Feature Papers in Children's Health (Closed)
A topical collection in International Journal of Environmental Research and Public Health (ISSN 1660-4601).
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2. Olomouc University Social Health Institute, Palacky University Olomouc, 771 11 Olomouc, Czech Republic
3. Graduate School Kosice Institute for Society and Health, P.J. Safarik University in Kosice, 040 11 Kosice, Slovakia
Interests: mental health; adolescents; Roma health; religiosity/spirituality and health
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Topical Collection Information
Dear Colleagues,
We are pleased to announce the Special Issue entitled “Feature Papers in Children’s Health” in IJERPH. This is a collection of important high-quality papers (original research articles or comprehensive review papers) published in Open Access form by Editorial Board Members, or prominent scholars invited by the Editorial Office and the Section Editor-in-Chief. This Special Issue aims to discuss new knowledge or new cutting-edge developments in the children’s health research field through selected works, which will make a great contribution to the community. We consider that this issue will be the best forum for disseminating excellent research findings as well as sharing innovative ideas in the field.
Papers could be either research papers with a detailed summary of their own work done so far, or papers highlighting the state-of-the-art developments in one of the areas covered by the Section “Children’s Health”. Contributions to this important Special Issue will be accepted by invitation only.
You are welcome to send a tentative title and a short abstract to our Editorial Office ([email protected]) for evaluation before submission. Please note that selected full papers will still be subjected to a thorough and rigorous peer-review.
We are looking forward to receiving your excellent work.
Dr. Jitse P. van Dijk
Dr. Prof. Zuzana Dankulincova
Collection Editors
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Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- children’s and adolescent’s health
- children’s and adolescent’s mental health
- child and adolescent mental health services
- school
- family
- positive youth development
- socio-economic status
- health literacy
- adverse childhood experiences
- emotional and behavioural problems
- extensive internet use
- birth outcomes
- developmental disorders
- risk factors
<p>The scale of primitive reflexes (PRs) activity in boys. Percentage of crawling pattern performance and the reflexes activity.</p> Full article ">Figure 2
<p>The scale of primitive reflexes (PRs) activity in girls. Percentage of crawling pattern performance and the reflexes activity.</p> Full article ">Figure 3
<p>The scale of primitive reflexes (PRs) activity in younger children. Percentage of crawling pattern performance and the reflexes activity.</p> Full article ">Figure 4
<p>The scale of primitive reflexes (PRs) activity in older children. Percentage of crawling pattern performance and the reflexes activity.</p> Full article ">Scheme 1
<p>Flow chart of participation.</p> Full article ">
<p>Research Design: Groups, assessments, and intervention.</p> Full article ">Figure 2
<p>Daily play time (<b>2a</b>), computer time (<b>2b</b>) and watch TV time (<b>2c</b>) by groups (* significant results).</p> Full article ">Figure 3
<p>Perceived social acceptance (<b>3a</b>), perceived motor skill competence (<b>3b</b>) and perceived global self-perceptions (<b>3c</b>) by group (* significant results).</p> Full article ">Figure 4
<p>BMI (<b>4a</b>) and waist circumference (<b>4b</b>) by group (* significant results).</p> Full article ">Figure 5
<p>Locomotor (<b>5a</b>) and object control (<b>5b</b>) skills by group (* significant results).</p> Full article ">Figure 6
<p>Children’s motor engagement behaviors in the Mastery Climate sessions by groups.</p> Full article ">
<p>Study flowchart.</p> Full article ">Figure 2
<p>CLC category map of geo-coded children. Green points indicate the residence of each child and colored polygons identify the CORINE Land Cover categories.</p> Full article ">Figure 3
<p>ORs and 95% CI of the mixed-effect logistic regression model for asthma control.</p> Full article ">Figure 4
<p>ORs and 95% CI of the mixed-effect logistic regression model for asthma control: a sensitivity analysis after missing values imputation.</p> Full article ">Figure 5
<p>ORs and 95% CI of the mixed-effect logistic regression model for asthma control: sensitivity analysis adjusting for physical activity (>3 times per week).</p> Full article ">
<p>Effect of obesity and the ethnic groups on the probability of lipid disorders in northern and central Mexican child Obesity, 1 = obesity in blue, 0 = normal weight in red (<b>A</b>) high TG (Triglycerides), (<b>B</b>) high TC (total cholesterol), (<b>C</b>) low HDL (high density lipoprotein cholesterol), (<b>D</b>) low ApoA1 (apolipoprotein A1), (<b>E</b>) high ApoB (apolipoprotein B), (<b>F</b>) dyslipidemia. All lipids were measured in mg/dL.</p> Full article ">Figure 1 Cont.
