Accesso e Instradamento in Reti Radio Cognitive

The always-increasing need of more flexible link for broadband connectivity in mobile conditions has led to a high-level radio technology evolution. Radio environment has to be shared and new strategies for improving the usage efficiency need to be developed in order to allow coexistence between different radio systems. In the past, the spectrum has been assigned to particular services in a fixed way, for example for radio mobile or digital television broadcasting systems. This unyielding use of spectrum resources has led to a really low efficiency; in fact, FCC has demonstrated that radio frequencies are used for only the 30% of their possibilities. Basing on these aspects the idea of new technologies allowing coexistence between different radio systems using the same frequency band has risen up; the Cognitive Radio is one of the most important among them. A cognitive radio is a smart device, which independently or thanks to cooperation with others nodes (the so-called secondary users), is able to exploit unused or underused spectrum fractions; these portions are generally assigned to primary systems, but can be used by cognitive systems in order to provide services which traditionally were not allowed in that bands. On the other hand, secondary nodes need to protect primary users from interference coming from their transmissions, while primary receivers do not become aware of cognitive nodes presence. A secondary node can adopt different strategies; first of sensing algorithm, together with geolocation database approach, allows cognitive devices to detect available spectrum portions for secondary transmissions; at the same time it is really important to forecast the effects of these transmissions on the primary receivers signal quality. The target of this work was the design of an interference prevision model, which can allow to establish the interference produced by a secondary system against a primary DVB-T system. The last one has many different distinctive features: first of all, the DVB-T receviers are passive and it is not possible to establish their position in the scenario. Moreover the primary traffic model is not link ‘burst model’, therefore there are not any temporal intervals in which the spectrum can be considered as free. Many different steps have been developed in order to reach the final model: in the first phase the effect of a single secondary transmission on a primary system with only one transmitter and many different receivers has been evaluated and a closed-form analytical expression for primary outage probability has been provided. Then the scenario has been extended to a secondary network instead of a single cognitive node and we obtained a closed-form analytical expression for the signal-tointerference ratio CDF; it was not possible to determined a closed form expression for the outage probability in this case, because of the too high complexity of the mathematical approach. For this reason the scenario has been modeled thanks to MatLAB simulations, which allowed also to simulate more complex scenarios with more than one primary transmitter and a secondary network. We also introduced a simple routing rule, in order to demonstrate the effect of our prevision model on the path selection strategy. Finally a real test-bed and the experimentation on WiFi-based system, operating in UHF band has been described. This activity was conducted in collaboration with Politecnico di Torino and CSP and has marked some advantages coming from the usage of this system for providing broadband connectivity in Digital Divided zones, instead of using traditional 5 GHz, HyperLAN strategies

Evaluation of an intervention focusing on children to promote physical activity in the entire community: Feasibility, effectiveness and sustainability over time.

Regular physical activity (PA) during childhood is associated with physical, mental, emotional and social health benefits. The constant practice of PA is considered one of the best buys available in public health. The World Health Organization (WHO) recommends to perform at least 60 minutes per day of moderate to vigorous PA for children and adolescents in order to obtain health benefits. However, globally, this level of PA is hardly achieved. Children and adolescent who do not reach the recommended levels of PA are defined as physically inactive and nowadays physical inactivity constitutes a new type of pandemic. For this reason, the WHO launched a global action plan addressing physical activity with a goal of reducing physical inactivity in children and youth. The plan also included recommendation to improve individual and community health and contribute to the social, cultural and economic development of all nations. Worldwide, children and adolescents spend a significant amount of time in school and for this reason the school represents a fundamental educational setting that can play a pivotal role increasing students’ PA. Opportunities to be physically active should not be considered purely in relation to when children attend physical education classes but also making physical activity available during the school day, such as physically active lessons, and multicomponent PA interventions. Since school-based PA interventions are quite numerous, the present thesis focused on interventions delivered during school hours and that integrate small doses of PA as part of routine instruction. This type of intervention is called “Active Breaks.” Active Breaks consists of brief 5–15 minutes sessions of PA led by teachers who introduce short bursts of PA into the academic lesson. In light of this the present thesis aims to evaluate the feasibility, efficacy and sustainability of an Active Breaks intervention targeting children to promote PA

Evaluation of feasibility, effectiveness, and sustainability of school-based physical activity “active break” interventions in pre-adolescent and adolescent students: a systematic review

