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Private Sale
Lisa Monet Beauty Resume
A position using my expertise in the entertainment industry as a
make-up artist, hairdresser & wardrobe stylist.
A Sassoon Trained Hair dresser, Colorist, Corporate trainer & educator. I lead in sales and communication with my customers and students. As an Artistic Director in film and television I specialize in image consulting for wardrobe and of the Celebrity Im working with. Portfolio and celebrity credits available.
EXPERIENCE Artistic Director. Hollywood, California 2000 – 2012
Selected wardrobe, makeup, hair, and accessories to create dramatic appeal or realistic effects.
Artistic Director and Stylist for Media tours, Films, Commercials, Industrial films, live shows & Runway.
Makeup Artist, Wardrobe Stylist and Hairdresser. Hollywood, California 1985 – 2012
Provided professional makeup, hair and wardrobe for thousands of productions.
Worked on films, commercials and television productions: complete credits available on the website.
Worked at Fox Studios for a variety of productions, including American Idol.
Provided style services for Access Hollywood, First Line Media, World Wide Pants, CNN, Paramount. Worked on set for court cases: Michael Jackson, Anna Nicole Smith, Paris Hilton, and Scott Peterson.
About Lisa Monet
We Strive for Beauty From The Inside Out
Be All That You Can Be
Let me bring out your best YOU!!!
Turn Around Program
Be the best you can be, Let me show you the way.
Paying it forward is so gratifying for me. To watch people blossom into their best self Inside and Out is my Top Goal.
Wardrobe Consultations
Dress for your Body Type
Wear your perfect Colors
We all need a little Makeover / Wardrobe Update let me help you find your best look. You'll be glad you did.
Dress for Success
Beauty and Fashion are my passion check out my Store
Skin Care and Makeup lesson
Take care of your skin its the only one your going to get
I look forward to helping you in all of your Beauty needs!
Raising money for The Los Cabos Humane Society
as The Cabos Supremes
We come on at minute
I met a very nice women at Fox who started Do One nice Thing I felt it in my heart to help the children
Do One Nice Thing
I bought and sent School supplies & gifts to School Children in Afghanistan whos Schools were blown up.
I was happy to get a thank you note from an Soldier, it melted my heart
Thank you note from the American Soldiers who delivered my boxes to the teachers and students to get the schools up and running again
I think the students gave more to me than I to them. The best feeling in the world is to be needed
Dome Village teaching Color Analysis and Self Care
A homeless Shelter serving 100 Women men and children
Toys for Tots Hope for kids
I must have done 100 makeups that night what a great time
The kids look forward to the soldiers bringing their only gift they will receive and love being pampered
Toys for Tots Hope for kids
She won student of the year, I brought her a crown and gave her a makeover she loved it
A great time was had by all. These Kids were all so excited it really put a smile on everyones faces
I really enjoyed helping the patients at the clinic, to see the transformation was a real gift for both of us
Mini makeovers are the beginning of a new you, rekindle your work and love life with a better new you
I am licensed to do Hair, Skin Care and Makeup as a licensed Cosmetologist in Nevada
I specialize in Corrective Color, Haircuts, skin care and Makeup, been licensed since 1981
I had the honor of working at Fox News for 12 years at The L.A. Bureau
Out of the 100's of Celebs I worked with she was my most frequent and fave guest
Shaq is super cool and very humble, he kept the set laughing non stop
I was the Artistic Director for Comcast for 10 Commercials working with Shaq was the best
Heres my client list from my Fox years
Hollywood will hone your skills like no other
Merv Griffin The king of Hollywood was a favorite of mine RIP
Lisa Monet Blog
Beauty Secrets
Should I use lip cream every day?
The skin on your lips is very fragile and it's strongly recommended to apply lip cream daily, especially in dry weather and cold climates.
Your Skin is delicate treat it with respect a little work everyday goes a long way.
I have oily skin. Does that mean I need to drink more water?
Everyone should drink a lot of water for your skin to stay moist and avoid wrinkles
Please send us your feedback!


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Dear clients,
It has been several weeks since this site was no longer active and we apologize!
It will soon be fully reactivated and you will find most of our homes, and even more. Indeed, in collaboration with our new partner, NOVASOL, you will have access to more homes in our region, and even beyond.
You can already visit the site www.novasol.co.uk while waiting for our houses to be presented soon.
For any questions, please contact:
Welcome !
What can I do with my Moerland account ?
If you don't have an account you can register here :
Make an account

subset: commoncrawl


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What would we do without rare earths?
The Critical Materials Institute, an Energy Innovation Hub created by the U.S. Department of Energy, has a big problem to solve -- what would we do without rare earths?
Rare earths are a big part of our modern world. They are in clean energy technologies like wind turbines and solar cells and in many things we use every day -- cars, cell phones, computers and televisions.
We need them, and yet commercial demand, mining challenges, and international politics have experts predicting shortages by 2016. That makes these rare earths critical materials.
To create the Critical Materials Institute, the DOE named a genius team of national laboratories, universities, and industry partners under leadership of The Ames Laboratory to work on a solution.
What's the solution? This hub will deliver technologies to help find new sources of and substitutes for rare earths and other critical materials, as well as develop recycling and recovery methods. It will also use its expertise to predict and address future shortages.
The CMI is DOE's investment in timely, cost-effective, and energy-efficient solutions to this global challenge.


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Warmer temps, sunnier sun and higher humidity herald the arrival of one of our favorite seasons—and a great excuse to boost your beauty routine! (As if you need an excuse.) Seriously, though, it's always good to evaluate your skin regimen as the seasons change, because changing seasons mean changing skin. ..Continue Reading
As we age, skin moisture can drop significantly, which makes the skin lose elasticity and expose the signs of aging on the skin. Hyaluronic acid plays a critical role in skin health with its unique ability to hold in moisture (1000 ml of water per gram of hyaluronic acid). Hyaluronic ..Continue Reading
We've known for a very long time that vitamin C is essential to our health, but what many people don't realize is just how essential it is for beautiful, healthy skin. Vitamin E is usually the vitamin most people think of immediately when thinking about skin health, but, believe it ..Continue Reading
BODY ACNE?!?! WHY IT HAPPENS? HOW TO TREAT IT? HOW TO PREVENT IT? A lot of my clients, including myself all suffer with body acne. Whether it is on our back, arms, legs, stomach or the Butt. We think we can cover it up with clothing, makeup or hair thinking ..Continue Reading


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Exeter Hawks are proud to work with Seacoast United coaches to give each of their fall teams a head start on the competition. An age-specific curriculum will be offered to U8-U14 teams. For further information on each of the camps, please read the detailed descriptions below.
Dates: August 21-24th, 2017
Time: 9am-12pm
Cost: $105 per player
Exeter Hawks Team Camps take place at the Seacoast United Outdoor Complex at 88 Shirkin Rd in Epping, NH. **In the event of inclement weather, the camp may be moved to the Seacoast United Indoor Arena in Hampton, NH.
Camp Registration
Click here to register for the 2017 Exeter Hawks Team Camp.
U8-U12 TEAM Camp:
SUSC coaches will begin each day with technical skill work which will involve fun and challenging exercises. Once all teammates have worked together to get better in possession of the ball, theyll be ready to play small sided games which will offer lots of opportunities "on the ball" in a game situation. To finish each day, players will be able to play in larger-sided matches with other similar age groups at the camp. By working together, each team that participates will have a head start over the competition!
U13 & U14 TEAM Camp:
Exeter Hawks is also proud to offer their oldest teams a chance to prepare for successful seasons by working with Seacoast Uniteds professional staff. SUSCs staff will be in touch with your Hawks coach to make sure training concepts are working toward a common goal. Teams will experience speed & agility warm-ups, technical training, small and larger sided scrimmage play along with elements of game. Elements of the game could include free kick concepts, corner or goal kick strategies, even position-specific training. This additional training is what can help every Hawks team reach their full potential.


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But don't take my word for it - go yourself to www.whitehouse.gov/omb/ and have a look through the proposals. There's a lot there to get excited about. So please:
1) Learn more about the budget.
2) Share this information - feel free to forward my list, or start lists of your own. Send it to your friends and family, especially to those who have doubts about the President's agenda.
3) Call your member of Congress and/or Senator and let them know why the President's budget gives you hope. Ask them to vote for it and if they are already voting for it, ask them to work hard for it.
Here's my list one more time:
10) 1.3 Billion for rural broadband. US is way behind in broadband takeup, which creates jobs.
9) Improved funding for mental illness treatment in the military. People are hurting in all kinds of ways.
8) College Completion Incentive Fund. Nearly half of students don't graduate, but they still have the debt.
7) Energy innovation for housing. Reduced bills, a reinvigorated economy and a cleaner environment!
6) Supertrains!
5) More FBI agents to target financial fraud. Let's invest to prosecute and deter the current crime wave.
4) Home Nurses Visitation Program. Proven to prevent abuse & create better futures for the poorest infants.
3) Protecting Wildlife from Climate Change. A third of Great Lakes birds could be extinct without our help.
2) Health Information Technology. Pay less, get more, save lives. Win win win.
1) More diplomats = peace, prosperity.


