Sporadic Retinoblastoma and Parental Smoking and Alcohol Consumption before and after Conception: A Report from the Children’s Oncology Group

Background

Retinoblastoma is the most frequent tumor of the eye in children and very little is known about the etiology of non-familial (sporadic) retinoblastoma. In this study we examined whether parental tobacco smoking or alcohol consumption (pre- or post-conception) contribute to the two phenotypes (bilateral or unilateral) of sporadic retinoblastoma.

Methods

Two large multicenter case-control studies identified 488 cases through eye referral centers in the United States and Canada or through the Children’s Oncology Group. Controls (n = 424) were selected from among friends and relatives of cases and matched by age. Risk factor information was obtained via telephone interview. We employed multivariable logistic regression to estimate the effects of parental tobacco smoking and alcohol consumption on retinoblastoma.

Findings

Maternal smoking before and during pregnancy contributed to unilateral retinoblastoma risk in the child: year before pregnancy conditional Odds Ratio (OR), 8.9; 95% confidence interval (CI) 1.5–51, and unconditional OR, 2.4; 95% CI, 1.3–4.7; month before or during pregnancy, conditional OR, 3.3; 95% CI, 0.5–20.8, and unconditional OR, 2.8; 95% CI, 1.1–7.0. No association was found for maternal or paternal alcohol consumption.

Conclusion

The results of this study indicate that maternal active smoking during pregnancy may be a risk factor for sporadic retinoblastoma. Our study supports a role for tobacco exposures in embryonal tumors.     

Indo-Fijian Children’s BMI

Health research has shown that overweight and obesity in children and adults are becoming significant public health problems in the developing world. Evidence suggests that this phenomenon is more marked in urban than rural areas and may be associated with modernization. However, the underlying reasons for this nutrition transition remain unclear. Dietary shifts, often in conjunction with income and time constraints in urban environments, may entail a greater reliance on more convenient sugar and fat-dense food. Also, the necessity of labor-intensive agricultural work to meet rural subsistence needs is supplanted in urban environments by sedentary work. This paper extends the application of human behavioral ecology theory into the realm of international development and policy by applying Kaplan’s embodied capital theory to explore differences in food habits and nutritional status of Indo-Fijian children within the context of urbanization. Urban high-embodied-capital women demonstrate higher rates of wage-earning employment than urban low-embodied-capital or rural women. Findings indicate that urban high-embodied-capital households spend significantly more on food purchases, purchase a greater proportion of processed foods, and have children with higher body mass indexes (BMI) than do urban low-embodied-capital or rural households. This suggests that urban high-embodied-capital mothers, who tend to be employed, may be making trade-offs between income and food choices.

What Is a Group? Young Children’s Perceptions of Different Types of Groups and Group Entitativity

