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BackgroundAntiretroviral (ART) adherence among people living with HIV (PLWH) continues to be a challenge despite advances in HIV prevention and treatment. Mobile health (mHealth) interventions are increasingly deployed as tools for ART adherence. However, little is known about the uptake and attitudes toward commercially available, biprogrammatic mobile apps (ie, designed for both smartphone and short message service [SMS] messaging) among demographically diverse PLWH. ObjectivesThe Florida mHealth Adherence Project for PLWH (FL-mAPP) is an innovative pilot study that aimed to determine the acceptability of a commercially available, biprogrammatic mHealth intervention platform to ensure medication adherence and gauge the current attitudes of PLWH toward current and future mHealth apps. MethodsA predeveloped, commercially available, biprogrammatic mHealth platform (Care4Today Mobile Health Manager, Johnson & Johnson, New Brunswick, NJ) was deployed, with self-reported ART adherence recorded in the app and paper survey at both short term (30-day) or long-term (90-day) follow-ups. Consented participants completed baseline surveys on sociodemographics and attitudes, beliefs, and willingness toward the use of mHealth interventions for HIV care using a 5-point Likert scale. Chi-square tests and multivariate logistic regression analyses identified correlations with successful uptake of the mHealth platform. ResultsAmong 132 PLWH, 66% (n=87) initially agreed to use the mHealth platform, of which 54% (n=47) successfully connected to the platform. Of the 87 agreeing to use the mHealth platform, we found an approximate 2:1 ratio of persons agreeing to try the smartphone app (n=59) versus the SMS text messages (n=28). Factors correlating with mHealth uptake were above high school level education (adjusted odds ratio 2.65; P=.05), confidence that a clinical staff member would assist with mHealth app use (adjusted odds ratio 2.92, P=.048), belief that PLWH would use such an mHealth app (adjusted odds ratio 2.89; P=.02), and ownership of a smartphone in contrast to a “flip-phone” model (adjusted odds ratio 2.80; P=.05). Of the sample, 70.2% (n=92) reported daily interest in receiving medication adherence reminders via an app (80.4% users versus 64.7% nonusers), although not significantly different among the user groups (P=.06). In addition, 34.8% (n=16) of mHealth users reported a theoretical “daily” interest and 68.2% (n=58) of non-mHealth users reported no interest in using an mHealth app for potentially tracking alcohol or drug intake (P=.002). ConclusionsThis commercially available, biprogrammatic mHealth platform showed feasibility and efficacy for enhanced ART and medication adherence within public health clinics and successfully included older age groups. Successful use of the platform among demographically diverse PLWH is important for HIV implementation science and promising for uptake on a larger scale.

The main purpose of this study was to identify the challenges of using formative assessment (FA) and authentic assessment (AA) in physical education (PE) teaching, based on some experienced teachers' perspectives. Semi-structured interviews of four teachers were conducted and analysed. The results show how the teachers operationalised the FA and AA to support student learning. They emphasised that to obtain positive results for teachers and pupils, it is key that the teaching is organised with assessment in mind, and that the assessment is structured. The study concludes that with pedagogic knowledge and a positive attitude to use the FA and AA, it is possible to overcome the drawbacks revealed in the PE assessment literature. Nevertheless, these teachers belonged to communities of practice linked to the FA and AA in PE, which seems to be a key factor to achieve the desired 'assessment literacy' needed to initiate those changes in PE.

