cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.1517615
title: Children’s enjoyment of play during school lunch breaks: An examination of intra- and inter-day reliability

description: Background: Enjoyment and play during school lunchtime are correlated with children’s physical activity. Despite this, there is an absence of studies reporting children’s enjoyment of play during school lunchtime breaks. The purpose of this study was to examine the intraday and interday reliability of children’s enjoyment of school lunchtime play. Methods: Surveys used to assess children’s enjoyment of lunchtime play were distributed to and completed by 197 children (112 males, 85 females), aged 8–12 years attending an elementary school in Victoria, Australia. Children completed the surveys during class before lunch (expected enjoyment) and after lunch (actual enjoyment) for 5 days. The intra- and interday enjoyment of school lunchtime play reliability were determined using a weighted kappa. Results:Intraday kappa values ranged from fair (0.31) to substantial (0.75) within each of the 5 days (median kappa = 0.41). In comparison, “expected” (0.09–0.40; median 0.30) and “actual” (0.05–0.46; median 0.28) interday enjoyment of lunchtime play displayed low reliability. Conclusions:Children’s enjoyment of lunchtime play appears to be more consistent within days than across days. The findings suggest that assessment of children’s enjoyment of lunchtime play once on a single day would be representative of a particular day but not necessarily that particular school week.
DOI: 10.6084/m9.figshare.1517616.v1
title: Exploring the teaching perspectives of Australian pre-service and graduate physical education teachers

description: Limited investigation has been undertaken into Australian physical educators’ teaching beliefs and intentions and those that have been researched have tended to utilise ‘qualitative’ research methods. The present study addresses a gap in the literature by exploring the differences in teaching perspectives between Australian preservice and graduate physical education teachers. The teaching perspectives inventory (TPI) was administered to pre-service physical education teachers (n=105) graduate physical education teachers (n=37). Each TPI item was linked to one of five key teaching perspectives (apprenticeship, developmental, nurturing, social reform & transmission). Average teaching perspective scores were calculated for each of the five teaching perspectives and the proportions of dominant and recessive teaching perspectives were identified within both groups. Independent t-tests and multivariate chi-square statistical tests were conducted to compare mean teaching perspective scores and proportions of dominant and recessive teaching perspectives. The findings revealed that graduate physical education teachers had significantly higher average scores for the apprenticeship, developmental and social reform teaching perspectives. The nurturing teaching perspective was the most common dominant teaching perspective and the social reform teaching perspective was the most common recessive teaching perspective for both pre-service and graduate physical education teachers. The findings suggest that teacher training programs have the ability to develop and inform knowledge of teaching approaches to facilitate higher scores for a broader range of teaching perspectives in comparison to pre-service teachers commencing their teacher training.
DOI: 10.6084/m9.figshare.1517614
title: A guide for educators to move beyond conventional school playgrounds: the RE-AIM evaluation of the Lunchtime Enjoyment Activity Play (LEAP) intervention

description: Despite an increase in the provision of effective school-based interventions in recent times, there is an absence of literature for teachers focusing on the translation of promising interventions into real-world practice. The aim of this research was to provide a social-ecological guide for teachers of the external validity of implementing the Lunchtime Enjoyment Activity and Play (LEAP) school playground intervention. This research presents the process evaluation of a school playground intervention using RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) as the theoretical evaluation framework. Data collection consisted of a mixed methods approach for two and a half years including a teacher focus group, direct observations and field notes. The process evaluation confirms the LEAP intervention as cost-effective, sustainable and transferable that is capable of enhancing multiple social-ecological factors within a school playground.
DOI: 10.6084/m9.figshare.1517615.v1
title: Children’s enjoyment of play during school lunch breaks: An examination of intra- and inter-day reliability

