China is home to the second largest population of children and adolescents in the world.Yet demographic shifts mean that the government must manage the challenge of fewer children with the needs of an ageing populatio...China is home to the second largest population of children and adolescents in the world.Yet demographic shifts mean that the government must manage the challenge of fewer children with the needs of an ageing population,while considering the delicate tension between economic growth and environmental sustainability.We mapped the health problems and risks of contemporary school-aged children and adolescents in China against current national health policies.We involved multidisciplinary experts,including young people,with the aim of identifying actionable strategies and specific recommendations to promote child and adolescent health and wellbeing.Notwithstanding major improvements in their health over the past few decades,contemporary Chinese children and adolescents face distinct social challenges,including high academic pressures and youth unemployment,and new health concerns including obesity,mental health issues,and sexually transmitted infections.Inequality by gender,geography,and ethnicity remains a feature of health risks and outcomes.We identified a mismatch between current health determinants,risks and outcomes,and government policies.展开更多
The education of migrant workers＇ children is not only education but also social issue. Countries and places have introduced a number of policies to address the issue in a timely manner. At first, this paper analyzes...The education of migrant workers＇ children is not only education but also social issue. Countries and places have introduced a number of policies to address the issue in a timely manner. At first, this paper analyzes the compulsory education policy for migrant workers＇ children and off-site college entrance policy, then find that there are still many problems in the formulation and implementation of policy. In the future, the relevant departments should be through improving the social status of migrant workers, increasing efforts to support the private school children of migrant workers, increasing investment in adult education, increasing the publicity of city, such the four aspects of policy guidance to coordinate and solve the education of migrant workers＇ children.展开更多
Purpose: To evaluate the potential of a year-round school calendar (180-day school year distributed across 12 months) as an intervention comparedto a traditional school calendar (180-day school year distributed across...Purpose: To evaluate the potential of a year-round school calendar (180-day school year distributed across 12 months) as an intervention comparedto a traditional school calendar (180-day school year distributed across 9 months) for mitigating children's weight gain and fitness loss viaa natural experiment.Methods. Height, weight, and cardiorespiratory fitness (CRF) (i.e., Fitnessgram Progressive Aerobic Cardiovascular Endurance Run) were measured inchildren (5—12 years old) in 3 schools (2 traditional, 1 year-round, n = 990 students, age = 8.6 土 2.4 years, 53.1% male, 68.9% African American) from1 school district. Structure (represented by the presence of a school day) was the independent variable. Changes in body mass index (BMI), age- andsex-specific BMI z-scores (zBMI), BMI percentile, percent of overweight or obese children, and CRF (Progressive Aerobic Cardiovascular EnduranceRun laps completed) were assessed for summer 2017 (May—August 2017), school year 2017/2018 (August 2017—May 2018), and summer 2018(May—August 2018). Primary analyses examined the overall change in weight and CRF from summer 2017 until summer 2018 via multilevel mixedeffects regression, with group (traditional vs. year-round calendar), time, and a group-by-time interaction as the independent variables. Secondaryregression analyses estimated differences in change within and between groups during each time period, separately.Results. Year-round students gained less BMI (difference in A = —0.44, 95% confidence interval (CI): —0.67 to —0.03) and less CRF (differencein △ = — 1.92, 95%CI: —3.56 to —0.28) than students attending a traditional school overall. Compared with traditional students, during both sum・mers, year-round students gained less BMI (summer 2017 difference in A = —0.15, 95%CI: —0.21 to —0.08;summer 2018 difference in△ = —0.16, 95%CI: —0.24 to —0.07) and zBMI (summer 2017 difference in A = —0.032, 95%CI: —0.050 to —0.010;summer 2018 difference in△ = —0.033, 95%CI: —0.056 to —0.009), and increased CRF (summer 2017 difference in A = 0.40, 95%CI: 0.02—0.85;summer 2018 differencein A = 0.23, 95%CI: —0.25 to 0.74). However, the opposite was observed for the school year, with traditional students gaining less BMI andzBMI and increasing CRF compared with year-round students (difference in BMI A = 0.05, 95%CI: 0.03—0.07;difference in zBMI A = 0.012,95%CI: 0.005—0.019;difference in Progressive Aerobic Cardiovascular Endurance Run laps A = —0.43, 95%CI: —0.58 to —0.28).Conclusion'. The year-round school calendar had a small beneficial impact on children's weight status but not CRF. It is unclear if this benefit tochildren's weight would be maintained because gains made in the summer were largely erased during the school year. Trajectories of weight andCRF gain/loss were consistent with the structured days hypothesis.展开更多