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(PRWEB) October 13, 2015
Gravity4, the world's first high frequency marketing cloud, announced the acquisition of eXovue, the market's first native SSP for content marketing, which allows publishers competitive access to all native demand channels. The acquisition of eXovue significantly expands the market opportunity for Gravity4 by empowering publishers and digital media companies with the means to successfully and efficiently navigate today's native advertising and content recommendation strategies.
"Gravity4 has spent the past year building a world-class marketing cloud for advertisers. Now, our revolutionary platform offers a powerful solution for publishers; the first true supply-side platform for native advertising," said Gurbaksh Chahal, Chairman and CEO of Gravity4. "The eXovue platform, seamlessly integrated with our marketing cloud, will enable publishers to dramatically increase revenue by creating competition between Native Demand partners."
The Native landscape has grown substantially over the past few years. In a sector that once consisted of just Taboola and Outbrain, it has grown substantially to include over 12 different companies vying for publisher inventory and generating billions of dollars in ad revenue in the process. eXovue has the only technology in the industry that helps optimize these ad units to deliver publishers the greatest return for the ad space.
"When we founded eXovue, we were determined to create a product that solved an existing and high-value publisher problem in the Native landscape," said Justin Manes, CEO of eXovue. "The gap we identified is the lack of competition between Native Demand Partners."
"As we brought our product to market early this year, we found that publishers were already aware of the problem and highly receptive to our solution," Manes said. "With early adoption exceeding all expectations we realized that we would need a strong partner with the right vision, resources and leadership to properly expand the business. Gravity4 is a terrific fit for eXovue, offering strong leadership, global presence, tremendous scale, and unique buy-side synergies. Additionally, Gravity4 fosters a culture of entrepreneurship, performance, and meritocracy. With this acquisition we are now mutually and enthusiastically in a position to maximize Gravity4's native offering to publishers."
eXovue's solution will be renamed G4 Native SSP for Publishers (http://g4native.com/ssp), and the entire eXovue team will be integrated into Gravity4 organization. Mr. Manes will become Vice President of Native Solutions, and report to Mr. Chahal. This marks Gravity4's twelfth acquisition since the company was launched in July 2014. Terms of the acquisition were not disclosed.
About Gravity4
Gravity4 delivers the world's first high frequency marketing cloud integrated that boosts digital marketing ROI web, mobile, video, and social channels. Automation, Simplicity, and Design are the fundamental ingredients behind all the applications and solutions in the Gravity4 Marketing Cloud.
From day one, the Company's goal has been to simplify marketing by humanizing the essential components behind it. Gravity4 offers a full suite of enterprise applications to aggregate social, web, email, mobile, CRM, search, and location data in real time for free. This offering allows marketers to save millions of dollars annually and enhance automation across all digital consumer touch-points.
Gravity4 is a global software-advertising company headquartered in San Francisco, CA with offices in the US, Bermuda, Ireland, Brazil, Denmark, Turkey, Canada, Australia, Columbia, Sweden, Norway, Spain, and Finland.


text: Cattleman's Steakhouse, on the famed Indian Cliffs Ranch near El Paso, Texas, was the site for a recent Troop Appreciation Dinner and show. Freedom Alliance welcomed 225 guests, which comprised injured soldiers and their families from the Fort Bliss Wounded Warrior Battalion, for a memorable night of fun and good food. Indian Cliffs is the […]Read more


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Information Technology Services provides email service to North Central College faculty, staff and students. An email account and mailbox are automatically created for you upon your affiliation with NCC. Email is considered an official form of College communication and should be checked regularly.
Usernames are created using the following format:
FirstInitial + MiddleInitial + Last Name
Example: John M. Doe
Username: jmdoe
Email Address: firstname.lastname@example.com
If this username has already been used, additional numbers may be appended to the end to create a unique username.
- If this username has already been used, additional numbers may be appended to the end to create a unique username.
Faculty/Staff email can be accessed from on or off campus using the Groupwise Webmail interface at:
Student Email can be accessed at:
Single message sizes (sent or received) are limited to the industry standard of 25 MB.
All mailboxes have a maximum size restriction. If you exceed your mailbox quota, you will be prohibited from sending messages until you have reduced your mailbox size to be within the limit of your quota.
Account Type: Quota: Faculty/Staff 2 GB Students 50 GB
- For more questions regarding Email, please visit our Email FAQ.


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Tuesday, April 17, 2012
even if your voice shakes...
14 comments:
Beautiful Post! I popped in from A Re-Purposed Life and love your blog! I'll be back.ReplyDelete
PS: I saw that same saying on Pinterest and pinned it b/c I liked it so much. Happy Spring Ya'll from Houston, TX
Wonderful Wise Words. Your showcase necklace honoring these words is stunning. Creative Bliss...ReplyDelete
I like that saying. Love your soldered necklace too.ReplyDelete
It's why we love you girl. You stand on solid ground <3ReplyDelete
Great post. Love the necklace, love the message. Keep speaking girl!ReplyDelete
Hi Theresa...yes, that is sometimes hard to do...and sometimes even harder for me to keep quiet on a subject...but I am tryingReplyDelete
your kids are so blessed for your strength and truth in your convictions
Anne Marie
Oh I just LOVE you so much Theresa!!! Yes...there are important things that we must stand for, but there is a time and a place to voice those convictions. I am not a confrontational person, so I stay quiet on my opinions...honoring that others have the right to hold their own as well. I even have to do that now with my grown children, and boy, is that ever hard sometimes : ) I will stand up for people who I think are being treated unfairly or if one of my friends says something about another friend that I love...even if what they are saying is true. It's important I think. I know sometimes my voice must sound like it's shaking, but I would want the same kindness done for me. We can never be TOO kind to one another!ReplyDelete
I can't tell you how beautiful I think your new soldered bracelet is. It's stunning and has a stunning message.
sending love...
That saying should be post on billboards. The truth is not always easy. You have a lovely blog. Your newest follower,ReplyDelete
This is beautiful... such an uplifting and inspiring message too. It reminds me of the John Mayer song, "SAY". One of the lyrics is "even if your hands are shakin' and your faith is broken... say what you need to say".ReplyDelete
Thanks for the inspiration! :)
POWERFUL words, Theresa. Some of my favorite. And I love this post. You are a passionate person and I would love to listen and talk about those passions with you!!!ReplyDelete
Theresa! That is awesome! I love her! If I wasn't having work done on my not-working car at the moment, she would be mine. I adore her. And I love the saying, saw it on pinterest too.ReplyDelete
My mom called me today, she ran into one of her renters, who I ran into a little while ago. My mom asked what I said to him. I said, "nothing, why?" She said, "Well, he told me you are extremely tall. And then he added that you are also very fiesty." Oh my goodness, now I am officially fiesty. But I was thinking that I am lucky he only called me fiesty and that I didn't get grounded!!!
Have a great weekend, it's almost here!!!
Hey Theresa, I feel exactly the same way you do. Although, I have been told that I am brutally honest at times -- I never, ever say anything that would hurt someone. I don't like confrontation at all. Most folks don't like to hear the truth, which is why it sounds "brutal" to them. I would rather be honest than fake. Otherwise, I keep my mouth shut, or only share with those I trust and value. Your bracelet is absolutely gorgeous! And I love those words. My voice shakes when I am put in the position of having to voice my opinion on something that is deeply personal. Or when I feel like I am being personally attacked. :) Wishing you a great rest of the week.ReplyDelete
Its amazing where we find our inspiration. Such a beautiful bracelet with a powerful message.ReplyDelete
I think were cut from the same cloth!
My mom always said if you can't say something nice don't say anything at all.
Hugs Lynn
I love the message, and the bracelet is a beautiful work of art!ReplyDelete
Thank you so much for visiting me here at The Old White House, your comments make my day! ~ Theresa xoxo


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A Pull/Push system involves pulling material from a railcar to a filter receiver, before it is blown to the top of the silos. ABS Filter Receivers, Rotary Airlocks, Pumps, and SMART Distribution Systems are perfect for this application.
ABS Filter Receivers eliminate the need for a cyclone filter at the pump because the air is filtered directly at the vacuum receiver. They are designed to optimize airflow through the unit and minimize restrictions. These units have a precise measure of delta P, which is used to alarm and control cleaning cycles so only dirty bags are cleaned. Front door allows easy bag access, and bags are connected with quick-release claps to make bag-changing a snap. Self-cleaning, completely sealed design purges waste into an easy-to-clean canister.
Remote Pressure Convey allows the blender to be mounted remote from the extruder by significantly reducing or eliminating segregation of blend during convey. Remote Pressure Convey kits use rotary airlocks, which can be retrofitted without modifications to replace inefficient eductors. Variable Frequency Drives can be added to optimize the performance and efficiency of Remote Pressure Convey.
Pump Packages are designed for the conveying of bulk solids. High-efficiency motors, high-vacuum relief valves, premium silencers, and a secondary paper canister filter all come standard in pump packages. Optional Variable Frequency Drive controls the pick-up velocity of the material to reduce angel hair and improve system efficiency.
SMART Systems reduce required piping and ensure that the right material is connected to the right destination. SMART allows a single common material line to be used in applications with multiple vacuum pumps. SMART also verifies that the material connections match the recipe, reducing the possibility of human error.


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Posted on Friday, October 30th, 2015 at 12:41 pm
Nothing quite like some country music for Halloween. This free canadian sample from Google Play will allow you to download Brad Paisley's new album "Moonshine in the Trunk" which will probably be a good party favorite. Google Play offers quite a few free albums to help get people to download their Play program. Free albums pretty much pop up overnight and disappear just as quickly, so check it out as soon as you can if your interested.
|Free Samples In Your Email
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Sample A Day posts samples daily that are free with no catch. We double check the offers to make sure they are real. Offers can expire quick so check back daily!
Nick Skeba helped cofound this site back in 2007. He lives in Chicago and loves free stuff! People are always asking him how he gets so many deals? He just tells them, Sample A Day! He writes coupon site as well as this website.
Scott Aaronson also helped cofound this website and even though is a lawyer by day, he's still loves his free samples. Find him eating lunch from the sample ladies at Costco!