To date, developmental research on groups has focused mainly on in-group biases and intergroup relations. However, little is known about children’s general understanding of social groups and their perceptions of different forms of group. In this study, 5- to 6-year-old children were asked to evaluate prototypes of four key types of groups: an intimacy group (friends), a task group (people who are collaborating), a social category (people who look alike), and a loose association (people who coincidently meet at a tram stop). In line with previous work with adults, the vast majority of children perceived the intimacy group, task group, and social category, but not the loose association, to possess entitativity, that is, to be a ‘real group.’ In addition, children evaluated group member properties, social relations, and social obligations differently in each type of group, demonstrating that young children are able to distinguish between different types of in-group relations. The origins of the general group typology used by adults thus appear early in development. These findings contribute to our knowledge about children''s intuitive understanding of groups and group members'' behavior.Young children grow up in a complex social world in which they are constantly flooded with social information. Our social world is composed not only of individuals but of an array of different relationships and social groupings. One challenge for children is to decipher which of these social groupings are meaningful. People can appear to be a group from the outside, for example simply because they are in close proximity to each other, but they can be connected with each other at different levels: they can be kin or friends, be on the same sports or work team, be part of the same national or language group, or they can be associated with each other only briefly and loosely when, for instance, they take the same bus to get to the airport, or line up at a counter at the same time. Determining the type of group to which an association of people belongs is not only crucial for being able to understand individual group members’ behavior but can also be a short-cut to predicting how group members will relate to each other. For example, one can expect kin or friends to be loyal to each other, but one might not expect this about people who happen to be lining up at a counter at the same time. Another important form of predictions that can be drawn from social groupings, but which has been understudied in previous research (see also [1]), regards the grouping as a whole. For example, a friendship is supposed to be a longer-lasting, more coherent entity than a gathering in front of a counter.When it comes to the perception of social groupings, Lickel and colleagues [2] have argued that adults apply a folk typology, in which they intuitively distinguish between four qualitatively different types of groups. In support of this idea, Lickel at el. [3] investigated how adult participants sorted 40 examples of real-life groups, and how they rated each of these groups on a set of eight group characteristics such as shared goals, similarity of group members, interaction among group members, and group size. They found that participants distinguished four basic types of groups: intimacy groups (such as families and friends), task groups (such as work or sports teams), social categories (such as women or U.S. citizens), and loose associations (such as people waiting in line at a counter). Participants associated different group characteristics with each group type, for example a long duration and high levels of interaction for intimacy groups, common goals and interaction in task groups, large size and member similarity for social categories, and short duration and low levels of similarity and common goals for loose associations (for an overview, see [2]). Related research has shown that adults treat some social groupings as entities [4–6]. The extent to which a group appears to be a coherent entity and therefore possesses a quality of “groupness” has been referred to as “entitativity” [2–5, 7]. Lickel and colleagues showed that the four types of groups were perceived by adults to have different levels of entitativity, with the highest level for intimacy groups, followed by task groups, social categories, and loose associations.This group typology has received further support and validation from work in anthropology [8, 9]. Interdisciplinary work has linked these different types of groups to different relational models that are more or less prominent within each group type [10]. For example, communal sharing, a relationship in which I see “what is mine as yours” is more pronounced in intimacy groups than in other types of groups. It has been argued that children do not develop a fully-fledged concept of these different relational models before nine or ten years of age [8, 9].Despite the theoretical importance of this group typology, very little research has investigated its origins in childhood. Instead, developmental research on group cognition in young children has focused mainly on children’s in-group biases, that is, their preference for members of their own group over members of other groups. Research in this tradition has shown that children prefer members of their own group on a variety of implicit and explicit measures [11–14]. Another line of research focuses on the inferences children draw about individuals based on their group membership. For example, 4- to 6-year-old children predict what a person will do, like, or intend on the basis of that person’s gender, race, or ethnicity [15–17]. Children also use information about group membership to make inferences about social interactions: Knowing that two individuals are either from the same or from two different groups influences their prediction about whether those individuals will harm each other (around 4 years; [18]), help each other (from 6 years; [18]), or be friends with each other (from 7 years; [19]).However, this body of research leaves at least three significant gaps in our knowledge about children’s understanding of groups. First, previous research has focused primarily on just one type of group: the one Lickel and colleagues refer to as social categories, thus limiting what we can conclude about children’s understanding of group relations more generally (although see, e.g., [7, 20, 21], for work on preferential behavior towards intimacy and task group members). Second, the main focus of this previous research has been on children’s attitudes and expectations about in-group as compared with out-group members. However, as illustrated in our introductory examples, relationships among members of an in-group may differ in systematic ways depending on the type of in-group to which they belong. Finally, previous work has focused mainly on children’s perceptions of and expectations about individual group members rather than on their perceptions of and expectations about the group as a whole. It is thus important for our understanding of the development of group psychology to ask whether children distinguish different types of social groups and whether they expect relationships within and characteristics of these types of groups to differ from each other.One exception to this general trend is a study conducted by Svirydzenka and colleagues [7]. They found that 10-year-old children intuitively distinguish the same four main types of groups as adults: intimacy groups, task groups, social categories, and loose associations. They also judged the level of entitativity of different group types in similar ways as adults, but their assessments seemed to rely on group characteristics that were more perceptually salient (for example the level of interaction) than adults, who focused on more abstract features such as the importance of the group for its members [22].Inspired by this study and Lickel and colleagues’ work [3], we investigated whether the origins of this folk theory of groups could be seen even in children as young as 5 to 6 years of age. This is an important age in the development of group cognition as 5 to 6 years appears to be just at the border of explicit group understanding. It is at this age that children first show a more general preference for in-group members, even in more abstract and novel groups (in the minimal group paradigm; [21, 23]). Furthermore, it is also at this age that children first become able to predict intergroup relations in third party contexts at least for social categories (e.g., [16, 18]).Thus our objective was to investigate whether, in addition to these preferences and expectations, children of this age also have a more general understanding of groups and different types of group–in other words, an early folk typology of groups. Several prominent theoretical accounts of the origins of intergroup psychology postulate substantial development between the age group in our study and the youngest age, so far, at which a group typology has been found, 10 years [24–26]. However, given their relatively sophisticated abilities in other areas of group cognition, we predicted that already by 5 to 6 years of age, children would be able to make subtle distinctions between different types of groups and use this understanding in order to make inferences about group members’ behaviors within different group types.As a first step, we measured children’s spontaneous definition of a group. We did this to investigate children’s naïve, spontaneous ideas about groups, before presenting them with different group types. We predicted that children would be able to give some appropriate examples of groups and were especially interested in whether they would focus on one particular example or definition when thinking about groups (e.g., mention just one group type), or whether they would be able to give a more abstract definition (covering all group types, such as “a collection of people”). Second, because recent work has shown that 5-year-old children have comparable preferences for two types of group members–task group members and social category members [21]–we investigated which of these two examples (operationalized as people who work together vs. people who are similar to each other) children thought was most representative of a group. Third, we investigated whether preschool children would see an intimacy group, a task group, a social category, and a loose association as qualitatively different.It was impossible, given the young age of our participants, to adopt the exact methods of previous studies, which used complex tasks such as sorting of examples of groups and rating multiple group characteristics for each example. To simplify the procedure so that young children would understand it, we thus created a prototype for each of the four types of groups and asked children to judge these prototypes on entitativity and 12 other group characteristics. These group characteristics were generally inspired by the characteristics Lickel et al. [3] and Svirydzenka et al. [7] chose. However, in addition, we asked about several further characteristics that are important topics in recent work on the developmental origins of group psychology (e.g., [20, 27–29]) and anthropology [8, 9]. There were four main sets of group characteristics. The first three involved judgments and predictions about individual group members and group member relationships (see, e.g., [27]). The first set involved judgments about social obligations and prosocial behaviors among group members (helping, sharing, and loyalty; e.g., [18, 20, 28, 30]). The second involved the quality of group members’ social relationships (liking, familiarity, interdependence, and joint goals; [7, 31]). The third involved properties marking fundamental similarities among group members (group member similarity, shared preferences, and common knowledge; [29, 32, 33]). The fourth set, in contrast, involved traits of the group itself, concerning characteristics that apply to the group as a whole, rather than to individual members (permeability, continuance, and entitativity; [3]). We predicted generally that children’s perceptions of and expectations about groups would be contingent upon the type of group they were presented with and that they would recognize that a loose association was not a real group.     

