School-based prevention: Effects on obesity and physical performance after 4 years

Abstract

Juvenile obesity is increasing worldwide. Preventive strategies are warranted. The school-based Children's Health Interventional Trial (the CHILT Project) combines health education and physical activity for children. The effect on obesity and physical performance was studied after four years in 12 primary schools compared with five control schools. Anthropometric data were recorded. Physical performance was measured by a coordination test for children (balancing backwards, one-legged obstacle jumping, lateral jumping, sideways movements) and a 6-min run (endurance). No difference in the prevalence and incidence of overweight and obesity was found between the intervention and control schools before and after the intervention. Remission of overweight was higher in the intervention schools (23.2 vs. 19.2%), but not significant. An increase in coordination related to lateral jumping and balancing backwards was apparent in the intervention schools (30.6, s = 10.8 vs. 26.1, s = 10.8, P = 0.005; 21.8, s = 11.8 vs. 19.4, s = 11.7, P = 0.007), and the increase in endurance performance tended to be higher in intervention schools (100.8, s = 122.7 vs. 92.8, s = 126.0, P = 0.055), adjusted for age, sex, baseline test result, and body mass index at final examination. Therefore, preventive intervention in primary school offers the possibility to improve physical performance in children. The prevalence and incidence of obesity were not affected.     

闪烁氟化玻璃的应用研究

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What Structures?

This article examines how the topic of an ethnically diverse workforce can become an organizational problem (or not) in private media companies. The study is based on interviews with Human Resources managers and persons responsible for diversity issues at these companies. This article favors a communicative approach by relating structures to agency through the concept of expectation. This is in contrast to the bulk of media research, which considers structures as something fixed and objective in determining organizational action. By exploring the expectations structures we can see which expectation patterns condition organizational communication. As a result, the main pattern of migrant background as adding value to the organization (or not) could be revealed as a guiding distinction in organizational communication about diverse workforces.     

The rise of work-based academic education in Austria,Germany and Switzerland

Austria, Germany and Switzerland are renowned for their extensive systems of collective vocational skill formation, which, however, have developed largely in separation from higher education. This divide has become increasingly contested as a result of a variety of socioeconomic factors that have led to an increasing demand for higher level skills. Do the three countries deal with these challenges in similar ways? The comparative analysis is based on process tracing from the 1960s to 2013 and builds on historical institutionalism as well as several dozen expert interviews with key stakeholders. A key finding is that all three countries have developed hybrid forms of work-based academic education that combine elements of vocational training and higher education. However, in Austria and Switzerland, these hybrids have been integrated into the traditional model of collective governance, whereas the German case signifies a departure from this model.     

What does better peer review look like? Underlying principles and recommendations for better practice

We conducted a literature review of best practice in peer review. Following this research, we identified five principles for better peer review: Content Integrity, Content Ethics, Fairness, Usefulness, and Timeliness. For each of these principles, we have developed a set of recommendations to improve peer review standards. In this article, we describe the role of peer review and how our five principles support that goal. This article is intended to continue the conversation about improving peer review standards and provide guidance to journal teams looking to improve their standards. It is accompanied by a detailed checklist, which could be used by journal teams to assess their current peer review standards.     

Heat transfer variations of bicycle helmets

Bicycle helmets exhibit complex structures so as to combine impact protection with ventilation. A quantitative experimental measure of the state of the art and variations therein is a first step towards establishing principles of bicycle helmet ventilation. A thermal headform mounted in a climate-regulated wind tunnel was used to study the ventilation efficiency of 24 bicycle helmets at two wind speeds. Flow visualization in a water tunnel with a second headform demonstrated the flow patterns involved. The influence of design details such as channel length and vent placement was studied, as well as the impact of hair. Differences in heat transfer among the helmets of up to 30% (scalp) and 10% (face) were observed, with the nude headform showing the highest values. On occasion, a negative role of some vents for forced convection was demonstrated. A weak correlation was found between the projected vent cross-section and heat transfer variations when changing the head tilt angle. A simple analytical model is introduced that facilitates the understanding of forced convection phenomena. A weak correlation between exposed scalp area and heat transfer was deduced. Adding a wig reduces the heat transfer by approximately a factor of 8 in the scalp region and up to one-third for the rest of the head for a selection of the best ventilated helmets. The results suggest that there is significant optimization potential within the basic helmet structure represented in modern bicycle helmets.     

From Flexibility to Constraint: The Contrastive Use of Lexical Tone in Early Word Learning

Infants must develop both flexibility and constraint in their interpretation of acceptable word forms. The current experiments examined the development of infants' lexical interpretation of non‐native variations in pitch contour. Fourteen‐, 17‐, and 19‐month‐olds (Experiments 1 and 2, N = 72) heard labels for two novel objects; labels contained the same syllable produced with distinct pitch contours (Mandarin lexical tones). The youngest infants learned the label–object mappings, but the older groups did not, despite being able to discriminate pitch differences in an object‐free task (Experiment 3, N = 14). Results indicate that 14‐month‐olds remain flexible regarding what sounds make meaningful distinctions between words. By 17–19 months, experience with a nontonal native language constrains infants' interpretation of lexical tone.