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Purpose: The purpose of this study was to describe and understand the experiences and impact of the Paralympic School Day program on disability-related perceptions of rural high school students. Methods: Ninth- and tenth-grade physical education classes from a rural high school participated in the Paralympic School Day event. Of the 68 who attended the event, 42 students furnished assent and consent to participate. Data from reflective writing responses were analyzed inductively using a three-step approach. Findings: The analysis revealed three interrelated themes: (a) "I didn't expect it to be fun": preconceptions and reality of trying parasport, (b) "Anyone can play a sport": developing new perceptions of disability, and (c) "I never realized how blessed I was": persistence of ableist framing. Discussion: As a result of participants interacting with and learning from athletes with physical disabilities, they developed an understanding of parasport and a new paradigm through which to view individuals with disabilities. [ABSTRACT FROM AUTHOR]

Background Methods Results Implications for School Health Policy, Practice, and Equity Conclusions Many students would benefit from trauma‐informed physical activity (PA); however, there is a lack of systematic guidance on incorporating trauma‐informed practices across school‐based PA opportunities. The purpose of this study was to generate a feasible framework for trauma‐informed school‐based PA.Framework development was guided by a modified Delphi approach, including an exploration phase and an evaluation phase. First, a multidisciplinary working group reviewed extant literature, mapping trauma‐informed practices onto the domains and components of the Comprehensive School Physical Activity Program (CSPAP). Subsequently, experts (n = 14) provided quantitative feedback on the utility and feasibility of these practices.Thirty‐three practices met pre‐determined thresholds for utility and feasibility. Across CSPAP domains, this included attending to: (a) safety; (b) positive communication and relationships; (c) empowerment, choice, and voice; (d) emotion management and skill building; (e) instructor competencies and support; and (f) cultural, historical, and gender issues.Incorporating trauma‐informed practices into existing frameworks and approaches to school‐based PA may promote uptake of practices that help meet the social and emotional needs of trauma‐exposed youth.The present output provides a foundation for generating tools and supports for incorporating trauma‐informed practices into school‐based PA promotion efforts. [ABSTRACT FROM AUTHOR]

ObjectiveMethodsResultsConclusionWe investigated the relationship between irregular sleep-wake patterns and other aspects of sleep and mental health among adolescents.Community-based sample of adolescents (n = 200, mean age 16.8; 61.7% female) completed baseline assessment (i.e. sleep quality, daytime sleepiness, depressive symptoms, social anhedonia, problematic alcohol use), and 7–8 consecutive days of wearing wrist actigraphy. Irregular sleep-wake patterns were assessed via two methods, both based on actigraphy, to capture day-to-day irregularity (intraindividual variability, IIV) and weekly irregularity (social jet lag, SJL). The Bayesian variability method was performed to calculate IIV in total sleep time (TST), sleep onset, and offset time. SJL was quantified as the actual difference in the sleep midpoint on school days versus non-school days.Greater IIV in TST was associated with poorer sleep quality (B = 1.66, 95% CI, 0.14, 3.31, p < .05), and greater depressive symptoms (B = 0.72, 95% CI, 0.17, 1.35, p < .05), while greater IIV in sleep offset time was associated greater depressive symptoms (B = 0.63, 95% CI, 0.03, 1.28, p < .05), and greater problematic alcohol use (B = 0.70, 95% CI, 0.12, 1.35, p < .05), all after adjusting for age, sex, family SES, alcohol drinks, and SJL. No significant association was found with sleep onset time. Greater SJL was associated with poorer sleep quality (B = 0.40, 95% CI, 0.27, 0.54, p < .001) and fewer problematic alcohol uses (B = −0.05, 95% CI, −0.09, −0.00, p < .05), when adjusting for age, sex, family SES, and alcohol drinks.Our findings add to a growing body of research on irregularity in sleep-wake patterns and clinical implications. [ABSTRACT FROM AUTHOR]