<p>Effect of obesity and the ethnic groups on the probability of lipid disorders in northern and central Mexican child Obesity, 1 = obesity in blue, 0 = normal weight in red (<b>A</b>) high TG (Triglycerides), (<b>B</b>) high TC (total cholesterol), (<b>C</b>) low HDL (high density lipoprotein cholesterol), (<b>D</b>) low ApoA1 (apolipoprotein A1), (<b>E</b>) high ApoB (apolipoprotein B), (<b>F</b>) dyslipidemia. All lipids were measured in mg/dL.</p> Full article ">
<p>QT parameter in children with ventricular arrhythmia depending on the T-wave morphology.</p> Full article ">Figure 2
<p>QTp parameter in children with ventricular arrhythmia depending on the T-wave morphology.</p> Full article ">Figure 3
<p>TpTe parameter in children with ventricular arrhythmia depending on the T-wave morphology.</p> Full article ">Figure 4
<p>QTcB parameter in children with ventricular arrhythmia depending on the T-wave morphology.</p> Full article ">Figure 5
<p>QTcF parameter in children with ventricular arrhythmia depending on the T-wave morphology.</p> Full article ">Figure 6
<p>QT parameter in children with ventricular arrhythmia and T-wave abnormal and children from the control group.</p> Full article ">Figure 7
<p>QTp parameter in children with ventricular arrhythmia and T-wave abnormal and children from the control group.</p> Full article ">Figure 8
<p>TpTe parameter in children with ventricular arrhythmia and T-wave abnormal and children from the control group.</p> Full article ">Figure 9
<p>QTcB parameter in children with ventricular arrhythmia and T-wave abnormal and children from the control group.</p> Full article ">Figure 10
<p>QTcF parameter in children with ventricular arrhythmia and T-wave abnormal and children from the control group.</p> Full article ">Figure 11
<p>QT parameter in the group of children with ventricular arrhythmia with clinical symptoms and without them.</p> Full article ">Figure 12
<p>QTp parameter in the group of children with ventricular arrhythmia with clinical symptoms and without them.</p> Full article ">Figure 13
<p>TpTe parameter in the group of children with ventricular arrhythmia with clinical symptoms and without them.</p> Full article ">Figure 14
<p>QTcB parameter in the group of children with ventricular arrhythmia with clinical symptoms and without them.</p> Full article ">Figure 15
<p>QTcF parameter in the group of children with ventricular arrhythmia with clinical symptoms and without them.</p> Full article ">
<p>X-ray at diagnosis. (<b>A</b>): lateral widening of metaphyseal region; bone demineralization; fractures of metacarpus, radio, and ulna. (<b>B</b>): lateral widening of metaphyseal region; bowed fibula and tibia; bone demineralization; fractures of femur and fibula.</p> Full article ">Figure 2
<p>X-ray at the end of therapy.</p> Full article ">
<p>The standardized coefficients from students’ fitness to intrinsic motivation and amotivation, and to outcomes. <span class="html-italic">Note</span>. <sup>*</sup> <span class="html-italic">p</span> < 0.05. <sup>**</sup> <span class="html-italic">p</span> < 0.01. <sup>***</sup> <span class="html-italic">p</span> < 0.001.</p> Full article ">Figure 2
<p>The standardized coefficients from students’ appearance to intrinsic motivation and amotivation, and to outcomes. <span class="html-italic">Note</span>. <sup>*</sup> <span class="html-italic">p</span> < 0.05. <sup>**</sup> <span class="html-italic">p</span> < 0.01. <sup>***</sup> <span class="html-italic">p</span> < 0.001.</p> Full article ">Figure 3
<p>The standardized coefficients from students’ physical competence to intrinsic motivation and amotivation, and to outcomes. <span class="html-italic">Note</span>. <sup>*</sup> <span class="html-italic">p</span> < 0.05. <sup>**</sup> <span class="html-italic">p</span> < 0.01. <sup>***</sup> <span class="html-italic">p</span> < 0.001.</p> Full article ">Figure 4
<p>The standardized coefficients from students’ physical strength to intrinsic motivation and amotivation, and to outcomes. <span class="html-italic">Note</span>. <sup>†</sup> <span class="html-italic">p</span> < 0.05. <sup>**</sup> <span class="html-italic">p</span> < 0.01. <sup>***</sup> <span class="html-italic">p</span> < 0.001.</p> Full article ">Figure 5
<p>The standardized coefficients from students’ self-esteem to intrinsic motivation and amotivation, and to outcomes. <span class="html-italic">Note</span>. <sup>*</sup> <span class="html-italic">p</span> < 0.05. <sup>**</sup> <span class="html-italic">p</span> < 0.01. <sup>***</sup> <span class="html-italic">p</span> < 0.001.</p> Full article ">
<p>Hypothetical model of mediating of parenting styles on the association between WFC and the PIU of a child.</p> Full article ">Figure 2
<p>Testing for a mediating effect of parenting styles on the association between WFC and the PIU of a child using logistic regression analysis; (<b>a</b>) Direct pathway from WFC to the PIU of a child; (<b>b</b>) Indirect pathway from WFC to the PIU of a child via authoritative parenting style; (<b>c</b>) Indirect pathway from WFC to the PIU of a child via authoritarian parenting style (<b>d</b>) Indirect pathway via permissive parenting style.</p> Full article ">
<p>Flan prepared by a girl and her mother (photo sent by family between the cooking classes).</p> Full article ">Figure 2
<p>Children cooking at home together with their parents (photos sent by families between the cooking classes).</p> Full article ">Figure 3
<p>‘Curry Nam-Nam’, a recipe with chicken meat balls in vegetable sauce, was cooked by several families at home, with parents and children cooking together (photos sent by two families during the cooking class program).</p> Full article ">Figure 4