Neuroblastoma in relation to joint effects of vitamin A and maternal and offspring variants in vitamin A-related genes: A report of the Children’s Oncology Group

BackgroundThere is evidence vitamin A plays a role in neuroblastoma. Not only is 13-cis-retinoic acid used as maintenance therapy for high-risk cases, but prenatal vitamin intake use may decrease neuroblastoma risk. We hypothesized that single nucleotide polymorphisms (SNPs) in vitamin A-related genes are may be associated with neuroblastoma risk and potentially be modified by vitamin A intake.MethodsThe Neuroblastoma Epidemiology in North America (NENA) study recruited 563 case-parent sets through the Children’s Oncology Group’s Childhood Cancer Research Network. We ascertained dietary nutrient intake through questionnaires and genotyped 463 SNPs in vitamin A-related genes from saliva DNA. Offspring and maternal log-additive risk ratios (RR) and stratum-specific RR for gene-environment interaction were estimated with a log-linear model. We avoided false positives due to multiple testing by using the false discovery rate (FDR).ResultsWhen all neuroblastoma cases were considered together, no offspring variants met the significance criteria (FDR Q-value < 0.2). One maternal SNP (rs12442054) was associated with decreased risk of neuroblastoma (RR: 0.61; 95% Confidence Interval (CI): 0.47–0.79, Q = 0.076). When the cases were categorized according to prognostic risk category and age at onset, nine offspring SNPs were significantly associated with intermediate-risk neuroblastoma. Maternal rs6776706 was associated with (RR: 0.49; 95% CI: 0.33–0.72, Q = 0.161) high-risk neuroblastoma and maternal rs11103603 (RR: 0.60; 95% CI: 0.45–0.79, Q = 0.127) was associated with neuroblastoma aged <1 year. For gene-environment interaction, maternal rs729147 was associated with decreased risk of neuroblastoma among mothers with vitamin A consumption above the recommendation.ConclusionsAlthough there is biologic plausibility for the role of vitamin A in neuroblastoma, we found weak evidence of a relationship between vitamin A related genes and neuroblastoma.     

