Executive functions in 5- to 8-year olds: Developmental changes and relationship to academic achievement

Pronounced improvements in executive functions (EF) during preschool years have been documented in cross-sectional studies. However, longitudinal evidence on EF development during the transition to school and predictive associations between early EF and later school achievement are still scarce. This study examined developmental changes in EF across three time-points, the predictive value of EF for mathematical, reading and spelling skills and explored children's specific academic attainment as a function of early EF. Participants were 323 children following regular education; 160 children were enrolled in prekindergarten (younger cohort: 69 months) and 163 children in kindergarten (older cohort: 78.4 months) at the first assessment. Various tasks of EF were administered three times with an interval of one year each. Mathematical, reading and spelling skills were measured at the last assessment. Individual background characteristics such as vocabulary, non-verbal intelligence and socioeconomic status were included as control variables. In both cohorts, changes in EF were substantial; improvements in EF, however, were larger in preschoolers than school-aged children. EF assessed in preschool accounted for substantial variability in mathematical, reading and spelling achievement two years later, with low EF being especially associated with significant academic disadvantages in early school years. Given that EF continue to develop from preschool into primary school years and that starting with low EF is associated with lower school achievement, EF may be considered as a marker or risk for academic disabilities.

Caries-preventive effectiveness of fluoride varnish as adjunct to oral health promotion and supervised tooth brushing in preschool children: a double-blind randomized controlled trial.

OBJECTIVES To evaluate the effect of biannual fluoride varnish applications in preschool children as an adjunct to school-based oral health promotion and supervised tooth brushing with 1000ppm fluoride toothpaste. METHODS 424 preschool children, 2-5 year of age, from 10 different pre schools in Athens were invited to this double-blind randomized controlled trial and 328 children completed the 2-year programme. All children received oral health education with hygiene instructions twice yearly and attended supervised tooth brushing once daily. The test group was treated with fluoride varnish (0.9% diflurosilane) biannually while the control group had placebo applications. The primary endpoints were caries prevalence and increment; secondary outcomes were gingival health, mutans streptococci growth and salivary buffer capacity. RESULTS The groups were balanced at baseline and no significant differences in caries prevalence or increment were displayed between the groups after 1 and 2 years, respectively. There was a reduced number of new pre-cavitated enamel lesions during the second year of the study (p=0.05) but the decrease was not statistically significant. The secondary endpoints were unaffected by the varnish treatments. CONCLUSIONS Under the present conditions, biannual fluoride varnish applications in preschool children did not show significant caries-preventive benefits when provided as an adjunct to school-based supervised tooth brushing with 1000ppm fluoride toothpaste. CLINICAL SIGNIFICANCE In community based, caries prevention programmes, for high caries risk preschool children, a fluoride varnish may add little to caries prevention, when 1000ppm fluoride toothpaste is used daily.

An Enabling Regulatory Environment for Sustainable Investment: The Example of Trade Law

There is broad international agreement that investment flows to the agricultural sector in developing countries need to be increased. But there is also agreement that such investments need to be sustainable. For being sustainable, they must not only be beneficial to the public economy, but also to rural households and to the environment in the short and the long run. Whether sustainable investments take place, not least depends on the legal framework within which these investments are situated. This is true for the domestic legal frameworks of both the home country and of the host country of the investment. But also the international legal frameworks in which home and host states are embedded set either positive or negative incentives for investments to be sustainable. The paper presents an overview on regulatory frameworks which come to focus in this regard. It then elaborates on international agricultural trade regulation, by assuming that sustainable investments in agriculture presume a ‘sustainable trade regime’. By doing so, the paper presents parts of the debate about a sustainable agricultural trade regime, as it has been resumed and further developed by the author in recent years. Key words. Agricultural sector, sustainable investment, regulatory environment, sustainable trade regime.

