长、短期连续孤雌生殖对萼花臂尾轮虫生活史和遗传特征的影响

应用单个体培养、聚丙烯酰胺凝胶垂直板电泳技术和特异性染色方法,以具有明显生化遗传差异的3克隆萼花臂尾轮虫（Brachionus calyciflorus）为对象,对长期（世代数大于200）和短期（世代数约为12）连续孤雌生殖后的轮虫进行了生活史特征和等位酶（PGM,GPI,MDH）分析。结果表明,除3克隆轮虫的生殖后期历时和每个雌体一生中所产的后代数在长期和短期连续孤雌生殖后的个体之间均无显著的差异外（P>0.05）,其它生活史特征在长期和短期连续孤雌生殖后的个体之间的差异均因轮虫克隆的不同而异。克隆对轮虫的胚胎发育时间、幼体阶段历时、生殖期历时、平均寿命、轮虫每个雌体一生中所产的后代数、幼体大小和幼体的耐饥饿时间均有显著的影响（P<0.05）;连续孤雌生殖历期对轮虫幼体阶段历时、平均寿命、后代混交雌体百分率和幼体的耐饥饿时间均有显著的影响（P<0.05）;而克隆和连续孤雌生殖历期间的交互作用对轮虫的胚胎发育时间、生殖期历时、平均寿命、幼体大小和幼体的耐饥饿时间均有显著的影响（P<0.05）。长期连续孤雌生殖后的轮虫幼体阶段历时和幼体的耐饥饿时间均显著短于短期连续孤雌生殖后的轮虫,平均寿命显著长于短期连续孤雌生殖后的轮虫,后代混交雌体百分率显著高于短期连续孤雌生殖后的轮虫。3克隆轮虫在长期和短期连续孤雌生殖后其3种等位酶的酶谱均未出现明显的改变。     

Physiological responses during interval training with different intensities and duration of exercise

The purpose of this study was to compare 4 interval training (IT) sessions with different intensities and durations of exercise to determine the effect on mean VO?, total VO?, and duration of exertion ≥95% maximum power output (MPO), and the effects on biomarkers of fatigue such as blood-lactate concentration (BLC) and rating of perceived exertion. The subjects were 12 recreationally competitive male (n = 7, mean ± SD age = 26.2 ± 3.9 years) and female (n = 5, mean ± SD age = 27.6 ± 4.3 years) triathletes. These subjects performed 4 IT sessions on a cycle ergometer varying in intensity (90 and 100% MPO) and duration of exercise (30 seconds and 3 minutes). This study revealed that IT using 30-second duration intervals (30-30 seconds) allows the athlete to perform a longer session, with a higher total and mean VO? HR and lower BLC than 3-minute durations. Similarly, submaximal exertion at 90% of MPO also allows performing longer sessions with a higher total VO? than 100% intensity. Thus, the results of the present study suggested that to increase the total time at high intensity of exercise and total VO? of a single exercise session performed by the athlete, IT protocols of short durations (i.e., 30 seconds) and submaximal intensities (i.e., 90% MPO) should be selected. Furthermore, performing short-duration intervals may allow the athlete to complete a longer IT session with greater metabolic demands (VO?) and lower BLC than longer (i.e., 3 minutes) intervals.     

Effect of Treatment Modality on Long-Term Outcomes in Attention-Deficit/Hyperactivity Disorder: A Systematic Review