Efforts to implement high-quality communication instruction for students with autism spectrum disorder (ASD) and complex communication needs (CCN) may be difficult for some educators with limited time and resources. In this article, we offer guidance on implementing several economic strategies that can be easily embedded into existing classroom routines to improve student communication outcomes. These strategies include (a) facilitating observational learning, (b) using instructive feedback, (c) embedding communication instruction throughout the school day, and (d) programming for generalization. [ABSTRACT FROM AUTHOR]

Existing measures of belonging in schools do not explicitly elevate the contextual and cultural insights of the educators and students they were designed to assess. Our study addresses this shortcoming through the co-creation of an Opportunities to Belong survey measure for urban middle schoolers. The tool was developed in partnership with practicing educators and normed around Black and Latinx students (N = 225). Results of a multilevel confirmatory factor analysis revealed strong evidence for single factor structure. A within-persons multilevel model revealed that shifts in opportunities to belong predicted fluctuations in student engagement across different academic courses. Implications are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Forschungsjournal Soziale Bewegungen is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Translation abstract Cable support structure of the façade greening of the central warehouse of the Zurich Municipal Electric UnityThe façade greening of the new central warehouse of the Zurich Municipal Electric Unity (ewz) is an external structure made of supporting cables and hollow profiles that provides a total of 300 m2 of growing space for climbing plants. The supporting structure received a recognition at the award ceremony of the Prix Acier 2023 by the Swiss Center of Steel Construction (SZS). This article, which was presented in a similar form at the constructional steel day of the School of Engineering and Architecture of Fribourg in April 2024, documents the design process, the materialisation and structural design as well as selected aspects from the analysis and design of the supporting structure. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND METHODS RESULTS IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY CONCLUSIONS When well implemented, recess is a critical part of the school day for children's healthy development. We explored the implementation of a recess improvement process in 5 elementary schools across 3 states.We conducted a mixed‐methods implementation study in which we visited each school 3 times over 1 school year, collecting observational, interview, survey, and focus group data. Qualitative data were coded thematically and analyzed across schools. Quantitative data were tabulated and aggregated over time and across schools.We observed improvements in aspects of recess quality at each school, with three schools demonstrating the most progress. Quantitative data showed null effects in aggregate; however one school demonstrated significant improvements. Four criteria contributed to the quality and sustainability of recess reform: staff engagement, integration with other programs, student leadership, and recess communications.Program implementation research often refers to “buy‐in” as a key ingredient to successful adoption. We provide a tool that helps to operationalize buy‐in in the recess context.Changing the recess environment requires individual and institutional commitment to valuing recess as an important learning environment. School administrators must lead the change process and create institutional infrastructure to support success. [ABSTRACT FROM AUTHOR]

The article "In Memoriam: Michael H. Crawford (1939–2024)" published in the American Journal of Human Biology pays tribute to Dr. Michael H. Crawford, a pioneer in the fields of human biology and biological anthropology. Dr. Crawford's groundbreaking work over a career spanning more than 50 years significantly impacted our understanding of human diversity and origins. His research, mentorship, and leadership within the Human Biology Association left a lasting legacy in the field. Born in Shanghai to Russian and Scottish American expatriates, Dr. Crawford's life journey and scholarly contributions reflect a remarkable breadth of scholarship and a commitment to training the next generation of scholars in anthropological genetics and human biology. [Extracted from the article]

Dr. Lucinda Lee Katz was born and raised in North Beach, San Francisco, CA adjacent to Chinatown proper, where she spent her K-12 years attending San Francisco’s public schools. Throughout her K-12 education, her peers were primarily Chinese, but she never had a Chinese teacher. She attended Chinese school every day after school and on Saturdays through her senior year in high school, yielding a higher level of Cantonese proficiency. As a member of the National Teacher Corps (1965–1968), she earned a Master’s degree in teaching while also serving as a teaching intern at a public elementary school. Stationed at Jean Parker Elementary in San Francisco’s Chinatown for her first teaching assignment, she was thrust into running parent-teacher conferences that semester as her master teacher was ill. She met Mrs. Lau, the mother of Kinney Kimmon Lau, who was the main plaintiff in Lau v. Nichols (1974). At the time, the language of instruction at the school was English only. Throughout this interview, Lucinda illuminates how the advocacy of Mrs. Lau led her to be transformed by the justice orientation of a bilingual education model. [ABSTRACT FROM AUTHOR]

