Feasibility,acceptability, and potential efficacy of a childcare-based intervention to reduce sitting time among pre-schoolers: A pilot randomised controlled trial

The aim of this study was to test the feasibility, acceptability and potential efficacy of a childcare-based intervention to reduce total and prolonged sitting time in pre-schoolers. Four centres and 115 pre-schoolers (44 % boys; 4.1y) participated in a 3-month, 2-arm pilot cluster randomised controlled trial. Feasibility and acceptability were assessed through observations and semi-structured interviews. Sitting time, and breaks and bouts of sitting during childcare were assessed using an activPAL accelerometer over a one-week period at pre- and post-test (12wks). EF (inhibition, working memory and shifting) was assessed using the Early Years Toolbox. Intervention fidelity was high for both intervention centres (77 % vs 70 %) and educators reacted positively to the intervention. Proportion of sitting time per day reduced significantly at post-test in both intervention (?5.3%/day,[2.13, 8.50]) and control centres (?6.45 %,[4.20, 8.71]), resulting in a non- significant between-group difference (p = 0.51[2.4, 4.9]). EF scores did not significantly differ between groups (p > 0.05). Modifications to the childcare environment to reducing sitting, particularly the standing workstations, were feasible and acceptable to educators and children. No differences in sitting time between groups were seen; additional changes and longer-term trials are needed to reduce sitting time in pre-schoolers.     

Self-esteem and classroom behavior in elementary school children

While many investigators have examined the relationship between self-esteem and academic achievement, and between behavior and achievement, there has been little research examining the relationship between self-esteem and classroom behavior. The present study investigated the relationship between self-esteem, using the Coopersmith Self-Esteem Inventory, and classroom behavior, using the Classroom Behavior Rating Scale, with a sample of 54 elementary school children. Results indicate that a significant relationship exists between self-esteem and classroom behavior. The implications of this with regard to teachers' modification of student behaviors are discussed.     

The Nature of Science and Scientific Knowledge: Implications for a Preservice Elementary Methods Course

This article describes teaching considerations related to the nature of science and scientific knowledge in an elementary science methods course. The decisions that were made, the rationale upon which these decisions were based, and the challenges evident are presented. Instructional strategies used during the course for the purpose of developing preservice teachers' understandings of the nature of science and scientific knowledge are described. The results of using these strategies, in regard to the impact on students' learning and their views on teaching the nature of science to elementary grade students are then discussed. The article concludes with a discussion on the implications for teaching the nature of science and scientific knowledge in the context of preservice elementary teacher education.     

Brokerage in SME networks

This study focuses on SME networks of design and high-tech companies in Southeast Netherlands. By highlighting the personal networks of members across design and high-tech industries, the study attempts to identify the main brokers in this dynamic environment. In addition, we investigate whether specific characteristics are associated with these brokers. The main contribution of the paper lies in the fact that, in contrast to most other work, it is of a quantitative nature and focuses on brokers identified in an actual network. Studying the phenomenon of brokerage provides us with clear insights into the concept of brokerage regarding SME networks in different fields. In particular we highlight how third parties contribute to the transfer and development of knowledge. Empirical results show, among others, that the most influential brokers are found in the non-profit and science sector and have a long track record in their branch.     

Acute ingestion of beetroot juice does not improve short-duration repeated sprint running performance in male team sport athletes

ABSTRACT

The effects of acute ingestion of nitrate on short-duration repeated sprint performance (RSP) are unclear. This study investigated the effect of acute ingestion of beetroot juice on a test of RSP in team sport athletes. Sixteen male team sport athletes undertook four trials using a 40 m maximum shuttle run test (MST), which incorporates 10 × 40 m shuttle sprints with 30 s between the start of each sprint. Two familiarisation trials, followed by nitrate-rich beetroot juice (BR; ~6 mmol nitrate) and nitrate-depleted beetroot juice (PLA; ~0.0034 mmol nitrate) trials were completed in a randomised, double-blind manner. Ingestion of beetroot juice 3 h prior to exercise elevated plasma nitrate concentrations ~6-fold in BR (BR, 413 ± 56 μM; PLA, 69 ± 30 μM; P < 0.001). RSP, assessed by sprint performance decrement (S_dec; %), did not differ (P = 0.337) between BR (5.31 ± 2.49%) and PLA (5.71 ± 2.61%). There was no difference between trials for total sprint time (P = 0.806), fastest sprint (P = 0.341), slowest sprint (P = 0.787), or post-exercise blood lactate concentration (BR, 11.8 ± 2.5 mM; PLA, 12.2 ± 2.3 mM; P = 0.109). Therefore, acute ingestion of beetroot juice did not improve a test of short-duration RSP in team sport athletes.     

Parenting behaviours among low‐income mothers of preschool age children in the USA: implications for parenting programmes

This study examines the overall quality of parenting behaviours among low‐income mothers in the USA and the extent to which they are influenced by risk factors within the family environment, maternal well‐being and maternal risk characteristics associated with socio‐economic status. Participants consisted of 1070 low‐income mothers of three‐year‐old children who were enrolled in the Early Head Start (EHS) Research and Evaluation Project. Data were collected using structured interviews with the mothers and from videotaped mother–child interactions during play activities when children were age three. Findings indicated that less‐positive parenting behaviours and fewer supports for language and learning were predicted by higher family conflict, higher parental distress and maternal social risk factors including younger age, less education and a history of public assistance. Fewer household resources also predicted fewer supports for language and learning, but not positive parenting. Negative parenting behaviours were not predicted by maternal well‐being, although higher family conflict and maternal demographic risk factors (younger age, history of public assistance, not being married or living with partner) were statistically significant predictors. Findings from this study suggest that programmes to address the parenting abilities of low‐income mothers are warranted, and that national programmes geared at helping mothers should be augmented by efforts to decrease the degree of stress they experience in their parenting role, as well as by effective strategies to increase available household resources and reduce family conflict. They also indicate that particular attention should be paid to enhance the parenting abilities of mothers who are younger, have lower levels of education, have a history of receiving public assistance and those who are not married or living with their partner.     

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