-point Likert scale. Baseline demographics and clinical characteristics were presented as mean ± standard deviation (SD) for continuous variables. To determine whether dental education sufficiently covers the job requirements of physicians, we calculated the mean difference ∆ between the ratings of competencies as required in day-to-day work and as taught in medical school by subtracting those from each other (negative mean difference ∆ indicates deficit; positive mean difference ∆ indicates surplus). Spearman's rank correlation coefficient was calculated to reveal statistical significance (statistical significance p<0.05). 41.6% recipients of the questionnaire responded (n=168 graduates). A homogeneous distribution quantity of the graduate groups concerning gender, graduation date, professional experience and average examination grade was achieved.Comparing competencies required at work and taught in medical school, CBL was associated with benefits in "Research competence" (∆+0.6) "Interdisciplinary thinking" (∆+0.47), "Dental medical knowledge" (∆+0.43), "Practical dental skills" (∆+0.21), "Team work" (∆+0.16) and "Independent learning/working" (∆+0.08), whereas "Problem-solving skills" (∆-0.07), "Psycho-social competence" (∆-0.66) and "Business competence" (∆-2.86) needed improvement in the CBL-based curriculum. CBL demonstrated benefits with regard to competencies which were highly required in the job of dentists. Psycho-social and business competence deserve closer attention in future curricular development.

Is the Four-Day School Week Detrimental to Student Success?

ERIC Educational Resources Information Center

Tharp, Timothy W.; Matt, John; O'Reilly, Frances L.

2016-01-01

School districts across the United States are implementing four-day school weeks. This study looks at the relationship between student achievement in the four-day school week compared to student achievement in the five-day school week. This analysis focused on a common criteria referenced test given to all students over a period of seven years in…

Accelerometry-Derived Physical Activity of First through Third Grade Children during the Segmented School Day

ERIC Educational Resources Information Center

Weaver, R. Glenn; Crimarco, Anthony; Brusseau, Timothy A.; Webster, Collin A.; Burns, Ryan D.; Hannon, James C.

2016-01-01

Background: Schools should provide children 30 minutes/day of moderate-to-vigorous-physical-activity (MVPA). Determining school day segments that contribute to children's MVPA can inform school-based activity promotion. The purpose of this paper was to identify the proportion of children accumulating 30 minutes/day of school-based MVPA, and to…

Particle size distribution and composition in a mechanically ventilated school building during air pollution episodes.

PubMed

Parker, J L; Larson, R R; Eskelson, E; Wood, E M; Veranth, J M

2008-10-01

Particle count-based size distribution and PM(2.5) mass were monitored inside and outside an elementary school in Salt Lake City (UT, USA) during the winter atmospheric inversion season. The site is influenced by urban traffic and the airshed is subject to periods of high PM(2.5) concentration that is mainly submicron ammonium and nitrate. The school building has mechanical ventilation with filtration and variable-volume makeup air. Comparison of the indoor and outdoor particle size distribution on the five cleanest and five most polluted school days during the study showed that the ambient submicron particulate matter (PM) penetrated the building, but indoor concentrations were about one-eighth of outdoor levels. The indoor:outdoor PM(2.5) mass ratio averaged 0.12 and particle number ratio for sizes smaller than 1 microm averaged 0.13. The indoor submicron particle count and indoor PM(2.5) mass increased slightly during pollution episodes but remained well below outdoor levels. When the building was occupied the indoor coarse particle count was much higher than ambient levels. These results contribute to understanding the relationship between ambient monitoring station data and the actual human exposure inside institutional buildings. The study confirms that staying inside a mechanically ventilated building reduces exposure to outdoor submicron particles. This study supports the premise that remaining inside buildings during particulate matter (PM) pollution episodes reduces exposure to submicron PM. New data on a mechanically ventilated institutional building supplements similar studies made in residences.

Sources of indoor and outdoor PM2.5 concentrations in primary schools.

PubMed

Amato, F; Rivas, I; Viana, M; Moreno, T; Bouso, L; Reche, C; Àlvarez-Pedrerol, M; Alastuey, A; Sunyer, J; Querol, X

2014-08-15

Children spend a third of their day in the classroom, where air pollution levels may differ substantially from those outdoors due to specific indoor sources. Air pollution exposure assessments based on atmospheric particle mass measured outdoors may therefore have little to do with the daily PM dose received by school children. This study aims to investigate outdoor and indoor sources of PM2.5 measured at 39 primary schools in Barcelona during 2012. On average 47% of indoor PM2.5 measured concentrations was found to be generated indoors due to continuous resuspension of soil particles (13%) and a mixed source (34%) comprising organic (skin flakes, clothes fibers, possible condensation of VOCs) and Ca-rich particles (from chalk and building deterioration). Emissions from seven outdoor sources penetrated easily indoors being responsible for the remaining 53% of measured PM2.5 indoors. Unpaved playgrounds were found to increase mineral contributions in classrooms by 5-6 μg/m(3) on average with respect to schools with paved playgrounds. Weekday traffic contributions varied considerably across Barcelona within ranges of 1-14 μg/m(3) outdoor and 1-10 μg/m(3) indoor. Indoors, traffic contributions were significantly higher (more than twofold) for classrooms with windows oriented directly to the street, rather than to the interior of the block or to playgrounds. This highlights the importance of urban planning in order to reduce children's exposure to traffic emissions. Copyright © 2014 Elsevier B.V. All rights reserved.

Staff Perspectives of the Four-Day School Week: A New Analysis of Compressed School Schedules

ERIC Educational Resources Information Center

Turner, Jon Scott; Finch, Kim; Ximena, Uribe-Zarian

2018-01-01

The four-day school week is a concept that has been utilized in rural schools for decades to respond to budgetary shortfalls. There has been little peer-reviewed research on the four-day school week that has focused on the perception of staff that work in school districts that have recently switched to the four-day model. This study collects data…

Academic status and progress of deaf and hard-of-hearing students in general education classrooms.

PubMed

Antia, Shirin D; Jones, Patricia B; Reed, Susanne; Kreimeyer, Kathryn H

2009-01-01

The study participants were 197 deaf or hard-of-hearing students with mild to profound hearing loss who attended general education classes for 2 or more hours per day. We obtained scores on standardized achievement tests of math, reading, and language/writing, and standardized teacher's ratings of academic competence annually, for 5 years, together with other demographic and communication data. Results on standardized achievement tests indicated that, over the 5-year period, 63%-79% of students scored in the average or above-average range in math, 48%-68% in reading, and 55%-76% in language/writing. The standardized test scores for the group were, on average, half an SD below hearing norms. Average student progress in each subject area was consistent with or better than that made by the norm group of hearing students, and 79%-81% of students made one or more year's progress annually. Teachers rated 69%-81% of students as average or above average in academic competence over the 5 years. The teacher's ratings also indicated that 89% of students made average or above-average progress. Students' expressive and receptive communication, classroom participation, communication mode, and parental participation in school were significantly, but moderately, related to academic outcomes.

Academic profile of students who transferred to Zagreb School of Medicine from other medical schools in Croatia.

PubMed

Dusek, Davorka; Dolovcak, Svjetlana; Kljaković-Gaspić, Marko

2004-02-01

To assess the academic performance of students who transferred to the Zagreb School of Medicine from other three medical schools in Croatia. Academic performance of medical students who moved from Rijeka, Osijek, or Split University Medical Schools to the Zagreb University School of Medicine at the second or third year was compared with academic performance of students enrolled at the Zagreb University School of Medicine. Using the Zagreb Medical School's registry, we made a list of 57 transfer students to Zagreb Medical School in the 1985-1994 period. Control group was formed of students enrolled at the Zagreb School of Medicine in the same period, whose names followed in alphabetical order after the names of transfer students. Students' performance was analyzed according to their grade average before transfer, grade average in the first year after transfer, total grade average after transfer, overall grade average, and duration of studies. We also analyzed the proportion of students in each group who did not pass the admission test at the Zagreb School of Medicine in the year before the enrollment in Zagreb, Osijek, Rijeka, and Split Medical Schools. Nineteen transfer students, transferred between 1985 and 1988, and their controls were excluded from the analysis because of incomplete data. Transfer students had significantly lower grade average before transfer (3.2-/+0.6 vs 3.5-/+0.7, p=0.03, Student t-test), lower grade average in the first year after transfer (3.2-/+0.6 vs 3.5-/+0.7, p=0.03), lower total grade average after transfer (3.6-/+0.5 vs 4.0-/+0.6, p<0.001), and lower overall grade average (3.5-/+0.5 vs 3.9-/+0.6, p<0.001) than control students. Median time to graduate for transfer students was 7 years (range, 5-9) and 6 years (range, 5-9) for control students (p=0.375, Mann-Whitney test). There were significantly more students among transfer students who did not pass the admission test at the Zagreb School of Medicine in the year before the final enrollment than their controls (15/38 vs 4/38, p=0.009, chi-square test). Transfer students had poorer academic performance than students who passed the admission test and were enrolled at the Zagreb School of Medicine from the first year of studies.

Effects of School Gardening Lessons on Elementary School Children's Physical Activity and Sedentary Time.

PubMed

Rees-Punia, Erika; Holloway, Alicia; Knauft, David; Schmidt, Michael D

2017-12-01

Recess and physical education time continue to diminish, creating a need for additional physical activity opportunities within the school environment. The use of school gardens as a teaching tool in elementary science and math classes has the potential to increase the proportion of time spent active throughout the school day. Teachers from 4 elementary schools agreed to teach 1 math or science lesson per week in the school garden. Student physical activity time was measured with ActiGraph GT3X accelerometers on 3 garden days and 3 no-garden days at each school. Direct observation was used to quantify the specific garden-related tasks during class. The proportion of time spent active and sedentary was compared on garden and no-garden days. Seventy-four children wore accelerometers, and 75 were observed (86% participation). Children spent a significantly larger proportion of time active on garden days than no-garden days at 3 of the 4 schools. The proportion of time spent sedentary and active differed significantly across the 4 schools. Teaching lessons in the school garden may increase children's physical activity and decrease sedentary time throughout the school day and may be a strategy to promote both health and learning.

A behavioral weight-loss intervention for persons with serious mental illness in psychiatric rehabilitation centers.

PubMed

Daumit, G L; Dalcin, A T; Jerome, G J; Young, D R; Charleston, J; Crum, R M; Anthony, C; Hayes, J H; McCarron, P B; Khaykin, E; Appel, L J

2011-08-01

Overweight and obesity are epidemic in populations with serious mental illnesses. We developed and pilot-tested a behavioral weight-loss intervention appropriately tailored for persons with serious mental disorders. We conducted a single-arm pilot study in two psychiatric rehabilitation day programs in Maryland, and enrolled 63 overweight or obese adults. The 6-month intervention provided group and individual weight management and group physical activity classes. The primary outcome was weight change from baseline to 6 months. A total of 64% of those potentially eligible enrolled at the centers. The mean age was 43.7 years; 56% were women; 49% were white; and over half had schizophrenia or a schizoaffective disorder. One-third had hypertension and one-fifth had diabetes. In total, 52 (82%) completed the study; others were discharged from psychiatric centers before completion of the study. Average attendance across all weight management sessions was 70% (87% on days participants attended the center) and 59% for physical activity classes (74% on days participants attended the center). From a baseline mean of 210.9 lbs (s.d. 43.9), average weight loss for 52 participants was 4.5 lb (s.d. 12.8) (P<0.014). On average, participants lost 1.9% of body weight. Mean waist circumference change was 3.1 cm (s.d. 5.6). Participants on average increased the distance on the 6-minute walk test by 8%. This pilot study documents the feasibility and preliminary efficacy of a behavioral weight-loss intervention in adults with serious mental illness who were attendees at psychiatric rehabilitation centers. The results may have implications for developing weight-loss interventions in other institutional settings such as schools or nursing homes.

Effect of air pollution on pediatric respiratory emergency room visits and hospital admissions.

PubMed

Farhat, S C L; Paulo, R L P; Shimoda, T M; Conceição, G M S; Lin, C A; Braga, A L F; Warth, M P N; Saldiva, P H N

2005-02-01

In order to assess the effect of air pollution on pediatric respiratory morbidity, we carried out a time series study using daily levels of PM10, SO2, NO2, ozone, and CO and daily numbers of pediatric respiratory emergency room visits and hospital admissions at the Children's Institute of the University of Sao Paulo Medical School, from August 1996 to August 1997. In this period there were 43,635 hospital emergency room visits, 4534 of which were due to lower respiratory tract disease. The total number of hospital admissions was 6785, 1021 of which were due to lower respiratory tract infectious and/or obstructive diseases. The three health end-points under investigation were the daily number of emergency room visits due to lower respiratory tract diseases, hospital admissions due to pneumonia, and hospital admissions due to asthma or bronchiolitis. Generalized additive Poisson regression models were fitted, controlling for smooth functions of time, temperature and humidity, and an indicator of weekdays. NO2 was positively associated with all outcomes. Interquartile range increases (65.04 microg/m3) in NO2 moving averages were associated with an 18.4% increase (95% confidence interval, 95% CI = 12.5-24.3) in emergency room visits due to lower respiratory tract diseases (4-day moving average), a 17.6% increase (95% CI = 3.3-32.7) in hospital admissions due to pneumonia or bronchopneumonia (3-day moving average), and a 31.4% increase (95% CI = 7.2-55.7) in hospital admissions due to asthma or bronchiolitis (2-day moving average). The study showed that air pollution considerably affects children's respiratory morbidity, deserving attention from the health authorities.

The Effectiveness of Full Day School System for Students’ Character Building

NASA Astrophysics Data System (ADS)

Benawa, A.; Peter, R.; Makmun, S.

2018-01-01

The study aims to put forward that full day school which was delivered in Marsudirini Elementary School in Bogor is effective for students’ character building. The study focused on the implementation of full day school system. The qualitative-based research method applied in the study is characteristic evaluation involving non-participant observation, interview, and documentation analysis. The result of this study concludes that the full day school system is significantly effective in education system for elementary students’ character building. The full day school system embraced the entire relevant processes based on the character building standard. The synergy of comprehensive components in instructional process at full day school has influenced the building of the students’ character effectively and efficiently. The relationship emerged between instructional development process in full day school system and the character building of the students. By developing instructional process through systemic and systematic process in full day school system, the support of stakeholders (leaders, human resources, students, parents’ role) and other components (learning resources, facilities, budget) provides a potent and expeditious contribution for character building among the students eventually.

Promoting energy-balance behaviors among ethnically diverse adolescents: overview and baseline findings of The Central Texas CATCH Middle School Project.

PubMed

Springer, Andrew E; Kelder, Steven H; Byrd-Williams, Courtney E; Pasch, Keryn E; Ranjit, Nalini; Delk, Joanne E; Hoelscher, Deanna M

2013-10-01

The Central Texas Coordinated Approach To Child Health (CATCH) Middle School Project is a 3.5-year school-based project aimed at promoting physical activity (PA), healthy eating, and obesity prevention among public middle school students in Texas. This article describes the CATCH intervention model and presents baseline findings from spring 2009. CATCH comprises six core components: CATCH Team, CATCH PE, CATCH Classroom, CATCH Eat Smart Cafeteria, CATCH Family, and CATCH Social Marketing. A group randomized serial cross-sectional design is being employed to test the effect of three program support conditions (n = 10 schools each) on energy-balance behaviors: Basic (training and curriculum only), Basic Plus (training and curriculum plus CATCH facilitator support), and Basic Plus Social Marketing (all inputs plus social marketing component). The study sample is composed of a cross-sectional sample of eighth-grade students (primary outcome evaluation sample) and sixth- and seventh-grade students (PE process evaluation sample) who are selected and measured each year. At baseline, 37.9% of eight-grade students (n = 2,841; 13.9 years) were overweight/obese and 19.2% were obese. Eighth-grade students reported, on average, consuming sugar-sweetened beverages more than two times on the previous day and fruits and vegetables roughly three times on the previous day; only two of five school districts surpassed the recommended 50% cut-point for class time spent in moderate-and-vigorous PA as measured in classes of sixth- and seventh-grade students. Additional behavioral findings are reported. Body mass index and behaviors were comparable across conditions. Baseline findings underscore the need to promote student energy-balance behaviors.

Use of insecticide-treated school uniforms for prevention of dengue in schoolchildren: a cost-effectiveness analysis.

PubMed

Tozan, Yesim; Ratanawong, Pitcha; Louis, Valérie R; Kittayapong, Pattamaporn; Wilder-Smith, Annelies

2014-01-01

Dengue-related illness is a leading cause of hospitalization and death, particularly among children. Practical, acceptable and affordable measures are urgently needed to protect this age group. Schools where children spend most of their day is proposed as an ideal setting to implement preventive strategies against day-biting Aedes mosquitoes. The use of insecticide-treated school uniforms is a promising strategy currently under investigation. Using a decision-analytic model, we evaluated the cost-effectiveness of the use of insecticide-treated school uniforms for prevention of dengue, compared with a "do-nothing" alternative, in schoolchildren from the societal perspective. We explored how the potential economic value of the intervention varied under various scenarios of intervention effectiveness and cost, as well as dengue infection risk in school-aged children, using data specific to Thailand. At an average dengue incidence rate of 5.8% per year in school-aged children, the intervention was cost-effective (ICER≤$16,440) in a variety of scenarios when the intervention cost per child was $5.3 or less and the intervention effectiveness was 50% or higher. In fact, the intervention was cost saving (ICER<0) in all scenarios in which the intervention cost per child was $2.9 or less per year and the intervention effectiveness was 50% or higher. The results suggested that this intervention would be of no interest to Thai policy makers when the intervention cost per child was $10.6 or higher per year regardless of intervention effectiveness (ICER>$16,440). Our results present the potential economic value of the use of insecticide-treated uniforms for prevention of dengue in schoolchildren in a typical dengue endemic setting and highlight the urgent need for additional research on this intervention.

Use of Insecticide-Treated School Uniforms for Prevention of Dengue in Schoolchildren: A Cost-Effectiveness Analysis

PubMed Central

Tozan, Yesim; Ratanawong, Pitcha; Louis, Valérie R.; Kittayapong, Pattamaporn; Wilder-Smith, Annelies

2014-01-01

Background Dengue-related illness is a leading cause of hospitalization and death, particularly among children. Practical, acceptable and affordable measures are urgently needed to protect this age group. Schools where children spend most of their day is proposed as an ideal setting to implement preventive strategies against day-biting Aedes mosquitoes. The use of insecticide-treated school uniforms is a promising strategy currently under investigation. Methods Using a decision-analytic model, we evaluated the cost-effectiveness of the use of insecticide-treated school uniforms for prevention of dengue, compared with a “do-nothing” alternative, in schoolchildren from the societal perspective. We explored how the potential economic value of the intervention varied under various scenarios of intervention effectiveness and cost, as well as dengue infection risk in school-aged children, using data specific to Thailand. Results At an average dengue incidence rate of 5.8% per year in school-aged children, the intervention was cost-effective (ICER≤$16,440) in a variety of scenarios when the intervention cost per child was $5.3 or less and the intervention effectiveness was 50% or higher. In fact, the intervention was cost saving (ICER<0) in all scenarios in which the intervention cost per child was $2.9 or less per year and the intervention effectiveness was 50% or higher. The results suggested that this intervention would be of no interest to Thai policy makers when the intervention cost per child was $10.6 or higher per year regardless of intervention effectiveness (ICER>$16,440). Conclusions Our results present the potential economic value of the use of insecticide-treated uniforms for prevention of dengue in schoolchildren in a typical dengue endemic setting and highlight the urgent need for additional research on this intervention. PMID:25247556

Introducing basic molecular biology to Turkish rural and urban primary school children via hands-on PCR and gel electrophoresis activities.

PubMed

Selli, Cigdem; Yıldırım, Gokce; Kaymak, Aysegul; Karacicek, Bilge; Ogut, Deniz; Gungor, Turkan; Erem, Erdem; Ege, Mehmet; Bümen, Nilay; Tosun, Metiner

2014-01-01

This study includes the results of a 2-day education project titled "Molecular Biology Laboratory Summer School, MoBiLYO." The project was held at a University Research Center by scientists from Department of Pharmacology and graduate students. The project was composed of introductory lectures, model construction, DNA isolation, polymerase chain reaction (PCR), and gel electrophoresis. The participants were 13-year-old eighth-graders attending primary schools affiliated with Ministry of National Education in urban and rural areas of Izmir, Turkey. The purpose of this study was to introduce basic molecular biology concepts through individually performed experiments such as PCR and gel electrophoresis integrated with creative drama. The students were assessed at the beginning and the end of each project day via mini-tests, experimental and presentation skills evaluation forms. Data showed that students' knowledge about DNA structure and basic molecular biology techniques significantly increased. On the basis of experimental and presentational skills, there was no significant difference between kids from urban and rural schools or between public and boarding public schools, whereas the average score of girls was significantly higher than that of boys. In conclusion, individually performed experiments integrated with creative drama significantly increased students' perception of complex experimental procedures on basic molecular biology concepts. Data suggests that integration of these concepts into the science and technology curriculum of Turkish primary education may support the recruitment of future scientists who can handle rapidly developing genomic techniques that will affect our everyday life. © 2014 by The International Union of Biochemistry and Molecular Biology.

Day Care for School-Agers: A Program for School-Agers, Parents, and Day Care Staff.

ERIC Educational Resources Information Center

Browne, Gayle, Comp.

Activities for school age day care programs are presented in detail in this guide for children, parents, and day care staff. The guide consists of 14 illustrated booklets that provide activity instructions and some background information. Topics are: (1) functions of school age day care; (2) quiet and active games and materials; (3) toys and play…

School-day and overall physical activity among youth.

PubMed

Long, Michael W; Sobol, Arthur M; Cradock, Angie L; Subramanian, S V; Blendon, Robert J; Gortmaker, Steven L

2013-08-01

Increasing school-day physical activity through policy and programs is commonly suggested to prevent obesity and improve overall child health. However, strategies that focus on school-day physical activity may not increase total physical activity if youth compensate by reducing physical activity outside of school. Objectively measured, nationally representative physical activity data were used to test the hypothesis that higher school-day physical activity is associated with higher overall daily physical activity in youth. Accelerometer data from 2003-2004/2005-2006 National Health and Nutrition Examination Surveys were analyzed in 2012 to estimate physical activity levels during the school day (8AM-3PM) among youth aged 6-19 years (n=2548). Fixed-effects regressions were used to estimate the impact of changes in school-day minutes of moderate-to-vigorous physical activity (MVPA) on changes in total daily MVPA. Each additional minute of school-day MVPA was associated with an additional 1.14 minutes (95% CI=1.04, 1.24; p<0.001) of total daily MVPA, or 0.14 additional minutes (95% CI=0.04, 0.24; p=0.008) outside the school day, controlling for total daily accelerometer wear time and age, gender, race/ethnicity, and other non-time varying covariates. There were no differences in the effect of school-day MVPA on total MVPA by age group, gender, race/ethnicity, poverty status, or degree of change in MVPA. Higher school-day MVPA was associated with higher daily MVPA among U.S. youth with no evidence for same-day "compensation." Increasing school-based physical activity is a promising approach that can improve total daily physical activity levels of youth. Copyright © 2013 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Associations among physical activity, health indicators, and employment in 12th grade girls.

PubMed

Dowda, Marsha; Pfeiffer, Karin A; Dishman, Rod K; Pate, Russell R

2007-11-01

This study compared physical activity, sedentary behaviors, and other health indicators between 1381 employed and nonemployed 12th grade girls. The girls were from 22 high schools in South Carolina (2002-2003); 56% of the girls were African American, and the mean age was 17.7 (0.6) years. Physical activity and sedentary behaviors were measured using the 3-Day Physical Activity Recall (3DPAR). Fitness, depressive symptoms, and smoking behavior were assessed. Fifty percent of the girls were employed, and on average, employed girls worked 9.6 30-minute blocks per day. Girls who worked reported significantly (p < or = 0.001) higher average total metabolic equivalents (METs) (mean [M] 66.4, SE 0.5) than girls who did not work (M 59.5, SE 0.5). Also, a higher percent of girls who worked reported 2+ blocks of moderate to vigorous physical activity (MVPA) (89.3%), and fewer (20.2%) reported 4+ blocks of electronic media (EM) compared with girls who did not work (MVPA 62.7%, EM 41.7%). After on-the-job activity was subtracted, total METs for girls who worked was reduced to 48.0 (SE 0.4), and only 48.5% reported 2 or more blocks on average of MVPA. No significant differences (p > 0.05) were found between girls who reported working (W) and those who did not (NW) for body mass index (BMI) (W: M 25.2, SE 0.2; NW: M 24.6, SE 0.2), depression scores (W: M 14.4, SE 0.5; NW: M 14.4, SE 0.5), fitness (W: M 11.3 kg . m/min/kg, SE 0.2; NW: M 11.7 kg . m/min/kg, SE 0.2), or smoking during the past 30 days (W: 18.5%; NW: 17.4%). Nearly one third of employed high school girls' total physical activity occurred while they were at work. Employed girls also spent less time using electronic media. Employment was not associated with fitness, smoking, or depressive symptoms in 12th grade girls.

Indoor air in schools and lung function of Austrian school children.

PubMed

Wallner, Peter; Kundi, Michael; Moshammer, Hanns; Piegler, Kathrin; Hohenblum, Philipp; Scharf, Sigrid; Fröhlich, Marina; Damberger, Bernhard; Tappler, Peter; Hutter, Hans-Peter

2012-07-01

The Children's Environment and Health Action Plan for Europe (CEHAPE) of WHO focuses (inter alia) on improving indoor environments where children spend most of their time. At present, only little is known about air pollution in schools and its effect on the lung function of school children. Our project was set up as an Austrian contribution to CEHAPE. In a cross-sectional approach, differences in indoor pollution in nine elementary all-day schools were assessed and 34 of these pollutants were analyzed for a relationship with respiratory health determined by spirometry using a linear regression model. Overall 596 children (aged 6-10 years) were eligible for the study. Spirometry was performed in 433 children. Socio-economic status, area of living (urban/rural), and smoking at home were included in the model as potential confounders with school-related average concentration of air pollutants as the variable of primary interest. A negative association with flow volumes (MEF(75)) was found for formaldehyde in air samples, benzylbutylphthalate and the sum of polybrominated diphenylethers in school dust. FVC and FEV(1) were negatively associated with ethylbenzene and xylenes in air samples and tris(1,3-dichlor-2-propyl)-phosphate on particulates. Although, in general, the quality of school indoor air was not worse than that reported for homes, effects on the respiratory health of children cannot be excluded. A multi-faceted strategy to improve the school environment is needed.

Short-term Lost Productivity per Victim: Intimate Partner Violence, Sexual Violence, or Stalking.

PubMed

Peterson, Cora; Liu, Yang; Kresnow, Marcie-Jo; Florence, Curtis; Merrick, Melissa T; DeGue, Sarah; Lokey, Colby N

2018-07-01

The purpose of this study is to estimate victims' lifetime short-term lost productivity because of intimate partner violence, sexual violence, or stalking. U.S. nationally representative data from the 2012 National Intimate Partner and Sexual Violence Survey were used to estimate a regression-adjusted average per victim (female and male) and total population number of cumulative short-term lost work and school days (or lost productivity) because of victimizations over victims' lifetimes. Victims' lost productivity was valued using a U.S. daily production estimate. Analysis was conducted in 2017. Non-institutionalized adults with some lifetime exposure to intimate partner violence, sexual violence, or stalking (n=6,718 respondents; survey-weighted n=130,795,789) reported nearly 741 million lost productive days because of victimizations by an average of 2.5 perpetrators per victim. The adjusted per victim average was 4.9 (95% CI=3.9, 5.9) days, controlling for victim, perpetrator, and violence type factors. The estimated societal cost of this short-term lost productivity was $730 per victim, or $110 billion across the lifetimes of all victims (2016 USD). Factors associated with victims having a higher number of lost days included a higher number of perpetrators and being female, as well as sexual violence, physical violence, or stalking victimization by an intimate partner perpetrator, stalking victimization by an acquaintance perpetrator, and sexual violence or stalking victimization by a family member perpetrator. Short-term lost productivity represents a minimum economic valuation of the immediate negative effects of intimate partner violence, sexual violence, and stalking. Victims' lost productivity affects family members, colleagues, and employers. Published by Elsevier Inc.

School lunches in Japan: their contribution to healthier nutrient intake among elementary-school and junior high-school children.