Grandmothers and Children’s Schooling in Sub-Saharan Africa

Under poor circumstances, co-residence of a grandmother is generally considered to be beneficial for (grand)children. Empirical evidence does not unequivocally support this expectation and suggests that the grandmother’s importance depends on the family’s circumstances. We study the relationship between grandmother’s co-residence and children’s schooling in sub-Saharan Africa under a broad range of circumstances. Results make clear that the effect of a co-residing grandmother varies but is almost always positive. Grandmothers over age 60 are most effective in helping their (grand)children. They are particularly important for girls, and when the mother is deceased or not living in the household. Grandmothers are less effective in situations with few opportunities, as in very poor regions or in communities with few schooling opportunities. Our findings indicate that providing support to grandmothers should not be overlooked when designing policies aimed at strengthening the position of women and children in the sub-Saharan African context.     

Fluoride and Children’s Intelligence: A Meta-analysis

This paper presents a systematic review of the literature concerning fluoride that was carried out to investigate whether fluoride exposure increases the risk of low intelligence quotient (IQ) in China over the past 20 years. MEDLINE, SCI, and CNKI search were organized for all documents published, in English and Chinese, between 1988 and 2008 using the following keywords: fluorosis, fluoride, intelligence, and IQ. Further search was undertaken in the website www.fluorideresearch.org because this is a professional website concerning research on fluoride. Sixteen case-control studies that assessed the development of low IQ in children who had been exposed to fluoride earlier in their life were included in this review. A qualitative review of the studies found a consistent and strong association between the exposure to fluoride and low IQ. The meta-analyses of the case-control studies estimated that the odds ratio of IQ in endemic fluoride areas compared with nonfluoride areas or slight fluoride areas. The summarized weighted mean difference is -4.97 (95%confidence interval [CI] = -5.58 to -4.36; p < 0.01) using a fixed-effect model and -5.03 (95%CI = -6.51 to 3.55; p < 0.01) using a random-effect model, which means that children who live in a fluorosis area have five times higher odds of developing low IQ than those who live in a nonfluorosis area or a slight fluorosis area.     

Determinants of Change in Children’s Sedentary Time

Background

Understanding the determinants of sedentary time during childhood contributes to the development of effective intervention programmes.

Purpose

To examine family and home-environmental determinants of 1-year change in objectively measured sedentary time after-school and at the weekend.

Methods

Participants wore accelerometers at baseline and 1 year later. Longitudinal data for after-school and weekend analyses were available for 854 (41.5%male, mean±SD age 10.2±0.3years) and 718 (41.8%male, age 10.2±0.3years) participants. Information on 26 candidate determinants, including socioeconomic status (SES), availability of electronic media and parental rules for sedentary behaviours was self-reported by children or their parents at baseline. Change in the proportion of registered time spent sedentary was used as the outcome variable in multi-level linear regression models, adjusted for age, sex, body mass index and baseline sedentary time. Simple and multiple models were run and interactions with sex explored.

Results

Children from higher socioeconomic status families exhibited greater increases in after-school (beta; 95% CI for change in % time spent sedentary 1.02; 0.37, 1.66) and weekend (1.42; 0.65, 2.18) sedentary time. Smaller increases in after-school sedentary time were observed in children with more siblings (−1.00; −1.69, −0.30), greater availability of electronic media (−0.81; −1.29, −0.33) and, for boys, more frequent family visits to the park (−1.89; −3.28, −0.51) and family participation in sport (−1.28; −2.54, −0.02). Greater maternal weekend screen-time (0.45; 0.08, 0.83) and, in girls, greater parental restriction on playing outside (0.91; 0.08, 1.74) were associated with larger increases in weekend sedentary time. The analytical sample was younger, more likely to be female, had lower BMI and was of higher SES than the original baseline sample.

