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Supplemental material, sj-docx-1-jad-10.1177_10870547231155438 for The Impact of Childhood Attention-Deficit/Hyperactivity Disorder (ADHD) on Children’s Health-Related Quality of Life: A Systematic Review and Meta-Analysis by Sithara Wanni Arachchige Dona, Nalini Badloe, Emma Sciberras, Lisa Gold, David Coghill and Ha N. D. Le in Journal of Attention Disorders

Highlights • HPV infection in men having sex with men (MSM) was studied in two cities of Vietnam • Prevalence of any HPV and HPV16/18 among MSM was 32.3% and 11.0%, respectively • High-risk HPV infections in MSM were associated with risky sexual behaviours • A targeted HPV vaccination strategy would be beneficial for MSM in Vietnam, Objectives Men who have sex with men (MSM) are at risk of human papillomavirus (HPV)-related cancers, while published data are scarce. This study determined HPV prevalence and risk factors in MSM in Vietnam to inform HPV prevention strategies in this key population. Methods A cross-sectional study of 799 MSM aged 16-50 years was conducted in Vietnam in 2017-2018. Information was collected on risk behaviours, and knowledge of HPV and anal cancer; rectal swabs were taken to detect anal HPV infection. An in-house polymerase chain reaction and Genoflow HPV array test kit were used for HPV detection and genotyping. Results The median age of the study participants was 25 years (range 18-52). Overall prevalence of any HPV and HPV16/18 infection was 32.3% and 11.0%, respectively. A higher prevalence of high-risk HPV infection to all 14 types tested was found in Ho Chi Minh City (30.9%) than in Hanoi (18.4%). High-risk HPV infection was associated with inconsistent condom use and history of engaging in sex under the influence of drugs (adjusted odds ratio (aOR), 2.27; 95% CI, 1.48-10.67), as well as having multiple sexual partners (aOR, 1.01; 95% CI, 1.00–1.02). Conclusions High-risk anal HPV infections in Vietnamese MSM were significantly associated with risky sexual behaviours. A targeted HPV vaccination strategy would have substantial benefit for MSM in Vietnam.

This article is concerned with the internationalisation of higher education and student mobility for society and community engagement purposes. Drawing on the specific case study of Universiti Brunei Darussalam’s Community Outreach Programme overseas, it examines the programme’s operation in Vietnam as well as investigates Bruneian students’ experiences during their programme activities in this Asian country. The article also explores the impacts of such experiences on the students’ growth and transformations. The reported growth and transformations, on the one hand, demonstrate the importance of social engagement beyond campus and correspond to the internationalisation in higher education for society agenda recently advocated by international education scholars and practitioners. They also offer rich insights into (inter-Asian) student mobility for non-academic purposes, which remain largely under-researched. On the other hand, underlying the students’ transformative experiences are many issues associated with student safety and wellbeing that require ethical responses and appropriate adaptive pedagogies.

Informed by an ethnographic qualitative research study conducted with expatriate teachers of English in Saudi Arabia, we examine emotion(al) labor in the context of transnational mobilities with regards to cultural and institutional tensions. Engaged with wide-ranging interdisciplinary literature on emotion and affect, we discuss the place of transnational emotion(al) labor in four inter-related manifestations: (a) struggles and efforts to interact and communicate with students; (b) internalization and resentment of privilege and deficiency underlying discourses of native speakers; (c) responses to challenges from social, religious, and cultural difference; and (d) prolonged endurance, frustration, helplessness, and resistance to prescribed curriculum, testing, and top-down policy and practice. We also incorporate our reflections and emotion(al) labor as transnationally trained academics as we engage with the participants’ accounts. We show how our study could inspire dialogues with the self and conversations among researchers for support and solidarity beyond constructed boundaries of race, language, religion, ethnicity, and nationality.