Health-related quality of life in young survivors of childhood cancer

PURPOSE Childhood cancer and its treatment may affect health-related quality of life (HRQoL) in childhood cancer survivors, but population-based studies in young survivors are scarce. We aimed to: (1) compare HRQoL between young survivors and population norms and (2) find factors that influence parent-reported HRQoL in survivors. METHODS As part of the Swiss Childhood Cancer Survivor Study, a questionnaire was mailed to parents of survivors aged 8-16 years, registered in the Swiss Childhood Cancer Registry, ≥5 years after diagnosis. We used the KIDSCREEN-27 instrument to compare self- and parent-reported HRQoL between survivors (N = 425) and standardized norms in the five dimensions of physical well-being, psychological well-being, autonomy, peers and school environment (mean = 50, SD = 10). We then used multivariable linear regressions to test the influence of socio-demographic and cancer-related factors on HRQoL. RESULTS Self-reported physical well-being was comparable to norms. Other HRQoL dimensions were higher than norms, with the highest mean = 52.2 (p < 0.001) for school environment. Parent-reported HRQoL in survivors was comparable to population norms; only physical well-being was lower (mean = 47.1, p < 0.001), and school environment was higher (mean = 51.1, p = 0.035). Parent-reported HRQoL was lower for survivors of CNS tumors (physical well-being: β = -5.27, p = 0.007; psychological well-being: β = -4.39, p = 0.044; peers β = -5.17, p = 0.028), survivors of neuroblastoma (psychological well-being β = -5.20, p = 0.047), and survivors who had had a relapse (physical well-being β = -5.41, p = 0.005). CONCLUSIONS Assessing HRQoL during follow-up care, with a focus on physical well-being, specific diagnoses (e.g., CNS tumor) and late complications (e.g., relapse) might help to early identify problems and offer support to survivors with reduced HRQoL.

Development of meta-representations: Procedural metacognition and the relationship to Theory of Mind

In several studies it was shown that metacognitive ability is crucial for children and their success in school. Much less is known about the emergence of that ability and its relationship to other meta-representations like Theory of Mind competencies. In the past years, a growing literature has suggested that metacognition and Theory of Mind could theoretically be assumed to belong to the same developmental concept. Since then only a few studies showed empirically evidence that metacognition and Theory of Mind are related. But these studies focused on declarative metacognitive knowledge rather than on procedural metacognitive monitoring like in the present study: N = 159 children were first tested shortly before making the transition to school (aged between 5 1/2 and 7 1/2 years) and one year later at the end of their first grade. Analyses suggest that there is in fact a significant relation between early metacognitive monitoring skills (procedural metacognition) and later Theory of Mind competencies. Notably, language seems to play a crucial role in this relationship. Thus our results bring new insights in the research field of the development of meta-representation and support the view that metacognition and Theory of Mind are indeed interrelated, but the precise mechanisms yet remain unclear.

Ontogenetic Effects of Hatching Plasticity in the Spotted Salamander (Ambystoma maculatum) due to Egg and Larval Predators

The ability to respond plastically to the environment has allowed amphibians to evolve a response to spatial and temporal variation in predation threat (Benard 2004). Embroys exposed to egg predation are expected to hatch out earlier than their conspecifics. Larval predation can induce a suite of phenotypic changes including growing a larger tail area. When presented with cues from both egg and larval predators, embryos are expected to respond to the egg predator by hatching out earlier because the egg predator presents an immediate threat. However, hatching early may be costly in the larval environment in terms of development, morphology, and/or behavior. We created a laboratory experiment in which we exposed clutches of spotted salamander (Ambystoma maculatum) eggs to both egg (caddisfly larvae) and larval (A. opacum) predators to test this hypothesis. We recorded hatching time and stage and took developmental and morphological data of the animals a week after hatching. Larvae were entered into lethal predation trials with a larval predatory sunfish (Lepomis sp.) in order to study behavior. We found that animals exposed to the egg predator cues hatched out earlier and at earlier developmental stages than conspecifics regardless of whether there was a larval predator present. Animals exposed to larval predator cues grew relatively larger tails and survived longer in the lethal predation trials. However the group exposed to both predators showed a cost of early hatching in terms of lower tail area and shorter survival time in predation trials. The morphological and developmental effects measured of hatching plasticity were transient as there were no developmental or morphological differences between the treatment groups at metamorphosis. Hatching plasticity may be transient but it is important to the development and survival of many amphibians.

