Normal School Day Research Articles

Who is doing the chores and childcare in dual-earner couples during the COVID-19 era of working from home?

In 2020-21, parents' work-from-home days increased three-and-a-half-fold following the initial COVID-19 pandemic lockdowns compared to 2015-19. At the same time, many schools offered virtual classrooms and daycares closed, increasing the demand for household-provided childcare. Using weekday workday time diaries from American Time Use Survey and looking at parents in dual-earner couples, we examine parents' time allocated to paid work, chores, and childcare in the COVID-19 era by the couple's joint work location arrangements. We determine the work location of the respondent directly from their diary and predict the partner's work-from-home status. Parents working from home alone spent more time on childcare compared to their counterparts working on-site, though only mothers worked fewer paid hours. When both parents worked from home compared to on-site, mothers and fathers maintained their paid hours and spent more time on childcare, though having a partner also working from home reduced child supervision time. On the average day, parents working from home did equally more household chores, regardless of their partner's work-from-home status; however, on the average school day, only fathers working from home alone spent more time on household chores compared to their counterparts working on-site. We also find that mothers combined paid work and child supervision to a greater extent than did fathers.

Comparison Of Changes In The Situational Anxiety Level Due To The Effect Of Emotional Stress Of The Exam Process In 21-Year-Old Students With Different Temperament Types

One of the main causes of psychophysiological stress in students is exam stress, which often leads to neuropsychological disorders as the final result. The main goal of the present study was to reveal the age characteristics of the changes in the psychophysiological-excitement level caused by the emotional stress due to the examination process in students. Psychophysiological studies of different states of anxiety were conducted 2 months before the exam, 30 minutes before the exam and 30 minutes after the exam with 36 male students of 21 years of age having different typological features of the nervous system at Ganja State University. Practical health and voluntary engagement of the participants in researches were taken as important conditions. The situational anxiety level increased after the exam at all 21-year-old students having different temperament types compared to normal school days and it was 4.6% in choleric students, 26.9% in sanguine students and 35.9% in melancholic students and the overall total indicator was 20.9% . The analysis of the numerical average of the situational anxiety level on normal days with the level after the exam shows that situational anxiety was higher in young people after the exam. Thus, though that the situational anxiety level in 21-year-old students of four temperament types changed dramatically before and after the exam compared to normal school days, the difference between groups and between temperament types was not statistically reliable and correct in some cases.

Epidemiology of SARS-CoV-2 infection among staff and students in a cohort of English primary and secondary schools during 2020-2021.

SummaryBackgroundThere remains uncertainty about the epidemiology of SARS-CoV-2 among school students and staff and the extent to which non-pharmaceutical-interventions reduce the risk of school settings.MethodsWe conducted an open cohort study in a sample of 59 primary and 97 secondary schools in 15 English local authority areas that were implementing government guidance to schools open during the pandemic. We estimated SARS-CoV-2 infection prevalence among those attending school, antibody prevalence, and antibody negative to positive conversion rates in staff and students over the school year (November 2020–July 2021).Findings22,585 staff and students participated. SARS-CoV-2 infection prevalence among those attending school was highest during the first two rounds of testing in the autumn term, ranging from 0.7% (95% CI 0.2, 1.2) among primary staff in November 2020 to 1.6% (95% CI 0.9, 2.3) among secondary staff in December 2020. Antibody conversion rates were highest in the autumn term. Infection patterns were similar between staff and students, and between primary and secondary schools. The prevalence of nucleoprotein antibodies increased over the year and was lower among students than staff. SARS-CoV-2 infection prevalence in the North-West region was lower among secondary students attending school on normal school days than the regional estimate for secondary school-age children.InterpretationSARS-CoV-2 infection prevalence in staff and students attending school varied with local community infection rates. Non-pharmaceutical interventions intended to prevent infected individuals attending school may have partially reduced the prevalence of infection among those on the school site.FundingUK Department of Health and Social Care.

