Background Poor-quality diet is associated with one in five deaths globally. In the United States, it is the leading cause of death, representing a bigger risk factor than even smoking. For many, education on a healthy diet comes from their physician. However, as few as 25% of medical schools currently offer a dedicated nutrition course. We hypothesized that an active learning, culinary nutrition experience for medical students would improve the quality of their diets and better equip them to counsel future patients on food and nutrition. Methods This was a prospective, interventional, uncontrolled, non-randomized, pilot study. Ten first-year medical students at the Wayne State University School of Medicine completed a 4-part, 8-h course in culinary-nutritional instruction and hands-on cooking. Online assessment surveys were completed immediately prior to, immediately following, and 2 months after the intervention. There was a 100% retention rate and 98.8% item-completion rate on the questionnaires. The primary outcome was changes in attitudes regarding counselling patients on a healthy diet. Secondary outcomes included changes in dietary habits and acquisition of culinary knowledge. Average within-person change between timepoints was determined using ordinary least squares fixed-effect models. Statistical significance was defined as P ≤ .05. Results Participants felt better prepared to counsel patients on a healthy diet immediately post-intervention (coefficient = 2.8; 95% confidence interval: 1.6 to 4.0 points; P < .001) and 2 months later (2.2 [1.0, 3.4]; P = .002). Scores on the objective test of culinary knowledge increased immediately after (3.6 [2.4, 4.9]; P < .001) and 2 months after (1.6 [0.4, 2.9]; P = .01) the intervention. Two months post-intervention, participants reported that a higher percentage of their meals were homemade compared to pre-intervention (13.7 [2.1, 25.3]; P = .02). Conclusions An experiential culinary nutrition course may improve medical students’ readiness to provide dietary counselling. Further research will be necessary to determine what effects such interventions may have on the quality of participants’ own diets.

A physiologically based mathematical model of a putative sleep-wake regulatory network is used to investigate the transition from typical human sleep patterns to spontaneous internal desynchrony behavior observed under temporal isolation conditions. The model sleep-wake regulatory network describes the neurotransmitter-mediated interactions among brainstem and hypothalamic neuronal populations that participate in the transitions between wake, rapid eye movement (REM) sleep, and non-REM (NREM) sleep. Physiologically based interactions among these sleep-wake centers and the suprachiasmatic nucleus (SCN), whose activity is driven by an established circadian oscillator model, mediate circadian modulation of sleep-wake behavior. When the sleep-wake and circadian rhythms are synchronized, the model simulates stereotypically normal human sleep-wake behavior within the limits of individual variation, including typical NREM-REM cycling across the night. When effects of temporal isolation are simulated by increasing the period of the sleep-wake cycle, the model replicates spontaneous internal desynchrony with the appropriate dependence of multiple features of REM sleep on circadian phase. In temporal isolation experiments, subjects have exhibited different desynchronized sleep-wake behaviors. Our model can generate similar ranges of desynchronized behaviors by variations in the period of the sleep-wake cycle and the strength of interactions between the SCN and the sleep-wake centers. Analysis of the model suggests that similar mechanisms underlie several different desynchronized behaviors and that the phenomenon of phase trapping may be dependent on SCN modulation of REM sleep-promoting centers. These results provide predictions for physiologically plausible mechanisms underlying interindividual variations in sleep-wake behavior observed during temporal isolation experiments.

There are significant relationships between symptoms of SRBD and RLS/PLMS in children with liver transplants and family HRQOL. Behavior problems may account for these strong relationships.

This article describes how the use of sworn law enforcement in American schools is patterned by school racial composition. Three distinct measures are constructed using data from the Civil Rights Data Collection and the School Survey on Crime and Safety: police prevalence, the degree of exposure that students have to police officers within their schools, and the roles of officers within those schools. Results show that police have become increasingly prevalent in schools with the largest shares of white students, especially at the elementary level. Yet youth in schools with the most Black, Latinx, and Native American students experience the highest exposure to police, and police in these schools are more frequently directed to carry out punitive tasks such as discipline. Student exposure to police is also relatively common in the whitest schools, but officers in these settings are more often used for tasks unrelated to punishment, such as teaching.

Despite the centrality of data analysis to the discipline, sociology departments are currently falling short of teaching both undergraduate and graduate students crucial computing and statistical software skills. We argue that sociology instructors must intentionally and explicitly teach computing skills alongside statistical concepts to prepare their students for participation in a data-driven world. We illuminate foundational concepts for computing in the social sciences and provide easy-to-integrate recommendations for building competency with these concepts in the form of a workshop designed to introduce sociology undergraduate and graduate students to the logic of statistical software. We use our workshop to show that students appreciate and gain confidence from being taught how to think about computing.