Breakfast clubs: Starting the day in a positive way

Breakfast clubs are widely promoted as having a beneficial impact on children’s behavior at the start of the school day, which can be conducive to their learning within the classroom. However, the few available studies that have considered the impact of breakfast club attendance on children’s behavior have yielded mixed results and no studies to date have directly observed children’s behavior within the breakfast club setting. Using a combination of real-time observation and filmed breakfast club footage, the aims of the current study were to: (1) devise a set of observational criteria appropriate for use in the breakfast club setting; (2) investigate the occurrence of both positive and negative behaviors. A sample of 30 children aged between 3 and 11 years were recruited from 3, opportunistically sampled primary school breakfast clubs in the North East of England, UK. The behaviors they displayed within the breakfast club setting on two separate days were observed and coded for subsequent analysis. Results of the investigation showed that children’s behavior could be classified into three positive and three negative behavioral categories. Using these categories to code children’s behavior as they engaged in breakfast club showed that children displayed more positive than negative behaviors within the breakfast club setting and this was the case regardless of the type of activity (i.e., quiet or boisterous) children were involved in. Findings are discussed in relation to breakfast club policy, implementation, and evaluation

Cooperative interactions in the West Nile virus mutant swarm

<p>Abstract</p> <p>Background</p> <p>RNA viruses including arthropod-borne viruses (arboviruses) exist as highly genetically diverse mutant swarms within individual hosts. A more complete understanding of the phenotypic correlates of these diverse swarms is needed in order to equate RNA swarm breadth and composition to specific adaptive and evolutionary outcomes.</p> <p>Results</p> <p>Here, we determined clonal fitness landscapes of mosquito cell-adapted <it>West Nile virus</it> (WNV) and assessed how altering the capacity for interactions among variants affects mutant swarm dynamics and swarm fitness. Our results demonstrate that although there is significant mutational robustness in the WNV swarm, genetic diversity also corresponds to substantial phenotypic diversity in terms of relative fitness <it>in vitro</it>. In addition, our data demonstrate that increasing levels of co-infection can lead to widespread strain complementation, which acts to maintain high levels of phenotypic and genetic diversity and potentially slow selection for individual variants. Lastly, we show that cooperative interactions may lead to swarm fitness levels which exceed the relative fitness levels of any individual genotype.</p> <p>Conclusions</p> <p>These studies demonstrate the profound effects variant interactions can have on arbovirus evolution and adaptation, and provide a baseline by which to study the impact of this phenomenon in natural systems.</p

Animal-Assisted Interventions: Relationship Between Standards and Qualifications

Ethical practice of animal- assisted interventions (AAI) requires appropriate qualifications and experience for all parties involved. Recently introduced and updated Standards of Practice emphasize the importance of AAI- specific training and qualification for different types of AAI, which should only be delivered within the scope of one’s professional competence. The purpose of this study was (1) to explore how a self- selected group of practitioners delivering AAI describe their work in relation to recent attempts to develop a terminological consensus (IAHAIO, 2014, 2018), and (2) to describe how AAI best practice recommendations (AAII, 2018) are implemented into professional practice among these AAI professionals working with dogs. The study employed an online survey that identified the participants’ qualification level, AAI specific training background, level of AAI experience, and their compliance with recommended guidelines on the documentation and measurement of clients’ progress. Data was collected from an international sample of 239 AAI professionals. A high proportion of respondents who were practitioners in a given field reported holding the necessary basic academic qualification for delivering animal- assisted education (AAE) (82.1%) or animal- assisted therapy (AAT) (91.4%). A substantial proportion delivered specific types of AAI that were beyond their scope of professional practice. A large proportion of respondent practitioners reported that they do not document (27.5%) or measure (28.5%) their clients’ progress as recommended by the professional standards. Experience in AAI was not a significant predictor of compliance with the recommended guidelines on documentation and measurement of clients’ progress; however, professional experience was related to their AAI experience. It is suggested that limitations in the provision of AAI- specific training and awareness of recently updated best practice recommendations influence the quality of AAI across practitioners. Overcoming these issues is essential to further professionalize AAI practice and enhance the quality of intervention programs

School holiday food provision in the UK: a qualitative investigation of needs, benefits, and potential for development

Access to an adequate supply of nutritious food has been recognized as a basic human right. However, many families across the UK face food insecurity, which is thought to be exacerbated during school holidays. To address this issue, some schools and community groups have chosen to roll out holiday clubs, though research into the effectiveness of such interventions is limited and no studies to date have evaluated holiday clubs being organized through schools. In an effort to address some of the limitations in the research literature, the current qualitative investigation utilized semi-structured interviews with staff involved in holiday clubs in school and community venues with the aim of gaging their views on the need for and benefits of holiday food provision in addition to potential areas for development. The investigation revealed that staff perceived many families to be facing food insecurity and isolation during the school holidays, which may be alleviated through holiday club provision. Holiday clubs were viewed as a valuable source of support for children and adults, providing food, activities, and learning experiences. Staff were keen to see them implemented on a wider scale in future but suggested some areas that require attention in any future development of such provision. Findings are discussed in relation to current research, policy, and practice surrounding the health and wellbeing of children and families