Physical activity stages of change surveillance data shows that the majority of Hawai'i's Keiki (Children) meet the guidelines.

Targeting Native Hawaiian and other Pacific Islander (NHOPI) children based on their physical activity (PA) stages of change (SOC) may improve intervention effectiveness. No known SOC surveillance system exists for NHOPI jurisdictions. The purpose was to determine the PA SOC prevalence over 5 years in children living in Hawai'i. Self-reported PA SOC from 5 cohorts (3-6 grade students) in Hawai'i were compared between cohorts and sex. The combined PA SOC distribution (n = 1726, 50.7% female) was: Precontemplation, 7.5%; Contemplation, 7.6%; Preparation, 9.9%; Action, 33.4%; Maintenance, 41.5%. There were no significant difference between cohorts 1 and 2 (n = 258), χ(2) (16) = 21.75, p = 0.15; 2 and 3 (n = 129), χ(2) (16) = 17.51, p = 0.35; 3 and 4 (n = 171), χ(2) (16) = 17.28, p = 0.77; 4 and 5 (n = 129), χ(2) (16) = 17.51, p = 0.35; and for all cohorts between males and females (p > 0.05). Most participants were in Action and Maintenance. Prevention efforts should emphasize maintaining PA levels. Extending PA behavior surveillance systems to include intention in NHOPI jurisdictions is warranted

Evaluation of an Emerging Research Center: Lessons Learned

PROBLEM STATEMENT: Rigorous evaluation assures that research endeavors meet their purpose and achieve stated goals. This is especially true for federally funded exploratory research centers, which tend to be more complex due to the involvement of multiple, interdisciplinary investigators. This study provides an overview of the approach used to develop an evaluation strategy and reports the lessons learned during the initial development of the Center for Ohana Self-Management of Chronic Illness (COSMCI) at the University of Hawai'i at Mānoa School of Nursing and Dental Hygiene. The COSMCI is composed of an interdisciplinary team of researchers and practitioners and aims to advance knowledge in the field of self management of chronic disease in the community setting. APPROACH: A systematic approach was utilized that included formative and summative strategies for ongoing evaluation. The problem was solved by addressing five key concerns: (1) development of research structure, (2) observing the process of the research pilot projects, (3) scholarly activity of COSMCI faculty, (4) dissemination and translation and (5) sustainability prospects. The method of research included formulating process strategies and determine if the plans for developing the Center were followed and whether these plans were effective. Interviews were also conducted at year one and at mid-point though the project. RESULTS: Themes that emerged from our evaluation included inclusion, timelines, realistic expectations, ongoing evaluation and preparing for changes in the team. This provided timely recognition of successes and challenges and facilitated a rapid response for interventions especially during the early development stage of the center. CONCLUSION/RECOMMENDATIONS: Effective development of a successful Center is highly dependent upon having a strong evaluation process in place that can inform ongoing development. An exploratory research center requires ongoing evaluation that allows for celebration of successes, as well as early identification of problems and rapid response

Acculturation is not related to physical activity stage of change for children in Hawai'i.

The relationship between acculturation and physical activity stages of change is unexplored. Stages of change conceptualize behavior change as a progression through a series of five stages indicating the readiness to change behavior. The level of acculturation can be assessed using the Ethnocultural Identity Behavioral Index (EIBI) which is based on three factors: Cultural Activities, Social Interaction and Language Opportunities. The purpose of this project was to explore the relationship between parental acculturation and physical activity stages of change in Hawai'i children. Participants (N = 85; 62% female; aged 5-8 years; 22% Native Hawaiian or Other Pacific Islanders, 42% Asian, 25% White, and 11% Other) completed the EIBI and a physical activity stages of change measure. Acculturation factor means were: Cultural Activities = 4 (SD = 1.26), Social Interaction = 3 (SD = 1.04), and Language Opportunities = 4 (SD = 1.29). The physical activity stages of change distribution was Precontemplation = 11 (13%), Contemplation/Preparation = 15 (18%), and Action/Maintenance = 59 (69%). Analysis of covariance (ANCOVA) for Cultural Activities F(3, 81) = 0.77, P = .47, Social Interaction F(3, 81) = 0.93, P = .40; and Language Opportunities F(3, 81) = 1.34, P = .27 showed no significant differences between physical activity stages of change. The results of our study do not show an association between acculturation and readiness to change for physical activity. The lack of differences may be due to participants being moderately acculturated, possibly lessening the differentiation of acculturation by physical activity stages of change

Neurobiology and the development of violence: common assumptions and controversies

This paper addresses four common assumptions and related controversies regarding neurobiological factors explaining violence: (i) scholars often assume stability of individual differences in neurobiological factors pertaining to violence, yet much change occurs in aggression/violence during the life course, (ii) individual differences in aggression/violence reflect one or more underlying mechanisms that are believed to have neurobiological origins, yet there is little agreement about which underlying mechanisms apply best, (iii) the development of aggression/violence to some degree can be explained by social, individual, economic and environmental factors, yet it is unclear to what extent neurobiological factors can explain the escalation to, and desistance from, violence over and above social, individual, economic and environmental factors, and (iv) violence waxes and wanes in society over time, yet the explanation of secular differences in violence by means of neurobiological and other factors is not clear. Longitudinal analyses from the Pittsburgh Youth Study are used to illustrate several of these issues