School’s Out: Seasonal Variation in the Movement Patterns of School Children

School children are core groups in the transmission of many common infectious diseases, and are likely to play a key role in the spatial dispersal of disease across multiple scales. However, there is currently little detailed information about the spatial movements of this epidemiologically important age group. To address this knowledge gap, we collaborated with eight secondary schools to conduct a survey of movement patterns of school pupils in primary and secondary schools in the United Kingdom. We found evidence of a significant change in behaviour between term time and holidays, with term time weekdays characterised by predominately local movements, and holidays seeing much broader variation in travel patterns. Studies that use mathematical models to examine epidemic transmission and control often use adult commuting data as a proxy for population movements. We show that while these data share some features with the movement patterns reported by school children, there are some crucial differences between the movements of children and adult commuters during both term-time and holidays.     

Effect of Schistosomiasis and Soil-Transmitted Helminth Infections on Physical Fitness of School Children in C?te d'Ivoire

Background

Schistosomiasis and soil-transmitted helminthiasis are important public health problems in sub-Saharan Africa causing malnutrition, anemia, and retardation of physical and cognitive development. However, the effect of these diseases on physical fitness remains to be determined.

Methodology

We investigated the relationship between schistosomiasis, soil-transmitted helminthiasis and physical performance of children, controlling for potential confounding of Plasmodium spp. infections and environmental parameters (i.e., ambient air temperature and humidity). A cross-sectional survey was carried out among 156 school children aged 7–15 years from Côte d''Ivoire. Each child had two stool and two urine samples examined for helminth eggs by microscopy. Additionally, children underwent a clinical examination, were tested for Plasmodium spp. infection with a rapid diagnostic test, and performed a maximal multistage 20 m shuttle run test to assess their maximal oxygen uptake (VO₂ max) as a proxy for physical fitness.

Principal Findings

The prevalence of Schistosoma haematobium, Plasmodium spp., Schistosoma mansoni, hookworm and Ascaris lumbricoides infections was 85.3%, 71.2%, 53.8%, 13.5% and 1.3%, respectively. Children with single, dual, triple, quadruple and quintuple species infections showed VO₂ max of 52.7, 53.1, 52.2, 52.6 and 55.6 ml kg⁻¹ min⁻¹, respectively. The VO₂ max of children with no parasite infections was 53.5 ml kg⁻¹ min⁻¹. No statistically significant difference was detected between any groups. Multivariable analysis revealed that VO₂ max was influenced by sex (reference: female, coef. = 4.02, p<0.001) and age (years, coef. = −1.23, p<0.001), but not by helminth infection and intensity, Plasmodium spp. infection, and environmental parameters.

Conclusion/Significance

School-aged children in Côte d''Ivoire showed good physical fitness, irrespective of their helminth infection status. Future studies on children''s physical fitness in settings where helminthiasis and malaria co-exist should include pre- and post-intervention evaluations and the measurement of hemoglobin and hematocrit levels and nutritional parameters as potential co-factors to determine whether interventions further improve upon fitness.     

The alkaloids of papaver somniferum L.—VIII : Organelle activity of the isolated latex

Fractions prepared by differential centrifugation of whole or diluted latex have been examined. High rates of gaseous exchange and of phosphorylation were associated with a fraction expected to contain mitochondria; gaseous exchange possibly due to phenol oxidases was also observed in other fractions. There was some evidence that, in the heavy fractions, radioactive tyrosine was incorporated into certain alkaloids but not into thebaine or morphine. Alkaloids were mainly present in these heavy fractions and not in the supernatants. It is suggested that significant numbers of active mitochondria occur in the expelled latex and that alkaloid biosynthesis is partly associated with heavy particles. After formation, the alkaloids remain attached to the parent particles for further metabolic changes to be effected.     

Associations of Physical Activity and Sedentary Behavior with Academic Skills – A Follow-Up Study among Primary School Children

Background

There are no prospective studies that would have compared the relationships of different types of physical activity (PA) and sedentary behavior (SB) with academic skills among children. We therefore investigated the associations of different types of PA and SB with reading and arithmetic skills in a follow-up study among children.

Methods

The participants were 186 children (107 boys, 79 girls, 6–8 yr) who were followed-up in Grades 1–3. PA and SB were assessed using a questionnaire in Grade 1. Reading fluency, reading comprehension and arithmetic skills were assessed using standardized tests at the end of Grades 1–3.

Results

Among all children more recess PA and more time spent in SB related to academic skills were associated with a better reading fluency across Grades 1–3. In boys, higher levels of total PA, physically active school transportation and more time spent in SB related to academic skills were associated with a better reading fluency across the Grades 1–3. Among girls, higher levels of total PA were related to worse arithmetic skills across Grades 1–3. Moreover, total PA was directly associated with reading fluency and arithmetic skills in Grades 1–3 among girls whose parents had a university degree, whereas these relationships were inverse in girls of less educated parents.

Conclusions

Total PA, physically active school transportation and SB related to academic skills may be beneficial for the development of reading skills in boys, whereas factors that are independent of PA or SB may be more important for academic skills in girls.

Trial Registration

ClinicalTrials.gov: {"type":"clinical-trial","attrs":{"text":"NCT01803776","term_id":"NCT01803776"}}NCT01803776     

Physical Education: The Effect of Epoch Lengths on Children’s Physical Activity in a Structured Context

Background

Despite a consensus emerging that affirms that shorter epochs should be used in youth to correctly register physical activity levels in free-living conditions, little is known about its effect on children’s physical activity conducted in structured periods of time. This study analyzed the effect that epoch length (1, 2, 3, 5, 10, 15, 30 and 60s) may have on different physical activity intensities in physical education lessons.

Methods

A sample of 1912 individual measures of physical education lessons were measured with a GT3X accelerometer. Data were collected from 1227 Swiss Elementary school students recruited in 17 elementary schools. PE lessons lasted from 45 minutes to one and a half hours. Data, originally collected in 1-s epoch, were then reintegrated into 2s, – 3s – 5s – 10s – 15s – 30s –60s epochs.

Results

Longer epochs were associated with higher levels of light (F = 8197.6, p < .001), moderate (F = 2708.17, p < .001), and moderate-to-vigorous physical activity (F = 888.08, p < .001). However, longer epochs showed lower levels of sedentary activity (F = 31714.33, p < .001) and vigorous physical activity (F = 1910.97, p < .001). Bias increased in all PA intensities when shorter epochs were compared with longer epochs. There were statistically significant differences in compliance with physical education guidelines (χ2 = 989.27, p<.001), showing higher levels with longer epochs.

Conclusion

PA context may have some influence on the effects that epoch length have on PA estimates, more specifically on MVPA. Nevertheless, the use of a high-frequency sampling interval should be used to more accurately assess children’s PA.     

Making Fun out of Difference: Ethnicity–Race and Humour in a London School

This article highlights the importance of humour and laughter in analyses of ethnicity and race in everyday life, and contributes to the growing anthropological engagement with the role of the ludic in social life. Focusing on pupil interaction in an ethnically and racially diverse London school, it argues that while peer classification practices can lead to reification of ethnic and racial differences, ludic interactions have cross-cutting, counter-balancing or liquefying effects. In interactions of humour, ethnic and racial differences can become the very material from which banter and laughter are created, constituting a convivial sociality that manifests closeness at the same time as difference. Such interactions enable peers to address their racial and ethnic differences, and a wider context of prejudice and racism, lightly, ‘making fun out of’ what could potentially divide and distance them.