Conclusions

Intervention strategies aimed at reducing parents’ weekend screen-time, increasing family participation in sports or recreation (boys) and promoting freedom to play outside (girls) may contribute towards preventing the age-related increase in sedentary time.     

Huntington’s Disease and Group I Metabotropic Glutamate Receptors

Huntington’s disease (HD) is an autosomal dominant neurodegenerative disorder characterized by involuntary body movement, cognitive impairment and psychiatric disturbance. A polyglutamine expansion in the amino-terminal region of the huntingtin (htt) protein is the genetic cause of HD. Htt protein interacts with a wide variety of proteins, and htt mutation causes cell signaling alterations in various neurotransmitter systems, including dopaminergic, glutamatergic, and cannabinoid systems, as well as trophic factor systems. This review will overview recent findings concerning htt-promoted alterations in cell signaling that involve different neurotransmitters and trophic factor systems, especially involving mGluR1/5, as glutamate plays a crucial role in neuronal cell death. The neuronal cell death that takes place in the striatum and cortex of HD patients is the most important factor underlying HD progression. Metabotropic glutamate receptors (mGluR1 and mGluR5) have a very controversial role in neuronal cell death and it is not clear whether mGluR1/5 activation either protects or exacerbates neuronal death. Thus, understanding how mutant htt protein affects glutamatergic receptor signaling will be essential to further establish a role for glutamate receptors in HD and develop therapeutic strategies to treat HD.     

Understanding Neighborhood Environment Related to Hong Kong Children’s Physical Activity: A Qualitative Study Using Nominal Group Technique

Background

Relationships between the neighborhood environment and children’s physical activity have been well documented in Western countries but are less investigated in ultra-dense Asian cities. The aim of this study was to identify the environmental facilitators and barriers of physical activity behaviors among Hong Kong Chinese children using nominal group technique.

Methods

Five nominal groups were conducted among 34 children aged 10–11 years from four types of neighborhoods varying in socio-economic status and walkability in Hong Kong. Environmental factors were generated by children in response to the question “What neighborhood environments do you think would increase or decrease your willingness to do physical activity?” Factors were prioritized in order of their importance to children’s physical activity.

Results

Sixteen unique environmental factors, which were perceived as the most important to children’s physical activity, were identified. Factors perceived as physical activity-facilitators included “Sufficient lighting”, “Bridge or tunnel”, “Few cars on roads”, “Convenient transportation”, “Subway station”, “Recreation grounds”, “Shopping malls with air conditioning”, “Fresh air”, “Interesting animals”, and “Perfume shop”. Factors perceived as physical activity-barriers included “People who make me feel unsafe”, “Crimes nearby”, “Afraid of being taken or hurt at night”, “Hard to find toilet in shopping mall”, “Too much noise”, and “Too many people in recreation grounds”.

Conclusions

Specific physical activity-related environmental facilitators and barriers, which are unique in an ultra-dense city, were identified by Hong Kong children. These initial findings can inform future examinations of the physical activity-environment relationship among children in Hong Kong and similar Asian cities.     

Relationships Between Element Contents in Polish Children’s and Adolescents’ Hair

Environment, sex, and age are the main factors which determine the elemental composition of hair. The objective of the study is to determine the contents of calcium (Ca), magnesium (Mg), zinc (Zn), copper (Cu), iron (Fe), lead (Pb), and cadmium (Cd) in girls’ and boys’ hair in five age groups (within 1–19-year range) corresponding to successive human ontogenesis phases as well as to evaluate the relationships between these elements. Quantitative analysis has been carried out using atomic absorption spectrometry (AAS). Experimental results were analyzed using classic and principal component (PCA) statistical analyses. In particular, differences between contents of particularly Ca, Mg, and Zn in girls’ and boys’ hair were found, and substantial differences between age groups were stated. In general, larger amounts of Ca, Mg, and Zn as compared to boys’ hair have been observed for girls’ hair and higher toxic element (Pb, Cd) contents for boys were measured in some age groups. An increasing trend was found for bioelements (Ca, Mg, Zn) both for girls and boys in all age groups, while for Cu and Fe content, changes are insignificant and even decreasing for teenagers. The most frequently correlating element pairs are Ca–Mg, Ca–Zn, Mg–Zn, and Pb–Cd. Classic and PCA statistics show, in general, a satisfactory consistence. The elemental composition of hair varies depending on the gender and age of children and young people.     