Intraspecific competition is believed to play a pivotal role in shaping the structure and resource use of migrant and resident bird communities. We compared seasonal movements and apparent survival of patagially-markcd and radio-tagged individuals of a Neotropical subspecies of Turkey Vulture (Cathartes aura ruficollis) in central Venezuela in relation to the presence and absence of a larger, dominant, northern subspecies, C. a. meridionalis. We found that the ruficollis population was partially migratory during the periods when migrants arrived and departed. Tagged individuals used areas with higher and lower proportional forest and semi-open vegetation types, respectively, during the dry season than wet season months to avoid competition with migrants. Moreover, apparent survival of ruficollis was lower during sympatry than allopatry. Our study provided evidence that C. a. meridionalis competed with C. a. ruficollis during their tropical residence period, supporting the hypothesis that intraspecific competition contributes to niche separation between these subspecies. Received 1 November 2022. Accepted 11 August 2023. Key words: competition, land cover, Neotropics, resource partitioning, Venezuela. La competencia intraespecifica juega un papel fundamental en la estructura y uso de recursos de las comunidades de aves migratorias y residentes. Comparamos los movimientos estacionales y la sobrevivencia aparente de la cataneja cabeza roja neotropical (Cathartes aura ruficollis) marcada patagialmente y con radiotransmisores en el centro de Venezuela con relacion a la presencia y ausencia de una subespecie boreal mas grande y dominante, C. a. meridionalis. Encontramos que algunos individuos de ruficollis eran migrantes parciales durante la estacion seca, utilizaban areas con mayor y menor proporcion de vegetacion boscosa y ambientes semiabiertos, respectivamente, durante la estacion seca en comparacion con los meses de la estacion humeda para evitar la competencia con los migratorios boreales, y que la sobrevivencia aparente de ruficollis fue mas baja durante simpatria que en alopatria. Nuestro estudio proporciono evidencia de que C. a. meridionalis podria competir con C. a. ruficollis durante su periodo de residencia tropical, lo que respalda la hipotesis de que la competencia intraespecifica podria contribuir a la separacion de nichos entre estas subespecies. Palabras clave: cobertura del suelo, competencia, Neotropico, reparto de recursos, Venezuela., Migrant congeners coexist with more sedentary and resident individuals in many species of birds, including scavengers and raptors, during winter in the northern hemisphere (Bohall-Wood and Collopy 1986, Heredia et [...]

Ride-hailing businesses, including Uber and Lyft, have reshaped road traffic since they first began operating in the United States approximately a decade ago. It follows that ride-hailing may also alter the incidence and distribution of road traffic crash injuries and deaths. The available evidence relating ride-hailing to crashes is critically reviewed in this article. We present a theoretical model that synthesizes the hypothesized mechanisms, and we identify common methodological challenges and suggest priorities for future research. Mixed results have been reported for the overall incidence of road traffic crash injuries and deaths, likely due to heterogeneous impacts on vehicular traffic flow (e.g., increasing the volume of vehicles); on vehicle-, person-, and event-level characteristics (e.g., reducing alcohol-impaired driver crashes); on road-user types (e.g., increasing pedestrian crashes); and on environmental conditions (e.g., reducing crashes most substantially where public transit access is poorest). The lack of a well-developed theory of human mobility and methodological challenges that are common to many ecological studies impede exploration of these sources of moderation. Innovative solutions are required to explicate ride-hailing's heterogeneous impacts, to guide policy that can take advantage of the public health benefits of ride-hailing, and to ensure that research keeps pace with technological advances that continue to reshape road traffic use.

Purpose: The aim of this study was to investigate coaches' perceptions of using sport education (SE) for the first time with socially vulnerable children in order to explore its suitability for equipping young people living in precarity with the skills they need to take positive action to challenge their socially vulnerable backgrounds. In doing so, we want to explore what experiences of learning to use SE these coaches had and what their perspectives of the children's learning were. Settings and participants: The study developed in a community-based program in three economically disadvantaged neighbourhoods with high rates of delinquency in a city in Central Spain. The programme is run by a non-governmental organization and is funded by several public institutions and private donations. The study included three youth workers who acted as coaches and 31 nine- to eleven-year-olds from different ethnic groups. Programme: The SE season comprised 36 one-hour sessions which included an introduction to SE and the activity called ringo (two lessons), a pre-season (14 lessons), a season (18 lessons) and culminating event preparation and celebration (two lessons). Ringo is a net game, which was chosen to improve participation. Data collection/analysis: Four focus groups were conducted with the coaches and an open analysis format was followed, using open-ended questions. The first author also kept a diary of his experience as a participant observer, including field notes and participation in focus groups. The data were transcribed verbatim and analysed through thematic analysis. Findings: Three major results were found. First, although coaches perceived that sport had a great potential for children to get several benefits, the quality of the pedagogical strategies they used to implement before the study did not allow them to reach those benefits. Second, SE gave the coaches the possibility to enact an ethic of care with participant children; emotional labour played a key role in that process, allowing coaches to care both for children and for themselves. Third, coaches appreciated how SE features, especially competition, teams, festivity, and the culminating event, favoured motivation and engagement, what improved behaviour and the assumption of roles responsibilities. Conclusions: Sport per se is not enough to teach ethical conduct. However, a quality programme which exposes young people to the stimuli they need, and efficient physical educators who can develop the programme properly and with a coherent attitude are necessary. Pre-service education for any future professional working with youth from socially vulnerable backgrounds (teachers, coaches, youth workers) should consider the need of teaching pedagogies of affect like SE as well as the development of an ethic of care and emotional labour.