description: Background: Enjoyment and play during school lunchtime are correlated with children’s physical activity. Despite this, there is an absence of studies reporting children’s enjoyment of play during school lunchtime breaks. The purpose of this study was to examine the intraday and interday reliability of children’s enjoyment of school lunchtime play. Methods: Surveys used to assess children’s enjoyment of lunchtime play were distributed to and completed by 197 children (112 males, 85 females), aged 8–12 years attending an elementary school in Victoria, Australia. Children completed the surveys during class before lunch (expected enjoyment) and after lunch (actual enjoyment) for 5 days. The intra- and interday enjoyment of school lunchtime play reliability were determined using a weighted kappa. Results:Intraday kappa values ranged from fair (0.31) to substantial (0.75) within each of the 5 days (median kappa = 0.41). In comparison, “expected” (0.09–0.40; median 0.30) and “actual” (0.05–0.46; median 0.28) interday enjoyment of lunchtime play displayed low reliability. Conclusions:Children’s enjoyment of lunchtime play appears to be more consistent within days than across days. The findings suggest that assessment of children’s enjoyment of lunchtime play once on a single day would be representative of a particular day but not necessarily that particular school week.
DOI: 10.6084/m9.figshare.1517613
title: Should Educators be ‘Wrapping School Playgrounds in Cotton Wool’ to Encourage Physical Activity? Exploring Primary and Secondary Students’ Voices from the School Playground

description: Physical activity in school playgrounds has changed considerably over recent decades to reflect a climate of ‘surplus safety’. A growing culture of surplus safety can be attributed to a desire of parents and teachers responsible for children to protect school students from danger. The aim of this research was to examine students’ perceptions of playground safety influences on physical activity during school breaks from the perspectives of the ‘users’ of school playgrounds. Data collection consisted of seven focus groups (4 primary school & 3 secondary school) conducted across four schools (2 primary & 2 secondary). During this study, the focus group discussions consisted of 54 children (32 primary & 22 secondary; 50% females; 50% males). Social-Ecological Model levels of school playground safety influence identified by both primary and secondary school students included intrapersonal safety influences (risk taking, preventing boredom, misbehaviour); interpersonal safety influences (teacher responsibilities, teacher support, peer support, teacher intimidation and bullying/territorial issues); physical environment safety influences (surfacing, protection from the weather, safe structures, protective equipment, playground space, hydration, school security and passive smoking protection) and policy/organisational safety influences (designated play areas, playground rules, further supervision, maintenance). This research addresses an important gap in the literature by providing useful information for teacher educators of the multiple safety influences on students’ participation in playground physical activity.
DOI: 10.6084/m9.figshare.1517617.v2
title: Exploring the seasonal influences on elementary school children’s enjoyment of physical activity during school breaks

description: Objectives: The purpose of this study was to explore the seasonal influences on elementary school children's enjoyment of physical activity during school breaks. Methods: The Lunchtime Enjoyment of Activity and Play (LEAP) questionnaire and Physical Activity Children's Enjoyment Scale (PACES) were used to measure children's (N = 80) enjoyment of physical activity longitudinally during school breaks over 4 time points. Separate mixed regression models determined whether children's enjoyment differed by sex and over time. Results: Children's enjoyment of physical activity during school breaks was significantly higher in March (autumn in the southern hemisphere) in comparison with time points later in the school year. Conclusions: The findings suggest strategies could be implemented by schools to maintain and enhance children's enjoyment of physical activity during school breaks later in the year.
DOI: 10.6084/m9.figshare.1517611
title: The Development of the Lunchtime Enjoyment of Activity and Play Questionnaire

