Time-Clamped, RPE-Matched Treadmill Activity and Interactive Video Game Dancing Differ in Step Count But Not Heart Rate Response

Background: Participation in regular moderate or vigorous physical activity (MVPA) results in numerous health benefits. Task enjoyment is a known antecedent and promoter of regular activity engagement. Participation in interactive video gaming has increased in recent years. Purpose: The aims of the present investigation were to: 1) determine heart rate (HR) and step count outcomes of time-clamped and RPE-matched interactive video game dancing (VGD) and treadmill activity; 2) characterize the suitability of VGD to achieve MVPA designation; and, 3) investigate step count outcomes recorded by pedometry and accelerometry. Methods: Subjects underwent three testing sessions with the latter two randomized. During the familiarization visit, the perceived exertion (Borg RPE) of an interactive VGD activity was determined and a treadmill speed that resulted in an RPE-matched exertion level was identified through incremental increases in treadmill speed. On subsequent visits, subjects completed 15 minutes of VGD or RPE-matched treadmill activity. HR and step count were measured during both sessions. Results: Nine participants (Age 19.8 ± 1.6; 5 males; 4 females) volunteered. With time-clamped and RPE-matched, the average HR for dancing 154.7 (± 21.8) and treadmill activity 157.8 (± 25.1) were not different (p = 0.698). The selected dances for the VGD activity resulted in 8/9 subjects exercising at MVPA intensity according to percent of predicted maximal HR (threshold of 64% maximal HR; equation: 207 – 0.7*Age). Steps completed during dancing and treadmill activity according to pedometry were 1510 (± 488) and 2066 (± 247), respectively, with the difference being significant (p = 0.001). Steps completed during dancing and the treadmill activity according to accelerometry were 988 (± 256) and 1938 (± 119), respectively, with the difference again significant (p \u3c 0.001). The within-mode, between-device step count (pedometer vs. accelerometer, respectively) were also of interest. For dancing, a significant difference (p \u3c 0.001) was noted as 1510 (± 488) vs. 988 (± 256) steps. For treadmill activity, the disparity between 2066 (± 247) vs. 1938 (± 119) was also different (p = 0.042). Discussion: The HR response of a VGD activity was not different than a time-clamped, RPE-matched treadmill activity. Furthermore, VGD achieved designation as MVPA intensity in 8/9 subjects with the lone subject failing to achieve moderate designation by a single beat. Of note, objectively determined step count varied by mode and measuring device illustrating the need to employee prudency when selecting measuring technique for step count during rhythmic vs. non-rhythmic PA

Does the Good Schools Toolkit Reduce Physical, Sexual and Emotional Violence, and Injuries, in Girls and Boys equally? A Cluster-Randomised Controlled Trial.

We aimed to investigate whether the Good School Toolkit reduced emotional violence, severe physical violence, sexual violence and injuries from school staff to students, as well as emotional, physical and sexual violence between peers, in Ugandan primary schools. We performed a two-arm cluster randomised controlled trial with parallel assignment. Forty-two schools in one district were allocated to intervention (n = 21) or wait-list control (n = 21) arms in 2012. We did cross-sectional baseline and endline surveys in 2012 and 2014, and the Good School Toolkit intervention was implemented for 18 months between surveys. Analyses were by intention to treat and are adjusted for clustering within schools and for baseline school-level proportions of outcomes. The Toolkit was associated with an overall reduction in any form of violence from staff and/or peers in the past week towards both male (aOR = 0.34, 95%CI 0.22-0.53) and female students (aOR = 0.55, 95%CI 0.36-0.84). Injuries as a result of violence from school staff were also lower in male (aOR = 0.36, 95%CI 0.20-0.65) and female students (aOR = 0.51, 95%CI 0.29-0.90). Although the Toolkit seems to be effective at reducing violence in both sexes, there is some suggestion that the Toolkit may have stronger effects in boys than girls. The Toolkit is a promising intervention to reduce a wide range of different forms of violence from school staff and between peers in schools, and should be urgently considered for scale-up. Further research is needed to investigate how the intervention could engage more successfully with girls

Are school-level factors associated with primary school students' experience of physical violence from school staff in Uganda?