Excessive screen time behaviors and cognitive difficulties among adolescents in the United States: Results from the 2017 and 2019 national youth risk behavior survey

BackgroundThe widespread use of digital media by young people has generated speculations that their excessive use may have deleterious cognitive effects. Previous studies examining the association between screen time and cognitive deficits in youth have yielded mixed conclusions. We study this association using a nationally representative sample of school going adolescents in the United States. MethodsWe queried data from the 2017 and 2019 Youth Risk Behavior Survey. An analytic sample of 17,076 adolescents was analyzed using binary logistic regression. Outcome variable was cognitive difficulties (difficulty in concentrating, remembering, or making decisions), and the explanatory variable was excessive screen-time behaviors. ResultsOf the 17,076 adolescents, about one in three (34.1%) had cognitive difficulties, and 45% of adolescents engaged in excessive screen-time behaviors on an average school day. After adjusting for covariates, the odds were 1.28 times higher for adolescents who engaged in excessive screen-time behaviors to report serious cognitive difficulties compared to adolescents who did not engage in excessive screen-time behaviors (AOR = 1.28, p < .001, 95% CI = 1.18–1.40). ConclusionStudy results support the association between excessive screen behaviors and cognitive difficulties in adolescence. Findings of this study are discussed with implications for practice and research.

The Views of Special Education Teachers about a Mobile Writing Application

Students’ acquisition of writing skills plays a key role in their academic life. Approximately half a normal school day is covered by writing activities. Although writing is such an important skill in education, there are students who have difficulties. One of the specific learning disabilities, dysgraphia, can be defined as writing impairment. Educational technology is a promising solution for students with dysgraphia. Mobile devices in particular offer a wide spectrum of opportunities for students with dysgraphia to learn with their unique qualities. The main purpose of this study is to reveal the views of special education teachers on a mobile writing application after its use. Previous studies have developed a mobile writing application (Hopcan et al., 2019) and examined its effectiveness (Hopcan &amp;amp; Tokel, 2021). In this current study, a qualitative method was used to reveal the views of special education teachers on the mobile writing application after its use. Semi-structured interviews were conducted on the application with seven special education teachers. Teachers perceived the mobile writing application as easy to use. In addition, teachers found the application useful in terms of improving students’ writing skills, teaching how to write accurately, and maintaining students’ attention more than traditional writing practices. They perceived the mobile writing application as enjoyable for students. Some of the teachers had suggestions for improving the application.

LEARNERS’ DEMOGRAPHICS, HOME-BASED SUPPORT SYSTEM AND READINESS AS CONTRIBUTING COMPONENTS TO THE MOST ESSENTIAL LEARNING COMPETENCIES (MELCS) IN ENGLISH 6

The sudden shutdowns of schools in the country brought by COVID-19 pandemic has become a great challenge for the Department of Education (DepEd). The department adhered to continue delivering quality education despite the challenges the country is facing through the implementation of distance learning. This study seeks to determine the components contributing to the first quarter Most Essential Learning Competencies (MELCs) in English 6 under the new normal. The respondents of this study were one hundred seventy-seven grade 6 pupils of Pila Elementary School both from online and modular classes. It employed the descriptive research design to describe a population, situation, or phenomenon concisely and orderly. Also, it used the quantitative research method to collect and analyze numerical data about the components related to the first Quarter MELCs in English 6. The weighted mean, percentage and standard deviation were used as statistical treatment of the study. The findings indicated that most of the learners involved in the study were females and those who are of in the average age or the maximum age category for grade 6 pupils which are estimated to be in the age category ranging from 10 years six months to 11 years five months. Though not highly educated, most of the respondents? parents are still capable of assisting their children in their distance learning. The results also showed that learners get adequate home-based support system. Parents and older siblings and other adult relatives attend to the needs of assisting them in learning their lessons and performing their tasks. In terms of readiness, respondents were found out to be technologically ready since using a computer in learning makes them feel excited in these new normal school days. However, the findings indicated that the respondents were not physically, psychologically and emotionally ready since learning in the new normal has become stressful for them. Some of the learners also experience physical health issues like frequent headaches and eye problems while attending online classes or answering my modules. The results of the study revealed that parents? educational attainment, the adequacy of home-based support system, learners? readiness as to physical, psychological-emotional, technological aspect and learning delivery modalities are contributing components to the most essential learning competencies. However, gender and age of learners are not significant to MELCs.