Objective The present systematic review aimed to investigate the impact of school-based physical activity (PA) interventions of “active breaks” on PA levels, classroom behaviour, cognitive functions, and well-being in pre-adolescents and adolescents attending secondary and high school. Methods In March 2021, we performed a systematic research in CINAHL, Cochrane Library, Embase, MedLine, and PsycINFO databases and through grey literature. Quality assessment was performed in accordance with the Cochrane Tool for Quality Assessment for RCTs and the STROBE tool for observational studies. We included studies that investigated classroom PA interventions led by teachers such as active breaks or physically active lessons on PA levels, classroom behaviour, cognitive function, and quality of life in pre-adolescent and adolescent population attending secondary and high school. Synthesis Three studies met the inclusion criteria. Two studies showed a positive effect of active breaks on students’ classroom behaviour and quality of life. One study registered a positive effect in the increase in school PA levels; unfortunately, this effect was not found in the overall levels of PA or in the reduction of sedentary behaviour. All three studies showed the feasibility and acceptability of active breaks intervention in secondary and high school settings. Conclusion This systematic review suggests the potential benefit of this type of intervention integrated in the secondary and high school curriculum on classroom behaviour, school PA levels, and well-being.Objectif La présente revue systématique visait à étudier l’impact des interventions d’activité physique (AP) en milieu scolaire des « pauses actives » sur les niveaux d’AP, le comportement en classe, les fonctions cognitives et le bien-être des préadolescents et des adolescents fréquentant l’école secondaire et le lycée. Méthodes En mars 2021, nous avons effectué une recherche systématique dans les bases de données CINAHL, Cochrane Library, Embase, MedLine, PsycINFO et à travers la littérature grise. L’évaluation de la qualité a été réalisée conformément à l’outil Cochrane d’évaluation de la qualité pour les ECR et à l’outil STROBE pour les études observationnelles. Nous avons inclus les études portant sur les interventions d’AP en classe menées par les enseignants, telles que les pauses actives ou les leçons d’activité physique sur les niveaux d’AP, le comportement en classe, la fonction cognitive et la qualité de vie chez les préadolescents et les adolescents fréquentant l’école secondaire et le lycée. Synthèse Trois études répondaient aux critères d’inclusion. Deux études ont montré un effet positif des pauses actives sur le comportement en classe et la qualité de vie des élèves. Une étude a enregistré un effet positif dans l’augmentation des niveaux d’AP à l’école, malheureusement cet effet n’a pas été trouvé dans les niveaux globaux d’AP ou dans la réduction du comportement sédentaire. Les trois études ont montré la faisabilité et l’acceptabilité de l’intervention des pauses actives dans les écoles secondaires et les lycées. Conclusion Cette revue systématique suggère le bénéfice potentiel de ce type d’intervention intégrée dans le programme scolaire des collèges et lycées sur le comportement en classe, les niveaux d’AP à l’école et le bien-être

Physical Fitness and BodyWeight in Pre-Adolescent School Children: The EUROFIT Motor Fitness Test Explored on 11-12-Year-Old Children.

Nowadays, the early prevention of obesity in childhood is one of the most critical public health issues. More than half of children and adolescents worldwide do not meet the recommendation of 60 minutes of moderate to vigorous physical activity per day. This trend can reduce physical fitness and, consequently, cause a decrease in the quality of life throughout the lifespan. Physical fitness, defined as a set of abilities to perform physical activity and exercise (such as aerobic capacity, endurance, strength, flexibility), is considered one of the most important health markers in adulthood and childhood as well as adolescence. Methods: We conducted a cross-sectional study to investigate the physical fitness of pre-adolescent children of the Emilia-Romagna region. Children’s anthropometric parameters (height and weight) and physical fitness levels - assessed via the EUROFIT test battery - were measured. In all of the applied EUROFIT tests, children’s performance was below the sucient age and gender values. Moreover, it was negatively associated with obesity. Our research provided evidence that the general fitness of our sample was low and the performance of overweight/obese children was lower compared to the under/normal weight students

Active Breaks and Distance Learning: new strategies for well-being and movement education Active Breaks e DAD: nuove strategie per educare al benessere ed al movimento

