Step Counts of Non-White Minority Children and Youth by Gender, Grade Level, Race/Ethnicity, and Mode of School Transportation

Background: The purposes of this study were to describe and analyze the steps/d of nonwhite minority children and youth by gender, grade level, race/ethnicity, and mode of school transportation. A secondary purpose was to compare the steps/d of minority children and youth to their Caucasian grade-level counterparts. Methods: Participants were 547 minority youth grades 5 to 8 from 4 urban schools. Participants wore sealed pedometers for 6 consecutive week/school days. Three hundred and ten participants responded to a questionnaire concerning their mode of transportation to and from school. Results: Statistical analyses indicated a main effect for gender (F(3,546) = 13.50, P \u3c .001) with no interaction. Boys (12,589 ± 3921) accumulated significantly more steps/d than girls (9,539 ± 3,135). Further analyses also revealed a significant main effect for mode of school transportation (F(2, 309) = 15.97, P \u3c .001). Walkers (12,614 ± 4169) obtained significantly more steps/d than car (10,021 ± 2856) or bus (10,230 ± 3666) transit users. Conclusions: Minority boys obtain similar steps/d as their Caucasian grade-level counterparts; minority girls obtain less steps/d than their Caucasian grade-level counterparts. Minority youth who actively commute are more likely to meet PA recommendations than nonactive commuters

Step Counts of 10- to 11-Year-Old Children by Ethnicity and Metropolitan Status

Background: The purpose of this study was to conduct a secondary analysis by combining 2 pedometer data sets to describe and analyze pedometer-determined steps/day of children by ethnicity and metropolitan status. Methods: Participants were 582 children (309 girls, 273 boys; 53% Hispanic, 26% Caucasian, 21% African American) age 10 to 11 years (M = 10.37 ± 0.48) attending 1 of 10 schools located in urban, suburban, and rural settings. Participants wore a research grade pedometer for at least 3 week/school days. Mean steps/ day were analyzed by gender, ethnicity, and metropolitan status. Results: Statistical analyses indicated 1) boys (12,853 ± 3831; P \u3c .001) obtained significantly more steps/day than girls (10,409 ± 3136); 2) African American (10,709 ± 3386; P \u3c .05) children accumulated significantly less steps/day than Hispanic (11,845 ± 3901) and Caucasian (11,668 ± 3369) children; and 3) urban (10,856 ± 3706; P \u3c .05) children obtained significantly less steps/day than suburban (12,297 ± 3616) and rural (11,934 ± 3374) children. Conclusions: Findings support self-report data demonstrating reduced physical activity among African American children and youth, especially girls, and among children and youth living in urban areas. Possible reasons for these discrepancies are explored

Triad pattern algorithm for predicting strong promoter candidates in bacterial genomes

Abstract Background Bacterial promoters, which increase the efficiency of gene expression, differ from other promoters by several characteristics. This difference, not yet widely exploited in bioinformatics, looks promising for the development of relevant computational tools to search for strong promoters in bacterial genomes. Results We describe a new triad pattern algorithm that predicts strong promoter candidates in annotated bacterial genomes by matching specific patterns for the group I σ70 factors of Escherichia coli RNA polymerase. It detects promoter-specific motifs by consecutively matching three patterns, consisting of an UP-element, required for interaction with the α subunit, and then optimally-separated patterns of -35 and -10 boxes, required for interaction with the σ70 subunit of RNA polymerase. Analysis of 43 bacterial genomes revealed that the frequency of candidate sequences depends on the A+T content of the DNA under examination. The accuracy of in silico prediction was experimentally validated for the genome of a hyperthermophilic bacterium, Thermotoga maritima, by applying a cell-free expression assay using the predicted strong promoters. In this organism, the strong promoters govern genes for translation, energy metabolism, transport, cell movement, and other as-yet unidentified functions. Conclusion The triad pattern algorithm developed for predicting strong bacterial promoters is well suited for analyzing bacterial genomes with an A+T content of less than 62%. This computational tool opens new prospects for investigating global gene expression, and individual strong promoters in bacteria of medical and/or economic significance.</p

Trans-ancestry genome-wide association meta-analysis of prostate cancer identifies new susceptibility loci and informs genetic risk prediction.

Prostate cancer is a highly heritable disease with large disparities in incidence rates across ancestry populations. We conducted a multiancestry meta-analysis of prostate cancer genome-wide association studies (107,247 cases and 127,006 controls) and identified 86 new genetic risk variants independently associated with prostate cancer risk, bringing the total to 269 known risk variants. The top genetic risk score (GRS) decile was associated with odds ratios that ranged from 5.06 (95% confidence interval (CI), 4.84-5.29) for men of European ancestry to 3.74 (95% CI, 3.36-4.17) for men of African ancestry. Men of African ancestry were estimated to have a mean GRS that was 2.18-times higher (95% CI, 2.14-2.22), and men of East Asian ancestry 0.73-times lower (95% CI, 0.71-0.76), than men of European ancestry. These findings support the role of germline variation contributing to population differences in prostate cancer risk, with the GRS offering an approach for personalized risk prediction

Dynamic physical education for secondary school students

Recurso diseñado para que los profesores de secundaria de educación física elaboren su programa de educación física. Incluye temas actuales como el sobrepeso en la juventud y el aprendizaje de estudiantes de diversas culturas; además investigaciones recientes, lecturas recomendadas, actividades y variedad de herramientas y estrategias de estudio.SCBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; [email protected]

Dynamic physical education curriculum and instruction for secondary school students

vi, 425 p; 29 cm

Combining Fitness and Skill Tasks

Physical educators face the daily challenge of providing young people with the necessary skills to live a physically active and health-enhancing lifestyle. The National Association for Sport and Physical Education (NASPE, 2004) identifies six standards that should serve as a foundation for physical education programs. They specifically charge physical educators with ensuring that students demonstrate competency in the motor skills and movement patterns needed to perform a variety of physical activities (standard 1),participate regularly in physical activily (standard 3), and achieve a health-enhancing level of physical fitness (standard 4). Darst and Pangrazi (2009) further suggest four unique contributions that physical education makes to the lives of students: (1) the achievement of daily physical activity, (2) the achievement of a personalized level of physical fitness, (3) the development of competency in a variety of physical skills, and (4) the acquisition of requisite knowledge for leading an active and healthy lifestyle