Introduction: School day structure has the potential to increase students' physical activity (PA) levels and form positive attitudes about PA. Including various PA opportunities and free play possibilities in the school schedule, especially outdoor recess, can improve students' moderate-to-vigorous PA (MVPA) levels during school time. Therefore, the main aim of the study was to investigate students' and their parents' attitudes about outdoor recess and PA opportunities in schools with different recess opportunities. Methods: Students from grades three to six (9-13-year-olds) and their parents responded to a questionnaire about the effect of outdoor recess and opportunities for PA during the school day. Schools were divided into three groups based on the recess opportunities during the school day: (1) "outdoor recess", (2) "outdoor recess on some days", (3) "indoor recess". Results: Students and parents of the "outdoor recess" group had significantlymore positive attitudes about outdoor recess and PA opportunities in school. Students of the "outdoor recess" group stated being significantly more active during their leisure-time compared to other groups. Parents of the "outdoor recess" group stated that the school has asked their opinion regarding PA opportunities during the school day significantly more compared to the other two groups. Discussion: These findings emphasize the positive effect outdoor recess can have on students' PA beliefs and habits. Parents of the "outdoor recess" group also had more positive attitudes toward PA which is important as parents most likely convey their attitudes and beliefs to their children. In addition, involving and informing parents is critical when changing the school schedule and introducing new school culture, to make the changes last. [ABSTRACT FROM AUTHOR]

PurposeMethodResultsDiscussionThe current study evaluated treatments derived from two functional analyses (FA) for a 7-year-old student with autism.The FA assessment was conducted at different times of the day and each revealed different functions in the morning and the afternoon.The morning FA suggested that problem behavior was maintained by positive reinforcement in the form of attention, whereas the afternoon FA showed that problem behavior was maintained by both positive reinforcement in the form of attention and negative reinforcement in the form of escape from task demands.results of this study suggested that differential reinforcement for appropriate behavior in a multiple schedule arrangement effectively reduced multiply maintained problem behavior across the school day. [ABSTRACT FROM AUTHOR]

Issue Addressed: This paper aims to explore Victoria parents' perceptions of their current practices and barriers in providing school lunches for their primary school children. Methods: Respondents were asked via an online survey about their lunch provision practices, perceptions of the healthiness of school lunches, and barriers to providing healthy school lunches. Data were analysed using different statistical techniques: Chi‐square test, Spearman correlation analysis, Mann–Whitney U test, and Kruskal–Wallis test. Results: In total, 359 respondents completed the survey. Most respondents (84%) reported their child takes a home‐packed lunch to school every day. Most respondents provided fruits (94%), vegetables (57%), and sandwiches (54%) every day for school lunches, whilst other core food items such as milk, meats, and legumes were provided less frequently. A substantial proportion of respondents provided some discretionary food items frequently (e.g., the proportion of respondents providing selected discretionary food items daily or 3–4 times/week: salty crackers—50%, sweet cookies/biscuits—40%, chips—20%). Respondents strongly agreed or agreed with several barriers; examples include not packing certain foods due to food spoilage concerns (50%) (school‐related), the allocated time at their child's school is not enough to eat and enjoy school lunch (48%) (school‐related), need more meal ideas (61%) (parent‐related), healthy foods take more time to prepare (51%) (parent‐related), and children request easy‐to‐eat food for school lunches (50%) (child‐related). Core food score (an indicator of frequency of preparing/packing core food) was negatively correlated with parent‐related and child‐related barrier scores, whilst discretionary food score (an indicator of frequency of preparing/packing discretionary food) was positively correlated with these barrier scores. Conclusions: Overall, home‐packed lunches remain the main option in primary schools in Victoria, and parents face several challenges in providing healthy lunches for their primary school children. So What?: The findings suggest the need for strategies from school leaders, education authorities, and policymakers to improve the quality of lunch content and address the barriers faced by parents. [ABSTRACT FROM AUTHOR]

