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Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich 2010), suggesting a need for outside the classroom, occupation-specific language training. The use of technology has been shown to be advantageous for second language (L2) learning (Stockwell, 2007), especially when used outside the classroom (i.e., mobile-assisted language learning), as mobile technology affords learners greater control and flexibility over their own learning (Yang, 2013). This paper reports on a study investigating the development of a blended curriculum for L2 learners employed in customer service. A technology-mediated module was designed and developed within a task-based language teaching framework to provide workplace-linguistic support on mobile devices, enabling learners to access the language instruction they needed, when they needed it. The module contents and usability were assessed by high-beginner English proficiency newcomers employed in customer service (n=4) and their volunteer teachers (n=4). Results confirm the overall benefits of using language learning technology in providing instruction that meets participant language needs, ensuring opportunities for individualized training. Implications for designing, implementing, and researching technology-mediated modules are discussed., Les nouveaux arrivants au Canada ayant une faible maîtrise de l'anglais ou du français sont souvent confrontés à des difficultés sur le marché du travail (Kustec, 2012). Bien que les cours de langue offrent une formation linguistique en milieu de travail, les nouveaux arrivants ne sont pas tous en mesure d'assister à des cours en personne (Shaffir et Satzewich, 2010), ce qui suggère un besoin de formation linguistique en dehors de la salle de classe et spécifique à la profession. L'utilisation de la technologie s'est avérée avantageuse pour l'apprentissage d'une langue seconde (L2) (Stockwell, 2007), en particulier lorsqu'elle est utilisée en dehors de la salle de classe (c'est-à-dire l'apprentissage des langues assisté par le mobile), car la technologie mobile offre aux apprenants un plus grand contrôle et une plus grande flexibilité sur leur propre apprentissage (Yang, 2013). Cet article rend compte d'une étude portant sur le développement d'un programme d'études mixte pour les apprenants de L2 employés dans le service à la clientèle. Un module à médiation technologique a été conçu et développé dans un cadre d'enseignement des langues basé sur les tâches afin de fournir un soutien linguistique sur le lieu de travail sur des appareils mobiles, permettant aux apprenants d'accéder à l'enseignement linguistique dont ils ont besoin, quand ils en ont besoin. Le contenu et la convivialité du module ont été évalués par des nouveaux arrivants ayant des compétences en anglais de niveau débutant élevé et employés dans un service clientèle (n=4) et par leurs enseignants bénévoles (n=4). Les résultats confirment les avantages généraux de l'utilisation de la technologie d'apprentissage des langues pour fournir un enseignement qui répond aux besoins linguistiques des participants, en assurant des possibilités de formation individualisée. Les implications pour la conception, la mise en œuvre et la recherche de modules médiatisés par la technologie sont discutées.

Poor oral health could be associated with changes in musculoskeletal health over time. This aim of this study was to investigate the longitudinal relationship between oral health and decline in physical function in later life.We did a prospective analysis of two cohorts of older adults (aged 70 years or older) including men from the British Regional Heart Study (BRHS; n=612), and men and women from the Health, Aging and Body Composition (Health ABC) Study (n=1572), followed up for about 8 years. Data were available for clinical or self-reported oral health measures, muscle (grip) strength, and physical performance (chair stand and gait speed). ANCOVA models were used to assess the association between oral health and follow-up physical function scores. Multivariate logistic regression models were used to examine the associations between oral health and decline in physical function over the follow-up period. In the BRHS, changes in oral health and physical function were also assessed. All models were adjusted for relevant sociodemographic, behavioural, and health-related factors.In the BRHS, complete tooth loss and difficulty eating were associated with weaker grip strength at follow-up, and periodontal status was associated with decline in gait speed. In the Health ABC Study, complete tooth loss, poor self-rated oral health, and the presence of one oral health problem were associated with slower gait speed at follow-up. In both studies, dry mouth was associated with declines in physical function. In the BRHS, deterioration of dentition (tooth loss) over the follow-up period was associated with decline in chair stand speed (adjusted odds ratio 2·34 [95% CI 1·20-4·46]), as was deterioration in difficulty eating (2·41 [1·04-5·60]).Oral health problems are associated with poorer physical function and greater decline in physical function in older adults, and could be an indicator of individuals at risk of reduced physical capacity and subsequent frailty and disability in later life.The Dunhill Medical Trust and the US National Institutes of Health-National Institute of Dental and Craniofacial Research.