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So I've been a bit remiss about my wee blog this past week. Reason being that I've been throwing myself into studying Ruby in order to take a coding challenge for App Academy.
What is App Academy or Dev Bootcamp you ask?
Well in short, they are both nine week intensive courses designed to train you to effectively code Ruby on Rails. The intent is that you graduate with enough skills to be "a world class beginner" and a successful member of a development team. In short, they both are freaking awesome. The only real difference between them that I can tell is their pricing structure. Dev Bootcamp requires payment upfront, App Academy only requires payment once you get a job. Either way, both are truly exceptional programs.
I've been in the process of applying to both of them this week. Dev Bootcamp requires a video submission where you tell a bit about yourself and you also teach them how to do something. I'm teetering between changing a diaper or making a fire (I lean towards making a fire for somewhat obvious reasons…). I plan on completing this during the weekend.
App Academy requires you to take a coding challenge in Ruby. They provide prep materials via Ruby Monk (www.rubmonk.com) and Code Academy (www.codeacademy.org). I went the Code Academy route and I thought the instruction rocked. They also provide practice problems.
I did really well on the practice problems and when I compared them with their suggested answers I walked away really confident. My answers were well more developed than what they were looking for. Supposedly this was to prepare me for the actual challenge.
It sorta did…
The challenge was harder than I expected probably due to the time limit and the "HOLY CRAP I CANT FAIL! I NEED TO SUCCEED IN THIS FOR MY FAMILY'S SAKE!" So I get nervous once in a while. But over all I think I did well.
After that there was a second challenge. This one sucked. Hard.
Honestly, the prep material didnt cover this level of work. However, I pieced together as much as I could and submitted answers to 2 / 4 problems. I'm crossing my fingers and hoping that this was a test to see what I could do when faced with a "OMG, WTF do I do now?" scenario.
All in all, I'm rather confident. I know that I can do this very well if given the training and the time. I also know that I LOVE learning this stuff. I truly find it fascinating and wonderful (in the literal sense of the word). I WANT to have a career as a programmer, I NEED to have a career as a programmer. The next step in the App Academy application process is a Skype interview. I just hope I can convince them that I fit the profile of the guys they are looking for.
We'll see where this all leads. Its in the Lords hands now.


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For the crust: Pour the flour, cornmeal, sugars and salt into the bowl of a food processor fitted with a metal blade and process to combine. Scatter the butter over the top and pulse with the dry mixture to coat, and then continue pulsing until cool and almost sandy, about eight 3-second pulses. Drizzle the yolk over the top, and pulse again until the ingredients are moist and barely starting to clump, about another 8 pulses. The dough should just hold together when you squeeze it in your palm. If not, add 1 teaspoon of cold water and pulse briefly.
Turn the dough out onto a lightly-floured work surface. Smear out the dough across the work surface using the heel of your hand until it begins to come together. Gather the dough back together and shape it into a disc. Wrap in plastic and chill for 1 hour. Let the dough warm up slightly before rolling it out (if you roll it while it is cold, it will crack). Roll the dough on a lightly-floured work surface with a rolling pin into a 1/8 to 3/16-inch-thick circles, 10 to 11 inches in diameter. Fit the dough into an 8-inch tart pan with a removable bottom. Don't worry if it cracks a bit; you can patch it with some of the trimmings. Press the dough firmly into the bottom of the pan where it meets the sides, and then roll the rolling pin across the pan to cut off the overhang. Press the dough firmly against the sides of the pan and back up to the top using your fingers (sometimes the rolling pin pushes the dough down the sides of the pan a bit). Chill in the refrigerator for 30 minutes.
Preheat the oven to 350 degrees F. Position the rack on the lowest rung of the oven and put a baking sheet on top. Line the chilled crust with a 10-inch coffee filter and weight it down with dried beans or rice. Place on the hot baking sheet and bake until the sides begin to turn golden brown, 15 to 20 minutes. Remove the shell from the oven, carefully remove the beans and filter and then return to the oven until completely golden brown and baked through, another 10 to 15 minutes. Reduce the heat to 325 degrees F. Let cool before adding the filling, about 10 minutes.
For the filling: Pulse the maple sugar, flour and salt in a food processor until combined. Add the melted butter and pulse to combine, and then add the buttermilk and vanilla and pulse to combine again. Add the eggs and pulse until just combined-don't over-mix. Strain into the tart shell. Bake the tart until the sides are set (they may puff slightly) and the middle still jiggles slightly when you tap the pan, 30 to 35 minutes. Cool on a rack for at least 45 minutes. Serve warm or at room temperature, garnished with cookies as desired.
You can roll and bake the scraps from the trimmed tart shell to make little cookies for garnishing the finished tart. Sprinkle them with sanding sugar and bake them at the same time you blind bake the crust; watch to make sure they don't over-bake. You can also pop them in the oven at 325 degrees F for 10 minutes while the baked tart cools. If the filling curdles during the pie-making process, don't worry. It will come out fine.


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Woven Wattle fence and Willow Arbor by Katherine Roper Garden Design. More photos here.
Tuesday, June 10, 2014
Wonderful Willow Arbor
1 comment:
- Karen said...
I've always thought it would be fun to know how to make an edging from willow, or whatever branches I could find enough of. This arbor is really nice and the fence behind is great too.
- June 11, 2014 at 8:56 AM
Subscribe to: Post Comments (Atom)


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This always ends badly.
There's a slightly better picture of the tiara here. And. Then Court took my favorite picture:
And I was surprised at how red my hair looks - in the winter it's pitch black, but during the summer it gains a little bit of color. Especially when it's caught in a flashbulb.
And don't you think my boss was so pleased with my work today? I'm sure he was.
Then, on the commute home, Sarah and I hit some traffic. It rained ever so slightly for about five minutes, so all the Missouri drivers slammed on their brakes and we sat there for a minute or two.
Sarah and I used this time wisely. Sarah tried on my tiara. She wore it more like a crown:
And Sarah documented the lovely bracelet that I made.
And there you have it. That's most of my day.
And I ate a mountain of sushi with some really good friends. And, as I'm sure you know, add some sternum-bearing, wine-drinking, and new-shoe-wearing. But do I even need to mention that?


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Small georgian chest of drawersSOLD
Here we have a lovely mahoagny late 18th century georgian chest of drawers, desirable size, very original piece, still has its original handles, has had some quite exstensive restorations, and the top has been re-French polished, other surfaces are all original. four graduated oak linned drawers with new runners.
lovely deep rich colour as expected from this good georgian chest.
size : 90cm x 48cm x 91cm high.
Price € 895.00