The aim of this systematic review was to analyze the influence of the practice of Physical Activity (PA) before, during and after school hours on bullying and cyberbullying in children and adolescents. Studies were identified in four databases (PubMed, SCOPUS, Web of Science, ERIC) from January 2013 to March 2024. A total of 29 studies met the inclusion criteria. Seventeen studies used a cross-sectional design to explore the association between these variables, and 12 articles had a longitudinal design with PA interventions. The review found that PA is associated with significant improvements in bullying and cyberbullying, reduced depressive symptoms, and strengthened social relationships, responsibility, and self-esteem. PA before the school day may be effective in reducing bullying victimization. During the school day, it promotes affective behaviors related to bullying, such as empathy and respect for others, and optimizes psychological factors such as self-concept and self-esteem. After-school PA reduces bullying and disruptive behaviors in non-educational contexts. It is recommended to implement PA programs that address social, emotional and behavioral aspects throughout the day, with Educational Centers and Physical Education as the central axis. Didactic recommendations for implementing PA programs against bullying/cyberbullying in school and extracurricular contexts are included. [ABSTRACT FROM AUTHOR]

The article "Longer School Schedules, Childcare, and the Quality of Mothers' Employment" examines the impact of extended school days in Chilean primary schools on the job quality of mothers with children aged 6-13 years. The authors find that an increase in full-day school coverage leads to an increase in the likelihood of having a formal contract and a decrease in self-employment for mothers. The effects are more pronounced for less-educated mothers, who experience an increase in full-time employment and a decrease in self-employment. The study suggests that well-designed childcare programs and improved primary school conditions can help reconcile motherhood with work and improve job quality for women. [Extracted from the article]

Founded as a family-owned business in 1894, Bota Corp. has grown to become a major player in the footweor sector, with o presence in more than 70 countries. in india, the company established itse/f as the primary producer of affordable, durable footwear, with the result that the majority of generation X and mi#ennial consumers remember growing up with 8ata shoes, having worn them in their school days and often into early adulthood. Unfortunately, childhood memories can be difficult to translate into glamour; as a result, Bata struggled to position itself as a fashionable modern brand. This case study de/ves deep into the nuances of repositioning a heritage brand, and explores how Bata eventually succeeded in repositioning itself as a premium contemporary brand. The paper highlights the challenges associated with balancing legacy brand associations with desired image. It also shares valuable insights regarding the evolution of India's fashion and footwear industry, changing consumer behaviour in emerging markets, and the increasing globalisation and democratisation of fashion. [ABSTRACT FROM AUTHOR]

Introduction: Improving menstrual health among schoolgirls is essential to meeting the Sustainable Development Goals (SDGs) of good health and wellbeing (SDG 03), quality education (SDG 04), and gender equality (SDG 05). School participation and wellbeing among girls in low and middle-income countries are impacted by inadequate access to quality menstrual materials and WASH facilities, taboos around menstruation, and poor knowledge. Comprehensive evidence is needed to address these challenges and guide policy and practice. Methods: An assisted self-completed questionnaire was used to collect socio-demographic information, menstrual-related data, and school climate data from 486 girls in four mixed-gender government secondary schools in Mwanza, Tanzania. The mean (SD) of three Menstrual Practices and Needs Scale (MPNS-36) sub-scores were calculated. Specifically, the extent to which girls perceived needs for carrying and changing menstrual material in school (transport and school environment); washing and drying menstrual material (reuse needs); and privacy and drying menstrual material in school (reuse insecurity) were met. An ANOVA test compared MPNS scores for groups, and logistic regression examined the association between menstrual health and wellbeing outcomes (self-efficacy, menstrual anxiety, school attendance, and participation) and MPNS subscale scores. Results: The mean age of the 486 participants was 15.6 years (SD 1.3); 87% had started menstruating; the mean age at menarche was 14.2 years (SD 1.15). The majority (75%) of girls experienced pain during the last menstrual period, 39% had menstrual-related anxiety, and 16% missed at least one day of school due to menstruation. The mean MPNS subscale score (out of 3) for the reuse needs ranged from 1.0 to 2.1 across schools; 1.6 to 2.1 for reuse insecurity; and 0.9 to 1.8 for transport and school environment needs. The MPNS subscales had sufficient reliability (Cronbach alpha = 0.74 to 0.9). The subscales also had good construct validity with menstrual-related self-efficacy: higher scores for transport and school environment were associated with confidence to seek menstrual support, participate in class, and predict when periods were about to start. Conclusions: Schoolgirls have unmet needs related to transporting and using menstrual material in school, and these needs differed across schools in northern Tanzania. Menstrual-related pain remains a major reason for poor school attendance and participation. Interventions to address menstrual practice needs in schools are required and should include a strong pain management component. [ABSTRACT FROM AUTHOR]