The trend and structure of adolescents' weekly step count in the context of the Polish school environment.

Weekly physical activity (PA) in adolescents is significantly correlated with the educational programme and school environment, where the basis of healthy work habits and a healthy lifestyle is laid. The aim of the study was to identify the differences in the trend and the structure of the weekly step count in adolescent boys and girls in the context of the Polish school environment. A total of 930 boys and 1,354 girls aged 15-19 years from 64 secondary schools in the Katowice region participated. The research was conducted between 2011-2018. For the objective monitoring of weekly PA, Yamax Digiwalker SW-700 pedometers were used. Between 2011-2014 and 2015-2018, no significant differences were observed in step counts on an average week day, school day, or weekend day. This means that the level of PA, expressed as daily step count, did not decrease between the two 4-year periods. On average, boys performed 10,799 steps/day, while girls performed 10,130 steps/day. The recommendation of 11,000 steps/day was achieved by 42.2% of boys and 35.3% of girls. A significant decrease by 8.6 percentage points in the achievement of 11,000 steps/day between the two 4-year periods was observed only in boys. It is positive that in the 8-year monitoring of PA, there was no significant decrease in the average steps/day for Polish boys and girls. However, most boys and girls did not meet the 11,000 steps/day recommendation. Both boys and girls were most physically active on Friday and least physically active on Sunday.

Influence of Teacher-Student Relationships on Students’ Loneliness in Coeducational and Single-Gender Public Secondary Schools in Kenya: a case of Murang’a County

The objective of this study was to establish the influence of teacher-student relationship on loneliness among secondary school students. The study was carried out in sub county public schools in Murang’a County, central region of Kenya. A cross sectional survey design was used. Stratified random sampling was used to get a sample of 592 participants from eight sub counties in Murang’a County. Loneliness was measured using Perth aloneness loneliness scale (PALs) while teacher-student relationship (TSR) was measured using ten statements with graded responses in a five point Likert scale developed for this study. The PAL and TSR scales together with personal data questions formed sections of self administered questionnaire. Administration of the questionnaire was done during normal school days by research assistants. The data was coded and analyzed using statistic program for social sciences (SPSS) version 20. Findings were that TSR was inversely and highly significantly related to loneliness. Regression analysis revealed that TSR predicts 16.2% of loneliness among students. The results are discussed in relation to implications in teacher training curriculum and loneliness counseling in schools.

Influence of Teacher-Student Relationships on Learners’ Loneliness in Single Gender and Co-educational Schools in Murang’a County, Kenya

The influence of teacher-student relationships is a fundamental variable in schools that impact strongly on students' psychosocial dimension. Available literature indicates that teacher-student relationship significantly impacts on learners' loneliness. The purpose of this study was to examine the influence of teacher-student relationship on learners' loneliness in single gender and co-educational schools in Murang'a County in Kenya. The study was guided by the following specific objectives, which were to; a) compare loneliness scores by gender and school type in secondary schools in Murang'a County b) assess the influence of teacher-student relationship on learners' loneliness by gender and school type in Murang'a County in Kenya. The target population for the study was 12400 form two students from 312 public sub county secondary schools in Murang'a County. The study adopted the cross-sectional survey research design. The Krejecie &amp; Morgan Table was used to select a sample of 435 participants out of 12,400 form two students from single gender and co-educational secondary schools in the County. Data was collected using two standardized measurement instruments; the Perth aloneness-loneliness scale (PALs) while teacher-student relationship was measured using five statements with graded responses in a five point Likert scale developed for this study. Administration of the questionnaire was done during normal school days by trained research assistants. Data was analysed using the descriptive and inferential statistics with the aid the Statistical Package for Social sciences (SPSS) version 20.0. The findings of the study indicated that low sense of school belonging for girls in co-educational schools was correlated to high level of loneliness. From the findings of the study, it is concluded that there is need to strengthen the psychosocial support systems for learners in co-educational schools through mentorship, guidance, coaching and counselling to enable appropriate adjustments of the students in the schools so as to promote their learning outcomes.