description: BACKGROUND Enjoyment of physical activity is as an important determinant of children's participation in physical activity. Despite this, there is an absence of reliable measures for assessing children's enjoyment of play activities during school lunchtime. The purpose of this study was to develop and assess the reliability of the Lunchtime Enjoyment of Activity and Play (LEAP) Questionnaire. METHODS Questionnaire items were categorized employing a social-ecological framework including intrapersonal (20 items), interpersonal (2 items), and physical environment/policy (17 items) components to identify the broader influences on children's enjoyment. An identical questionnaire was administered on 2 occasions, 10 days apart, to 176 children aged 8-12 years, attending a government elementary school in regional Victoria, Australia. RESULTS Test-retest reliability confirmed that 35 of 39 LEAP Questionnaire items had at least moderate kappa agreement ranging from .44 to .78. Although 4 individual kappa values were low, median kappa scores for each aggregated social-ecological component reached at least moderate agreement (.44-.60). CONCLUSIONS This study confirms the LEAP Questionnaire to be a reliable, context-specific instrument with sound content, and face validity that employs a social-ecological framework to assess children's enjoyment of school play and lunchtime activities.
DOI: 10.6084/m9.figshare.1517614.v1
title: A guide for educators to move beyond conventional school playgrounds: the RE-AIM evaluation of the Lunchtime Enjoyment Activity Play (LEAP) intervention

description: Despite an increase in the provision of effective school-based interventions in recent times, there is an absence of literature for teachers focusing on the translation of promising interventions into real-world practice. The aim of this research was to provide a social-ecological guide for teachers of the external validity of implementing the Lunchtime Enjoyment Activity and Play (LEAP) school playground intervention. This research presents the process evaluation of a school playground intervention using RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) as the theoretical evaluation framework. Data collection consisted of a mixed methods approach for two and a half years including a teacher focus group, direct observations and field notes. The process evaluation confirms the LEAP intervention as cost-effective, sustainable and transferable that is capable of enhancing multiple social-ecological factors within a school playground.
DOI: 10.6084/m9.figshare.1517601
title: The Role of Sustained Attention in the Production of Conjoined Noun Phrases

description: Includes raw data (zip files - see RawData.txt for more information), the files used for analyses (see ReadMe.txt for more information), a description of the analyses performed (Analyses.txt) and a list of the stimuli used in the picture description tasks.
DOI: 10.6084/m9.figshare.1517612
title: Where to Next for School Playground Interventions to Encourage Active Play? An Exploration of Structured and Unstructured School Playground Strategies

description: An emerging public health priority is to enhance children’s opportunities for active play. Children spend a large proportion of weekdays in schools, making schools an influential and suitable setting to promote children’s active play. Rather than continually increasing the burdens placed upon busy teaching staff, the use of school playgrounds interventions have emerged as a critical strategy within schools to facilitate and develop children’s active play via an informal curriculum. This scholarly article provides a research-based commentary on a range of school playground interventions to encourage both structured and unstructured active play opportunities. Additionally, future research directions for school playground research to encourage children’s active play will be discussed. Teachers, educational leaders, designers, researchers and play professionals can consider the findings from this paper for future school playground intervention and planning to facilitate children’s active play within school playgrounds.
DOI: 10.6084/m9.figshare.1517617.v1
title: Exploring the seasonal influences on elementary school children’s enjoyment of physical activity during school breaks

description: Objectives: The purpose of this study was to explore the seasonal influences on elementary school children's enjoyment of physical activity during school breaks. Methods: The Lunchtime Enjoyment of Activity and Play (LEAP) questionnaire and Physical Activity Children's Enjoyment Scale (PACES) were used to measure children's (N = 80) enjoyment of physical activity longitudinally during school breaks over 4 time points. Separate mixed regression models determined whether children's enjoyment differed by sex and over time. Results: Children's enjoyment of physical activity during school breaks was significantly higher in March (autumn in the southern hemisphere) in comparison with time points later in the school year. Conclusions: The findings suggest strategies could be implemented by schools to maintain and enhance children's enjoyment of physical activity during school breaks later in the year.
DOI: 10.6084/m9.figshare.1517608
title: speed.pypy.org database dump

description: A database dump of the http://speed.pypy.org data, made on August 23, 2015.
DOI: 10.6084/m9.figshare.1517420
title: Estrogen receptor alpha (ESR1) gene amplification is frequent in breast cancer. Subsequent supplementary material description.