PubMed

Asakura, Keiko; Sasaki, Satoshi

2017-06-01

The role of school lunches in diet quality has not been well studied. Here, we aimed to determine the contribution of school lunches to overall nutrient intake in Japanese schoolchildren. The study was conducted nationwide under a cross-sectional design. A non-consecutive, three-day diet record was performed on two school days and a non-school day separately. The prevalence of inadequate nutrient intake was estimated for intakes on one of the school days and the non-school day, and for daily habitual intake estimated by the best-power method. The relationship between food intake and nutrient intake adequacy was examined. Fourteen elementary and thirteen junior high schools in Japan. Elementary-school children (n 629) and junior high-school children (n 281). Intakes between the school and non-school days were significantly different for ≥60 % of nutrients. Almost all inadequacies were more prevalent on the non-school day. Regarding habitual intake, a high prevalence of inadequacy was observed for fat (29·9-47·7 %), dietary fibre (18·1-76·1 %) and salt (97·0-100 %). Inadequate habitual intake of vitamins and minerals (except Na) was infrequent in elementary-school children, but was observed in junior high-school children, particularly boys. School lunches appear to improve total diet quality, particularly intake of most vitamins and minerals in Japanese children. However, excess intakes of fat and salt and insufficient intake of dietary fibre were major problems in this population. The contribution of school lunches to improving the intakes of these three nutrients was considered insufficient.

More with Four: A Look at the Four Day Week in Oregon's Small Schools.

ERIC Educational Resources Information Center

Reinke, Joyce M.

The 4-day school week offers solutions to the financial and instructional problems often faced by small rural schools. Two southern Oregon schools implemented the 4-day school week on a trial basis in 1982-83 and, along with five eastern Oregon districts, continue to use this schedule today. The primary purpose of the change to a 4-day week was…

Application submission date reflects applicant quality.

PubMed

Fuhrman, George M; Dada, Stephen; Ehleben, Carole

2008-01-01

Applications for general surgery residency are submitted through the Electronic Residency Application Service (ERAS) beginning in early September. The purpose of this study was to determine whether the date of application submission could be used in the screening of an applicant for general surgery residency. The 2007 ERAS data for an independent program that accepts 2 categorical residents per year was evaluated. International medical graduates were excluded because no international applicants were considered for interviews. Applicants for preliminary positions were also excluded. The remaining graduates from medical schools accredited by the Liaison Committee on Medical Education (LCME) who applied for categorical positions were evaluated based on United States Medical Licensing Examination (USMLE) scores and on medical school performance, as well as on the quality of their personal statements and letters of recommendation. Medical school performance was determined from dean's letters and transcript information, and each applicant was classified as outstanding, average, or poor. The date of application submission was compared with USMLE scores and medical school performance. The lag time to submit an application was also evaluated and compared with whether a student was offered an interview and the assessment of the quality of that interview. Results were evaluated using analysis of variance and the Pearson correlation test to evaluate for significance. A total of 155 applications from LCME-accredited schools for categorical positions were received. The mean lag time to application for students with an outstanding medical school performance was 15.2 +/- 15.5 days compared with 37.4 +/- 26.2 days for poorly performing students (p < 0.01). A negative correlation between USMLE score and the lag time to application was noted (p < 0.01 USMLE I and USMLE II). Applicants offered an interview demonstrated a lag time to submit their application of 19.2 days +/- 21.7 versus 34.0 days +/- 25.8 for applicants not selected to interview (p < 0.01). The results of our study suggest that the date of application submission can provide important screening information about an applicant for general surgery residency. If nearly all high-quality applications are received in September, programs could begin the interview process in early November, which gives students an opportunity to visit more programs and increase their exposure to a broader variety of training options.

Definition of SMOS Level 3 Land Products for the Villafranca del Castillo Data Processing Centre (CP34)

NASA Astrophysics Data System (ADS)

Lopez-Baeza, E.; Monsoriu Torres, A.; Font, J.; Alonso, O.

2009-04-01

The ESA SMOS (Soil Moisture and Ocean Salinity) Mission is planned to be launched in July 2009. The satellite will measure soil moisture over the continents and surface salinity of the oceans at resolutions that are sufficient for climatological-type studies. This paper describes the procedure to be used at the Spanish SMOS Level 3 and 4 Data Processing Centre (CP34) to generate Soil Moisture and other Land Surface Product maps from SMOS Level 2 data. This procedure can be used to map Soil Moisture, Vegetation Water Content and Soil Dielectric Constant data into different pre-defined spatial grids with fixed temporal frequency. The L3 standard Land Surface Products to be generated at CP34 are: Soil Moisture products: maximum spatial resolution with no spatial averaging, temporal averaging of 3 days, daily generation maximum spatial resolution with no spatial averaging, temporal averaging of 10 days, generation frequency of once every 10 days. b': maximum spatial resolution with no spatial averaging, temporal averaging of monthly decades (1st to 10th of the month, 11th to 20th of the month, 21st to last day of the month), generation frequency of once every decade monthly average, temporal averaging from L3 decade averages, monthly generation Seasonal average, temporal averaging from L3 monthly averages, seasonally generation yearly average, temporal averaging from L3 monthly averages, yearly generation Vegetation Water Content products: maximum spatial resolution with no spatial averaging, temporal averaging of 10 days, generation frequency of once every 10 days. a': maximum spatial resolution with no spatial averaging, temporal averaging of monthly decades (1st to 10th of the month, 11th to 20th of the month, 21st to last day of the month) using simple averaging method over the L2 products in ISEA grid, generation frequency of once every decade monthly average, temporal averaging from L3 decade averages, monthly generation seasonal average, temporal averaging from L3 monthly averages, seasonally generation yearly average, temporal averaging from L3 monthly averages, yearly generation Dielectric Constant products: (the dielectric constant products are delivered together with soil moisture products, with the same averaging periods and generation frequency): maximum spatial resolution with no spatial averaging, temporal averaging of 3 days, daily generation maximum spatial resolution with no spatial averaging, temporal averaging of 10 days, generation frequency of once every 10 days. b': maximum spatial resolution with no spatial averaging, temporal averaging of monthly decades (1st to 10th of the month, 11th to 20th of the month, 21st to last day of the month), generation frequency of once every decade monthly average, temporal averaging from L3 decade averages, monthly generation seasonal average, temporal averaging from L3 monthly averages, seasonally generation yearly average, temporal averaging from L3 monthly averages, yearly generation.

Are school employees role models of healthful eating? Dietary intake results from the ACTION worksite wellness trial.

PubMed

Hartline-Grafton, Heather L; Rose, Donald; Johnson, Carolyn C; Rice, Janet C; Webber, Larry S

2009-09-01

Little is known about the dietary intake of school employees, a key target group for improving school nutrition. To investigate selected dietary variables and weight status among elementary school personnel. Cross-sectional, descriptive study. Elementary school employees (n=373) from 22 schools in a suburban parish (county) of southeastern Louisiana were randomly selected for evaluation at baseline of ACTION, a school-based worksite wellness trial. Two 24-hour dietary recalls were administered on nonconsecutive days by registered dietitians using the Nutrition Data System for Research. Height and weight were measured by trained examiners and body mass index calculated as kg/m(2). Descriptive analyses characterized energy, macronutrient, fiber, and MyPyramid food group consumption. Inferential statistics (t tests, analysis of variance, chi(2)) were used to examine differences in intake and compliance with recommendations by demographic and weight status categories. Approximately 31% and 40% of the sample were overweight and obese, respectively, with higher obesity rates than state and national estimates. Mean daily energy intake among women was 1,862+/-492 kcal and among men was 2,668+/-796 kcal. Obese employees consumed more energy (+288 kcal, P<0.001) and more energy from fat (P<0.001) than those who were normal weight. Approximately 45% of the sample exceeded dietary fat recommendations. On average, only 9% had fiber intakes at or above their Adequate Intake, which is consistent with the finding that more than 25% of employees did not eat fruit, 58% did not eat dark-green vegetables, and 45% did not eat whole grains on the recalled days. Only 7% of employees met the MyPyramid recommendations for fruits or vegetables, and 14% of the sample met those for milk and dairy foods. These results suggest that greater attention be directed to understanding and improving the diets of school employees given their high rates of overweight and obesity, poor diets, and important role in student health.

Teachers' Perception of School Climate in Independent Jewish Day Schools in Relation to Change and Transition of Leadership Personnel

ERIC Educational Resources Information Center

Knafo, Sharon

2012-01-01

This study examined the relationship between turnover of school leadership personnel and school climate as perceived by teachers. The study focused on Jewish day schools in the United States in different cities and states. Fifty Jewish day schools (ranging from preschool age to high school) participated in the study with 200 teachers from these…

Four Day School Week for Small Rural Schools. Small Schools Fact Sheet.

ERIC Educational Resources Information Center

Culbertson, Jeanne

The four-day school week is a Monday-Thursday or Tuesday-Friday alternative to the traditional four-day week, which can be implemented with many variables and differing objectives. The four-day week saves heating, transportation, maintenance, electricity and some instructional costs, while providing better educational opportunities and use of…

Associations between schools' guidelines and pupils' smoking and sweet consumption.

PubMed

Kankaanpää, R; Tolvanen, M; Anttila, J; Lahti, S

2014-12-01

The aims were to find out if schools' sweet-selling was associated with pupils' sweet consumption, and whether the school's guideline about leaving the school area was associated with pupils' tobacco and sweet consumption. Two independently collected datasets from all Finnish upper secondary schools (N = 988) were linked together. The first dataset on schools' sweet-selling (yes/no) and guideline about leaving school area (yes/no) was collected via school principals in 2007 using an Internet questionnaire with a response rate of 49%, n = 480. The second dataset on pupils' self-reported: weekly school-time (0, never; 1, less than once; 2, 1-2 times; 3, 3-5 times), overall sweet consumption frequencies (1, never; 2, 1-2 times; 3, 3-5 times; 4, 6-7 times) and smoking and snuff-using frequencies (1, never; 2, every now and then; 3 = every day) was collected in 2006-2007 in the School Health Promotion Study from pupils. An average was calculated for the school-level with a response rate 80%, n = 790. The total response rate of the linked final data was 42%, n = 414. Mean values of self-reported sweet and tobacco consumption frequencies between sweet-selling and non-sweet-selling schools and between schools with different guidelines were compared using Mann-Whitney test. Pupils in sweet-selling schools and in schools without a guideline about leaving the school area, more frequently used sweet products and tobacco products than their peers in other schools. Schools may need help in building permanent guidelines to stop sweet-selling in school and to prevent leaving the school area to decrease pupils' sweet consumption and smoking.

Big Fish in Little Ponds Aspire More: Mediation and Cross-Cultural Generalizability of School-Average Ability Effects on Self-Concept and Career Aspirations in Science

ERIC Educational Resources Information Center

Nagengast, Benjamin; Marsh, Herbert W.

2012-01-01

Being schooled with other high-achieving peers has a detrimental influence on students' self-perceptions: School-average and class-average achievement have a negative effect on academic self-concept and career aspirations--the big-fish-little-pond effect. Individual achievement, on the other hand, predicts academic self-concept and career…

Student Engagement and School Burnout in Finnish Lower-Secondary Schools: Latent Profile Analysis

ERIC Educational Resources Information Center

Virtanen, T. E.; Lerkkanen, M.-K.; Poikkeus, A.-M.; Kuorelahti, M.

2018-01-01

Self-ratings of behavioural engagement, cognitive engagement and school burnout were used in person-centred analyses to identify latent profiles among 2,485 Finnish lower-secondary school students. Three profiles were identified: high-engagement/low-burnout (40.6% of the sample), average-engagement/average-burnout (53.9%), and…

College Success among Students Graduating from Public and Private High Schools

ERIC Educational Resources Information Center

Monto, Martin A.; Dahmen, Jessica

2009-01-01

This study compares the college freshman grade point averages of public and private high school graduates attending a "more selective" private university. Though graduates of public high schools had slightly lower SAT scores than graduates of private high schools, their end-of-freshman-year grade point averages were somewhat higher…

Preventing childhood obesity by reducing consumption of carbonated drinks: cluster randomised controlled trial

PubMed Central

James, Janet; Thomas, Peter; Cavan, David; Kerr, David

2004-01-01

Objective To determine if a school based educational programme aimed at reducing consumption of carbonated drinks can prevent excessive weight gain in children. Design Cluster randomised controlled trial. Setting Six primary schools in southwest England. Participants 644 children aged 7-11 years. Intervention Focused educational programme on nutrition over one school year. Main outcome measures Drink consumption and number of overweight and obese children. Results Consumption of carbonated drinks over three days decreased by 0.6 glasses (average glass size 250 ml) in the intervention group but increased by 0.2 glasses in the control group (mean difference 0.7, 95% confidence interval 0.1 to 1.3). At 12 months the percentage of overweight and obese children increased in the control group by 7.5%, compared with a decrease in the intervention group of 0.2% (mean difference 7.7%, 2.2% to 13.1%). Conclusion A targeted, school based education programme produced a modest reduction in the number of carbonated drinks consumed, which was associated with a reduction in the number of overweight and obese children. PMID:15107313

Availability of high school extracurricular sports programs and high-risk behaviors.

PubMed

Cohen, Deborah A; Taylor, Stephanie L; Zonta, Michela; Vestal, Katherine D; Schuster, Mark A

2007-02-01

The Surgeon General has called for an expansion of school-based extracurricular sports programs to address the obesity epidemic. However, little is known about the availability of and participation in high school extracurricular sports and how participation in these sports is related to high-risk behaviors. We surveyed Los Angeles County public high schools in 2002 to determine the number of extracurricular sports programs offered and the percentage of students participating in those programs. We used community data on rates of arrests, births, and sexually transmitted diseases (STDs) among youth to examine associations between risk behaviors and participation in sports programs. The average school offered 14 sports programs, and the average participation rate was 39% for boys and 30% for girls. Smaller schools and schools with higher percentages of disadvantaged students offered fewer programs. The average school offering 13 or fewer programs had 14% of its students participating, while the average school offering 16 or more programs had 31% of its students participating in sports. Controlling for area-level demographics, juvenile arrest rates and teen birth rates, but not STD rates, were lower in areas where schools offered more extracurricular sports. Opportunities for participation in high school extracurricular sports are limited. Future studies should test whether increased opportunities will increase physical activity and impact the increasing overweight problem in youths.

Getting Them There, Keeping Them There: Benefits of an Extended School Day Program for High School Students

ERIC Educational Resources Information Center

Furrer, Carrie J.; Magnuson, Linda; Suggs, Joseph W.

2012-01-01

Over a decade of research has demonstrated the positive effects of extended school day programs on various elementary and middle school student outcomes, both in the short and long term. The efficacy of extended school day programs in promoting academic outcomes among high school students is less well understood. This study contributes to the…

Which on-field signs/symptoms predict protracted recovery from sport-related concussion among high school football players?

PubMed

Lau, Brian C; Kontos, Anthony P; Collins, Michael W; Mucha, Anne; Lovell, Mark R

2011-11-01

There has been increasing attention and understanding of sport-related concussions. Recent studies show that neurocognitive testing and symptom clusters may predict protracted recovery in concussed athletes. On-field signs and symptoms have not been examined empirically as possible predictors of protracted recovery. This study was undertaken to determine which on-field signs and symptoms were predictive of a protracted (≥21 days) versus rapid (≤7 days) recovery after a sports-related concussion. On-field signs and symptoms included confusion, loss of consciousness, posttraumatic amnesia, retrograde amnesia, imbalance, dizziness, visual problems, personality changes, fatigue, sensitivity to light/noise, numbness, and vomiting. Cohort study (prognosis); Level of evidence, 2. The sample included 107 male high school football athletes who completed computerized neurocognitive testing within an average 2.4 days after injury, and who were followed until returned to play as determined by neuropsychologists using international clinical concussion management guidelines. Athletes were then grouped into rapid (≤7 days, n = 62) or protracted (≥21 days, n = 36) recovery time groups. The presence of on-field signs and symptoms was determined at the time of injury by trained sports medicine professionals (i.e., ATC [certified athletic trainer], team physician). A series of odds ratios with χ(2) analyses and subsequent logistic regression were used to determine which on-field signs and symptoms were associated with an increased risk for a protracted recovery. Dizziness at the time of injury was associated with a 6.34 odds ratio (95% confidence interval = 1.34-29.91, χ(2) = 5.44, P = .02) of a protracted recovery from concussion. Surprisingly, the remaining on-field signs and symptoms were not associated with an increased risk of protracted recovery in the current study. Assessment of on-field dizziness may help identify high school athletes at risk for a protracted recovery. Such information will improve prognostic information and allow clinicians to manage and treat concussion more effectively in these at-risk athletes.

The PPPL - Trenton Partnership: Past, Present, Future

NASA Astrophysics Data System (ADS)

Post-Zwicker, Andrew; Ritter, Christine; Morgan, James; Dejesus, Chris; Guilbert, Nick

2004-11-01

PPPL has an ongoing partnership with the Trenton, NJ public schools that leverages the unique resources of the laboratory in order to improve science education. The district is designated as an Abbott school district, one of 30 in NJ that are urban and poorer than the average. During the past year, PPPL has focused its efforts at the middle school level. A new science laboratory with an emphasis on energy and environmental studies is under construction and will open in 2005. PPPL is acting as a consultant on the design and will then provide scientific training for teachers. A middle school laboratory is a fertile starting ground for systemic change since it has the potential to affect a very susceptible student population. Simultaneously, to address current students' attitudes and encourage them, PPPL hosts the newly created middle school Science Bowl, a single day competition mixing quiz questions and a fuel cell powered car race. Finally, plans are underway to provide enrichment programs for students at PPPL and elsewhere during the summer. PPPL has the resources, expertise, and experience in the area of teacher professional experience, educational programming, and laboratory design to be the perfect agent to facilitate this effort.

The 4 Day School Week

ERIC Educational Resources Information Center

Dam, Ai

2006-01-01

Colorado law requires school districts to schedule 1080 hours per year of instructional time for secondary schools and 990 instructional hours for elementary schools. The 1080 hours equate to six hours per day for 180 days. The 990 hours equate to five and one-half hours per day. Up to 24 hours may be counted for parent-teacher conferences, staff…

Declining tobacco use among North Carolina middle and high school students: 1999-2007.

PubMed

Proescholdbell, Scott K; Summerlin-Long, Shelley K; Goldstein, Adam O

2009-01-01

In 1999, North Carolina first conducted the Youth Tobacco Survey (YTS) among middle and high school students and found current smoking rates higher than the national average. In 2003, school and community grants across the state were funded to prevent and reduce youth tobacco use. The North Carolina YTS has been conducted every other year since 1999 with high response rates by schools and students. The YTS is a written survey administered during the school day. It is voluntary and anonymous. In 2007 middle and high school student tobacco use rates reached their lowest point in the last decade. Nineteen percent of high school students reported current cigarette smoking, while 4.5% of middle school students said that they currently smoke. Almost every type of tobacco product use (cigarette, cigar, pipe, and bidi) has decreased since the 1999 YTS, with increasing rates of decline in cigarette use from 2003-2007 compared to 1999-2003. This is a cross-sectional survey conducted every other year where students self-report use, attitudes, and perceptions. North Carolina's youth tobacco use rates have declined more steeply since 2003 when the tobacco initiatives started by the North Carolina Health and Wellness Trust Fund (HWTF) began to mobilize communities statewide. Continuing to fund and expand evidence-based tobacco prevention strategies is likely necessary in order to sustain steady declines in youth smoking rates.

Focus on the School Calendar: The Four-Day School Week

ERIC Educational Resources Information Center

Gaines, Gale F.

2008-01-01

When the economy weakens, heightened consideration is given to ways in which schools can more efficiently use financial resources. Discussions about implementing four-day school weeks--with students attending school more hours each day--are surfacing again in some states. While the need to balance the budget is real, the current emphasis on…

An Alternative to the Four-Day Week.

ERIC Educational Resources Information Center

Anderson, James N.

1983-01-01

Describes Gunnison Watershed School District's alternative approach for shortening the school year via adding 26 minutes to each school day and thus eliminating 12 days from the standard 180 days required for meeting the required number of intructional hours. (AH)

Musculoskeletal neck and back pain in undergraduate dental students at a UK dental school - a cross-sectional study.

PubMed

Vijay, S; Ide, M

2016-09-09

Objective Limited data exist on musculoskeletal problems within dental students: we aimed to determine the prevalence of these disorders.Design Single centre cross-sectional study.Setting A UK Dental School 2015.Methods Students completed a modified Nordic pain questionnaire.Main outcome measures Self-reported frequency and severity of pain, fitness and coping strategies.Results 63% of 390 respondents were female and 75% aged under 23. Seventy-nine percent experienced pain with 42% experiencing pain for 30 or more days in the past year. Lower back pain was most common (54%) and was most frequently the worst area of pain (48%). Thirty-six percent reported pain lasting at least four hours. The mean 'average pain intensity' VAS score was 3.81/10 (sd = 1.75) and mean 'worst pain intensity' was 5.56 (sd = 2.10). More females reported neck pain (58% versus 37%, P <0.001) and higher 'average pain intensity' (mean 4.02, sd 1.82 versus 3.43 sd 1.55, P = 0.012. Daily stretching was used by 55.7% of respondents, and this positively correlated with 'average' and 'worst pain intensity' (P = 0.096 and P = 0.001) scores. Eighteen percent sought professional help to manage pain.Conclusion Musculoskeletal pain is a problem for dental students. Education in self-care may be helpful; however, assessments of possible interventions are needed.

Association between Frequency of Breakfast Consumption and Academic Performance in Healthy Korean Adolescents.

PubMed

So, Wi-Young

2013-01-01

The purpose of this study was to examine whether the frequency of breakfast consumption was related to academic performance in healthy Korean adolescents. We analyzed data from the seventh Korea Youth Risk Behavior Web-based Survey conducted in 2011, in which 75,643 adolescents from school grades 7-12 participated. We assessed the association between the frequency of breakfast consumption (per week) and academic performance using multivariate logistic regression analysis after adjusting for covariates such as age, body mass index, frequency of smoking, frequency of drinking, parents' education level, family economic status, frequency of vigorous physical activity (PA), frequency of moderate PA, frequency of muscular strength exercises, and level of mental stress. For male adolescents, the odds ratios (ORs) for achieving average or higher academic performance according to the breakfast frequency per week were once per week, 1.004 (P=0.945); twice per week, 0.915 (P=0.153); 3 days per week, 0.928 (P=0.237); 4 days per week, 1.087 (P=0.176); 5 days per week, 1.258 (P<0.001); 6 days per week, 1.473 (P<0.001); and every day, 1.700 (P<0.001), compared to no breakfast per week. For female adolescents, the ORs for achieving average or higher academic performance according to the breakfast frequency were once per week, 1.068 (P=0.320); twice per week, 1.140 (P=0.031); 3 days per week, 1.179 (P=0.004); 4 days per week, 1.339 (P<0.001); 5 days per week, 1.449 (P<0.001); 6 days per week, 1.768 (P<0.001); and every day, 1.922 (P<0.001), compared to no breakfast per week. The frequency of breakfast consumption is positively correlated with academic performance in both male and female healthy adolescents in Korea.

Associates of School Absenteeism in Adolescents With Sickle Cell Disease

PubMed Central

Schwartz, Lisa A.; Radcliffe, Jerilynn; Barakat, Lamia P.

2009-01-01

Background Despite high rates of school absenteeism in adolescents with sickle cell disease (SCD), the issue remains understudied. Potential associates of school absenteeism in adolescents with SCD include demographic (age, income), psychosocial (IQ, self-efficacy, competence, internalizing symptoms, negative thinking), and health-related (hemoglobin, health-care utilization, pain, disease knowledge). Procedure Forty participants ages 12–18 completed measures of psychosocial functioning, IQ, and pain. Medical chart reviews identified other health-related variables. A subsample also completed an assessment of goals. Using school records, absenteeism was the percent of school days missed in the previous year. Correlations tested associates of absenteeism and linear regression tested a model of absenteeism. Results Participants missed an average of 12% of the school year and more than 35% missed at least 1 month of school. Health-related and psychosocial variables, but not demographic variables, correlated with absenteeism. Attendance at clinic appointments and parent-reported teen pain frequency were significant associates of absenteeism in the regression model. For those who completed goal assessment, over 40% of goals identified were academically focused. Absenteeism was positively related to current academic goals and health-related hindrance of academic goals, and negatively related to future-oriented academic goals. Conclusions School absenteeism is a significant problem for adolescents with SCD despite the presence of academic goals. Collaboration between schools, parents, patients, and providers to understand and manage the impact of SCD on school attendance is recommended. PMID:19006248

25 CFR 36.77 - What are the homeliving staffing requirements?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 1-6) Morning/day 1:20. Evening 1:20. Night 1:40. High School (Gr. 7-12) Morning/day 1:40. Evening 1... level Time of day Ratio Elementary (Grade 1-6) Morning 1:20. During school As school needs. Evening 1:20. Night 1:40. High School (Gr. 7-12) Morning 1:20. During school As school needs. Evening 1:30. Night 1:50...

Changes in physical activity and sedentary time in the Finnish Schools on the Move program: a quasi-experimental study.

PubMed

Haapala, Henna L; Hirvensalo, Mirja H; Kulmala, Janne; Hakonen, Harto; Kankaanpää, Anna; Laine, Kaarlo; Laakso, Lauri; Tammelin, Tuija H

2017-11-01

The aim of the Finnish Schools on the Move program is to create a more active and pleasant school day through physical activity (PA). In this quasi-experimental design, we compared changes in moderate-to-vigorous-intensity physical activity (MVPA) and sedentary time (ST) during the school day and outside school hours for Grades 1-9 over two academic years in four program schools and two reference schools. Altogether 319 girls and boys aged 7-15 participated in the study between 2010 and 2012. MVPA and ST were measured four times over the 1.5-year follow-up period for seven consecutive days, using a hip-worn ActiGraph accelerometer. Linear growth curve modeling was used to examine the effect of the program on MVPA and ST during follow-up. School day MVPA increased (P = 0.010) and school day ST decreased (P = 0.008) in program primary schools (Grades 1-6) more compared with the reference schools. The effect sizes (Cohen's d) for the difference in change (from the first to the last measurement) were small (d = 0.18 and d = -0.27, respectively). No differences in the changes of leisure-time or whole-day MVPA and ST between the program and reference schools were observed during follow-up. In conclusion, the changes in school day MVPA and ST did not translate into positive effects across the whole day. More effective and longer promotion actions are needed for positive changes in PA and ST, especially in lower secondary schools and for all daily segments. © 2016 The Authors. Scandinavian Journal of Medicine & Science in Sports Published by John Wiley & Sons Ltd.

School-based health promotion and physical activity during and after school hours.

PubMed

Vander Ploeg, Kerry A; McGavock, Jonathan; Maximova, Katerina; Veugelers, Paul J

2014-02-01

Comprehensive school health (CSH) is a multifaceted approach to health promotion. A key objective of CSH is to foster positive health behaviors outside of school. This study examined the 2-year change in physical activity during and after school among students participating in a CSH intervention in Edmonton, Alberta, Canada. This was a quasi-experimental, pre-post trial with a parallel, nonequivalent control group. Intervention schools had to be located in socioeconomically disadvantaged neighborhoods. In the spring of 2009 and 2011, pedometer recordings (7 full days) and demographic data were collected from cross-sectional samples of fifth grade students from 10 intervention schools and 20 comparison schools. A total of 1157 students participated in the study. Analyses were adjusted for potential confounders and the clustered design. Relative to 2009, children in 2011 were more active on schools days (1172 steps per day; P < .001) and on weekends (1450 steps per day; P < .001). However, the increase in mean steps between 2009 and 2011 was greater in CSH intervention schools than in comparison schools (school days: 1221 steps per day; P = .009; weekends: 2001 steps per day; P = .005). These increases remained significant after adjusting for gender and overweight status. These findings provide evidence of the effectiveness of CSH to affect children's physical activity during and outside of school. Results of this study justify broader implementation of effective CSH interventions for physical activity promotion and obesity prevention in the long term.

Specific features of after-school program quality: associations with children's functioning in middle childhood.

PubMed

Pierce, Kim M; Bolt, Daniel M; Vandell, Deborah Lowe

2010-06-01

This longitudinal study examined associations between three after-school program quality features (positive staff-child relations, available activities, programming flexibility) and child developmental outcomes (reading and math grades, work habits, and social skills with peers) in Grade 2 and then Grade 3. Participants (n = 120 in Grade 2, n = 91 in Grade 3) attended after-school programs more than 4 days per week, on average. Controlling for child and family background factors and children's prior functioning on the developmental outcomes, positive staff-child relations in the programs were positively associated with children's reading grades in both Grades 2 and 3, and math grades in Grade 2. Positive staff-child relations also were positively associated with social skills in Grade 2, for boys only. The availability of a diverse array of age-appropriate activities at the programs was positively associated with children's math grades and classroom work habits in Grade 3. Programming flexibility (child choice of activities) was not associated with child outcomes.

Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: counterbalancing contrast and reflected-glory effects in Hong Kong schools.

PubMed

Marsh, H W; Kong, C K; Hau, K T

2000-02-01

Longitudinal multilevel path models (7,997 students, 44 high schools, 4 years) evaluated effects of school-average achievement and perceived school status on academic self-concept in Hong Kong, which has a collectivist culture with a highly achievement-segregated high school system. Consistent with a priori predictions based on the big-fish-little-pond effect (BFLPE), higher school-average achievements led to lower academic self-concepts (contrast effect), whereas higher perceived school status had a counterbalancing positive effect on self-concept (reflected-glory, assimilation effect). The negative BFLPE is the net effect of counterbalancing influences, stronger negative contrast effects, and weaker positive assimilation effects so that controlling perceived school status led to purer--and even more negative--contrast effects. Attending a school where school-average achievement is high simultaneously resulted in a more demanding basis of comparison for one's own accomplishments (the stronger negative contrast effect) and a source of pride (the weaker positive assimilation effect).

Unintended costs and consequences of school closures implemented in preparation for Hurricane Isaac in Harrison County School District, Mississippi, August-September 2012

PubMed Central

Zheteyeva, Yenlik; Rainey, Jeanette J.; Gao, Hongjiang; Jacobson, Evin U.; Adhikari, Bishwa B.; Shi, Jianrong; Mpofu, Jonetta J.; Bhavnani, Darlene; Dobbs, Thomas; Uzicanin, Amra

2017-01-01

Introduction School closures, while an effective measure against the spread of disease during a pandemic, may carry unintended social and economic consequences for students and families. We evaluated these costs and consequences following a 4-day school closure in Mississippi’s Harrison County School District (HCSD). Methods In a survey of all households with students enrolled in HCSD, we collected information on difficulties related to the school closure, including interruption of employment and pay, loss of access to subsidized school meals, and arrangement of alternative childcare. We analyzed this information in the context of certain demographic characteristics of the survey respondents and households, such as race, level of education, and income. We also estimated the average number of lost work days and documented the childcare alternatives chosen by households affected by the school closure. Results We received 2,229 (28.4%) completed surveys from an estimated 7,851 households eligible to participate. About half (1,082 [48.5%]) of the households experienced at least some difficulty during the closure, primarily in three areas: uncertainty about duration of the closure, lost income, and the effort of arranging alternate childcare. Adults working outside the home, particularly the major wage earner in the household, were more likely to suffer lost income while schools were closed, an effect mitigated by paid leave benefits. Difficulty arranging childcare was reported most frequently by respondents with lower levels of education and households with younger children. Beyond the top three concerns expressed by households in HCSD, the survey also shed light on the issue of food insecurity when subsidized school meals are not available. Reported by 17.9% of households participating in the subsidized school lunch program, difficulty providing meals during the closure was associated with higher numbers of dependent children, selection of “other” as the race of the household respondent, and lower levels of education. Conclusion To help prevent undue financial hardship in families of school children, public health authorities and school administrators should provide recommendations for childcare alternatives and paid leave or remote work options during prolonged school closures, particularly to households in which all adults work outside of the home. PMID:29091717

The Four Day School Week. Research Brief

ERIC Educational Resources Information Center

Muir, Mike

2013-01-01

Can four-day school weeks help districts save money? How do districts overcome the barriers of moving to a four-day week? What is the effect of a four-day week on students, staff and the community? This paper enumerates the benefits for students and teachers of four-day school weeks. Recommendations for implementation of a four-day week are also…

[A study on incidence of injury and its socio-economic loss in children and young adults].

PubMed

Wang, S; Guo, C; Zhang, G; Lu, G; Li, L; Lin, H; Fan, C; Huang, G; Zhou, C; Lu, Y

2000-07-01

To study the current status of incidence of injury among children and young adults and the causes of common injuries, and to estimate its socio-economic loss and extent of harmfulness. Pupils in 19 primary and middle schools aged 7 to 18 years, totaling 14,533, were recruited with stratified cluster sampling during 1998 to 1999 in Guangzhou, Maoming, Jiangmen and Shantou. Judgement for injury was based on the following criteria: (1) diagnosed and treated in hospitals or school clinics, (2) a half-day off or more due to injury, and (3) emergency management by pupils' parents or teachers. There were 6 941 pupils suffered from varied injures during the year, with an incidence rate of 47.76% (50.08% for boys and 45.02% for girls). Incidence rate of injury was higher in the middle school pupils (13 - 18 years old, 58.49%) than that in the primary school pupils (7 - 12 years old, 40.08%). The incidence increased significantly with age, with a peak at ages of 13 - 15. Major causes of injuries resulted from falls, injury by sharp articles, collision, traffic injuries and burn/scalds, etc, which usually occurred due to carelessness in sports, playing, walking, bike-riding and working. Frequency of multiple injuries related to the educational level of parents and depended on whether or not an only-child in family. There were 2,173 injured pupils (accounting for 31.3% of the total) visited clinics or emergency department in hospitals and 627 (9.0%) hospitalized for treatment. Twenty-eight percent of the injured pupils were absent from school, with an average absenteeism of 5.6 days. There were 154 injured pupils with transient disability and 53 with permanent disability, with a disability rate of 410.47 per 100,000. Cost for their medical care averaged 81.5 yuan RMB per injured pupil. Injury was a common and frequently-happened incident among children and young adults and could seriously affect their health, development and growth, studying and their future of children and young adults. Health education, safety-promotion and removing hidden danger for injury are the major measures to prevent from injury, and the government and the whole society should pay great attention to injury issues in children and young adults.

Positive influence of school meals on food consumption in Brazil.

PubMed

Locatelli, Nathália Tarossi; Canella, Daniela Silva; Bandoni, Daniel Henrique

2018-03-23

To analyze the contribution of school meals to healthy food consumption among public school students in Brazil. The data from the National Adolescent School-Based Health Survey (PeNSE), containing 86,660 ninth-grade students, were used. The students were asked about their consumption of school meals and of food in general over the preceeding seven days and on the day before the interview. A multinomial regression was performed to assess the relationship between the students' food consumption over the previous seven days and regular consumption of school meals (≥3 days/week), which were adjusted for sociodemographic factors. Poisson regression models were used for the relationship between food consumed on the day before the interview and regular consumption of school meals. Nearly one in five students (22.8%) stated that they consume school meals regularly. The adjusted analyses revealed that the consumption of school meals was associated positively with moderate (3-4 days/week) and regular (≥5 days/week) consumption of beans, raw or cooked vegetables, cooked vegetables, and fruits, and with moderate consumption of raw vegetables. In addition, school meal consumption was associated negatively with moderate or regular consumption of fried salty snacks and processed meat, and with regular consumption of packaged salty snacks, crackers, sweet biscuits, and sweets. Based on food consumption on the day preceding the interview, the consumption of school meals significantly affect the consumption of raw and cooked vegetables, and fruits. School meal consumption affects positively the consumption of healthy foods among students. Copyright © 2018 Elsevier Inc. All rights reserved.

The First 90 Days of the New Middle School Principal in a Turnaround School: In-Depth Case Study of the Transition Period (First 90 Days)

ERIC Educational Resources Information Center

Baeza, Marco A.

2010-01-01

This study analyzed skills, strategies, and theories that new middle school principals used to be successful during their transition period (the first 90 days) in turnaround schools. Based on research on transitions, three research questions guided the study: 1. Do middle school principals in a turnaround school situation find the transition…

The influence of averageness on judgments of facial attractiveness: no own-age or own-sex advantage among children attending single-sex schools.

PubMed

Vingilis-Jaremko, Larissa; Maurer, Daphne; Gao, Xiaoqing

2014-04-01

We examined how recent biased face experience affects the influence of averageness on judgments of facial attractiveness among 8- and 9-year-old children attending a girls' school, a boys' school, and a mixed-sex school. We presented pairs of individual faces in which one face was transformed 50% toward its group average, whereas the other face was transformed 50% away from that average. Across blocks, the faces varied in age (adult, 9-year-old, or 5-year-old) and sex (male or female). We expected that averageness might influence attractiveness judgments more strongly for same-age faces and, for children attending single-sex schools, same-sex faces of that age because their prototype(s) should be best tuned to the faces they see most frequently. Averageness influenced children's judgments of attractiveness, but the strength of the influence was not modulated by the age of the face, nor did the effects of sex of face differ across schools. Recent biased experience might not have affected the results because of similarities between the average faces of different ages and sexes and/or because a minimum level of experience with a particular group of faces may be adequate for the formation of a veridical prototype and its influence on judgments of attractiveness. The results suggest that averageness affects children's judgments of the attractiveness of the faces they encounter in everyday life regardless of age or sex of face. Copyright © 2013 Elsevier Inc. All rights reserved.

Mars Atmosphere and Volatile EvolutioN (MAVEN) mission's Red Planet program: Bridging the gap in elementary school science through climate studies of Mars

NASA Astrophysics Data System (ADS)

Wood, E. L.

2012-12-01

Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of 2011 of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. In our interaction with elementary teachers, it is also apparent that many are uncomfortable with science concepts. In order for us to successfully address the Next Generation Science Standards, teachers must be able to reconcile all of the different requirements placed on them in a given school day and in a given school environment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy into an integrated science program, thereby increasing the number of science contact hours. The Red Planet: Read, Write, Explore program, developed for the MAVEN mission, is a science, art, and literacy program designed to easily fit into a typical 3rd-5th grade instructional day. Red Planet tackles climate change through Mars' geologic history and makes Mars-Earth comparisons, while encouraging students to reflect on the environmental requirements needed to keep a biological organisms (including humans) happy, healthy, and alive. The Red Planet program is currently being pilot tested at Acres Green Elementary School in Colorado.

[The inclusion of the subject safety in the school curriculum;checking the validity of the hypothesis in schools in three provinces].

PubMed

Prestigiacomo, Claudio; Catarinozzi, Elena; Rossi, Marina; Piccari, Ines; Battaglia, Valentina; Monaco, Edoardo

2014-01-01

According to Italian Legislative Decree no. 81/2008, workplace safety will have to be introduced in school and university curricula. The main objectives of this study of the Italian Ministry of Labour were to verify knowledge about workplace safety among primary and secondary school students and evaluate the effectiveness of a training course in improving students' knowledge. Three provinces with an above average workforce/injuries ratio (with respect to the national average) were identified. An evaluation questionnaire was administered to students in the three provinces. Students then attended training courses about workplace safety and were then administered the same questionnaire. Primary school students improved by an average of 35.5%, middle school students by 33.3%, high school students by 18.6%. Results suggests that the training intervention was effective.

Travel by Walking Before and After School Increases Physical Activity among Adolescent Girls

PubMed Central

Catellier, Diane J.; Pfeiffer, Karin; Schmitz, Kathryn H.; Conway, Terry; Going, Scott; Ward, Dianne; Strikmiller, Patty; Treuth, Margarita S.

2008-01-01

Objective To examine how travel by walking before and after school contributes to total physical activity of adolescent girls. Design Cross-sectional sample. Setting 36 middle schools from Arizona, Maryland, Minnesota, New Orleans, San Diego and South Carolina participating in the Trial of Activity for Adolescent Girls (TAAG). Participants 1721 6th grade girls consented to participate; adequate information was available for 1596 (93%) of participants. Main outcome measure Travel by walking before school, after school, and before and after school combined, assessed from the 3-Day Physical Activity Recall (3DPAR). Mean minutes of physical activity, measured by accelerometry, were estimated for total physical activity (light, moderate, vigorous), moderate to vigorous activity (MVPA), and MVPA (3 MET). Results Travel by walking was reported by 14% of participants before and 18% after school. Girls who reported “travel by walking” before and after school (combined) had 13.7 (95% confidence interval [CI], 1.2 – 26.3) more minutes of total PA and 4.7 (95% CI, 2.2 – 7.2) more minutes of MVPA than girls who did not report this activity. Before school and after school walkers (but not both) accumulated 2.5 (95% CI, 0.10 – 4.9) and 2.2 (95% CI, 0.24 – 4.2) more minutes of MVPA on an average weekday, respectively, than non-walkers. Conclusions Our results provide evidence that walking for transportation before and after school increases weekday minutes of total physical activity and MVPA for middle school girls. PMID:17283300

Day to Day Operations of Home School Families: Selecting from a Menu of Educational Choices to Meet Students' Individual Instructional Needs

ERIC Educational Resources Information Center

Anthony, Kenneth V.; Burroughs, Susie

2012-01-01

This study examined the day to day operations of home schools. The case study method was used with four families from a larger pool of families that held membership in a home school organization. Data was gathered using interviews, observations, and artifacts. Findings suggest that these families operated their home schools using traditional…

Daily Affective Experiences Predict Objective Sleep Outcomes among Adolescents

PubMed Central

Tavernier, Royette; Choo, Sungsub B; Grant, Kathryn; Adam, Emma K

2015-01-01

Summary Adolescence is a sensitive period for changes in both sleep and affect. Although past research has assessed the association between affect and sleep among adolescents, few studies have examined both trait (typical) and day-to-day changes in affect, and fewer still have specifically examined negative social evaluative emotions (NSEE; e.g., embarrassment) in relation to sleep. We examined both between- and within-person variations in daily affect in relation to four objectively-measured sleep outcomes (sleep hours, sleep latency, sleep efficiency, and length of wake bouts) among adolescents. Participants (N = 77 high school students, 42.9% female; M = 14.37 years) wore an actiwatch and completed daily diaries for 3 days. Results of hierarchical linear models (controlling for age, gender, race, ethnicity, parental employment status, income, puberty, and caffeine) indicated that NSEE and high arousal affective experiences generally predicted poor sleep outcomes, whereas low arousal affective experiences were associated with good sleep outcomes. Specifically, at the person level, adolescents reporting higher NSEE had shorter average sleep hours, and those experiencing higher anxiety-nervousness had longer wake bouts. In addition, individuals experiencing more dysphoria (sad, depressed, lonely) had longer average sleep hours and shorter wake bouts, while those experiencing more calmness had shorter sleep latencies. At the within person level, individuals had longer sleep latencies following days that they had experienced high arousal positive affect (e.g., excitement) and had longer wake bouts following days they had experienced more NSEE. Results highlight the detrimental effects of NSEE and high arousal affective states for adolescent sleep. PMID:26365539

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

Changes in Student Populations and Average Test Scores of Dutch Primary Schools

ERIC Educational Resources Information Center

Luyten, Hans; de Wolf, Inge

2011-01-01

This article focuses on the relation between student population characteristics and average test scores per school in the final grade of primary education from a dynamic perspective. Aggregated data of over 5,000 Dutch primary schools covering a 6-year period were used to study the relation between changes in school populations and shifts in mean…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 4, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools

ERIC Educational Resources Information Center

National Center for Education Statistics, 2011

2011-01-01

This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average…

The 4-Day School Week. The Informed Educator Series

ERIC Educational Resources Information Center

Donis-Keller, Christine

2010-01-01

This "Informed Educator" examines the use of a 4-day school week as a way to reduce expenses while using limited resources most effectively. Discussion focuses on various models of 4-day week schedules, what to do during the fifth day, and how 4-day school weeks affect extracurricular activities. Detailed discussion of financial savings, student…

Implementing the Modified Four-Day School Week.

ERIC Educational Resources Information Center

Litke, C. Del

1994-01-01

Traces development and implementation of a 4-day school week at an Alberta junior high school that extended the school day 40 minutes, resulted in more classes taught in a shorter time period, and decreased student discipline problems. Describes parent and community reactions. Includes recommendations for planning educational change. (LP)

Differences in adolescents' physical activity from school-travel between urban and suburban neighbourhoods in Metro Vancouver, Canada.

PubMed

Frazer, Amanda; Voss, Christine; Winters, Meghan; Naylor, Patti-Jean; Higgins, Joan Wharf; McKay, Heather

2015-01-01

To investigate differences in moderate-to-vigorous physical activity (MVPA) from school-travel between adolescents in urban and suburban neighbourhoods and to describe its relative contribution to MVPA on school days. We measured 243 adolescents (51% male, grades 8-10) from Vancouver's walkable downtown core and its largely car-dependent suburb Surrey (fall 2011, 2013). We estimated mean school-travel MVPA from accelerometry (hour before/after school on ≥ 2 days; n = 110, 39% male) and compared school-travel MVPA by neighbourhood type and school-travel mode. The influence of mean school-travel MVPA on mean school-day MVPA (≥ 600 min valid wear time on ≥ 2 days) was examined by linear regression. Over half of students used active modes (urban: 63%, suburban: 53%). Those using active travel and living in the urban neighbourhood obtained the most school-travel MVPA (22.3 ± 8.0 min). Urban passive travellers used public transit and obtained more school-travel MVPA than suburban students (16.9 ± 6.2 vs. 8.0 ± 5.3, p < 0.001), who were primarily driven. Regardless of mode or neighbourhood type, over one-third of school-day MVPA was explained by school-travel MVPA (R (2) = 0.38, p < 0.001). Urban dwelling may facilitate greater school-travel MVPA in adolescents. School-travel MVPA is an important contributor to adolescents' school-day MVPA. Where feasible, physically active options for school-travel should be promoted, including public transit.

Preliminary evidence for school-based physical activity policy needs in Washington, DC.

PubMed

Goodman, Emily; Evans, W Douglas; DiPietro, Loretta

2012-01-01

The school setting could be a primary venue for promoting physical activity among inner-city children due to the structured natured of the school day. We examined differences in step counts between structured school days (SSD) and weekend days (WED) among a sample of public school children in Washington, DC. Subjects (N = 29) were third- to sixth-grade students enrolled in government-funded, extended-day enrichment programs. Step counts were measured using a pedometer (Bodytronics) over 2 SSD and 2 WED. Differences in mean step counts between SSD and WED were determined using multivariable linear regression, with adjustments for age, sex, and reported distance between house and school (miles). Recorded step counts were low on both SSD and WED (7735 ± 3540 and 8339 ± 5314 steps/day). Boys tended to record more steps on SSD compared with girls (8080 ± 3141 vs. 7491 ± 3872 steps/day, respectively), whereas girls recorded more steps on the WED compared with boys (9292 ± 6381 vs. 7194 ± 3669 steps/day). Parameter estimates from the regression modeling suggest distance from school (P < .01) to be the strongest predictor of daily step counts, independent of day (SSD/WED), sex, and age. Among inner-city school children, a safe walking route to and from school may provide an important opportunity for daily physical activity.

Sleep patterns in high school and university students: a longitudinal study.

PubMed

Urner, Martin; Tornic, Jure; Bloch, Konrad E

2009-08-01

We performed a longitudinal study to investigate whether changes in social zeitgebers and age alter sleep patterns in students during the transition from high school to university. Actimetry was performed on 24 high-school students (mean age+/-SD: 18.4+/-0.9 yrs; 12 females) for two weeks. Recordings were repeated in the same subjects 5 yrs later when they were university students. The sleep period duration and its center, the mid-sleep time, and total sleep time were estimated by actimetry. Actigraphic total sleep time was similar when in high school and at the university on school days (6.31+/-0.47 vs. 6.45+/-0.80 h, p = ns) and longer on leisure days by 1.10+/-1.10 h (p < 0.0001 vs. school days) when in high school, but not at the university. Compared to the high school situation, the mid-sleep time was delayed when at the university on school days (03:11+/-0.6 vs. 03:55+/-0.7 h, p < 0.0001), but not on leisure days. Individual mid-sleep times on school and leisure days when in high school were significantly correlated with the corresponding values 5 yrs later when at the university (r = 0.58 and r = 0.55, p < 0.05, respectively). The large differences in total sleep time between school and leisure days when students attended high school and the delayed mid-sleep time on school days when students attended university are consistent with a circadian phase shift due to changes in class schedules, other zeitgebers, and lifestyle preferences. Age-related changes may also have occurred, although some individuality of the sleep pattern was maintained during the 5 yr study span. These findings have important implications for optimizing school and work schedules in students of different age and level of education.

Habit formation in children: Evidence from incentives for healthy eating.

PubMed

Loewenstein, George; Price, Joseph; Volpp, Kevin

2016-01-01

We present findings from a field experiment conducted at 40 elementary schools involving 8000 children and 400,000 child-day observations, which tested whether providing short-run incentives can create habit formation in children. Over a 3- or 5-week period, students received an incentive for eating a serving of fruits or vegetables during lunch. Relative to an average baseline rate of 39%, providing small incentives doubled the fraction of children eating at least one serving of fruits or vegetables. Two months after the end of the intervention, the consumption rate at schools remained 21% above baseline for the 3-week treatment and 44% above baseline for the 5-week treatment. These findings indicate that short-run incentives can produce changes in behavior that persist after incentives are removed. Copyright © 2015 Elsevier B.V. All rights reserved.

Manganese and lead in dust fall accumulation in elementary schools near a ferromanganese alloy plant

DOE Office of Scientific and Technical Information (OSTI.GOV)

Menezes-Filho, José Antonio, E-mail: antomen@ufba.br; Souza, Karine O. Fraga de, E-mail: karinefraga11@hotmail.com; Rodrigues, Juliana L. Gomes, E-mail: juuhrodrigues@icloud.com

Previous studies have shown elevated airborne manganese (Mn) in villages adjacent to a Mn alloy production plant in Brazil and negative associations between biomarkers of Mn and children's cognition and behavior. Since small Mn particles may be carried for long distances, we measured manganese (Mn) and lead (Pb) dust fall accumulation in 15 elementary schools, located between 1.25 and 6.48 km from the plant in the municipality of Simões Filho, Bahia, Brazil. Passive samplers (polyethylene Petri dishes) were set in interior and exterior environments. After 30 days, the samplers’ content was solubilized with diluted nitric acid and Mn and Pbmore » levels were analyzed by electrothermal absorption spectrometry. The overall geometric mean and range of Mn and Pb accumulation in dust fall (loading rates) were 1582 μg Mn/m{sup 2}/30 days (37–37,967) and 43.2 μg Pb/m{sup 2}/30 days (2.9–210.4). A logarithmic decrease in interior and exterior Mn loading rates was observed with distance from the ferro-manganese alloy plant. Multiple regression analyses of log-transformed Mn loading rate within the schools showed a positive association with Mn levels in outdoor dust, a negative association with distance from the plant; as well, wind direction (downwind>upwind) and school location (urban>rural) entered significantly into the model. For the interior school environments, located within a 2-km radius from the plant, loading rate was, on average, 190 times higher than the Mn levels reported by Gulson et al., (2014) in daycare centers in Sydney, Australia, using a similar method. Pb loading rates were not associated with distance from the plant and were lower than the rates observed in the same daycare centers in Sydney. Our findings suggest that a significant portion of the children in this town in Brazil may be exposed to airborne Mn at concentrations that may affect their neurodevelopment. - Highlights: • Manganese levels in settled dust in schools are inversely associated with distance from the Mn processing plant. • In schools within 2-km from plant, indoor Mn levels are 190 times higher than the levels observed in daycares in Australia. • Pb levels are not associated with distance from the plant and are lower than the levels observed in daycares in Australia.« less

Variations in the OM/OC ratio of urban organic aerosol next to a major roadway.

PubMed

Brown, Steven G; Lee, Taehyoung; Roberts, Paul T; Collett, Jeffrey L

2013-12-01

Understanding the organic matter/organic carbon (OM/OC) ratio in ambient particulate matter (PM) is critical to achieve mass closure in routine PM measurements, to assess the sources of and the degree of chemical processing organic aerosol particles have undergone, and to relate ambient pollutant concentrations to health effects. Of particular interest is how the OM/OC ratio varies in the urban environment, where strong spatial and temporal gradients in source emissions are common. We provide results of near-roadway high-time-resolution PM1 OM concentration and OM/OC ratio observations during January 2008 at Fyfe Elementary School in Las Vegas, NV, 18 m from the U.S. 95 freeway soundwall, measured with an Aerodyne high-resolution time-of-flight aerosol mass spectrometer (HR-AMS). The average OM/OC ratio was 1.54 (+/- 0.20 standard deviation), typical of environments with a low amount of secondary aerosol formation. The 2-min average OM/OC ratios varied between 1.17 and 2.67, and daily average OM/OC ratios varied between 1.44 and 1.73. The ratios were highest during periods of low OM concentrations and generally low during periods of high OM concentrations. OM/OC ratios were low (1.52 +/- 0.14, on average) during the morning rush hour (average OM = 2.4 microg/m3), when vehicular emissions dominate this near-road measurement site. The ratios were slightly lower (1.46 +/- 0.10) in the evening (average OM = 6.3 microg/m3), when a combination of vehicular and fresh residential biomass burning emissions was typically present during times with temperature inversions. The hourly averaged OM/OC ratio peaked at 1.66 at midday. OM concentrations were similar regardless of whether the monitoring site was downwind or upwind of the adjacent freeway throughout the day, though they were higher during stagnant conditions (wind speed < 0.5 m/sec). The OM/OC ratio generally varied more with time of day than with wind direction and speed.

Women in the Navy: Performance, Health, and Motherhood.

DTIC Science & Technology

1979-05-01

quite similar on the pre- service variables of age and level of schooling : the average age at time of service entry was 20.4 years and the average years...of education achieved was 12.3. Less than three percent of these women had not completed high school whereas 18 percent had attended college for one...standards required of women for service eligibility, i.e., a high school diploma and above average aptitude scores. Percentages of disciplinary sep

The School Leader and Policymaker's Guide to a Four-Day School Week: Considerations, Implementation, Tools, and Best Practice

ERIC Educational Resources Information Center

Odneal, Becky; Carter, Gregory; Hull, Lisa Suzanne; Roling, Tim

2013-01-01

This product development report addresses the components for an operations manual, which will serve as a guide for school districts pursuing or implementing a four-day school week. The product will provide school districts with a resource to address their needs, questions, and concerns around all aspects of the transition to a four-day school…

Epidemiological profile of ICU patients at Faculdade de Medicina de Marília.

PubMed

El-Fakhouri, Silene; Carrasco, Hugo Victor Cocca Gimenez; Araújo, Guilherme Campos; Frini, Inara Cristina Marciano

2016-01-01

To characterize the epidemiological profile of the hospitalized population in the ICU of Hospital das Clínicas de Marília (Famema). A retrospective, descriptive and quantitative study. Data regarding patients admitted to the ICU Famema was obtained from the Technical Information Center (Núcleo Técnico de Informações, NTI, Famema). For data analysis, we used the distribution of absolute and relative frequencies with simple statistical treatment. 2,022 ICU admissions were recorded from June 2010 to July 2012 with 1,936 being coded according to the ICD-10. The epidemiological profile comprised mostly males (57.91%), predominantly seniors ≥ 60 years (48.89%), at an average age of 56.64 years (±19.18), with limited formal education (63.3% complete primary school), mostly white (77.10%), Catholic (75.12%), from the city of Marília, state of São Paulo, Brazil (53.81%). The average occupancy rate was 94.42%. The predominant cause of morbidity was diseases of the circulatory system with 494 admissions (25.5%), followed by traumas and external causes with 446 admissions (23.03%) and neoplasms with 213 admissions (11.00%). The average stay was 8.09 days (±10.73). The longest average stay was due to skin and subcutaneous tissue diseases, with average stay of 12.77 days (±17.07). There were 471 deaths (24.32%), mainly caused by diseases of the circulatory system (30.99%). The age group with the highest mortality was the range from 70 to 79 years with 102 deaths (21.65%). The ICU Famema presents an epidemiological profile similar to other intensive care units in Brazil and worldwide, despite the few studies available in the literature. Thus, we feel in tune with the treatment of critical care patients.

Outcomes of a four-year specialist-taught physical education program on physical activity: a cluster randomized controlled trial, the LOOK study.