Preschool Children’s Behavioral Tendency toward Social Indirect Reciprocity

Social indirect reciprocity seems to be crucial in enabling large-scale cooperative networks among genetically unrelated individuals in humans. However, there are relatively few studies on social indirect reciprocity in children compared to adults. Investigating whether young children have a behavioral tendency toward social indirect reciprocity will help us understand how and when the fundamental ability to form cooperative relationships among adults is acquired. Using naturalistic observation at a nursery school, this study examined whether 5- to 6-year-olds show a behavioral tendency to engage in social indirect reciprocity in response to their peers’ prosocial behavior toward a third party. The results revealed that bystander children tended to display prosocial behavior toward their peers more frequently after observing these peers’ prosocial behavior toward third-party peers, compared with control situations; this suggests that 5- to 6-year-olds may have an essential behavioral tendency to establish social indirect reciprocity when interacting with peers in their daily lives. In addition, bystanders tended to display affiliative behavior after observing focal children’s prosocial behavior. In other words, observing peers’ prosocial behavior toward third-party peers evoked bystanders’ positive emotions toward the helpers. Considering both the present results and previous findings, we speculate that in preschoolers, such positive emotions might mediate the increase in the bystander’s prosocial behavior toward the helper. In addition, an intuitional emotional process plays an important role in the preschooler’s behavioral tendency toward social indirect reciprocity in natural interactions with peers.     

Children’s and Adults’ On-Line Processing of Syntactically Ambiguous Sentences during Reading

While there has been a fair amount of research investigating children’s syntactic processing during spoken language comprehension, and a wealth of research examining adults’ syntactic processing during reading, as yet very little research has focused on syntactic processing during text reading in children. In two experiments, children and adults read sentences containing a temporary syntactic ambiguity while their eye movements were monitored. In Experiment 1, participants read sentences such as, ‘The boy poked the elephant with the long stick/trunk from outside the cage’ in which the attachment of a prepositional phrase was manipulated. In Experiment 2, participants read sentences such as, ‘I think I’ll wear the new skirt I bought tomorrow/yesterday. It’s really nice’ in which the attachment of an adverbial phrase was manipulated. Results showed that adults and children exhibited similar processing preferences, but that children were delayed relative to adults in their detection of initial syntactic misanalysis. It is concluded that children and adults have the same sentence-parsing mechanism in place, but that it operates with a slightly different time course. In addition, the data support the hypothesis that the visual processing system develops at a different rate than the linguistic processing system in children.     

Is It Oscar-Worthy? Children’s Metarepresentational Understanding of Acting

Although it is an essential aspect of one of the most common forms of entertainment, psychologists know almost nothing about how children understand the act of portraying a character in a realistic manner—realistic acting. Do children possess the sort of meta-theory of acting that adults possess? In two studies we find that, unlike adults, children between the ages of 3–5 do not think that a realistic actor is better at portraying a characteristic than a nonrealistic actor, nor do they prefer one to the other. As they develop, they come to understand that realistic acting is different from nonrealistic acting, but unlike adults, children think that a nonrealistic, pretense-like portrayal is more difficult to achieve than a realistic representation of an emotional or physical state. These findings show that children’s metarepresentational understanding of acting is relatively immature at age 5, and that their understanding of this specific domain of pretense lags behind their understanding of pretense in general.     