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- Review
- Open Access
Effectiveness of intervention strategies exclusively targeting reductions in children's sedentary time: a systematic review of the literature
- Teatske M. Altenburg1Email author,
- Joana Kist-van Holthe1 and
- Mai J. M. Chinapaw1
© The Author(s). 2016
- Received: 14 May 2015
- Accepted: 1 June 2016
- Published: 9 June 2016
An increasing number of interventions targeting sedentary behaviour in children have emerged in recent years. Recently published reviews included sedentary behaviour and physical activity interventions. This review critically summarizes evidence on the effectiveness of intervention strategies that exclusively targeted reducing sedentary time in children and adolescents. We performed a systematic literature search in Pubmed, Embase and the Cochrane Library through November 2015. Two independent reviewers selected eligible studies, extracted relevant data and rated the methodological quality using the assessment tool for quantitative studies. We included 21 intervention studies, of which 8 studies scored moderate on methodological quality and 13 studies scored weak. Four out of eight moderate quality studies reported significant beneficial intervention effects.
Although descriptions of intervention strategies were not always clearly reported, we identified encouragement of a TV turnoff week and implementing standing desks in classrooms as promising strategies. Due to a lack of high quality studies and inconsistent findings, we found no convincing evidence for the effectiveness of existing interventions targeting solely sedentary behaviour. We recommend that future studies apply mediation analyses to explore which strategies are most effective. Furthermore, to increase the effectiveness of interventions, knowledge of children's motives to engage in sedentary behavior is required, as well as their opinion on potentially effective intervention strategies.
- Prevention
- Paediatric
- Screen time
- Television
- Sitting
Children nowadays spend a large amount of their time in sedentary behaviours with average values of up to nine hours per day for total sedentary time and up to four hours per day for screen time [1–5]. Importantly, many children exceed the World Health Organization (WHO) recommendation of limiting electronic media use (i.e. <1 h/day for 2–4 year olds and <2 h/day for 5–17 year olds). For example, up to 80 % of 12–17 year olds spend more than 2 h/day on screen behaviours [4, 6].
To date, evidence regarding the relationship between sedentary behaviour and health indicators in children is not convincing [7–9], partly due to a lack of methodologically sound studies [10]. Nevertheless, the growing public health concern regarding the health effects of excessive sedentary behaviour in children has led to an emerging number of interventions targeting sedentary behaviour in children and adolescents in recent years [11–14].
A number of reviews have been published on the effectiveness of interventions targeting sedentary behaviour [15–25], as well as a review of reviews [26]. However, a number of studies included in these reviews included strategies targeting promotion of moderate-to-vigorous physical activity. It is therefore not known which intervention strategies resulted in sedentary behaviour change, and which intervention strategies that exclusively target reductions in sedentary behaviour are effective.
Therefore, the aim of the present review was to critically summarize the evidence regarding the effectiveness of interventions that exclusively targeted reductions in sedentary time in children and adolescents (0 to 18 years old), without strategies promoting physical activity simultaneously. Additionally, we aimed to identify effective intervention strategies to reduce sedentary time. Though current guidelines focus on screen-based sedentary behaviour, recent evidence highlights the importance of limiting prolonged sitting [27–29]. Therefore, we did not limit our review to interventions targeting a specific type of sedentary behaviour.
Literature search
We performed a systematic literature search in Pubmed, Embase and the Cochrane Library from inception through November 2015. The search strategy included terms related to 'interventions' (e.g. randomized controlled trial, controlled trial, control group) in AND-combination with terms related to sedentary behaviour (e.g. screen time, television, computer use, sitting). The search was limited to studies in children and adolescents (i.e. participants aged 0–18 years). Additional file 1 provides the full search. In addition, reference lists were screened for potential additional studies.
Inclusion and exclusion criteria
Intervention studies were included if they (i) evaluated interventions (or intervention arms) targeting sedentary behaviour (e.g. TV viewing, computer use, reading, playing board games etc.) in children and adolescents (aged 0 to 18 years old), and (ii) included time spent in sedentary behaviour as an outcome measure. Studies were excluded if they also included strategies that promoted increases in physical activity. We included only full-text studies that were published in the English language in peer-reviewed journals.
Selection process and data extraction
Two reviewers (TA and JK) independently checked all identified titles and abstracts to establish potential relevant studies. Next, two reviewers (TA and JK) independently screened the full-text papers to check if they met the inclusion criteria. Any discrepancies were resolved through discussion and, if consensus was not reached, with a third reviewer (MC).
The following data were extracted from all included studies, using a structured form: (i) participant characteristics; (ii) intervention strategies; (iii) intervention setting; (iv) intervention duration and follow-up; (v) description of control group (vi) sedentary behaviour outcome; and (vii) results of the study.
Methodological quality assessment and data synthesis
Two reviewers (TA and MC) independently rated the methodological quality of all included studies using the quality assessment tool for quantitative studies of the Effective Public Health Practice Project (EPHPP) [30]. This tool uses three response options (strong, moderate, weak) on the following eight quality criteria: selection bias, study design, confounders, blinding, data collection methods, withdrawals and dropouts, intervention integrity, and analysis (see Additional file 2). Any discrepancies were resolved through discussion. The methodological quality of a study was rated as strong when at most one of the quality criteria was scored as weak and two as moderate. A study was rated as moderate when at most two weak quality criteria were scored as weak. When more than two quality criteria were scored as weak, a study was rated as weak.
Strong evidence – consistent findings in ≥ 2 studies of strong quality;
Moderate evidence – consistent findings in ≥2 studies of moderate quality;
Conflicting/insufficient evidence – conflicting findings or lack of moderate/high quality studies.
Participant, study and intervention characteristics
Participant and intervention characteristics – sorted by age range
Intervention characteristics
Intervention strategies
Follow up
Children aged 2.5 – 7 years
Birken et al. [11]
Intervention n = 64; 44 %M; 3.1 ± 0.2 yrs
n = 68; 49 %M; 3.1 ± 0.1 yrs
General description: Parents engaged in a 10-min counselling on the health impact of screen time in children and strategies to reduce screen time (e.g. removing TV from children's bedroom, budgeting of children's screen time) and on safe media use.
Theory-based: Social cognitive theory
Knowledge transfer: Parents received standard behavioural counselling on safe media use and three Canadian Pediatric Society hand-outs.
TV turnoff: One week encouraged, children received rewarding for days without TV.
Parental skills: Parents rewarded children for days without TV.
Child involvement: Children provided parents a story about TV viewing and created a list of non TV-related activities (contingency planning).
Parents received standard counselling on safe media use and a Canadian Pediatric Society hand-out.
Dennison et al. b [32]
n = 43; 20 %M;
3.9 ± 0.1 yrs
n = 34; 18 %M;
4.0 ± 0.1 yrs
General description: Preschool/daycare staff engaged in seven 20-min sessions on reducing children's TV viewing, including encouraging parents/staff to read stories to children daily, family mealtime with TV turned off, a party was held for children and staff for surviving a week without TV and a booster session during the National TV-Turnoff week. Children were rewarded for 'the best reader at home' and for days not watching TV.
Knowledge transfer: Parents received take-home materials of all sessions and a brochure (by the American Academy of Pediatrics).
TV turnoff: One week encouraged.
Parental skills: Parents were asked to keep a diary to increase awareness of their child's TV viewing and to reward children for each day without TV viewing.
Child involvement: Children discussed alternative activities to watching TV, made 'no TV' signs, planned a party for a week without TV.
Preschool/daycare; family/home
39 weeks
Usual curriculum; materials and ideas for activities about health and safety were provided tot day care or preschool staff and information and materials for at-home activities were mailed to parents. Eight monthly sessions, each with a different health or safety topic, were provided for the 2nd school year.
Epstein et al.a [33]
n = 34; 53 %M; 5.8 ± 1.2 yrs
n = 36; 53 %M; 6.1 ± 1.3 yrs
Children with a BMI > 75th percentile for age and sex
General description: Weekly time budgets for TV viewing, computer use and associated behaviours were set during home visits, using a TV control device. Families received ideas for alternatives to sedentary behaviour, a tailored monthly newsletter with parenting tips to reduce sedentary behaviour, and information about how to rearrange the home environment to reduce access to sedentary behaviour.
Knowledge transfer: Parents received monthly newsletters including tips to reduce SB and how to arrange the home environment to reduce access to SB.
TV control device: Families received a TV allowance, attached to each TV and each computer monitor in the home.
Parental skills: Parents were instructed to praise their children for reducing TV viewing and engaging in alternate behaviours.
Goal setting: Research staff set weekly TV budgets, which were weekly reduced by 10 % to a maximum of 50 %, based on baseline amounts. When the budget was reached, the TV or computer could not be turned on for the remainder of the week. The research staff rewarded children for amount of time under budget.
University children's hospital; family/home
2 years (measures every 6 months from baseline)
Free access to TV and computers and 2-dollar budget per week for participating. Families received a newsletter providing parenting tips, sample praise statements, and child-appropriate activities and recipes.
Haines et al.b [13]
n = 55; 56 %M; 4.1 ± 1.1 yrs
n = 56; 48 %M; 4 ± 1.1 yrs
Children from low-income and racial/ethnic minority families