PubMed

Telford, Rohan M; Olive, Lisa S; Cochrane, Thomas; Davey, Rachel; Telford, Richard D

2016-06-08

The objective of this study was to investigate the effect of a 4-year specialist-taught Physical Education (PE) program on physical activity (PA) among primary school children. A 4-year cluster randomised controlled trial was conducted in children (initially aged 8 years) from 29 primary schools (13 Intervention, 16 Control). Intervention students (N = 457) received 2 × 45 min PE lessons per week from specialist-trained PE teachers (68 lessons per year, 272 lessons over 4 years). Control group students (N = 396) received usual practice PE from generalist classroom teachers. PA during PE lessons was examined using the System for Observing Fitness Instruction Time (SOFIT). Pedometers (steps/day) were worn for 7 days each year, and accelerometers were worn concurrently in the final two years to assess moderate to vigorous (MVPA) and sedentary activity. Linear and generalized mixed models were used to determine differences in Intervention and Control student PA and the proportion of students meeting PA guidelines. The intervention increased SOFIT-observed student MVPA during PE lessons by 6.5 mins (16.7 v 10.2, p < 0.001). Within intervention schools, participants increased their whole-day step counts (boys = 449 [CI,140 to 756]; girls = 424 [CI,222 to 626]) and minutes of MVPA (boys = 8.0 [CI,6.8 to 9.2]; girls = 3.5 [CI,1.7 to 5.4]) on PE days. However, compared to the Control group the Intervention did not: increase habitual steps/day or MVPA when averaged over 7 days; elicit greater improvements in these measures over time; or increase the odds of meeting step/day or MVPA recommendations. At age 11 years Intervention group boys were 20 mins less sedentary per day (380 [CI,369 to 391] vs 360 [CI,350 to 369]) and this effect was sustained at age 12 years. Well-designed specialist-taught PE can improve student PA during PE lessons. However for PE to be a significant contributor to improving habitual PA in pre-adolescent children, daily classes are likely to be required, and even this would need to be supplemented with a wider multicomponent strategy. Our finding of a reduction in sedentary time among Intervention boys warrants further investigation into the potential role PE could play in influencing sedentary behaviour.

25 CFR 30.116 - If a school fails to achieve its annual measurable objectives, what other methods may it use to...

Code of Federal Regulations, 2011 CFR

2011-04-01

... participated in the assessment. (b) Method B—Uniform Averaging Procedure. A school may use uniform averaging... 25 Indians 1 2011-04-01 2011-04-01 false If a school fails to achieve its annual measurable... Adequate Yearly Progress § 30.116 If a school fails to achieve its annual measurable objectives, what other...

25 CFR 30.116 - If a school fails to achieve its annual measurable objectives, what other methods may it use to...

Code of Federal Regulations, 2012 CFR

2012-04-01

... participated in the assessment. (b) Method B—Uniform Averaging Procedure. A school may use uniform averaging... 25 Indians 1 2012-04-01 2011-04-01 true If a school fails to achieve its annual measurable... Adequate Yearly Progress § 30.116 If a school fails to achieve its annual measurable objectives, what other...

25 CFR 30.116 - If a school fails to achieve its annual measurable objectives, what other methods may it use to...

Code of Federal Regulations, 2013 CFR

2013-04-01

... participated in the assessment. (b) Method B—Uniform Averaging Procedure. A school may use uniform averaging... 25 Indians 1 2013-04-01 2013-04-01 false If a school fails to achieve its annual measurable... Adequate Yearly Progress § 30.116 If a school fails to achieve its annual measurable objectives, what other...

25 CFR 30.116 - If a school fails to achieve its annual measurable objectives, what other methods may it use to...

Code of Federal Regulations, 2010 CFR

2010-04-01

... participated in the assessment. (b) Method B—Uniform Averaging Procedure. A school may use uniform averaging... 25 Indians 1 2010-04-01 2010-04-01 false If a school fails to achieve its annual measurable... Adequate Yearly Progress § 30.116 If a school fails to achieve its annual measurable objectives, what other...

25 CFR 30.116 - If a school fails to achieve its annual measurable objectives, what other methods may it use to...

Code of Federal Regulations, 2014 CFR

2014-04-01

... participated in the assessment. (b) Method B—Uniform Averaging Procedure. A school may use uniform averaging... 25 Indians 1 2014-04-01 2014-04-01 false If a school fails to achieve its annual measurable... Adequate Yearly Progress § 30.116 If a school fails to achieve its annual measurable objectives, what other...

The Efficacy of an All-Day, Every-Day Kindergarten Program: A Seven Year Cumulative Report for the St. James-Assiniboia School Division

ERIC Educational Resources Information Center

Zakaluk, Beverley L.; Straw, Stanley B.; Smith, Karen E.

2005-01-01

Background: This is the fourth formal report describing the efficacy of the full-day, every day kindergarten program in the St. James School Division which was initiated in one school located in an economically-disadvantaged neighborhood in the 1997-1998 school year. The success of this undertaking led to the extension of the program in 1998-1999,…

Early College STEM-focused High Schools: A Natural and Overlooked Recruitment Pool for the Geosciences

NASA Astrophysics Data System (ADS)

Freeman, R.; Bathon, J.; Fryar, A. E.; Lyon, E.; McGlue, M. M.

2017-12-01

As national awareness of the importance of STEM education has grown, so too has the number of high schools that specifically emphasize STEM education. Students at these schools outperform their peers and these institutions send students into the college STEM pipeline at twice the rate of the average high school or more. Another trend in secondary education is the "early college high school" (ECHS) model, which encourages students to prepare for and attend college while in high school. These high schools, particularly ECHS's that focus on STEM, represent a natural pool for recruitment into the geosciences, yet most efforts at linking high school STEM education to future careers focus on health sciences or engineering. Through the NSF GEOPATHS-IMPACT program, the University of Kentucky (UK) Department of Earth and Environmental Science and the STEAM Academy, a STEM-focused ECHS located in Lexington, KY, have partnered to expose students to geoscience content. This public ECHS admits students using a lottery system to ensure that the demographics of the high school match those of the surrounding community. The perennial problem for recruiting students into geosciences is the lack of awareness of it as a potential career, due to lack of exposure to the subject in high school. Although the STEAM Academy does not offer an explicitly-named geoscience course, students begin their first semester in 9th grade Integrated Science. This course aligns to the Next Generation Science Standards (NGSS), which include a variety of geoscience content. We are working with the teachers to build a project-based learning curriculum to include explicit mention and awareness of careers in geosciences. The second phase of our project involves taking advantage of the school's existing internship program, in which students develop professional skills and career awareness by spending either one day/week or one hour/day off campus. We hosted our second round of interns this year. Eventually we plan to enroll interested students in introductory earth science courses in our department or at a nearby community college. We hope to build a model for establishing a pipeline from an ECHS STEM high school to a geoscience department that can be implemented by other universities. Here we present the highlights and challenges of this first year of our program.

25 CFR 39.722 - What transportation information must day schools, on-reservation boarding schools and peripheral...

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false What transportation information must day schools, on-reservation boarding schools and peripheral dormitory schools report? 39.722 Section 39.722 Indians BUREAU OF... boarding schools and peripheral dormitory schools report? (a) By August 1 of each year, all schools and...

25 CFR 39.722 - What transportation information must day schools, on-reservation boarding schools and peripheral...

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true What transportation information must day schools, on-reservation boarding schools and peripheral dormitory schools report? 39.722 Section 39.722 Indians BUREAU OF... boarding schools and peripheral dormitory schools report? (a) By August 1 of each year, all schools and...

25 CFR 39.722 - What transportation information must day schools, on-reservation boarding schools and peripheral...

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false What transportation information must day schools, on-reservation boarding schools and peripheral dormitory schools report? 39.722 Section 39.722 Indians BUREAU OF... boarding schools and peripheral dormitory schools report? (a) By August 1 of each year, all schools and...

On rising medical student debt: in for a penny, in for a pound.

PubMed

Kassebaum, D G; Szenas, P L; Schuchert, M K

1996-10-01

Using national databases of the Association of American Medical Colleges, the authors have examined reasons for the rising indebtedness of U.S. medical students, looking across the past decade at the influence of tuition and fees (tuition-fees) alone and the total costs of attending school, the effects of the changing demographics of medical school enrollments and lengthened graduation times, the relationship between the availability of school-funded scholarships and the amount of student loan disbursements, the pattern of student financial aid, and the reliance on borrowing to cover the costs of medical education. In constant dollars, the average indebtedness of students graduating from public schools increased 59.2% between 1985 and 1995, and that for graduates of private schools increased 64.2%. The fraction of graduates bringing debt with them when they entered medical school declined from 42.1% in 1985 to 33.6% in 1995. Premedical debt as a fraction of total debt declined at public schools from 9% in 1985 to 7% in 1995, and at private schools from 7.8% in 1985 to 5.9% in 1995. For public schools, tuition-fees increased 60.1% between 1985 and 1995, and average medical school debt increased 60.9%; for private schools, tuition-fees increased 30.1% over that period, while average medical school debt increased 66.2%. On average, public school graduates accrued debt greater than their four-year tuition-fee payments, while the average debt accrued by private school graduates was less than tuition-fee amounts. In 1995, graduates of public schools had debt accumulations representing 62% of the average total cost of attendance (tuition, fees, books, supplies, equipment, and living expenses), and the indebtedness of private school graduates was 55% of the average total cost, findings suggesting that total costs were the stronger driver of the amounts borrowed. On a national scale, the influences on medical school debt of longer graduation times, the growing number of women students, greater racial-ethnic diversity, and the admission of more older students age were negligible or small. The average parental income, adjusted to constant dollars, actually increased between 1985 and 1995. For public schools, the aggregate amounts of student aid have climbed at a steeper rate than schools' tuition-fee revenues during the past decade. For public schools, tuition-fee revenues rose 66.7% between 1985 and 1995, while the amount of loans to students at public schools increased 92.7%. For private schools, tuition-fee revenues went up 36.5%, and the amount of loans to students rose 57.9% during the same period. Federal Stafford Loans represented the major financing source, increasing from 71.5% of public schools' tuition-fee revenue in 1985 to 92.2% in 1995, and from 23% of private schools' tuition-fee revenue in 1985 to 38% in 1995. Over the decade, scholarship support kept pace with tuition-fee increases at public schools, but lagged behind the increases at private schools. The recent escalation of student debt has coincided with the lifting of the federal loan borrowing limits under the Higher Education Act. In parallel, entering medical students have declared their intentions to rely more heavily on loans as a means of financing. These findings, although based on national data and trends, provide a framework for exploration of the factors affecting educational costs and financing at individual medical schools. The importance of doing so is mounting, as students may be throwing caution to the winds in the more favorable climate for borrowing, ignoring indicators of changing practice opportunities and incomes ahead.

Assessment of selenium nutritional status of school-age children from rural areas of China in 2002 and 2012.

PubMed

Liu, X; Piao, J; Li, M; Zhang, Y; Yun, C; Yang, C; Yang, X

2016-03-01

To assess the selenium nutritional status of 3458 school-age children recruited from rural areas using the China Nutrition and Health Survey 2002 and 2012 (CNHS 2002 and CNHS 2012). The serum selenium concentration was determined by high-resolution inductively coupled plasma mass spectrometry. The prevalence of dietary selenium intake insufficiency was calculated according to the formula suggested by and the estimated average requirements of the new Chinese Dietary Reference Intakes. The percentage of low selenium was based on the cutoff values with a serum selenium concentration below the threshold limit of clinical importance in coronary and cardiovascular diseases (<45 μg/l) and in abnormal physiological functions (<60 μg/l). The overall median serum selenium concentration was 64.3 μg/l in the CNHS 2002 and 74.2 μg/l in the CNHS 2012. The median calculated dietary selenium intake was 26.7 μg/day in the CNHS 2002 and 33.2 μg/day in the CNHS 2012 together with a 61.1% and 52.8% dietary selenium intake insufficiency in the CNHS 2002 and in the CNHS 2012. In addition, the percentages of low selenium (<45 μg/l and <60 μg/l) were 25.1 and 43.8% in the CNHS 2002 but 9.4 and 25.6% in the CHNS 2012. The selenium nutritional status of school-age children was significantly improved in the CNHS 2012 versus the CNHS 2002. However, the health risk for selenium malnutrition in school-age children remains a potential problem affecting children's health.

Back to School

MedlinePlus

... from summer to school a little easier. First-Day Mania There's no escaping the fact that the first day of school can be crazy. New kids wander ... for their homerooms. How can you combat first-day chaos? If you're headed to a new ...

A Review of Vehicles Speed on School Safety Zone Areas in Pekanbaru City

NASA Astrophysics Data System (ADS)

Dwi Putri, Lusi; Soehardi, Fitridawati; Saleh, Alfian

2017-12-01

School Safety Zone is a location or region on particular roads that are time-based speed zone to set the speed of the vehicle in the school environment. The maximum speed limit permits entering a School Safety Zone, especially in Pekanbaru City is 25 km / h and an outline of the speed limit permit vehicles that pass through the School Safety Zone in Indonesia is generally 20-30 km / h. However, the vehicles speeds that pass School Safety Zone are higher than permit speeds.To ensure the level of vehicle offense across the territory of the School Safety Zone so it is necessary a primary data which is taken randomly based on field survey for 3 days at schools that has that facility ie SDN 3 Jalan Kesehatan Pekanbaru City, SDN 68 Jalan Balam Ujung Kota Pekanbaru and SDN 143 Jalan Taskurun Kota Pekanbaru. Furthermore, the data were taken in good condition that is at 6:30 to 7:30 am and at 12:00 to 13:00 pm. In addition, the data obtained is mileage and travel time of the vehicle. Both of these data can generate good speed value that passes through the area of School Safety Zone. Based on the research findings, the vehicle speed passing through the area of School Safety Zone is incompatible with speed permit at 35 km / h with a maximum average percentage of the rate of offense in the area of the school zone is 91.7%. This indicates that the vehicle passes School Safety Zone not following the rules of the maximum limit area and can be potentially harmful to elementary school students.

An assessment of inservice training on the applications in biology/chemistry curriculum from the Center of Occupational Research and Development

NASA Astrophysics Data System (ADS)

Jobe, Robert Dale

Scope and method of study. The scope of the study consisted of respondents to a survey sent to all the participants of the inservice workshops for the Applied Biology/Chemistry curriculum from CORD. One hundred and six surveys were sent to teachers trained for Applied Biology/Chemistry classes for high school credit as a laboratory science requirement. Sixty-two people returned the questionnaire who were present or past teachers of Applied Biology/Chemistry classes for high school credit. The study assessed the participants' expectations and satisfaction with inservice training provided for certification in Oklahoma over the past five years. A common set of objectives that participants rated for importance to philosophy and strategies needed to successfully teach Applications in Biology/Chemistry using the curriculum written by the Center for Occupational Research and Development was evaluated for significance. Findings and conclusions. The analysis of the data revealed that the respondents' expectations and satisfaction were both above average for the workshop they attended. Therefore, it was concluded that the first seventeen objectives of this study should be the mainstay of any workshop used to train future teachers of Applications of Biology/Chemistry for high school credit. Eleven of the first seventeen questions (objectives) were found to be statistically significant at the alpha =.05 level. Therefore it was concluded that an increased emphasis on instruction in the guideline (objectives) areas that were statistically significant should be provided in future workshops. The respondents' answers to the survey questions provided insight on the time line configuration and structure of future workshops for teachers of Application in Biology/Chemistry for high school credit. Therefore it was concluded that workshops should be ten days in length, 6-8 hours a day of instruction, with follow-up sessions offered, college credit given and a stipend awarded. The days, months and structure of meetings should be arranged to facilitate attendance by participants.

Improved outcome of ventilator-associated pneumonia caused by methicillin-resistant Staphylococcus aureus in a trauma population.

PubMed

Gonzalez, Richard P; Rostas, Jack; Simmons, Jon D; Allen, John; Frotan, Mohammad A; Brevard, Sidney B

2013-03-01

The treatment of ventilator-associated pneumonia (VAP) secondary to methicillin-resistant Staphylococcus aureus (MRSA) remains controversial. We performed a review of all blunt trauma patients diagnosed with MRSA VAP from June 2005 to June 2011. VAP for the first 3 years was diagnosed by sputum aspiration and treated with vancomycin. For the last 3 years of the study period, VAP was diagnosed with bronchoalveolar lavage and treated with linezolid. MRSA VAP patients treated with vancomycin had an average hospital length of stay (LOS) of 49 days (range 9-99 days), an average intensive care unit (ICU) LOS of 43 days (range 6-98 days), and average ventilator days of 34.4 (range 3-76 days). Seventeen MRSA VAP patients treated with linezolid had an average hospital LOS of 27 days (range 11-61), an average ICU LOS of 22 days (range 10-42) days, and average ventilator days of 16.6 (range 2-42). Trauma patients who develop MRSA VAP appear to have fewer ventilator days and shorter ICU and hospital LOS when treated with linezolid. Copyright © 2013 Elsevier Inc. All rights reserved.

Colorado's Alternative School Calendar Program and the Four Day Week.

ERIC Educational Resources Information Center

Brubacher, Roy G.; Stiverson, C. L.

Taking advantage of legislation permitting modified school calendars, the four-day work week has been implemented by 23 small, rural Colorado school districts representing 5,200 children. Thirteen districts implemented the four-day program in the 1980-81 school year. Ten additional districts applied as first year pilot programs in the 1981-82…

Connecting with Communities: Four Successful Schools

ERIC Educational Resources Information Center

Simons, Kate Anderson; Curtis, Patrick A.

2007-01-01

The average public school serving children who are economically disadvantaged cannot afford to provide the above-average education that many of these children need to achieve at the same levels as their more advantaged peers. It becomes necessary for schools to ask, "Who else has the resources to help children succeed?" Because of these…

All above Average: Secondary School Improvement as an Impossible Endeavour

ERIC Educational Resources Information Center

Taylor, Phil

2015-01-01

This article argues that secondary school improvement in England, when viewed as a system, has become an impossible endeavour. This arises from the conflation of improvement with effectiveness, judged by a narrow range of outcome measures and driven by demands that all schools should somehow be above average. The expectation of comparable…

The Relationship between Heavy Metal and Rap Music and Adolescent Turmoil: Real or Artifact?

ERIC Educational Resources Information Center

Took, Kevin J.; Weiss, David S.

1994-01-01

Investigated association between 87 adolescents' music preferences and psychosocial turmoil. Adolescents who preferred heavy metal and rap music had higher incidence of below-average school grades, school behavior problems, sexual activity, drug and alcohol use, and arrests. When gender was controlled, only below-average school grades and history…

77 FR 43232 - National School Lunch, Special Milk, and School Breakfast Programs, National Average Payments...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-24

... ``national average payments,'' the amount of money the Federal Government provides States for lunches... with pricing programs that elect to serve milk free to eligible children continue to receive the... during the second preceding school year were served free or at a reduced price. The higher payment level...

Classroom Learning Environment Differences between Resilient, Average, and Nonresilient Middle School Students in Reading

ERIC Educational Resources Information Center

Padrón, Yolanda N.; Waxman, Hersh C.; Lee, Yuan-Hsuan

2014-01-01

The lack of achievement of students from high-risk and high-poverty environments necessitates changes in today's middle school environments to create a caring, supportive environment where all middle school students can succeed. This study investigated the classroom learning environments of resilient, average, and nonresilient minority students in…

Children exposure to indoor ultrafine particles in urban and rural school environments.

PubMed

Cavaleiro Rufo, João; Madureira, Joana; Paciência, Inês; Slezakova, Klara; Pereira, Maria do Carmo; Aguiar, Lívia; Teixeira, João Paulo; Moreira, André; Oliveira Fernandes, Eduardo

2016-07-01

Extended exposure to ultrafine particles (UFPs) may lead to consequences in children due to their increased susceptibility when compared to older individuals. Since children spend in average 8 h/day in primary schools, assessing the number concentrations of UFPs in these institutions is important in order to evaluate the health risk for children in primary schools caused by indoor air pollution. Thus, the purpose of this study was to assess and determine the sources of indoor UFP number concentrations in urban and rural Portuguese primary schools. Indoor and outdoor ultrafine particle (UFP) number concentrations were measured in six urban schools (US) and two rural schools (RS) located in the north of Portugal, during the heating season. The mean number concentrations of indoor UFPs were significantly higher in urban schools than in rural ones (10.4 × 10(3) and 5.7 × 10(3) pt/cm(3), respectively). Higher UFP levels were associated with higher squared meters per student, floor levels closer to the ground, chalk boards, furniture or floor covering materials made of wood and windows with double-glazing. Indoor number concentrations of ultrafine-particles were inversely correlated with indoor CO2 levels. In the present work, indoor and outdoor concentrations of UFPs in public primary schools located in urban and rural areas were assessed, and the main sources were identified for each environment. The results not only showed that UFP pollution is present in augmented concentrations in US when compared to RS but also revealed some classroom/school characteristics that influence the concentrations of UFPs in primary schools.

Acoustic Imaging Evaluation of Juvenile Salmonid Behavior in the Immediate Forebay of the Water Temperature Control Tower at Cougar Dam, 2010

DOE Office of Scientific and Technical Information (OSTI.GOV)

Khan, Fenton; Johnson, Gary E.; Royer, Ida M.

This report presents the results of an evaluation of juvenile Chinook salmon (Oncorhynchus tshawytscha) behavior at Cougar Dam on the south fork of the McKenzie River in Oregon in 2010. The study was conducted by the Pacific Northwest National Laboratory for the U.S. Army Corps of Engineers (USACE). The overall goal of the study was to characterize juvenile salmonid behavior and movement patterns in the immediate forebay of the Water Temperature Control (WTC) tower of the dam for USACE and fisheries resource managers use in making decisions about bioengineering designs for long-term structures and/or operations to facilitate safe downstream passagemore » for juvenile salmonids. We collected acoustic imaging (Dual-Frequency Identification Sonar; DIDSON) data from March 1, 2010, through January 31, 2011. Juvenile salmonids (hereafter, called 'fish') were present in the immediate forebay of the WTC tower throughout the study. Fish abundance index was low in early spring (<200 fish per sample-day), increased in late April, and peaked on May 19 (6,039 fish). A second peak was observed on June 6 (2904 fish). Fish abundance index decreased in early June and remained low in the summer months (<100 fish per sample-day). During the fall and winter, fish numbers varied with a peak on November 10 (1881 fish) and a minimum on December 7 (12 fish). A second, smaller, peak occurred on December 22 (607 fish). A univariate statistical analysis indicated fish abundance index (log10-transformed) was significantly (P<0.05) positively correlated with forebay elevation, velocity over the WTC tower intake gate weirs, and river flows into the reservoir. A subsequent multiple regression analysis resulted in a model (R2=0.70) predicting fish abundance (log-transformed index values) using two independent variables of mean forebay elevation and the log10 of the forebay elevation range. From the approximate fish length measurements made using the DIDSON imaging software, the average fish length during early spring 2010 was 214 {+-} 86 mm (standard deviation). From May through early November, the average fish length remained relatively consistent (132 {+-} 54 mm), after which average lengths increased to 295 {+-} 148 mm for mid-November though early December. From mid-December through January the average fish length decreased to 151 {+-} 76 mm. Milling in front of the WTC tower was the most common fish behavior observed throughout the study period. Traversing along the front of the tower, east-to-west and west-to-east, was the next common behavior. The percentage of fish events showing movement from the forebay to the tower or from the tower to the forebay was generally low throughout the spring, summer, and early fall (0 to 30% for both directions combined, March through early November). From mid-November 2010 through the end of the study (January 31, 2011), the combined percentages of fish moving into and out of the tower were higher (25 to 70%) than during previous months of the study. Schooling behavior was most distinct in the spring. Schooling events were present in 30 to 96% of the fish events during that period, with a peak on May 19. Schooling events were also present in the summer, but at lower numbers. With the exception of some schooling in mid-December, few to no schooling events were observed in the fall and winter months. Diel distributions for schooling fish during spring and fall months indicate schooling was concentrated during daylight hours and no schooling was observed at night. However, in December, schooling occurred at night, after midnight, and during daylight hours. Predator activity, most likely bull trout or rainbow trout according to a USACE biologist, was observed during late spring, when fish abundance index and schooling were highest for the year, and again in the fall months when fish events increased from a summer low. No predator activity was observed in the summer, and little activity occurred during the winter months.« less

[Prostitutes of the east sector of Santiago: characteristics and pathology of sexual transmission].

PubMed

Medina, R; Mella, L; Espoz, H; Medina, E; Cumsille, F

1989-09-01

We studied the frequency of venereal disease in 329 prostitutes working at massage parlours in Santiago. The mean age was 24 years and half of them had high school or university studies. In spite of frequent sexual contacts averaging 2.8 per day, the prevalence of significant venereal disease was not high in this group. Notably, AIDS infection was not detected. Vaginitis due to Trichomonas or Candida infection was the commonest problem and this was half as frequent among gum preservative users. Marital condition, age, obstetrical history and other variables were not related to genital infection.

Certificated Personnel and Related Information, Fall 1991.

ERIC Educational Resources Information Center

MacKenzie, Stella; Keith, Jo Ann

Information is presented about public school teachers and other holders of certificates in Colorado in 1991. The average salary for the 33,093 public school teachers was $33,072, representing a 3.9% increase over the 1990 average salary. This marked the third consecutive year that the average teacher salary in Colorado was below the national…

Academic self-concept in high school: predictors and effects on adjustment in higher education.

PubMed

Wouters, Sofie; Germeijs, Veerle; Colpin, Hilde; Verschueren, Karine

2011-12-01

Academic self-concept is considered a relevant psychological construct influencing many educational outcomes directly or indirectly. Therefore, the major focus of the current study is on the predictors and effects of academic self-concept in late adolescence. First, we studied the simultaneous effects of individual, class-average and school-average achievement (i.e., assessed by school grades) on academic self-concept in the final year of high school, thereby replicating and extending previous research on the big-fish-little-pond effect model. Second, the predictive value of high school academic self-concept for academic adjustment and success in the first year of higher education was examined. The sample comprised 536 twelfth grade students (44% boys) recruited from 24 schools (67 classes) that were representative with regard to geographical region and educational network in Flanders. Structural equation modeling showed that, when examining the joint contribution of school- and class-average achievement, only class-average achievement was significantly and negatively associated with academic self-concept. Furthermore, a significant effect of academic self-concept in high school on academic adjustment and success in higher education (in addition to any effects of high school academic achievement) was found. These results highlight the importance of considering academic self-concept in educational research and policy. © 2011 The Authors. Scandinavian Journal of Psychology © 2011 The Scandinavian Psychological Associations.

School Reading Performance and the Extended School Day Policy in Florida. REL 2016-141

ERIC Educational Resources Information Center

Folsom, Jessica Sidler; Petscher, Yaacov; Osborne-Lampkin, La'Tara; Cooley, Stephan; Herrera, Sarah; Partridge, Mark; Smith, Kevin

2016-01-01

Florida law requires the 100 lowest performing elementary schools in reading to extend the school day by one hour to provide supplemental reading instruction. This study found that those schools were smaller than other elementary schools and served a higher proportion of racial/ethnic minority students and students eligible for the school lunch…

25 CFR 39.710 - How does a school calculate annual bus transportation miles for day students?

Code of Federal Regulations, 2010 CFR

2010-04-01

... miles for day students? 39.710 Section 39.710 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE... Miles § 39.710 How does a school calculate annual bus transportation miles for day students? To calculate the total annual bus transportation miles for day students, a school must use the appropriate...

25 CFR 39.710 - How does a school calculate annual bus transportation miles for day students?

Code of Federal Regulations, 2012 CFR

2012-04-01

... miles for day students? 39.710 Section 39.710 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE... Miles § 39.710 How does a school calculate annual bus transportation miles for day students? To calculate the total annual bus transportation miles for day students, a school must use the appropriate...

25 CFR 39.710 - How does a school calculate annual bus transportation miles for day students?

Code of Federal Regulations, 2013 CFR

2013-04-01

... miles for day students? 39.710 Section 39.710 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE... Miles § 39.710 How does a school calculate annual bus transportation miles for day students? To calculate the total annual bus transportation miles for day students, a school must use the appropriate...

25 CFR 39.710 - How does a school calculate annual bus transportation miles for day students?

Code of Federal Regulations, 2011 CFR

2011-04-01

... miles for day students? 39.710 Section 39.710 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE... Miles § 39.710 How does a school calculate annual bus transportation miles for day students? To calculate the total annual bus transportation miles for day students, a school must use the appropriate...

25 CFR 39.710 - How does a school calculate annual bus transportation miles for day students?

Code of Federal Regulations, 2014 CFR

2014-04-01

... miles for day students? 39.710 Section 39.710 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE... Miles § 39.710 How does a school calculate annual bus transportation miles for day students? To calculate the total annual bus transportation miles for day students, a school must use the appropriate...

The Four Day Week: An Alternative School Calendar.

ERIC Educational Resources Information Center

Pope, Jean; Gillian, Russ

This booklet surveys the possibilities in instituting a 4-day school week, an approach which has gained favor in some small school districts. The history of the 4-day week and its characteristics are first described. Drawing on case studies of districts that have begun the 4-day schedule, the authors enumerate the steps in proposing and…

Extended-Day Kindergarten versus Half-Day Kindergarten: What One School District Decided.

ERIC Educational Resources Information Center

Firlik, Russell

The New Canaan Public Schools reduced its extended-day (21 hours per week) kindergarten program to half-day sessions (15 hours per week) in an interim program during a 2-year school construction-expansion phase. During a 9-month planning process, an ad hoc committee representing equal membership of teachers and parents from three elementary…

Effects of full-day kindergarten on the long-term health prospects of children in low-income and racial/ethnic-minority populations: a community guide systematic review.