BACKGROUND: The nature and structure of the school environment has the potential to shape children's health and well being. Few studies have explored the importance of school-level factors in explaining a child's likelihood of experiencing violence from school staff, particularly in low-resource settings such as Uganda. METHODS: To quantify to what extent a student's risk of violence is determined by school-level factors we fitted multilevel logistic regression models to investigate associations and present between-school variance partition coefficients. School structural factors, academic and supportive environment are explored. RESULTS: 53% of students reported physical violence from staff. Only 6% of variation in students' experience of violence was due to differences between schools and half the variation was explained by the school-level factors modelled. Schools with a higher proportion of girls are associated with increased odds of physical violence from staff. Students in schools with a high level of student perceptions of school connectedness have a 36% reduced odds of experiencing physical violence from staff, but no other school-level factor was significantly associated. CONCLUSION: Our findings suggest that physical violence by school staff is widespread across different types of schools in this setting, but interventions that improve students' school connectedness should be considered

Effects of a violence prevention intervention in schools and surrounding communities: Secondary analysis of a cluster randomised-controlled trial in Uganda.

The Good School Toolkit is effective in reducing staff violence against children in Ugandan primary schools. A secondary analysis of cluster-randomised trial data was conducted to investigate intervention effects on school operational culture, and on normative beliefs and violence against children from caregivers outside of school. Students and staff completed cross-sectional surveys at baseline in 2012 and follow-up in 2014. Students' caregivers completed follow-up surveys only. Data from 3820 students, 597 staff, and 799 caregivers were included in cross-sectional analyses at follow-up. Statistically significant intervention effects were observed for aspects of school operational culture, including students' greater perceived emotional support from teachers and peers, students' greater identification with their school, students' and staffs' lower acceptance of physical discipline practices in school, and students' and staffs' greater perceived involvement in school operations. Outside the school, the intervention was associated with significantly lower normative beliefs accepting the use of physical discipline practices in schools (adjusted mean difference, AMD: -0.77; 95%CI: -0.89 to -0.66; p < 0.001) and at home (AMD: -0.67; 95%CI: -0.80 to -0.54; p < 0.001), based on aggregated caregiver reports. No differences between groups were observed in past-week violence against children at home. This intervention shows promise as a platform for addressing violence against children within the school environment and surrounding community

Modeling sources of variation for growth and predatory demand of Lake Erie walleye (Stizostedion vitreum), 1986-1995

Abstract in English and FrenchGiven the variable nature of the Lake Erie ecosystem, we investigated biotic and abiotic sources of variation for walleye (Stizostedion vitreum) growth, consumption, and population-wide predatory demand. We determined how temperature, population structure, and age-specific consumption influenced walleye growth and consumption during 1986-1995. For each year, we used individual-based bioenergetics modeling to compare growth and consumption by walleye in Lake Erie's western or central basin with those of walleye moving seasonally between basins. Population structure strongly affected walleye growth and consumption but had little influence on interbasin growth rate comparisons. Based on water temperature alone, growth and consumption by western basin walleye were generally lower than for central basin or migratory populations and were more limited by summer water temperatures. In simulations combining effects of population structure, temperature, and age-specific consumption, migratory walleye grew most rapidly, taking advantage of temperature-related growth peaks in both basins. Estimates of walleye predatory demand declined with population size from 1988 through 1995. With natural feedbacks, predatory demand interacts with prey production, limiting walleye reproductive potential when prey availability is low. However, immediate impact on predatory inertia is limited, complicating our ability to predict how predatory demand and prey availability interact in Lake Erie.Support for this project was provided by a University Fellowship from the Graduate School of the Ohio State University (to M.W.K.) and by Federal Aid in Sportfish Restoration F-69-P, administered jointly by the U.S. Fish and Wildlife Service and the Ohio Division of Wildlife, and by the Department of Zoology, Ohio State University

School staff perpetration of physical violence against students in Uganda: a multilevel analysis of risk factors.