BackgroundEvaluation of treatments for attention-deficit/hyperactivity disorder (ADHD) previously focused on symptom control, but attention has shifted to functional outcomes. The effect of different ADHD treatment periods and modalities (pharmacological, non-pharmacological, and combination) on long-term outcomes needs to be more comprehensively understood.MethodsA systematic search of 12 literature databases using Cochrane’s guidelines yielded 403 English-language peer-reviewed, primary studies reporting long-term outcomes (≥2 years). We evaluated relative effects of treatment modalities and durations and effect sizes of outcomes reported as statistically significantly improved with treatment.ResultsThe highest proportion of improved outcomes was reported with combination treatment (83% of outcomes). Among significantly improved outcomes, the largest effect sizes were found for combination treatment. The greatest improvements were associated with academic, self-esteem, or social function outcomes. A majority of outcomes improved regardless of age of treatment initiation (60%–75%) or treatment duration (62%–72%). Studies with short treatment duration had shorter follow-up times (mean 3.2 years total study length) than those with longer treatment durations (mean 7.1 years total study length). Studies with follow-up times <3 years reported benefit with treatment for 93% of outcomes, whereas those with follow-up times ≥3 years reported treatment benefit for 57% of outcomes. Post-hoc analysis indicated that this result was related to the measurement of outcomes at longer periods (3.2 versus 0.4 years) after treatment cessation in studies with longer total study length.ConclusionsWhile the majority of long-term outcomes of ADHD improve with all treatment modalities, the combination of pharmacological and non-pharmacological treatment was most consistently associated with improved long-term outcomes and large effect sizes. Older treatment initiation age or longer durations did not markedly affect proportion of improved outcomes reported, but measurement of outcomes long periods after treatment cessation may attenuate results.     

Requirements for admission to medical school: how many years of university study are necessary?

OBJECTIVE: To assess whether students admitted to medical school after completing 2 years of undergraduate study performed as well as those admitted after longer periods of undergraduate study in terms of broad patient-care skills measured at the time of graduation. DESIGN: Retrospective study. SETTING: University of Alberta, Edmonton. PARTICIPANTS: Graduates of the classes of 1990 and 1991, of the 226 graduates 133 had entered medical school after 2 years of undergraduate training, 39 after 3 years and 54 after 4 or more years. Eight students had been excluded because they were either transfer students or international students. OUTCOME MEASURES: Objective and subjective assessments of the main clinical rotations (internal medicine, obstetrics and gynecology, pediatrics, psychiatry, radiology and surgery), results of the faculty''s final comprehensive examination and of the Medical Council of Canada''s Qualifying Examination. RESULTS: The students who had completed 2 years of undergraduate study before medical school were significantly younger than those who had completed 3 years and those who had completed 4 or more years (mean age [and standard deviation (SD)] 20.5 [2.1], 21.5 [2.4] and 25.1 [4.4] years respectively, p < 0.001). They also had a significantly higher mean grade point average (GPA) for the prerequisite courses for admission to medical school than those with 3 years and those with 4 or more years of undergraduate study (8.26 [SD 0.3], 7.95 [SD 0.3] and 7.80 [SD 0.5] respectively, p < 0.001). The overall mean GPA for the best 2 years of undergraduate study did not differ significantly between the three groups. The students with 2 years of undergraduate study had a significantly lower mean score for the pre-entry interview than those who had 4 or more years of undergraduate study (32.1 [SD 7.6] v. 38.3 [SD 8.5], p < 0.001). There were no significant differences between the three groups in the results of any of the subjective or objective outcome measures. CONCLUSION: Students who completed 2 years of undergraduate study before admission to medical school were able to achieve a satisfactory level of competency and maturity by the end of medical school. The 2-year option for entrance into medical school should be reconsidered.     

Schooltime subjective sleepiness and performance in Italian primary school children

