Validation and calibration of the activPAL™ for estimating METs and physical activity in 4-6 year olds

Examine the predictive validity of the activPAL™ metabolic equivalents equation, develop an activPAL™ threshold value to define moderate-to vigorous-intensity physical activities, and examine the classification accuracy of the developed moderate-to vigorous-intensity physical activities threshold value in 4- to 6-year-old children.

Development and characterization of the 2,4,6-trichlorophenol (2,4,6-TCP) aerobic degrading granules in sequencing batch airlift reactor

2,4,6-trichlorophenol (2,4,6-TCP) aerobic degrading granules were successfully developed in the sequencing batch airlift reactor. The key strategy used in cultivation of the granules was dosing glucose and acetate as co-substrates. After granulation, average concentrations of 2,4,6-TCP and COD in the effluent were less than 8mgL-1 and 59mgL-1, respectively. The removal efficiencies of 2,4,6-TCP and COD were above 93% and 90%, respectively. The specific degradation rate of 2,4,6-TCP peaked at 61mg 2,4,6-TCP gVSS-1h-1 when inoculated at the concentration of 400mgL-1. The extracellular polymeric substance (EPS) contents of the 2,4,6-TCP aerobic degrading granules were decreased compared with the contents in seed sludge. Two peaks attributed to the protein-like fluorophores were identified by three-dimensional excitation emission matrix (EEM) fluorescence spectra. The decrease of fluorescence parameters, e.g., peak locations, intensities, indicated quenching effect of 2,4,6-TCP on the EPS fluorescence. Meanwhile, the shift of peak position indicated chemical changes of the EPS.

Effects of a specialist-led, school physical education program on bone mass, structure and strength in primary school children: a 4-year cluster randomised controlled trial

This 4-year cluster randomised controlled trial of 365 boys and 362 girls (mean age 8.1 ± 0.3 years) from grade 2 in 29 primary schools investigated the effects of a specialist-taught physical education (PE) program on bone strength and body composition. All children received 150 min/week of common practice (CP) PE from general classroom teachers but in 13 schools 100 min/week of CP PE was replaced by specialized-led PE (SPE) by teachers who emphasized more vigorous exercise/games combined with static and dynamic postural activities involving muscle strength. Outcome measures assessed in grades 2, 4, and 6 included: total body bone mineral content (BMC), lean mass (LM) and fat mass (FM) by DXA, and radius and tibia (4% and 66% sites) bone structure, volumetric density and strength, and muscle cross-sectional area (CSA) by pQCT. After 4-years, gains in total body BMC, FM and muscle CSA were similar between the groups in both sexes, but girls in the SPE group experienced a greater gain in total body LM [mean (95%CI), 1.0kg (0.2, 1.9)]. Compared to CP, girls in the SPE group also had greater gains in cortical area (CoA) and cortical thickness (CoTh) at the mid-tibia [CoA, 5.0% (0.2, 1.9); CoTh 7.5% (2.4, 12.6)] and mid-radius [CoA, 9.3% (3.5, 15.1); CoTh 14.4% (6.1, 22.7)], while SPE boys had a 5.2% (0.4, 10.0) greater gain in mid-tibia CoTh. These benefits were due to reduced endocortical expansion. There were no significant benefits of SPE on total bone area, cortical density or bone strength at the mid-shaft sites, nor any appreciable effects at the distal skeletal sites. This study indicates that a specialist-led school-based PE program improves cortical bone structure, due to reduced endocortical expansion. This finding challenges the notion that periosteal apposition is the predominant response of bone to loading during the pre- and early-pubertal period. This article is protected by copyright. All rights reserved.