General description: Parents engaged in individually tailored counselling (motivational coaching by health educator) to encourage behavioural change (four 60-min home visits and four 20-min telephone calls). Educational materials and incentives, and weekly text messages on adoption of household routines were mailed (twice weekly for 16 weeks and weekly for the last 8 weeks). Home visits targeted behavioural change: review progress and setbacks, goals and tools. Phone calls targeted parents' progress on making change, provide support and reinforce study messages. Focus on limiting TV time, eating more meals together as a family with TV off and removing the TV from the child's bedroom.
Theory-based: Social ecological model.
Knowledge transfer: Parents engaged in counselling sessions, and received educational materials and text messages.
TV control device: In subsample of 30 participants (±25 %)
Parental skills: Parents were coached on goal setting for their child's behaviour and provided with tools to support their child's behaviour change. Parents with TV control device were assisted with goal setting to reduce total viewing time.
Goal setting: Parents encouraged to set goals for their child's behaviour.
6 months
Control group received four monthly mailed packages including educational materials on reaching developmental milestones during early childhood and low-cost incentives (e.g. colouring books).
Taveras et al. [34]
n = 253; 52 %M; 4.8 ± 1.2 yrs
n = 192; 51 %M; 5.2 ± 1.1 yrs
Children with a BMI between 75th and 85th percentile
General description: Pediatric nurse practitioners conducted four 25-minute in-person chronic disease management visits and three 15-minute phone calls (motivational interviewing) in the first year of the intervention. Posters in the waiting room highlighting the targeted behaviours: less than 1 hour per day TV/video viewing, removing TV from or avoiding putting a TV in the child's bedroom. For the chronic disease managements visits, educational modules were developed targeting TV viewing and matching the family's stage of readiness to change. Small incentives were provided to further support behavioural change.
Theory-based: Chronic care model.
Knowledge transfer: Families received education on TV viewing, matched with their stage of readiness to change, and were provided with tools for self-management support, an interactive website with educational materials.
TV control device: Electronic monitoring device offered to families to assist with the goal of reducing TV viewing.
Clinic; family/home
1 year
(mid-intervention results)
Usual care including well-child care visits and follow-up appointments for weight checks
Yilmaz et al. [36]
n = 176; 65 %M; 3.5 ± 1.2 yrs
n = 187; 66 %M; 3.5 ± 1.3 yrs
General description: Families were exposed to four intervention components at two week intervals: 1) printed materials and interactive CD's; 2) counselling call; 3) age-appropriate picture book showing a role-model families, and including knowledge on screen time; and 4) stories of role-model families.
Theory-based: Social cognitive theory.
Knowledge transfer: Parents received several materials and counselling calls.
Parental skills: Parents received encouraging counselling call.
2 months
2, 6 and 9 months
Zimmerman et al. [35]
2.5–4.5 yrs
n = 34; %M not reported
n = 33; %M not reported
General description: Families received written materials and four monthly newsletters targeting 1) to reduce the child's media viewing to 1 h per day or less and 2) to replace commercial media viewing with educational viewing. A case manager contacted (phone or email) families to facilitate behaviour change, with communication in four domains: 1) positive/negative effects of TV on child's health and development, 2) encouragement to the mother in building confidence to modify a child's TV viewing, 3) strategies for modifying the child's TV viewing and 4) assessment and counselling in the parent's stage of change for modifying TV viewing.
Knowledge transfer: Parents received written materials and four monthly newsletters, and were contacted by case manager.
Parental skills: Parents were provided with encouragement in building confidence to modify the child's TV viewing and strategies for modifying the child's TV viewing.
Goal setting: Parents were encouraged by the research staff to reduce their child's media viewing to 1 hour per day or less, and replace commercial TV viewing with educational viewing.
4 months
Injury-prevention and pre-schooler safety targeted. Parents were asked to promote their child's safety in several areas, for example regular use of bike helmets, regular and appropriate use of car seats, home fire safety.
Children aged 7 – 12 years
Cardon et al. [44]
n = 19; 8.3 ± 0.6 yrs; 53 %M
n = 23; 8.1 ± 0.5 yrs; 48 %M
General description: Encouragement of movement in the school, by 1) work organisation encouraging movement (e.g. information stations); 2) circumstances creating movement (e.g. stand-at places of work); and 3) behavioural influences (e.g. good examples). Ergonomic furniture in classroom allowing varying working postures and contributing to dynamic sitting. All tables have inclinable tops (minimum inclination of 16°), more floor space available in the classroom for variation in daily working routines (e.g. corner for reclining, mats on the floor).
Knowledge transfer: Children provided with good examples, encouragement and training on awareness of healthy behaviour. Also knowledge on posture-physiology and motivation for lasting behaviour change.
Change in environment: Standing work places and work organisation to encourage movement/reduce sitting.
1.5 years
Traditional furniture
Carson et al.a [12]
n = 74; 37 %M; 7.9 ± 1.4 yrs
n = 64; 59 %M; 8.1 ± 0.4 yrs
General description: Children received class-learning messages (9 out of 18 by mid-intervention), one standing class lesson each day (±30 minutes) and a 2-min light intensity activity break every 30 minutes within each 2-hour teaching block (teachers were provided with timers). Standing easels were placed in class so that could rotate learning activities at standing desks. Children completed homework tasks on reducing sitting time (alone and with parents).
Theory-based: Social cognitive theory, behavioural choice theory and ecological systems theory
Knowledge transfer: Children received key-learning messages in class on raising awareness, self-monitoring, goal setting, behavioural contracts, social support and feedback and reinforcement; parents received nine newsletters including these key-learning messages, family based activities to complete with their child and information on how to reduce their child's screen time (e.g. effective use of rules).
Change in environment: Standing easels in class to alternate sitting with standing.
School; family/home
24 months (mid-intervention results)
Usual practice
Epstein et al. b [38]
Low dose SB
n = 20; 25 %M; 10.7 ± 1.0 yrs
High dose SB
n = 20; 40 %M; 10.6 ± 1.1 yrs
General description: Families engaged in 16 weekly meetings, followed by 2 biweekly and 2 monthly meetings on healthy diet and decreasing SB, with separate groups for children and parents. Children were reinforced for reducing SBs that compete with being active or set the occasion for eating (viewing TV/videotapes, playing computer games, talking on the phone, or playing board games). Academically relevant SBs were not targeted.
Knowledge transfer: Families received parent and child workbooks on weight control, self-monitoring, the traffic light diet, specific activity program, behaviour change techniques and maintenance of behaviour change.
Parental skills: Parents rewarded children when meeting goals.
Goal setting: Parents and children set goals and reinforcers to be provided when meeting the goal.
Childhood obesity research clinic; family/home
6 months
12 and 24 months
No control group.
Low dose or high dose groups for reducing SB.
Epstein et al. b [37]
n = 32; 34 %M;
9.8 ± 1.4 yrs
n = 30; 40 %M;
9.9 ± 1.2 yrs
Children between 20 % and 100 % overweight
General description: Families engaged in 16 weekly meetings, two biweekly meetings, 2 monthly meetings on reducing SB to no more than 15 hours per week, using shaping steps of 25, 20 and 15. Topics were self-monitoring, behavioural change and maintenance of change. Children were awarded for meeting their goals (based on baseline values) – i.e. reinforcement group. Families recorded targeted sedentary behaviour times in habit books.
Knowledge transfer: Families engaged in meetings and received habit books.
Parental skills: Parents were instruct to monitor their child's SB using habit books, and were taught to review habit books daily with their child, and praise and reward their child for meeting goals (contract reinforcement system).
Goal setting: Children were encouraged by the treatment staff to reduce SB to no more than 15 hours per week.
Clinic; family/home
6 months
12 months
Instructions to reduce SB to 15 or fewer per week, change environment to prevent engagement in targeted SB, establish rules
regarding SB, and aid sedentary behaviour change (e.g. posting signs indicating sedentary limit and unplugging targeted SB (TVs/PCs)). Positive reinforcement for recording SB (but not for behavioural change) – i.e. stimulus control group.
Escobar-Chaves et al. [39]
n = 199; 49 %M; 8.2 ± 0.8 yrs
General description: Families engaged in one 2-hour workshop on how to incorporate the five behavioural objectives into their daily routines (including interactive discussion about TV facts and concurrent parent–child activities) and six bimonthly newsletters focusing on five behavioural objectives/steps to reduce media consumption (e.g. TV viewing): 1) reduce TV viewing; 2) turn of TV when nobody is watching; 3) no TV with meals; 4) no TV in the child's bedroom; 5) engage in fun, non-media related activities. Parents and children worked together on a Fun Family Plan.
Theory-based: Social cognitive theory.
Knowledge transfer: Parents engaged in a 2-hour workshop and received six monthly newsletters.
Parental skills: Parents learned communication skills via role playing (from workshop) and positive peer role model stories (from newsletters).
Child involvement: Children discussed lessons learned, made a hand puppet as a cue to action and brainstormed about activities besides media consumption, and discussed these with parents.
6 months
Ford et al. [40]
n = 15; 47 %M; 9.5 ± 1.4 yrs
n = 13; 46 %M; 9.6 ± 1.7 yrs
General description: Families engaged in a brief standard counselling intervention (5–10 minutes), including discussion of potential problems associated with excessive media use and three brochures from the American Academy of Pediatrics, and engaged in a 15–20 minutes discussion about setting TV budgets.
Theory-based: Social cognitive theory.
TV control device: Families received a TV allowance, to monitor and budget TV, videotape and video game use.
Knowledge transfer: Parents received counselling and a brochure.
Parental skills: Parents engaged in discussion on setting TV viewing budgets (counselling session) and received instructions for monitoring their child's TV viewing, setting a weekly media budget and helping their child to stick to this budget.
Goal setting: Parents instructed to set weekly media budgets.
4 weeks
Standard counselling intervention (5–10 minutes), including discussion of potential problems associated with excessive media use and three brochures from the American Academy of Pediatrics.