PubMed

Hahn, Robert A; Rammohan, Veda; Truman, Benedict I; Milstein, Bobby; Johnson, Robert L; Muntañer, Carles; Jones, Camara P; Fullilove, Mindy T; Chattopadhyay, Sajal K; Hunt, Pete C; Abraido-Lanza, Ana F

2014-03-01

Children from low-income and minority families are often behind higher-income and majority children in language, cognitive, and social development even before they enter school. Because educational achievement has been shown to improve long-term health, addressing these delays may foster greater health equity. This systematic review assesses the extent to which full-day kindergarten (FDK), compared with half-day kindergarten (HDK), prepares children, particularly those from low-income and minority families, to succeed in primary and secondary school and improve lifelong health. A meta-analysis (2010) on the effects of FDK versus HDK among U.S. children measured educational achievement at the end of kindergarten. The meta-analysis was concordant with Community Guide criteria. Findings on the longer-term effects of FDK suggested "fade-out" by third grade. The present review used evidence on the longer-term effects of pre-K education to explore the loss of FDK effects over time. FDK improved academic achievement by an average of 0.35 SDs (Cohen's d; 95% CI=0.23, 0.46). The effect on verbal achievement was 0.46 (Cohen's d; 95% CI=0.32, 0.61) and that on math achievement was 0.24 (Cohen's d; 95% CI=0.06, 0.43). Evidence of "fade-out" from pre-K education found that better-designed studies indicated both residual benefits over multiple years and the utility of educational boosters to maintain benefits, suggesting analogous longer-term effects of FDK. There is strong evidence that FDK improves academic achievement, a predictor of longer-term health benefits. To sustain early benefits, intensive elementary school education is needed. If targeted to low-income and minority communities, FDK can advance health equity. Published by Elsevier Inc.

Understanding differences between summer vs. school obesogenic behaviors of children: the structured days hypothesis.

PubMed

Brazendale, Keith; Beets, Michael W; Weaver, R Glenn; Pate, Russell R; Turner-McGrievy, Gabrielle M; Kaczynski, Andrew T; Chandler, Jessica L; Bohnert, Amy; von Hippel, Paul T

2017-07-26

Although the scientific community has acknowledged modest improvements can be made to weight status and obesogenic behaviors (i.e., physical activity, sedentary/screen time, diet, and sleep) during the school year, studies suggests improvements are erased as elementary-age children are released to summer vacation. Emerging evidence shows children return to school after summer vacation displaying accelerated weight gain compared to the weight gained occurring during the school year. Understanding how summer days differ from when children are in school is, therefore, essential. There is limited evidence on the etiology of accelerated weight gain during summer, with few studies comparing obesogenic behaviors on the same children during school and summer. For many children, summer days may be analogous to weekend days throughout the school year. Weekend days are often limited in consistent and formal structure, and thus differ from school days where segmented, pre-planned, restrictive, and compulsory components exist that shape obesogenic behaviors. The authors hypothesize that obesogenic behaviors are beneficially regulated when children are exposed to a structured day (i.e., school weekday) compared to what commonly occurs during summer. This is referred to as the 'Structured Days Hypothesis' (SDH). To illustrate how the SDH operates, this study examines empirical data that compares weekend day (less-structured) versus weekday (structured) obesogenic behaviors in U.S. elementary school-aged children. From 190 studies, 155 (~80%) demonstrate elementary-aged children's obesogenic behaviors are more unfavorable during weekend days compared to weekdays. In light of the SDH, consistent evidence demonstrates the structured environment of weekdays may help to protect children by regulating obesogenic behaviors, most likely through compulsory physical activity opportunities, restricting caloric intake, reducing screen time occasions, and regulating sleep schedules. Summer is emerging as the critical period where childhood obesity prevention efforts need to be focused. The SDH can help researchers understand the drivers of obesogenic behaviors during summer and lead to innovative intervention development.

Amount and environmental predictors of outdoor playtime at home and school: A cross-sectional analysis of a national sample of preschool-aged children attending Head Start

PubMed Central

Marino, Alexis J.; Fletcher, Erica N.; Whitaker, Robert C.; Anderson, Sarah E.

2012-01-01

Outdoor play is an important contributor to children’s physical activity and the prevalence, correlates, and environmental predictors of it among young children are not well characterized. This study aims to estimate the amount of time preschool-aged children attending Head Start spend playing outdoors at home and school, and whether aspects of the home and school environment are associated with greater outdoor play. We analyzed data (n=2529) collected in spring 2007 in the Head Start Family and Child Experiences Survey (FACES). Overall, 37.5% of children played outside at home >2 h per weekday. Children who had a yard near home to play in or who had visited a park or playground or gone on a picnic with a family member in the last month were more likely to have >2 h per weekday outdoor play at home, but having a playground within walking distance of the home was not related to home outdoor playtime. On average children played outdoors at Head Start for 36 min per day. The amount of time children played outdoors at home was not related to school outdoor time. PMID:23000895

Environmental contamination in an Australian mining community and potential influences on early childhood health and behavioural outcomes.

PubMed

Dong, Chenyin; Taylor, Mark Patrick; Kristensen, Louise Jane; Zahran, Sammy

2015-12-01

Arsenic, cadmium and lead in aerosols, dusts and surface soils from Australia's oldest continuous lead mining town of Broken Hill were compared to standardised national childhood developmental (year 1) and education performance measures (years 3,5,7,9). Contaminants close to mining operations were elevated with maximum lead levels in soil: 8900 mg/kg; dust wipe: 86,061 μg/m(2); dust deposition: 2950 μg/m(2)/day; aerosols: 0.707 μg/m(3). The proportion of children from Broken Hill central, the area with the highest environmental contamination, presented with vulnerabilities in two or more developmental areas at 2.6 times the national average. Compared with other school catchments of Broken Hill, children in years 3 and 5 from the most contaminated school catchment returned consistently the lowest educational scores. By contrast, children living and attending schools associated with lower environmental contamination levels recorded higher school scores and lower developmental vulnerabilities. Similar results were identified in Australia's two other major lead mining and smelting cities of Port Pirie and Mount Isa. Copyright © 2015 Elsevier Ltd. All rights reserved.

Support for Physical Education as a Core Subject in Urban Elementary Schools.

PubMed

Castillo, Jacqueline C; Clark, B Ruth; Butler, Carling E; Racette, Susan B

2015-11-01

Physical inactivity and childhood obesity are prevalent in American children, with increased vulnerability in minority, low-resource populations. The aim of this study was to quantify the impact of physical education (PE) on in-school physical activity quantity and intensity in urban minority children attending public elementary schools. This observational study included elementary children (N=212; mean age, 9.9 years; 81.7% black) in Grades 2-5 attending urban public schools with high eligibility for the National School Lunch Program. In-school physical activity was quantified during 4 school weeks across 4 months (January-April 2012) using Omron HJ-151 accelerometer-pedometers. Fitness was assessed with the 20-meter Progressive Aerobic Cardiovascular Endurance Run. Data were analyzed in 2013 using generalized estimating equations to determine the influence of PE and sex on total in-school steps and moderate to vigorous physical activity (MVPA) steps. Based on 3,379 observation days (mean, 15.9 school days/student), students achieved higher in-school physical activity on days with PE (4,979 steps) than on days without PE (3,683 steps, p<0.0001). Likewise, MVPA steps were greater on days with PE than on days without PE (p<0.0001). Boys were more active than girls, but both accumulated more steps on days with PE. Low aerobic fitness was observed in 29.0% of students and overweight/obesity in 31.1%. PE significantly increases total in-school and MVPA steps in urban minority elementary children. PE as a core subject can provide opportunities for urban, minority public school children in low-resource areas to achieve age-appropriate physical activity and fitness goals. Copyright © 2015 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

School performance of childhood cancer survivors in Korea: a multi-institutional study on behalf of the Korean Society of Pediatric Hematology and Oncology.

PubMed

Park, Meerim; Park, Hyeon Jin; Lee, Jae Min; Ju, Hee Young; Park, Byung Kiu; Yu, Eun-Seung; Yang, Hyung-Kook; Kim, Ji Yoon; Park, Sang Kyu; Lee, Young Ho; Shim, Ye Jee; Kim, Heung Sik; Lee, Jun Ah; Lim, Yeon-Jung; Cheuh, Hee Won; Park, Ji Kyoung; Lee, Mee Jeong; Kim, Soon Ki; Choi, Hyoung Soo; Hah, Jeong Ok; Park, Kyung Duk; Kang, Hyoung Jin; Shin, Hee Young

2018-06-21

To investigate school performance of childhood cancer survivors focusing on the child's functioning, including peer relationships, school attendance, and academic achievement METHODS: We studied 241 children from 15 institutions in Korea between 2015 and 2016. The self-reported paper-and-pencil questionnaires were used. Approximately 22% of the survivors suffered from lack of friends. Bullying was reported by 30% of survivors. Survivors who returned to primary school reported a higher incidence of bullying compared to survivors who returned to middle or high school (P=0.03). The percentage of children who missed classes more than 4 days in a month was higher in survivors with brain tumors than those with other tumors (P=0.04). Approximately 41% of children reported learning difficulty. After returning to school, 53% of the patients reported that they had lower overall mark averages than they had before. Patients who returned to high school showed the highest rate of repeating a grade and the lowest rate of achieving high academic marks. The school marks in the Korean (P=0.03), English (P=0.04), and physical education (P=0.04) were worse for the children with brain tumors than for the children with other tumors. We found that 20-25% of survivors experienced peer-related difficulties upon returning to school. Patients who return to school, especially high school, should be provided more educational support to overcome low academic achievement. Particular concern is needed to the patients with brain tumors, who are at risk for significant academic and social difficulties and therefore may require more intensive support in school. This article is protected by copyright. All rights reserved.

Here's a Four-day Week That Works.

ERIC Educational Resources Information Center

Pompeo, Joe

1981-01-01

By lengthening school days and moving to a four-day school week, the Cimarron (New Mexico) School District not only saved energy and transportation costs but also won teacher, student, and parent approval and saw student scores rise on national standardized tests. (RW)

The Events of the Beslan, Russia School Siege. SVRC Fact Sheet

ERIC Educational Resources Information Center

School Violence Resource Center, 2004

2004-01-01

On September 1, 2004, the community of Beslan, North Ossetia, Russia was changed forever. On this day, thirty-two Chechen terrorists entered the local school on the first day of the school year and took hostage of 1,181 people, mostly children, who were in the school at that time. Over the next three days, negotiations occurred between the…

Humanizing the Classroom: Praxis of Full Day School System in Indonesia

ERIC Educational Resources Information Center

Suyatno; Wantini

2018-01-01

The full day school program is a new model in the education management system in Indonesia. This phenomenon is interesting because there is a paradox in it. Education in Indonesia is often criticized for the learning which is too heavy, but the full day school program gets a positive response from the community although it has longer school hours.…

How many steps/day are enough? for children and adolescents

PubMed Central

2011-01-01

Worldwide, public health physical activity guidelines include special emphasis on populations of children (typically 6-11 years) and adolescents (typically 12-19 years). Existing guidelines are commonly expressed in terms of frequency, time, and intensity of behaviour. However, the simple step output from both accelerometers and pedometers is gaining increased credibility in research and practice as a reasonable approximation of daily ambulatory physical activity volume. Therefore, the purpose of this article is to review existing child and adolescent objectively monitored step-defined physical activity literature to provide researchers, practitioners, and lay people who use accelerometers and pedometers with evidence-based translations of these public health guidelines in terms of steps/day. In terms of normative data (i.e., expected values), the updated international literature indicates that we can expect 1) among children, boys to average 12,000 to 16,000 steps/day and girls to average 10,000 to 13,000 steps/day; and, 2) adolescents to steadily decrease steps/day until approximately 8,000-9,000 steps/day are observed in 18-year olds. Controlled studies of cadence show that continuous MVPA walking produces 3,300-3,500 steps in 30 minutes or 6,600-7,000 steps in 60 minutes in 10-15 year olds. Limited evidence suggests that a total daily physical activity volume of 10,000-14,000 steps/day is associated with 60-100 minutes of MVPA in preschool children (approximately 4-6 years of age). Across studies, 60 minutes of MVPA in primary/elementary school children appears to be achieved, on average, within a total volume of 13,000 to 15,000 steps/day in boys and 11,000 to 12,000 steps/day in girls. For adolescents (both boys and girls), 10,000 to 11,700 may be associated with 60 minutes of MVPA. Translations of time- and intensity-based guidelines may be higher than existing normative data (e.g., in adolescents) and therefore will be more difficult to achieve (but not impossible nor contraindicated). Recommendations are preliminary and further research is needed to confirm and extend values for measured cadences, associated speeds, and MET values in young people; continue to accumulate normative data (expected values) for both steps/day and MVPA across ages and populations; and, conduct longitudinal and intervention studies in children and adolescents required to inform the shape of step-defined physical activity dose-response curves associated with various health parameters. PMID:21798014

2011 Astronomy Day at McDonald Observatory

NASA Astrophysics Data System (ADS)

Preston, Sandra; Hemeway, M.; Wetzel, M.

2012-01-01

Our philosophy is that everyday is Astronomy Day because the McDonald Observatory's Frank N. Bash Visitors Center is open 362 days a year. So, how did we create a special celebration for the "Astronomy Day” declared by the Astronomical League? During September 26-29 we conducted 20 videoconferences and served 12,559 students with "Astronomy Day” programming. Connect2Texas provides bridging for a network of Texas-based museums and cultural, historical, and scientific organizations that offer educational content to schools throughout the state via videoconferencing. Connect2Texas connected McDonald Observatory to 334 schools; most of these schools were in Texas, but schools in a dozen other states also participated. While most schools had a "view-only" connection, at least 20 of the schools had interactive connections, whereby the students could ask questions of the presenter. Connect2Texas also collects evaluation information from the participating schools that we will use to produce a report for our funders and make modifications to future programs as need be. The videoconferences were offered free of charge. The theme for the 2011 Astronomy Day program was the Year of the Solar System, which aligns with NASA's theme for 2011 and 2012. By aligning with this NASA theme, we could leverage NASA artwork and materials to both advertise and enrich the learning experience. Videoconference materials also included pre- and post-videoconference assessment sheets, an inquiry based activity, and pre- and post-videoconference activities, all of which were made available online. One of the lessons learned from past Astronomy Day videoconferences is that the days the Astronomical League declares as "Astronomy Day” are not always good days for Texas schools to participate. So, we choose an Astronomy Day that meets the needs of Texas schools and our schedule - so any day can be Astronomy Day. 2011 Astronomy Day was made possible by The Meyer-Levy Charitable Trust.

Sleep-Wake Patterns and Sleep Disturbance among Hong Kong Chinese Adolescents

PubMed Central

Chung, Ka-Fai; Cheung, Miao-Miao

2008-01-01

Study objectives: To determine sleep-wake patterns and evaluate sleep disturbance in Hong Kong adolescents; to identify factors that are associated with sleep disturbance; and to examine the relationship of sleep-wake variables and academic performance. Design and Setting: A school-based cross-sectional survey. Participants: Sample included 1629 adolescents aged 12 to 19 years. Measurements and Results: Self-report questionnaires, including sleep-wake habit questionnaire, Sleep Quality Index, Morningness/Eveningness scale, Epworth Sleepiness Scale, Perceived Stress Scale, academic performance, and personal data were administered. The average school-night bedtime was 23:24, and total sleep time was 7.3 hr. During weekends, the average bedtime and rise time was delayed by 64 min and 195 min, respectively. The prevalence of sleep disturbances occurring ≥3 days per week in the preceding 3 months were: difficulty falling asleep (5.6%), waking up during the night (7.2%), and waking up too early in the morning (10.4%). The prevalence of ≥1 of these three symptoms was 19.1%. Stepwise regression analyses revealed that circadian phase preference was the most significant predictor for school night bedtime, weekend oversleep, and daytime sleepiness. Perceived stress was the most significant risk factor for sleep disturbance. Students with marginal academic performance reported later bedtimes and shorter sleep during school nights, greater weekend delays in bedtime, and more daytime sleepiness than those with better grades. Conclusion: The prevalence of sleep deprivation and sleep disturbance among Hong Kong adolescents is comparable to those found in other countries. An intervention program for sleep problems in adolescents should be considered. Citation: Chung KF; Cheung MM. Sleep-wake patterns and sleep disturbance among Hong Kong Chinese adolescents. SLEEP 2008;31(2):185–194. PMID:18274265

Menstrual Characteristics and Related Problems in 9- to 18-Year-Old Turkish School Girls.

PubMed

Yücel, Gül; Kendirci, Mustafa; Gül, Ülkü

2018-03-14

To determine the cross-sectional characteristics of menstruating girls, dysmenorrhea, and the frequencies of related problems. Descriptive, cross-sectional study. Randomly selected primary, junior, and high schools in the city center of Kayseri. Two thousand female adolescents of ages between 9 and 18 years. We used a questionnaire addressing the epidemiological characteristics of menstruation, such as age at menarche, duration of menstrual intervals, average days of bleeding, and any menstrual problems and their frequencies. This study consists of a sufficient number of participants from all age groups. Of the participant (n = 2000) girls, 63.7% (n = 1274) had started menstruating. The mean age at menarche was 12.74 (±1.03) years. With a prevalence of 84.8% (n = 1080), dysmenorrhea was the most prevalent menstrual problem and the average pain score was 5.87 (±2.45). Of the menstruating girls, 34% (n = 439) used painkillers, the most commonly used was acetaminophen; during their period the prevalence of nonmedical methods to relieve pain was 35.2%; the rate of seeking medical help for dysmenorrhea was 9.3% (n = 119). In menstruating participants, 90.8% discussed their menstrual problems with their mothers. The rate of school absenteeism in menstruating girls was 15.9% in general and 18% in those with dysmenorrhea. Problems related to menstruation are common in adolescents and these problems affect their social life. In adolescent girls, the most common menstrual problem is dysmenorrhea and it affects school performance and attendance. Girls with menstrual problems showed a low rate of seeking medical help. Copyright © 2018 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

Educational Intervention in a Medically Underserved Area.

PubMed

Atance, Joel; Mickalis, Morgan; Kincade, Brianna

2018-04-01

Medical students from rural and medically underserved areas (MUAs) are more likely than their peers to practice medicine in rural areas and MUAs. However, students from MUAs are also more likely to face socioeconomic barriers to a career in medicine. To determine whether a week-long summer enrichment experience (SEE) at Edward Via College of Osteopathic Medicine-Carolinas could successfully teach high school students from MUAs basic biomedical concepts and foster an interest in medicine and the health sciences. The SEE program is open to high school students in the Spartanburg, South Carolina, area. The program includes interactive lectures, laboratories, demonstrations on gross anatomy prosections, demonstrations on medical simulation models, tours of emergency vehicles, an introduction to osteopathic manipulative medicine, and student-led research projects. Participants were asked to complete a 15-question quiz that assessed their knowledge of basic biomedical concepts and a 10-question survey that assessed their attitudes toward careers in medicine and health sciences. Both the quiz and the survey were completed on both the first and final days of the program. The data were analyzed using paired t tests. Participant knowledge of basic biomedical concepts, as determined by the quiz scores, increased after completion of the program (9.1 average correct answers vs 12.6 average correct answers) (P<.001). Participant attitude toward medicine and the health sciences improved in 9 of the 10 items surveyed after completion of the program (P<.05). Participant knowledge of basic biomedical concepts and their knowledge of and interest in careers in the health sciences improved after completing the SEE program. These findings suggest that educational interventions for high school students could help to develop primary care physicians for rural areas and MUAs and that there is a role for osteopathic medical schools to nurture these students as early as possible.

An Audit of Selected Private School Programs: Accelerated Christian Education, Alpha Omega, Mennonite Schools, Seventh-Day Adventist Schools, and A BEKA Instructional Resources.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

This report, commissioned by the Minister of Education of Alberta, reviews the programs of study and instructional materials used in four groups of approved private schools: schools using the Accelerated Christian Education curriculum; schools using the Alpha Omega program; Mennonite parochial schools; and Seventh Day Adventist schools. The review…

25 CFR 39.722 - What transportation information must day schools, on-reservation boarding schools and peripheral...

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false What transportation information must day schools, on-reservation boarding schools and peripheral dormitory schools report? 39.722 Section 39.722 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Student...

The Quality vs. the Quantity of Schooling: What Drives Economic Growth?

ERIC Educational Resources Information Center

Breton, Theodore R.

2011-01-01

This paper challenges Hanushek and Woessmann's (2008) contention that the quality and not the quantity of schooling determines a nation's rate of economic growth. I first show that their statistical analysis is flawed. I then show that when a nation's average test scores and average schooling attainment are included in a national income model,…

Early Reading Programs in High-Poverty Schools: Emerald Elementary Beats the Odds.

ERIC Educational Resources Information Center

Fisher, Charles; Adler, Martha A.

This report describes the early reading program in Emerald Elementary School, located in a Midwest urban fringe district. From 1996 through 1998, Emerald's students performed well above the district average or near the state average on reading achievement. During this period, the school had at least half of its students eligible for free or…

78 FR 45178 - National School Lunch, Special Milk, and School Breakfast Programs, National Average Payments...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-26

... ``national average payments,'' the amount of money the Federal Government provides States for lunches... institutions with pricing programs that elect to serve milk free to eligible children continue to receive the... during the second preceding school year were served free or at a reduced price. The higher payment level...

76 FR 43256 - National School Lunch, Special Milk, and School Breakfast Programs, National Average Payments...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-20

... ``national average payments,'' the amount of money the Federal Government provides States for lunches... institutions with pricing programs that elect to serve milk free to eligible children continue to receive the... during the second preceding school year were served free or at a reduced price. The higher payment level...

A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration.

ERIC Educational Resources Information Center

Coleman, Mary Ruth

1992-01-01

Gifted learning-disabled and average learning-disabled middle school boys (n=42) in grades 6-9 were compared on ways they cope with difficult school situations. Although no group differences were found on the Coping Resources Inventory, significant differences were found in the actual strategies the groups reported using, with gifted students…

An Evaluative Overview of the Gloria Floyd Community School Academic Excellence Program.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL. Office of Educational Accountability.

The Gloria Floyd Academic Excellence Program (AEP) was designed as a school-based enrichment program for average and above-average students in grades one through six. The evaluation of this program involved discussions with the school administrator and program teacher, as well as a questionnaire-survey of AEP students, their parents, and regular…

Using Flexible Busing to Meet Average Class Size Targets

ERIC Educational Resources Information Center

Felt, Andrew J.; Koelemay, Ryan; Richter, Alexander

2008-01-01

This article describes a method of flexible redistricting for K-12 public school districts that allows students from the same geographical region to be bused to different schools, with the goal of meeting average class size (ACS) target ranges. Results of a case study on a geographically large school district comparing this method to a traditional…

Motivational Style and Actual and Perceived Academic Performance of Secondary School Students in Hong Kong

ERIC Educational Resources Information Center

Sit, Cindy H. P.; Braman, O. Randall; Kerr, John H.; Lindner, Koenraad J.

2013-01-01

This study examined the relationship between motivational style and academic achievement among 2,220 secondary school males and females in Hong Kong. Respondents were classified into high, average, or low academic performance (AAP) groups based on a single average for academic subjects obtained from their schools. Respondents were also classified…

Does Musical Training Improve School Performance?

ERIC Educational Resources Information Center

Wetter, Olive Emil; Koerner, Fritz; Schwaninger, Adrian

2009-01-01

In a retrospective study, we compared school performance of 53 children practicing music (group 1) with 67 controls not practicing music (group 2). Overall average marks as well as average marks of all school subjects except sports were significantly higher in children who do (group 1) than in those who do not practice music (group 2). In a…

ConnectED: President Obama's Plan for Connecting All Schools to the Digital Age

ERIC Educational Resources Information Center

The White House, 2013

2013-01-01

Driven by new digital technologies, the future of learning is increasingly interactive, individualized, and full of real-world experiences and information. Unfortunately, the average school has about the same connectivity as the average American home, but serves 200 times as many users, and fewer than 20 percent of educators say their school's…

[Evaluation of the nutritional status and feeding patterns of 3-7 year old children --results of a questionnaire].

PubMed

Weker, H

2000-01-01

Questionnaire studies on feeding patterns and nutritional status of 822 pre-school children (age 3-7) in different regions of Poland were performed between June 1999 and January 2000. Nutritional status was evaluated on the basis of anthropometric indices - height, body weight, body mass index (BMI) and BMI z-score. The mode of feeding was evaluated on the basis of recall of 24-hours menus. Average daily food rations and their nutritional value were calculated from the questionnaires data. Quantity and number of meals were also evaluated. In a group of 402 boys the average height was between 75-90 percentiles and body mass (50-75 percentiles). In 420 girls the average height was about the 90 percentile (age 3-4) and between 75-90 percentiles (age 5-7). The study showed that normal BMI z-score was found in 75% of children, underweight in 16.5% overweight and obesity in 8.5%. Feeding patterns showed great than differences. It was found that meat, fat, sweets and sugar content in daily food rations exceeded the recommended for pre-school children, but the vegetables intake was lower than recommended. Vitamins A and C deficiency in average daily rations didn't occur. The fat intake provided 36% of total energy, whereas carbohydrates (without lactose and starch) - about 20%. This can have inhibitory effect on microelements (Fe, Zn) absorption. Attention must be paid to the choice of products and the wrong distribution of total energy intake in daily rations. The habits of snack eating between the meals were reported in 91% of children. These snacks consisted of fruits, chips, french fries, sweets and sandwiches. These products provides 232 kcal +/- 171 kcal/day.

Predicting Day-to-Day Changes in Students' School-Related Affect from Daily Academic Experiences and Social Interactions

ERIC Educational Resources Information Center

Altermatt, Ellen Rydell

2015-01-01

This study examined the role that everyday academic successes and failures--and the interactions with family members and peers that follow these events--play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic…

A Day of Silence, a Day of Truth, and a Lawsuit

ERIC Educational Resources Information Center

Fusarelli, Bonnie C.; Eaton, Lucy E.

2011-01-01

This case study focuses on issues of freedom of speech and freedom of religion in public schools. It involves a rural, southern high school where a group of students participated in a Day of Silence. The school allowed the students to participate based on the principal's understanding of the students' First Amendment rights. However, the next day,…

Role of optometry school in single day large scale school vision testing

PubMed Central

Anuradha, N; Ramani, Krishnakumar

2015-01-01

Background: School vision testing aims at identification and management of refractive errors. Large-scale school vision testing using conventional methods is time-consuming and demands a lot of chair time from the eye care professionals. A new strategy involving a school of optometry in single day large scale school vision testing is discussed. Aim: The aim was to describe a new approach of performing vision testing of school children on a large scale in a single day. Materials and Methods: A single day vision testing strategy was implemented wherein 123 members (20 teams comprising optometry students and headed by optometrists) conducted vision testing for children in 51 schools. School vision testing included basic vision screening, refraction, frame measurements, frame choice and referrals for other ocular problems. Results: A total of 12448 children were screened, among whom 420 (3.37%) were identified to have refractive errors. 28 (1.26%) children belonged to the primary, 163 to middle (9.80%), 129 (4.67%) to secondary and 100 (1.73%) to the higher secondary levels of education respectively. 265 (2.12%) children were referred for further evaluation. Conclusion: Single day large scale school vision testing can be adopted by schools of optometry to reach a higher number of children within a short span. PMID:25709271

Daily affective experiences predict objective sleep outcomes among adolescents.

PubMed

Tavernier, Royette; Choo, Sungsub B; Grant, Kathryn; Adam, Emma K

2016-02-01

Adolescence is a sensitive period for changes in both sleep and affect. Although past research has assessed the association between affect and sleep among adolescents, few studies have examined both trait (typical) and day-to-day changes in affect, and fewer still have specifically examined negative social evaluative emotions (e.g. embarrassment) in relation to sleep. Both between- and within-person variations in daily affect were examined in relation to four objectively-measured sleep outcomes (sleep hours; sleep latency; sleep efficiency; and length of wake bouts) among adolescents. Participants (N = 77 high-school students; 42.9% female; M = 14.37 years) wore an actiwatch and completed daily-diaries for 3 days. The results of hierarchical linear models (controlling for age, gender, race, ethnicity, parental employment status, income, puberty and caffeine) indicated that negative social evaluative emotions and high-arousal affective experiences generally predicted poor sleep outcomes, whereas low-arousal affective experiences were associated with good sleep outcomes. Specifically, at the person level, adolescents reporting higher negative social evaluative emotions had shorter average sleep hours, and those experiencing higher anxiety–nervousness had longer wake bouts. In addition, individuals experiencing more dysphoria (sad, depressed, lonely) had longer average sleep hours and shorter wake bouts, while those experiencing more calmness had shorter sleep latencies. At the within-person level, individuals had longer sleep latencies following days that they had experienced high-arousal positive affect (e.g. excitement), and had longer wake bouts following days they had experienced more negative social evaluative emotions. The results highlight the detrimental effects of negative social evaluative emotions and high-arousal affective states for adolescent sleep. © 2015 The Authors. Journal of Sleep Research published by John Wiley & Sons Ltd on behalf of European Sleep Research Society.