Background: Raw acceleration data lend themselves to innovative metrics in which comparisons can be made across populations. This study examined whether the intensity gradient (IG) or average accel...

Highlights • Children were most active and less sedentary during weekdays in comparison with weekend days. • Children were highly sedentary and spent little of their time at school in moderate-to-vigorous physical activity (MVPA), especially girls. • The afterschool period constituted the greatest accumulation of (MVPA) for both boys and girls during the week. This finding highlights the need for appropriate school-based interventions that can increase activity levels whilst minimizing time being sedentary. • Routine breaks in school elicit increases in light physical activity and (MVPA). Future work should consider the use of more active breaks within school time to encourage physical activity and reduce sedentary time., Background This study examined the volume and patterns of physical activity (PA) and sedentary time (ST) across different segments of the week among boys and girls. Methods A total of 188 children aged 7–12 years wore a wrist-mounted ActiGraph GT3X+ accelerometer for 7 days. Time spent in PA and ST was calculated using ActiLife software. The mean number of minutes of light PA, moderate PA, vigorous PA, moderate-to-vigorous PA (MVPA), and ST were calculated per weekday (before school, during school, and after school) and per weekend day (morning and afternoon–evening). Results After school represented the greatest accumulation of ST compared with before school and during school segments. Boys engaged in 225.4 min/day of ST (95% confidence interval (CI): 216–235), and girls engaged in 222.2 min/day of ST (95%CI: 213–231). During school, boys engaged in significantly more MVPA than girls (46.1 min/day (95%CI: 44–48) vs. 40.7 min/day (95%CI: 39–43)). Across the whole weekday, boys participated in significantly more MVPA than girls (103.9 min/day (95%CI: 99–109) vs. 95.7 min/day (95%CI: 90–101)). The weekend afternoon–evening segment represented the larger accumulation of ST, where boys were significantly more sedentary than girls (367.5 min/day (95%CI: 353–382) vs. 339.8 min/day (95%CI: 325–355), respectively). Conclusion Our findings suggest that children are highly sedentary and spend little of their time in school in MVPA, especially girls. Routine breaks in school elicit increases in light PA and MVPA. Future work should consider the use of more active breaks within school time to encourage PA and reduce ST.

PURPOSE Physical inactivity and overweight status has been linked to low socioeconomic status (SES) in youth. Parents are known to influence both their child's weight and physical activity (PA). The relationship between parent and child PA is of interest to many researchers; however, previous research typically relies on self-reported measures. The purpose of this study was to examine the relationship between parent and child moderate-to-vigorous PA (MVPA) and body mass index (BMI) in a sample of children (4-11 years old) using wrist-worn accelerometers and to explore mediating processes by which SES influences child MVPA and BMI through their parents MVPA and BMI. METHODS Parent and child dyads (n = 174) wore an ActiGraph GT3X+ accelerometer on their non-dominant wrist for 7 days. Mediation analyses were conducted to understand the indirect relationships between SES and child MVPA and BMI. RESULTS Weekend parent and child MVPA was significantly related (p

School-based health activities that involve parents are more likely to be effective for child health and well-being than activities without a parent component. However, such school-based interventions tend to recruit the most motivated parents, and limited evidence exists surrounding the involvement of hard-to-reach parents with low socioeconomic status (SES). Mothers remain responsible for the majority of family care; therefore, this study investigated mothers with low SES to establish the reasons and barriers to their involvement in school-based health activities and to propose strategies to increase their involvement in those activities. Interviews were conducted with mothers with low SES, who were typically not involved in school-based health activities ( n = 16). An inductive–deductive approach to hierarchical analysis revealed that there are several barriers resulting in mothers being less involved, particularly due to issues surrounding the schools’ Parent Councils and the exclusivity of school-based events. Efforts made by the school to promote health activities and involve parents in such activities were revealed, alongside recommendations to improve on these practices. The findings offer multiple ways in which future school-based health interventions can recruit and involve mothers with low SES.