Despite its clinical importance, the issue of the diurnal time course of sleepiness and performance in children remains largely unexplored. The objective of this study is to draw a profile of daytime subjective sleepiness and performance, at simple and complex tasks, in a cohort of Italian primary school children.To this aim, a sample of 316 children (age range: 5–11 years; mean 8.2 ± 1.5) was recruited and sub-divided into three groups, according to age: Group 1 (5–7 years; N = 127), Group 2 (8–9 years; N = 108), Group 3 (10–11 years; N = 81). Subjective sleepiness and simple performance were evaluated, respectively, through the Pictorial Sleepiness Scale and the Simple Reaction Time Task. Executive functions were addressed by means of the “Go/No-Go Task.” Measurements were made in the children’s class three times a day, one day a week over a 3-week period in order to reliably reflect the habitual time course of sleepiness and performance, within the following time intervals: a) 8:30 am–10:30 am; b) 11 am–1 pm; c) 2 pm–4 pm.For the global sample, a significant increase of subjective sleepiness was found at the end of school day (2–4 pm), although at relatively low levels. No significant differences were observed in reaction times across the day, whereas a significant worsening was detected in performance at complex task already since mid-morning. Significant correlations were found between subjective sleepiness and complex performance at all points.Slight age-related differences were found in the time courses of subjective sleepiness: in fact, a significant overday reduction of vigilance levels, from mid-morning onwards, was observed in children aged 5–9 years, but not in the older children (10–11 years). However, the daily time course of both simple and complex performances did not differ among children of the three age groups. Our results show changes in vigilance and cognitive functions across a typical school day in childhood, as well as age-related differences in sleepiness profile, that we suggest to thoroughly consider when conceiving chronopsychological interventions in the school context.     

Role of school schedule, age, and parental socioeconomic status on sleep duration and sleepiness of Parisian children.

The aim of the study was to assess the duration and quality of sleep of prepubertal (Tanner Scale level 1) physically and mentally healthy children as a function of school schedule (4 versus 4.5 days per week), age and grade (median age of 9.5 years for 4th grade versus median age of 10.5 years for 5th grade), school district (wealthy versus nonwealthy) in Paris, France, and parental socioeconomic status (high, medium, or low). We studied 51 girl and 44 boy volunteer pupils with written parental consent. The study lasted 2 weeks during the month of March. During the first study week, the children attended school 4.5 days, and during the second week, they attended school only 4 days without difference in the length of the school day. A sleep log was used to ascertain time of lights off for sleep and lights on at awakening, nighttime sleep duration, and self-rated sleep quality. A visual analog scale (VAS) was also used by pupils to self-rate the level of perceived sleepiness at four specific times of the school day. Conventional statistical methods (e.g., t and chi2 tests) were used to examine differences in mean values. Sleep duration, self-rated sleepiness, and subjective sleep quality were comparable (P > .05) by gender, school schedule, school district, and parental socioeconomic status. Overall, the sleep of this sample of Parisian children around 10 years of age was rather stable in its duration and timing, suggesting flexibility to adjust to the different school schedules.     

几种因子对灰尖巴蜗牛翻身习性的影响

将蜗牛身体倒置并记录其恢复原状的时间来研究灰尖巴蜗牛的翻身习性,并研究蜗牛体重、环境温度、光照强度、饥饿和取食等因素对翻身时间的影响。结果表明,翻身时间随体重、光照强度和饥饿时间增加而增加,随温度升高和取食时间增加而减少。体重组Ⅳ(体重0.7～0.9g)、Ⅴ(体重0.9～1.2g)的翻身时间极显著长于体重组Ⅰ(体重0.1～0.3g)、Ⅱ(体重0.3～0.5g)、Ⅲ(体重0.5～0.7g)(P<0.01),体重组Ⅰ的翻身时间显著短于体重组Ⅲ的(P<0.05);3体重组(Ⅰ、Ⅲ、Ⅴ)在较高温度和低白炽灯光照强度(204lx)下的翻身时间显著短于较低温度和强白炽灯光照强度(493lx)下的;体重组Ⅰ、Ⅴ在长饥饿时间下的翻身时间均显著长于短饥饿时间。体重组Ⅲ、Ⅴ取食较长时间后的翻身时间都显著短于取食较短时间。     

Effect of Furniture Weight on Carrying,Lifting, and Turning of Chairs and Desks among Elementary School Children