French et al. [45]
n = 40; 50 %M; 9.0 ± 2.2 yrs
General description: TV control devices (attached to every working TV in the home) implemented during initial home visit, followed by five monthly telephone calls. Number of hours programmed on the devices (lower than baseline TV viewing time; recommendation: <2 hrs/day) was discussed and agreed on (by parent) during the home visit. For phones and small screens parents were encouraged to limit their child's use. Telephone contact, using motivational interviewing, to help parents set goals and make changes in home environment. Additionally, non-caloric beverages were delivered.
TV control device: 6 months.
Parental skills: Parents encouraged to set goals for programming of TV viewing time, limit use of phones and small screens and make changes in home environment regarding screens.
Goal setting: Parents programmed the number of hours of TV viewing.
6 months
Hinckson et al. [46]
n = 23; 9 ± 1 yrs
n = 7; 10 ± 0 yrs
General description: Child-adjusted standing workstations were introduced in the classrooms. Exercise balls, beanbags, and mats were available for children to sit when tired. Traditional desks and chairs were removed.
Change in environment: Standing workstations in class.
4 weeks
Classrooms with traditional desks and chairs.
Maddison et al. [47]
n = 127; 57 %M; 11.2 yrs
n = 124; 56 %M; 11.3 yrs
Overweight and obese children
General description: Parents were encouraged to change the home environment to facilitate behaviour change of the child and to implement behaviour change strategies (SWITCH). Three elements offered to families: 1) provision of behavioural change strategies by offering education and support; 2) assistance to budget media time, by a TV control device; and 3) an activity pack for children, including options for non-screen based activities.
Theory-based: Social cognitive theory, behavioural economics theory.
Knowledge transfer: Parents received cultural relevant education and support to implement strategies in the home environment, and they received newsletters.
TV control device: 20 weeks
Parental skills: Parents were encouraged (during a face-to-face meeting) to include praise, positive reinforcements, environmental control budgeting and self-monitoring, positive role modelling.
20 weeks
24 weeks
Families continued with their usual behavior and had access to generic SWITCH public website.
Ni Mhurchu et al. [42]
n = 15; 67 %M; 10.4 ± 0.9 yrs
n = 14; 57 %M; 10.4 ± 0.9 yrs
General description: Children were encouraged to restrict TV viewing to 1 h per day or less. Parents engaged in a discussion on how to use the TV control device within their household and discussed ideas to manage TV viewing.
TV control device: Families received an electronic TV time monitor (up to 2 per household). Parents were given 30 tokens, each allowing 30 minutes of TV time.
Knowledge transfer: Parents were engaged in discussion.
Parental skills: Parents discussed the usage of the TV control device (e.g. creating rules around household TV viewing) and had the option of blocking out certain time periods to help control the content of TV programmes viewed by children.
Goal setting: Parents were encouraged by the research staff to restrict their child's TV viewing to 1 h per day or less.
6 weeks
Families received verbal advise on general strategies to decrease TV watching (single session).
Robinson et al. [43]
n = 92; 55 %M; 8.9 ± 0.64 yrs
n = 100; 51 %M; 8.9 ± 0.7 yrs
General description: Children received 18 lessons of 30–50 minutes, including self-monitoring and self-reporting of TV/video and video game use. A TV turnoff period was encouraged as well as a 7-hour per week budget of TV/video and video game use. Parents received newsletters motivating them to help their children to stay within their budget and suggesting strategies for limiting TV/video and video game use were provided by newsletters.
Theory-based: Social cognitive theory.
TV turnoff: Ten days encouraged.
TV control device: Families received a TV allowance for each TV in the home to help with budgeting.
Knowledge transfer: Children engaged in lessons on self-monitoring and self-reporting of TV/video and video game use, on becoming 'intelligent viewers' and being advocates for reducing media use. Parents received newsletters on strategies to reduce TV/video and video game use.
Parental skills: Parents were encouraged to motivate their children to stay within their budget.
Goal setting: Children were encouraged by the research staff to limit their TV viewing to 7 hours per week.
School; family/home
6 months
Assessment only
Todd et al. [41]
n = 11; 100 %M;
10.0 ± 0.8 yrs
n = 10; 100 %M; 9.7 ± 1.2 yrs
General description: Children engaged in a seminar to enhance awareness of electronic media use and to set goals to minimize use. Awareness and strategies to help minimize media use included: a 90-minute family-centred interactive session, three follow-up newsletters, TV allowance, ENUFF software to limit computer and internet use, follow-up phone call to ensure installation of TV Allowance and ENUFF software, recommendation for progressive reduction in electronic media use to 90 min per day or less in the first 10 weeks. Parents were contacted weekly by phone calls to encourage and reinforce compliance with the intervention strategy.
TV control device: Families received a TV allowance (up to 2 per family)
Knowledge transfer: Families engaged in interactive session and parents received three newsletters.
Goal setting: Children set goals to minimize use (seminar) and were recommended by the research staff to limit media use to 90 minutes per day or less in the first 10 weeks.
20 weeks
Only data collection
Verloigne et al. [14]
10.9 ± 0.7 yrs
n = 141; 40 %M
n = 231; 39 %M
Children from Belgium
General description: Children engaged in one or two lessons per week (at school) on reducing screen time and breaking up sitting time (UP4FUN) covering one specific theme each week: 1) Introduction of the project, 2) awareness of sitting time, 3) evaluation of sitting time, 4) influencing factors at home, 5) possibilities for activity breaks and active transportation, 6) Family Fun Event. To increase parental involvement, the teacher handed out a weekly newsletter to the children containing personalized messages of the children and homework tasks. Motivational factors included the 'fun' aspect of the intervention (e.g. step counters and stickers) and public commitment to the project message (by UP4FUN bracelets).
Theory-based: Social ecological perspective.
Knowledge transfer: Children engaged in lessons on SB. Parents received six weekly newsletters.
Child involvement: Activities such as making list of non-sedentary activities, writing personal goals, discussing family screen time rules.
Goal setting: Based on sitting time in week 2, children set personal goals.
6 weeks
Usual curriculum
Vik et al. [48]
Intervention: n = 1569
Control: n = 1578
49 %M; 11.2 yrs
From 5 European countries
UP4FUN intervention, for intervention characteristics see description given above (Verloigne et al.).
Sedentary behaviour outcome measures and results of intervention targeting exclusively sedentary behaviour – sorted by age range and methodological quality
Quality ratinga
SB outcome
Results §
Children aged 2.5 – 7 years
Birken et al. [11]
Parent-reported total time (min/d) the child was in a room with the TV/video/DVD on or playing video games or using the Internet during previous weekday and weekend day.
Adjusted (baseline SB values and zBMI (WHO)) mean differences [95 % CI]:
Weekday screen time (min/d):
-7 [-38; 23]
Weekend day screen time (min/d):
2 [-16; 20]
Dennison et al. [32]
Parent-reported average amount of time (h/wk) watching TV/videos, playing video or computer games, or surfing the Internet, separately for Saturday, Sunday and an average weekday.
Adjusted (age, sex, baseline SB values) difference in mean change [95 % CI]:
TV/video viewing (h/d):
Weekdays: -0.62 [-1.11; -0.12]
Saturday: -0.63 [-1.44; 0.17]
Sunday: -0.99 [-1.73; -0.25]
Percentage children watching >2 h/d:
-21.5 [-42.5; -0.5]
Computer/video game playing (h/d):
Weekdays: -0.11 [-0.34; 0.13]
Saturday: -0.07 [-0.49; 0.34]
Sunday: -0.03 [-0.27; 0.21]
Epstein et al. [33]
Objectively assessed (TV allowance) TV and computer time (h/wk).
Decrease in mean (SEM [SD]) number of hours of TV viewing and computer games (h/wk):
Intervention: 17.5 [7.0] at 6 months and about the same through 24 months
Control group: -5.2 [11.1] at 24 months
Significant different changes from baseline between groups at 6 through 24 months (adjusted for group, SES, age, sex).
Haines et al. [13]
Parent-reported time their child watched TV on average weekday and weekend day in the past month (h), and whether child had a TV in the bedroom.
Mean group difference [95 % CI] for changes from baseline to 6 months:
TV time (h/d): 0.54 [-1.22; 0.15]
TV time on weekdays (h/d): -0.31 [-0.98; 0.37]
TV time on weekend days (h/d): -1.06 [-1.97; -0.15]
Number of TVs in bedroom (OR): 1.75 [0.62; 4.91]
Taveras et al. [34]
Child-reported TV and video viewing (h/d), TV in bedroom (y/n).
Adjusted (age, sex, ethnicity, parent education, overweight/obesity status at baseline, household income, time elapsed from baseline to follow-up) difference (b [95 % CI]):
Total TV/video viewing (h/d): -0.36 [-0.64; 0.09]
Odds ratio (OR [95 % CI]):
TV in bedroom (%): 0.65 [0.32; 1.32]
(additionally adjusted for TV in bedroom at baseline)
Yilmaz [36]
Parent-reported (h/wk) time spent watching TV, videos or surfing internet. Parent reported (h/d) time spent in front of a screen, for weekend and weekdays separately.
Media time at 2, 6 and 9 months significantly different between intervention and control group.
Zimmerman et al. [35]
Parent-reported time diaries (15-minute segment for the entire 24-h day) for one randomly chosen weekday and one randomly chosen weekend including their child's total TV viewing time (min/day) and commercial TV viewing time (min/day) (by indicating name of the show and media format (i.e. TV/DVD)).
Beta [95 % CI] for intervention effect:
Total TV viewing time (min/d): -37.1 [-68.7; -5.6]
Commercial TV viewing (min/d): -29.2 [-63.0; 4.6]
Children aged 7 – 12 years
Ford et al. [40]
Parent-reported the child's typical weekday and Saturday TV/video and video game use (h), nr of days the child had breakfast/dinner while watching TV and overall household TV use (h).
Effects sizes (Cohen's δ§) for baseline to post-test differences (all non-significant):
Mean weekly screen use (h): 0.00
Overall household TV use: 0.20
Days breakfast with TV on: 0.26
Days dinner with TV on: 0.45
Hinckson et al. [46]
Objectively measured (ActivPAL) time spent sitting and sit-to-stand counts.
Mean group difference (intervention minus control) for changes from pre to post intervention [90 % confidence limits]:
Sitting (h): -0.49 [0.64]
Sit-to-stand counts: -0.96 [0.54]
Maddison et al. [47]
Child-reported time spent (min/d) sedentary, screen-based and non screen-based (Multimedia Activity Recall for Children and Adolescents, MARCA).
Mean difference (intervention minus control) for changes from pre to post intervention [95 % CI]:
Total SB (min/d): -20 [-56; 17]
Screen-based SB (min/d): -33 [-73; 7]
Non screen-based SB (min/d): 13 [-26; 51]