The association of obesity and school absenteeism attributed to illness or injury among adolescents in the United States, 2009.

PubMed

Pan, Liping; Sherry, Bettylou; Park, Sohyun; Blanck, Heidi M

2013-01-01

School attendance can impact academic performance. Childhood obesity-related physical and psychosocial consequences are potentially associated with school absenteeism. Thus, we examined the association between school absenteeism attributed to illness or injury and obesity among adolescents aged 12-17 years. We used a weighted sample of 3,470 U.S. adolescents from the 2009 National Health Interview Survey. School absenteeism was measured from the parent-reported number of sick days taken in the preceding 12 months. Body mass index was calculated from parent-reported weight and height. Weight status was classified based on the sex-specific body mass index-for-age percentile defined by the CDC growth charts. Poisson regression was conducted to examine the association between school absenteeism and weight status, controlling for selected sociodemographic characteristics and disease status. The mean number of annual sick days was 3.9 days overall; 3.4 days among normal-weight, 4.4 days among overweight, and 4.5 days among obese adolescents. Obese adolescents had a higher proportion of missing ≥4 days of school per year than adolescents of normal weight. Our multivariate analyses found that compared with adolescents of normal weight, overweight and obese adolescents had greater than one-third more sick days annually (rate ratio = 1.36 for overweight and 1.37 for obese adolescents). Overweight and obese adolescents had 36% and 37% more sick days, respectively, than adolescents of normal weight. The results suggest another potential aspect of obesity prevention and reduction efforts among children and families is to improve children's school attendance. Published by Elsevier Inc.

School-associated violent deaths in the United States, 1994-1999.

PubMed

Anderson, M; Kaufman, J; Simon, T R; Barrios, L; Paulozzi, L; Ryan, G; Hammond, R; Modzeleski, W; Feucht, T; Potter, L

2001-12-05

Despite the public alarm following a series of high-profile school shootings that occurred in the United States during the late 1990s, little is known about the actual incidence and characteristics of school-associated violent deaths. To describe recent trends and features of school-associated violent deaths in the United States. Population-based surveillance study of data collected from media databases, state and local agencies, and police and school officials for July 1, 1994, through June 30, 1999. A case was defined as a homicide, suicide, legal intervention, or unintentional firearm-related death of a student or nonstudent in which the fatal injury occurred (1) on the campus of a public or private elementary or secondary school, (2) while the victim was on the way to or from such a school, or (3) while the victim was attending or traveling to or from an official school-sponsored event. National estimates of risk of school-associated violent death; national trends in school-associated violent deaths; common features of these events; and potential risk factors for perpetration and victimization. Between 1994 and 1999, 220 events resulting in 253 deaths were identified; 202 events involved 1 death and 18 involved multiple deaths (median, 2 deaths per multiple-victim event). Of the 220 events, 172 were homicides, 30 were suicides, 11 were homicide-suicides, 5 were legal intervention deaths, and 2 were unintentional firearm-related deaths. Students accounted for 172 (68.0%) of these deaths, resulting in an estimated average annual incidence of 0.068 per 100 000 students. Between 1992 and 1999, the rate of single-victim student homicides decreased significantly (P =.03); however, homicide rates for students killed in multiple-victim events increased (P =.047). Most events occurred around the start of the school day, the lunch period, or the end of the school day. For 120 (54.5%) of the incidents, respondents reported that a note, threat, or other action potentially indicating risk for violence occurred prior to the event. Homicide offenders were more likely than homicide victims to have expressed some form of suicidal behavior prior to the event (odds ratio [OR], 6.96; 95% confidence interval [CI], 1.96-24.65) and been bullied by their peers (OR, 2.57; 95% CI, 1.12-5.92). Although school-associated violent deaths remain rare events, they have occurred often enough to allow for the detection of patterns and the identification of potential risk factors. This information may help schools respond to this problem.

Adolescents' beverage choice at school and the impact on sugar intake.

PubMed

Ensaff, H; Russell, J; Barker, M E

2016-02-01

To examine students' beverage choice in school, with reference to its contribution to students' intake of non-milk extrinsic (NME) sugars. Beverage and food selection data for students aged 11-18 years (n=2461) were collected from two large secondary schools in England, for a continuous period of 145 (school A) and 125 (school B) school days. Descriptive analysis followed by cluster analysis of the beverage data were performed separately for each school. More than a third of all items selected by students were beverages, and juice-based beverages were students' most popular choice (school A, 38.6%; school B, 35.2%). Mean NME sugars derived from beverages alone was high (school A, 16.7 g/student-day; school B, 12.9 g/student-day). Based on beverage purchases, six clusters of students were identified at each school (school A: 'juice-based', 'assorted', 'water', 'cartoned flavoured milk', 'bottled flavoured milk', 'high volume juice-based'; school B: 'assorted', 'water with juice-based', 'sparkling juice/juice-based', 'water', 'high volume water', 'high volume juice-based'). Both schools included 'high volume juice-based' clusters with the highest NME sugar means from beverages (school A, 28.6 g/student-day; school B, 24.4 g/student-day), and 'water' clusters with the lowest. A hierarchy in NME sugars was found according to cluster; students in the 'high volume juice-based' cluster returned significantly higher levels of NME sugars than students in other clusters. This study reveals the contribution that school beverages combined with students' beverage choice behaviour is making to students' NME sugar intake. These findings inform school food initiatives, and more generally public health policy around adolescents' dietary intake.

The Four-Day Week--What Are the Advantages for Schools?

ERIC Educational Resources Information Center

Richburg, Robert W.; Sjogren, Douglas D.

1983-01-01

Experience in 12 Colorado school districts suggests that implementation of a four-day school week can offer several benefits, including savings in fuel costs, decreased absenteeism, improved efficiency in activity-oriented classes, increased staff development time, and a flexible "fifth day" for extracurricular activities. (PGD)

Students with Chronic Health Conditions: The Role of The School Nurse. Position Statement

ERIC Educational Resources Information Center

Combe, Laurie G.; Mattern, Cheryl; Fleming, Laurie; Killingsworth, Suzie

2017-01-01

It is the position of the National Association of School Nurses (NASN) that to optimize student health, safety, and learning, a professional registered school nurse (hereinafter referred to as school nurse) be present all day, every day. The American Academy of Pediatrics' Council on School Health (2016) highlights the important role school nurses…

Evaluating a School-Based Day Treatment Program for Students with Challenging Behaviors

ERIC Educational Resources Information Center

Hickman, Antoine Lewis

2014-01-01

Jade County Public Schools has provided school-based therapeutic day treatment in its public schools for more than 10 years. This program was adopted by the school system to provide an intervention in the school and classroom to address the challenging behaviors of students with emotional and behavioral disorders. Currently, three human services…

Smaller Places for Special People?

ERIC Educational Resources Information Center

Firlik, Russell

As school enrollments increase, schools will need to expand their facilities and playgrounds. School construction and expansion is a part of the "hidden curriculum" of schools and affects children's learning processes. When school expansion is combined with the move from half day to full day kindergarten and increasing the time children…

Keeping Recess in Schools

ERIC Educational Resources Information Center

Zavacky, Francesca; Michael, Shannon L.

2017-01-01

Recess is an important part of a comprehensive school physical activity program by providing physical activity to students during the school day, in addition to physical education and classroom physical activity. Unfortunately, recess in the United States is not an expected part of the school day, especially in middle and high schools. High-stakes…

34 CFR 300.11 - Day; business day; school day.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Day; business day; school day. 300.11 Section 300.11 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF...

Sugar snack consumption in Ugandan schoolchildren: Validity and reliability of a food frequency questionnaire.

PubMed

Kiwanuka, S N; Astrøm, A N; Trovik, T A

2006-10-01

This study assessed the reproducibility and relative validity of an eight-item self-administered food frequency questionnaire (FFQ) on intake of sugared snacks in Ugandan schoolchildren. A 5-day precoded food behaviour checklist (FBC) was used as validation criteria. Sociodemographic correlates of a sum frequency sugar score were explored. The study was conducted in Kampala, Uganda, in 2004. Six hundred and fourteen schoolchildren (mean age 12.4 years) completed the FFQ on cakes/biscuits, chocolate, ice sticks, soft drinks, coffee, tea, sugared desserts and sweets/candies at school. They were examined clinically for dental caries. Forty students completed the FFQ twice, 1 week apart and 325 students completed the 5 day FBC at school. The mean decayed, missing and filled tooth index score was 0.98 (SD 1.6, range 0-15). Reproducibility scores (Cohen's kappa) for the sugar items ranged from 0.17 (ice sticks) to 0.55 (biscuits). No differences were seen between the average intakes at test and retest. Higher intake was reported in FFQ than in FBC across all sugar items. Crude agreement between students reporting intake at least 3-5 times a week/less than three times a week ranged from 50% to 55% (e.g. biscuits, chocolate) to 87% (tea). Spearman's correlation coefficients ranged from 0.14 (desserts) to 0.27 (sweets). anova revealed significant increase (P = 0.001) in the mean FBC sum scores by increasing quartiles of the FFQ sum scores. The average sum FFQ sugar scores were higher in girls than in boys and higher in older than in younger students. Fair reproducibility was established for the FFQ sugar items. The FFQ was acceptable in classifying individuals into broad categories of low and high sugar consumption.

The development of indonesian online game addiction questionnaire.

PubMed

Jap, Tjibeng; Tiatri, Sri; Jaya, Edo Sebastian; Suteja, Mekar Sari

2013-01-01

Online game is an increasingly popular source of entertainment for all ages, with relatively prevalent negative consequences. Addiction is a problem that has received much attention. This research aims to develop a measure of online game addiction for Indonesian children and adolescents. The Indonesian Online Game Addiction Questionnaire draws from earlier theories and research on the internet and game addiction. Its construction is further enriched by including findings from qualitative interviews and field observation to ensure appropriate expression of the items. The measure consists of 7 items with a 5-point Likert Scale. It is validated by testing 1,477 Indonesian junior and senior high school students from several schools in Manado, Medan, Pontianak, and Yogyakarta. The validation evidence is shown by item-total correlation and criterion validity. The Indonesian Online Game Addiction Questionnaire has good item-total correlation (ranging from 0.29 to 0.55) and acceptable reliability (α = 0.73). It is also moderately correlated with the participant's longest time record to play online games (r = 0.39; p<0.01), average days per week in playing online games (ρ = 0.43; p<0.01), average hours per days in playing online games (ρ = 0.41; p<0.01), and monthly expenditure for online games (ρ = 0.30; p<0.01). Furthermore, we created a clinical cut-off estimate by combining criteria and population norm. The clinical cut-off estimate showed that the score of 14 to 21 may indicate mild online game addiction, and the score of 22 and above may indicate online game addiction. Overall, the result shows that Indonesian Online Game Addiction Questionnaire has sufficient psychometric property for research use, as well as limited clinical application.

The Development of Indonesian Online Game Addiction Questionnaire

PubMed Central

Jap, Tjibeng; Tiatri, Sri; Jaya, Edo Sebastian; Suteja, Mekar Sari

2013-01-01

Online game is an increasingly popular source of entertainment for all ages, with relatively prevalent negative consequences. Addiction is a problem that has received much attention. This research aims to develop a measure of online game addiction for Indonesian children and adolescents. The Indonesian Online Game Addiction Questionnaire draws from earlier theories and research on the internet and game addiction. Its construction is further enriched by including findings from qualitative interviews and field observation to ensure appropriate expression of the items. The measure consists of 7 items with a 5-point Likert Scale. It is validated by testing 1,477 Indonesian junior and senior high school students from several schools in Manado, Medan, Pontianak, and Yogyakarta. The validation evidence is shown by item-total correlation and criterion validity. The Indonesian Online Game Addiction Questionnaire has good item-total correlation (ranging from 0.29 to 0.55) and acceptable reliability (α = 0.73). It is also moderately correlated with the participant's longest time record to play online games (r = 0.39; p<0.01), average days per week in playing online games (ρ = 0.43; p<0.01), average hours per days in playing online games (ρ = 0.41; p<0.01), and monthly expenditure for online games (ρ = 0.30; p<0.01). Furthermore, we created a clinical cut-off estimate by combining criteria and population norm. The clinical cut-off estimate showed that the score of 14 to 21 may indicate mild online game addiction, and the score of 22 and above may indicate online game addiction. Overall, the result shows that Indonesian Online Game Addiction Questionnaire has sufficient psychometric property for research use, as well as limited clinical application. PMID:23560113

In Defense of Snow Days

ERIC Educational Resources Information Center

Goodman, Joshua

2015-01-01

In snowy climates, school superintendents must frequently decide whether an impending storm warrants closing schools for the day. Concerns about student and teacher safety must be weighed against the loss of student learning time, along with state requirements for days of instruction and the cost and inconvenience of extending the school year into…

Selected Factors Influencing School Choice among the Seventh-day Adventist Population in Southwest Michigan.

ERIC Educational Resources Information Center

Mainda, Philip D.

2002-01-01

Investigated the relationship between school choice and Seventh Day Adventist parents' perception of selected factors. Surveys of Michigan Seventh Day Adventist parents highlighted a significant relationship between parental school choice and perception of spiritual value-based education, cost of education, academic program, who influenced school…

Comparing Weighted and Unweighted Grade Point Averages in Predicting College Success of Diverse and Low-Income College Students

ERIC Educational Resources Information Center

Warne, Russell T.; Nagaishi, Chanel; Slade, Michael K.; Hermesmeyer, Paul; Peck, Elizabeth Kimberli

2014-01-01

While research has shown the statistical significance of high school grade point averages (HSGPAs) in predicting future academic outcomes, the systems with which HSGPAs are calculated vary drastically across schools. Some schools employ unweighted grades that carry the same point value regardless of the course in which they are earned; other…

Explanations for Success and Failure by Low and Average School Achievers.

ERIC Educational Resources Information Center

Bond, Lynne A.; Johnson, Jeannette L.

Low and average school achievers in grades 1 and 2 and grades 4 and 5 made attributions for successes and failures on school related and unrelated tasks. Students in the low achievement group were participants of the Title I program, and tested a year below their age-mates on reading and math achievement. Students were given two booklets of four…

Specific Features of After-School Program Quality: Associations with Children’s Functioning in Middle Childhood

PubMed Central

Bolt, Daniel M.; Vandell, Deborah Lowe

2010-01-01

This longitudinal study examined associations between three after-school program quality features (positive staff–child relations, available activities, programming flexibility) and child developmental outcomes (reading and math grades, work habits, and social skills with peers) in Grade 2 and then Grade 3. Participants (n = 120 in Grade 2, n = 91 in Grade 3) attended after-school programs more than 4 days per week, on average. Controlling for child and family background factors and children’s prior functioning on the developmental outcomes, positive staff–child relations in the programs were positively associated with children’s reading grades in both Grades 2 and 3, and math grades in Grade 2. Positive staff–child relations also were positively associated with social skills in Grade 2, for boys only. The availability of a diverse array of age-appropriate activities at the programs was positively associated with children’s math grades and classroom work habits in Grade 3. Programming flexibility (child choice of activities) was not associated with child outcomes. PMID:20336364

Characterization of coarse particulate matter in school gyms

DOE Office of Scientific and Technical Information (OSTI.GOV)

Branis, Martin, E-mail: branis@natur.cuni.cz; Safranek, Jiri

2011-05-15

We investigated the mass concentration, mineral composition and morphology of particles resuspended by children during scheduled physical education in urban, suburban and rural elementary school gyms in Prague (Czech Republic). Cascade impactors were deployed to sample the particulate matter. Two fractions of coarse particulate matter (PM{sub 10-2.5} and PM{sub 2.5-1.0}) were characterized by gravimetry, energy dispersive X-ray spectrometry and scanning electron microscopy. Two indicators of human activity, the number of exercising children and the number of physical education hours, were also recorded. Lower mass concentrations of coarse particulate matter were recorded outdoors (average PM{sub 10-2.5} 4.1-7.4 {mu}g m{sup -3} andmore » PM{sub 2.5-1.0} 2.0-3.3 {mu}g m{sup -3}) than indoors (average PM{sub 10-2.5} 13.6-26.7 {mu}g m{sup -3} and PM{sub 2.5-1.0} 3.7-7.4 {mu}g m{sup -3}). The indoor concentrations of coarse aerosol were elevated during days with scheduled physical education with an average indoor-outdoor (I/O) ratio of 2.5-16.3 for the PM{sub 10-2.5} and 1.4-4.8 for the PM{sub 2.5-1.0} values. Under extreme conditions, the I/O ratios reached 180 (PM{sub 10-2.5}) and 19.1 (PM{sub 2.5-1.0}). The multiple regression analysis based on the number of students and outdoor coarse PM as independent variables showed that the main predictor of the indoor coarse PM concentrations is the number of students in the gym. The effect of outdoor coarse PM was weak and inconsistent. The regression models for the three schools explained 60-70% of the particular dataset variability. X-ray spectrometry revealed 6 main groups of minerals contributing to resuspended indoor dust. The most abundant particles were those of crustal origin composed of Si, Al, O and Ca. Scanning electron microscopy showed that, in addition to numerous inorganic particles, various types of fibers and particularly skin scales make up the main part of the resuspended dust in the gyms. In conclusion, school gyms were found to be indoor microenvironments with high concentrations of coarse particulate matter, which can contribute to increased short-term inhalation exposure of exercising children. - Highlights: {yields} We studied concentration, composition and morphology of coarse particles in gyms. {yields} Indoor concentration of coarse particles was high during days with pupils activity. {yields} Effect of outdoor coarse dust on indoor levels was weak and inconsistent. {yields} Six main groups of minerals contributing to indoor resuspended dust were determined. {yields} The most abundant coarse particles were human skin scales.« less

Prevalence of and Differences in Salad Bar Implementation in Rural Versus Urban Arizona Schools.

PubMed

Blumenschine, Michelle; Adams, Marc; Bruening, Meg

2018-03-01

Rural children consume more calories per day on average than urban children, and they are less likely to consume fruit. Self-service salad bars have been proposed as an effective approach to better meet the National School Lunch Program's fruit and vegetable recommendations. No studies have examined how rural and urban schools differ in the implementation of school salad bars. To compare the prevalence of school-lunch salad bars and differences in implementation between urban and rural Arizona schools. Secondary analysis of a cross-sectional web-based survey. School nutrition managers (N=596) in the state of Arizona. National Center for Education Statistics locale codes defined rural and urban classifications. Barriers to salad bar implementation were examined among schools that have never had, once had, and currently have a school salad bar. Promotional practices were examined among schools that once had and currently have a school salad bar. Generalized estimating equation models were used to compare urban and rural differences in presence and implementation of salad bars, adjusting for school-level demographics and the clustering of schools within districts. After adjustment, the prevalence of salad bars did not differ between urban and rural schools (46.9%±4.3% vs 46.8%±8.5%, respectively). Rural schools without salad bars more often reported perceived food waste and cost of produce as barriers to implementing salad bars, and funding was a necessary resource for offering a salad bar in the future, as compared with urban schools (P<0.05). No other geographic differences were observed in reported salad bar promotion, challenges, or resources among schools that currently have or once had a salad bar. After adjustment, salad bar prevalence, implementation practices, and concerns are similar across geographic settings. Future research is needed to investigate methods to address cost and food waste concerns in rural areas. Copyright © 2018 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Education Expansion, Educational Inequality, and Income Inequality: Evidence from Taiwan, 1976-2003

ERIC Educational Resources Information Center

Lin, Chun-Hung A.

2007-01-01

The expansion of higher education in Taiwan starting from the late 1980s has successfully raised the average level of education. Using the concept of the education Gini, we find that the educational inequality declined as average schooling rose during the period of 1976-2003. The impacts of a rising average schooling and a declining educational…

[Low caloric value and high salt content in the meals served in school canteens].

PubMed

Paiva, Isabel; Pinto, Carlos; Queirós, Laurinda; Meister, Maria Cristina; Saraiva, Margarida; Bruno, Paula; Antunes, Delfina; Afonso, Manuel

2011-01-01

School lunch can contribute to aggravate food quality, by excess or deficiency, or it can contribute to compensate and alleviate them. This school meal should be an answer to combating the epidemic of obesity, and to feed some grace children. The objective was to study the nutritional composition of catering in canteens of public schools, from Northern municipalities in the District of Porto: Vila do Conde, Póvoa de Varzim, Santo Tirso and Trofa. Meals were subjected to laboratory analysis. Thirty two meals, four per each school were analysed, reference values for the analysis of the nutritional composition of meals were dietary reference intakes (USA) and eating well at school (UK). The average energy meal content was 447 kcal and the median 440 kcal (22% of daily calories). The average values of nutrients, per meal, were: lipids 9, 8 g, carbohydrate 65,7 g and proteins 24,0 g. In average the contribution for the meal energy was: 20% fat, 59% carbohydrate and 21% protein. In more than 75% of meals the contribution of lipid content was below the lower bound of the reference range. The average content of sodium chloride per meal was 3.4 g, and the confidence interval 95% to average 3.0 to 3.8 g, well above the recommended maximum value of 1.5 grams. The average content fiber per meal was 10.8 g higher than the minimum considered appropriate. In conclusion, the value low caloric meals was mainly due to the low fat content, and content salt of any of the components of the meal was very high.

Enough Time to Do It All: How a New School Day will Help Spark a Renaissance for School Libraries

ERIC Educational Resources Information Center

Gabrielli, Christopher

2009-01-01

The traditional American school schedule of about 180 days and about six-and-a-half hours per day seems fixed in stone. It has not changed since World War II. The author and his colleague Warren Goldstein have written a book, "Time to Learn: How a New School Schedule Is Making Smarter Kids, Happier Parents, and Safer Neighborhoods", in…

MySchoolDayOnline: Applying Universal Design Principles to the Development of a Fully Accessible Online Scheduling Tool for Students with Visual Impairments

ERIC Educational Resources Information Center

Sapp, Wendy

2007-01-01

This article presents the universal design features that were identified during the alpha development of a scheduler software program, known as MySchoolDayOnline, for use in schools, and provides preliminary research on the usability of these features. The study presented here investigated the accessibility and usability of MySchoolDayOnline for…

Associations between LGBTQ-Affirmative School Climate and Adolescent Drinking Behaviors

PubMed Central

Coulter, Robert W.S.; Birkett, Michelle; Corliss, Heather L.; Hatzenbuehler, Mark L.; Mustanski, Brian; Stall, Ron D.

2016-01-01

Background We investigated whether adolescents drank alcohol less frequently if they lived in jurisdictions with school climates that were more affirmative of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) individuals. Methods Data from the 2010 School Health Profile survey, which measured LGBTQ school climate (e.g., percentage of schools with safe spaces and gay-straight alliances), were linked with pooled data from the 2005 and 2007 Youth Risk Behavior Survey, which measured sexual orientation identity, demographics, and alcohol use (number of drinking days, drinking days at school, and heavy episodic drinking days) in 8 jurisdictions. Two-level Poisson models tested the associations between school climate and alcohol use for each sexual-orientation subgroup. Results Living in jurisdictions with more (versus less) affirmative LGBTQ school climates was significantly associated with: fewer heavy episodic drinking days for gay/lesbian (incidence-rate ratio [IRR]=0.70; 95% confidence interval [CI]: 0.56, 0.87; p=0.001) and heterosexual (IRR=0.80; 95% CI: 0.76, 0.83; p<0.001) adolescents; and fewer drinking days at school for adolescents unsure of their sexual orientation (IRR=0.57; 95% CI: 0.35, 0.93; p=0.024). Conclusions Fostering LGBTQ-affirmative school climates may reduce some drinking behaviors for gay/lesbian adolescents, heterosexual adolescents, and adolescents unsure of their sexual orientation. PMID:26946989

Differences in the intensity of physical activity during school days and weekends in Polish and Czech boys and girls.

PubMed

Frömel, Karel; Kudlacek, Michal; Groffik, Dorota; Chmelik, Frantisek; Jakubec, Lukas

2016-06-02

The physical, mental and social development that occurs in young people through physical activity (PA) is primarily through extracurricular activities. Family, peers and social environment, in addition to schools, interest groups and school sports, play a unique role during this developmental period. The objective of the study was to examine the differences in the intensity of PA during school days and weekends and the relationship between PA and physical inactivity (PI) during these days in Polish and Czech boys and girls. In total, there were 816 participants among whom 333 met the requirements of 8 hours of continuous recording of PA (ActiTrainer accelerometers) during at least one school and one weekend day. Boys and girls from both countries engaged in virtually the same amount of PA during school and weekend days, and participated in more PA at lower intensities on the weekends compared with school days. This study surveyed important issues related to global public health, specifically for the school environment and school settings. The important and crucial relations with family were emphasized, which should increase the awareness and understanding of public health problems of this particular research sample. The results indicated that less time was spent in PI, but also that the largest amount of time during the weekends was spent in front of a screen.

Sodium Intake among US School-Aged Children: National Health and Nutrition Examination Survey, 2011–2012

PubMed Central

Quader, Zerleen S.; Gillespie, Cathleen; Sliwa, Sarah A.; Ahuja, Jaspreet K. C.; Burdg, Jinee P.; Moshfegh, Alanna; Pehrsson, Pamela R.; Gunn, Janelle P.; Mugavero, Kristy; Cogswell, Mary E.

2017-01-01

Background Identifying current major dietary sources of sodium can enhance strategies to reduce excess sodium intake, which occurs among 90% of US school-aged children. Objective To describe major food sources, places obtained, and eating occasions contributing to sodium intake among US school-aged children. Design Cross-sectional analysis of data from the 2011–2012 National Health and Nutrition Examination Survey. Participants/setting A nationally representative sample of 2,142 US children aged 6 to 18 years who completed a 24-hour dietary recall. Main outcome measures Population proportions of sodium intake from major food categories, places, and eating occasions. Statistical analyses performed Statistical analyses accounted for the complex survey design and sampling. Wald F tests and t tests were used to examine differences between subgroups. Results Average daily sodium intake was highest among adolescents aged 14 to 18 years (3,565±120 mg), lowest among girls (2,919±74 mg). Little variation was seen in average intakes or the top five sodium contributors by sociodemographic characteristics or weight status. Ten food categories contributed to almost half (48%) of US school-aged children’s sodium intake, and included pizza, Mexican-mixed dishes, sandwiches, breads, cold cuts, soups, savory snacks, cheese, plain milk, and poultry. More than 80 food categories contributed to the other half of children’s sodium intake. Foods obtained from stores contributed 58% of sodium intake, fast-food/pizza restaurants contributed 16%, and school cafeterias contributed 10%. Thirty-nine percent of sodium intake was consumed at dinner, 31% at lunch, 16% from snacks, and 14% at breakfast. Conclusions With the exception of plain milk, which naturally contains sodium, the top 10 food categories contributing to US schoolchildren’s sodium intake during 2011–2012 comprised foods in which sodium is added during processing or preparation. Sodium is consumed throughout the day from multiple foods and locations, highlighting the importance of sodium reduction across the US food supply. PMID:27818138

The effects of school policies and practices on eighth-grade science achievement: A multilevel analysis of TIMSS

NASA Astrophysics Data System (ADS)

Smyth, Carol Ann Mary

Identifying the relative importance of both alterable school policies and fairly stable contextual factors as they relate to middle level science achievement, a domain of identified national concern, requires simultaneous investigation of multilevel predictors (i.e., student level and school level) specific to the grade level and academic subject area. The school level factors are predictors associated with both the school (e.g., average socioeconomic status, tracking, and instructional time) and the classroom (e.g., average academic press of peers, teacher collaboration, and instructional strategies). The current study assessed the effects of school policies, practices, and contextual factors on the science achievement of eighth grade students. These influences were considered to be both additive (i.e., influencing the mean achievement in a school after controlling for student characteristics) and interactive (i.e., affecting the relationships between student background characteristics and individual achievement). To account for the nested structure of predictors and cross level interactions among predictors, a multilevel model for middle level science achievement was estimated using hierarchical linear modeling (HLM) with data collected from eighth grade students, science teachers, and administrators in 1995 as part of the Third International Mathematics and Science Study (TIMSS). The major findings of this research suggest that although average eighth grade science achievement in a school was primarily associated with the contextual characteristics of the classroom and the school (e.g., average socioeconomic status and average academic press), both the academic differentiating influence of prior achievement and the social differentiating influence of parental education on the science achievement of eighth grade students were related not only to contextual characteristics of the classroom and the school, but also to the instructional policies of the classroom. Using these results, policy makers can identify factors that can be modified to advance academic excellence in eighth grade science while promoting an equitable distribution of that achievement across students of varying backgrounds.

