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The properties of two-dimensional covalent organic frameworks (2D COFs), including porosity, catalytic activity as well as electronic and optical properties, are greatly affected by their interlayer stacking structures. However, the precise control of their interlayer stacking mode, especially in a reversible fashion, is a long-standing and challenging pursuit. Herein, we prepare three 2D copper-organic frameworks, namely JNM-n ( n  = 7, 8, and 9). Interestingly, the reversible interlayer sliding between eclipsed AA stacking (i.e., JNM-7-AA and JNM-8-AA) and staggered ABC stacking (i.e., JNM-7-ABC and JNM-8-ABC) can be achieved through environmental stimulation, which endows reversible encapsulation and release of lipase. Importantly, JNM-7-AA and JNM-8-AA exhibit a broader light absorption range, higher charge-separation efficiency, and higher photocatalytic activity for sensitizing O 2 to 1 O 2 and O 2 •− than their ABC stacking isostructures. Consequently, JNM-8-AA deliver significantly enhanced photocatalytic activities for oxidative cross-coupling reactions compared to JNM-8-ABC and other reported homogeneous and heterogeneous catalysts. The precise control of interlayer stacking mode of 2D materials is a long-standing pursuit. Here, the authors report two 2D copper-organic frameworks that can undergo the reversible interlayer sliding through environmental stimulation.

Development of transition metal-based photocatalysts with low cost, strong visible light absorption, and high efficiency is a long-stand pursuit for advanced organic synthesis, yet remains highly challenging. In this article, an anthraquinone-based copper(I) cyclic trinuclear complex ( 1 ) was designed and it featured strong visible light absorption, high charge separation efficiency and photochemical properties. Complex 1 as a heterogeneous photocatalyst can efficiently catalyze homo-coupling of terminal alkynes and denitrification-oxidative coupling reaction between hydrazinopyridine and terminal alkynes with excellent yield (up to 99%), broad substrate tolerance (27 examples) and superior reusability (up to 10 cycles without loss of performance) under mild conditions.

The purpose of this study was to explore the effects of Brain Break® activities on interest and motivation for physical activity among schoolchildren and the contribution of such activities on learning for health and holistic development. The study sample was comprised of 283 participants, primary school students from 3rd to 5th grades from two public schools in the Republic of Macedonia. Six experimental and six control groups were included in the study. Interventions in classroom settings—based Brain Break® video exercises were introduced in the experimental group during a period of three months. Students’ attitudes toward physical activity were tested using a self-report survey instrument entitled “Attitudes toward Physical Activity Scale (APAS)” before and after intervention. Applied factor analyses were completed and the results of these analysis support APAS validity and the successful use of this application in the measurement of the learning experience, self-awareness, self-efficacy, and self-confidence in developing physical fitness. Learning was enhanced by using video exercises. Information presented in this paper is meaningful for the promotion of better exercise habits and the holistic approach to better health by using personal motivation and motivation provided by others. The results from repeated ANCOVA suggest positive effects of the applied Brain Break® video exercises as an interventional program. The study confirms the effect of application of Brain Break® video exercises on children’s attitudes for physical activity, motivation for PA, internalization of movement habits as personal good.

Correspondence to Dr Garry Kuan, Exercise and Sport Science Programme, School of Health Sciences, Universiti Sains Malaysia, Kelantan, Malaysia; garry@usm.my Programme card Settings Primary schools in the district of Kota Bharu, Kelantan, Malaysia. Moderate to vigorous intensity physical activity aimed improving health-related fitness—cardiovascular endurance, muscular strength, muscular endurance, flexibility and body composition. Teachers are required to provide health education along with physical education, personal development and safety awareness as part of their curriculum and classroom environment.8 This programme promotes physical activity among children and enhances students’ learning.

Electronic devices that are transparent and flexible have a wide range of applications in the domains of vital sign parameter monitoring, health management, and so on. Ferroelectric memory is a revolutionary nonvolatile memory that is ideal for data storage and processing in transparent flexible electronic systems. In this study, Ce-doped hafnium oxide ferroelectric thin film is manufactured on mica substrate by the chemical solution deposition with transparent indium tin oxide (ITO) thin films as the bottom electrodes. The transmittance of mica/ITO/Hf 0.85 Ce 0.15 O 2 thin film is over 80%. The 2P r of the transparent flexible Hf 0.85 Ce 0.15 O 2 ferroelectric thin film is increased by about 22.4% and the E c is reduced by 26.7% compared with those of Hf 0.85 Ce 0.15 O 2 ferroelectric thin film grown on p+-Si substrate. The transparent flexible Hf 0.85 Ce 0.15 O 2 ferroelectric thin film can remain keeping good quality when being bent under ±2.5 mm bending radius. Additionally, degradation of polarization, retention, and endurance performance was not obvious even at a bending radius of 5.0 mm after 10 4 bending cycles. This research provides a new strategy and an important experimental basis for the development and implementation of transparent flexible ferroelectric memories.