Sport and physical education are considered a powerful tool to empower children from socially vulnerable backgrounds (SVB). The purpose of this study was to analyse coaches' perceptions of the effect of the Sport Education (SE) pedagogical model, and use of the allocation of roles beyond player in particular, on the empowerment of children from SVB who participated in a community-based programme. Participants included three coaches, the lead researcher and 31 nine- to eleven-year-olds (17 boys and 14 girls) from diverse ethnic groups (Roma, North African, Latin-American, Caucasian and sub-Saharan). A 36 one-hour session's SE season was implemented. The data were obtained by four focus groups (before implementing the programme; at the end of the pre-season; after the first round of the formal competition; when the programme was completed) and a diary of the lead researcher who participated as participant observer. Coaches' perceived that SE roles were authentic empowering strategies to help children from SVB to have experiences of meaningful participation in a safe environment, sharing power through the responsibilities they assumed, collaboration, and challenging gender stereotypes. In order to accomplish those results, SE had a flexible implementation in terms of duration and roles assignment to become more student-centred, roles were clearly defined to guarantee a safe environment for the children coaches showed an authentic ethic of care, and gender stereotypes were broken through going beyond the equality of opportunities.

Given the rapid growing number of the ageing population worldwide, it has been questioned how health and wellbeing in old age can be improved, especially for women in socially vulnerable contexts. Research have shown that social aspects are key determinants for older-age groups' engagement in an active life. It is crucial to understand older people's experiences with physical activity in order to develop interventions that contribute to health promotion beyond disease prevention. The study's purpose was to explore the experiences of middle-aged and older socially vulnerable women with physical activity within a public-funded programme under the "Sistema Único de Saúde" -- SUS [Brazilian public healthcare system]. The study involved a Health and Physical Education professional and 16 women (43-66y) who regularly attended the programme. Data were generated through condensed fieldwork, employing semi-structured interviews and non-participant observation of sessions. Drawing on salutogenesis theory and a critical gender perspective, a qualitative analysis was conducted using the constant comparative method. From the women's experiences, a major finding was the construction of a community of active women, which served as a collective resource to support them in the process of health development. Relating to the emerging community, another three themes were developed. The first was dancing and challenging the gender order, referring to women's experiences of negotiating a collective identity and disrupting the invisibility of their bodies. The second was the HPE professional's dialogical pedagogies as emancipatory, revealing the ways in which the community was supported. The third was the empathetic relationships among the women as a way of coping, representing the women's positive experiences of social support, connectedness and resilience. The findings supported the conclusion that there are promising possibilities for research and practice in socially vulnerable contexts to widen the contributions to health promotion that are not limited to exercise prescription.