<p>A model showing how learning techniques and learning environment support involvement, positive interaction and child agency, which stimulate positive parenting and thereby may increase family health and wellbeing.</p> Full article ">
<p>Proportion of Nova Scotia Provincial-Level Policies According to Health Promotion Topic Represented. Policies developed by Nova Scotia provincial government departments, including Education and Early Childhood Development; Nova Scotia Health; Communities, Culture and Heritage; Health and Wellness; Justice, and Transportation and Infrastructure Renewal, are proportionally represented according to the health promotion topic(s) they were found to align with.</p> Full article ">Figure 2
<p>Growth in Nova Scotia Provincial-level Policies According to Health Promotion Topic: 1989–2020. Growth in the number of Nova Scotia provincial-level policies over time was examined according to the initial policy implementation date, allowing for improved understanding of which health promotion topics accrued new policies at higher or lower rates during this period.</p> Full article ">Figure 3
<p>Proportion of Nova Scotia School Region-Level Policies According to Health Promotion Topic Represented. Policies developed across eight Nova Scotia school regions, including the French first-language Conseil Scolaire Acadien Provincial (CSAP), are proportionally represented according to the health promotion topic(s) they were found to align with.</p> Full article ">Figure 4
<p>Number of Current Nova Scotia School Region-Level Policies According to Health Promotion Topic. The absolute number of existing policies corresponding to each health promotion topic was examined across eight individual school regions in the province.</p> Full article ">Figure 5
<p>Growth in Nova Scotia School Region-level Policies According to Health Promotion Topic: 1996–2020. Growth in the number of Nova Scotia school region-level policies over time was examined according to the initial policy implementation date, allowing for improved understanding of which health promotion topics accrued new policies at higher or lower rates during this period.</p> Full article ">
<p>Predictive model of CPV towards mothers (final model). Rectangles represent observed variables and ovals represent latent variables. Values listed are standardized coefficients. * <span class="html-italic">p</span> < 0.05. *** <span class="html-italic">p</span> < 0.001.</p> Full article ">Figure 2
<p>Predictive model of CPV towards fathers (final model). Rectangles represent observed variables and ovals represent latent variables. Values listed are standardized coefficients. * <span class="html-italic">p</span> < 0.05. ** <span class="html-italic">p</span> < 0.01 *** <span class="html-italic">p</span> < 0.001.</p> Full article ">
<p>Axial abdominal computed tomography scans in venous phase showed a retroperitoneal tumor in three different examinations of our patient—(<b>a</b>) pre-treatment; (<b>b</b>) after two courses of chemotherapy; (<b>c</b>) postoperative. * in postoperative examination, there was no contrast enhancement of the celiac trunk. In its typical location, the vascular clips were found. Abbreviations: CT—celiac trunk, CHA—common hepatic artery, SA—splenic artery, IVC—inferior vena cava, Tu—tumor.</p> Full article ">Figure 2
<p>The figure showing the results of biochemical tests in correlation with the performed surgical procedures (marked with arrows). The following tests have been plotted: (<b>a</b>) AMY, LIP, (<b>b</b>) ALT, AST, LDH, (<b>c</b>) CRP, PCT, (<b>d</b>) lactate. Normal values for the presented parameters are: AMY 22–80 IU/L, LIP 5–31 IU/L, ALT < 39 IU/L, AST < 48 IU/L, LDH 110–295 IU/L, CRP < 0.5 mg/dL, PCT < 0.5 ng/mL, lactate 0.5–1.6 mmol/L. Abbreviations: AMY—Amylase, LIP—Lipase, ALT—Alanine Aminotransferase, AST—Aspartate Aminotransferase, LDH—Lactate Dehydrogenase, CRP—C Reactive Protein, PCT—Procalcitonin.</p> Full article ">
<p>CT scan of the abdomen on admission to the hospital.</p> Full article ">Figure 2
<p>CT scan of the abdomen after 6 weeks of preoperative chemotherapy.</p> Full article ">Figure 3
<p>Levels of hscTnI, BNP, PRA and LDH in the course of treatment. Range of normal levels: LDH 120–230 IU/L, BNP 0.5–30 pg/mL, hscTnI <5 ng/L, PRA 0.3–1.90 ng/mL/h.</p> Full article ">
<p>Method of measuring QT and TpTe intervals in ECG. QT—the total repolarization period, TpTe (Tpeak–Tend)—the late repolarization period. Authors’ source.</p> Full article ">Figure 2
<p>Inter-time comparison of RR intervals in electrocardiograms (ECGs) on admission to the hospital (Phase 0), during the resting supine phase (Phase 1), the upright phase (Phase 2), and the returning to supine phase (Phase 3) in the groups: C—control, S—syncopal Sa—syncopal with abnormal T, Sn—syncopal with normal T. Values [ms] are shown as a median and interquartile range. A significant difference (<span class="html-italic">p</span> < 0.05) was calculated using the ANOVA Friedman test with the Iman-Davenport statistic and post hoc test (Conover-Iman).</p> Full article ">Figure 3
<p>Values of QTc intervals in electrocardiograms (ECGs) on admission to the hospital (Phase 0) and during the resting supine (Phase 1), the upright phase (Phase 2), and the returning to supine phase (Phase 3) in the group: S—syncopal, C—control, Sa—syncopal with abnormal T, Sn—syncopal with normal T. Values [ms] are shown as a median and interquartile range. A significant difference (<span class="html-italic">p</span> < 0.05) while comparing the syncopal group to the control group was calculated using the ANOVA Friedman test with the Iman-Davenport statistic and post hoc test (Conover-Iman).</p> Full article ">Figure 4