Indigenous Children’s Knowledge About Non-timber Forest Products in Suriname

Childhood and adolescence are important life stages for the acquisition of knowledge about non-timber forest products (NTFPs). We show at which stage in life traditional plant knowledge is learned and analyze whether cross-cultural ethnobotanical knowledge transmission takes place. We evaluate whether the degree of forest dependency influences ethnobotanical knowledge by comparing two indigenous communities in Suriname. Traditional knowledge was documented and vouchers collected during forest walks with adult informants. Questionnaires were completed by 74 schoolchildren (age 4 to 14) to capture their knowledge of names and uses of nine important NTFPs. We tested for knowledge differences by ethnicity and NTFP categories. Local names for NTFPs were analyzed to determine cross-cultural transmission of ethnobotanical knowledge. Children from the forest-dependent Trio community (n?=?23) possessed similar knowledge of NTFPs as their more urbanized peers from Apoera (n?=?51). NTFP uses were acquired at an earlier age than plant names. Food and commercial NTFP uses were better known than medicinal plant uses. Cross-cultural transfer of knowledge occurred between the two communities. NTFP knowledge of children appeared to be influenced more by the time they spent within the forest, either walking to school or walking to agricultural plots, than by the level of forest dependency or acculturation.     

Genetic ancestry of participants in the National Children’s Study

Background

The National Children’s Study (NCS) is a prospective epidemiological study in the USA tasked with identifying a nationally representative sample of 100,000 children, and following them from their gestation until they are 21 years of age. The objective of the study is to measure environmental and genetic influences on growth, development, and health. Determination of the ancestry of these NCS participants is important for assessing the diversity of study participants and for examining the effect of ancestry on various health outcomes.

Results

We estimated the genetic ancestry of a convenience sample of 641 parents enrolled at the 7 original NCS Vanguard sites, by analyzing 30,000 markers on exome arrays, using the 1000 Genomes Project superpopulations as reference populations, and compared this with the measures of self-reported ethnicity and race. For 99% of the individuals, self-reported ethnicity and race agreed with the predicted superpopulation. NCS individuals self-reporting as Asian had genetic ancestry of either South Asian or East Asian groups, while those reporting as either Hispanic White or Hispanic Other had similar genetic ancestry. Of the 33 individuals who self-reported as Multiracial or Non-Hispanic Other, 33% matched the South Asian or East Asian groups, while these groups represented only 4.4% of the other reported categories.

Conclusions

Our data suggest that self-reported ethnicity and race have some limitations in accurately capturing Hispanic and South Asian populations. Overall, however, our data indicate that despite the complexity of the US population, individuals know their ancestral origins, and that self-reported ethnicity and race is a reliable indicator of genetic ancestry.     

Group Structure and Female Cooperative Networks in Australia’s Western Desert

The division of labor has typically been portrayed as a complementary strategy in which men and women work on separate tasks to achieve a common goal of provisioning the family. In this paper, we propose that task specialization between female kin might also play an important role in women’s social and economic strategies. We use historic group composition data from a population of Western Desert Martu Aborigines to show how women maintained access to same-sex kin over the lifespan. Our results show that adult women had more same-sex kin and more closely related kin present than adult men, and they retained these links after marriage. Maternal co-residence was more prevalent for married women than for married men, and there is evidence that mothers may be strategizing to live with daughters at critical intervals—early in their reproductive careers and when they do not have other close female kin in the group. The maintenance of female kin networks across the lifespan allows for the possibility of cooperative breeding as well as an all-female division of labor.     

Guidelines for Community-based Ethics Review of Children’s Science Fair Projects

Low-level community based ethics committees staffed by teachers, parents and community representatives can readily review children’s science fair projects subject to the revision of two core assumptions currently governing children’s Science Fairs. The first part of the paper recasts the New Zealand Royal Society guidelines from its primary emphasis on risk to a new assumption, without benefit there can be no risk. Equally, this revision gives more prominence to the participant information sheet, allowing it to act as a quasi application form which provides ethical transparency between student researchers, participants and a community based ethics committee. A second core assumption, more accurately labeled a cult of originality, produces a random, open-ended array of student topics taking ethics review beyond the confidence level of most community based ethics review committees. This paper reins in Science Fair coordinators recommending they make community level ethics review more manageable by providing a list of preapproved topics for those students wanting to conduct research involving human participants. These revised assumptions create a workable division of labour. Teachers’ preapproved topics involving human participants are more likely to be low risk, permitting community level ethics review to focus primarily on two aspects of the minimization of harm: first, for all participants, especially those with diminished autonomy, and second, for the child researchers themselves, as some participants may be unknown to the student. These revised assumptions make science and ethics more accessible to public education thus demonstrating how Science Fairs can lead students and the community into better understanding the role and function that ethics has in all scientific research human participants. Martin Tolich chaired New Zealand’s National Health Ethics committee, the multi-region ethics committee.     