Rearranging furniture in elementary school classrooms encourages classroom activities. In elementary schools in Indonesia and some other developing countries, usually only one style of furniture is used for all children, and the furniture is heavy and oversized for younger children. This affects their ability to carry it. The objective of this study is to investigate the effects of elementary school furniture weight and children’s age on performance of three carrying tasks (carrying a chair, lifting and turning a chair on a desk, and carrying both a chair and a desk together), from the ergonomics point of view. A total of 42 schoolchildren (ages 6–9; 17 Indonesian, 25 Japanese) participated in this study. Two types of Japanese chairs (Chair A and B, weight: 3.2 kg and 3.9 kg), one type of Indonesian chair (Chair C, weight: 5.0 kg), and two types of desks (height: 58 cm and 68 cm) were used. Indonesian chairs took significantly longer time to carry than the two Japanese chairs, and there was a significant negative relationship between age and task time for Chairs B and C, but not Chair A. Success rates for lifting and turning the chair declined as age decreased and chair weight increased, but were not significantly influenced by desk height. Success rates for carrying a chair and desk together significantly decreased with heavier furniture. Children aged six showed an extremely low success rate in almost all conditions. In conclusion, children’s ability to carry furniture is affected by their age and furniture characteristics, especially weight. In order to encourage classroom activities in elementary school, school furniture should be of appropriate weight. Supervision for younger children is required during classroom furniture arrangement.     

Longitudinal analysis of adolescent growth of ladino and Mayan school children in Guatemala: effects of environment and sex.

The rate of growth in height and the timing of adolescent growth events are analyzed for two samples of Guatemalan children. One sample includes Mayan school children, 33 boys and 12 girls between the ages of 5.00 to 17.99 years, living under poor conditions for growth and development. The second sample includes ladino children, 78 boys and 85 girls of the same age range, living under favorable conditions for growth. The Preece-Baines model I function is used to estimate mean values for rates and timing of childhood and adolescent growth events for the two groups. Significant statistical contrasts (t-tests) of these means show Mayan boys reach the age of "take-off" (TO; the onset of the adolescent growth spurt) 1.45 years later, achieve peak height velocity (PHV) 1.68 years later, and continue growing for about 2.0 years longer than do the ladino boys. Despite the Mayan boys' increased duration for growth they grow significantly more slowly than the ladinos. Mayan boys are 6.60 cm shorter than ladinos at the age of TO and are estimated to be 7.71 cm shorter than the ladinos at adulthood. Mayan girls reach the age of TO 0.93 years later than do the ladina girls, but the two groups do not differ in the age at PHV or the age at adulthood. The mean height of Mayan girls is significantly less than that of ladinas at the age of TO (6.5 cm), and this difference increases to an estimated 11.14 cm at adulthood. Possible causes of these ethnic and sex-related differences in amounts and rates of growth are discussed in relation to hypotheses about the genetic and environmental determinants of human development.     

Social jetlag affects subjective daytime sleepiness in school-aged children and adolescents: A study using the Japanese version of the Pediatric Daytime Sleepiness Scale (PDSS-J)

The aim of this study was to elucidate the level of daytime sleepiness in Japanese school-aged children and adolescents, and to examine associated factors including sleep loss and social jetlag using the Japanese version of the Pediatric Daytime Sleepiness Scale (PDSS-J). After the linguistic validation of the PDSS-J with a multi-step translation methodology, consisting of forward translation, back translation, expert review and cognitive debriefing interviews, we conducted a psychometric validation for 492 students aged 11–16 years (46.7% boys) of public elementary school, junior high school and high school, using the PDSS-J, the Karolinska Sleepiness Scale (KSS), and bedtimes and wake-up times on school days and free days. Internal consistency (Cronbach’s alpha) of the PDSS-J was 0.77, and the test–retest reliability demonstrated by the intraclass coefficient was 0.88. Multivariate logistic regression analysis revealed that both short sleep duration and social jetlag were identified as factors associated with daytime sleepiness, after adjustment for age and sex. PDSS-J scores were significantly higher in the group with large social jetlag with or without sufficient sleep duration than in the group with sufficient sleep duration and small social jetlag. The PDSS-J is an important tool for assessing daytime sleepiness, given its ease of administration and robust psychometric properties. The impact of not only sleep loss but also social jetlag on daytime sleepiness among school-aged children and adolescents must be fully taken into account.     