This article, through autoethnographic narrative and reflection, in-depth interviews, and focus group discussions, explores how the transnational academic mobility experiences of a Muslim scholar of Islam based in Brunei may influence his identity, research, and teaching. It pinpoints how transnational academic mobilities could (re)produce, sustain and endorse East/West, local/global, and religious/secular dichotomies and binary thinking. Likewise, it shows that transnational academic mobilities often generate ambiguous and divided spaces concerning knowledge production, pedagogy, and identity formation. The article also maintains that contextualizing and engaging (with) the specificity and particularity of place and academic discipline are pivotal in studying transnational academic mobilities. Methodologically, it highlights the role of autoethnographic reflection in bringing out complex experiences and accounts that academics undergo but rarely acknowledge and conceptualize in scholarly work. Such accounts and experiences serve as reminders of the importance of humility, trust, ethics, and reflexivity in academia. Transnational academic mobilities, after all, must not be privileged.

Global higher education, including that of Asia, has been facing many challenges, notably declining government funding and simultaneously increased influences of neoliberalism on its outlook, aspirations, policies and practices. This reality has put the role and purpose of higher education (HE) under testament, particularly in unprecedented crisis-induced situations such as natural catastrophes and pandemics. This article, while focussing on an Asian context, is situated in the larger picture of HE’s responses to crises and what transformations that may be enabled in the process. In unprecedented crisis-induced challenges, how does HE serve the interests of the public and society? Likewise, in this context, how can HE maintain equity and social justice as part of the Sustainable Development Goals (SDGs) agenda? These very questions are critical for many societies and invite serious scholarly examination. Engaged with the literature on HE as a public/private good, HE and neoliberalism, and HE in times of crisis, this article discusses the case of the University of Dhaka – the leading university in Bangladesh – in its responses to the COVID-19 crisis (2020–2022). We show how HE as a public good is utmost important as governments everywhere are finding ways to incorporate the SDGs into every aspect of their HE systems. We also posit that the COVID-induced transformations of higher education in the case of the University of Dhaka have proved HE as a public good to be a robust and resilient pillar for fulfilling various stakeholders' needs and aspirations. Such transformations have affirmed the values of humanity, access and equity in HE, and these values are here to stay.

This essay comprises multiple sets of dialogues between us as colleagues and friends as we revisit the question of the status of English as a global language. Through the metaphor ‘multiple...

Additional file 1: Supplementary Table 1. School level environment characteristics by school sector, socioeconomic position (ICSEA) and school enrolment size. Supplementary Table 2. Associations between students’ self- reported and objective physical activity, active transport use and weight status and both the physical activity and active transport environment scores among boys. Supplementary Table 3. Associations between students’ self- reported and objective physical activity, active transport use and weight status and both the physical activity and active transport environment scores among girls.

Additional file 2. Primary School Questionnaire.

Additional file 3. Primary School – Environmental Audit.

This article is about ‘global south’ actors and global south–global south interactions in the context of the internationalization of higher education (IHE), with a focus on a Vietnamese university ...

The internationalization of higher education globally continues to grow more and more towards commercialization and neoliberalism paths, despite growing concerns about the underlying consequences. Building further on our work and using Saudi Arabia as a national case, this article critically investigates how and in what ways the Saudi government's desire to internationalize its higher education system has overlooked the many problems associated with its English-only policy, and the neoliberal shaping of social and economic pressures. The article also demonstrates the paradoxical messages concerning internationalization success, strategies, and visions conveyed by the Saudi government and by several institutions from English-speaking countries in response to Saudi Arabia's aspiration for internationalization of its higher education. We draw on several data sources in this article, specifically: (1) the Colleges of Excellence (CoE) project documents – a major Saudi government's initiative to restructure the...

