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  • Article
    Williams PT.
    PLoS One. 2013;8(11):e78777.
    PURPOSE: To assess the dose-response relationships between cause-specific mortality and exercise energy expenditure in a prospective epidemiological cohort of walkers.
    METHODS: The sample consisted of the 8,436 male and 33,586 female participants of the National Walkers' Health Study. Walking energy expenditure was calculated in metabolic equivalents (METs, 1 MET = 3.5 ml O2/kg/min), which were used to divide the cohort into four exercise categories: category 1 (≤ 1.07 MET-hours/d), category 2 (1.07 to 1.8 MET-hours/d), category 3 (1.8 to 3.6 MET-hours/d), and category 4 (≥ 3.6 MET-hours/d). Competing risk regression analyses were use to calculate the risk of mortality for categories 2, 3 and 4 relative to category 1.
    RESULTS: 22.9% of the subjects were in category 1, 16.1% in category 2, 33.3% in category 3, and 27.7% in category 4. There were 2,448 deaths during the 9.6 average years of follow-up. Total mortality was 11.2% lower in category 2 (P = 0.04), 32.4% lower in category 3 (P<10(-12)) and 32.9% lower in category 4 (P = 10(-11)) than in category 1. For underlying causes of death, the respective risk reductions for categories 2, 3 and 4 were 23.6% (P = 0.008), 35.2% (P<10(-5)), and 34.9% (P = 0.0001) for cardiovascular disease mortality; 27.8% (P = 0.18), 20.6% (P = 0.07), and 31.4% (P = 0.009) for ischemic heart disease mortality; and 39.4% (P = 0.18), 63.8% (P = 0.005), and 90.6% (P = 0.002) for diabetes mortality when compared to category 1. For all related mortality (i.e., underlying and contributing causes of death combined), the respective risk reductions for categories 2, 3 and 4 were 18.7% (P = 0.22), 42.5% (P = 0.001), and 57.5% (P = 0.0001) for heart failure; 9.4% (P = 0.56), 44.3% (P = 0.0004), and 33.5% (P = 0.02) for hypertensive diseases; 11.5% (P = 0.38), 41.0% (P<10(-4)), and 35.5% (P = 0.001) for dysrhythmias: and 23.2% (P = 0.13), 45.8% (P = 0.0002), and 41.1% (P = 0.005) for cerebrovascular diseases when compared to category 1.
    CONCLUSIONS: There are substantial health benefits to exceeding the current exercise guidelines.
    Digital Access Access Options
  • Book
    edited by Marilyn Charles and Jill Bellinson.
    Summary: The Importance of Play in Early Childhood Education presents various theories of play and demonstrates how it serves communicative, developmental, and relational functions, highlighting the importance and development of the capacity to play in terms useful to early childhood educators. The book explicitly links trauma, development, and interventions in the early childhood classroom specifically for teachers of young children, offering accessible information that can help teachers better understand the meanings of children's expressive acts. Contributors from education, psychoanalysis, and developmental psychology explore techniques of play, how cultural influences affect how children play, the effect of trauma on play, factors that interfere with the ability to play, and how to apply these ideas in the classroom. They also discuss the relevance of ideas about playfulness for teachers and other professionals. The Imprtance of Play in Early Childhood Education will be of great interest to teachers, psychoanalysts, and psychotherapists as well as play therapists and developmental psychologists.

    Contents:
    Theories of play
    Child development through play / Stephanie Creekpaum
    Pretend play in the classroom : helping children grow / Sandra W. Russ & Alexis W. Lee
    Understanding play
    Play as communication / Brenda Lovegrove Lepisto
    From reaction to reflection : mentalizating in early childhood education / Norka Malberg
    Play in the classroom
    Play in the emotional and cognitive life of a preschooler / Steve Tuber
    Being a playful teacher / Peter Blake
    Mine! no, mine!! interaction in children's play / Jill Bellinson
    Techniques of play
    Art-making experiences for young children affected by traumatic experiences / Ann-Marie Mott
    Young children's musicality : relating with rhythm / Sophie Alcock
    Promoting identity development through memory narratives / Elaine Reese and Tia Neha
    Specialized needs for play
    Trauma and identity / Marilyn Charles
    Working with difficult and hard to understand children / Ionas Sapountzis
    Culture and play
    Creating reflective space in the classroom / Ana Archangelo and Fabio Camargo Bandera Villela
    Cultural issues in relation to play for teachers / Athena Drewes
    Culture and play as key elements of identity formation and academic performance for children of color in primary education / Kirkland C. Vaughans and Renee Vaughans
    Teachers and play
    Engaging children in healing work / Michael O¿Loughlin
    Teacher stress : impact, challenges, and solutions / Deborah Mugno and Jennifer Reid
    Afterword / Jill Bellinson
    Index.
    Digital Access TandFonline 2019