OBJECTIVE: To conduct a multilevel analysis of risk factors for physical violence perpetration by school staff against Ugandan students. DESIGN: Multilevel logistic regression analysis of cross-sectional survey data from 499 staff and 828 caregivers of students at 38 primary schools, collected in 2012 and 2014 during the Good Schools Study. SETTING: Luwero District, Uganda. MAIN OUTCOME MEASURE: Past-week use of physical violence by school staff against students was measured using the International Society for the Prevention of Child Abuse and Neglect 'Child Abuse Screening Tool- Child International' and the WHO Multi-Country Study on Women's Health and Domestic Violence against Women. RESULTS: Of 499 staff, 215 (43%) reported perpetration of physical violence against students in the past week. Individual risk factors associated with physical violence perpetration included being a teacher versus another type of staff member (p<0.001), approving of physical discipline practices (p<0.001), having children (p<0.01), being age 30-39 years (p<0.05), using physical violence against non-students (p<0.05) and being a victim of intimate partner violence (IPV) (p<0.05). We observed weak evidence (p=0.06) that male staff members who had been a victim of IPV showed higher odds of violence perpetration compared with male staff who had not been a victim of IPV. No evidence was observed for school- or community-level risk factors. CONCLUSIONS: Physical violence perpetration from school staff is widespread, and interventions are needed to address this issue. Staff who have been victims of violence and who use violence against people other than students may benefit from additional interventions. Researchers should further investigate how school and community contexts influence staff's physical violence usage, given a lack of associations observed in this study

School staff perpetration of physical violence against students in Uganda: a multilevel analysis of risk factors.

OBJECTIVE: To conduct a multilevel analysis of risk factors for physical violence perpetration by school staff against Ugandan students. DESIGN: Multilevel logistic regression analysis of cross-sectional survey data from 499 staff and 828 caregivers of students at 38 primary schools, collected in 2012 and 2014 during the Good Schools Study. SETTING: Luwero District, Uganda. MAIN OUTCOME MEASURE: Past-week use of physical violence by school staff against students was measured using the International Society for the Prevention of Child Abuse and Neglect 'Child Abuse Screening Tool- Child International' and the WHO Multi-Country Study on Women's Health and Domestic Violence against Women. RESULTS: Of 499 staff, 215 (43%) reported perpetration of physical violence against students in the past week. Individual risk factors associated with physical violence perpetration included being a teacher versus another type of staff member (p<0.001), approving of physical discipline practices (p<0.001), having children (p<0.01), being age 30-39 years (p<0.05), using physical violence against non-students (p<0.05) and being a victim of intimate partner violence (IPV) (p<0.05). We observed weak evidence (p=0.06) that male staff members who had been a victim of IPV showed higher odds of violence perpetration compared with male staff who had not been a victim of IPV. No evidence was observed for school- or community-level risk factors. CONCLUSIONS: Physical violence perpetration from school staff is widespread, and interventions are needed to address this issue. Staff who have been victims of violence and who use violence against people other than students may benefit from additional interventions. Researchers should further investigate how school and community contexts influence staff's physical violence usage, given a lack of associations observed in this study

Lack of Agreement in Pediatric Emergency Department Discharge Diagnoses from Clinical and Administrative Data Sources

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/75409/1/j.1553-2712.2007.tb01852.x.pd

Exploring the Educational Involvement of Parents of English Learners

The purpose of the current investigation was to examine the relationships among a range of specific barriers and facilitators of parent involvement and a variety of types of school involvement within a diverse group of immigrant parents of English Learners (ELs) in four elementary school districts. In-home types of educational involvement such as monitoring homework and asking children about their school day were the most commonly reported behaviors, and utilizing community resources was found to be the least common type of parental involvement. Involvement type was predicted by parental demographic factors such as comfort with English language, educational background, and ethnicity, as well as perceptions of barriers and overall school climate. The findings of this study have implications for the design and implementation of interventions (e.g., parent programs, school policy changes) aimed at increasing the parental involvement of EL children

RNA interference in marine and freshwater sponges

Background: The marine sponge Tethya wilhelma and the freshwater sponge Ephydatia muelleri are emerging model organisms to study evolution, gene regulation, development, and physiology in non-bilaterian animal systems. Thus far, functional methods (i.e., loss or gain of function) for these organisms have not been available. Results: We show that soaking developing freshwater sponges in double-stranded RNA and/or feeding marine and freshwater sponges bacteria expressing double-stranded RNA can lead to RNA interference and reduction of targeted transcript levels. These methods, first utilized in C. elegans, have been adapted for the development and feeding style of easily cultured marine and freshwater poriferans. We demonstrate phenotypic changes result from ‘knocking down’ expression of the actin gene. Conclusion: This technique provides an easy, efficient loss-of-function manipulation for developmental and gene regulatory studies in these important non-bilaterian animals