<p>Values of TpTe intervals in ECG on admission to hospital (Phase 0), the resting supine phase (Phase 1), the upright phase (Phase 2), and the returning to supine phase (Phase 3) in the groups: S—syncopal, C—control, Sa—syncopal with abnormal T, Sn—syncopal with normal T. Values [ms] are shown as a median and interquartile range. A significant difference (<span class="html-italic">p</span> < 0.001) while comparing the syncopal group to the control group was calculated using the ANOVA Friedman test with the Iman-Davenport statistic and post hoc test (Conover-Iman).</p> Full article ">Figure 5
<p>The ROC curve (AUC) analysis for TpTe intervals [ms] in a syncopal group and control group in the upright phase during the HUTT—Phase 2 (TpTe2).</p> Full article ">Figure 6
<p>The ROC curve (AUC) analysis for QTc intervals [ms] in the syncopal group and control group in the upright phase during the HUTT—Phase 2 (TpTe2).</p> Full article ">Figure 7
<p>The pairwise comparison of ROC curves TpTe2~QTc2 [ms] in the syncopal group and control group in the upright phase during the HUTT—Phase 2 (TpTe2~QTc2).</p> Full article ">
<p>Flow chart providing a graphical representation of the methods utilized in this study. More details for the process for each measured value are provided in the Methods section. Bold boxes show the measured values; see Results section for value summary and statistical analysis.</p> Full article ">Figure 2
<p>(<b>A</b>) Hand SA (mg/cm<sup>2</sup>), (<b>B</b>) Full-Body SA (mg/cm<sup>2</sup>) and (<b>C</b>) Adjusted-Body SA (mg/cm<sup>2</sup>) by Sex. Grey points indicate outliers.</p> Full article ">Figure 3
<p>(<b>A</b>) Hand Soil SA (mg/cm<sup>2</sup>), (<b>B</b>) Full-Body SA (mg/cm<sup>2</sup>) and (<b>C</b>) Adjusted-Body SA (mg/cm<sup>2</sup>) by Age Groups. Grey points indicate outliers.</p> Full article ">Figure 4
<p>(<b>A</b>) Hand SA (mg/cm<sup>2</sup>), (<b>B</b>) Full-Body SA (mg/cm<sup>2</sup>) and (<b>C</b>) Adjusted-Body SA (mg/cm<sup>2</sup>) by Beach Location. Grey points indicate outliers.</p> Full article ">Figure 5
<p>Full-body SA (<b>A</b>) sunscreen applied before play and (<b>B</b>) sunscreen reapplied during 1 h. study interval. Grey points indicate outliers.</p> Full article ">Figure 6
<p>Adjusted-body SA Sunscreen (<b>A</b>) sunscreen applied before and (<b>B</b>) sunscreen reapplied during the 1 h. study interval. Grey points indicates outliers.</p> Full article ">Figure 7
<p>Fit plot for Full-Body SA (mg/cm<sup>2</sup>) compared environmental humidity (5) and environmental grain size (microns).</p> Full article ">Figure 8
<p>Fit Plot for Adjusted-Body SA (mg/cm<sup>2</sup>) compared to average environmental grain size (microns), environmental humidity (%) and water temperature (Celsius).</p> Full article ">
<p>Study design. * MINI Kid: Mini International Neuropsychiatric Interview for Children and Adolescents; ** KiTAP: child version of the Test of Attentional Performance (or Testbatterie zur Aufmerksamkeitsprüfung für Kinder).</p> Full article ">Figure 2
<p>Experimental setup (promo picture from Psytest).</p> Full article ">Figure 3
<p>Prediction of the linear mixed model and alertness median of reaction time (Tukey transformed data).</p> Full article ">Figure 4
<p>Time contrasts for alertness median of reaction time (Bonferroni correction).</p> Full article ">Figure 5
<p>Prediction of the linear mixed model and distractibility total error (negative binomial regression).</p> Full article ">Figure 6
<p>Time contrasts for distractibility total error (Bonferroni correction).</p> Full article ">Figure 7
<p>Prediction of the linear mixed model and distractibility error with distractor (Poisson regression with zero-inflation).</p> Full article ">Figure 8
<p>Time contrasts for distractibility error with distractor (Bonferroni correction).</p> Full article ">Figure 9
<p>Prediction of the linear mixed model and divided attention total omission (Poisson regression).</p> Full article ">Figure 10
<p>Time contrasts for divided attention total omission (Bonferroni correction).</p> Full article ">Figure 11
<p>Prediction of the linear mixed model and divided attention total error (Poisson regression).</p> Full article ">Figure 12
<p>Time contrasts for divided attention total error (Bonferroni correction).</p> Full article ">
<p>Number of confirmed cases and deaths of <span class="html-italic">V. vulnificus</span> in 32 Florida counties reported by the Florida Department of Health for 2008–2018.</p> Full article ">Figure 2
<p>Number of children presenting with pre-existing abrasions compared to the number of children who acquired new abrasions during 1 h of beach play.</p> Full article ">
<p>VPA significantly inhibits the proliferation of rat growth plate chondrocytes.Rat growth plate chondrocytes were treated daily with 60 μg/mL VPA, 7 μg/mL OXA, 37 μg/mL LEV, 5 μg/mL LTG, or 10 μg/mL TPM for 5 days. The proliferation of the chondrocytes was assessed by the MTT assay. Among the AEDs tested, rat chondrocytes significantly decreased 72.65 ± 6.68% in the VPA group (<span class="html-italic">p</span> = 0.0064) (<span class="html-italic">n</span> = 5, ** <span class="html-italic">p</span> < 0.01, compared with control). CON—control, culture medium; VEH—vehicle, 0.1% DMSO+culture medium; VPA—valproic acid, 60 μg/mL; LEV—levetiracetam, 37 μg/mL; OXA—oxcarbazepine, 7 μg/mL; LTG—lamotrigine, 5 μg/mL; and TPM—topiramate, 10 μg/mL.</p> Full article ">Figure 2
<p>The inhibitory effect of VPA on the growth of rat chondrocytes is dose-dependent. Values are percentages of control. Rat chondrocytes were treated with consecutive 5 days with varying concentrations of VPA (1X = 60 μg/mL) (IC50 ≒ 5X) (<span class="html-italic">n</span> = 6, ** <span class="html-italic">p</span> < 0.01, *** <span class="html-italic">p</span> < 0.001, compared with control).</p> Full article ">Figure 3