description: <strong>Estrogen receptor alpha (<em>ESR1</em>) gene amplification is frequent in breast cancer. Subsequent supplementary material.</strong> Frederik Holst & Christian Ruiz The supplementary material refers to: Holst, F., Stahl, P.R., Ruiz, C., et al. Estrogen receptor alpha (<em>ESR1</em>) gene amplification s frequent in breast cancer. Nature Genetics 39, 655-660 (2007). <strong>Subsequent Supplementary Figures S1-S7</strong> Illustration of the different Affymetrix 10K SNP array gene copy number data analysis methods and regarding segmented <em>ESR1</em> copy number profiles of 22 breast cancers. Taken from Subsequent Supplementary Optical Dataset S1 a photographical documentation of <em>ESR1</em> FISH analysis signal appearance of tumors with <em>ESR1</em> amplification by SNP GeneChip analysis is added (figures 5A-C + 7A-C). DOI: http://dx.doi.org/10.6084/m9.figshare.1470035 <strong>Subsequent Supplementary Video Clips S1+S2</strong> The video clips document FISH analysis as performed for results documented in regarding subsequent supplementary figures 5A-C + 7A-C. Video clips are taken using an Olympus IX51 microscope at 100x magnification, an Olympus XM10 digital camera (1,376 x 1,032 pixels) and Olympus cellSens imaging software. DOI: http://dx.doi.org/10.6084/m9.figshare.1471677 <strong>Subsequent Supplementary Optical Dataset S1</strong> The optical dataset consists of 94 photographs that show the appearance of <i>ESR1</i> FISH signals of 20 out of 22 tumors in regard to the GeneChip analysis that is illustrated in subsequent supplementary figures S1-S3 and S4+S6. The 94 photographs are separated into 1-10 figures per tumor including up to three z-stacks per figure. Photographs are taken using an Olympus IX51 microscope at 100x magnification, an Olympus XM10 digital camera (1,376 ´ 1,032 pixels) and Olympus cellSens imaging software. DOI: http://dx.doi.org/10.6084/m9.figshare.1470130 <strong>Methods References</strong> Ruiz, C. Doctoral Thesis, Universität Basel (2006). Moelans, C.B., Holst, F., Hellwinkel, O., Simon, R. & van Diest, P.J. <em>ESR1</em> Amplification in Breast Cancer by Optimized RNase FISH: Frequent but Low-Level and Heterogeneous. PLoS One 8, e84189 (2013). Holst, F. FISH Analysis of <em>ESR1</em> Amplification in Breast Cancer - A Video Illustration. DOI: http://dx.doi.org/10.6084/m9.figshare.1471765 (2015).
DOI: 10.6084/m9.figshare.1517611.v2
title: The Development of the Lunchtime Enjoyment of Activity and Play Questionnaire

description: BACKGROUND Enjoyment of physical activity is as an important determinant of children's participation in physical activity. Despite this, there is an absence of reliable measures for assessing children's enjoyment of play activities during school lunchtime. The purpose of this study was to develop and assess the reliability of the Lunchtime Enjoyment of Activity and Play (LEAP) Questionnaire. METHODS Questionnaire items were categorized employing a social-ecological framework including intrapersonal (20 items), interpersonal (2 items), and physical environment/policy (17 items) components to identify the broader influences on children's enjoyment. An identical questionnaire was administered on 2 occasions, 10 days apart, to 176 children aged 8-12 years, attending a government elementary school in regional Victoria, Australia. RESULTS Test-retest reliability confirmed that 35 of 39 LEAP Questionnaire items had at least moderate kappa agreement ranging from .44 to .78. Although 4 individual kappa values were low, median kappa scores for each aggregated social-ecological component reached at least moderate agreement (.44-.60). CONCLUSIONS This study confirms the LEAP Questionnaire to be a reliable, context-specific instrument with sound content, and face validity that employs a social-ecological framework to assess children's enjoyment of school play and lunchtime activities.
DOI: 10.6084/m9.figshare.1517612.v1
title: Where to Next for School Playground Interventions to Encourage Active Play? An Exploration of Structured and Unstructured School Playground Strategies

