Alcohol consumption by youth: Peers,parents, or prices?

Using data from the National Longitudinal Survey of Adolescent to Adult Health, we estimate the effect of peers’ alcohol consumption and alcohol prices on the drinking habits of high-school-age youth. We use the two-stage residual inclusion method to account for the endogeneity of peer drinking in nonlinear models. For our sample of high school students, we find that peer effects are statistically and economically significant regarding the choice to participate in drinking but are not significant for the frequency of drinking, including binge drinking. Regarding alcohol prices, even though we have good price variation in our sample, alcohol prices are not found to be significant. The results are important for policymakers who are considering policies to reduce underage drinking, as we conclude that no significant impact on underage drinking will result from low-tax states’ increasing excise taxes on alcohol so they are similar to those of high-tax states. Policymakers may choose to focus instead on the influence of peers and changing the social norm behavior.     

"It Was Fine, if You Wanted to Leave": Educational Ambivalence in a Nova Scotian Coastal Community 1963–1998

This article reports on a study of schooling in southwest Nova Scotia. Using Bourdieu's concepts of cultural capital and habitus, I analyze rural men's relationships involving identity, work, place, and schooling to explain continuing high male dropout rates and local traditions of ambivalence and resistance to schooling. I conclude that the tension between formal schooling and place is endemic in many rural communities and that qualitative migration analysis can reveal the complexity of relationships between learning and leaving.     

An active learning approach to investigate the ecosystem of tide flats using 3D modeling and printing

ABSTRACT

This paper presents an active learning approach that focuses on practical investigation of the ecosystem of tidal flats using 3D modeling and printing for biology students in order to enhance understanding of natural selection. The learning approach for the study followed a 5-step procedure: i) learning about 3D modeling and printing, ii) exploration of the ecosystem of tidal flats, iii) 3D designing of a bird beak, iv) 3D printing of a constructed beak, and v) a natural selection simulation activity. The learning method presented in this study centered on active student exploration of the tidal flats ecosystem using 3D modeling and printing. The learning approach presented in this paper could be implicated at schools to aid in students’ understanding of natural selection as it allows students to firsthand examine simulation changes to a bird beak and benthic communities. This study suggested the active learning method for natural selection as it incorporates student-designed exploration and direct investigative appraisal of the selection process.     

Diurnal Rhythms in Performance Tests of School Children with and Without Language Disorders

Time-of-day related changes on four tests used by speech therapists and four other performance tests, in addition to oral temperature, were documented in 16 school children (7-9 years of age). Six of them had language disorders and were receiving speech therapy. Children were synchronized with diurnal activity from around 0730 to around 2100 and nocturnal rest. For each child, at each test time point (e.g. 0900, 1100, 1530 and 1930) tests were performed three times, with two different speech therapists, in a random order, with only one session per day. Conventional methods (r-tested mean differences; AINOVA; correlation tests) were used for statistical analyses. Among 29 parameters (items) which were analyzed, only nine exhibited time-of-day related changes, mainly in speed to-perform measures. In most detected rhythms best performance occurred either at 1100 or at 1530 with no difference in subgroups except for the fastest performance of the sentence repetition test. With regard to the daily mean M, controls performed better than children with language disorders for the word (syllabic) repetition test (P < 0.0004) but this was reversed for both computing and colouring skill tests (P < 0.04 and < 0.002). A difference related to sex (but not to language disorders) was observed in the Ms of speed in sign reproduction (P < 0.0000) and sorting cards (P < 0.01), with boys being faster than girls. In children, as in adults, time-of-day effects should be considered when the quantification of performance is desired.     

Clubs of culture and capital: immigrant and second-generation incorporation in a new destination school

The influx of Latin American immigrants into the US South since the early 1990s has changed the demographic face of the region, particularly among school-aged populations where the rate of growth among Latinos has been the fastest. Despite an emerging literature addressing changing racial and ethnic relations in the New US South, relatively little research has addressed the incorporation of Latino youths within southern schools. Relying on data from a four-year ethnographic and in-depth interview study in one North Carolina town, findings suggest powerful benefits of ethnic-identity based clubs for Latino youths in new immigrant destination schools. While both Latino and African American respondents faced discrimination within their community, Latino students received more formal support at school, which helped shield them from the negative impacts of discrimination.     

Teaching animal habitat selection using wildlife tracking equipment

We present a hands-on outdoor activity coupled with classroom discussion to teach students about wildlife habitat selection, the process by which animals choose where to live. By selecting locations or habitats with many benefits (e.g., food, shelter, mates) and few costs (e.g., predators), animals improve their ability to survive and reproduce. Biologists track animal movement using radio telemetry technology to study habitat selection so they can better provide species with habitats that promote population growth. We present a curriculum in which students locate “animals” (transmitters) using radio telemetry equipment and apply math skills (use of fractions and percentages) to assess their “animal's” habitat selection by comparing the availability of habitat types with the proportion of “animals” they find in each habitat type.     