Data from the last 50 years suggest that pediatric pa-tients typically suffer cardiothoracic injuries following blunt traumatic force(70%) in the setting of either motor vehicle crashes(53.5%) or vehicle-pedestrian ac...Data from the last 50 years suggest that pediatric pa-tients typically suffer cardiothoracic injuries following blunt traumatic force(70%) in the setting of either motor vehicle crashes(53.5%) or vehicle-pedestrian accidents(18.2%). Penetrating trauma accounts for 30% of pediatric cardiothoracic injuries, half of which are gunshot wounds. Graduated driver licensing progr-ams, gun-control legislation, off-road vehicle regulation, initiatives such as "Prevent the Bleed", as well as prof-essional society recommendations are key in preventing pediatric cardiothoracic injuries.展开更多
Purpose:To identify co-produced multi-stakeholder perspectives important for successful widespread physically active learning(PAL) adoption and implementation.Methods:A total of 35 stakeholders(policymakers n=9;commer...Purpose:To identify co-produced multi-stakeholder perspectives important for successful widespread physically active learning(PAL) adoption and implementation.Methods:A total of 35 stakeholders(policymakers n=9;commercial education sector,n=8;teachers,n=3;researchers,n=15) attended a design thinking PAL workshop.Participants formed 5 multi-disciplinary groups with at least 1 representative from each stakeholder group.Each group,facilitated by a researcher,undertook 2 tasks:(1) using Post-it Notes,the following question was answered:within the school day,what are the opportunities for learning combined with movement?and(2) structured as a washing-line task,the following question was answered:how can we establish PAL as the norm?All discussions were audio-recorded and transcribed.Inductive analyses were conducted by 4 authors.After the analyses were complete,the main themes and subthemes were assigned to 4 predetermined categories:(1) PAL design and implementation,(2) priorities for practice,(3) priorities for policy,and(4) priorities for research.Results:The following were the main themes for PAL implementation:opportunities for PAL within the school day,delivery environments,learning approaches,and the intensity of PAL.The main themes for the priorities for practice included teacher confidence and competence,resources to support delivery,and community of practice.The main themes for the policy for priorities included self-governance,the Office for Standards in Education,Children’s Services,and Skill,policy investment in initial teacher training,and curriculum reform.The main themes for the research priorities included establishing a strong evidence base,school-based PAL implementation,and a whole-systems approach.Conclusion:The present study is the first to identify PAL implementation factors using a combined multi-stakeholder perspective.To achieve wider PAL adoption and implementation,future interventions should be evidence based and address implementation factors at the classroom level(e.g.,approaches and delivery environments),school level(e.g.,communities of practice),and policy level(e.g.,initial teacher training).展开更多
文摘China is home to the second largest population of children and adolescents in the world.Yet demographic shifts mean that the government must manage the challenge of fewer children with the needs of an ageing population,while considering the delicate tension between economic growth and environmental sustainability.We mapped the health problems and risks of contemporary school-aged children and adolescents in China against current national health policies.We involved multidisciplinary experts,including young people,with the aim of identifying actionable strategies and specific recommendations to promote child and adolescent health and wellbeing.Notwithstanding major improvements in their health over the past few decades,contemporary Chinese children and adolescents face distinct social challenges,including high academic pressures and youth unemployment,and new health concerns including obesity,mental health issues,and sexually transmitted infections.Inequality by gender,geography,and ethnicity remains a feature of health risks and outcomes.We identified a mismatch between current health determinants,risks and outcomes,and government policies.
文摘The education of migrant workers＇ children is not only education but also social issue. Countries and places have introduced a number of policies to address the issue in a timely manner. At first, this paper analyzes the compulsory education policy for migrant workers＇ children and off-site college entrance policy, then find that there are still many problems in the formulation and implementation of policy. In the future, the relevant departments should be through improving the social status of migrant workers, increasing efforts to support the private school children of migrant workers, increasing investment in adult education, increasing the publicity of city, such the four aspects of policy guidance to coordinate and solve the education of migrant workers＇ children.
