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Given the short-and long-term health implications associated with overweight and obesity plus the likelihood of overweight or obesity to continue into adulthood, addressing the causes of overweight and obesity in childhood is a significant public health concern. One underlying cause of overweight and obesity is insufficient physical activity. The Department of Health and Aging recommends children engage in at least 60 minutes of moderate to vigorous physical activity (MVPA) per day; however, these recommendations are met less frequently with increasing age, and girls less often meet these recommendations than boys. School lunch times have been identified as an ideal time for maximizing children's physical activity (PA), but studies have shown variable levels of PA among children during this time and research indicates that during school lunch times, girls are consistently less active than boys. Understanding influences on girls' participation in PA during this time may help to increase levels of PA for this demographic. Two South Australian schools, one government and one independent, were included in the sample. Four focus groups (three or four participants per group: total 13 participants) focusing on girls' perceptions of PA during the lunch break were conducted. Transcripts and field notes were analyzed using a social constructionist framework and thematic content analysis. The expectation to participate in activities considered "gender appropriate", maturation, and bullying/teasing were identified as explicit barriers to participation in lunch time play. Other important barriers included a "girls'" school uniform and feelings of inadequate competency. The ability to renegotiate gender stereotypes, a unisex school uniform, and perceived high competency were important facilitators of lunch time PA. Low levels of lunch time PA evident in many young adolescent girls may be due to many complex social factors. Therefore, these barriers may need to be addressed before any environmental interventions are likely to be effective.

PFAS are a family of manufactured chemicals that are highly persistent in the environment. Most people in the U.S. have been exposed to PFAS, but different groups of people may have higher exposure due to their environments. In recent years, peer-reviewed scientific studies have shown that PFAS are linked to numerous adverse human health effects. As a result, the U.S. Environmental Protection Agency (EPA) has taken a variety of actions to address PFAS, including proposing to designate PFOS and PFOA, two chemicals in the PFAS family, as hazardous substances under CERCLA, or Superfund. CERCLA is the primary legal mechanism in the U.S. for ensuring that hazardous chemicals are removed from the environment, and this designation would be a first step in protecting communities from ongoing exposure to legacy PFAs contamination. In the U.S., communities of color and low-income communities disproportionately bear the burden of pollution from private industry and the government, and PFAS are no exception. Environmental justice demands equal treatment in enforcement of environmental laws, which means that communities with disproportionately high pollution burdens should be prioritized for cleanups under CERCLA. At the same time that legacy PFAS contamination is being taken seriously at the federal level, the Biden Administration has committed to prioritizing action on environmental justice. This Note explores whether the hazardous substance designation, in combination with policies and guidance from the White House and EPA, will be sufficient to ensure prompt and complete PFAS remediation. [ABSTRACT FROM AUTHOR]

Background: With 1 in 3 adults globally living with chronic conditions and the rise in smartphone ownership, mobile health apps have become a prominent tool for managing lifestyle-related health behaviors and mental health. However, high rates of app abandonment pose challenges to their effectiveness. Objective: We explored the abandonment of apps used for managing physical activity, diet, alcohol, smoking, and mental health in free-living conditions, examining the duration of app use before abandonment and the underlying reasons. Methods: A scoping review was conducted based on the PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) guidelines and eligibility criteria were designed according to the SPIDER (Sample, Phenomenon of Interest, Design, Evaluation, Research type) framework. In total, 4 databases were searched (MEDLINE, Scopus, Embase, and PsycINFO) to identify quantitative and qualitative studies with outcome measures related to app abandonment in adults with free-living conditions, including reasons for abandonment and duration of use, for mobile apps related to WHO (World Health Organization) modifiable health behaviors and mental health. The included studies' risk of bias was appraised based on the STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) and COREQ (Consolidated Criteria for Reporting Qualitative Research) checklists. To enable data synthesis across different methodologies, app domains, demographic data, and outcome measures were categorized. Results are presented in 2 sections: quantitatively in a scatterplot to understand when users abandon apps and qualitatively through basic qualitative content analysis to identify the underlying reasons. Results: Eighteen eligible studies (525,824 participants) published between 2014 and 2022, predominantly from the United States, Canada, the United Kingdom, and Germany, were identified. Findings revealed a curvilinear pattern of app abandonment, with sharper abandonment soon after acquisition, followed by a slowing rate of abandonment over time. Taken together, a median of 70% of users discontinued use within the first 100 days. The abandonment rate appeared to vary by app domain, with apps focusing on alcohol and smoking exhibiting faster abandonment, and physical activity and mental health exhibiting longer usage durations. In total, 22 unique reasons for abandonment were organized into six categories: (1) technical and functional issues, (2) privacy concerns, (3) poor user experience, (4) content and features, (5) time and financial costs, and (6) evolving user needs and goals. Conclusions: This study highlights the complex nature of health app abandonment and the need for an improved understanding of user engagement over time, underscoring the importance of addressing various factors contributing to abandonment, from technical issues to evolving user needs. Our findings also emphasize the need for longitudinal studies and a consistent definition of app abandonment to better understand and mitigate this phenomenon, thereby enhancing the effectiveness of health apps in supporting public health initiatives. [ABSTRACT FROM AUTHOR]

Over the last decade a shift has occurred in Australia from an outcomes-based approach to curriculum design and delivery to organizing curriculum delivered as essential learning(s). Curriculum is identified in terms of essential learning that specifies standards for student achievement. Schools have been encouraged to develop rich curriculum contexts that will achieve the relevant standards. This article explores the place of the arts, and in particular music, in an essential learning framework. The knowledge, skills and behaviours of all arts disciplines are described in the frameworks in generic language. The impact on the provision and delivery of music will be discussed. Factors under consideration include the practical application of teaching music in schools by generalist and specialist teachers and the challenges presented for the education of pre-service generalist teachers.

Instrumental music teaching occupies a significant portion of the protean career of a musician. Musicians teach their instrument in schools, conservatoires and in private studios. The aim of this paper is to identify educational opportunities available for the education of musicians as instrumental music teachers, to discuss issues associated with their participation in these activities, and the challenges they face as practising teachers in schools and/or the private studio. In Australia, there are a variety of professional learning activities and training courses that the professional musician can undertake to expand her/his skills and knowledge as an instrumental music teacher. Not all of these educational opportunities are recognized as approved teacher education qualifications by the teacher registration boards in Australia. All instrumental music teachers in Australian schools must be registered with the teacher registration authority in the state or territory where they wish to work before they can seek employment. A discussion is presented in this paper on the issues associated with registration. The final section of this paper is devoted to a consideration of the different work environments and cultures in schools that may be experienced by professional musicians. (Contains 2 notes.)

Using publicly available data from RateMyProfessors.com, we explore whether an instructor's gender influences how students rate that instructor. Although RateMyProfessors.com may not accurately reflect quality teaching, it provides a unique window into how students construct their classroom experiences. Multiple regression analyses of 500 professors from five public universities in the state of Florida fail to reveal significant gender differences in ratings of "overall quality". Using more complex models, we test the hypothesis that female instructors are rated more positively when they display traditionally female traits, namely teaching in a traditionally female field and offering courses that are perceived as easier. Contrary to our expectations, our analyses fail to reveal the use of a gendered yardstick in quantitative evaluations of college instructors. Instead, perceptions of ease appear to be the great equalizer within this on-line context. (Contains 4 tables.)