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ABSTRACTSmall-scale farmers in South-East Asia face serious challenges in agricultural productivity, food security and environmental degradation. Complex Rice Systems (CRS) entail an integrated farming approach that combines new technologies with traditional practices and knowledge to sustainably increase agricultural productivity. A field experiment was conducted to evaluate the potential of CRS by adding rice, fish, ducks and border crops to rice fields in Lima Puluh Kota (West Sumatra, Indonesia) to improve rice productivity and dietary nutrient supply. The treatments were: conventional rice (CON), organic rice (ORR), organic rice with border crops (ORB), organic rice with fish (ORF), organic rice with ducks (ORD), and organic rice with ducks, fish, and border crops (CRS). The experiment resulted in improvements in growth, development and yield of rice in CRS and ORD compared to other treatments. Despite elevated costs, treatments with ducks also resulted in a higher gross margin than the other treatments. CRS produced the most diverse nutritional composition, and higher nutritional value compared to ORD. It was concluded that CRS can contribute to higher rice yields, improved farm income and more diversified diets, and thus providing a comprehensive approach to improve livelihoods and food security of small-scale farmers.

Serious threats to child safety are infrequent and unpredictable but can lead to serious injury and death. To stay safe, children must identify and avoid contact with a safety threat, escape from it, and report it to an adult so the adult can remove the threat. Research shows that active learning approaches are effective for teaching children to engage in these safety skills. Passive learning approaches are not effective. Active learning approaches require children to practice the skills in the presence of simulated threats with feedback to reinforce correct responses and promote generalization of skills to the natural environment.

This study evaluated behavioral skills training (BST) and in situ training (IST) to teach a response to bullying (RtB) to four adults with intellectual disabilities who were victims of bullying. The RtB consisted of refraining from retaliating, stating disapproval, walking away, and telling a staff member. In situ assessments were conducted in the natural setting to assess the effects of BST and IST. BST alone was successful in teaching the RtB to two participants. When BST did not result in the use of the RtB, IST was effective for one participant, and IST plus an incentive was effective for the other participant. The results of this study are consistent with previous BST and IST research.

The purpose of this study was to evaluate the effects of student pairing and feedback during recess on children's step counts. During baseline, participants wore a sealed pedometer during recess. During intervention, we paired participants with higher step counts with participants with lower step counts. We encouraged teams to compete for the highest step count each day and provided feedback on their performance during each recess session. Results showed a large mean increase in step count from baseline to intervention. These results suggest that children's steps during recess can be increased with a simple and cost-effective intervention.

This paper presents seven tactics for managing the variability evident in some physical activity data. High levels of variability in daily step-count data from pedometers or accelerometers can make typical visual inspection difficult. Therefore, the purpose of the current paper is to discuss several strategies that might facilitate the visual interpretation of highly variable data. The seven strategies discussed in this paper are phase mean and median lines, daily average per week, weekly cumulative, proportion of baseline, 7-day moving average, change point detection, and confidence intervals. We apply each strategy to a data set and discuss the advantages and disadvantages.