Inferring the causes of the three waves of the 1918 influenza pandemic in England and Wales

Past influenza pandemics appear to be characterized by multiple waves of incidence, but the mechanisms that account for this phenomenon remain unclear. We propose a simple epidemic model, which incorporates three factors that might contribute to the generation of multiple waves: (i) schools opening and closing, (ii) temperature changes during the outbreak, and (iii) changes in human behaviour in response to the outbreak. We fit this model to the reported influenza mortality during the 1918 pandemic in 334 UK administrative units and estimate the epidemiological parameters. We then use information criteria to evaluate how well these three factors explain the observed patterns of mortality. Our results indicate that all three factors are important but that behavioural responses had the largest effect. The parameter values that produce the best fit are biologically reasonable and yield epidemiological dynamics that match the observed data well.     

School start time influences melatonin and cortisol levels in children and adolescents – a community-based study

School start time influences sleep parameters. Differences between circadian sleep parameters on weekends and weekdays have been associated with obesity, sleep, and psychiatric disorders. Moreover, circadian rhythm dysregulation affects the secretion of some hormones, such as melatonin and cortisol. In the current study, we investigate the effect of school start time on cortisol and melatonin levels in a community sample of Brazilian children and adolescents. This was a cross-sectional study of 454 students (mean age, 12.81 ± 2.56 years; 58.6% female). From this sample, 80 participants were randomly selected for saliva collection to measure melatonin and cortisol levels. Circadian sleep parameters were assessed by self-reported sleep and wake up schedules and the Morningness–Eveningness Questionnaire. The outcomes, salivary melatonin and cortisol levels, were measured in morning, afternoon and night saliva samples, and behavior problems were assessed using the Child Behavior Checklist (CBCL). The main results revealed that morning school start time decreased the secretion of melatonin. Morning melatonin levels were significantly positively correlated with the sleep midpoint on weekdays and on weekends. Afternoon melatonin levels were positively correlated with the sleep midpoint on weekends in the morning school students. Conversely, in the afternoon school students, night melatonin levels were negatively correlated with the sleep midpoint on weekdays. Cortisol secretion did not correlate with circadian sleep parameters in any of the school time groups. In conclusion, school start time influences melatonin secretion, which correlated with circadian sleep parameters. This correlation depends on the presence of psychiatric symptoms. Our findings emphasize the importance of drawing attention to the influence of school start time on the circadian rhythm of children and adolescents.     

The Current Status of Preclinical Endocrine Education in U.S. Medical Schools

ObjectiveTo characterize the current landscape of preclinical medical endocrine education in U.S. allopathic medical schools.MethodsU.S. endocrine curriculum directors were asked to voluntarily complete a 16-question email survey surveying the status of endocrine preclinical education at their medical school.ResultsSixty-nine of 155 (45%) endocrine block director respondents completed the online survey between July 2021 and September 2021. A larger incoming class, a longer duration of the endocrine curriculum, and the offering of a separate endocrine curriculum (ie apart from the teaching of other organ systems) were each independently associated with an increased number of faculty teaching the course. Schools that used a gland-/organ-based curriculum only and those that used a combination of gland-/organ-based curriculum with topic-based curriculum differed significantly in their use of large lectures, small groups, and several curriculum components, including point of care glucose testing, continuous glucose monitoring, and insulin pumps.ConclusionThis survey study reports the current landscape of preclinical endocrine education in the United States and describes opportunities to improve interest in pursuing endocrinology as a career.     

Virus-related Knowledge in Covid-19 Times - Results from two Cross-sectional Studies in Austria and Implications for School

Viruses have become a prominent issue in public health, politics and economics due to the Covid-19 pandemic. Yet they have still met little attention in educational research, although misconceptions concerning viruses may contribute to antibiotics misuse, disbelief in existence of viruses and distrust in vaccination. We investigated knowledge and attitudes in Austria concerning Covid-19, viruses in general and vaccination. We conducted two cross-sectional online surveys. Study A was performed Austrian-wide (N = 1027), study B specifically targeted Austrian students from middle and high schools (N = 1728). Several participants did not believe in the existence of SARS-CoV-2. General vaccination damage was highly overrated. Many defined viruses as unicellular organisms or bacteria, and 6-10 % believed that they can be killed by antibiotics. Very many participants were unable to identify, whether a specific disease was caused by a virus or another pathogen. Knowledge was significantly correlated with level of education/grade and interest in virology. Additionally, willingness to become vaccinated was significantly correlated with knowledge. Many participants felt insufficiently informed about viruses at school. We strongly recommend that virus-related school education must highly improve to enable the population to correctly assess health-related information, counter fake news and come to scientifically informed decisions.