Developing countries achieve surprisingly weak results in international cognitive competence studies. The results are about one to two standard deviations below the average norm-values obtained in Western countries. The results are so low that they are sometimes difficult to believe. For example, in the World Bank collection, Nigeria scored 262 student assessment points (SASQ, about two and a half standard deviations below the norm 500, equivalent in the IQ-scale to 64 points); in the Lim et al. collection, Yemen scored 336 SASQ (equivalent to IQ 75). These results have triggered opposition, factual-scientific criticism, but also ethical debates and political-ideological objections. We crosscheck the values here by comparing different sources of information, statistical analysis, and on-site reports. Results of the different test paradigms seem to be similar for country groups. However, there are sometimes major differences for individual countries. The same is true for comparing different test collections: results of grouped countries are similar, but single countries differ. Using education, GDP per capita and politics to predict test scores shows somewhat higher results for the Global South (5 IQ points), especially for Latin America (rising from 78 to 86 points in an IQ metric). Finally, observational studies of schools and every day life in several countries of the Global South point to problems in the scope and quality of instruction as well as of thinking. To improve outcomes and competences, it is recommended to expand education (e.g., kindergarten, extension of schooling) and better train teachers. Where there are large discrepancies between predictions and test results, the potential seems to be large. [ABSTRACT FROM AUTHOR]

Summary One of the most striking changes in the regulation of sleep–wake behaviour during adolescence is circadian phase delay. Light exposure synchronises circadian rhythms, impacting sleep regulation, however, the influence of real‐life light exposure on sleep variations remains less clear. We aimed to describe the sleep and light exposure patterns of high school students with comparable schedules and socio‐economic backgrounds, and to evaluate whether there was any association between them, considering chronotype. We analysed five school days and two free days of actigraphy records, from 35 adolescents (24 female, mean age: 16.23 ± 0.60). The sample was described using the Sleep Regularity Index (SRI), chronotype (actigraphy MSFsc), and self‐reported diurnal preference (Morning/Evening Scale). Regression models were constructed to assess the impact of light exposure (daytime and nighttime) on subsequent sleep episodes; and to confirm whether the associations could be an indirect consequence of chronotype. Despite following similar routines, the SRI varied considerably (48.25 to 88.28). There was compatibility between the actigraphy proxy for chronotype and the self‐reported diurnal preference, extracted using the circadian rhythm scale for adolescents. Less light exposure during the day was associated with later sleep onset and shorter sleep duration. An increase of 100 lux in average daytime light exposure advance of 8.08 minutes in sleep onset and 7.16 min in sleep offset. When the regressions were controlled for chronotype, these associations persisted. These findings facilitate discussions regarding the behavioural aspect of the impact of real‐life light exposure on sleep and its potential as a target for interventions aiming to enhance adolescents’ sleep quality. [ABSTRACT FROM AUTHOR]

The rise of automobile use in New York City in the 1920s placed pedestrians, particularly children and adolescents, in a new danger. Fatalities and injuries among youth involving automobile accidents created a public health crisis, especially as children navigated streets to and from school each day. The New York Automobile Club and the New York Police Department partnered with the school district to sponsor school safety patrols to educate children and protect them from this newfound danger. The motives of both sponsors, along with the increased expansion of police presence of school grounds, provide complexities, though, to this origin story. As scholars today intensify their explorations and investigations of police and carceral history in the United States, particularly involving black youth in urban centers, the origin story of school safety patrols in New York City has much to say about controlling and patrolling the nation's streets and beyond. [ABSTRACT FROM AUTHOR]