description: An emerging public health priority is to enhance children’s opportunities for active play. Children spend a large proportion of weekdays in schools, making schools an influential and suitable setting to promote children’s active play. Rather than continually increasing the burdens placed upon busy teaching staff, the use of school playgrounds interventions have emerged as a critical strategy within schools to facilitate and develop children’s active play via an informal curriculum. This scholarly article provides a research-based commentary on a range of school playground interventions to encourage both structured and unstructured active play opportunities. Additionally, future research directions for school playground research to encourage children’s active play will be discussed. Teachers, educational leaders, designers, researchers and play professionals can consider the findings from this paper for future school playground intervention and planning to facilitate children’s active play within school playgrounds.
DOI: 10.6084/m9.figshare.1517103
title: Dilecythos Cronology

description: Roman glas bottle
DOI: 10.6084/m9.figshare.1517107
title: README.md

description: README file that explains the sequence files included in this repository.
DOI: 10.6084/m9.figshare.1517577
title: Recurrent hormone-binding domain truncated ESR1 amplifications in primary endometrial cancers suggest their implication in hormone independent growth. Supplementary Optical Dataset S1

description: The optical dataset illustrates the <i>ESR1</i> FISH signal appearance by full size FISH photographs of a total of 28 out of 29 primary endometrial cancers that had gone on to metastasize and that had copy-number changes characterized by SNP GeneChips (tumors #1-17 and #19-29). The three color photographs show the nuclear <i>ESR1</i> FISH signals in 4µm conventional large section FFPE tissue slides. Shown are <i>ESR1</i> signals (green), CEN6 signals (orange) and nuclei (blue). Photographs are taken using an Olympus IX51 microscope at 100´ magnification, an Olympus XM10 digital camera (1,376 ´ 1,032 pixels) and Olympus cellSens imaging software. Increased <i>ESR1</i> FISH signals are marked exemplarily in some cases (white arrows and edges). These could reach from two signals nearby each other, for gene duplication to several green dots. For all 28 tumors pictures of up to four different tissue areas (Fig. 01-04) are available, including up to four different z-layers (Z-Stack A-D) per area to illustrate the distribution of signals within the z-axis.
DOI: 10.6084/m9.figshare.1517103.v1
title: Dilecythos Cronology

description: Roman glas bottle
DOI: 10.6084/m9.figshare.1517611.v1
title: he Development of the Lunchtime Enjoyment of Activity and Play Questionnaire

description: BACKGROUND Enjoyment of physical activity is as an important determinant of children's participation in physical activity. Despite this, there is an absence of reliable measures for assessing children's enjoyment of play activities during school lunchtime. The purpose of this study was to develop and assess the reliability of the Lunchtime Enjoyment of Activity and Play (LEAP) Questionnaire. METHODS Questionnaire items were categorized employing a social-ecological framework including intrapersonal (20 items), interpersonal (2 items), and physical environment/policy (17 items) components to identify the broader influences on children's enjoyment. An identical questionnaire was administered on 2 occasions, 10 days apart, to 176 children aged 8-12 years, attending a government elementary school in regional Victoria, Australia. RESULTS Test-retest reliability confirmed that 35 of 39 LEAP Questionnaire items had at least moderate kappa agreement ranging from .44 to .78. Although 4 individual kappa values were low, median kappa scores for each aggregated social-ecological component reached at least moderate agreement (.44-.60). CONCLUSIONS This study confirms the LEAP Questionnaire to be a reliable, context-specific instrument with sound content, and face validity that employs a social-ecological framework to assess children's enjoyment of school play and lunchtime activities.
DOI: 10.6084/m9.figshare.1517102
title: Mucispirillum schaedleri SI Tables

description: Supplementary information for 'Genomic insights into the evolution and unexpected lifestyle of the mucus-dwelling bacterium Mucispirillum schaedleri'.
DOI: 10.6084/m9.figshare.1517100
title: SP modeling talk

description: Talk for USP students (Mochizuki) Aug 2015