La situazione pandemica ha drasticamente ridotto le opportunità di movimento e di socializzazione dei bambini anche in ambito scolastico, costringendo ad effettuare le lezioni a distanza, la Didattica a distanza e la Didattica Aumentata Digitalmente. Pertanto, si proporrà il metodo delle pause attive o active breaks che consistono in brevi momenti della lezione (5-10 min.) per effettuare delle attività strutturate. Tali interventi non necessitano di spazi e di attrezzature particolari ma possono essere praticate più volte al giorno e per brevi periodi non solo nel contesto classe ma anche a casa e in autonomia da ogni singolo bambino. Gli studi IMOVE e ABS sono un punto di partenza e una testimonianza dell’efficacia e della sostenibilità degli interventi school-based. Studi futuri dovranno concentrarsi sugli effetti a lungo termine delle active breaks sulla performance scolastica e sul beneficio nel lavoro degli insegnanti.The pandemic situation has drastically reduced the opportunities for movement and socialization of children even in the school environment, forcing them to carry out remote lessons, distance learning and digitally augmented education. Therefore, we will propose the method of active breaks or active breaks which consist of short moments of the lesson (5-10 min.) To carry out structured activities. These interventions does not require special spaces and equipment but can be practiced several times a day and for short periods not only in the classroom context but also at home and independently by each individual child. The I-MOVE and ABS studies are a starting point and a testimony of the effectiveness and sustainability of school-based interventions. Future studies will have to focused on the long-term effects of active breaks on school performance and on the benefit of the work of teachers

Effects of School Nurse-Led Interventions in Collaboration with Kinesiologists in Promoting Physical Activity and Reducing Sedentary Behaviors in Children and Adolescents: A Systematic Review

The World Health Organization (WHO) recommends that schools adopt a whole-school strategy for healthy behaviors involving different health professionals. The present systematic review aimed to evaluate the efficacy of nurse-led interventions in collaboration with kinesiologists on physical activity and lifestyle behaviors’ outcomes in school settings. The protocol was registered in PROSPERO (ID: CRD42022343410). The primary research study was developed through the PICOS question: children and adolescence 6–18 years (P); school nurse-led interventions in promoting physical activity (PA) and reducing sedentary behaviors (I); usual lessons, no intervention focusing on PA (C); PA levels, sedentary behaviors, and healthy lifestyle behaviors (O); experimental or observational study with original primary data and full-text studies written in English (S). Seven studies were included. Interventions were heterogeneous: besides physical activities carried out in all studies, the interventions were based on different health models and strategies (counselling, face-to-face motivation, education). Five out of seven articles investigated PA levels or their related behaviors using questionnaires, and two used ActiGraph accelerometers. Lifestyle behaviors were assessed with heterogeneous methods. Five out of seven articles showed an improvement in at least one outcome after the interventions, whereas two papers showed a statistically non-significant improvement. In conclusion, school interventions involving nurses, also in association with other professionals such as kinesiologists, can be effective in reducing sedentary behaviors and improving healthy lifestyles in children and adolescents

The Impact of an Adapted Physical Activity Program on Bone Turnover, Physical Performance and Fear of Falling in Osteoporotic Women with Vertebral Fractures: A Quasi-Experimental Pilot Study

Physical activity has been indicated as a potential strategy to counteract osteoporosis (OP). This study of post-menopausal women with osteoporotic vertebral fractures investigated the effect of an adapted physical activity (APA) program on two serum bone turnover biomarkers (Bone Alkaline Phosphatase, B-ALP and C-terminal telopeptide of type 1 collagen, CTX-1), functional capacity (6-Minutes Walking Test, 6MWT), and risk and fear of falls (Tinetti and Falls Efficacy scale). The APA group (n = 12) performed a 1-h group session twice per week for 6 months whereas the control group (n = 9) was asked to maintain their current lifestyle. The exercise program did not affect the serum concentrations of B-ALP and CTX-1 biomarkers measured at the baseline and after 6 months in women of the APA group. Moreover, at the end of intervention no significant differences in serum concentrations for either biomarker was observed between the two study groups. Interestingly, when compared to the control group, women in the APA group showed significant improvement in the functional capacity measures by 6MWT (p = 0.037) and a decrease of the risk and fear of falls as indicated by the Tinetti test (p = 0.043). Based on these findings, exercise could provide new perspectives for the care and management of OP

Exercise and Oxidative Stress Biomarkers among Adult with Cancer: A Systematic Review