Objective: Schools are an important setting because students spend much of their time in school and engage in physical activity during the school day that could exacerbate asthma symptoms. Our objective is to understand the barriers and facilitators to implementing an experimental community health worker-delivered care coordination program for students with asthma within the context of the West Philadelphia Controls Asthma study. Methods: Surveys (n = 256) and semi-structured interviews (n = 41) were completed with principals, teachers, nurses, and community health workers from 21 public and charter schools in West Philadelphia between January 2019 and September 2021. Survey participants completed the Evidence Based Practice Attitudes Scale, the Implementation Leadership Scale, and Organizational Climate Index. Semi-structured qualitative interview guides were developed, informed by the Consolidated Framework for Implementation Research. Results: Participant responses indicate that they perceived benefits for schools and students related to the community health worker-based care coordination program. Several barriers and facilitators to implementing the program were noted, including challenges associated with incorporating the program into school nurse workflow, environmental triggers in the school environment, and challenges communicating with family members. An important facilitator that was identified was having supportive school administrators and staff who were engaged and saw the benefits of the program. Conclusions: This work can inform implementation planning for other locales interested in implementing community-based pediatric asthma control programs delivered by community health workers in schools. [ABSTRACT FROM AUTHOR]

"Left‐behind" children refer to those who live in rural areas but have parents migrating to urban areas for work. They are at increased risk for developmental problems and family dysfunction. However, we currently know little regarding their support systems at school. Using daily data over five school days from 90 adolescents (Mage = 13.70) in rural China, this study investigated daily associations linking teacher and peer support to school belonging, and how these associations varied by parental migration. Teacher but not peer support was positively associated with same‐day school belonging. However, this association was attenuated for adolescents with longer duration and history of parental migration. The findings highlighted the importance of considering school settings and within‐group variations for left‐behind adolescents. [ABSTRACT FROM AUTHOR]

Adolescents spend approximately one-third of their day at school. With the growing prevalence of adolescent asthma, 1 in every 10 adolescents copes with asthma throughout the day, including in the school environment. Yet, little is known about the school experiences of adolescent students with asthma. Guided by the social-ecological model, this study aimed to explore the links between asthma and school experiences in middle and high school as perceived by students with asthma. In-depth interviews were conducted with 20 adolescents with asthma aged 12 to 17 who attended middle or high school around the mid-west area of Florida. Students shared insights on their school experiences and academic performance. Data were analyzed and interpreted using thematic analysis. Four overarching and intertwined themes shaped the school experiences of students with asthma: 1. Asthma control and management; 2. Social support; 3. Asthma knowledge and awareness; and 4. Accommodation of health and academic needs. Study findings suggest addressing the school disparities of adolescent students with asthma through a comprehensive, multi-level approach. Schools should create asthma education opportunities, improve the school system and environmental accommodations, enhance asthma control, and increase continuous social support by peers and school personnel. [ABSTRACT FROM AUTHOR]

A school-based nutrition education intervention was implemented with second and third graders who used their functional health literacy skills of reading, writing, and speaking to learn about the MyPlate food model from the United States Department of Agriculture. The pretest-posttest intervention determined if children had ever seen the MyPlate food picture and if children participated in grocery shopping and meal making events with their family at home. Interactive health literacy accounted for the conversations that children had with their teachers about food and nutrition when learning about the MyPlate food model and when preparing three recipes over three days in the school classroom. Interactive health literacy strategies also included children’s ability to interact and learn about the MyPlate food model as a valid and reliable print and electronic material associated with meal planning. Implications and guidelines for teachers and parents are discussed for advancing the need for and understanding of functional and interactive health literacy for elementary children in the United States. [ABSTRACT FROM AUTHOR]