<p>VPA has no effects on the expression levels of cartilage matrix genes of rat growth plate chondrocytes, including (<b>A</b>) Col2a1, (<b>B</b>) Col10a1, and (<b>C</b>) ACAN. Chondrocytes were incubated with or without 60 μg/mL of VPA for 5 days. mRNA expression levels of the β-actin used as an internal control (<span class="html-italic">n</span> = 5; <span class="html-italic">p</span> > 0.05).</p> Full article ">Figure 4
<p>VPA induces rat growth plate chondrocyte apoptosis, caspase 3 expression, and caspase 3 cleavage. Rat growth plate chondrocytes were incubated with 60 μg/mL of VPA for 5 days, followed by labeling with annexin-V andannexinV/7-amino-actinomycin D (7-AAD). (<b>A</b>) A representative dot-plot showed annexin-V vs. 7-AAD permeability protocol, with the four major populations of viable and apoptotic cells identified. VPA induced the average percentage of cells in the early stages of apoptosis (annexin-V positive/7-AAD negative) increased from 3.44% to 11.4%. Left: control; right: VPA. (<b>B</b>) quantifying four repeated studies showed that VPA significantly induced chondrocytes in the early stages of apoptosis (Control vs. VPA: 3.61 ± 1.09 % vs. 14.35 ± 2.62%; <span class="html-italic">n</span> = 4, *** <span class="html-italic">p</span> < 0.001). (<b>C</b>) The upper blot showed that VPA treatment enhanced the expression levels of caspase 3. The lower blot shows the α-tubulin expression levels that were detected in the same experiment by stripping and reprobing using anti-α-tubulin antibody. (<b>D</b>) Collected results from four experiments. Caspase 3 protein band densities (upper blot in <b>C</b>) expressed relative to α-tubulin expression levels (lower blot). The ordinate shows caspase 3 protein expression levels normalized to level in absence of VPA. Results showed that VPA increased 1.39 ± 0.07-fold of the caspase 3. α-tubulin is used as an internal control. (<span class="html-italic">n</span> = 4, ** <span class="html-italic">p</span> < 0.01). (<b>E</b>) The upper blot shows that the cleaved caspase 3 expression was increased by VPA treatment. The lower blot shows the α-tubulin expression levels that were detected in the same experiment by stripping and reprobing using anti-α-tubulin antibody. (<b>F</b>) Collected results from four experiments. Cleaved caspase 3 protein band densities (upper blot in <b>E</b>) expressed relative to α-tubulin expression levels (lower blot). The ordinate shows cleaved caspase 3 protein expression levels normalized to level in absence of VPA. Results showed that VPA increased 1.46 ± 0.29 fold of the cleaved caspase 3. α-tubulin is used as an internal control. (<span class="html-italic">n</span> = 4, * <span class="html-italic">p</span> < 0.05).</p> Full article ">Figure 5
<p>Apoptosis induced by VPA on rat growth plate chondrocyte are throughcyclooxygenase 2 (COX-2) dependent inflammation pathway. (<b>A</b>) Following 5 daily AED treatment, including VPA, LEV, OXA, LTG, or TPM, mRNA of the chondrocytes was extracted and amplified with RT-PCR. The upper gel showed that only VPA significantly increased the expression of COX-2 mRNA. GADPH served as internal controls. (<span class="html-italic">n</span> = 6, ** <span class="html-italic">p</span> < 0.01, compared with control). (<b>B</b>) Quantitative data of expression levels of COX-2 mRNA in the experiment A. All bars represent the mean ± S.D. The bars are (from left), CON (control, culture medium); VEH (vehicle, 0.1% DMSO+culture medium); VPA (valproic acid, 60 μg/mL); LEV (levetiracetam, 37 μg/mL); OXA (oxcarbazepine, 7 μg/mL); LTG (lamotrigine, 5 μg/mL); and TPM (topiramate, 10 μg/mL)). (<b>C</b>) A representative gel showing that VPA treatment significantly increased COX-2 protein expression. α-tubulin is used as an internal control. (<b>D</b>) COX-2 band densities (upper blot in <b>C</b>) expressed relative to GADPH expression levels (lower blot). The ordinate shows the normalized COX-2 level in the absence of VPA (<span class="html-italic">n</span> = 4, * <span class="html-italic">p</span> < 0.05).</p> Full article ">Figure 6
<p>Optimization for VPA treatment on the chondrocytes. Rat growth plate chondrocytes were plated for 5 groups and 60 μg/mL of VPA were daily treated in each from 1 to 5 days. After treatment, each group’s COX-2 mRNA expression levels were analyzed and compared. (<b>A</b>) The upper panel of the gel showed COX-2 mRNA levels in the 4 days and 5 days group significantly higher than the first day group. GADPH served as internal controls. (<b>B</b>) Quantitative data of expression levels of COX-2 mRNA in the experiment A. All bars represent the mean ± S.D. The black bars are CON (control, culture medium) and the white bars are VPA (valproic acid, 60 μg/mL) (<span class="html-italic">n</span> = 7, ** <span class="html-italic">p</span> < 0.01).</p> Full article ">Figure 7
<p>Effects of VPA on histone acetylation. Rat chondrocytes were cultured with daily VPA treatment for 4 days. Protein lysates were isolated and immunoblotted for histone 3 (H3), acetylated histone 3 (Ac-H3), histone 4 (H4), and acetylated histone 4 (Ac-H4). (<b>A</b>) A representative gel showing H3, Ac-H3, and α-tubulin expression in rat chondrocytes with and without VPA treatment. α-tubulin wasused as an internal control. (<b>B</b>) Proteins of the H3 and Ac-H3 were quantified by densitometry (<span class="html-italic">n</span> = 4, ** <span class="html-italic">p</span> < 0.01). (<b>C</b>) A representative gel showing H4, Ac-H4, and α-tubulin expression in rat chondrocytes with and without VPA treatment. α-tubulin wasused as an internal control. (<b>D</b>) Proteins of the H4 and Ac-H4 were quantified by densitometry (<span class="html-italic">n</span> = 4, ** <span class="html-italic">p</span> < 0.01).</p> Full article ">Figure 8
