A Content Analysis of Youth Internet Safety Programs: Are Effective Prevention Strategies Being Used?

ABSTRACT: Almost half of youth in the U.S. report receiving internet safety education (ISE) in their schools. Unfortunately, we know little about what educational messages make a difference in problems such as cyberbullying, sexting, or online predators. To consider directions for improving effectiveness, a content analysis was conducted on materials from four ISE programs. Results indicate that ISE programs are mostly not incorporating proven educational strategies. Common ISE messages have proliferated without a clear rationale for why they would be effective. It is recommended that program developers and other stakeholders reconsider ISE messages, improve educational strategies, and participate in evaluation. The field must also consider whether ISE messages would be better delivered through broader youth safety prevention programs versus stand-alone lessons

A Systematic Review of Effective Youth Prevention Education: Implications for Internet Safety Education.

ABSTRACT: Over the past two decades, a wide array of internet safety education materials and programs have developed to increase positive youth behavior and safety online. Although it is a new area of prevention, programs should incorporate practices that prior prevention evaluation studies tell us work best. To inform internet safety education, 31 youth prevention education meta-analyses across a wide range of youth prevention (substance abuse, risky sex behavior, delinquency, etc.) were coded to identify prevention program characteristics shown by research to be most effective. The review identified that active, skill-based lessons, focused on research based causal and risk factors, and provided with adequate dosage were key. Such strategies must be included as a starting place when developing prevention in new areas of youth risk concerns. Implications of the finding suggest some need for reevaluating how internet safety education is delivered in the future

Total syntheses of conformationally-locked difluorinated pentopyranose analogues and a pentopyranosyl phosphate mimetic

Trifluoroethanol has been elaborated, via a telescoped sequence involving a metalated difluoroenol, a difluoroallylic alcohol, [2,3]-Wittig rearrangement, and ultimately an RCM reaction and requiring minimal intermediate purification, to a number of cyclooctenone intermediates. Epoxidation of these intermediates followed by transannular ring opening or dihydroxylation, then transannular hemiacetalization delivers novel bicyclic analogues of pentopyranoses, which were elaborated (in one case) to an analogue of a glycosyl phosphate

Marine Benthic Habitat Mapping of Muir Inlet, Glacier Bay National Park and Preserve, Alaska With an Evaluation of the Coastal and Marine Ecological Classification Standard III

Seafloor geology and potential benthic habitats were mapped in Muir Inlet, Glacier Bay National Park and Preserve, Alaska, using multibeam sonar, ground-truth information, and geological interpretations. Muir Inlet is a recently deglaciated fjord that is under the influence of glacial and paraglacial marine processes. High glacially derived sediment and meltwater fluxes, slope instabilities, and variable bathymetry result in a highly dynamic estuarine environment and benthic ecosystem. We characterize the fjord seafloor and potential benthic habitats using the Coastal and Marine Ecological Classification Standard (CMECS) recently developed by the National Oceanic and Atmospheric Administration (NOAA) and NatureServe. Substrates within Muir Inlet are dominated by mud, derived from the high glacial debris flux. Water-column characteristics are derived from a combination of conductivity temperature depth (CTD) measurements and circulation-model results. We also present modern glaciomarine sediment accumulation data from quantitative differential bathymetry. These data show Muir Inlet is divided into two contrasting environments: a dynamic upper fjord and a relatively static lower fjord. The accompanying maps represent the first publicly available high-resolution bathymetric surveys of Muir Inlet. The results of these analyses serve as a test of the CMECS and as a baseline for continued mapping and correlations among seafloor substrate, benthic habitats, and glaciomarine processes

Iodothyronine Interactions with the System L1 Amino Acid Exchanger in 3T3-L1 Adipocytes

Thyroid hormones enter isolated white adipocytes largely by a System L1-type amino acid transporter en route to exerting genomic actions. Differentiated 3T3-L1 mouse adipocytes in culture express mRNA for LAT1 (the catalytic subunit of high-affinity System L1). L-[125I]-T3 uptake into 3T3-L1 adipocytes included a substantial saturable component inhibited by leucine. L-[3H]phenylalanine uptake into 3T3-L1 cells was saturable (Km of 31 μM), competitively inhibited by T3 (Ki of 1.2 μM) and blocked by leucine, BCH, and rT3 as expected for substrate interactions of System L1. Efflux of preloaded L-[3H]phenylalanine from 3T3-L1 adipocytes was trans stimulated by external leucine, demonstrating the obligatory exchange mechanism of System L1 transport. T3 (10 μM) did not significantly trans stimulate L-[3H]phenylalanine efflux, but did competitively inhibit the trans stimulatory effect of 10 μM leucine. The results highlight strong competitive interactions between iodothyronines (T3, rT3) and amino acids for transport by System L1 in adipocytes, which may impact cellular iodothyronine exchanges during altered states of protein nutrition

Does Channel Island Acmispon (Fabaceae) Form Cohesive Evolutionary Groups?

