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Achieving adequate physical activity is an important health goal that many elementary school students are not meeting during the school day. The physical activity leadership (PAL) Program was designed to provide individually tailored supports to improve the quantity and quality of physical activity in schools, as well as promote improvements in self-efficacy, attitudes, and motivation for physical activity. Self-efficacy, attitudes, and motivation are three key factors in predicting increases in physical activity, and consequently serve as the cognitive-affective variables examined in the present study. A sample of 117 fourth- and fifth-grade students and 22 teachers completed several quantitative and open-ended feedback measures before and after a district-wide physical activity intervention. Results indicated the PAL Program was highly beneficial to all participants, and several key measures (negative attitudes, motivation to exercise, and perceptions of physical ability) were significantly impacted in the anticipated direction. Open-ended feedback data collected from teachers involved also suggests that the program was well-received and was perceived as beneficial. This study provides additional evidence in support of individually tailored physical education interventions.

Background In many countries, infant vaccination with acellular pertussis (aP) vaccines has replaced use of more reactogenic whole-cell pertussis (wP) vaccines. Based on immunological and epidemiological evidence, we hypothesised that substituting the first aP dose in the routine vaccination schedule with wP vaccine might protect against IgE-mediated food allergy. We aimed to compare reactogenicity, immunogenicity, and IgE-mediated responses of a mixed wP/aP primary schedule versus the standard aP-only schedule. Methods and findings OPTIMUM is a Bayesian, 2-stage, double-blind, randomised trial. In stage one, infants were assigned (1:1) to either a first dose of a pentavalent wP combination vaccine (DTwP-Hib-HepB, Pentabio PT Bio Farma, Indonesia) or a hexavalent aP vaccine (DTaP-Hib-HepB-IPV, Infanrix hexa, GlaxoSmithKline, Australia) at approximately 6 weeks old. Subsequently, all infants received the hexavalent aP vaccine at 4 and 6 months old as well as an aP vaccine at 18 months old (DTaP-IPV, Infanrix-IPV, GlaxoSmithKline, Australia). Stage two is ongoing and follows the above randomisation strategy and vaccination schedule. Ahead of ascertainment of the primary clinical outcome of allergist-confirmed IgE-mediated food allergy by 12 months old, here we present the results of secondary immunogenicity, reactogenicity, tetanus toxoid IgE-mediated immune responses, and parental acceptability endpoints. Serum IgG responses to diphtheria, tetanus, and pertussis antigens were measured using a multiplex fluorescent bead-based immunoassay; total and specific IgE were measured in plasma by means of the ImmunoCAP assay (Thermo Fisher Scientific). The immunogenicity of the mixed schedule was defined as being noninferior to that of the aP-only schedule using a noninferiority margin of 2/3 on the ratio of the geometric mean concentrations (GMR) of pertussis toxin (PT)-IgG 1 month after the 6-month aP. Solicited adverse reactions were summarised by study arm and included all children who received the first dose of either wP or aP. Parental acceptance was assessed using a 5-point Likert scale. The primary analyses were based on intention-to-treat (ITT); secondary per-protocol (PP) analyses were also performed. The trial is registered with ANZCTR (ACTRN12617000065392p). Between March 7, 2018 and January 13, 2020, 150 infants were randomised (75 per arm). PT-IgG responses of the mixed schedule were noninferior to the aP-only schedule at approximately 1 month after the 6-month aP dose [GMR = 0·98, 95% credible interval (0·77 to 1·26); probability (GMR > 2/3) > 0·99; ITT analysis]. At 7 months old, the posterior median probability of quantitation for tetanus toxoid IgE was 0·22 (95% credible interval 0·12 to 0·34) in both the mixed schedule group and in the aP-only group. Despite exclusions, the results were consistent in the PP analysis. At 6 weeks old, irritability was the most common systemic solicited reaction reported in wP (65 [88%] of 74) versus aP (59 [82%] of 72) vaccinees. At the same age, severe systemic reactions were reported among 14 (19%) of 74 infants after wP and 8 (11%) of 72 infants after aP. There were 7 SAEs among 5 participants within the first 6 months of follow-up; on blinded assessment, none were deemed to be related to the study vaccines. Parental acceptance of mixed and aP-only schedules was high (71 [97%] of 73 versus 69 [96%] of 72 would agree to have the same schedule again). Conclusions Compared to the aP-only schedule, the mixed schedule evoked noninferior PT-IgG responses, was associated with more severe reactions, but was well accepted by parents. Tetanus toxoid IgE responses did not differ across the study groups. Trial registration Trial registered at the Australian and New Zealand Clinical 207 Trial Registry (ACTRN12617000065392p)., Author(s): Gladymar Pérez Chacón 1,2, Marie J. Estcourt 3, James Totterdell 3, Julie A. Marsh 1, Kirsten P. Perrett 4,5, Dianne E. Campbell 6,7, Nicholas Wood 7,8, Michael Gold 9, [...]