High levels of childhood obesity have been observed globally over the last three decades. Schools are promising settings to implement interventions aiming to improve health-related behaviours in children. The aim of this study was two-fold; (1) explore the feasibility of Happy Homework (HH) from qualitative investigations with teachers and pupils and (2) examine preliminary effects of the HH pilot on children’s activity patterns, sleep and dietary behaviours. Four schools in Lanarkshire, UK, were randomised to either the HH intervention (n = 2) or usual curriculum control group (n = 2). The intervention ran for 8 weeks and consisted of interactive curriculum-focussed health and wellbeing homework tasks. Primary outcome measures were intervention fidelity, recruitment rates and compliance with trial procedures. Secondary outcomes were objectively measured physical activity (PA), sedentary behaviour (SB) and sleep via ActiGraph GT3X+ and activPAL4™ accelerometers, dietary intake, and screen-time (ST). Children (n = 158) were provided with informed consent, and subsequently, 68 of those children participated in this study. A recruitment rate of 43% and retention rate of 93% was observed. In relation to fidelity, the intervention group teachers (n = 3) provided children with HH each week for the full 8 weeks of the intervention. Compliance for ActiGraph GT3X+, BMI, ST and dietary intake questionnaire outcomes was high ranging from 91% to 100%, while 67% of the sample provided valid activPAL4™ data for both baseline and post-intervention. HH was found to improve measures of PA and SB in children in 8 weeks. Before progression to an effectiveness trial, additional procedures should be considered to improve recruitment rates, compliance with outcome measures, and implementation of the HH intervention long-term.

This study examined differences in physical activity (PA) estimates provided from raw and counts processing methods. One hundred and sixty-five children (87 girls) wore a hip-mounted ActiGraph GT3X+ accelerometer for 7 days. Data were available for 129 participants. Time in moderate PA (MPA), vigorous PA (VPA) and moderate-vigorous PA (MVPA) were calculated using R-package GGIR and ActiLife. Participants meeting the wear time criteria for both processing methods were included in the analysis. Time spent in MPA (-21.4 min.d

The GT3X+ worn at the wrist promotes greater compliance than at the hip. Minutes in SB and PA calculated from raw accelerations at the hip and wrist provide contrasting estimates and cannot be directly compared. Wear-time for the wrist (15.6 to 17.4 h.d

Previous school-based interventions have produced positive effects upon measures of children's health and wellbeing but such interventions are often delivered by external experts which result in short-term effects. Thus, upskilling and expanding the resources available to classroom teachers could provide longer-term solutions. This paper presents a feasibility study of an online health resource (Healthy Schools Resource: HSR) developed to assist primary school teachers in the delivery of health-related education. Four schools (n = 2 intervention) participated in this study. Study feasibility was assessed by recruitment, retention and completion rates of several outcomes including height, weight, waist circumference, blood pressure and several metabolic markers including HDL-cholesterol, triglycerides, glucose and dietary knowledge following a 10-12-week intervention period. The process evaluation involved fidelity checks of teachers' use of the HSR and post-intervention teacher interviews. A total of 614 consent forms were issued and 267 were returned (43%), of which, 201 confirmed consent for blood sampling (75%). Retention of children participating in the study was also high (96%). Of the 13 teachers who delivered the intervention to the children, four teachers were excluded from further analyses as they did not participate in the fidelity checks. Overall, teachers found the online resource facilitative of teaching health and wellbeing and several recommendations regarding the resource were provided to inform further evaluations. Recruitment and retention rates suggest that the teacher led intervention is feasible and acceptable to both teachers, parents and children. Initial findings provide promising evidence that given a greater sample size, a longer intervention exposure period and changes made to the resource, teachers' use of HSR could enhance measures of health and wellbeing in children.