Background: The intrinsic link between food allergy and asthma is well-established, and comorbidity can exacerbate both conditions. Omalizumab, an anti-immunoglobulin E (IgE) antibody, has the biological plausibility to manage both conditions, but only a few small studies have assessed omalizumab in patients with comorbid asthma and food allergy. Patients and Methods: We conducted a post hoc analysis of placebo-controlled, randomized clinical trials (IA05 in children and 008/009 in adolescents/adults) and real-world observational studies (EXCELS and PROSPERO). For each study, patients with asthma were stratified by whether they had physician-reported food allergy, as per baseline characteristics data. Results: For patients with comorbid food allergy, there was evidence for increased atopy at baseline (numerically higher total IgE levels and atopic comorbidities). The collective body of evidence found that omalizumab consistently improved general and asthma-specific patient-centered outcomes (food allergy-specific outcomes were not available). For patients with asthma, omalizumab improved healthcare resource use (emergency room visits, hospitalizations, unscheduled doctor visits), quality of life (asthma-specific Asthma Quality of Life Questionnaire), productivity (missed work/school days and the Work Productivity and Activity Impairment: Asthma), and asthma outcomes (asthma exacerbations and Asthma Control Test score) regardless of comorbid food allergy. Conclusion: There was no loss of omalizumab efficacy even though patients with both asthma and food allergy appeared to be generally more atopic. Omalizumab may be a viable management option for patients with these comorbidities. Clinical trial registration: NCT00079937; NCT01922037; NCT00252135. Plain Language Summary: Food allergy and asthma are linked and if you have both conditions then you can feel worse. There is a treatment available, called omalizumab, that helps people with asthma and helps people with food allergy, but it's not clear if it can help people with both conditions. Here, we look at whether omalizumab can help people with bad to very bad asthma (also called moderate to severe asthma) who also have food allergy. We found that omalizumab improved many aspects of a person's life, including whether they visited the emergency room, were admitted to hospital, their quality of life, whether they missed school or work, and whether their asthma improved. These improvements occurred in all people with moderate to severe asthma, whether they had food allergy or did not have food allergy. This suggests that omalizumab can help people with both conditions. [ABSTRACT FROM AUTHOR]

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The presented unit explores the often-overlooked potential of integrating science, social studies, math, and ELA through the lens of a kindergarten unit centered around the creation of a dog park. Emphasizing collaborative decision-making and communication, the unit aligns with NGSS, C3 Framework, and common core standards, fostering twenty-first-century competencies and social-emotional learning. The four-week curriculum engages students in exploration, including map analysis, material assessment for dog park surfaces, and the construction of shade structures. Notably, the absence of predetermined "right answers" prioritizes skill development over final outcomes, fostering critical thinking and argumentation among students. Field tests revealed heightened student engagement, creativity, and extended learning beyond the classroom, indicating positive behavioral impacts and heightened parental involvement. Incorporating three-dimensional learning, the unit facilitates sensemaking of scientific concepts while nurturing interdisciplinary connections. This integration model, accessible via a public Google folder, exemplifies the potential of cross-disciplinary teaching, nurturing a deeper understanding of real-world applications and community engagement among young learners. [ABSTRACT FROM AUTHOR]

The role of computation in science is ever‐expanding and is enabling scientists to investigate complex phenomena in more powerful ways and tackle previously intractable problems. The growing role of computation has prompted calls to integrate computational thinking (CT) into science instruction in order to more authentically mirror contemporary science practice and to support inclusive engagement in science pathways. In this multimethods study, we present evidence for the Computational Thinking for Science (CT+S) instructional model designed to support broader participation in science, technology, engineering, and mathematics (STEM) pathways by (1) providing opportunities for students to learn CT within the regular school day, in core science classrooms; and (2) by reframing coding as a tool for developing solutions to compelling real‐world problems. We present core pedagogical strategies employed in the CT+S instructional model and describe its implementation into two 10‐lesson instructional units for middle‐school science classrooms. In the first unit, students create computational models of a coral reef ecosystem. In the second unit, students write code to create, analyze, and interpret data visualizations using a large air quality dataset from the United States Environmental Protection Agency to understand, communicate, and evaluate solutions for air quality concerns. In our investigation of the model's implementation through these two units, we found that participating students demonstrated statistically significant advancements in CT, competency beliefs for computation in STEM, and value assigned to computation in STEM. We also examine evidence for how the CT+S model's core pedagogical strategies may be contributing to observed outcomes. We discuss the implications of these findings and propose a testable theory of action for the model that can serve future researchers, evaluators, educators, and instructional designers. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)