Rockingham County Schools

Cardiovascular disease is the leading cause of death in the United States. Physical activity (PA) is a known preventative factor. It is recommended that children participate in 60 minutes of PA daily, but most do not meet these guidelines. Further, boys, aged 8-17 years, spend more time in PA than girls of the same age. The purposes of this study were to identify gender differences in PA beliefs and practices among fourth and fifth graders and to determine when gender disparities in self-confidence regarding PA and fitness occur. Subjects were 41 fourth (19 boys; 22 girls) and 33 fifth (16 boys; 17 girls) graders in a public elementary school in the rural northwest. They participated in the FitnessGram, a nationwide assessment of flexibility, aerobic capacity, and muscular strength and endurance, and a proctored survey about their PA beliefs, self-confidence, and participation. There were no differences in FitnessGram data between boys and girls for aerobic capacity or muscular strength and endurance, but girls had increased flexibility when compared to boys in both grades. Importantly, survey results showed fifth grade girls had less confidence they could improve their physical fitness (p = 0.002) or their overall health (p = 0.004) when compared to fourth grade girls. Research is needed to determine how these changes in self-confidence contribute to the gender gap in time spent in PA. We recommend physical education programs throughout all grades teach healthy behaviors, including time spent in PA, and work to build and maintain self-confidence in girls.

ABSTRACT The forests of South Africa and the neighbouring countries, including Lesotho, eSwatini, Namibia, Botswana, Zimbabwe, and Mozambique (south of the Zambezi River), were mapped and classified according to the global system of biomes. The new four-tier hierarchical biome system suggested in this paper includes zonobiome, global biome, continental biome (all recognised earlier), and regional biome – a novel biome category. The existing spatial coverages of the forests were revised and considerably improved, both in terms of forest-patch coverage and mapping precision. Southern Africa is home to three zonal forest types, namely Subtropical Forests (Zonobiome I), Tropical Dry Forest (TDF; Zonobiome II) and Afrotemperate Forests (Zonobiome X). These three biomes are characterised by unique bioclimatic envelopes. Five, two, and eight regional biomes, respectively, have been recognised within these zonal biomes. Recognition of the Zonobiome I and the global biome Tropical Dry Forests in southern Africa is novel and expands our knowledge of the biome structure of African biotic communities. The system of the azonal regional biomes is also new and comprehensively covers the variability of the azonal helobiomes (riparian woodlands and swamp forests), mangroves, and azonal coastal forests. In total, 11 azonal regional biomes have been recognised in the study area. The forest biomes in southern Africa were captured in our electronic map in the form of more than 60 000 polygons, covering 42 416 km2 (1.27% of the study area). No less than 83% of these forests occur in the territory of southern Mozambique. Abbreviations: for the abbreviation of the biome units, see Table 1; CE: centre of endemism; IOCB: Indian Ocean Coastal Belt; MBSA: the area of the Map of Biomes of Southern Africa; VegMap2006 and VegMap2018: Vegetation Map of South Africa, Lesotho and Swaziland (as released in respective years); for the meaning of the codes of the biome units see Table 1, and for the meaning of the abbreviations of climatic characteristics see Appendix S1

Classrooms are filled with students from multiple backgrounds. Teachers see students of different races, genders, and socioeconomic statuses. Providing the best education for these students is a necessity to produce productive members of society. To do so, teachers must work toward classroom equity. The research collected in this chapter can help teachers move toward an equitable classroom environment. There are many factors that need to be considered in creating equity. Once these factors are contemplated, the ability to change can be easily instituted. Teacher leaders have the potential to initiate change, but there are circumstances within the school that can hinder or support this change. Once schools meet the necessary criteria to create change, the role of teacher leaders is imperative in making equitable classrooms a reality.

(1964). Elementary demonstrations: (1) Quantitative electrostatics. Contemporary Physics: Vol. 5, No. 4, pp. 284-291.