Participants: 29 children between the ages of three and five years that are currently attending the Mary Lou Fulton Teacher’s College Preschool.
Methods: Children participated in eight ~15-20-minute yoga sessions consisting of an opening circle, breathing, mindful movement, and a closing circle with relaxation time. Parents completed weekly homework assignments and surveys about the homework. Parents and teachers both completed daily behavior logs to track their child’s number of outbursts, mention of yoga, and use of yoga. Additionally, parents completed a post-intervention survey to determine overall satisfaction.
Results: The Preschool Behavior Questionnaire paired t-test results did not demonstrate any significant differences in pre-intervention (M=13.00, SD±7.55) and post-intervention (M=11.95, SD±6.92) scores, t(17)=0.94, p=0.36. There were no visible correlations between outbursts and use of yoga as reported by parents, but the use of yoga increased with the number of outbursts as reported by parents. Overall, parents felt the sessions had a positive effect on their child’s behavior and felt their children enjoyed the sessions.
Conclusion: Implementing classroom-based yoga programs could be an acceptable, realistic option to manage and prevent negative behaviors in preschool children.
Methods: Participants (n=55) were randomly assigned to either a private Facebook group (FB) or the Fit Minded discussion board (DB) to participate in discussion of health and wellness related podcasts. FMCEP was a 6-week intervention guided by the self-determination theory (SDT) to target autonomy, relatedness and competence. Each week participants were instructed to complete three tasks: (1) listen to an assigned podcast, (2) complete a workbook assignment, and (3) participate in FB or DB online discussion. Participants completed assessments at baseline and post-intervention (6-weeks).
Results: Self-reported physical activity (p=0.032, η2= 0.193) and physical self-worth (p<0.001, η2=0.747) increased significantly over time, but no difference was seen between the groups for both physical activity (p=0.266, η2= 0.056) and physical self-worth (p=0.485, η2=0.024). Website use (measured by mean number of engagements per day, each week) declined across the 6-week intervention in the DB group but was consistent in the FB group.
Conclusion: These findings suggest web-based interventions, guided by SDT, can improve physical activity and physical self-worth among female college students, and the Facebook group may be more feasible and effective. Future studies are needed to optimize web-based physical activity interventions in college females.
Climate is a critical determinant of agricultural productivity, and the ability to accurately predict this productivity is necessary to provide guidance regarding food security and agricultural management. Previous predictions vary in approach due to the myriad of factors influencing agricultural productivity but generally suggest long-term declines in productivity and agricultural land suitability under climate change. In this paper, I relate predicted climate changes to yield for three major United States crops, namely corn, soybeans, and wheat, using a moderate emissions scenario. By adopting data-driven machine learning approaches, I used the following machine learning methods: random forest (RF), extreme gradient boosting (XGB), and artificial neural networks (ANN) to perform comparative analysis and ensemble methodology. I omitted the western US due to the region's susceptibility to water stress and the prevalence of artificial irrigation as a means to compensate for dry conditions. By considering only climate, the model's results suggest an ensemble mean decline in crop yield of 23.4\% for corn, 19.1\% for soybeans, and 7.8\% for wheat between the years of 2017 and 2100. These results emphasize potential negative impacts of climate change on the current agricultural industry as a result of shifting bio-climactic conditions.