<p>NS-398 abolishes caspase expression increased by VPA. (<b>A</b>) A representative gel showed that VPA increasedCOX-2 mRNA expression, while cotreated NS-398 with VPA abolished the increase of COX-2 mRNA expression. NS-398 alone showed no effects on the COX-2 mRNA expression. (<b>B</b>) Quantitative data of expression levels of COX-2 mRNA in the experiment in A. All the bars show the mean ± S.E. The bars are (from left), CON (control, culture medium); VPA (valproic acid, 60 μg/mL); NS-398 (50 μM); and VPA + NS-398 (valproic acid 60 μg/mL + NS-398 50 μM). <span class="html-italic">n</span> = 4 in each experiment. * <span class="html-italic">p</span> < 0.05, (<b>C</b>) VPA increased cleaved caspase 3 protein levels, and the increase of the cleaved caspase 3 protein levels was abolished by cotreated NS-398 (50 μM). NS-398 alone showed no effects on the cleaved caspase 3 protein expression. (<b>D</b>) Quantitative data of expression levels of cleaved caspase 3 protein levels in the experiment in C. All the bars showed the mean ± S.D. The bars are (from left), CON (control, culture medium); VPA (valproic acid, 60 μg/mL); NS-398 (50 μM); and VPA + NS-398 (valproic acid 60 μg/mL + NS-398 50 μM). <span class="html-italic">n</span> = 4 in each experiment. * <span class="html-italic">p</span> < 0.05.</p> Full article ">
<p>Flowchart showing the criteria used to classify questionnaire and interview data and to define hyperacusis. Children were considered hyperacusic if they scored hypersensitive to sound at both the parent’s questionnaire and children’s interview.</p> Full article ">Figure 2
<p>Pure tone audiometry (PTA) in the study and control groups. All children had normal hearing, with an average PTA < 25dB HL for each frequency in the 250–4000 Hz range.</p> Full article ">Figure 3
<p>Results of the parent’s questionnaire for hyperacusis. Mean score in the study group was 6.4 compared to 3.4 in the control group. Difference for mean score between the study and control groups was statistically significant (<span class="html-italic">p</span> = 0.01).</p> Full article ">Figure 4
<p>Specific results of questions 5–10 of the parent’s questionnaire for children in the study and control groups. In the study group, a positive response was most found for question 5—cover ears, followed by question 7—escape from sounds, and question 9—saying “it hurts”. In the control group, a positive response was mostly found for question 5, followed by question 7 and question 9.</p> Full article ">Figure 5
<p>Prevalence of hyperacusis in children in the study group and control group calculated with positivity to both parent’s questionnaire and children’s interview. Prevalence of hyperacusis was 36.7% (<span class="html-italic">n</span> = 11) in the study group and 13.3% (<span class="html-italic">n</span> = 4) in the control group. Difference was statistically significant (<span class="html-italic">p</span> = 0.03).</p> Full article ">
<p>The 6-step concept mapping process.</p> Full article ">Figure A1
<p>Concept map children, group 1. In this map, each point reflects one idea. Ideas that were grouped together more often appear closer to each other on the map. Ideas never/rarely grouped together appear widely separated on the map. Clusters are groups of ideas that were grouped together most often and reflect ideas that are conceptually related according to the participants in this group. The defined cluster names in this concept map were: Cluster 1: Screen behaviour; Cluster 2: Noise, distractions and light; Cluster 3: Being unable or reluctant to sleep; Cluster 4: Illness or restless; Cluster 5: Stressful and exciting thoughts and feelings; Cluster 6: Being afraid or uncomfortable in bed. Arrows indicate an idea is reallocated by researchers; idea 10 ‘Watching series in bed and wanting to keep watching’ was reallocated to Cluster 1, and idea 36 ‘Being bullied at school and thinking about the next day when I am in bed’ and 44 ‘Feeling sad’ were reallocated to Cluster 5.</p> Full article ">Figure A2
<p>Concept map children, group 2. In this map, each point reflects one idea. Ideas grouped together more often appear closer to each other on the map. Ideas never/rarely grouped together appear widely separated on the map. Clusters are groups of ideas that were grouped together most often and reflect ideas that are conceptually related according to the participants in this group. The defined cluster names in this concept map were: Cluster 1: Being scared; Cluster 2: Stressful and exciting thoughts and feelings, and illness; Cluster 3: Light in the bedroom; Cluster 4: Noise and distractions in the bedroom; Cluster 5: Fear.</p> Full article ">Figure A3
<p>Concept map children, group 3A. In this map, each point reflects one idea. Ideas grouped together more often appear closer to each other on the map. Ideas never/rarely grouped together appear widely separated on the map. A circle means that a new cluster is created by the researchers, by combining original clusters. Clusters are groups of ideas that were grouped together most often and reflect ideas that were related conceptually according to the participants in this group. The defined cluster names in this concept map were: Cluster 1: Unable or reluctant to sleep; Cluster 2: Uncomfortable in bed; Cluster 3: Illness and discomfort; Cluster 4: Stressful and exciting thoughts and feelings. Arrows indicate an idea is reallocated by researchers; idea 7 ‘My parents who make noise in our home’ was moved to Cluster 1.</p> Full article ">Figure A4
