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The time spent between sleeping periods, which is called the active period, has to accommodate all essential activities, including feeding, resting, social behavior, and reproduction. To minimize costs in terms of, e.g., predation risk, suboptimal foraging, or sleep deficiency, the active period of diurnal animals should be less than or equal to the daylight period. Thus, the active period of an animal should be shaped by local environmental conditions as well as by metabolic and reproductive demands. Chimpanzees, which exhibit reduced predator pressure and a flexible fission-fusion society, were chosen as a model to explore these links. We investigated the influence of sex, female reproductive status, dominance rank, and season on the duration of the active period of adult chimpanzees at Gombe National Park, Tanzania (1975-1992). Sexually nonreceptive females had shorter active periods compared to males, while receptive females had even longer active periods than males. Dominance rank did not influence the duration of the active period of nonreceptive females, but high- and middle-ranking males had shorter active periods compared to low-ranking males. Nonreceptive females exhibited longer active periods during the dry season than in the wet season. No seasonal effect was discovered for males, perhaps because they already had long active periods in the wet season. Nonreceptive females seem to be able to accommodate all essential activities in the daylight period available, probably because they live less socially than males. Thus, the active period does not reflect differences in female competitive abilities, but does reflect such differences in males. The duration of the active period appears to be a simple, reliable tool for exploring basic responses and constraints in animal societies. [ABSTRACT FROM AUTHOR]

Around the world, well-produced television programming can engage vulnerable, hard-to-reach audiences by offering informal education and enrichment. Akili and Me is an animated children's educational program available in Sub-Saharan Africa that provides age and culturally appropriate lessons. In 2018, the producers created socio-emotional and health content. This study examines the relationship between children's exposure to the new Akili and Me content and socio-emotional and health outcomes. Participants included low-income school children (mean age 5.32 years, SD = 0.82) from Arusha, Tanzania. Researchers conducted one-on-one baseline and post-intervention surveys with each participant. Over 12 weeks, the children attended afterschool sessions with screenings of Akili and Me, with distinct content screened on different days. The research team recorded children's attendance and assessed children's receptivity to the program through character identification. Using MLM regression models with data from 411 participants from 10 public schools, the analyses showed that a greater exposure and receptivity to Akili and Me predicted improved outcomes scores on the socio-emotional and health outcomes, controlling for sex, age, baseline scores, and general media receptivity (non- Akili and Me characters). Contributing to the literature on educational media, this study shows that exposure to an animated program can teach vulnerable preschool children socio-emotional and health content.