Associations between child temperament, maternal feeding practices and child body mass index during the preschool years: a systematic review of the literature

It is a research priority to identify modifiable risk factors to improve the effec- tiveness of childhood obesity prevention strategies. Research, however, has largely overlooked the role of child temperament and personality implicated in obesogenic risk factors such as maternal feeding and body mass index (BMI) of preschoolers. A systematic review of relevant literature was conducted to inves- tigate the associations between child temperament, child personality, maternal feeding and BMI and/or weight gain in infants and preschoolers; 18 papers were included in the review. The findings revealed an association between the temperament traits of poor self-regulation, distress to limitations, low and high soothability, low negative affectivity and higher BMI in infants and preschool- aged children. Temperament traits difficult, distress to limitations, surgency/ extraversion and emotionality were significantly associated with weight gain rates in infants. The results also suggested that child temperament was associated with maternal feeding behaviours that have been shown to influence childhood over- weight and obesity, such as using restrictive feeding practices with children per- ceived as having poor self-regulation and feeding potentially obesogenic food and drinks to infants who are more externalizing. Interestingly, no studies to date have evaluated the association between child personality and BMI/weight gain in infants and preschoolers. There is a clear need for further research into the association of child temperament and obesogenic risk factors in preschool-aged children.

Creating the Iraq cultural property destruction database: calculating a heritage destruction index

Over the past decade there have been constant reports of damage to significant cultural property in several complex (post-)conflict and (post-)revolutionary states. Recent events in Syria, Mali, Libya, Egypt, Tunisia, Afghanistan and Iraq – as devastating as they have been for people – have also had dramatic consequences for a number of important cultural heritage sites. Despite the severity of these events and global concern, the field of heritage studies has not developed a methodology for cataloguing such heritage destruction in a database. Addressing this paucity in the literature, this article details the methodology developed to produce the Iraq Cultural Property Destruction database, the world’s first database to document the destruction of cultural property in Iraq. This article also documents the calculation of the Heritage Destruction Index – a scale for measuring both the heritage ‘significance’ of a site and the overall level of destruction. Finally, this article also demonstrates the manifold uses of such a database in measuring and monitoring heritage destruction in Iraq. This study therefore sets a significant precedent in heritage studies by providing methods that can be applied to other contexts (past, present and future) to document the destruction of cultural property in complex contexts.

A hazardous substance exposure prevention rating method for intervention needs assessment and effectiveness evaluation: the small business exposure index

Aims This paper describes the refinement and adaptation to small business of a previously developed method for systematically prioritizing needs for intervention on hazardous substance exposures in manufacturing worksites, and evaluating intervention effectiveness. Methods We developed a checklist containing six unique sets of yes/no variables organized in a 2 × 3 matrix of exposure potential versus exposure protection at three levels corresponding to a simplified hierarchy of controls: materials, processes, and human interface. Each of the six sets of indicator variables was reduced to a high/moderate/low rating. Ratings from the matrix were then combined to generate an exposure prevention 'Small Business Exposure Index' (SBEI) Summary score for each area. Reflecting the hierarchy of controls, material factors were weighted highest, followed by process, and then human interface. The checklist administered by an industrial hygienist during walk-through inspection (N = 149 manufacturing processes/areas in 25 small to medium-sized manufacturing worksites). One area or process per manufacturing department was assessed and rated. A second hygienist independently assessed 36 areas to evaluate inter-rater reliability. Results The SBEI Summary scores indicated that exposures were well controlled in the majority of areas assessed (58% with rating of 1 or 2 on a 6-point scale), that there was some room for improvement in roughly one-third of areas (31% of areas rated 3 or 4), and that roughly 10% of the areas assessed were urgently in need of intervention (rated as 5 or 6). Inter-rater reliability of EP ratings was good to excellent (e.g., for SBEI Summary scores, weighted kappa = 0.73, 95% CI 0.52–0.93). Conclusion The SBEI exposure prevention rating method is suitable for use in small/medium enterprises, has good discriminatory power and reliability, offers an inexpensive method for intervention needs assessment and effectiveness evaluation, and complements quantitative exposure assessment with an upstream prevention focus.

Developing Abu Dhabi's solid waste sustainability index (ADSWMI)

Fast urbanization and population and economic growth led to increased solid waste generation in Abu Dhabi in the last decades. Abu Dhabi generates 5.8 kg of municipal waste per day per person. This is well above the world average of 1.2 kg per day per person. Treatment and destination of the municipal solid waste is also problematic. Only 3.5% of the total municipal solid waste generation is recycled, and the remaining waste is disposed in landfills which are technically not adequate. In this context, sustainability indicators can play an important role in supporting decision makers in planning and managing the solid waste system. In this study, the waste management system in Abu Dhabi Emirate was analyzed through the implementation of a set of proposed sustainability indicators. The DSR Driving force-State-Response approach was used as the methodology to develop a framework for the context of Abu Dhabi. Twenty indicators, based on literature review and benchmarking, were divided into five categories: quantity & composition, environmental controls & resource management, construction & demolition waste, financial sustainability, and governances & policies. These indictors can be a baseline to assist decision makers to develop an integrated waste management system able to meet the high international standards and target in the field.

Exploration of the Australian Early Development Index for children with language backgrounds other than English

The Australian Early Development Index (AEDI) is a teacher-administered measure that indicates if children are starting school with the developmental capacity to take advantage of the school learning environment. A key question that arises for schools, communities, and policy makers is how valid the AEDI is for children from a Language Background Other Than English (LBOTE). This study investigated how adequately the AEDI captures the cultural variety of different behaviours and different ways of learning. The study also examined the cultural inclusivity and relevance of the AEDI materials (e.g., teacher training guidelines; administration manual). Ten focus groups (n=84) and various community consultations were conducted with early childhood education and development professionals, representing key service providers, and school personnel. The findings from these studies led to the following recommendations: For LBOTE children, the AEDI should ideally be completed in collaboration, for example, between the child’s teacher and a multicultural consultant. The teacher guidelines for the AEDI need to be enhanced with respect to issues pertaining to LBOTE children, and the AEDI should include additional domains, such as cultural competence and home based/first language skills. Finally, teacher preparation and the AEDI administration guidelines need to clarify and emphasize the intent of the AEDI.