Introduction Oral language and literacy competence are major influences on children’s developmental pathways and life success. Children who do not develop the necessary language and literacy skills in the early years of school then go on to face long-term difficulties. Improving teacher effectiveness may be a critical step in lifting oral language and literacy outcomes. The Classroom Promotion of Oral Language trial aims to determine whether a specifically designed teacher professional learning programme focusing on promoting oral language can lead to improved teacher knowledge and practice, and advance outcomes in oral language and literacy for early years school children, compared with usual practice. Methods and analysis This is a two-arm cluster multisite randomised controlled trial conducted within Catholic and Government primary schools across Victoria, Australia. The intervention comprises 4 days of face-to-face professional learning for teachers and ongoing implementation support via a specific worker. The primary outcome is reading ability of the students at grade 3, and the secondary outcomes are teacher knowledge and practice, student mental health, reading comprehension and language ability at grade 1; and literacy, writing and numeracy at grade 3. Economic evaluation will compare the incremental costs of the intervention to the measured primary and secondary outcomes. Ethics and dissemination This trial was approved by the Monash University Human Research Ethics Committee #CF13/2634-2013001403 and later transferred to the University of Melbourne #1545540. The investigators (including Government and Catholic partners) will communicate trial results to stakeholders, collaborators and participating schools and teachers via appropriate presentations and publications. Trial registration number ISRCTN77681972; Pre-results.

“Learner-centred” and “teacher as facilitator,” among the most influential concepts (re)shaping education over the past decades, are often represented as bringing democratic participation, equality, and empowerment to learners and helping transform and liberate societies. At the same time, these concepts are constructed in binary terms with “teacher-centred” and “teacher as authority” projecting the two ends as being mutually exclusive. Drawing on data collected through interviews and scholarly works from teachers teaching Humanities and Teaching English to Speakers of Other Languages (TESOL) in Asian and English-speaking Western universities, this article examines their positionings, mode, and form of critique/criticality of learner-centred education. It demonstrates in what ways equality as the starting point (Ranciere) is not embedded in how learner-centred education has largely been promoted in these contexts. As well, while Ranciere’s concepts of equality and dissensus may empower those seen as margi...

This article is located in the debates concerning the continued problems underlying the cultural politics of English-speaking Western countries’ Teaching English to Speakers of Other Languages (TESOL) programmes and ‘Western’ pedagogies. It examines two Saudi TESOL teachers’ pedagogical enactments in their home teaching contexts after returning from their Western-based TESOL programmes. It aims to obtain insights into questions of knowledge construction, pedagogy and training in Western TESOL programmes and their impacts on these teachers’ teaching in Saudi settings. We argue that these teachers have never been passive in the entire process nor have they been naive about the cultural politics of TESOL. They have appeared to proactively take advantage of being trained in the West to teach effectively and to appropriate their given privileged status in the home contexts. They have also appeared to do so with awareness and with a strong sense of agency. This very aspect of agency, as we argue, deserves subst...

Introduction Oral language and literacy competence are major influences on children’s developmental pathways and life success. Children who do not develop the necessary language and literacy skills in the early years of school then go on to face long-term difficulties. Improving teacher effectiveness may be a critical step in lifting oral language and literacy outcomes. The Classroom Promotion of Oral Language trial aims to determine whether a specifically designed teacher professional learning programme focusing on promoting oral language can lead to improved teacher knowledge and practice, and advance outcomes in oral language and literacy for early years school children, compared with usual practice. Methods and analysis This is a two-arm cluster multisite randomised controlled trial conducted within Catholic and Government primary schools across Victoria, Australia. The intervention comprises 4 days of face-to-face professional learning for teachers and ongoing implementation support via a specific worker. The primary outcome is reading ability of the students at grade 3, and the secondary outcomes are teacher knowledge and practice, student mental health, reading comprehension and language ability at grade 1; and literacy, writing and numeracy at grade 3. Economic evaluation will compare the incremental costs of the intervention to the measured primary and secondary outcomes. Ethics and dissemination This trial was approved by the Monash University Human Research Ethics Committee #CF13/2634-2013001403 and later transferred to the University of Melbourne #1545540. The investigators (including Government and Catholic partners) will communicate trial results to stakeholders, collaborators and participating schools and teachers via appropriate presentations and publications. Trial registration number ISRCTN77681972; Pre-results.

The topic of silence and ‘the Chinese learner’ has been extensively studied often in relation to cross-cultural adjustment, intercultural issues, learning styles, language ability and differences of classroom expectations. These studies have often led to recommendations to understand silence and ‘the Chinese learner’ in more complex ways. However, there is a real need to go beyond just recognising the complexity and myths underlying these two notions. This article consolidates the need to recognise diversity and fluidity among this group of students and the changing time and space in which silence experiences among them are contextualised and studied. It does so by revisiting established meanings of in-class silence obtained from a qualitative case study with ‘Me Generation’ Chinese students studying in Australia, while contextualising the phenomenon in both Chinese and Australian classrooms. Pedagogical implications building upon the discussion of silence as right, choice, resistance and strategy among t...