基金Research reported in this publication was supported by the Eunice Kennedy Shriver National Institute of Child Health & Human Development of the National Institutes of Health under Award Number R21HD095164
文摘Purpose: To evaluate the potential of a year-round school calendar (180-day school year distributed across 12 months) as an intervention comparedto a traditional school calendar (180-day school year distributed across 9 months) for mitigating children's weight gain and fitness loss viaa natural experiment.Methods. Height, weight, and cardiorespiratory fitness (CRF) (i.e., Fitnessgram Progressive Aerobic Cardiovascular Endurance Run) were measured inchildren (5—12 years old) in 3 schools (2 traditional, 1 year-round, n = 990 students, age = 8.6 土 2.4 years, 53.1% male, 68.9% African American) from1 school district. Structure (represented by the presence of a school day) was the independent variable. Changes in body mass index (BMI), age- andsex-specific BMI z-scores (zBMI), BMI percentile, percent of overweight or obese children, and CRF (Progressive Aerobic Cardiovascular EnduranceRun laps completed) were assessed for summer 2017 (May—August 2017), school year 2017/2018 (August 2017—May 2018), and summer 2018(May—August 2018). Primary analyses examined the overall change in weight and CRF from summer 2017 until summer 2018 via multilevel mixedeffects regression, with group (traditional vs. year-round calendar), time, and a group-by-time interaction as the independent variables. Secondaryregression analyses estimated differences in change within and between groups during each time period, separately.Results. Year-round students gained less BMI (difference in A = —0.44, 95% confidence interval (CI): —0.67 to —0.03) and less CRF (differencein △ = — 1.92, 95%CI: —3.56 to —0.28) than students attending a traditional school overall. Compared with traditional students, during both sum・mers, year-round students gained less BMI (summer 2017 difference in A = —0.15, 95%CI: —0.21 to —0.08;summer 2018 difference in△ = —0.16, 95%CI: —0.24 to —0.07) and zBMI (summer 2017 difference in A = —0.032, 95%CI: —0.050 to —0.010;summer 2018 difference in△ = —0.033, 95%CI: —0.056 to —0.009), and increased CRF (summer 2017 difference in A = 0.40, 95%CI: 0.02—0.85;summer 2018 differencein A = 0.23, 95%CI: —0.25 to 0.74). However, the opposite was observed for the school year, with traditional students gaining less BMI andzBMI and increasing CRF compared with year-round students (difference in BMI A = 0.05, 95%CI: 0.03—0.07;difference in zBMI A = 0.012,95%CI: 0.005—0.019;difference in Progressive Aerobic Cardiovascular Endurance Run laps A = —0.43, 95%CI: —0.58 to —0.28).Conclusion'. The year-round school calendar had a small beneficial impact on children's weight status but not CRF. It is unclear if this benefit tochildren's weight would be maintained because gains made in the summer were largely erased during the school year. Trajectories of weight andCRF gain/loss were consistent with the structured days hypothesis.
文摘Data from the last 50 years suggest that pediatric pa-tients typically suffer cardiothoracic injuries following blunt traumatic force(70%) in the setting of either motor vehicle crashes(53.5%) or vehicle-pedestrian accidents(18.2%). Penetrating trauma accounts for 30% of pediatric cardiothoracic injuries, half of which are gunshot wounds. Graduated driver licensing progr-ams, gun-control legislation, off-road vehicle regulation, initiatives such as "Prevent the Bleed", as well as prof-essional society recommendations are key in preventing pediatric cardiothoracic injuries.
基金supported by an internal research grant from the School of Sport,Leeds Beckett University
文摘Purpose:To identify co-produced multi-stakeholder perspectives important for successful widespread physically active learning(PAL) adoption and implementation.Methods:A total of 35 stakeholders(policymakers n=9;commercial education sector,n=8;teachers,n=3;researchers,n=15) attended a design thinking PAL workshop.Participants formed 5 multi-disciplinary groups with at least 1 representative from each stakeholder group.Each group,facilitated by a researcher,undertook 2 tasks:(1) using Post-it Notes,the following question was answered:within the school day,what are the opportunities for learning combined with movement?and(2) structured as a washing-line task,the following question was answered:how can we establish PAL as the norm?All discussions were audio-recorded and transcribed.Inductive analyses were conducted by 4 authors.After the analyses were complete,the main themes and subthemes were assigned to 4 predetermined categories:(1) PAL design and implementation,(2) priorities for practice,(3) priorities for policy,and(4) priorities for research.Results:The following were the main themes for PAL implementation:opportunities for PAL within the school day,delivery environments,learning approaches,and the intensity of PAL.The main themes for the priorities for practice included teacher confidence and competence,resources to support delivery,and community of practice.The main themes for the policy for priorities included self-governance,the Office for Standards in Education,Children’s Services,and Skill,policy investment in initial teacher training,and curriculum reform.The main themes for the research priorities included establishing a strong evidence base,school-based PAL implementation,and a whole-systems approach.Conclusion:The present study is the first to identify PAL implementation factors using a combined multi-stakeholder perspective.To achieve wider PAL adoption and implementation,future interventions should be evidence based and address implementation factors at the classroom level(e.g.,approaches and delivery environments),school level(e.g.,communities of practice),and policy level(e.g.,initial teacher training).