School Protective Factors and Substance Use Among Lesbian, Gay, and Bisexual Adolescents in California Public Schools.

PubMed

De Pedro, Kris Tunac; Esqueda, Monica Christina; Gilreath, Tamika D

2017-06-01

The majority of studies examining substance use among lesbian, gay, and bisexual (LGB) youth have focused on a wide array of risk factors (e.g., victimization). Few studies have explored the protective role of schools. This study aims to fill this gap in the literature and inform programs aimed at reducing substance use among LGB youth. More specifically, this study explores the extent to which school connectedness and support from teachers and other adults at school are associated with substance use among LGB youth in school and within the past 30 days. A secondary analysis of the 2013-2015 California Healthy Kids Survey (CHKS) was conducted to examine associations between school protective factors (i.e., school connectedness and adult support) and substance use among LGB youth, above and beyond a key risk factor, school victimization. The study outcomes were past 30-day and in-school use of cigarettes, alcohol, marijuana, inhalants, prescription pain medication, and other illegal drugs. Overall, school connectedness and school adult support were associated with lower odds of substance use. For example, higher levels of school connectedness were associated with 22% decreased odds of past 30-day inhalant use (adjusted odds ratio [AOR] = 0.78; 95% confidence interval [CI] = 0.72-0.86), and 25% decreased odds of past 30-day prescription pain medication use (AOR = 0.75; 95% CI = 0.69-0.82). Higher levels of adult support in school were also associated with 17% decreased odds of marijuana use on school property in the past 30 days (AOR = 0.83; 95% CI = 0.77-0.91). The results indicate a need for substance use prevention programs that integrate school connectedness and adult support in school.

The Association of Obesity and School Absenteeism Attributed to Illness or Injury Among Adolescents in the United States, 2009

PubMed Central

Pan, Liping; Sherry, Bettylou; Park, Sohyun; Blanck, Heidi M.

2015-01-01

Purpose School attendance can impact academic performance. Childhood obesity-related physical and psychosocial consequences are potentially associated with school absenteeism. Thus, we examined the association between school absenteeism attributed to illness or injury and obesity among adolescents aged 12–17 years. Methods We used a weighted sample of 3,470 U.S. adolescents from the 2009 National Health Interview Survey. School absenteeism was measured from the parent-reported number of sick days taken in the preceding 12 months. Body mass index was calculated from parent-reported weight and height. Weight status was classified based on the sex-specific body mass index-for-age percentile defined by the CDC growth charts. Poisson regression was conducted to examine the association between school absenteeism and weight status, controlling for selected sociodemographic characteristics and disease status. Results The mean number of annual sick days was 3.9 days overall; 3.4 days among normal-weight, 4.4 days among overweight, and 4.5 days among obese adolescents. Obese adolescents had a higher proportion of missing ≥4 days of school per year than adolescents of normal weight. Our multivariate analyses found that compared with adolescents of normal weight, overweight and obese adolescents had greater than one-third more sick days annually (rate ratio = 1.36 for overweight and 1.37 for obese adolescents). Conclusions Overweight and obese adolescents had 36% and 37% more sick days, respectively, than adolescents of normal weight. The results suggest another potential aspect of obesity prevention and reduction efforts among children and families is to improve children’s school attendance. PMID:23260836

25 CFR 39.722 - What transportation information must day schools, on-reservation boarding schools and peripheral...

Code of Federal Regulations, 2010 CFR

2010-04-01

...) Mileage traveled to transport students to and from school on school days, to sites of special services, and to extra-curricular activities; (4) Mileage driven for student medical trips; (5) Costs of vehicle... INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION THE INDIAN SCHOOL EQUALIZATION PROGRAM Student...

A New Day for Kids

ERIC Educational Resources Information Center

Farbman, David

2007-01-01

The Martin Luther King School in Boston and nine other Massachusetts public schools used a grant from the Massachusetts Department of Education to expand their school days by at least two hours. Each school lengthened the time students spent in reading and math instruction. Farbman focuses on the Martin Luther King School's foray into an extended…

Push Is on to Add Time to School Day, Year

ERIC Educational Resources Information Center

Fleming, Nora

2011-01-01

Policymakers are promoting expanded learning time to help low-performing students, but the know-how and resources for implementation are lacking. Providence's expanded-school-day pilot is a partnership between the school district and the Providence After School Alliance, a nonprofit that manages after-school programs for low-income students in…

Elementary school practices and children's objectively measured physical activity during school.

PubMed

Carlson, Jordan A; Sallis, James F; Norman, Gregory J; McKenzie, Thomas L; Kerr, Jacqueline; Arredondo, Elva M; Madanat, Hala; Mignano, Alexandra M; Cain, Kelli L; Elder, John P; Saelens, Brian E

2013-11-01

To examine the relation of physical activity practices covering physical education (PE), recess, and classroom time in elementary schools to children's objectively measured physical activity during school. Participants were 172 children from 97 elementary schools in the San Diego, CA and Seattle, WA USA regions recruited in 2009-2010. Children's moderate-to-vigorous physical activity (MVPA) during school was assessed via accelerometry, and school practices were assessed via survey of school informants. Multivariate linear mixed models were adjusted for participant demographics and unstandardized regression coefficients are reported. The 5 practices with the strongest associations with physical activity were combined into an index to investigate additive effects of these practices on children's MVPA. Providing ≥ 100 min/week of PE (B=6.7 more min/day; p=.049), having ≤ 75 students/supervisor in recess (B=6.4 fewer min/day; p=.031), and having a PE teacher (B=5.8 more min/day; p=.089) were related to children's MVPA during school. Children at schools with 4 of the 5 practices in the index had 20 more min/day of MVPA during school than children at schools with 0 or 1 of the 5 practices (p<.001). The presence of multiple school physical activity practices doubled children's physical activity during school. © 2013.

Prevalence of posterior elbow problems in Japanese high school baseball players.

PubMed

Kida, Yoshikazu; Morihara, Toru; Furukawa, Ryuhei; Sukenari, Tsuyoshi; Kotoura, Yoshihiro; Yoshioka, Naoki; Hojo, Tatsuya; Oda, Ryo; Arai, Yuji; Sawada, Koshiro; Fujiwara, Hiroyoshi; Kubo, Toshikazu

2016-09-01

Various posterior elbow problems cause posterior elbow pain among baseball players. We aimed to determine the prevalence and diagnoses associated with posterior elbow problems and post-treatment recovery time for returning to sports in Japanese high school baseball players when treated in the off-season. A total of 576 Japanese high school baseball players who participated in baseball skill training camp during the off-season were enrolled in the study. The elbow of each player's throwing arm was assessed by use of a questionnaire and physical examination. Players with abnormal results were advised to visit the hospital. Players who visited the hospital were initially treated conservatively and underwent surgery if necessary. Retrospectively, players with positive physical examination results associated with posterior elbow pain, defined as olecranon tenderness and/or a positive elbow extension impingement test, were selected. Information about their position, elbow pain, physical examination results, diagnosis, treatment, and recovery time before returning to playing sports was assessed. Olecranon tenderness and/or positive elbow extension impingement test results were found in 76 players (13.2%). Of these, 33 agreed to visit the hospital for further diagnostic imaging and 25 players (75.8%) were diagnosed with posteromedial elbow impingement. By the next spring, 87.9% of players returned to sport, and 100% of players returned to sport before the next summer. The average recovery period was 77 ± 47 days. Physical examinations related to posterior elbow injuries were positive in 13.2% of high school baseball players. The most common diagnosis for posterior elbow pain was posteromedial elbow impingement. All players returned to competitive sports activity levels within 77 ± 47 days. Copyright © 2016 Journal of Shoulder and Elbow Surgery Board of Trustees. Published by Elsevier Inc. All rights reserved.

Family meals can help children reach their 5 a day: a cross-sectional survey of children's dietary intake from London primary schools.

PubMed

Christian, Meaghan S; Evans, Charlotte E L; Hancock, Neil; Nykjaer, Camilla; Cade, Janet E

2013-04-01

This study aims to explore how the home food environment and parental attitudes and values affect children's fruit and vegetable (F&V) intake. The sample consists of 2383 children with a mean age of 8.3 years (95% CI 8.2 to 8.3) attending 52 primary schools in London. These children are taking part in two randomised controlled trials to evaluate a school gardening programme. Diet was assessed using a validated 24-h food tick list, the Child And Diet Evaluation Tool (CADET). The CADET tool found that children consumed on average 293 g F&V (95% CI 287 to 303) per day. Clustered (by school) multilevel regression models with total F&V as the primary outcome were conducted to explore how the home environment affects children's F&V intake. Children of families who reported 'always' eating a family meal together at a table had 125 g (95% CI 92 to 157; p=<0.001) more F&V than families who never ate a meal together. Daily consumption of F&V by parents was associated with higher F&V (88 g, 95% CI 37 to 138) intake in children compared with rarely/never consumption of F&V by parents. Cutting up fruit and vegetables for children was associated with higher consumption. Families who reported always cutting up F&V for their children had 44 g (95% CI 18 to 71) more F&V than families who never cut up F&V. This study identified that cutting up F&V and family consumption of F&V facilitates children's intake. Eating a family meal together regularly could increase children's F&V intake and help them achieve the recommended intake. ISRCTN11396528.

The Effect of Concussion or Mild Traumatic Brain Injury on School Grades, National Examination Scores, and School Attendance: A Systematic Review.

PubMed

Rozbacher, Adrian; Selci, Erin; Leiter, Jeff; Ellis, Michael; Russell, Kelly

2017-07-15

Concussion often results in symptoms, including difficulty concentrating, focusing, and remembering, that are typically managed with cognitive and physical rest. Often, the school environment is not conducive to cognitive rest and may lead to worsening or prolonged symptoms that can contribute to impaired academic performance. The objective of the review was to identify and summarize literature concerning the effects of concussion or mild traumatic brain injury (mTBI) on academic outcomes. MEDLINE, Embase, Scopus, and CINAHL were searched until June 1, 2016. Studies must have been primary literature examining students enrolled in primary, secondary, or post-secondary education, have received a physician diagnosis of concussion or mTBI, and have post-injury academic outcomes assessed in numeric or alphabet grade/grade point average (GPA), school attendance records, or national examination scores. Data were extracted and checked by a second reviewer for accuracy and completeness. Nine studies were included. Among four studies that examined grades, one found a significant difference in pre- and post-grades only in the subject Afrikaans. Three examined national test scores and no significant differences were found between cases and controls. Four examined school absenteeism and found that students who developed post-concussion syndrome missed significantly more school days and took longer to return to school than students with extremity injuries. Although mTBI or concussion is associated with missed school, the results demonstrate minimal impact on school grades and national examination scores at a group level. Further research is needed to identify risk factors for impaired school functioning following mTBI and concussion in individual patients.

Correlates of School-Day Physical Activity in Preschool Students

ERIC Educational Resources Information Center

Robinson, Leah E.; Wadsworth, Danielle D.; Peoples, Christina M.

2012-01-01

This study examined the relationship among sex, body mass index, motor skill competence (MSC), perceived physical competence (PPC), and school-day physical activity in preschool students (N = 34). Physical activity was assessed by steps accumulated during the school day, while MSC and PPC were assessed with the Test of Gross Motor Development--2nd…

Constitution Day: Start the School Year with Civics

ERIC Educational Resources Information Center

Lesser, Eli J.

2006-01-01

The celebration and recognition of Constitution Day on September 17th is now required by federal law. The new law, known colloquially as the Byrd Amendment, requires all schools receiving any federal assistance, from kindergarten to higher education, to teach students about the Constitution on Constitution Day. The concept of a school's civic…

Update: These School Systems Swear by the Four-Day School Week because Students Work Harder and Face Fewer Distractions.

ERIC Educational Resources Information Center

Blankenship, Ted

1984-01-01

Dexter, Kansas, uses a four-day school week that is improving classroom instruction and cutting energy bills. There is evidence that four-day schedules improve student achievement, increase attendance, allow more class time, raise teacher morale, and provide more staff development time. (MD)

Meeting school food standards - students' food choice and free school meals.

PubMed

Ensaff, Hannah; Russell, Jean; Barker, Margo E

2013-12-01

To examine students’ school food choice in relation to school food standards and entitlement to free school meals (FSM). Cross-sectional analysis of students’ school food choices. Two large secondary schools in Yorkshire, England. Students (n 2660) aged 11–18 years. Sandwiches and pizza were the most popular main food items: 40·4 % and 31·2 %, respectively, in School A; 48·3 % and 27·3 %, respectively, in School B. More nutritionally valuable ‘dishes of the day’ accounted for 8·7 % and 8·3 % of main foods for School A and School B, respectively. FSM students were more likely (P < 0·0 0 1) to choose main foods (School A: FSM 87·04 %, non-FSM 70·28 %; School B: FSM 75·43 %, non-FSM 56·13 %). Dishes of the day were chosen on a significantly greater (P < 0·0 0 1) percentage of days by FSM v. non-FSM students (School A: FSM 15·67 %, non-FSM 7·11 %; School B: FSM 19·42 %, non-FSM 5·17 %). Despite the availability of nutritionally valuable dishes of the day, the most popular food items were sandwiches, pizza and desserts. FSM students were more likely to choose the more nutritionally valuable dish of the day. School food standards should be reassessed in light of students’ preferences.

Fiscal Accountability in Wisconsin's Public Elementary Schools. "Where Does the Money Go?" Volume 2, No. 1.

ERIC Educational Resources Information Center

White, Sammis B.; Rue, Richard C.

An average of 33.5 percent of school district expenditures is spent on classroom teachers' compensation in Wisconsin elementary schools. The range varies from a low of 21.4 percent to a high of 45.9 percent. Financial data were analyzed from the survey responses of 110 of Wisconsin's 431 districts. The reasons for the average proportion spent on…

Measuring Changes in Salaries and Wages in Public Schools: A Basic Handbook. ERS School Management Reference Series.

ERIC Educational Resources Information Center

Educational Research Service, Arlington, VA.

A new statistical measure termed the Composite Indicator of Changes (CIC) reflects overall changes in average salaries and wages paid by public school systems in much the same way that the Dow-Jones averages reflect price changes in the stock market. The CIC is useful for comparing salary trends among various categories of personnel, among…

Dropout Rates in the United States: 2005. Compendium Report. NCES 2007-059

ERIC Educational Resources Information Center

Laird, Jennifer; Kienzl, Gregory; DeBell, Matthew; Chapman, Chris

2007-01-01

Dropping out of high school is related to a number of negative outcomes. For example, the average income of persons ages 18 through 65 who had not completed high school was roughly $20,100 in 2005.1 By comparison, the average income of persons ages 18 through 65 who completed their education with a high school credential, including a General…

Demographic and Psychological Predictors of Grade Point Average (GPA) in North-Norway: A Particular Analysis of Cognitive/School-Related and Literacy Problems

ERIC Educational Resources Information Center

Saele, Rannveig Grøm; Sørlie, Tore; Nergård-Nilssen, Trude; Ottosen, Karl-Ottar; Goll, Charlotte Bjørnskov; Friborg, Oddgeir

2016-01-01

Approximately 30% of students drop out from Norwegian upper secondary schools. Academic achievement, as indexed by grade point average (GPA), is one of the strongest predictors of dropout. The present study aimed to examine the role of cognitive, school-related and affective/psychological predictors of GPA. In addition, we examined the…

High School Leaders' Perceptions of Practices That Increase Graduation Rates of African American Males

ERIC Educational Resources Information Center

Jones, Linda D.

2015-01-01

Research indicates there are significant differences in the academic performance of minorities and whites, particularly at the high school level. On average, Latino and African American high school students read and perform math on the same level as 13-year-old white students and trail their white peers by an average of 20 test points on math and…

Physical Activity during the School Day

ERIC Educational Resources Information Center

Castelli, Darla M.; Ward, Kimberly

2012-01-01

In response to concerns that children are physically inactive, a Centers for Disease Control and Prevention committee developed school-based implementation strategies centered on the components of a Comprehensive School Physical Activity Program (CSPAP), composed of the physical education program, physical activity during the school day, staff…

Implementing the Extended School Day Policy in Florida's 300 Lowest Performing Elementary Schools. REL 2017-253

ERIC Educational Resources Information Center

Folsom, Jessica Sidler; Osborne-Lampkin, La'Tara; Cooley, Stephan; Smith, Kevin

2017-01-01

Since the 2012/13 school year Florida law has required the 100 lowest performing elementary schools in reading to extend the school day by one hour to provide supplemental reading instruction. In 2014 the law was broadened to include the 300 elementary schools with the lowest reading performance. A previous study of the state's first two cohorts…

Location of School Lunch Salad Bars and Fruit and Vegetable Consumption in Middle Schools: A Cross-Sectional Plate Waste Study.

PubMed

Adams, Marc A; Bruening, Meg; Ohri-Vachaspati, Punam; Hurley, Jane C

2016-03-01

The school lunch environment is a prime target for increasing a child's consumption of fresh fruits and vegetables (F/V). Salad bars are heavily encouraged in schools; however, more research is needed to examine the contexts in which salad bars promote consumption of F/V among students. To compare the amount of fresh F/V self-served, consumed, and wasted by students during lunch at schools with differing salad bar placement: inside or outside of the serving line. Cross-sectional plate waste study in which salad bar placement differed between schools. A random sample of middle school students (N=533) from six schools (three schools per district). Amount of fresh F/V taken, consumed, and wasted. Negative binomial multivariable regression examined placement of salad bars, adjusting for sex, grade, race/ethnicity, free/reduced status, day of the week, and nesting of students within schools. Almost all students (98.6%) in the schools with salad bars inside serving lines self-served F/V compared with only 22.6% of students in the schools with salad bars outside lines (adjusted prevalence ratio=5.38; 95% CI 4.04 to 7.17). Similarly, students at schools with salad bars inside the line had greater prevalence of consuming any F/V compared with students in schools with salad bars outside the line (adjusted prevalence ratio=4.83; 95% CI 3.40 to 6.81). On average, students with the salad bar outside the line wasted less F/V compared with those with salad bars inside the line (30% vs 48%, respectively). Few students visited salad bars located outside the lunch line. Salad bars inside the lunch line resulted in significantly greater fresh F/V taken, consumed, and wasted. When possible, schools should try to include salad bars inside the line to increase students' exposure to F/V. Copyright © 2016 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

A Comparison of the Academic Achievement of Seventh-Day Adventist Elementary Students by School Type: The Influence of Teacher, Student, Parent, and School Variables

ERIC Educational Resources Information Center

White, Denise Sue

2009-01-01

Enrollment in Seventh-day Adventist (SDA) schools is declining as is the number of schools and teachers. While there could be many reasons for this, one perception of SDA schools, held by parents, teachers, pastors, and school board members, is that students enrolled in schools with one, two, or three teachers do not achieve at the same rate as…

Change Is Hard: Easing into the Middle Grades

ERIC Educational Resources Information Center

George, Marshall A.; Breslin, Mary Claire; Evans, William

2007-01-01

Although the transition from elementary school to middle school can be an exciting time for students, it can also be vexing and traumatic. Often, when parents drop off their children at middle school on the first day of school, the scene is reminiscent of the first day of school for kindergarteners and their parents. At Albert Leonard Middle…

Charter Schools: Lessons in School Reform. Topics in Educational Leadership.

ERIC Educational Resources Information Center

Brouillette, Liane

This book investigates the strengths and limitations of charter schools as an approach to reform by focusing on the day-to-day reality of students, teachers, administrators, and parents involved. Detailed case studies of seven schools are included. Seymour Sarason's work on the creation of settings provides the lens through which these schools are…

[School performance of former premature infants in the first four years of school].

PubMed

Frenzel, J; Paalhorn, U

1992-12-01

School achievement during the first four grades was analysed by means of subject marks in 203 prematurely born and in 140 maturely born children. In subjects referring to behaviour in the classroom, no statistically significant differences in average marks could be found between prematurely born children and the control group. The average marks in performance subjects were slightly higher in the subgroup of very prematurely born children. However, statistically significant lower marks were observed in the subject of sports only, and for formerly immature children also in the subject of manual training. The higher the educational level of the mothers, the better the average marks without sports. No relationships between school performance and manifestation of postnatal risk factor like Apgar score, blood gas values and duration of oxygen dependency could be seen. These results demonstrate that school performance of former premature infants lies within the normal variance of their grade.

Stand Out in Class: restructuring the classroom environment to reduce sedentary behaviour in 9-10-year-olds - study protocol for a pilot cluster randomised controlled trial.

PubMed

Clemes, Stacy A; Bingham, Daniel D; Pearson, Natalie; Chen, Yu-Ling; Edwardson, Charlotte; McEachan, Rosemary; Tolfrey, Keith; Cale, Lorraine; Richardson, Gerry; Fray, Mike; Bandelow, Stephan; Jaicim, Nishal Bhupendra; Salmon, Jo; Dunstan, David; Barber, Sally E

2018-01-01

Sedentary behaviour (sitting) is a highly prevalent negative health behaviour, with individuals of all ages exposed to environments that promote prolonged sitting. Excessive sedentary behaviour adversely affects health in children and adults. As sedentary behaviour tracks from childhood into adulthood, the reduction of sedentary time in young people is key for the prevention of chronic diseases that result from excessive sitting in later life. The sedentary school classroom represents an ideal setting for environmental change, through the provision of sit-stand desks. Whilst the use of sit-stand desks in classrooms demonstrates positive effects in some key outcomes, evidence is currently limited by small samples and/or short intervention durations, with few studies adopting randomised controlled trial (RCT) designs. This paper describes the protocol of a pilot cluster RCT of a sit-stand desk intervention in primary school classrooms. A two-arm pilot cluster RCT will be conducted in eight primary schools (four intervention, four control) with at least 120 year 5 children (aged 9-10 years). Sit-stand desks will replace six standard desks in the intervention classrooms. Teachers will be encouraged to ensure all pupils are exposed to the sit-stand desks for at least 1 h/day on average using a rotation system. Schools assigned to the control arm will continue with their usual practice, no environmental changes will be made to their classrooms. Measurements will be taken at baseline, before randomisation, and at the end of the schools' academic year. In this study, the primary outcomes of interest will be school and participant recruitment and attrition, acceptability of the intervention, and acceptability and compliance to the proposed outcome measures (including activPAL-measured school-time and school-day sitting, accelerometer-measured physical activity, adiposity, blood pressure, cognitive function, academic progress, engagement, and behaviour) for inclusion in a definitive trial. A full process evaluation and an exploratory economic evaluation will also be conducted to further inform a definitive trial. The primary output of this study will be acceptability data to inform the development of a definitive cluster RCT designed to examine the efficacy of this intervention on health- and education-related outcomes in UK primary school children. ISRCTN12915848 (retrospectively registered, date registered 9 November 2016).

Autonomy and Flexibility in Charters

ERIC Educational Resources Information Center

Paisner, Eric J.

2011-01-01

In this article, the author reports on how several locally authorized charter schools generate academic gains through their freedom to significantly alter staff development and school culture. Although many districts authorize public charter schools, the school districts maintain no role in the day-to-day operations. This separation has given…

Prevalence and co-occurrence of addictive behaviors among former alternative high school youth.

PubMed

Sussman, Steve; Arpawong, Thalida Em; Sun, Ping; Tsai, Jennifer; Rohrbach, Louise A; Spruijt-Metz, Donna

2014-04-01

Recent work has studied multiple addictions using a matrix measure, which taps multiple addictions through single responses for each type. The present study investigated use of a matrix measure approach among former alternative high school youth (average age = 19.8 years) at risk for addictions. Lifetime and last 30-day prevalence of one or more of 11 addictions reviewed in other work (Sussman, Lisha & Griffiths, 2011) was the primary focus (i.e., cigarettes, alcohol, other/hard drugs, eating, gambling, Internet, shopping, love, sex, exercise, and work). Also, the co-occurrence of two or more of these 11 addictive behaviors was investigated. Finally, the latent class structure of these addictions, and their associations with other measures, was examined. We found that ever and last 30-day prevalence of one or more of these addictions was 79.2% and 61.5%, respectively. Ever and last 30-day co-occurrence of two or more of these addictions was 61.5% and 37.7%, respectively. Latent Class Analysis suggested two groups: a generally Non-addicted Group (67.2% of the sample) and a "Work Hard, Play Hard"-addicted Group that was particularly invested in addiction to love, sex, exercise, the Internet, and work. Supplementary analyses suggested that the single-response type self-reports may be measuring the addictions they intend to measure. We suggest implications of these results for future studies and the development of prevention and treatment programs, though much more validation research is needed on the use of this type of measure.

Associations between LGBTQ-affirmative school climate and adolescent drinking behaviors.

PubMed

Coulter, Robert W S; Birkett, Michelle; Corliss, Heather L; Hatzenbuehler, Mark L; Mustanski, Brian; Stall, Ron D

2016-04-01

We investigated whether adolescents drank alcohol less frequently if they lived in jurisdictions with school climates that were more affirmative of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) individuals. Data from the 2010 School Health Profile survey, which measured LGBTQ school climate (e.g., percentage of schools with safe spaces and gay-straight alliances), were linked with pooled data from the 2005 and 2007 Youth Risk Behavior Survey, which measured sexual orientation identity, demographics, and alcohol use (number of drinking days, drinking days at school, and heavy episodic drinking days) in 8 jurisdictions. Two-level Poisson models tested the associations between school climate and alcohol use for each sexual-orientation subgroup. Living in jurisdictions with more (versus less) affirmative LGBTQ school climates was significantly associated with: fewer heavy episodic drinking days for gay/lesbian (incidence-rate ratio [IRR]=0.70; 95% confidence interval [CI]: 0.56, 0.87; p=0.001) and heterosexual (IRR=0.80; 95% CI: 0.76, 0.83; p<0.001) adolescents; and fewer drinking days at school for adolescents unsure of their sexual orientation (IRR=0.57; 95% CI: 0.35, 0.93; p=0.024). Fostering LGBTQ-affirmative school climates may reduce certain drinking behaviors for gay/lesbian adolescents, heterosexual adolescents, and adolescents unsure of their sexual orientation. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

How They Teach the Holocaust in Jewish Day Schools

ERIC Educational Resources Information Center

Ellison, Jeffrey Alan

2017-01-01

Though Holocaust education is of critical importance in the world of Jewish Day Schools, little research has been conducted about it. The purpose of this paper is to answer some critical questions about how they teach the Holocaust in Jewish Day Schools--the who, what, when, where, how, and why questions. Additionally, comparisons are made between…

The Parent Perspective: Disabilities and Jewish Day Schools

ERIC Educational Resources Information Center

Uhrman, Abigail L.

2017-01-01

The following study describes the experiences of parents with a child with a disability in Jewish day schools. The findings suggest marked differences in the experiences of parents whose child was able to remain in the day school and those who left as a result of their child's disability. In the latter group, the themes of loneliness and…

The Educators' Guide to the Day of Silence

ERIC Educational Resources Information Center

Gay, Lesbian and Straight Education Network (GLSEN), 2010

2010-01-01

The Day of Silence is the largest single student-led action towards creating safer schools for all, regardless of sexual orientation, gender identity or gender expression. From the first-ever Day of Silence at the University of Virginia in 1996, to the organizing efforts in over 8,000 middle schools, high schools, colleges and universities across…

24 CFR 51.106 - Implementation.

Code of Federal Regulations, 2010 CFR

2010-04-01

... day-night average sound level data are not available may be evaluated from NEF or CNEL analyses using.... The day-night average sound level may be estimated from the design hour L10 or Leq values by the.... The Department of Defense uses day-night average sound level based on C-weighted sound level...

‘Below average’ Self-Assessed School Performance and Alzheimer's disease in the Aging, Demographics and Memory Study

PubMed Central

Mehta, Kala M.; Stewart, Anita L.; Langa, Kenneth M.; Yaffe, Kristine; Moody-Ayers, Sandra; Williams, Brie A.; Covinsky, Kenneth E.