The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9–11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students’ attitudes toward physical activities were assessed before and after the intervention using the “Attitudes toward Physical Activity Scale”. Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in ‘Self-efficacy on learning with video exercises’, F(1.32) = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.

Classroom-based physical activity (PA) interventions have received considerable attention due to improvements seen in academic achievement, classroom behaviors, and attitude toward PA. The purpose of this study was to evaluate the effectiveness of the Brain Breaks® Physical Activity Solutions in changing children’s attitudes toward PA. Students (N = 3036) aged 8–11 years from schools in Croatia, Lithuania, Macedonia, Poland, Romania, Serbia, South Africa, and Turkey were randomly assigned to either a control or an experimental group. The experimental group received Brain Breaks® videos during classroom sessions throughout the four months of intervention. Student attitudes toward PA were measured using the Attitudes toward Physical Activity Scale (APAS) before and after the intervention. Repeated measures ANOVA indicated a time interaction effect for all APAS variables except fitness. Time-by-group interaction effects with different effect sizes were found for most APAS variables, with the greatest gain effect noted in the experimental group for self-efficacy, followed by learning from the videos concerning PA benefits, exercise importance, and enjoyment from engaging in PA. This study provides evidence supporting Brain Breaks® in terms of learning experience, attitudes towards PA, and personal motivation. Using exercise videos is recommended as an interactive, technology-based PA solution that can be easily integrated into the school setting.

This study aimed to examine the effects of three-months of classroom-based Brain Breaks Physical Activity Solution (Brain Breaks®) on attitudes toward physical activity levels of primary school children in Henan Province, China. The participants were 704 children enrolled in grades 3–5 who were randomly assigned to either an experimental or a control group. The experimental group participated in Brain Breaks® video intervention for 3–5 min daily, at low-to-moderate intensity for three consecutive months. The control group resumed their normal routine. The children’s attitudes in both groups towards physical activity (PA) were evaluated using the self-reported Attitudes toward Physical Activity Scale (APAS), before and after the intervention. The effects of the intervention on APAS scores were analyzed using mixed model analysis of variance with Time as within-subject, and Group as between-subject factors. The analysis revealed evidence in support of the positive effect of classroom video interventions such as Brain Break on children’s attitudes toward importance, fun, and trying to do their personal best in physical activity. Also revealed was the important role the teacher plays in this process.

The purpose of this study was to investigate the effects of classroom-based Brain Breaks® Physical Activity Solution in Southeast Asia Singaporean primary school students and their attitude towards physical activity (PA) over a ten-week intervention. A total of 113 participants (8–11 years old) were randomly assigned to either an experimental (EG) or a control group (CG), with six classes to each group; the Brain Breaks® group (EG: six classes) and the Control group (CG: six classes). All EG members participated in a Brain Breaks® video intervention (three–five min) during academic classes and the CG continued their lessons as per normal. The student’s attitudes towards PA in both research conditions were evaluated using the self–reported Attitudes toward Physical Activity Scale (APAS), applied before and after intervention. The effects of the intervention on APAS scores were analysed using a mixed model analysis of variance with Time as within-subject and Group as between-subject factors. The analysis revealed evidence in support of the positive effect of classroom video interventions such as Brain Breaks® on student’s attitudes toward benefits, importance, learning, self-efficacy, fun, fitness, and trying to do their personal best in PA. The Brain Breaks® intervention provided a positive significant impact on students in Singapore. This study also revealed that interactive technology tools implemented into the school curriculum benefit students in terms of health and education.

The aim of this study was to explore the effects of video exercise lessons on changes in primary school students’ perceptions, attitudes towards physical activity, physical self-efficacy, and health-related academic knowledge acquired. The study included 181 primary school students, grades 1–4, consisting of 93 (51.4%) in an experimental group and 88 (48.6%) in a control group (Mage = 8.24 years; SD = 1.10 years). The effects of video exercise were measured by the Attitudes toward Physical Activity Scale, which was administered pre- and post-intervention. The experimental group received video exercise intervention every school day for three months. The results indicated significant positive changes in students’ perceptions, attitudes towards physical activity, physical self-efficacy and health-related academic knowledge acquired between pre- and post-intervention in the experimental group. The control group did not experience any positive changes after the period of intervention. The study strongly supports the effectiveness of the video exercise program.