Robinson et al. [43]
Child- and parent-reported (h/wk) TV/video viewing and video game playing, number of meals and snacking with TV ON, and time spent (h/d) in other SB (i.e. using a computer, doing homework, reading, listening to music, playing a musical instrument, talking with parents, playing quiet games indoors and at classes or clubs.
Parent reported overall household TV use.
Adjusted (baseline SB, age, sex) change [95 % CI]:
Child report
TV (h/wk): -5.53 [-8.64; -2.42]
Videotapes (h/wk): -1.53 [-3.39; 0.33]
Video games (h/wk): -2.54 [-4.48; -0.60]
Meals while TV ON (nr): -0.54 [-0.98; -0.12]
Snacking while TV ON (nr): -0.11 [-0.27; 0.04]
Other SB (h/d): -0.34 [-1.21; 0.52]
Parental report
TV (h/wk): -4.29 [-5.89; -2.70]
Videotapes (h/wk): -0.25 [-1.19; 0.69]
Video games (h/wk): -0.76 [-1.75; 0.22]
Meals while TV ON (nr): -1.07 [-1.69; -0.18]
Children snacking while TV ON (%): -1.94 [-9.06; 5.17]
Other SB (h/d): -4.88 [-11.69; 1.93]
Overall household TV use: -0.77 [-1.69; 0.14]
Vik et al. [48]
Objectively measured (Actigraph GT1M, GT3X or ActiTrainer) breaks in SB and total SB.
Self-reported breaks in sitting time and screen time spent, separate for TV/DVD hours, PC/games console hours and school hours.
Adjusted (school, age, baseline SB) means [95 % CI]:
Breaks in SB (nr/day):
Objective: 0.17 [-1.18; 1.52]
Self-reported TV/DVD: 0.14 [0.02; 0.25]
Self-reported PC/games: 0.13 [0.02; 0.24]
Self-reported school hours: 0.10 [-0.04; 0.23]
Total SB (h/d):
Objective: 0.11 [-0.11; 0.33]
Self-reported FQ
PC/games: -0.01 [-0.10; 0.09]
Self-reported 24 h recall
PC/games: 0.02 [-0.08; 0.12]
Cardon et al. [44]
Observations on durations and frequencies of static and dynamic sitting (portable ergonomic observation method).
Mean [SD] frequencies and durations (%) post intervention (except for frequency static sitting all outcomes significant different between intervention and control group):
Frequency static sitting: 1.50 [1.00]
Duration static sitting: 1.0 [0.00]
Frequency dynamic sitting: 13.72 [7.65]
Duration dynamic sitting: 53.11 [23.23]
Frequency static sitting: 4.17 [4.35]
Duration static sitting: 97.13 [3.82]
Frequency dynamic sitting: 2.38 [2.10]
Duration dynamic sitting: 3.25 [2.87]
Carson et al. [12]
Objectively measured (ActiGraph GT3X) classroom and total sedentary time (min/d).
Adjusted (sex, country of birth, SES, baseline and 24-month accelerometer wear time, baseline mediator variables) beta [95 % CI]:
Classroom sedentary time (min/d):
-0.17 [-6.14; 6.48]
Total sedentary time (min/d):
-6.9 [-19.50; 5.69]
Epstein et al. [38]
Self-reported physical activity questionnaire (Minnesota Leisure Time Activity Survey) assessing frequency and average time spent on targeted (watching TV/video, playing computer games, talking on the phone, playing board games) and non-targeted (homework, schoolwork) SB.
Changes from baseline to 6 and 24 months (mean (SD)):
Targeted SB (% time)
0–6 months:
Low dose SB: -15.1 (19.0)
High dose SB: -20.3 (29.4)
0–24 months:
Low dose SB: -0.6 (25.2)
High dose SB: -12.0 (24.7)
No significant differences across groups:
0–6 months: -13.4 (22.6)
0–24 months: -8.7 (23.6)
Non-targeted SB (% time)
0–6 months:
Low dose SB: 11.1 (24.7)
High dose SB: 10.5 (17.8)
0–24 months:
Low dose SB: -2.1 (23.4)
High dose SB: 2.4 (16.6)
No significant differences across groups:
0–6 months: 9.3 (18.7)
0–24 months: 1.2 (20.2)
Epstein et al. [37]
Child- and parent-report of any SB that took 10 min or longer in duration, using index cards (structured with columns for start and stop times and the activity description)
Sign decrease in SB over time (-2.2 ± 7.4; % time in targeted sedentary behaviours), with no differences between groups.
Escobar-Chaves et al. [39]
Parent-reported media use (h, min) by children (TV/DVD, video/computer game, computer use, handheld games), media in household and in child's bedroom, frequency of TV ON when nobody was watching, frequency of TV on while eating snacks/meals.
Adjusted (gender, age and ethnicity) OR:
Media use (i.e. TV/DVD/video viewing,
computer game/use): non-significant difference
TV being ON when nobody was watching: 0.23
Eating snacks while watching TV: 0.47 (significant)
TV in the child's bedroom: 0.23 (significant)
French et al. [45]
Objectively assessed TV viewing time (h/d; TV control device) and sedentary time (Actigraph GT1M).
Mean values [SE] post intervention (significantly different between intervention and control for TV viewing time):
TV viewing time (h/d): 1.7 (0.2)
Sedentary time (min/d): 821.0 (34.9)
TV viewing time (h/d): 2.6 (0.3)
Sedentary time (min/d): 792.3 (43.5)
Ni Mhurchu et al. [42]
Child-reported hours of TV watching and total screen time per week (h/wk).
Mean change (mean (SD)) from baseline to 6 weeks (all non-significant):
Total weekly TV viewing (h): -254 (536)
Total weekly screen time (h): -706 (725)
Total weekly TV viewing (h): -254 (536)
Total weekly screen time (h): -706 (725)
Todd et al. [41]
Recalled (by participant) all non-school related electronic media use (including that at friends' homes and elsewhere), both time (h/min) and type (e.g. TV, computer).
Adjusted (media access, participation in organized activities) difference [95 % CI]:
Electronic media use (min/d):
Baseline to 10 weeks: -83 [-92.2; -73]
Baseline to 20 weeks: -73 [-78.5; -67.5]
Significant treatment x time interaction
Nr of meals and snacks per day with electronic media ON decreased to 70 % below baseline at 10 and 20 weeks in intervention group compared to 10 % decrease at 10 weeks and 40 % increase 20 weeks in control group (significant different between groups).
Verloigne et al. [14]
Accelerometer measured sedentary time (% wearing time), worn for at least 2 weekdays (10 h wearing time) and 1 weekend day (8 h wearing time).
Adjusted (age, gender) b (SE) for interaction between 'time' and 'condition' for sedentary time outcomes (% wearing time) (all non-significant):
Day: 0.96 (0.86)
Weekday: 1.48 (0.78)
Weekend day: 0.03 (1.41)
School hours: 0.70 (0.75)
After school hours: 1.69 (1.09)
Sedentary bouts: -0.28 (0.23)
In eight studies [33, 34, 40–43, 45, 47] a TV/computer control device was used to budget time spent on TV/DVD viewing, computer use and playing computer games. In three studies a TV turnoff period (ranging from 7 to 10 days) was encouraged [11, 32, 43]. Ten interventions were in the family/home setting [11, 13, 35, 36, 39–42, 45, 47] and seven interventions in the school/pre-school/day-care setting [12, 14, 32, 43, 44, 46], of which three interventions additionally involved the family/home setting [12, 32, 43]. Four studies were in the clinical setting, involving the family/home setting as well [33, 34, 37, 38]. Ten interventions were theory based [11, 12, 14, 34–36, 40, 43, 47, 48], of which six studies were based on the Social Cognitive Theory [12, 35, 36, 40, 43, 47]. All but two [45, 46] included studies included knowledge transfer as intervention strategy, of which 11 studies targeted parents [11, 13, 32, 33, 35, 36, 39, 40, 42, 47, 48], one study targeted the children [44] and eight studies both the children and their parents [12, 14, 34, 37, 38, 41, 43, 48]. Parental skills were targeted in 14 studies [11, 13, 32, 33, 35–40, 42, 43, 45, 47], including monitoring, goal setting and rewarding their child's behaviour. Twelve studies applied goal setting within the intervention, with goals set by the research staff or parents (five studies [13, 33, 35, 42, 45]), by the children themselves (five studies [14, 37, 41, 43, 48]) or both by researchers/parents and children [38]. Three studies introduced furniture that encouraged children to sit less and move more (e.g. standing desks, mats) [12, 44, 46].
Table 2 shows the sedentary behaviour outcome measures of all included studies. Most (15 out of 21) studies used a parent- or child-reported measure of sedentary time. Of these studies, three studies were limited to TV/DVD time [13, 34, 35], seven studies assessed screen time [11, 32, 36, 39–42] and four studies included a broad range of sedentary behaviours, including reading, doing homework, artwork, crafts or being sedentary at school [37, 38, 43, 48]. Four studies used accelerometers [12, 14, 45, 48] and one study used the ActivPAL [46] to assess sedentary and sitting time, respectively. Two studies used a TV/computer allowance [33, 45] to assess both TV and computer time, and one study used the Portable Ergonomic Observation (PEO) method [44]. A number of trials also provided some information or counselling on sedentary behaviour in the control group; as a result there may have been insufficient contrast between the intervention and the control group.
Methodological quality and intervention effects
Additional file 3 shows the quality assessment scores and Table 2 shows the results of all included studies (sorted by age range and methodological quality). None of the studies were rated as being of strong methodological quality, six studies were moderate and 12 studies were of weak quality. Except for one study [44], all studies were randomized controlled trials, indicating adequate study designs. In contrast, study samples were often not representative, assessors not blinded to group assignment, participants not blinded to the research question(s) and the outcome measures were of unknown/inadequate validity and reliability. Moreover, participation rate, intended intervention dose, analyses according to intention-to-treat and method of randomization were poorly described.
Of the eight moderate quality studies, four studies reported significant intervention effects on children's sedentary time [32, 33, 43, 46] while four studies reported no significant effects [11, 40, 47, 48]. Among children aged 2.5 to 5.5 years old, Dennison et al. [32] applied a 7-week intervention targeting children's TV viewing. Intervention strategies included knowledge transfer (take-home messages of sessions and brochures), a TV turnoff period of one week and targeting parental skills (monitoring and rewarding their child's behaviour). This study found that significantly fewer children in the intervention group watched >2 h per day TV than control children (parent-report). Moreover, they found that children in the intervention group watched significantly less TV/video on weekdays and Sundays (i.e. -36 and -60 min/day, respectively) than control children, but not on Saturdays. No significant intervention effects were found on computer/video game use in this study [32]. Epstein et al. [33] found that, after a 2-year intervention period targeting both TV and computer time, 4-to-7 year old children (BMI >75th percentile for age and sex) in the intervention group spent less time on objectively assessed (i.e. TV/computer allowance) TV viewing and computer games (i.e. -3.2 h/d) than children in the control group. This study included knowledge transfer (monthly newsletters to parents), the use of a TV control device, parental skills (rewarding their child's behaviour) and goal setting (goals set by research staff), as intervention strategies. Among 9-to-10 year olds, Hinckson et al. [46] implemented standing desks in classrooms of the intervention school for four weeks. Compared to children in the control classroom, children in the intervention classroom reduced their overall time spent sitting though the difference was small [46]. Among 8-to-9 year olds, Robinson et al. [43] applied a 6-month intervention targeting decreasing media use. Intervention strategies included a 10-day TV turnoff period, the use of a TV control device, knowledge transfer (children engaged in lessons, parents received newsletters), parental skills (rewarding their child's behaviour) and goal setting (goals set by research staff). This study found that children in the intervention group reported watching less TV (i.e. 47 min/d) and playing fewer videogames (i.e. 22 min/d) than control children, however, no effects were found on watching videotapes and other sedentary behaviours (i.e. using a computer, reading, listening to music). Based on parent-report, only children's TV viewing was significantly lower in the intervention group than the control group (i.e. -37 min/d) [43].