Lifestyle behaviours established during adolescence may adversely affect blood pressure (BP) and contribute to gender differences in cardiovascular risk in adulthood. We aimed to assess the association of health behaviours with BP in adolescents, using data from the Western Australian Pregnancy (Raine) Study.Cross-sectional analysis on 1248 Raine Study adolescents aged 17 years, to examine associations between lifestyle factors and BP.Boys had 8.97 mmHg higher systolic BP, as compared with girls. The 30% of girls using oral contraceptives (OC) had 3.27 and 1.74 mmHg higher systolic and diastolic BP, respectively, compared with non-users. Alcohol consumption in boys, increasing body mass index (BMI) and the sodium-potassium ratio were associated with systolic BP. We found a continuous relationship between BMI and systolic BP in both genders; however, the gradient of this relationship was significantly steeper in boys, compared with girls not taking OC. In boys, systolic BP was 5.7 mmHg greater in alcohol consumers who were in the upper quartile of BMI and the urinary sodium-potassium ratio compared with teetotallers in the lowest quartile. In girls, systolic BP was 5.5 mmHg higher in those taking OC, in the highest BMI and urinary sodium-potassium ratio quartile as compared to those not taking the OC pill and in the lowest quartile.In addition to gender-related differences in the effects of adiposity on BP, we found lifestyle-related health behaviours such as high salt intake for both sexes, consumption of alcohol in boys, and OC use in girls were important factors associated with BP measurements in late adolescence. This suggests that gender-specific behavioural modification in adolescence may prevent adult hypertension.

As clearly stated in the introduction: ‘this book brings together for the first time a group of some of the most widely known observers of the World Bank’s (WB) education policy’ (xvi) who are know...

This article is about the struggles to sustain identity as writers while accommodating the demands of the university experienced by Arianto and his thesis supervisor, myself. It shows how critical EAP was the on-going conversation between us about how to negotiate norms, voice and creativity in our writing and in the negotiations Arianto had to make when writing his own essays and thesis in English and assessing his students’ written works. The article also discusses how my positioning as a writer of two languages and having a passion for my own voice and identity in writing has influenced the ways I have analysed and interpreted Arianto’s tensions, contradictions and justifications in his negotiation processes. The findings showcase the ways in which power is shared and shifted among EAP teachers, supervisors and students and the tendency to recognise and respect different ways of practising EAP among readers, such as journal reviewers and thesis examiners. They also reveal how Arianto’s readiness and confidence to share the ownership of and appropriate English as an international language has been exercised in the negotiation processes involving my support, encouragement as well as critical comments and high expectation of his writing. 2008 Elsevier Ltd. All rights reserved.

The increasing demand for competent users of English in the era of globalisation has had a significant impact on English Language Teaching (ELT) in Bangladesh. Among a number of changes to improve the quality of ELT, teachers of English have been encouraged, even required, to adopt a communicative language teaching (CLT) approach. To facilitate the successful implementation of these changes, besides introducing local training programmes to familiarise teachers with CLT, teachers of English from Bangladesh have also been sent overseas, especially to the English-speaking West, for further training. Drawing on a qualitative research study, this paper discusses the pedagogical concerns of Bangladeshi English teachers, including those who are Western-trained, in relation to their teaching of English. It also investigates their perceptions of the politics of the Western Teachers of English to Speakers of Other Languages (TESOL) industry associated with problems of pedagogical ethics and appropriacy. Based on th...