<p>Concept map children, group 3B. In this map, each point reflects one idea. Ideas grouped together more often appear closer to each other on the map. Ideas never/rarely grouped together appear widely separated on the map. A circle means that a new cluster is created by the researchers, by combining original clusters. Clusters are groups of ideas that were grouped together most often and reflect ideas that were related conceptually according to the participants in this group. The defined cluster names in this concept map were: Cluster 1: Stressful and exciting thoughts and feelings; Cluster 2: Noise and distractions in the bedroom; Cluster 3: Illness and discomfort; Cluster 4: Emotions; Cluster 5: Unable or reluctant to sleep; Cluster 6: General negative state of mind. Arrows indicate an idea is reallocated by researchers; idea 18 ‘Not feeling like going to sleep’ was moved to Cluster 5.</p> Full article ">Figure A5
<p>Concept map children, group 4A. In this map, each point reflects one idea. Ideas grouped together more often appear closer to each other on the map. Ideas never/rarely grouped together appear widely separated on the map. Clusters are groups of ideas that were grouped together most often and reflect ideas that were related conceptually according to the participants in this group. The defined cluster names in this concept map were: Cluster 1: Stressful thoughts and feelings; Cluster 2: Noise, distractions, and stressful family situation; Cluster 3: Unable or reluctant to sleep; Cluster 4: Stressed for the upcoming day; Cluster 5: Discomfort; Cluster 6: Being afraid. Arrows indicate an idea is reallocated by researchers; idea 11 ‘Needing to pee when I am already in bed’ was moved from Cluster 2 to Cluster 5; idea 21 ‘The sound of whizzing in my ears when it is very quiet’ was moved to Cluster 2; idea 26 ‘Still feel like playing’ was moved from Cluster 4 to Cluster 3; idea 42 ‘The sound of the TV is too loud when I am in bed’ was moved from Cluster 1 to Cluster 2.</p> Full article ">Figure A6
<p>Concept map children, group 4B. In this map, each point reflects one idea. Ideas grouped together more often appear closer to each other on the map. Ideas never/rarely grouped together appear widely separated on the map. Clusters are groups of ideas that were grouped together most often and reflect ideas that were conceptually related according to the participants in this group. The defined cluster names in this concept map were: Cluster 1: Unable or reluctant to sleep; Cluster 2: Noise and distractions in the bedroom; Cluster 3: Stressful and exciting thoughts and feelings and stressful family situation; Cluster 4: Agitating activities before bedtime and being afraid. Arrows indicate an idea is reallocated by researchers; idea 20 ‘Sleeping at daytime’ was moved from Cluster 2 to Cluster 3; idea 27 ‘Thinking about someone I love and is not amongst us anymore’ was moved from Cluster 2 to Cluster 1.</p> Full article ">Figure A7
<p>Concept map parents, group 1. In this map, each point reflects one idea. Ideas grouped together more often appear closer to each other on the map. Ideas never/rarely grouped together appear widely separated on the map. Clusters are groups of ideas that were grouped together most often and reflect ideas that were related conceptually according to the participants in this group. The defined cluster names in this concept map were: Cluster 1: Energy, diet, and physical activity; Cluster 2: Stressful and exciting thoughts and feelings, physical well-being, routines and screen behaviour; Cluster 3: Stressful family or school situation; Cluster 4: Sleep environment.</p> Full article ">Figure A8
<p>Concept map parents, group 2. In this map, each point reflects one idea. Ideas grouped together more often appear closer to each other on the map. Ideas never/rarely grouped together appear widely separated on the map. Clusters are groups of ideas that were grouped together most often and reflect ideas that were related conceptually according to the participants in this group. The defined cluster names in this concept map were: Cluster 1: Diet, physical activity, and screen behaviour; Cluster 2: Noise from the neighbours; Cluster 3: Mental distress, physical well-being, and stressful family situation; Cluster 4: Routines and social environment; Cluster 5: Sleep environment and bedtime routine.</p> Full article ">Figure A9
<p>Concept map parents, group 3. In this map, each point reflects one idea. Ideas grouped together more often appear closer to each other on the map. Ideas never/rarely grouped together appear widely separated on the map. A circle means that a new cluster is created by the researchers, taking two ideas from two different clusters (cluster 4 and 5). Clusters are groups of ideas that were grouped together most often and reflect ideas that were related conceptually according to the participants in this group. The defined cluster names in this concept map were: Cluster 1: Concept map parents, group 3. Mental distress and active brain; Cluster 2: Family- and social environment; Cluster 3: Sleep environment; Cluster 4: Stressful family situation, worries and fear; Cluster 5: physical- and mental well-being; Cluster 6: Screen behaviour before bedtime.</p> Full article ">Figure A10
<p>Concept map parents, group 4. In this map, each point reflects one idea. Ideas grouped together more often appear closer to each other on the map. Ideas never/rarely grouped together appear widely separated on the map. A circle means that a new cluster is created by the researchers; Cluster 2 is a combination of two identified clusters. Clusters are groups of ideas that were grouped together most often and reflect ideas that were related conceptually according to the participants in this group. The defined cluster names in this concept map were: Cluster 1: Sleep environment; Cluster 2: Mental distress, stressful family situation, worries, and fear; Cluster 3: Family environment and sleep habits; Cluster 4: Energy, diet, physical activity, and routines; Cluster 5: Screen behaviour and bedtime routine; Cluster 6: Physical well-being. Arrows indicate an idea is reallocated by researchers; idea 51 ‘Having a jetlag’ was moved from Cluster 5 to Cluster 4.</p> Full article ">