2009-01-01

Background: Low formal education level is becoming accepted as a risk factor for Alzheimer's disease (AD). Though increasing attention has been paid to educational quality differences, no prior studies have addressed participants' own characterization of their overall performance in school. We examined whether self-assessed school performance is associated with AD beyond the effects of educational level alone. Methods: Participants were drawn from the population-representative Aging, Demographics and Memory Study (ADAMS), 2000-2002. ADAMS participants were asked about their performance in school; possible response options were ‘above average,’ ‘average,’ or ‘below average’. ADAMS participants also had a full neuropsychological battery and were given a research diagnosis of possible/probable AD. Results: The 725 participants (mean age 81.8 years, 59% female, and 16% African-American) varied in their educational performance: 29% reported ‘above average’; 64% ‘average’; and 7% reported ‘below average’ school performance. Participants with lower self-assessed school performance had higher proportions of AD: eleven percent of participants with above average self-assessed performance had AD; 12 percent of participants with ‘average’ performance and 26% of participants with ‘below average’ performance (p<0.001). After controlling for subjects' years in school, literacy test score(W-RAT), age, sex, race/ethnicity, and ApoE-ε4 status, socioeconomic status and self-reported comorbidity, respondents with ‘below average’ self-assessed school performance were 4 times more likely to have AD compared to those who had average performance.(OR 4.0; 95% CI 1.2-14) Above average' and ‘average’ self-assessed school performance did not increase or decrease the odds of AD.(OR 0.9; 95% CI 0.5-1.7) Conclusion: We suggest an association between ‘below average’ self-assessed school performance and AD beyond the known association with formal education. Efforts to increase cognitive reserve through better school performance in addition to increasing the number of years of formal education in early life may be important to reduce vulnerability throughout the life course. PMID:19751917

Adherence to Mediterranean diet in a sample of Tuscan adolescents.

PubMed

Santomauro, Francesca; Lorini, Chiara; Tanini, Tommaso; Indiani, Laura; Lastrucci, Vieri; Comodo, Nicola; Bonaccorsi, Guglielmo

2014-01-01

The aim of this study was to estimate the level of adherence to the Mediterranean diet in a group of Italian high school students, in relation to their lifestyles and social and family contexts, and to compare the nutrition habits of the sample with other similar groups. The KIDMED index and an ad hoc questionnaire were administered to 1127 students (mean age 16.8 ± 1.6 y) in the province of Florence. Any significant associations between the level of adherence to the Mediterranean diet and the aforementioned variables were assessed by the χ(2) test and by logistic regression analysis. The adherence to the Mediterranean diet was good in 16.5%, average in 60.5%, and poor in 23% of the students. The students attending technical high schools, those who played sports less than "almost every day", those who spent >3 h/d in sedentary activities, those who defined their school performance as worse than "more than sufficient," and those who referred to use of a car/moped as the most frequent mode of transportation, had significantly higher odds of poor rather than average or good adherence to Mediterranean diet. Moreover, being normal weight or overweight/obese, and referring to health workers as source of information on diet, seem to be protective factors against poor adherence to Mediterranean diet. Our sample presents a departure from the Mediterranean dietary pattern. It is certainly necessary to implement public health policies targeting teenagers to promote healthier lifestyle choices; the nutritional patterns of the Mediterranean diet should be among these choices. Copyright © 2014 Elsevier Inc. All rights reserved.

Comparison of the social contact patterns among school-age children in specific seasons, locations, and times.

PubMed

Luh, Dih-Ling; You, Zhi-Shin; Chen, Szu-Chieh

2016-03-01

Social contact patterns among school-age children play an important role in the epidemiology of infectious disease. This study explored how people interact in specific seasons (flu season and non-flu season), environmental settings (city and county), and times (weekend and weekday). We conducted a survey of junior high school students (grades 7-8) using an established questionnaire during May-June 2013 and December 2013. The sample size with pair-wise comparisons for the times (weekday/weekend) and stratification by location and seasons were 75, 87, 105 and 106, respectively. The sample size with pair-wise comparisons for the seasons (flu/non-flu) and stratification by location were 54 and 83, respectively. Conversation and skin-to-skin contact behaviors were surveyed through diary-based questionnaires, of which 665 valid questionnaires were returned. There was no difference in the number of contacts during the flu and non-flu seasons, with averages of 16.3 (S.D.=12.9) and 14.6 (S.D.=9.5) people, respectively. However, statistical analysis showed that the average number of contacts in Taichung City and Yilan County were significantly different (p<0.001). Weekdays were associated with 23-28% more contacts than weekend days during both the non-flu and flu seasons (p<0.001) (Wilcoxon signed-rank test). Our work has important implications for the dynamic modeling of infectious diseases and performance analysis of human contact numbers and contact characteristics for schoolchildren in specific seasons, places, and times. Copyright © 2015 The Authors. Published by Elsevier B.V. All rights reserved.

Relationship of Attention Deficit Hyperactivity Disorder and Postconcussion Recovery in Youth Athletes.

PubMed

Mautner, Kenneth; Sussman, Walter I; Axtman, Matthew; Al-Farsi, Yahya; Al-Adawi, Samir

2015-07-01

To investigate whether attention deficit hyperactivity disorder (ADHD) influences postconcussion recovery, as measured by computerized neurocognitive testing. This is a retrospective case control study. Computer laboratories across 10 high schools in the greater Atlanta, Georgia area. Immediate postconcussion assessment and cognitive testing (ImPACT) scores of 70 athletes with a self-reported diagnosis of ADHD and who sustained a sport-related concussion were compared with a randomly selected age-matched control group. Immediate postconcussion assessment and cognitive testing scores over a 5-year interval were reviewed for inclusion. Postconcussion recovery was defined as a return to equivalent baseline neurocognitive score on the ImPACT battery, and a concussion symptom score of ≤7. Athletes with ADHD had on average a longer time to recovery when compared with the control group (16.5 days compared with 13.5 days), although not statistically significant. The number of previous concussions did not have any effect on the rate of recovery in the ADHD or the control group. In addition, baseline neurocognitive testing did not statistically differ between the 2 groups, except in verbal memory. Although not statistically significant, youth athletes with ADHD took on average 3 days longer to return to baseline neurocognitive testing compared with a control group without ADHD. Youth athletes with ADHD may have a marginally prolonged recovery as indexed by neurocognitive testing and should be considered when prognosticating time to recovery in this subset of student athletes.

A cluster randomised trial of a school-based intervention to prevent decline in adolescent physical activity levels: study protocol for the ‘Physical Activity 4 Everyone’ trial

PubMed Central

2013-01-01

Background Adolescence is an established period of physical activity decline. Multi-component school-based interventions have the potential to slow the decline in adolescents’ physical activity; however, few interventions have been conducted in schools located in low-income or disadvantaged communities. This study aims to assess the effectiveness of a multi-component school-based intervention in reducing the decline in physical activity among students attending secondary schools located in disadvantaged communities. Methods/Design The cluster randomised trial will be conducted with 10 secondary schools located in selected regions of New South Wales, Australia. The schools will be selected from areas that have a level of socio-economic status that is below the state average. Five schools will be allocated to receive an intervention based on the Health Promoting Schools framework, and will be supported by a part-time physical activity consultant placed in intervention schools who will implement a range of intervention adoption strategies. Study measures will be taken at baseline when students are in Year 7 (12–13 years) and again after 12- and 24-months. The primary outcome, minutes of moderate- to-vigorous- intensity physical activity per day and percentage of time in moderate- to vigorous-intensity physical activity (MVPA), will be objectively assessed using accelerometers (Actigraph GT3x+). Group allocation and intervention delivery will commence after baseline data collection. The intervention will continue during school terms through to 24-month follow-up. Discussion The study will provide evidence regarding the effectiveness of a multi-component school-based intervention that includes an in-school physical activity consultant targeting the physical activity levels of adolescents in disadvantaged Australian secondary schools. Trial registration Australian New Zealand Clinical Trials Registry ACTRN12612000382875. PMID:23336603

The Four-Day School Week.

ERIC Educational Resources Information Center

Reeves, Kimberly

1999-01-01

In New Mexico, 18 out of 89 school districts are on the four-day school week. So are many rural Colorado, Oregon, and Colorado schools. Implemented as a fiscal last resort, this schedule has had unexpected educational benefits for districts. Attendance has improved and student achievement on standardized tests remains stable. (MLH)

What We Learned: Two Generations Reflect on Tsimshian Education and the Day Schools

ERIC Educational Resources Information Center

Raptis, Helen

2016-01-01

Stories of Indigenous children forced to leave their communities to attend residential schools have haunted Canadians in recent years. Yet most Indigenous children in Canada attended "Indian day schools," and later public schools, near their home communities. Although church and government officials often kept detailed administrative…

Taking a Distributed Perspective to the School Principal's Workday

ERIC Educational Resources Information Center

Spillane, James P.; Camburn, Eric M.; Pareja, Amber Stitziel

2007-01-01

Focusing on the school principal's day-to-day work, we examine who leads curriculum and instruction- and administration-related activities when the school principal is not leading but participating in the activity. We also explore the prevalence of coperformance of management and leadership activities in the school principal's workday. Looking…

Attained height of lacto-ovo vegetarian children and adolescents.

PubMed

Sabaté, J; Lindsted, K D; Harris, R D; Sanchez, A

1991-01-01

The relationship between diet and attained height was studied in children and adolescents in Southern California. Diet pattern was determined from an extensive food frequency questionnaire in 1765 Caucasian children of 7-18 years, attending state schools (452 m and 443 f) and Seventh-day Adventist schools (427 m and 443 f). The major difference in diet pattern between state and Adventist school children was in meat consumption. The Adventist children were split evenly between three categories of frequency in meat consumption (less than 1/week, 1/week-less than 1/d, and greater than or equal to 1/d), while 92 percent of state school children consumed meat daily. Vegetarians (those consuming meat less than 1/week) differed significantly in the consumption of other major food groups, such as fruit and vegetables. All school and diet subgroups were at or above the 50th percentile of the National Center for Health Statistics. Age-adjusted regression analysis showed that on average Adventist vegetarian children were taller than their meat-consuming classmates (2.5 and 2.0 cm for boys and girls, respectively). These results did not change materially when adjusting for other food groups. Nor did adjustment for parental height and socioeconomic factors in a sub-sample of 518 children. The results indicate that vegetarian children and adolescents on a balanced diet grow at least as tall as children who consume meat.

The effects of building-related factors on classroom relative humidity among North Carolina schools participating in the “Free to Breathe, Free to Teach” study

PubMed Central

Angelon-Gaetz, K.A.; Richardson, D.B.; Lipton, D.M.; Marshall, S.W.; Lamb, B.; LoFrese, T.

2014-01-01

Both high and low indoor relative humidity (RH) directly impact indoor air quality (IAQ), an important school health concern. Prior school studies reported a high prevalence of mold, roaches, and water damage; however, few examined associations between modifiable classroom factors and RH, a quantitative indicator of dampness. We recorded RH longitudinally in 134 North Carolina classrooms (n= 9066 classroom-days) to quantify the relationships between modifiable classroom factors and average daily RH below, within, or above levels recommended to improve school IAQ (30–50% or 30–60% RH). The odds of having high RH (>60%) were 5.8 (95% Confidence Interval (CI): 2.9, 11.3) times higher in classrooms with annual compared to quarterly heating, ventilating, and air conditioning (HVAC) system maintenance, and 2.5 (95% CI: 1.5, 4.2) times higher in classrooms with HVAC economizers compared to those without economizers. Classrooms with direct expansion split systems compared to chilled water systems had 2.7 (95% CI: 1.7, 4.4) times higher odds of low RH (<30%). When unoccupied, classrooms with thermostat setbacks had 3.7 (95% CI: 1.7, 8.3) times the odds of high RH (>60%) of those without setbacks. This research suggests actionable decision points for school design and maintenance to prevent high or low classroom RH. PMID:25515546

The Effect of a "C" Average Grade Requirement on the Dropout Rate of Extracurricular Activities in the Anchorage Public Schools.

ERIC Educational Resources Information Center

Foldenauer, Jerry

The purpose of this study was to determine if extracurricular activity participants in the Anchorage (Alaska) School District were dropping out of school at a greater rate as a result of having to meet a "C" average grade requirement for participation. Subjects of the study were all students in grades 9 through 12 who participated in…

The importance of working memory for school achievement in primary school children with intellectual or learning disabilities.

PubMed

Maehler, Claudia; Schuchardt, Kirsten

2016-11-01

Given the well-known relation between intelligence and school achievement we expect children with normal intelligence to perform well at school and those with intelligence deficits to meet learning problems. But, contrary to these expectations, some children do not perform according to these predictions: children with normal intelligence but sub-average school achievement and children with lower intelligence but average success at school. Yet, it is an open question how the unexpected failure or success can be explained. This study examined the role of working memory sensu Baddeley (1986) for school achievement, especially for unexpected failure or success. An extensive working memory battery with a total of 14 tasks for the phonological loop, the visual-spatial sketchpad and central executive skills was presented in individual sessions to four groups of children differing in IQ (normal vs. low) and school success (good vs. poor). Results reveal that children with sub-average school achievement showed deficits in working memory functioning, irrespective of intelligence. By contrast, children with regular school achievement did not show deficits in working memory, again irrespective of intelligence. Therefore working memory should be considered an important predictor of academic success that can lead both to unexpected overachievement and failure at school. Individual working memory competencies should be taken into account with regard to diagnosis and intervention for children with learning problems. Copyright © 2016 Elsevier Ltd. All rights reserved.

Mold contamination in schools with either high or low prevelance of asthma.

PubMed

Vesper, Stephen; Prill, Rich; Wymer, Larry; Adkins, Lauren; Williams, Ronald; Fulk, Florence

2015-02-01

Mold exposures have been linked to the development and exacerbation of asthma. The purpose of this study was to determine whether the Environmental Relative Moldiness Index (ERMI) metric, developed to quantify mold exposures in homes, might be applied to evaluating the mold contamination in schools. Settled dust samples (n = 10) were collected on each level of a water-damaged school in Springfield, Massachusetts and two samples per level in five Idaho schools. Each dust sample was analyzed for the 36 molds that make up the ERMI. The concentration of 2.5-μm particulate matter (PM2.5 ) was measured in each school at two locations during the spring of 2013. The average ERMI value in the Springfield school, 15.51, was significantly greater (p < 0.001) than the average ERMI value, -2.87, in the Idaho schools. Ten of the twenty-six Group 1 molds, which are associated with water-damaged environments, were in significantly greater concentrations in the Springfield school. The populations of Group 2 molds, which are common indoors even without water damage, were essentially the same in Springfield and Idaho schools. The average PM2.5 concentration in the Springfield and Idaho schools was 11.6 and 3.4 μg/m(3) , respectively. The ERMI scale might be useful in comparing the relative mold contamination in schools. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Spatiotemporal patterns of population distribution as crucial element for risk management

NASA Astrophysics Data System (ADS)

Gokesch, Karin; Promper, Catrin; van Westen, Cees J.; Glade, Thomas

2014-05-01

The spatiotemporal distribution and presence of the population in a certain area is a crucial element within natural hazard risk management, especially in the case of rapid onset hazard events and emergency management. When fast onset hazards such as earthquakes, flash floods or industrial accidents occur, people may not have adequate time for evacuation and the emergency management requires a fast response and reaction. Therefore, information on detailed distribution of people affected by a certain hazard is important for a fast assessment of the situation including the number and the type of people (distinguishing between elderly or handicapped people, children, working population etc.) affected. This study thus aims at analyzing population distribution on an hourly basis for different days e.g. workday or holiday. The applied method combines the basic assessment of population distribution in a given area with specific location-related patterns of distribution-changes over time. The calculations are based on detailed information regarding the expected presence of certain groups of people, e.g. school children, working or elderly people, which all show different patterns of movement over certain time periods. The study area is the city of Waidhofen /Ybbs located in the Alpine foreland in the Southwest of Lower Austria. This city serves as a regional center providing basic infrastructure, shops and schools for the surrounding countryside. Therefore a lot of small and medium businesses are located in this area showing a rather high variation of population present at different times of the day. The available building footprint information was classified with respect to building type and occupancy type, which was used to estimate the expected residents within the buildings, based on the floorspace of the buildings and the average floorspace per person. Additional information on the distribution and the average duration of stay of the people in these buildings was assessed using general population statistics and specific information about selected buildings, such as schools, hospitals or homes for the elderly, to calculate the distribution patterns for each group of people over time.

Disparities in moderate-to-vigorous physical activity among girls and overweight and obese schoolchildren during school- and out-of-school time.

PubMed

Hubbard, Kristie; Economos, Christina D; Bakun, Peter; Boulos, Rebecca; Chui, Kenneth; Mueller, Megan P; Smith, Katie; Sacheck, Jennifer

2016-03-22

Increasing physical activity (PA) during the school day and out-of-school time are critical strategies for preventing childhood obesity and improving overall health. The purpose of the present investigation was to examine schoolchildren's volume and type of PA during school-time and out-of-school, compared to national recommendations and differences by sex and weight status. This cross-sectional analysis included 517 3(rd)-5(th) grade schoolchildren from 13 New England elementary schools (October 2013-January 2014). Demographics were collected by parent questionnaire. Measured height and weight were used to categorize child weight status. Accelerometer data were collected over 7 days. PA was coded as total activity counts and minutes of sedentary, light, and moderate-to-vigorous physical activity (SED, LPA, MVPA) during 1) school, 2) weekday out-of-school, 3) weekend, and 4) total daily time. Multivariable mixed models were used to examine associations between sex and weight status and total counts, SED, LPA, and MVPA, controlling for demographics, wear-time, and clustering within schools. 453 participants (60.5% girls; mean age 9.1 years; 30.5% overweight/obese) had valid accelerometer wear time (≥3 days, ≥ 10 h/day). Few children achieved 60 min total daily (15.0%) or school-time (8.0 %) MVPA recommendations. For all time-of-day categories, girls achieved fewer MVPA minutes than boys (p < .0001), and overweight/obese participants achieved fewer MVPA minutes than normal/underweight participants (p = 0.05). Minutes of LPA declined by grade-level (p < .05) and were lower in girls than boys during school-time only (p < .05). Disparities in MVPA by sex and weight status across school and out-of-school time highlight the need for programs with equitable reach.

The Relationship between School Connectedness and Mental Health during the Transition to Secondary School: A Path Analysis

ERIC Educational Resources Information Center

Lester, Leanne; Waters, Stacey; Cross, Donna

2013-01-01

During the transition from primary to secondary school, students typically experience a new social environment, moving from primary school with small intact classes throughout the day with one main teacher, to a larger secondary school with teachers, classrooms and often classmates changing throughout the day. During this time, students report a…

25 CFR 36.77 - What are the homeliving staffing requirements?

Code of Federal Regulations, 2011 CFR

2011-04-01

.... Night 1:40. High School (Gr. 7-12) Morning 1:20. During school As school needs. Evening 1:30. Night 1:50... 1-6) Morning/day 1:20. Evening 1:20. Night 1:40. High School (Gr. 7-12) Morning/day 1:40. Evening 1... meet the staffing requirements of this section. (a) Effective with the 2009-2010 school year, each...

25 CFR 36.77 - What are the homeliving staffing requirements?

Code of Federal Regulations, 2013 CFR

2013-04-01

.... Night 1:40. High School (Gr. 7-12) Morning 1:20. During school As school needs. Evening 1:30. Night 1:50... 1-6) Morning/day 1:20. Evening 1:20. Night 1:40. High School (Gr. 7-12) Morning/day 1:40. Evening 1... meet the staffing requirements of this section. (a) Effective with the 2009-2010 school year, each...

25 CFR 36.77 - What are the homeliving staffing requirements?

Code of Federal Regulations, 2014 CFR

2014-04-01

.... Night 1:40. High School (Gr. 7-12) Morning 1:20. During school As school needs. Evening 1:30. Night 1:50... 1-6) Morning/day 1:20. Evening 1:20. Night 1:40. High School (Gr. 7-12) Morning/day 1:40. Evening 1... meet the staffing requirements of this section. (a) Effective with the 2009-2010 school year, each...

25 CFR 36.77 - What are the homeliving staffing requirements?

Code of Federal Regulations, 2012 CFR

2012-04-01

.... Night 1:40. High School (Gr. 7-12) Morning 1:20. During school As school needs. Evening 1:30. Night 1:50... 1-6) Morning/day 1:20. Evening 1:20. Night 1:40. High School (Gr. 7-12) Morning/day 1:40. Evening 1... meet the staffing requirements of this section. (a) Effective with the 2009-2010 school year, each...

Predicting Long-Term College Success through Degree Completion Using ACT[R] Composite Score, ACT Benchmarks, and High School Grade Point Average. ACT Research Report Series, 2012 (5)

ERIC Educational Resources Information Center

Radunzel, Justine; Noble, Julie

2012-01-01

This study compared the effectiveness of ACT[R] Composite score and high school grade point average (HSGPA) for predicting long-term college success. Outcomes included annual progress towards a degree (based on cumulative credit-bearing hours earned), degree completion, and cumulative grade point average (GPA) at 150% of normal time to degree…

An Analysis of Efficiency in Senior Secondary Schools in the Gambia 2006-2008: Educational Inputs and Production of Credits in English and Mathematics Subjects

ERIC Educational Resources Information Center

Sillah, B. M. S.

2012-01-01

This paper employs a stochastic production frontier model to assess the efficiency of the senior secondary schools in the Gambia. It examines their efficiency in using and mixing the educational inputs of average teacher salary, average teacher education, average teacher experience and students-to-teacher ratio in producing the number of students…

Near work, outdoor activity, and their association with refractive error.

PubMed

Lin, Zhong; Vasudevan, Balamurali; Jhanji, Vishal; Mao, Guang Yun; Gao, Tie Ying; Wang, Feng Hua; Rong, Shi Song; Ciuffreda, Kenneth J; Liang, Yuan Bo

2014-04-01

To assess the relationship between near work, outdoor activity, and refractive error in schoolchildren in Beijing. The Beijing Myopia Progression Study is a hospital-based myopia study, in which 386 students from primary (aged 6 to 12 years) and secondary (aged 13 to 17 years) schools in the inner city of Beijing were enrolled. Cycloplegic refraction and a detailed questionnaire probing near, intermediate, and distance visual activities were completed. Three hundred seventy (95.9%) of 386 students with complete cycloplegic autorefraction and myopia questionnaire data were enrolled in this study. Children with more near work time did not exhibit a significantly more myopic refraction in both the primary and secondary school levels after adjusting for the children's gender, outdoor activity time, and average parental refractive error. A significant association between outdoor activity time (in hours per day) and the children's spherical equivalent (in diopters) was found in the primary school students (β = 0.27, p = 0.03) but not in the secondary school students (β = 0.04, p = 0.70) after adjusting for similar confounders. The time spent on outdoor sports and outdoor leisure in the primary school students was also significantly associated with the children's spherical equivalent (β = 0.46, p = 0.04 and β = 0.31, p = 0.02, respectively). Primary school students with more time outdoors exhibited relatively less myopic refraction than their peers (ptrend = 0.0003), but this relation was not demonstrated in the secondary school children (ptrend = 0.53) after adjusting for similar confounders. Higher levels of outdoor activity were associated with less myopic refraction in primary school students in the inner city of Beijing. Near work activity was not found to be associated with refraction at either school level.

Assessing the Prevalence of Recurrent Neck and Shoulder Pain in Korean High School Male Students: A Cross-sectional Observational Study.

PubMed

Koh, Min Jung; Park, Sun Young; Woo, Young Sun; Kang, Sung Hyun; Park, Sang Hoon; Chun, Hye Jung; Park, Eun Jung

2012-07-01

Neck and shoulder pain (NSP) is fairly common in adolescents, which is associated with a high prevalence of NSP found during adulthood as well; therefore, its significance during adolescence should not be underestimated. We surveyed the prevalence of recurrent NSP, lifestyle, and risk factors in Korean high school students, and examined the influence of recurrent NSP on the quality of life. Nine hundred thirty one male students (16-19 years old) from two academic high schools in Seoul were included in this study. The survey consisted of a questionnaire to assess the prevalence of recurrent NSP, with questions regarding having an occurrence more than once a week, characteristics of NSP, activity and lifestyle of the students, and the risk factors for recurrent NSP. A 36-item Short Form questionnaire was also examined. We found that 44.3% of the high school students surveyed had recurrent NSP (more than once a week) and the overall prevalence of NSP was 79.1%. The average sitting time was 10.2 ± 2.7 h/day. 59.0% did not sit straight, 14.7% used assisting devices during reading, and 11.9% answered that they stretched regularly. Found from their self assessed health, frequent fatigue and frequent depressed mood presented significant associations with the higher prevalence of recurrent NSP. Korean high school students had a high prevalence of recurrent NSP. Clinical attention is needed for the prevention and resolution of recurrent NSP found in high school students.

A quantitative analysis of factors influencing the professional longevity of high school science teachers in Florida

NASA Astrophysics Data System (ADS)

Ridgley, James Alexander, Jr.

This dissertation is an exploratory quantitative analysis of various independent variables to determine their effect on the professional longevity (years of service) of high school science teachers in the state of Florida for the academic years 2011-2012 to 2013-2014. Data are collected from the Florida Department of Education, National Center for Education Statistics, and the National Assessment of Educational Progress databases. The following research hypotheses are examined: H1 - There are statistically significant differences in Level 1 (teacher variables) that influence the professional longevity of a high school science teacher in Florida. H2 - There are statistically significant differences in Level 2 (school variables) that influence the professional longevity of a high school science teacher in Florida. H3 - There are statistically significant differences in Level 3 (district variables) that influence the professional longevity of a high school science teacher in Florida. H4 - When tested in a hierarchical multiple regression, there are statistically significant differences in Level 1, Level 2, or Level 3 that influence the professional longevity of a high school science teacher in Florida. The professional longevity of a Floridian high school science teacher is the dependent variable. The independent variables are: (Level 1) a teacher's sex, age, ethnicity, earned degree, salary, number of schools taught in, migration count, and various years of service in different areas of education; (Level 2) a school's geographic location, residential population density, average class size, charter status, and SES; and (Level 3) a school district's average SES and average spending per pupil. Statistical analyses of exploratory MLRs and a HMR are used to support the research hypotheses. The final results of the HMR analysis show a teacher's age, salary, earned degree (unknown, associate, and doctorate), and ethnicity (Hispanic and Native Hawaiian/Pacific Islander); a school's charter status; and a school district's average SES are all significant predictors of a Florida high school science teacher's professional longevity. Although statistically significant in the initial exploratory MLR analyses, a teacher's ethnicity (Asian and Black), a school's geographic location (city and rural), and a school's SES are not statistically significant in the final HMR model.

The effect of a kindergarten-based, family-involved intervention on objectively measured physical activity in Belgian preschool boys and girls of high and low SES: the ToyBox-study.

PubMed

De Craemer, Marieke; De Decker, Ellen; Verloigne, Maïté; De Bourdeaudhuij, Ilse; Manios, Yannis; Cardon, Greet

2014-03-14

The ToyBox-study developed an evidence- and theory-based intervention to improve preschoolers' energy balance-related behaviours - including physical activity (PA) - by targeting the kindergarten environment and involving their parents/caregivers. The present study aimed to examine the effect of the ToyBox-intervention on increasing Belgian preschoolers' objectively measured PA levels. A sample of 472 preschoolers (4.43 ± 0.55 years; 55.1% boys) from 27 kindergartens (15 intervention, 12 control kindergartens) in Flanders, Belgium were included in the data analyses. Preschoolers wore an ActiGraph accelerometer for six consecutive days and were included in the data analyses if they had a minimum of two weekdays and one weekend day, both at baseline and follow-up (one year later). Preschoolers' PA outcomes were estimated for an average day, weekday, weekend day, during school hours, and during after school hours. To assess intervention effects, multilevel repeated measures analyses were conducted for the total sample, and for sub-groups (according to sex, kindergarten levels of socio-economic status (SES) and risk groups (low levels of PA at baseline)) of preschoolers. Small intervention effects were found in the total sample. Most intervention effects were found in boys and in preschoolers from high SES kindergartens. Boys from the intervention group had an increase in vigorous PA (ß=1.47, p=0.03) and moderate-to-vigorous PA (ß=1.27, p=0.03) from baseline to follow-up, whereas PA levels in boys from the control group stagnated or decreased. In preschoolers from high SES kindergartens, the largest effects were found for PA outcomes during school hours and during after school hours. The results from the Belgian sample demonstrate that effects of the PA-component of the ToyBox-intervention on objectively measured PA were found in preschool boys and in preschoolers from high SES kindergartens, which means that the ToyBox-intervention was mainly effective in those sub-groups. Future interventions should search for alternative strategies to increase preschoolers' PA levels in preschool girls and preschoolers from low SES kindergartens, as these are the most important at-risk groups regarding PA.