Evidence shows that exercise can have a favourable effect in cancer patients. The exercise's clinical benefits are likely to concern multiple interrelated biological pathways, among which oxidative stress plays a key role. Regular training can induce an adaptive response that strengthens the antioxidative status of the body. To formulate public health recommendations regarding the optimal exercise prescription for cancer patients, a detailed understanding is needed regarding the effect of exercise on variables linked to oxidative stress and antioxidant status of patients. The goal of this systematic review, based on PRISMA, was to explore and critically analyse the evidence regarding the efficacy of exercise on oxidative stress biomarkers among people with cancer. Study search was conducted in the following databases: PubMed, Cochrane, CINAHL, Embase, PEDro, and SPORTDiscus. The studies' quality was assessed with the Cochrane risk-of-bias tool and STROBE scale. After identification and screening steps, 10 articles were included. The findings provide an encouraging picture of exercise, including resistance training and aerobic activities, in people with cancer. The exercise improved the indicators of the total antioxidant capacity, increased the antioxidant enzymes' activity, or reduced the biomarkers of oxidative damage in various forms of cancer such as breast, lung, head, and neck Regarding oxidative DNA damage, the role of exercise intervention has been difficult to assess. The heterogeneity of study design and the plethora of biomarkers measured hampered the comparison of the articles. This limited the possibility of establishing a comprehensive conclusion on the sensitivity of biomarkers to estimate the exercise's benefits. Further high-quality studies are required to provide data regarding oxidative stress biomarkers responding to exercise. This information will be useful to assess the efficacy of exercise in people with cancer and support the appropriate prescription of exercise in anticancer strategy

The Brave study: promoting active breaks in secondary school from students’ point of view

Background: According to the WHO recommendations, children and adolescents should perform at least 60 minutes per day of moderate to vigorous physical activity (PA). Active Breaks (ABs) interventions, short physical activity breaks of 5- 15 minutes during school hours, have been examined in primary school children as a potential strategy to counteract a sedentary lifestyle, with minimal disruption to school learning activities. The aim of the BRAVE STUDY is to investigate the feasibility of ABs in a secondary school setting from the students’ point of view. Methods: In December 2020, 10 students (age 12-13, 6 females and 4 males) attending the second and third grade of secondary schools located in Bologna province (Italy) were involved in a focus group (FG). The FG was conducted online because of COVID-19 and the answers transcribed for a later analysis. Students’ opinions were probed on the role of PA in school and possible facilitators/barriers to implementation of ABs in the school. Results: Students reported they wanted to be more active as a consequence of time spent in class sitting at a desk. Students also reported that an organized activity like ABs conducted in the classroom setting provides an excellent opportunity to improve social relations with classmates. Students also highlighted the possible psycho-physical well-being benefits arising from PA. Among the potentially negative aspects reported, students underlined the possible confusion that would be created in classroom and the time subtracted from academic learning activities. Conclusions: The FG represents an ideal mean to obtain in-depth information on how people feel about a pending program or a change in their routine. The current FG reinforces positive outcomes from exposure to a PA program that can be intertwined with their daily classroom activities. ABs programs can help to reconcile the needs of students that arise during the day with the PA objectives recommended by the WHO. Key messages: ABs can be a zero-cost intervention strategy to achieve WHO recommendations and would create conditions for a greater psycho-physical benefits in classrooms. A qualitative approach, such as FGs, provides a mean to collect information not obtainable with quantitative methods, that could be useful to co-design interventions for children and adolescents

Active breaks in primary school: Teacher awareness

The need for movement, which characterizes the current generations of children, has become urgent and worrying. Despite the continuous projects carried out in primary school, few seems to improve health and motivation to adopt active lifestyles. Among the many projects carried out in recent years, active breaks seem to be gaining ground for their easiness of realization and sustainability over time. The active breaks proved to be very effective towards well being and cognitive activation representing an additional dose of physical activity that can help children in meeting the recommended levels of daily physical activity. Moreover, the active breaks represent an innovative strategy to improve the classroom climate and facilitate the educational action of teachers. Teachers, involved in the I-MOVE and ABS studies, of an inter-university study group (University of Bologna and University of Roma Tre), responded with great enthusiasm to the practice of active breaks. Teachers highlighted that active break produced a positive effect toward school routine, learning environment and activation of cognitive functions in children. The present paper reports data related to the awareness of teachers, with regard to the application of active breaks in their school day, in terms of feasibility, management and organization in the face of effects considered absolutely positive for the daily school experience