Formative evaluation of a parental involvement program for obesity prevention with low-income elementary school children

This study addresses the responses to a postcard campaign with health messages targeting the parents of children in a sample of low-income elementary schools and assesses the feasibility and areas of possible improvements in such a project. The campaign was implemented in Spring 2009 with 4 th grade students (n=1070) in fifteen economically disadvantaged elementary schools in Travis County, Texas. Postcards were sent home with children, and parents filled out a feedback card that the children returned to school. Response data, in the form of self-administered feedback cards (n=2665) and one-on-one teacher interviews (n=8), were qualitatively analyzed using NVivo 8 software. Postcard reception and points of improvement were then identified from the significant themes that emerged including health, cessation or reduction of unhealthy behaviors, motivation, family, and the comprehension of abstract health concepts. ^ Responses to the postcard campaign were almost completely positive, with less than 1% of responses reporting some sort of dislike, and many parents reported a modification of their behavior. However, possible improvements that could be made to the campaign are: increased focus of the postcards on the parents as the target population, increased information about serving size, greater emphasis on the link between obesity and health, alteration of certain skin tones used in the graphical depiction of people on the cards, and smaller but more frequent incentives to return the feedback cards for the students. The program appears to be an effective method of communicating health messages to the parents of 4th grade children.^

A literature review of the use of DDT to fight malaria

Background. First synthesized in 1874, dichlorodiphenyltrichloroethane (DDT) was not used until the second half of World War II after its insecticidal properties were discovered in 1939. For decades DDT has been used globally with the intent of eradicating malaria. This began in 1955 when the eighth World Health Assembly launched a global campaign selecting DDT as the chemical of choice for the eradication of malaria. The United States banned DDT use in 1972 partially due to the publication of “Silent Spring” by Rachel Carson in 1962 which suggested that DDT was harmful to the environment, wildlife and is a carcinogen. ^ Objectives. To critically review the literature on DDT, and evaluate its importance in malaria prevention and control. Methods: The design of this systematic literature review is a narrative summary and evaluation of the papers reviewed. The data came from searches using PubMed and MEDLINE which are free and publicly available databases. Inclusive criteria that were considered during the search are English language peer reviewed journal articles published in the last 20 years. The keywords were: “insecticidal and agricultural use of DDT”, “human impact of malaria”, “economic impact of malaria”, “benefits of DDT”, “effects of DDT”, “importance of malaria control”, and alternatives to DDT for malaria control. ^ Results. Malaria continues to be one of the most common infectious diseases and creates a tremendous global public health problem. WHO recommends DDT for malaria vector control because compared to other pesticides, it is the most persistent in indoor spraying. ^ Conclusion. Indoor spraying of DDT in malaria endemic areas may cause increased exposure of the chemical to humans; however I conclude that the overall benefits outweigh the risks because more lives are saved due to fewer infections with malaria.^

