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Carson and Janssen, 2012

Background: Screen time activities (e.g., television, computers, video games) have been linked to several negative health outcomes among young people. In order to develop evidence-based interventions to reduce screen time, the factors that influence the behavior need to be better understood. High neighborhood disorder, which may encourage young people to stay indoors where screen time activities are readily available, is one potential factor to consider.

Methods: Results are based on 15,917 youth in grades 6-10 (aged 10-16 years old) who participated in the Canadian 2009/10 Health Behaviour in School-aged Children Survey (HBSC). Total hours per week of television, video games, and computer use were reported by the participating students in the HBSC student questionnaire. Ten items of neighborhood disorder including safety, neighbors taking advantage, drugs/drinking in public, ethnic tensions, gangs, crime, conditions of buildings/grounds, abandoned buildings, litter, and graffiti were measured using the HBSC student questionnaire, the HBSC administrator questionnaire, and Geographic Information Systems. Based upon these 10 items, social and physical neighborhood disorder variables were derived using principal component analysis. Multivariate multilevel logistic regression analyses were used to examine the relationship between social and physical neighborhood disorder and individual screen time variables.

Results: High (top quartile) social neighborhood disorder was associated with approximately 35-45% increased risk of high (top quartile) television, computer, and video game use. Physical neighborhood disorder was not associated with screen time activities after adjusting for social neighborhood disorder. However, high social and physical neighborhood disorder combined was associated with approximately 40-60% increased likelihood of high television, computer, and video game use.

Conclusion: High neighborhood disorder is one environmental factor that may be important to consider for future public health interventions and strategies aiming to reduce screen time among youth.

Keywords: Screen time, Neighborhood disorder, Youth

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As the architectural and construction industries increasingly emphasize sustainability, more comprehensive methods are being developed to evaluate and reduce environmental impacts by buildings. Life Cycle Assessment (LCA) is emerging as one of the most functional assessment tools; however, presently there is a scarcity of clear guiding principles specifically directed towards the architectural profession in the use of building LCA during the design process. In this paper, we are providing those guidelines to help architects understand and use LCA methodology as part of the design process by identifying scenarios for the use of LCA in the design process and providing a set of proposed guidelines for the conductance of wholebuilding LCA. The scenarios were developed by an extensive literature review of previously completed whole-building LCA case studies, architect interviews, and an evaluation of a set of North American and international LCA tools for use in the proposed scenarios. Additionally, the study shows an example of whole building LCA of an institutional facility being designed in Georgia.

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School Planning and Management Article

Whether outfitting a single classroom or entire campus, selecting the right desks, chairs, tables and storage is essential. Countless studies show that quality furniture improves student learning and student health.

Before investing, prioritize which features best fit your students, curriculum, space and budget.

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For an expanded explanation of the Federal guidance on the development and implementation of school emergency operations plans, released by the Administration in June 2013, please see the Guide for Developing High-Quality School Emergency Operations Plans. This document is located at http://www.efc.gwu.edu//library/guide-... and is also available, along with supporting resources, on the U.S. Department of Education’s Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center website, http://rems.ed.gov.

To view the entire series and to find resources visit the Educational Facilities Planning page.

U. S. Environmental Protection Program

The U.S. Environmental Protection Agency (EPA) has developed these voluntary guidelines to assist states in establishing and implementing environmental health programs for K-12 schools in accordance with the Energy Independence & Security Act of 2007. In carrying out this statutory mandate, EPA, along with its federal partners, developed these guidelines to help states establish the infrastructure needed to support schools in implementing school environmental health programs. The practices recommended within these guidelines can also be applied, with appropriate adaptation, to a wide range of school related institutions, including child care and early learning centers.

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