Physical education is expected to play a significant role in developing pupils' health. This is the case in Scotland, where physical education is located in a prioritised cross-curricular area of Health and Wellbeing (HWB). However, there is a lack of evidence on the extent to which physical education contributes to pupils' HWB under the new curriculum. Given that there is a growing interest in exploring how teachers enact pedagogies as a response to mental health issues, this study seeks to examine the practices of teachers who identify as being committed to pedagogies of affect within a sample of Scottish secondary schools. The purpose of this study was to report how pupils and teachers talk about the contribution of physical education to pupils' HWB, with a particular focus on the affective domain. The study on which this paper is based used qualitative methods within a grounded theory approach. Six physical education teachers who were from four different secondary schools participated in semi-structured interviews. Pupils were selected by the teachers and participated in focus group interviews. We outlined two main themes: (1) teachers' and pupils' practices in building confidence in pupils, which was exclusive to the female pupils and teachers; (2) teachers' concerns with building relationships with pupils. A notable finding was that teachers who had an explicit and direct intention for affective learning among their pupils sought to build a trusting relationship with pupils as a basic concern to implement teaching for affective learning, rather than the need for an emphasis on lesson contents and specific teaching approaches. This study could be a valuable resource for teacher professional learning as the findings referred to teachers' regular practices and their knowledge of the curriculum, especially for those who recognise a need to enact pedagogies of affect.

Physical education puts the body center stage. Embodiment has emerged as a concept that broadens the focus on the body beyond the dualistic natural scientific point of view. Research into embodied learning and embodiment has had various focuses, including the sociological aspects of embodiment and the embodied experiences of students. This article is a literature review of peer-reviewed empirical studies aiming to explore empirical research on pedagogies of embodiment in physical education. We ask what characterizes the empirical research literature on pedagogies of embodiment in physical education, and what implications for teaching and learning we can find in this literature. Forty-two studies met the criteria and were included in the review. Based on a thematic analysis of the studies, two main themes emerged. The first theme, 'enabling critical reflection', highlights that physical education can contribute to the development of critical thinking skills among pupils and provide them with safe spaces to discuss 'taken for granted' understandings of gender, health, and body ideals within physical education. The second main theme, 'Exploring (new) movements', shows how pupils' exploration of (new) movements can contribute to the development of body awareness and meaningful experiences. Physical education taught after principles of pedagogies of embodiment involves pupil-centered approaches and inductive approaches to teaching. These approaches give pupils the opportunity to be involved in choosing activities and creating content. Pedagogies of embodiment place focus on the importance of reflection before, during, and after activities in physical education, and expand the repertory of activities that physical education may include. In this way, pedagogies of embodiment may facilitate embodied learning, empowerment, and positive experiences of being in movement. Future research should investigate further the possibilities pedagogies of embodiment gives for teachers and learners, and how the potential to challenge traditional pedagogy can be developed.

Ridehailing services such as Uber have been promoted as viable interventions for curbing alcohol-involved driving fatalities. However, evidence of ridehailing's impact has been mixed, with some studies finding no association but others finding either an increase or a decrease in fatalities. We contribute to this literature by examining more recent years of data, which capture a period during which Uber ridership has grown substantially and alcohol-involved fatalities have increased. Furthermore, we test whether the relationship between Uber availability and traffic fatalities depends on local characteristics. We employ multivariate regression models to test the association between Uber availability and total, alcohol-involved, and weekend and holiday-specific traffic fatalities in the 100 most populated metropolitan areas in the United States between 2009 and 2017. We find that Uber availability is not associated with changes in total, alcohol-involved, and weekend and holiday-specific traffic fatalities in aggregate, yet it is associated with increased traffic fatalities in urban, densely populated counties.

Purpose: The purpose of this study was to carry out a systematic review of intervention programs that have addressed affective learning outcomes within physical education and to explore pedagogical practices in alignment with teaching, lesson content, and learning outcomes. Method: The literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Included were 26 peer-reviewed pedagogical studies of physical education programs that addressed affective outcomes and reported fidelity of implementation. Results and Discussion: Affective outcomes were grouped into four themes: motivation, emotional responses, self-concept, and resilience. The findings showed that offering choice, encouraging peer feedback, asking deductive questions, focusing on personal improvement, and differentiating are effective teaching strategies that were widely used to support affective learning in children and adolescents. This review highlights the importance of fidelity of implementation to understand how intervention programs are delivered.