This article examines the Royal Netherlands Navy's (Koninklijke Marine, KM) use of Indonesian personnel. It considers why and how the KM employed indigenous personnel and how this usage impacted the KM's effectiveness as a military service. The article argues that the decision to use Indonesian personnel in naval forces in the Netherlands East Indies resulted in a peacetime advantage in terms of numbers of sailors on duty but ultimately a disadvantage in times of crisis when Indonesian sailors acted against the interests of the Netherlands state. [ABSTRACT FROM AUTHOR]

Research has indicated that school aged (6-16 years) versions of cognitive assessment instruments have varying levels of linguistic demand, which could impact assessment results for placement purposes. However, a significant limitation to this research is the fact that it has not been replicated with cognitive assessment instruments used in preschool populations. As such, the purpose of this study is to address this gap in the research literature by examining linguistic demands of cognitive test batteries used for preschool aged children. The Kaufman Assessment Battery for Children, Second Edition (KABC-II), Woodcock Johnson Test of Cognitive Abilities Fourth Edition (WJ Cog-IV), and the Wechsler Preschool and Primary Scale of Intelligence Fourth Edition were used for this examination. Overall results demonstrated that the oral directions of preschool assessments have relatively low linguistic demands. However, several subtests on WJ Cog-IV have high Complexity, Verbosity, and Total Demand indices, which can pose difficulty for students with limited word knowledge. Furthermore, the KABC-II was the least demanding assessment from a linguistic standpoint. Implications are discussed in terms of the assessment of early childhood populations.

There has been a growing recognition of the value of education in facilitating desistance from offending. Yet, despite a determined push to "widen access" universities continue to be an unwelcoming place for those with a criminal record. To better understand the role of higher education in raising aspiration towards desistance, this paper draws on findings from a study in Swansea, Wales. Adopting a Pictorial Narrative approach the findings suggest that, whilst the participants identified potential benefits of attaining a higher education, those aspirations were outweighed by a distrust of the "institution" and a fear that the stigmatisation experienced through the "criminal identity" would be hard to avoid and may morph into the "criminal/student identity", thus leaving students vulnerable to judgement and exclusion. This paper makes recommendations about how higher education might be remodeled to support those who wish to desist and in doing so, truly "widen participation" to all.

The article explains the limited presence of geography in New England higher education as a result of the structure of the region's higher education system. Blending the geography and history of education literatures, it identifies type of control (public vs. private), institution type, urban location, multi-campus university systems, and the weak position of geography in secondary schools and community colleges as key influences upon the existence of an undergraduate major in geography. The article also considers windows of opportunity when geography departments were commonly established and provides selected examples of institutions that closed geography departments.

Background: Early intervention is essential healthcare for stuttering, and the translation of research findings to community settings is a potential roadblock to it. Aims: This study was designed to replicate and extend the Lidcombe Program community translation findings of O'Brian et al. (2013) but with larger participant numbers, incorporating clinicians (speech pathologists/speech anlanguage therapists) and their clients from Australia and England. Methods & Procedures: Participants were 51 clinicians working in public and private clinics across Australia (n = 36) and England (n = 15), and 121 of their young stuttering clients and their families. Outcome measures were percentage of syllables stuttered (%SS), parent severity ratings at 9 months post-recruitment, number of clinic visits to complete Stage 1 of the Lidcombe Program, and therapist drift. Outcomes & Results: Community clinicians in both countries achieved similar outcomes to those from randomized controlled trials. Therapist drift emerged as an issue with community translation. Speech and language therapists in England attained outcomes 1.0%SS above the speech pathologists in Australia, although their scores were within the range attained in randomized trials. Conclusions & Implications: Community clinicians from Australia and England can attain Lidcombe Program outcome benchmarks established in randomized trials. This finding is reassuring in light of the controlled conditions in clinical trials of the Lidcombe Program compared with its conduct in community practice. The long-term impact of therapist drift in community clinical practice with the Lidcombe Program has yet to be determined.

The purpose of this article is to discuss issues of language, specifically African American Vernacular English (AAVE), as it relates to the reading performance of African American children. Previous research on the science of reading provides a research-based framework that is a starting point for evidence-based research that can be used to improve the reading outcomes of African American children. School psychology literature is limited in its inclusion of issues posed by deficit perspectives of AAVE with Black children and reading achievement. Given that practicing school psychologists spend significant portions of their time conducting assessments related to identifying and remediating reading problems, an increased awareness on how AAVE can impact African American children's reading performance is necessary. Implications for research and practice will be discussed, such as inclusion of instruments to differentiate between reading difficulties and dialect differences (i.e., Diagnostic Evaluation of Language Variation).

Social-emotional interventions (SEL) are purported to be beneficial toward all students, yet researchers call into question their effectiveness toward Black boys because of the limited SEL interventions that have been culturally adapted for them to account for their lived experiences (e.g. experiencing disparate discipline within schools). Within this review, we discuss the state of research on Black boys, provide an overview of SEL interventions, and discuss the strengths and weaknesses of the current SEL intervention research base. Next, we emphasize the need for culturally relevant SEL interventions and how practitioners can make SEL interventions culturally relevant for Black boys using a universal Afrocentric framework. Finally, this article highlights recommendations for practitioners, policymakers, and researchers to improve the cultural adaptation of SEL interventions for Black boys to promote improved school outcomes.