Over the last 10 years, there have been Vietnamese teachers taking Master of Education courses specialising in TESOL in Australian universities. These teachers are frequently sent to Australia under national and international scholarship schemes and are expected to go back to Vietnam to teach after completing their courses. While in Australia, they are exposed to different cultural and pedagogical practices that affect their identity formation. This paper examines the identity formation of these teachers with regard to how it is shaped and reshaped by their negotiations of their seemingly conflicting roles and selves simultaneously, as TESOL students in the Australian classroom, and as Vietnamese teachers in the Vietnamese classroom. Specifically, how these teachers perceived the issues of asking questions in lectures, and teacher ‐student relationships and interactions in both contexts is discussed. In Australia, the participants were international postgraduate students, who at the same time viewed themselves as Vietnamese teachers of English. It is assumed that in their Australian lectures, they had to negotiate whether to behave like an Australian student or like a Vietnamese one. As the former, they should enjoy an open and equal relationship with the teachers. But as the latter, they somehow needed to maintain a distance and show obvious respect to them. The former and the latter also involve different approaches to learning, because of different expectations. This paper first discusses the conceptual framework, and next presents the study. The data analysis and discussions follow, and finally, implications for TESOL education are offered. To provide the theoretical framework for this

Activation of the hypothalamic-pituitary-adrenal (HPA) axis has been associated with higher levels of cardiovascular (CVD) risk factors in adults. This study aimed to assess the relation between measures of HPA axis activity under resting conditions and CVD risk factors in a general population of adolescents at 17 years.A total of 1134 adolescents from the Western Australian Pregnancy Cohort (Raine) Study had phenotypic and socio-demographic data. The associations between HPA axis measures (plasma ACTH, total cortisol, calculated free cortisol, corticosteroid binding globulin (CBG), and salivary cortisol) and a range of cardiovascular risk factors were examined using multivariable linear regression models, with adjustment for gender, adiposity, birth weight, gestational age, and socio-behavioural factors.Plasma total cortisol was positively associated with systolic blood pressure (SBP) (p=0.011), total cholesterol, HDL-cholesterol, and triglycerides (all p0.001), and hs-CRP (p=0.047). Salivary cortisol was associated positively with HDL-C (p=0.033) and negatively with LDL-cholesterol (p=0.016); plasma calculated free cortisol was positively associated with triglycerides (p=0.006); plasma CBG was positively associated with total cholesterol and HDL-cholesterol (both p0.001), LDL-cholesterol (p=0.022), and hs-CRP (p=0.001). After correction for multiple comparisons, significant associations remained for total cortisol with total cholesterol, HDL-C, and triglycerides; for calculated free cortisol with triglycerides; and for CBG with HDL-C, total cholesterol, and hs-CRP. Plasma ACTH was not associated with any cardiovascular risk factor. There was no association between BMI and any measure of HPA axis activity.In an adolescent population, HPA axis measures under resting conditions are associated with a range of CVD risk factors. Clarification of the mechanisms underlying these associations in adolescence would be an important step in understanding the evolution of adult CVD.

Eastern education may be perceived by Western-oriented educators as something quite di=erent from the latters’ ‘advanced’ and ‘developed’ way of educating. Cultural di=erence in pedagogical practice may be experienced by Western English language educators not as di=erence but as de>cit. Eastern teachers of EFL are sometimes judged to be using ‘backward’ teaching and learning methodologies compared with the ‘advanced’ and widely-used Western methods, such as ‘Communicative Language Teaching’ (CLT).

C-reactive protein (CRP), smoking, and oral contraceptive (OC) use are associated with CVD risk in adults. This study examines the effect of smoking on high-sensitivity CRP (hs-CRP) levels, and the interactive effects of sex and OC use on this relationship in an adolescent cohort. A total of 1,050 adolescents (mean age 17 ± 0.25 years) from the Western Australian Pregnancy Cohort (Raine) Study had anthropometric, lifestyle, and metabolic measures recorded. The association between smoking status and log-transformed hs-CRP was analyzed using multivariable Tobit linear regression models, with adjustment for adiposity, lifestyle, and early-life confounders. A three-level variable (girls not using OCs, girls using OCs, and boys) was employed to assess the interactive effects of sex, OC use, and smoking. Smoking associated with higher hs-CRP levels in girls not using OCs (b = 0.571; P = 0.001), but not in girls using OCs (b = −0.117; P = 0.598) or in boys (b = 0.183; P = 0.2). OC use in nonsmoking girls was the strongest factor associated with higher hs-CRP levels (b = 1.189; P < 0.001). This study has demonstrated a more robust effect of smoking on hs-CRP levels in girls not using OCs compared with boys. The findings may explain why CVD risk conferred by smoking is higher in women than in men.