This study evaluated agreement between activity outcomes and Euclidean Norm Minus One (ENMO) from accelerometers worn in a laboratory and free-living setting. Part 1: Thirty-seven participants (25.5 ± 10.5 years) completed laboratory-based activities. Part 2: Forty-two participants (32.3 ± 10.4 years) wore accelerometers on both wrists for 1 day. ActiGraph counts from the vector magnitude (VM) and ENMO values are presented. Part 1: Mean bias in counts from the VM and ENMO were low (1.2% to 3.1%). However, limits of agreement (LoA) were wide. Data from each wrist location did not provide equivalent estimates on average at the group level. Part 2: Mean bias for all data outcomes were low (all ≤ 7%) although LoA were typically wide. Statistically equivalent estimates on average at the group level were evident for VM, ENMO and moderate-vigorous PA. Estimates of these variables derived from either wrist could be compared at the group level.

This study used the intensity gradient (IG) and average acceleration metrics to describe children’s activity profiles and explore associations with body mass index (BMI) z-score. Two hundred and forty-six children (n = 138 girls) aged 9.6 ± 1.4 years wore a wrist-mounted ActiGraph wGT3X-BT accelerometer for 7 days on their non-dominant wrist. Physical activity (PA) metrics captured included: the IG which describes the intensity distribution of accelerations across the 24 h monitoring period; average acceleration which provides a measure of the volume of activity; total moderate-to-vigorous PA (MVPA) and inactive time. Acceleration was averaged over 5s epochs. Finally, BMI z-score was calculated for each participant. Average acceleration was negatively associated with BMI z-score (p

Limited studies have examined the diagnostic performance of body mass index (BMI), waist circumference (WC) or waist-to-height ratio (WHtR) for identifying cardiometabolic risk (increased clustered glucose, triglycerides, mean arterial pressure and inv-HDL-cholesterol) in pre-adolescent youth.To compare the utility of BMI, WC and WHtR as predictors of cardiometabolic risk (CMR) in Scottish pre-adolescent children.A cross-sectional analysis of 223 Scottish children (55.2% boys, mean age =8.4 years) was undertaken. BMI, WC and WHtR were used as exposure variables within multivariate logistic regression analysis and ROC analysis to examine the utility of these anthropometrical indices in identifying those at cardiometabolic risk.Individuals with an elevated WHtR, WC and BMI were 3.51 (95% CI = 1.71-7.23; p .001); 2.34 (95% CI = 1.35-4.06; p = .002) and 2.59 (95% CI = 1.42-4.73; p = .002) times more likely to be at cardiometabolic risk, respectively. The areas under the curves [AUC] to identify children with cardiometabolic risk were significant and similar among anthropometric indices (AUC's = 0.60-0.65). When stratified by BMI, both WC and WHtR demonstrated a fair-to-good ability for identifying those at cardiometabolic risk (AUC = 0.75-0.81).Findings suggest that the combination of BMI with either WC or WHtR may provide an added benefit in the assessment of cardiometabolic risk amongst pre-adolescents.

