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OBJECTIVE: Eating disorders typically onset in preadolescence and adolescence and cause negative mental and physical health sequelae over the life span. This study examined the incidence and medical hospitalization rates of pediatric eating disorders in an integrated health system in the United States. METHODS: This retrospective cohort study examined 4883 Kaiser Permanente Northern California members 8–18 years of age with an eating disorder diagnosis from January 2015 to June 2019. Medical hospitalizations include admissions at any of the 13 Kaiser Permanente Northern California hospitals with a primary or secondary eating disorder diagnosis. RESULTS: Incidence rates ranged between 177 and 205 per 100,000 adolescents per year. More than half the adolescents were non-White: 10.8% Asian, 4.3% Black, 26.7% Hispanic/Latinx, 8.4% multiracial, 0.3% Native American/Alaskan Native, and 0.5% Native Hawaiian/Pacific Islander. Thirteen percent had a body mass index (BMI) below the 5th percentile, 61.8% had a BMI between the 5th and the 84th percentiles, 19.7% had a BMI above the 85th percentile, and 5.6% had an unknown BMI. During the 12-month follow-up period, 5.4% of adolescents had medical hospitalizations. CONCLUSIONS: This study adds to the evidence that eating disorders affect children/adolescents across all weight/BMI ranges and racial/ethnic backgrounds. Future studies call for exploration on treatment strategies that tailor to the diverse populations.

Teachers are frontline actors in actualising educational innovations. In some contexts, teachers’ professional agency is undervalued. This study investigated teachers’ agency and its related workplace affordances in Hong Kong, which features a centralised-decentralisation education governance system, and a hierarchical work culture. The study was based on 21 semi-structured interviews with teachers, and employed a deductive thematic analysis. Agency enactment was categorised into 1) pedagogical agency within classrooms, and 2) relational agency in the professional community. The factors contributing to workplace affordances were grouped as pertaining to 1) the collegial community, 2) school leadership, 3) access to resources, and 4) availability of time, space, and job stability. Agency-supportive leadership and a favourable collegial environment significantly facilitated teachers’ agentic actions. Teachers did not explicitly resist but implemented emotionally meaningless order in a ‘work-to-rule’ manner. The study contributes to professional agency research as applied to a particular political, regional, and socio-cultural context. peerReviewed

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Since 2006, High Performance Incentive (HPI) grants has been provided to qualified public schools in the state of California. This supplemental grant is available for new and modernization (additions to a site) school construction projects to promote the use of high performance attributes. The attributes are assessed by a High Performance Rating Criteria (HPRC) system, the criteria of which include promotion of energy and water efficiency, usage of natural lighting, improvement of indoor air quality, utilization of recycled materials and low toxicity emitting materials, and employment of acoustics which related to enhanced teaching and learning. This project is intended to determine the effect of HPI grants on improving academic achievement of students in public schools from the state of California. Academic improvement is assessed by the Academic Performance Index (API) system, which is based on the results from the California Standardized Testing and Results Program (STAR) and the California High School Exit Examination (CAHSEE) system. Only the high performance attributes that were potentially related to the improvements in student learning environment were included in this study. Two types of statistical analyses were conducted and reported to study the effects of interest: 1) comparison of academic improvement between HPI granted schools and non-HPI schools, 2) comparison of academic improvement within HPI granted school both before and after the completion of HPI project. The repeated measures analysis of variance (ANOVA) and a set of mixed models were employed in the two comparisons, respectively. The results of the statistical analyses regarding the academic improvement between HPI and non-HPI schools were largely non-significant. However, there was one exception; specifically, in the 2005-2006 school year (i.e., before the HPI grants were implemented) the HPI schools improved their API scores more than the non-HPI schools. The analyses investigating the second research question revealed no significant results indicating that there were not pre/post building completion differences for the HPI schools. These findings must be tempered by some limitations in the pilot data. Missing data were very prevalent in the analyzed data set which would limit the power to detect the difference. An additional limitation is that the year the HPI project was completed is unknown. The analyses could be improved if the building completion date was reliable, or more post-construction information regarding the HPI project could be revealed.

While prior studies investigating the social aspects of music provide a landscape of users' various social behaviors around commercial music services (CMS), there remains a lack in understanding of users' perceptions and value judgments underlying these behaviors. Specifically, there is more to learn about what influences and behaviors individual music users perceive as meaningful in social contexts. We used the Q methodology to explore which behaviors and influences are important to CMS users and why. We extracted two factors that explain the two different viewpoints shared by groups of music users, focusing on how they perceive the meaning and value of different social music behavior and interactions. From these findings, we then revise an existing social music coding dictionary and interaction model and offer new CMS design insights.