The California Channel Islands are unique relative to other island chains due to their close proximity to the California mainland and the fact that individual islands, or groups of islands, vary in their distance to the mainland and other islands. This orientation raises questions about whether island taxa with widespread distributions form cohesive evolutionary units, or if they are actually composed of several distinct evolutionary entities, either derived from independent mainland-to-island colonization events or divergence due to prolonged allopatric isolation. The 4 northern islands are clustered in a line (6-8 km separation among islands), while the 4 southern islands are widely spaced (34-45 km separation among islands), which should impact the amount of gene flow and genetic connectivity among islands. We used nuclear microsatellite markers to examine the genetic structure and cohesion of 2 island shrubs, Acmispon dendroideus and A. argophyllus, which are widely distributed across the California Channel Islands. Both focal species contain varieties with multi-island distributions, with A. dendroideus exhibiting a greater distribution on the northern islands and A. argophyllus exhibiting a greater distribution on the southern islands. Substantial genetic divergence was observed for 2 single-island endemic varieties, A. dendroideus var. traskiae and A. agrophyllus var. niveus, confirming that allopatric isolation can lead to genetic divergence. The widespread Acmispon dendroideus var. dendroideus and single-island endemic A. dendroideus var. veatchii formed a cohesive evolutionary group that spans all 4 northern islands and 1 southern island, Santa Catalina, indicating that the northern and southern islands have been genetically linked in the past but do not display evidence of contemporary gene flow. In contrast, widespread A. argophyllus var. argenteus was composed of moderately distinct genetic groups on each of the 4 southern islands, with no evidence of recent gene flow among islands. These results demonstrate that isolation among islands has led to significant divergence among the southern islands, but that the commonly recognized split between northern and southern islands does not impact all taxa equally

Using mlearning in the education of radiation science students

Radiation science is a highly visual field that is constantly evolving due to technological advances. Technology has significantly improved almost all aspects of the field over the past 10-15 years. These advances in technology have also played a significant role in the education of radiation science students didactically and clinically. The enormous increase in the capabilities of information technology provides the opportunity for educators to dramatically change their way of teaching.1 mLearning or mobile learning involves the use of mobile devices (i.e. personal digital assistants, smart phones, iPhones, iTouch, iPad, laptops and tablets) to enhance teaching and learning. The most significant advantage of mLearning is the mobility of the technology which allows for unlimited, immediate and continuous access to course materials. The goal of this initial research is to discuss the implementation of mobile learning, specifically through the use of the Apple iTouch, into the education of radiation science students

Work hours, weight status, and weight-related behaviors: a study of metro transit workers

<p>Abstract</p> <p>Background</p> <p>Associations between hours worked per week and Body Mass Index (BMI), food intake, physical activity, and perceptions of eating healthy at work were examined in a sample of transit workers.</p> <p>Methods</p> <p>Survey data were collected from 1086 transit workers. Participants reported hours worked per week, food choices, leisure-time physical activity and perceptions of the work environment with regard to healthy eating. Height and weight were measured for each participant. Multivariate linear and logistic regressions were conducted to examine associations between work hours and behavioral variables. Associations were examined in the full sample and stratified by gender.</p> <p>Results</p> <p>Transit workers working in the highest work hour categories had higher BMI and poorer dietary habits, with results differing by gender. Working 50 or more hours per week was associated with higher BMI among men but not women. Additionally, working 50 or more hours per week was significantly associated with higher frequency of accessing cold beverage, cold food, and snack vending machines among men. Working 40 or more hours per week was associated with higher frequency of accessing cold food vending machines among women. Reported frequency of fruit and vegetable intake was highest among women working 50 or more hours per week. Intake of sweets, sugar sweetened beverages, and fast food did not vary with work hours in men or women. Physical activity and perception of ease of eating healthy at work were not associated with work hours in men or women.</p> <p>Conclusions</p> <p>Long work hours were associated with more frequent use of garage vending machines and higher BMI in transit workers, with associations found primarily among men. Long work hours may increase dependence upon food availability at the worksite, which highlights the importance of availability of healthy food choices.</p

A peer-led, school-based social network intervention for young people in the UK, promoting sexual health via social media and conversations with friends: intervention development and optimisation of STASH

BACKGROUND: The quality of school-based sex and relationships education (SRE) is variable in the UK. Digitally-based interventions can usefully supplement teacher-delivered lessons and positively impact sexual health knowledge. Designed to address gaps in core SRE knowledge, STASH (Sexually Transmitted infections And Sexual Health) is a peer-led social network intervention adapted from the successful ASSIST (A Stop Smoking in Schools Trial) model, and based on Diffusion of Innovation theory. This paper describes how the STASH intervention was developed and refined. METHODS: Drawing on the Six Steps in Quality Intervention Development (6SQuID) framework, we tested a provisional programme theory through three iterative stages -: 1) evidence synthesis; 2) intervention co-production; and 3) adaptation - which incorporated evidence review, stakeholder consultation, and website co-development and piloting with young people, sexual health specialists, and educators. Multi-method results were analysed in a matrix of commonalities and differences. RESULTS: Over 21 months, intervention development comprised 20 activities within the three stages. 1) We identified gaps in SRE provision and online resources (e.g. around sexual consent, pleasure, digital literacy), and confirmed critical components including the core ASSIST peer nomination process, the support of schools, and alignment to the national curriculum. We reviewed candidate social media platforms, ruling out all except Facebook on basis of functionality restrictions which precluded their use for our purposes. 2) Drawing on these findings, as well as relevant behaviour change theories and core elements of the ASSIST model, we co-developed new content with young people and other stakeholders, tailored to sexual health and to delivery via closed Facebook groups, as well as face-to-face conversations. 3) A pilot in one school highlighted practical considerations, including around peer nomination, recruitment, awareness raising, and boundaries to message sharing. From this, a revised STASH intervention and programme theory were co-developed with stakeholders. CONCLUSIONS: STASH intervention development required extensive adaptation from the ASSIST model. Although labour intensive, our robust co-development approach ensured that an optimised intervention was taken forward for feasibility testing. Evidencing a rigorous approach to operationalising existing intervention development guidance, this paper also highlights the significance of balancing competing stakeholder concerns, resource availability, and an ever-changing landscape for implementation. TRIAL REGISTRATION: ISRCTN97369178