Influence of Sense of Belonging to a School on Learners’ Loneliness in Single Gender and Co-Educational Institutions in Murang’a County, Kenya

The influence of the sense of belonging to school on learners’ loneliness in single gender and co-educational schools in the world and Kenya in particular is not clearly known and documented. Available literature indicates that the learners’ sense of belonging to school significantly impacts on their loneliness. The purpose of this study was to examine the influence of the sense of belonging to school on learners’ loneliness in single gender and co-educational schools in Murang’a County in Kenya. The study was guided by the following specific objectives, which were to; Compare the levels of loneliness among learners in single gender and co-educational schools in Murang’a County and assess power of sense of belonging to school in determining the loneliness levels among learners in single gender and co-educational schools in Murang’a County. The study adopted the cross-sectional survey research design. The Krejecie &amp; Morgan Table was used to select a sample of 435 participants from a target population of 12,400 form two learners from single gender and co-educational secondary schools in the County. Data was collected using two standardized measurement instruments; the Perth aloneness-loneliness scale (PALs) while sense of belonging to school was measured using five statements in a five point Likert scale developed for the study. Administration of the questionnaire was done during normal school days by trained research assistants. Data was analysed using the descriptive and inferential statistics with the aid of the Statistical Package for Social sciences (SPSS) version 20.0. The findings of the study indicated that low sense of belonging to school for girls in co-educational institutions was correlated to high levels of loneliness. From the findings of the study, it is concluded that there is need to strengthen the psychosocial support systems for learners in co-educational schools through mentorship, guidance, coaching and counselling to facilitate appropriate adjustments of the learners in the schools so as to promote their learning outcomes.

Impact of Combined Theory-Based Intervention on Psychological Effects and Physical Activity among Chinese Adolescents.

Purpose: The current study was intended to assess the effect of a facilitated behavioral intervention based on the extended theory of planned behavior (TPB) on psychological constructs and physical activity among adolescents over a period of eight weeks. Methods: Students (n = 51, 12 ± 0.3 years of age) in the seventh grade at a junior middle school in China were randomly assigned to two groups: the intervention group (n = 24) and the control group (n = 27). Both groups were pre- and post-tested with the related psychological constructs of the extended TPB, along with behavioral measures of the Physical Activity Scale and ActiGraph accelerometer (model wGT3X-BT). The intervention group took part in 45 min classes once per week for 8 weeks, including five indoor theoretical courses and three outdoor basketball matches. The control group was not required to make any change to their normal school day. Also, 2 × 2 repeated measures analysis of variance (ANOVA) was conducted to compare the differences between the two groups, and then t-test was employed to compare the independent and paired differences. Results: Significant increases in pre–post subjective norms (SN) (p = 0.041, Cohen’s d = 0.62), perceived behavior control (PBC) (p = 0.023, Cohen’s d = 0.72), exercise intention (EI) (p = 0.043, Cohen’s d = 0.61), and self-efficacy (SE) (p = 0.035, Cohen’s d = 1.36) were observed in the intervention group. In addition, participants in the intervention group increased their exercise frequency (p < 0.001, Cohen’s d = 1.25) and intensity (p = 0.028, Cohen’s d = 0.68), especially their time spent on light intensity physical activity (light-PA%; p = 0.031, Cohen’s d = 0.68), and their percentage of sedentary time (SB%) was also reduced (from 68% ± 10% to 58% ± 7%, p < 0.001, Cohen’s d = 1.17). Furthermore, the intervention group showed significantly better performance in PBC (p = 0.032, Cohen’s d = 0.62), EI (p < 0.001, Cohen’s d = 1.32), SE (p < 0.001, Cohen’s d = 1.15), SB% (p < 0.001, Cohen’s d = 1.22), light-PA% (p < 0.001, Cohen’s d = 1.12), and total physical activity (TPA) (p = 0.015, Cohen’s d = 0.72) compared to the control group at the post-test. No significant pre post differences were observed for any psychological or behavioral variables in the control group, except for exercise frequency, but the values were still lower than those in the intervention group after the 8-week intervention (3.70 ± 0.72 versus 3.92 ± 0.83). Conclusion: The combined theory-based intervention was effective at improving psychological constructs and physical activity among seventh-grade adolescents in 8 weeks.