ROLE OF SCHOOL SCHEDULE,AGE, AND PARENTAL SOCIOECONOMIC STATUS ON SLEEP DURATION AND SLEEPINESS OF PARISIAN CHILDREN

The aim of the study was to assess the duration and quality of sleep of prepubertal (Tanner Scale level 1) physically and mentally healthy children as a function of school schedule (4 versus 4.5 days per week), age and grade (median age of 9.5 years for 4th grade versus median age of 10.5 years for 5th grade), school district (wealthy versus nonwealthy) in Paris, France, and parental socioeconomic status (high, medium, or low). We studied 51 girl and 44 boy volunteer pupils with written parental consent. The study lasted 2 weeks during the month of March. During the first study week, the children attended school 4.5 days, and during the second week, they attended school only 4 days without difference in the length of the school day. A sleep log was used to ascertain time of lights off for sleep and lights on at awakening, nighttime sleep duration, and self-rated sleep quality. A visual analog scale (VAS) was also used by pupils to self-rate the level of perceived sleepiness at four specific times of the school day. Conventional statistical methods (e.g., t and χ²tests) were used to examine differences in mean values. Sleep duration, self-rated sleepiness, and subjective sleep quality were comparable (P >. 05) by gender, school schedule, school district, and parental socioeconomic status. Overall, the sleep of this sample of Parisian children around 10 years of age was rather stable in its duration and timing, suggesting flexibility to adjust to the different school schedules. (Chronobiology International, 18 (6), 1005–1017, 2001)     

DIVING BEHAVIOR OF THE SAIMAA RINGED SEAL (PHOCA HISPIDA SAIMENSIS NORDQ.)

The activity and diving patterns of four adult Saimaa ringed seals ( Phoca hispida saimensis , a landlocked subspecies living in Lake Saimaa, Finland) were examined during spring, summer, and autumn by the use of VHF-transmitters. Over 17,000 dives were registered. The duration of the dives and diving patterns differed among individuals. The mean duration of dives increased from spring to autumn; e.g. , in one individual the mean dive duration increased from 6 min in June to 10.5 min in October. The haul-out periods of one individual in May to early June made up 46.2% of its total activity budget, but in another individual in July to August the haul-out periods made up only 11% of the budget and the seal was submerged for 80% of the time. Periods of successive long duration dives (>10 min) were observed in three individuals in summer and autumn. The longest dive measured was 23 min. The duration of the periods containing long dives was often over three hours (maximum six hours) and the mean duration of the dives about 15 min. These long duration dives are assumed to be aerobic resting dives. Generally, the dives of the Saimaa ringed seal appear to be of longer duration than previously assumed.     

Long-Term Effects of the Seattle Social Development Intervention on School Bonding Trajectories

Bonding to school has been shown to be a protective factor against many problem behaviors. This study examines the effects of intervention during the elementary grades on changes in school bonding from middle school through high school, using hierarchical linear modeling. A full intervention group (Grades 1-6), a late intervention group (interventions in Grades 5 and 6 only), and a control group offered no special intervention were compared. The full intervention group was significantly more bonded to school than the control group at ages 13 and 18. Moreover, the full intervention group showed a curvilinear change in school bonding over time, decreasing to age 16 and then increasing to age 18, whereas bonding to school in both the control and late intervention groups continued to decline from age 13 to age 18. These findings suggest that social development interventions through elementary school can have positive long-term effects on school bonding and demonstrate the importance of long-term follow-up studies of preventive interventions.     

Developmental aspects of sleep apnoea in northern elephant seals, Mirounga angustirostris

Northern elephant seals, Miroungu angustirostris , breathe irregularly while sleeping on land, alternating bouts of breath-holding (apnoea) that can last up to 25 min with periods of breathing (eupnoea). Our aims were to quantify changes in this behaviour during development and to determine the correspondence between these ontogenetic changes and those independently recorded in the dive durations of free-ranging seals. We observed 163 seals during periods of apparent sleep, ranging in age from new-born to adult. at Año Nuevo, California. Mean length of apnoea and percentage time spent in apnoea were 3·1 min and 59%, in neonates (0–4 days old). These values decreased to 1·8 min and 37% in suckling pups (5–28 days old), then increased with age thereafter, reaching about 8·0 min and 60% in adults of both sexes. Sleep apnoea duration and percentage time spent in sleep apnoea increased most markedly after weaning, when the animals were learning to swim and dive. Mean sleep apnoea duration and mean dive duration increased in a similar way during the first year of life; thereafter. mean sleep apnoea duration reached an asymptote while mean dive duration continued to increase. We conclude that the elephant seal's ability to sustain long apnoeas is not only an adaptation for foraging underwater but also a means for conserving water and energy while fasting on land.     