The purpose of this study was to evaluate the agreement between several activity measures using raw acceleration data from accelerometers worn concurrently on the dominant and non-dominant wrist. Fifty-five adults (31·9 ± 9·7 years, 26 males) wore two ActiGraph GT3X+ monitors continuously for 1 day, one on their non-dominant wrist and the other on their dominant wrist. Paired t-tests were undertaken with sequential Holm-Bonferroni corrections to compare wear time, moderate-vigorous physical activity (MVPA), time spent in 10-min bouts of MVPA (MVPA10 min ) and the average magnitude of dynamic wrist acceleration (ENMO). Level of agreement between outcome variables from the wrists was examined using intraclass correlation coefficients (ICC, single measures, absolute agreement) with 95% confidence intervals and limits of agreement (LoA). Time spent across acceleration levels in 40 mg resolution were also examined. There were no significant differences between the non-dominant and dominant wrist for ENMO, wear time, MVPA or MVPA10 min . Agreement between wrists was strong for most outcomes (ICC ≥0·92) including wear time, ENMO, MVPA, MVPA10 min and the distribution of time across acceleration levels. Agreement was strong in the low acceleration bands (ICC = 0·970 and 0·922) with a mean bias of 3·08 min (LoA -55·18 to 61·34) and -5·43 (LoA -43·47 to 32·62). In summary, ENMO, MVPA, MVPA10 min , wear time and the distribution of time across acceleration levels compared well at the group level. The LOA from the two lowest acceleration levels suggest further work over a longer monitoring period is needed to determine whether outputs from each wrist are comparable.

Feline glaucoma is often insidious in onset and slowly progressive with very subtle clinical signs. As a consequence, it is likely that the disease in cats is underdiagnosed. As cats typically present late in the course of disease, prognosis for long-term maintenance of vision is poor. Patient and owner compliance with frequent application of topical medications can be a limiting factor, and represents a serious clinical challenge. This review outlines the clinical features, classification, and pathophysiology of the feline glaucomas and provides current evidence on which to base the selection of appropriate treatment strategies for cats with glaucoma.

This study evaluated agreement in activity outcomes from ActiGraph accelerometers worn on both wrists in a laboratory and free-living setting. Part 1: Thirty-seven participants (25.5 ± 10.5 years) completed laboratory activities. Part 2: Thirty-nine participants (28.5 ± 9.8 years) wore accelerometers for 7 days. Outcomes included average acceleration and the intensity gradient (IG). Part 1: Average acceleration was equivalent at the group level between devices across all activity intensities. Wide limits of agreement ranging from 20.6% lower to 34.9% higher for the dominant wrist across all activities were observed. Part 2: The IG was equivalent between wrist locations, but average acceleration was approximately 8.5% higher when measured from the dominant wrist. Adjusting average acceleration values by -8.5% from the dominant wrist resulted in average acceleration falling within a strict 5% equivalence zone. Reducing average acceleration values from the dominant wrist by 8.5% results in equivalent outcomes between wrists during free-living.

PURPOSE This study explored the feasibility of conducting a classroom-based active breaks intervention on sedentary behavior (SB), physical activity (PA) and attention in 8-12-year-old children. METHODS Eight schools were randomized on a 1:1 basis to the control or intervention. Teachers selected 10 cards detailing an activity break at random. Children then undertook each of the ten activity breaks for 30 s, three times per day for 6 weeks. School and participant recruitment, attrition rates, percentage of outcome measures collected, and acceptability were used to explore the feasibility of the study. Mixed effects models were undertaken to examine intervention effects upon measures of PA, SB and attention. RESULTS Two hundred and thirty-nine consent forms were issued and 153 were returned (64%). Of the 153 consents, 146 children (95%) were measured at baseline, and 117 participated in the follow-up measures (80%) 6 weeks later suggesting the intervention was acceptable for the participants. From teacher interviews, it was noted that the intervention was feasible to implement, and teachers observed positive classroom behavior changes in children. Inclusion rates for outcome measures ranged from 49% to 66%. Significant, intervention effects were observed for sitting time (B = -27.19; 95%CI: -36.84, -17.17), standing time (B = 23.51; 95%CI 14.1, 32.45) and the number of sit to stand transitions (B = 16.1; 95%CI 4.7, 26.79). CONCLUSION Findings suggest that it was feasible and acceptable to implement an active breaks intervention within the classroom setting. Future work should consider the effectiveness of implementing this intervention across a full academic year.