<p>Extended Selection Cohorts design to evaluate the effectiveness of the intervention on dietary habits.</p> Full article ">Figure 2
<p>Framework representing the Jump-in intervention on dietary habits innovation process (adapted from Fleuren et al. [<a href="#B29-ijerph-17-01145" class="html-bibr">29</a>]) and based on the Jump-in physical activity intervention evaluation [<a href="#B21-ijerph-17-01145" class="html-bibr">21</a>].</p> Full article ">Figure 3
<p>Flowchart of the study.</p> Full article ">
<p>Path structural model presenting standardized path coefficients for self-reported Safe (protective) Road Behaviors: * <span class="html-italic">p</span> < 0.05; ** <span class="html-italic">p</span> < 0.01; *** <span class="html-italic">p</span> < 0.001. Solid lines (arrows) represent significant paths and intermittent lines represent nonsignificant ones.</p> Full article ">
<p>The social information processing model (based on Crick and Dodge, 1994).</p> Full article ">Figure 2
<p>The study’s conceptual model.</p> Full article ">Figure 3
<p>Study’s operational model and expected effects.</p> Full article ">Figure 4
<p>Mother’s authoritarian parenting style (<b>a</b>) and mother’s perception of conflict (<b>b</b>) mediate associations between mother’s hostile attribution and child’s competence generation response. Standardized coefficients are presented. Indirect effect for mother’s authoritarian parenting style, B = 0.08, SE = 0.02, <span class="html-italic">p</span> = 0.002, for mother’s perception of conflict, B = 0.02, SE = 0.02, <span class="html-italic">p</span> = 0.09. Mediation model for mother’s perception of conflict is adjusted for mother’s education and ethnicity. * <span class="html-italic">p</span> < 0.05; *** <span class="html-italic">p</span> < 0.001.</p> Full article ">
<p>Relationships between the level of daily physical activity and the time elapsed since treatment completion. Statistically significant differences are marked in red.</p> Full article ">Figure 2
<p>Relationships between the grades obtained in individual athletics disciplines and the time elapsed since treatment completion. Statistically significant correlations are marked in red.</p> Full article ">Figure 3
<p>Relationships between the level of daily physical activity and the grades obtained in individual athletics disciplines. Statistically significant differences are marked in red.</p> Full article ">
<p>Geolocalised subject’s home addresses on the Normalised Difference Vegetation Index (NDVI) maps within Turin boundaries.</p> Full article ">Figure 2
<p>Odds Ratios of symptoms and respiratory disease prevalence referred to children (n = 126) living in more vegetated areas (3rd NDVI tertile) compared to those living in less vegetated areas (1st NDVI tertile).</p> Full article ">
<p>(<b>a</b>,<b>b</b>): Quantification of palatal depth: Horizontal plane (p1), defined by the Papilla Inzisiva (PP1), and the intersection of the palatal groove of the right (PP2) and left (PP3) first molar with the gingiva. Second plane (p2) perpendicular to p1 constructed median-sagittally along the median palatine raphe. (<b>c</b>): The intersection line of p2 with the plaster model allowed measurements of palatal depth to be taken along the median palatine raphe perpendicular to p1. The maximum distance of each plaster model was used for further analysis.</p> Full article ">Figure 2
<p>Three-dimensional facial surface reconstruction showing the landmarks FP1 to FP5 used for vertical extraoral facial analysis. FP1 = Transition point of the hairline to the forehead, FP2 = central point between the eyebrows just above the nose, FP3 = transition point from the nose to the upper lip, FP4 = transition point between the upper and the lower lip and FP5 = most caudal point of the chin.</p> Full article ">
<p>Percent of recommended vitamins/minerals for 2–3 year old in multivitamin supplements (n = 32). * Solid line represents median estimate, with top and bottom of box representing quartiles (if sufficient data). Y—axis was truncated at 1000% to allow appropriate visualization of the estimates.</p> Full article ">Figure 2
<p>Percent of recommended vitamins/minerals for children aged 4 and up in multivitamin supplements (n = 52). * Solid line represents median estimate, with top and bottom of box representing quartiles (if sufficient data). Y—axis was truncated at 1000% to allow appropriate visualization of the estimates.</p> Full article ">Figure 3
<p>Percent of recommended vitamins/minerals for 2–3 year old and children ages 4+ in non-multivitamin supplements. * Solid line represents median estimate, with top and bottom of box representing quartiles (if sufficient data). Y—axis was truncated at 1000% to allow appropriate visualization of the estimates.</p> Full article ">
<p>Means of hourly light-intensity physical activity (LPA) and moderate- and vigorous-intensity physical activity (MVPA) levels between 8:00 AM and 7:00 PM among toddlers.</p> Full article ">Figure 2
<p>Median and Interquartile range of hip vertical accelerometer counts per 5 s (reproduction of the data published in Kwon et al.) [<a href="#B26-ijerph-16-04244" class="html-bibr">26</a>]. * Note: The blue line indicates the lower threshold for LPA; the red line indicates the lower threshold for MVPA.</p> Full article ">
Planned Papers
The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.