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Articles 1 - 6 of 6
Full-Text Articles in Environmental Public Health
‘Safe Couch, Safe House’ Program (Scshp): Reducing Exposure To Toxic Flame Retardants For Children In A Low-Income Public Housing At Hunters View, Bayview-Hunters Point, San Francisco., Aliza Khan
Master's Projects and Capstones
Since the 1970s, flame retardants have been used extensively in consumer goods, including furniture, textile, and electronics, to meet California’s flammability standards. (Gibson et al.,2019) Polybrominated Diphenyl Ethers (PBDEs), once the most widely used flame retardants being used in consumer products, were phased out from use in manufacturing as evidence emerged about PBDEs persistence and toxicity. (Hoffman et al.,2017) PBDEs were replaced by Organophosphate Flame Retardants (OPFRs), which has proven to be a case of ‘regrettable substitution’ as exposure to OPFRs is ubiquitous and pervasive in humans due to their volatility and propensity to leach from products into the environment. …
Home Tobacco Smoke Exposure And Neighborhood Support And Safety Among U.S. School-Aged Children, E. Melinda Mahabee-Gittens, Rebecca A. Vidourek, Keith A. King, Ashley Merianos
Home Tobacco Smoke Exposure And Neighborhood Support And Safety Among U.S. School-Aged Children, E. Melinda Mahabee-Gittens, Rebecca A. Vidourek, Keith A. King, Ashley Merianos
Health Behavior Research
Children who are socioeconomically disadvantaged face a myriad of environmental hardships in the neighborhoods in which they live. This study examined the associations between home tobacco smoke exposure (TSE) and neighborhood support, neighborhood safety, and school safety among U.S. school-aged children. Children ages 6-11 years were included in this secondary analysis of 2018-2019 National Survey of Children’s Health data (N = 17,300). Children’s home TSE status was categorized into three levels: (1) no TSE: Child did not live with a smoker; (2) Outside TSE only: Child lived with a smoker who did not smoke inside the home; and (3) Inside …
Teachers’ Perceptions And Understanding Of Children’S Fluid Intake, Kristy Howells, Tara Coppinger
Teachers’ Perceptions And Understanding Of Children’S Fluid Intake, Kristy Howells, Tara Coppinger
Publications
No public health data exists on elementary teachers’ perceptions of both their own fluid intake and of their elementary school aged children’s fluid intake. A total of 271 (20 males, 251 females) teachers in developed areas of Australia, Belgium, England, Ireland, United Arab Emirates, and the United States of America completed an online questionnaire (Feb–Mar 2019) on: (i) their fluid intake, (ii) their perception and understanding of children’s fluid intake and (iii) barriers in the school day that they felt prevented school children consuming fluids. Overall, the data indicated that teachers consume considerably lower amounts than recommended themselves, but have …
Moving Physical Activity Beyond The School Classroom: A Social-Ecological Insight For Teachers Of The Facilitators And Barriers To Students' Non-Curricular Physical Activity, Brendon Hyndman, Amanda Telford, Caroline F. Finch, Amanda C. Benson
Moving Physical Activity Beyond The School Classroom: A Social-Ecological Insight For Teachers Of The Facilitators And Barriers To Students' Non-Curricular Physical Activity, Brendon Hyndman, Amanda Telford, Caroline F. Finch, Amanda C. Benson
Dr Brendon P Hyndman
Non-curricular avenues such as active play during school breaks have been established as a major source for children’s physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students’ non-curricular physical activity. During this study focus groups and drawing were used to explore the broader influences on primary (n=47) and secondary (n=29) school students’ physical activity behaviour beyond the classroom. Barriers and facilitators to children’s physical activity were categorised using a multi-level social-ecological framework incorporating intrapersonal, interpersonal, physical environment and policy factors. Based on the drawings, comparisons between students’ existing play …
Moving Physical Activity Beyond The School Classroom: A Social-Ecological Insight For Teachers Of The Facilitators And Barriers To Students' Non-Curricular Physical Activity, Brendon Hyndman, Amanda Telford, Caroline F. Finch, Amanda C. Benson
Moving Physical Activity Beyond The School Classroom: A Social-Ecological Insight For Teachers Of The Facilitators And Barriers To Students' Non-Curricular Physical Activity, Brendon Hyndman, Amanda Telford, Caroline F. Finch, Amanda C. Benson
Dr Brendon P Hyndman
Non-curricular avenues such as active play during school breaks have been established as a major source for children’s physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students’ non-curricular physical activity. During this study focus groups and drawing were used to explore the broader influences on primary (n=47) and secondary (n=29) school students’ physical activity behaviour beyond the classroom. Barriers and facilitators to children’s physical activity were categorised using a multi-level social-ecological framework incorporating intrapersonal, interpersonal, physical environment and policy factors. Based on the drawings, comparisons between students’ existing play …
Moving Physical Activity Beyond The School Classroom: A Social-Ecological Insight For Teachers Of The Facilitators And Barriers To Students' Non-Curricular Physical Activity, Brendon Hyndman, Amanda Telford, Caroline F. Finch, Amanda C. Benson
Moving Physical Activity Beyond The School Classroom: A Social-Ecological Insight For Teachers Of The Facilitators And Barriers To Students' Non-Curricular Physical Activity, Brendon Hyndman, Amanda Telford, Caroline F. Finch, Amanda C. Benson
Australian Journal of Teacher Education
Non-curricular avenues such as active play during school breaks have been established as a major source for children’s physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students’ non-curricular physical activity. During this study focus groups and drawing were used to explore the broader influences on primary (n=47) and secondary (n=29) school students’ physical activity behaviour beyond the classroom. Barriers and facilitators to children’s physical activity were categorised using a multi-level social-ecological framework incorporating intrapersonal, interpersonal, physical environment and policy factors. Based on the drawings, comparisons between students’ existing play …