Expressive writing in school children: Effects on well-being and working memory

This study examines the benefits of an expressive writing intervention in 5th graders on well-being – anxiety and depression symptoms – and on working memory capacity. A classical paradigm of expressive writing was used in school children during their classroom time: half of the participants had to write about stressful and negative events of their own lives, whereas the other half had to write about a normal school day. Children were asked to write four times in two weeks, resulting in four days of writing. Each group completed questionnaires yielding measures of depression, anxiety, and working memory 3 times: before the intervention, just after the writing sessions and two months after following the intervention. The narratives were analyzed using Emotaix-Tropes software. The results revealed that all the children showed a decrease in depression and anxiety symptoms. By contrast, only children in the expressive writing group showed working memory improvement. The potential benefits of emotional disclosure in school children are discussed. While there are several possible explanations for these findings, the results of this study indicate, first, that expressive writing seems to be both feasible and potentially valuable for school children, and second, that some cognitive changes occur in terms of cognitive functioning.

The association between excessive screen-time behaviors and insufficient sleep among adolescents: Findings from the 2017 youth risk behavior surveillance system

Although studies have examined the association between television viewing and poor sleep quality, few studies have considered the association between excessive screen-time behaviors and insufficient sleep among adolescents drawing on a large nationally representative sample. The objective of this study was to examine the association between excessive screen-time behaviors and insufficient sleep among adolescents. Data for this study came from the 2017 Youth Risk Behavior Survey. A sample of 14,603 adolescents aged 14–18 years (51.5% female) was analyzed using logistic regression with insufficient sleep as the outcome variable and excessive screen-time behaviors as the main explanatory variable. Of the 14,603 adolescents, almost three out of four (74.8%) had less than 8 h of sleep on an average school night, and about 43% engaged in excessive screen-time behaviors on an average school day. Controlling for all other predictors, odds were 1.34 times higher for adolescents who engaged in excessive screen-time behaviors to have insufficient sleep when compared to adolescents who did not engage in excessive screen-time behaviors (AOR = 1.34, p < .001, 95% CI = 1.22–1.48). School-based behavior interventions that focus on reduction in excessive screen-time and sedentary behaviors might be beneficial in reducing excessive screen-time behaviors and consequently improve sleep quality among adolescents.

Mental Health Prevention in Preschool Children: study protocol for a feasibility and acceptability randomised controlled trial of a culturally adapted version of the I Can Problem Solve (ICPS) Programme in Chile

BackgroundDifficulties with delaying gratification, coping with frustration, and regulating emotions are significant predictors of aggression and behavioural and interpersonal problems early in life and mental health disorders during childhood, adolescence, and adulthood. Mental health problems generate a high burden of disease in society in general, and there is a significant treatment gap, especially among economically vulnerable populations. Prevention strategies appear to be the more recommendable options, mainly if these interventions can be implemented early in life and at low cost. Few preventive interventions aiming to increase resilience in the face of adversity have been rigorously evaluated among Chilean preschoolers. Substantial international evidence indicates that strengthening basic psychological skills, such as emotion regulation and social problem-solving, can reduce the incidence of mental pathology and improve various academic indicators. The curriculum of the Interpersonal Cognitive Problem-Solving Programme, also known as I Can Problem Solve (ICPS), is focussed on the development of the cognitive process and children’s social problem-solving skills. ICPS is effective at increasing prosocial behaviours and reducing aggressive behaviour among preschoolers. ICPS provides children with the skills to think about how to solve problems using sequenced games, discussion, and group-interaction techniques focussed on listening to, and observing, others, promoting empathy and alternative and consequential thinking. The aims of this study are (1) to develop a culturally appropriate version of the ICPS programme and (2) to evaluate the acceptability and feasibility of the adapted version of ICPS among vulnerable schools in Santiago, Chile, conducting a pilot randomised controlled trial with three arms: (1) the ICPS programme delivered by an internal early teacher, (2) the ICPS programme delivered by an external early teacher, and (3) a control group.Methods and designThis is a pilot, three-armed randomised controlled trial of the adapted version of ICPS with an enrolment target of 80 preschoolers attending four schools per arm. Children in both intervention groups will receive the ICPS programme: 59 sessions of 20 min each delivered three times a week by trained internal or external early teachers over 5–6 months. Internal teachers are part of the school staff, and external teachers are facilitators hired by the research team to go to schools and deliver the intervention during a normal school day, working together with the early teacher present in the classroom. The intervention consists of games using pictures, puppets, and simple role-playing techniques to facilitate the learning process. Cognitive regulation, emotion recognition, social-problem-solving skills, and psychological functioning will be measured at baseline and after the intervention.DiscussionNo previous studies in Spanish-speaking Latin American countries have been conducted to explore the acceptability and feasibility of ICPS to provide information to evaluate the effectiveness of this intervention on a larger scale.Trial registrationClinicalTrials.gov, ID: NCT03383172. Registered on 26 December 2017.