RUNOFF FROM COAL PILES: EFFECTS ON THE ENVIRONMENT AND THE PUBLIC'S HEALTH

The use of coal for fuel in place of oil and natural gas has been increasing in the United States. Typically, users store their reserves of coal outdoors in large piles and rainfall on the coal creates runoffs which may contain materials hazardous to the environment and the public's health. To study this hazard, rainfall on model coal piles was simulated, using deionized water and four coals of varying sulfur content. The simulated surface runoffs were collected during 9 rainfall simulations spaced 15 days apart. The runoffs were analyzed for 13 standard water quality parameters, extracted with organic solvents and then analyzed with capillary column GC/MS, and the extracts were tested for mutagenicity with the Ames Salmonella microsomal assay and for clastogenicity with Chinese hamster ovary cells.^ The runoffs from the high-sulfur coals and the lignite exhibited extremes of pH (acidity), specific conductance, chemical oxygen demand, and total suspended solids; the low-sulfur coal runoffs did not exhibit these extremes. Without treatment, effluents from these high-sulfur coals and lignite would not comply with federal water quality guidelines.^ Most extracts of the simulated surface runoffs contained at least 10 organic compounds including polycyclic aromatic hydrocarbons, their methyl and ethyl homologs, olefins, paraffins, and some terpenes. The concentrations of these compounds were generally less than 50 (mu)g/l in most extracts.^ Some of the extracts were weakly mutagenic and affected both a DNA-repair proficient and deficient Salmonella strain. The addition of S9 decreased the effect significantly. Extracts of runoffs from the low-sulfur coal were not mutagenic.^ All extracts were clastogenic. Extracts of runoffs from the high-sulfur coals were both clastogenic and cytotoxic; those from the low-sulfur coal and the lignite were less clastogenic and not cytotoxic. Clastogenicity occurred with and without S9 activation. Chromosomal lesions included gaps, breaks and exchanges. These data suggest a relationship between the sulfur content of a coal, its mutagenicity and also its clastogenicity.^ The runoffs from actual coal piles should be investigated for possible genotoxic effects in view of the data presented in this study.^

Entre La Formación Docente en Educación Especial y las Prácticas Educativas

En el presente trabajo se realiza un análisis cualitativo- descriptivo de la relación que se establece entre los planes de formación docente en Educación Especial y las prácticas educativas relacionadas con la inclusión escolar. Para ello se consideran por un lado tres de los planes de formación docente, correspondientes a los años 1974, 1998 y 2010 respectivamente. Y por otro la organización curricular existente en el área de Educación Diferencial del año 1974 y hasta el año 1998. Así como la del área de Educación Especial a partir del último año mencionado. El propósito es brindar elementos sobre el espectro complejo y heterogéneo de la educación de niños con NEE como modo de plantear la necesidad de instrumentar a los futuros docentes para reconocer y aceptar las diferencias, y favorecer la construcción de espacios educativos donde se posibilite su desarrollo autónomo, la reflexión, selección y evaluación de condiciones en las que deberá desempeñar su rol para que pueda dar las respuestas que cada personas requiera.

Caries de la infancia temprana, demanda de atención odontológica y percepción parental de salud bucal en pre-escolares de riesgo social del Gran Mendoza

La caries de la infancia temprana es un problema de salud pública que afecta con mayor agresividad a preescolares en riesgo social. El objetivo del presente trabajo fue establecer las asociaciones existentes entre estado dental, demanda de atención odontológica, percepción de salud bucal y condición socio-económica en niños preescolares del Gran Mendoza. Material y método: la población estuvo constituida por escolares en una muestra intencionada de 155 niños de nivel inicial residentes en la provincia de Mendoza, pertenecientes al ámbito escolar urbano- marginal. Se registraron los siguientes índices: ceod, CPOD, ceos, CPOS, y sus componentes discriminados, ICDAS II, íNTC (Bordoni, 1998) e índice de placa (Silness y Löe, 1967). Fue aplicado un cuestionario de percepción parental de salud bucal (ECOHIS) y se realizaron encuestas estructuradas sobre tipología de la demanda de atención odontológica y de condiciones socioeconómicas (NBI). Fue determinada la distribución de frecuencias y los intervalos de confianza para cada variable, las medidas de tendencia central y dispersión y se realizaron comparaciones entre grupos mediante la prueba de chi cuadrado con p=0.05. Resultados: 85.8% de la muestra presentó experiencia de caries. Para cada indicador se registraron los siguientes valores: ceod+CPOD= 5.716 +/- 4.08; cd+CD =5,39+3.79; ed+PD= 0.25+- 0.72; y od+OD= 0.08+-0.34; ceos+CPOS=8.89+-8.39; cs+CS=7.63+-6.25; es+PS= 1.23+-3.62; y os+OS= 0.12+0.46; IP= 1.04+-0.48; y INTC=5.65+-3.19. No se observaron diferencias significativas al agrupar los niños por sexo. Al analizar la demanda de atención bucal se observó que el 54,9% efectuó una consulta odontológica, 25% en el último año y 74% en el subsistema de salud pública. El análisis del cuestionario ECOHIS reveló que obtuvo el máximo porcentaje de respuestas cuando se ordenó según la categoría nunca. El único ítem que se relacionó con el estado dental en forma estadísticamente significativa fue el dolor. Conclusiones: Se observa alta prevalencia de caries dental sin que la demanda de atención odontológica haya producido impacto positivo sobre el estado dentario ni sobre la percepción de los padres respecto de la salud bucal.

