Prevalence, Structure and Clinical and Functional Characteristics of Risk Factors for the Development of Cardiovascular Diseases in Adults in Children of School Age

Relevance. Cardiovascular disease is one of the leading causes of death worldwide. Known modifiable and unmodifiable risk factors for the development of cardiovascular disease in adults are found already in childhood, are relatively persistent, leading not only to the formation of cardiovascular disease, but also to disability and death at a young age. Objective. Study of the prevalence, structure and clinical and functional characteristics of risk factors for the development of cardiovascular disease in adults in school-age children in Bishkek. Research methods. The material for the study was the analysis of survey data of 2856 schoolchildren aged 10 to 17 years, selected as a result of a one-step cross-sectional study of students from 5 educational institutions in Bishkek. To study cardiovascular disease RF in children, a specially developed questionnaire and survey card were used. Results of work. As a result of the questionnaire, the presence of hereditary cardiovascular disease burden was revealed in 26.5% (771) schoolchildren and 2.4% (72) of them confirmed heart disease in their parents. The smoking factor was detected in 8.5% (245) schoolchildren, and 40.6% (1160) schoolchildren indicated low physical activity. An increased body mass index as one of the main risk factors was found in 7.4% (211) schoolchildren. Daily consumption of fresh vegetables and fruits was revealed only in 41.3% of schoolchildren, which indicates an insufficiently balanced diet of the surveyed children. Scope of the results. The results of the study will make it possible to take certain measures to predict morbidity, develop preventive measures among children and adolescents for the development of serious diseases of the heart and blood vessels in the future.

Gender Differences Influence Gender Equality Awareness, Self-Esteem, and Subjective Well-Being Among School-Age Children in China

The objective of this study was to investigate and analyze the status and influential factors of gender equality awareness, self-esteem, and subjective well-being in school-age boys and girls. The results can help schools and teachers provide more effective gender equality and mental health education. In the study, 284 valid questionnaires were collected from a total of 323 school-age boys and girls in the Hunan Province, China (effective response rate of 87.93%). The questionnaire covered gender equality awareness, self-esteem, and subjective well-being, with the influencing factors analyzed through multiple linear regression. There was a significant correlation among children’s gender equality awareness in all areas examined (family, occupation, and school), with both boys and girls having the lowest awareness of gender equality in occupational fields. The children’s self-esteem and subjective well-being were significantly correlated as well. Gender equality awareness, self-esteem, and subjective well-being among boys and girls reflected different influential factors. Androgynous traits (neither feminine nor masculine) were conducive to the development of gender equality awareness and self-esteem among the children. Therefore, schools and teachers need to provide gender equality and mental health education according to the specific psychological characteristics of each boy and girl.

Does the Use of Complex Sentences Differentiate Between Bilinguals With and Without DLD? Evidence From Conversation and Narrative Tasks

Over-identification of language disorder among bilingual children with typical development (TD) is a risk factor in assessment. One strategy for improving assessment accuracy with bilingual children is to determine which linguistic sub-domains differentiate bilingual children with TD from bilingual children with developmental language disorder (DLD). To date, little research on sequential bilinguals with TD and DLD has focussed on complex (multi-clausal) sentences in naturalistic production, even though this is a noted domain of weakness for school-age monolinguals with DLD. Accordingly, we sought to determine if there were differences in the use of complex sentences in conversational and narrative tasks between school-age sequential bilinguals with TD and with DLD at the early stages of L2 acquisition. We administered a conversation and a narrative task to 63 English L2 children with TD and DLD, aged 5–7 years with 2 years of exposure to the L2. Children had diverse first language backgrounds. The L2-TD and L2-DLD groups were matched for age, length of L2 exposure and general L2 proficiency (receptive vocabulary size). Language samples from both tasks were coded and analyzed for the use of complex versus simple sentences, for the distribution of complex sentence types, for clausal density and mean length of utterance (MLU). Complex sentences included coordinated clauses, sentential complement clauses, adverbial clauses and relative clauses. Using regression modelling and PERMANOVA, we found that the L2-TD group produced more complex sentences than the L2-DLD group, with coordinated clauses, adverbial clauses and relative clauses differing the most between the groups. Furthermore, the two groups differed for mean clausal density, but not for MLU, indicating that clausal density and MLU did not estimate identical morphosyntactic abilities. Individual variation in complex sentence production for L2-TD was predicted by longer L2 exposure and task; by contrast, for L2-DLD, it was predicted by older age. This study indicates that complex sentence production is an area of weakness for bilingual children with DLD, as it is for monolinguals with DLD. The clinical implications of these findings are discussed.

Dietary Sodium and Potassium Intake: Data from the Mexican National Health and Nutrition Survey 2016

Population studies have demonstrated an association between sodium and potassium intake and blood pressure levels and lipids. The aim of this study was to describe the dietary intake and contribution of sodium and potassium to the Mexican diet, and to describe its association with nutrition status and clinical characteristics. We analyzed a national survey with 4219 participants. Dietary information was obtained with a 24-h recall. Foods and beverages were classified according to level of processing. The mean intake (mg/d) of Na was 1512 in preschool children, 2844 in school-age children, 3743 in adolescents, and 3132 in adults. The mean intake (mg/d) of K was 1616 in preschool children, 2256 in school-age children, 2967 in adolescents, and 3401 in adults. Processed and ultra-processed foods (UPF) contribute 49% of Na intake in preschool children, 50% in school-age children, 47% in adolescents, and 39% in adults. Adults with high Na intake had lower serum concentrations of cholesterol, HDL-c, and LDL-c. A significant proportion of the Mexican population has a high intake of Na (64–82%) and low K (58–73%). Strategies to reduce Na and increase K intake need to reduce the possibility of having high BP and serum lipid disturbances.

Panel evidence from rural Uganda on mobile money, risk sharing, and educational investment

We investigate the influence of the rapidly developing mobile banking service "mobile money" on rural households' capacity to smooth their investment in education following a negative shock. We find that a negative shock reduces per school-age kid educational spending by 9.3 percentage points in families that do not utilize mobile money but by 8.3 percentage points in homes that have used mobile money. The underlying process is a rise in remittance receipts and sender variety as a result of the lower transaction costs afforded by mobile money. We demonstrate that our findings are resistant to alternative processes. We utilize the extension of the mobile money agent network as an exogenous variable in mobile money access.

Modelling the Impact of Raising the Age of Participation to 18

In England, the compulsory age of participation in education or training was raised to 17 in 2013 and then 18 in 2015. In Wales, Scotland, and Northern Ireland, the school leaving age is 16. The idea of raising the age of participation in education or training is gaining traction in the Scottish context, as well as in Wales. The Wales Centre for Public Policy (WCPP) conducted research for the Welsh Government to explore the implications of pursuing this policy in Wales. The research considered how raising the participation age (RPA) might interact with ongoing reforms to school age and post-16 provision in Wales, and explored alternative policies which concentrate on reducing early school leaving as opposed to policies that legally require young people to remain in learning for longer periods of time.