According to the best-evidence synthesis, based on the eight moderate quality studies, we found conflicting/inconsistent evidence for the effectiveness of interventions targeting sedentary behaviour. Nevertheless, from these moderate quality studies we identified two promising intervention strategies (i.e. moderate evidence). Second, one study in which standing desks were implemented in classrooms demonstrated promising intervention effects [46].
This review aimed to summarize the evidence on the effectiveness of interventions targeting exclusively sedentary behaviour in children aged 0–18 years. We conclude that there is conflicting/insufficient evidence for the effectiveness of such interventions. Based on the three moderate quality studies reporting significant intervention effects, two intervention strategies seem promising: 1) encouragement of a TV turnoff week; and 2) implementation of standing desks in classrooms. Since there were only eight moderate quality studies, including children with a wide age range (i.e. varying from 3.1 to 11.2 years), we could not draw age-specific conclusions.
Two out of three studies that included the encouragement of a TV turnoff week as a strategy to reduce sedentary time found reductions on TV/video time [32, 43]. Encouraging children not to watch TV for a certain time period may help them to experience the enjoyment of behaviours other than TV viewing. A premise for this is that the alternative behaviour should be as fun as the specific sedentary behaviour [49]. Robinson et al. [43] found no effects on other sedentary behaviours such as watching videotapes, reading and using the computer, indicating that TV viewing was not replaced by other sedentary activities. Future studies should confirm the potential of implementing a TV turnoff week to reduce TV viewing time and explore longer-term effects.
Recently, the implementation of furniture nudging interruptions in sedentary time, for example standing breaks, within the school setting has gained more attention. Although the effect was small, Hinckson et al. [46] found a reduction in overall time spent sitting when implementing standing desks. To date, it is unclear whether standing interruptions can prevent potential negative health effects of excessive sedentary behaviour in children.
Surprisingly, although in a number of studies children were involved in implementing the intervention (e.g. setting personal goals, discussing non-sedentary activities), no studies collaborated with children and/or parents in the development of interventions. It is likely that active participation of both children and their parents in the choice and development of intervention strategies may lead to more acceptable and attractive strategies and thereby more effective interventions [50].
We aimed to identify effective intervention strategies to reduce sedentary behaviour. Unfortunately, strategies were not always clearly described. Besides being able to reliably extract intervention strategies for systematic reviews, clear descriptions of behaviour change techniques may also benefit accurate replication, faithful implementation and well-designed development of interventions [51]. We therefore recommend future studies to make use of clearly described standardized behaviour change techniques when designing and reporting intervention content.
Only four out of eight moderate quality studies reported significant intervention effects. This is in contrast with previous reviews and meta-analyses on interventions targeting sedentary behaviour in combination with physical activity promotion, in which predominantly small but significant effects and effect sizes were reported [15, 17, 18, 21–23, 25]. One explanation may be that a combined focus on reducing sedentary behaviour and increasing physical activity is more effective. Secondly, in contrast to previously published reviews, we performed a methodological quality assessment and excluded the studies with weak quality from our evidence synthesis, of which a number of studies reported some significant findings.
Only one previous review additionally summarized interventions targeting solely sedentary behaviour [19]. In contrast to our findings, Leung et al. [19] concluded that sedentary behaviour interventions significantly reduced sedentary time. Their review was based on only three studies, whereas we included 21 studies in our review. Additionally, Leung et al. [19] did not include the methodological quality of the studies in their evidence synthesis.
We found no studies of strong methodological quality. Representativeness of the study sample, controlling for relevant confounders, blinding and measurement of sedentary behaviour were issues that limited the quality of the included studies. We recommend that future studies keep these potential sources of bias in mind when designing a trial. For example, analyses should preferably adjust for baseline levels of sedentary behaviour. Regarding blinding, assessors should be blinded to group assignment, and participants should preferably be blinded to the research question or the authors could speculate on the effect of any suspected modifying factors, such as belief in the intervention, in the discussion. Finally, sedentary behaviour should be assessed through accurate, valid, reliable and responsive measures.
Strengths of this systematic review include the focus on interventions exclusively targeting sedentary behaviour. This is important when examining the true effectiveness of sedentary behaviour interventions and optimizing future interventions. Another strength of this review is that we not only assessed the methodological quality of included papers, but also took this into account in our evidence synthesis. A limitation of every review is that our findings may suffer from publication bias. Additionally, we did not calculate effect sizes as the number of included studies with a moderate or high quality was limited (i.e. eight studies) and these studies were rather heterogeneous, i.e. intervention durations ranged from 4 weeks to 2 years, age of included children ranged from 3.1 to 11.2 years and outcome measure of sedentary time reflected parent-reported total screen time, TV time, computer time, parent- and child-reported total sedentary time and objectively measured sedentary time (ActivPAL, Actigraph). Finally, due to the wide age range of included samples in the moderate quality studies, we could not draw age-specific conclusions.
We conclude that to date there is unconvincing evidence for the effectiveness of interventions targeting exclusively sedentary behaviour. Based on the eight moderate quality studies that found a significant intervention effect, encouraging a TV turnoff week and implementing standing desks in classrooms seem promising. As all included studies applied multiple intervention strategies, it is impossible to distinguish which strategies are most promising. We recommend that future studies explore which strategies are most effective, by applying mediation analyses. Moreover, in order to increase the effectiveness of interventions, knowledge of children's motives to engage in sedentary behaviour is required as well as their opinion on potentially effective intervention strategies.
%M, percentage males; b, beta; BMI, body mass index; CI, confidence interval; DVD, digital videodisc; EPHPP, Effective Public Health Practice Project; h/d, hours per day; h/wk, hours per week; min/d, minutes per day; OR, odds ratio; PA, physical activity; PC, personal computer; SB, sedentary behaviour; SD, standard deviation; SE, standard error; SEM, standard error of the mean; SES, socioeconomic status; TV, television; WHO, World Health Organization; yrs, years
The contributions of TA and MC were funded by the Netherlands Organization for Health Research and Development (ZonMw; projectnr 91211057).
Authors' contributions
All authors conceptualized and designed the study. TA and JK extracted data; TA and MC performed the quality assessment and TA performed data synthesis. TA drafted and wrote the manuscript. JK and MC were involved in interpretation of data and critically revising the manuscript. All authors read and approved the final manuscript.
Competing interests
The authors declare that they have no competing interests.
Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
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Helmut Kallmann Award 2017
This is an open invitation for nominations for the seventh Helmut Kallmann Award for distinguished service relating to music libraries, archives and documentation centres, with a focus on music in Canada. Both nominators and nominees may or may not be members of CAML.
The Award is named in honour of Dr. Helmut Kallmann, the pioneering Canadian musicologist, who was Chief of the National Library of Canada's Music Division from its inception in 1970 to 1987 and a co-founder of the Canadian Music Library Association (the predecessor of CAML)


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May 23, 2018 | Atlanta, GA
Staying healthy over the summer can be a challenge. From the dehydrating heat and humidity to the strong UV rays from the sun, practicing good self-care in the summer may look different from the fall and spring. This summer, Health Initiatives is challenging campus to focus on their health with a 10-week social media challenge.
Every Monday, beginning May 28th, Health Initiatives will post a weekly challenge to their Instagram account (@gthealthinitiatives). Challenges will include topics related to nutrition, sun safety, physical activity, gratitude, and more.
"This is an easy way to keep focused on your health and well-being this summer," said Sarah Morales, health educator. "The challenges are designed to help you explore the five dimensions of well-being – physical, emotional, spiritual, social and professional." Leah Galante, nutritionist, continued "Being healthy is more than just eating well and being physically active, we hope that this challenge reminds you to try something each week to improve your personal well-being."
To participate, you can either like and comment on Health Initiatives' post or post your own Instagram photo using #HealthyJackets and tagging @gthealthinitiatives. A winner will be announced each Friday and will win a prize related to that week's topics.
For more information about the challenge, including the weekly challenges and rules, go to healthinitiatives.gatech.edu/healthy-jackets.