Association between psychological distress and elevated use of electronic devices among U.S. adolescents: Results from the youth risk behavior surveillance 2009-2017

ObjectiveThe purpose of this study was to provide updated information about the prevalence and temporal trends of elevated use of electronic devices (EUED) in leisure time (i.e., 3 h or more on an average school day) in nationally representative samples of U.S. adolescents in recent years and to determine whether there is a significant association between EUED and psychological distress. MethodsWe used the national Youth Risk Behavior Survey (YRBS) data from 2009, 2011, 2013, 2015, and 2017 (N = 75,807). Propensity score matching was used to reduce selection bias due to potential confounding factors with EUED. Ordinal logistic regression analyses were performed for the matched samples to predict the association between EUED and psychological distress. ResultsThe prevalence of EUED in U.S. youth has substantially increased from 24.9% in 2009 to 43.1% in 2017 (p < .001). Boys had higher rates of EUED than girls only in 2009 and 2011 but not in 2013, 2015, and 2017. A significant association between EUED and psychological distress was identified throughout all the five survey years. The odds of having a higher level of psychological distress increased approximately 1.5 times among youth with EUED than those without. ConclusionsThe prevalence of U.S. youth with psychological distress and EUED has increased simultaneously in the past several years. Future longitudinal studies are warranted to examine causal and/or reciprocal relationship between the two.

Altered Heart Rate Regulation in Adolescent Girls and the Vulnerability for Internalizing Disorders.

Background: The association between decreased heart rate variability (HRV) and increased internalizing symptoms is well documented. Adolescence is a critical period for the development of mental health problems, in particular internalizing symptoms. Previous research has illustrated sex differences in adolescent HRV, such that females have reduced short-term resting state HRV compared to males. Studies on long-term ecological recordings of HRV in adolescents are scarce. The aims of the present study were, (a) to test if adolescent females show decreased long-term HRV and cardiac complexity (CC) compared to males, and (b) to explore whether sex and HRV and CC measures, as well as their interaction, would predict internalizing symptoms.Materials and Methods: HRV was recorded in n = 166 adolescents (86 girls), on a normal school day. HRV and CC measures were calculated on the interbeat interval time series.Results: Females showed lower HRV and CC in most of the assessed indices. Internalizing symptoms were mainly predicted by HRV whereas sex only predicted symptoms of social anxiety. The interaction between sex and HRV did not predict internalizing symptoms.Conclusions: Results suggest that reduced HRV should be considered as a potential contributor to exacerbating internalizing symptoms in adolescence. Girls with reduced HRV and CC might be prone to the development of internalizing disorders. HRV is a promising tool for the early identification of vulnerability.

Youth Risk Behavior Surveillance - United States, 2017.

Youth Risk Behavior Surveillance - United States, 2017.