Long-Term Effects of the Seattle Social Development Intervention on School Bonding Trajectories

Bonding to school has been shown to be a protective factor against many problem behaviors. This study examines the effects of intervention during the elementary grades on changes in school bonding from middle school through high school, using hierarchical linear modeling. A full intervention group (Grades 1-6), a late intervention group (interventions in Grades 5 and 6 only), and a control group offered no special intervention were compared. The full intervention group was significantly more bonded to school than the control group at ages 13 and 18. Moreover, the full intervention group showed a curvilinear change in school bonding over time, decreasing to age 16 and then increasing to age 18, whereas bonding to school in both the control and late intervention groups continued to decline from age 13 to age 18. These findings suggest that social development interventions through elementary school can have positive long-term effects on school bonding and demonstrate the importance of long-term follow-up studies of preventive interventions.     

Association of depressive symptoms with habitual sleep duration and sleep timing in junior high school students

ABSTRACT

This study aims to investigate independent associations of habitual sleep durations and sleep timings on weekdays and weekends with depressive symptoms in adolescents who have classes in the morning. We studied grade 7–9 students (942 males and 940 females, aged 12–15 years), who had classes in the morning, at public junior high schools in Japan in a cross-sectional design. The students answered a self-report questionnaire, which covers habitual sleep durations, bedtimes and wake-up times on weekdays and weekends, and depressive symptoms. The Short Mood and Feelings Questionnaire (SMFQ) was used to determine the level of depressive symptoms. The relationship between the variables on sleep habits and the SMFQ score were studied using multivariate linear regression and generalized additive models (GAM), controlling for sex, age and school. Multivariate linear regression analysis revealed that sleep duration on weekdays and relative mid-sleep time on weekdays (i.e. mid-sleep time on weekdays – mid-sleep time on weekends) were independently significantly (p < .001) associated with the SMFQ score. GAM analysis also revealed that sleep duration on weekdays (a reverse J-shaped relationship) and the relative mid-sleep time on weekdays (a negative monotonic/linear relationship) were independently significantly (p < .001) associated with the SMFQ score. These associations were confirmed in both males and females when they were analyzed separately. These results suggest that sleep duration on weekdays and the relative mid-sleep time on weekdays may be independently associated with the level of depressive symptoms in junior high school students who have classes in the morning. These findings may have important implications for the development of novel strategies for preventing mental health problems in adolescents.     

Variation with age in the timing and duration of spawning in American plaice

Spawning time of female American plaice Hippoglossoides platessoides varied significantly with age. This effect, however, was not consistent across years. Generally, younger fish spawned earlier than older fish, but in the 1990s they spawned later than older fish. Spawning duration also varied with age, with younger fish generally having a longer spawning period than older fish. Changes in depth distribution were related to changes in both spawning time and duration. As depth increased, spawning time became later and duration became shorter. Fish <11 years old showed the largest change in both spawning time and depth distribution.     

Cell responses to single pheromone molecules may reflect the activation kinetics of olfactory receptor molecules

Olfactory receptor cells of the silkmoth Bombyx mori respond to single pheromone molecules with "elementary" electrical events that appear as discrete "bumps" a few milliseconds in duration, or bursts of bumps. As revealed by simulation, one bump may result from a series of random openings of one or several ion channels, producing an average inward membrane current of 1.5 pA. The distributions of durations of bumps and of gaps between bumps in a burst can be fitted by single exponentials with time constants of 10.2 ms and 40.5 ms, respectively. The distribution of burst durations is a sum of two exponentials; the number of bumps per burst obeyed a geometric distribution (mean 3.2 bumps per burst). Accordingly the elementary events could reflect transitions among three states of the pheromone receptor molecule: the vacant receptor (state 1), the pheromone-receptor complex (state 2), and the activated complex (state 3). The calculated rate constants of the transitions between states are k(21)=7.7 s(-1), k(23)=16.8 s(-1), and k(32)=98 s(-1).     