Developing Children’s Observation Skills Using a Fractal Pattern from Nature

Abstract

This study aimed to support the development of the scientific observation skills of children at an early age using a pattern selected from nearby nature. For this purpose, a simple, innovative and authentic observation activity was designed using thorny burnet (Sarcopoterium spinosum L.), a plant unique to the Mediterranean region. The activity was conducted in a preschool institution with six-year-old children in the class hours of a weekly science course in three different environments (in-class, out-of-class, and out-of-school), and seven stages. In this activity, which aimed to transform children’s natural/spontaneous observation skills into scientific observation skills, patterns were revealed through systematic and sequential observation and drawings. At the end of the activity, it was found that the children had developed skills related to breaking a whole into its parts and putting the parts together according to patterns, making detailed observations, and systematic data collection, and they successfully implemented these skills outside the classroom and school.     

Effect of Women’s Perceptions and Household Practices on Children’s Waterborne Illness in a Low Income Community

An ecosystem approach to human health was adopted in a community-based study carried out in Bebnine, an underserved town in Lebanon. The objective of the study is to examine the association between women’s household practices and diarrhea among children in a setting where contaminated drinking water and intestinal diseases are common. A total of 280 women were randomly selected and interviewed using a structured questionnaire. Data were collected on 712 children between the ages of 6 and 14. The study instrument included determinants of diarrhea such as sociodemographic characteristics, water, sanitation, hygiene practices, gender variables, and behavioral risk factors. Multivariate regression analysis was employed to examine the association between water handling practices and diarrhea. The prevalence of diarrhea is 5%. Female children are more likely to suffer from diarrhea than male children (OR = 2.58; 95% CI: 1.19–5.62). Treatment of drinking water at the household level and the use of drinking water for cooking and the preparation of hot beverages are protective against diarrhea (OR = 0.15; 95% CI: 0.03–0.65). Female caretakers’ behaviors such as daily bathing and seeking medical care at times of illness are protective against diarrhea in children. The findings suggest that diarrhea is a gendered health problem. Female children, who are generally more involved in household activities than male children, are at higher risk of suffering from diarrhea. Female caretakers’ personal hygiene, household practices, and perceptions of diarrhea are additional risk factors. Intervention activities would be more effective if based on a better understanding of gender roles and household power relations.     

Exploring Children’s Perspectives on the Welfare Needs of Pet Animals

Children are increasingly viewed as important recipients of educational interventions to improve animal welfare, yet research examining their perspectives is lacking, particularly within the UK. Helping children to care appropriately for animals depends, not least, on an ability to understand the needs of different species and correctly identify cues given by the animal that indicate its welfare state. This study began to explore: (a) children’s perceptions of welfare needs, focusing on four common pet animals; (b) influences on the development of knowledge; (c) beliefs about whether or not (all) animals are sentient, and (d) their confidence in identifying when their own pets are in need. Fourteen focus groups were carried out with 53 children aged 7 to 13 years. Findings highlighted an affirmative response that animals have feelings (dogs especially), albeit with doubts about this applying universally. There was wide variation in children’s knowledge of welfare needs, even among owners of the animal in question. Conversely, some children lacked confidence in spite of the extensive knowledge they had developed through direct experience. An important finding was a perceived difficulty in identifying the needs of particular species or specific types of need in their own pets. Fitting well with a recent emphasis on “positive welfare,” children felt that many animals need demonstrative love and attention, especially cats and dogs. While there is clearly scope for educating children about common needs and cues that indicate animals’ welfare state, other areas pose a greater challenge. Emotional connection seems important in the development of extensive knowledge and concern for welfare. Accordingly, animals that do not possess the kind of behavioral repertoire that is easy to interpret or allows for a perceived sense of reciprocity are possibly at risk of negative welfare experiences.