This paper explores how the Vietnamese culturally situated notions of ‘politeness’, which are embedded in Vietnamese postgraduate students' performance at different Australian universities, influence the way they write academic English. The data of this qualitative study were collected from in-depth interviews with four Vietnamese postgraduate students from different universities in Melbourne. The paper also makes suggestions to Australian academics on how they can best help Vietnamese postgraduate students' writing at universities.

I appreciate Sowden’s efforts in exploring plagiarism in relation to culture, and his arguing against stereotypical views of overseas students studying in English-speaking countries. Although I agree with Sowden that culture plays a significant role in students’ learning styles, and perhaps in the way plagiarism is interpreted cross-culturally, I would like to argue that culture is not the only influencing factor and should not be seen as solely responsible for plagiarism in students’ academic work. To support my points, I will first provide examples on how plagiarism is viewed in Vietnam. Then, I will argue that there appear to be several reasons why Western academics may rush to accuse overseas students of plagiarism.

Vietnam has a population of approximately 87 million, consisting of 54 ethnic groups, among which the Kinh account for 87 per cent of the population, with the rest making up around 11 million people (13 per cent of the total population), who speak about 100 languages (Dinh 2010). Among the 11 million people, more than one million are of Chinese and Khmer descent (Kosonen 2004). Vietnamese, the language of the Kinh group, has been the common language among Vietnamese in the country, at least since 1945. Across all these communities it is estimated that over 100 languages are spoken (Lavoie 2011), although many of these languages did not have writing systems until recently. Ten ethnic languages are used by over one million speakers in each group; and it was regulated by national language policy that users of these languages are entitled to bilingual education. These groups include Tay, Nung, H’mong, Muong, Cham, Khmer and Jrai, among others (Bui 2003). These languages have been put to official use at cultural events as well as being used as media for broadcasts on television and radio news. The Vietnamese Constitution, of 1946 and 1992, stated that all minority groups have the right to maintain their mother tongues in their schooling as well as to use their languages to preserve their ethnic cultures and values.

Objective - To assess the impact of pre­ natal screening on the birth prevalence of three categories of structural congenital anomaly: abdominal wall defects (om­ phalocele and gastroschisis), renal ag­ enesis/dysgenesis, and limb reduction defects. Setting - Glasgow, Scotland, United King­ dom. Methods - Data on the selected defects were obtained retrospectively from the population based Glasgow Register of Congenital Anomalies for the period 1980-91 inclusive. The register records all clinical or laboratory diagnoses of con­ genital anomaly in live births, stillbirths, and induced abortions occurring in women resident within the boundaries of the Greater Glasgow Health Board. The secular trends in the proportions of the defects diagnosed prenatally and ter­ minated after screening, and in their pre­ valence at birth and during pregnancy, were examined. A total of 154845 births were surveyed: 309 cases were identified in the selected anomaly categories. Results - 83 cases of omphalocele/ gastroschisis (5·4110000 births), 92 cases of renal agenesis/dysgenesis (5·9110000 births), and 134 cases oflimb reduction de­ fects (8·7/10 000 births) werefound. Marked increases occurred overthe study period in the proportions of cases diagnosed pre­ natally but not in the proportions ter­ minated. The greatest difference between the prevalence at birth and during preg­ nancy was found for omphalocele. There were no significant secular trends in the prevalence ofthe selected defects. Conclusions - Prenatal screening has made a limited epidemiological impact on the prevalence ofthese defects. It has been moderately (but inconsistently) effective in the avoidance of births of infants with omphalocele/gastroschisis and renal ag­ enesis/dysgenesis but not oflimb reduction defects. Future efforts should be directed towards improving the technical aspects of the ultrasonographic detection of fetal abnormalities and exploring in detail, loc­ ally, the reasons for the varying pattern of decision making about termination of pregnancy among prospective parents. (Journal of Medical Screening1995;2:67-70) In those areas with the appropriate facilities, prenatal screening combined with subsequent diagnosis and termination of pregnancy seems to be having an increasing impact on the birth prevalence of specific congenital anomalies, such as neural tube defects'" and Down's syndrome.i ' The steady expansion in the use of biochemical screening markers and a range of prenatal diagnostic techniques, particularly ultrasound, in obstetric practice might have been expected to result in a substantial increase in the proportion of major structural birth de­ fects identified prenatally with a consequent reduction in their birth prevalence. This study aimed at assessing the impact of prenatal screening on the birth prevalence of selected structural birth defects in a population subjected to continuous epidemiological sur­ veillance. The defects investigated were the anterior abdominal wall defects ofomphalocele and gastroschisis, renal agenesis and dysgenesis, and limb reduction defects. All these defects are characterised by unambiguous anatomical abnormalities which are potentially detectable on ultrasound scanning. They had also all been reported as having a relatively high prevalence in the study area."