Sleep and sleepiness among working and non-working high school evening students

The aim of this study was to evaluate patterns of sleepiness, comparing working and non-working students. The study was conducted on high school students attending evening classes (19:00-22:30 h) at a public school in S?o Paulo, Brazil. The study group consisted of working (n=51) and non-working (n=41) students, aged 14-21 yrs. The students answered a questionnaire about working and living conditions and reported health symptoms and diseases. For seven consecutive days, actigraphy measurements were recorded, and the students also filled in a sleep diary. Sleepiness ratings were given six times per day, including upon waking and at bedtime, using the Karolinska Sleepiness Scale. Statistical analyses included three-way ANOVA and t-test. The mean sleep duration during weekdays was shorter among workers (7.2 h) than non-workers (8.8 h) (t=4.34; p<.01). The mean duration of night awakenings was longer among workers on Tuesdays and Wednesdays (28.2 min) and shorter on Mondays (24.2 min) (t=2.57; p=.03). Among workers, mean napping duration was longer on Mondays and Tuesdays (89.9 min) (t=2.27; p=.03) but shorter on Fridays and Sundays (31.4 min) (t=3.13; p=.03). Sleep efficiency was lower on Fridays among non-workers. Working students were moderately sleepier than non-workers during the week and also during class on specific days: Mondays (13:00-15:00 h), Wednesdays (19:00-22:00 h), and Fridays (22:00-00:59 h). The study found that daytime sleepiness of workers is moderately higher in the evening. This might be due to a work effect, reducing the available time for sleep and shortening the sleep duration. Sleepiness and shorter sleep duration can have a negative impact on the quality of life and school development of high school students.     

Breastfeeding in the United States

The breastfeeding of US infants born in 1974-76 is analyzed using data form the 1976 National Survey of Family Growth. Life table estimates of the proportion of children breastfed by duration since birth and mean breastfeeding durations are presented. The life tables reported are constructed by standard cohort table methods. To compare life tables for children of mothers in various attribute categories, generalised Wilcoxon tests are used, together with multiple classification analysis for continuation at select durations. Variables considered include mother's age at the birth, ethnicity, educational level, education by ethnicity, region of residence and the child's birth order. Findings are restricted to infants remaining with their mothers for at least 2 months following delivery and surviving as of the survey date in January-September 1976. It is found that the proportion of infants breastfed was increasing rapidly, with the highest rates found among white (39%), college-educated (56%), western (56%) mothers and lowest rates among black mothers (17%) mothers with less than a high school education (19%) and mothers living in the south (24%). By age, the highest proportions are mothers at ages 25-29 (44%), followed closely by the mothers under 25 (29%). The proportions breastfeeding were also found to be higher in urban than in rural areas (38% vs. 28%) and higher at parities 1-2 (29%). A multiple classification analysis of the factors most strongly influencing breastfeeding in 1975 shows educational level to be the strongest single predictor of breastfeeding, followed by western residence and white ethnicity. Age effects were found to correlate strongly with education. Reviewing 1971-1981 changes, the proportion of mothers with less than a college education who breastfed their children increased from 19% to 51% over the decade, while the proportion among college-educated mothers rose from 42% to 74%. For children who were breastfed, the median duration was about 4.5 months. The mean was 5.5 months, with a range from about 3.0 months among black mothers with less than a high school education, to 6.0 months among college-educated white women. The nationwide changes in breastfeeding patterns and duration may confer modest health benefits on current generations of youngsters, although not benefits that are easily measured, since human milk substitutes are routinely subjected to rigourous testing for nutritional adequacy.