Hacer escuela con palabras : Directores de escuela media frente a la desigualdad

En este artículo analizamos el papel de la escuela en la producción y reproducción de la desigualdad social, a partir de una investigación realizada en veinticuatro escuelas medias de Ciudad de Buenos Aires y las provincias de Buenos Aires, Neuquén y Salta. Centrándonos en entrevistas a directivos de las escuelas. Tomaremos como ejes de análisis la percepción de los nuevos sectores sociales que se incorporan a la escuela secundaria y el cambio de funciones educativas y la definición de horizontes para la acción escolar. Buscaremos identificar cómo aparece la desigualdad social, y debatiremos si ella no es, a su turno, producida también desde la escuela media.

Actividad Física y entorno construido en adolescentes y adultos jóvenes

Objetivos: este trabajo tiene como objetivo analizar los niveles de actividad fisicas en estudiantes de escuelas secundarias y estudiantes universitarios; estimar su percepción del entorno contruído en relación con la actividad física, y evaluar la relación entre la educación física y el entorno contruído. Metodología: Se aplicó un estudio sociológico trasversal con diseño no experimental. Se completaron el cuestionario internacional de actividad física y el cuestionario de caraterísticas de entorno contruído con una muestra de 1.862 alumnos de escuelas secundarias y universidad en Granada, España. Resultados: los alumnos de la escuela secundaria fueron significativamente más activos que los estudiantes universitarios, quienes alcanzaron niveles insuficientes de actividad física. Sin embargo, consideraron Granada un buen contexto para hacer ejercicio al aire libre. No se encontraron relaciones entre los niveles de actividad física y el entorno contruído. Conclusión: la discrepancia de resultados entre los niveles de actividad física y la percepción del entorno contruído sugieren la necesidad de intervenciones focalizadas en hacer que los jóvenes se den cuenta de las posibilidades que el medio les ofrece para ejercitarse. En consecuencia, el medio puede tener un impacto en la salud al mismo tiempo que los jóvenes aprenden a respetarlo

Hacer escuela con palabras : Directores de escuela media frente a la desigualdad

En este artículo analizamos el papel de la escuela en la producción y reproducción de la desigualdad social, a partir de una investigación realizada en veinticuatro escuelas medias de Ciudad de Buenos Aires y las provincias de Buenos Aires, Neuquén y Salta. Centrándonos en entrevistas a directivos de las escuelas. Tomaremos como ejes de análisis la percepción de los nuevos sectores sociales que se incorporan a la escuela secundaria y el cambio de funciones educativas y la definición de horizontes para la acción escolar. Buscaremos identificar cómo aparece la desigualdad social, y debatiremos si ella no es, a su turno, producida también desde la escuela media.

Hacer escuela con palabras : Directores de escuela media frente a la desigualdad

En este artículo analizamos el papel de la escuela en la producción y reproducción de la desigualdad social, a partir de una investigación realizada en veinticuatro escuelas medias de Ciudad de Buenos Aires y las provincias de Buenos Aires, Neuquén y Salta. Centrándonos en entrevistas a directivos de las escuelas. Tomaremos como ejes de análisis la percepción de los nuevos sectores sociales que se incorporan a la escuela secundaria y el cambio de funciones educativas y la definición de horizontes para la acción escolar. Buscaremos identificar cómo aparece la desigualdad social, y debatiremos si ella no es, a su turno, producida también desde la escuela media.