edited by Colin Brock and Lorraine Pe Symaco, Oxford, Symposium, 2011, 348 pp., £28 (paperback), ISBN 978-1978-1-873927-563927-56-4 ISBN 978-1-873927-56-4 It seems the entire volume has been larg...

With the aim to improve the photonic efficiency of an organic light emitting diode (OLED) and its display duration, both the hole transport layer (HTL) and the emitting layer (EML) were prepared as nanostructured thin films. For the HTL nanocomposite films were prepared by spin coating solutions of poly(vinylcarbazole) (PVK) and PEDOT-PSS containing TiO2nanoparticles onto low resistivity ITO substrates; for the EML, TiO2-embedded MEH-PPV (MEH-PPV+nc-TiO2) conjugate polymers were spin-coated onto the HTL. OLEDs prepared from above mentioned films have the structure of multilayers such as Al/MEH-PPV+nc-TiO2/PVK+nc-TiO2/ITO and Al/MEH-PPV+nc-TiO2/PEDOT-PSS+nc-TiO2/ITO. Characterization of the nanocomposite films showed that both the I-V characteristics and the photoluminescence spectra of the nanocomposite materials were significantly enhanced in comparison to the standard polymers.

In this population-based cohort of 1179 children 11 to 12 years of age, equivalent benefits to adiposity and HRQoL were associated with different changes (trade-offs) in activities. BACKGROUND Understanding equivalence of time-use trade-offs may inform tailored lifestyle choices. We explored which time reallocations were associated with equivalent changes in children’s health outcomes. METHODS Participants were from the cross-sectional Child Health CheckPoint Study (N = 1181; 11–12 years; 50% boys) nested within the population-based Longitudinal Study of Australian Children. Outcomes were adiposity (bioelectrical impedance analysis, BMI and waist girth), self-reported health-related quality of life (HRQoL; Pediatric Quality of Life Inventory), and academic achievement (standardized national tests). Participants’ 24-hour time use (sleep, sedentary behavior, light physical activity, and moderate-to-vigorous physical activity [MVPA]) from 8-day 24-hour accelerometry was regressed against outcomes by using compositional log-ratio linear regression models. RESULTS Children with lower adiposity and higher HRQoL had more MVPA (both P < .001) and sleep (P = .002; P = .008), and less sedentary time (P = .02; P = .001) and light physical activity (P < .001; P = .04), each relative to remaining activities. Children with better academic achievement had more sedentary time (P = .03) and less light physical activity (P = .006), each relative to remaining activities. A 0.1 standardized decrease in adiposity was associated with either 55 minutes more sleep, 89 minutes less sedentary time, 34 minutes less light physical activity, or 19 minutes more MVPA. A 0.1 standardized increase in HRQoL was associated with either 64 minutes more sleep, 65 minutes less sedentary time, 72 minutes less light physical activity, or 29 minutes more MVPA. CONCLUSIONS Equivalent differences in outcomes were associated with several time reallocations. On a minute-for-minute basis, MVPA was 2 to 6 times as potent as sleep or sedentary time.