Outdoor Time and Metabolically Healthy Obesity in Children

A large proportion of children are recognized as metabolically healthy obese (MHO) and present a favorable cardio-metabolic profile. However, the contribution of outdoor time physical activity (PA) to the MHO phenotype is unknown. PURPOSE: To investigate the association between outdoor time PA and the MHO phenotype in children. METHODS: An analysis of overweight and obese children aged 6-14 (n=386) from the Canadian Health Measures Survey (cycles 3-4) was performed. Outdoor time PA (hours/week) was self-reported using a series of questions in relation to the school schedule, such as: “during the past month, on an average school day, how much time did you usually spend outside?” Participants were given a score of 0-5 based on their response: 0 min. (0); 1 to <15 mins. (1); 15 to <30 mins. (2); 30 to <1 hour (3); 1 to <2 hours (4); and ≥2 hours (5). Then, a computed score, ranging from 0-25, was created for outdoor time PA. MHO status was determined based on the absence of cardio-metabolic risk factors including: triglycerides, HDL-cholesterol, systolic or diastolic blood pressure, and glucose (MHO: 0 cardio-metabolic risk factors; non-MHO: ≥1 cardio-metabolic risk factors). Multiple logistic regression analyses for the likelihood of MHO were adjusted for age, sex, socioeconomic status, and moderate-to-vigorous PA (MVPA) intensity. RESULTS: The proportion of MHO children was 58.5%. No significant differences were observed between MHO and non-MHO according to outdoor time PA, sedentary time, or MVPA (p>0.05). Logistic regressions indicated that outdoor time PA was not significantly associated with the MHO phenotype (OR: 0.99, 95% CI=0.92-1.05; p=0.69), while MVPA was significantly associated with the MHO phenotype (OR: 1.01, 95% CI=1.00-1.02; p=0.03). CONCLUSIONS: Outdoor time PA is not associated with the MHO phenotype. Children are more likely to be MHO with greater amounts of MVPA, regardless of whether these activities are completed outdoors or indoors.

Protocol for a systematic review: Universal school-based programmes for improving social and emotional outcomes in children aged 3-11 years: a systematic review and meta-analysis.

Protocol for a systematic review: Universal school-based programmes for improving social and emotional outcomes in children aged 3-11 years: a systematic review and meta-analysis.

Analysis of Cerium Oxide Doped Anti-Corrosion Coatings By Scanning Electrochemical Microscopy and Electrochemical Impedance Spectroscopy

Previously, a protocol was developed to use SECM (scanning electrochemical microscopy) to screen for the effectiveness of new anti-corrosion coatings produced by the Navy.[i]Briefly, increasingly positive potentials at the Al substrate are applied while the tip is in the substrate generation tip collection (SGTC) mode. Poor coatings show significant tip currents while good ones do not. The current work used this protocol on coatings provided by engineers from Naval Air Systems Command that had been doped with varying amounts of CeO. Initial voltage applications showed coating breakdown with increasing current at ever more positive potentials. However, a maximum was seen and at potentials above 2V, the coatings appear to have improved. In an effort to elucidate what caused this effect, Electrochemical Impedance Spectroscopy (EIS), laser profiling, and x-ray fluorescence studies were performed to look for changes in the coating. Preliminary EIS results (Figure 1) indicate the resistance due to pores increased after higher potential application hinting the pores may be becoming smaller.[ii]The value of the real component of the complex impedance, where the left side of the semicircle begins, is the sum of the uncompensated resistance and pore resistance. Spectra were taken after the Al substrate was exposed to the indicated DC potential. While not large, it can be seen the resistance increased as the applied potential increased. X-ray results as well as laser profiling (not shown) indicate the coating at and near the surface is changing. The X-ray data show other components of the coating (Ti, Fe, etc) are migrating to/from the surface. The laser generated topographical data also shows morphological changes on the surface all of which may be the cause of the pore size reduction. All data were taken at the U.S. Naval Academy, an undergraduate only institution, by one student. Projects such as this where the midshipmen conduct two semesters of research under the supervision of a professor, became part of USNA’s chemistry major over a decade ago. While not compulsory, some 70% of the majors elect this option and most result in at least a published conference proceeding. This is even more remarkable in that the students do not have the flexibility to conduct experiments outside the normal school day. [i] Lee, C., Calhoun, M., Dorriety, W., Hanrahan, R., Lancaster, F., Calhoun, R., ECST, 66 (30) 65-71 (2015). [ii] Loveday, D., Peterson, P., Rodgers, B., JCT Coatings Tech, Oct, 88-93 (2004). Figure 1