Past studies on how blood glucose levels vary across the menstrual cycle have largely shown inconsistent results based on limited blood draws. In this study, 49 individuals wore a Dexcom G6 continuous glucose monitor and a Fitbit Sense smartwatch while measuring their menstrual hormones and self-reporting characteristics of their menstrual cycles daily. The average duration of participation was 79.3 ± 21.2 days, leading to a total of 149 cycles and 554 phases in our dataset. We use periodic restricted cubic splines to evaluate the relationship between blood glucose and the menstrual cycle, after which we assess phase-based changes in daily median glucose level and associated physiological parameters using mixed-effects models. Results indicate that daily median glucose levels increase and decrease in a biphasic pattern, with maximum levels occurring during the luteal phase and minimum levels occurring during the late-follicular phase. These trends are robust to adjustments for participant characteristics (e.g., age, BMI, weight) and self-reported menstrual experiences (e.g., food cravings, bloating, fatigue). We identify negative associations between each of daily estrogen level, step count, and low degrees of fatigue with higher median glucose levels. Conversely, we find positive associations between higher food cravings and higher median glucose levels. This study suggests that blood glucose could be an important parameter for understanding menstrual health, prompting further investigation into how the menstrual cycle influences glucose fluctuation.

In recent years, there has been increasing interest in developing a Computer Science curriculum for K-8 students. However, there have been significant barriers to creating and deploying a Computer Science curriculum in many areas, including teacher time and the prioritization of other 21st-century skills. At McMaster University, we have developed both general computer literacy activities and specific programming activities. Integration of these activities is made easy as they each support existing curricular goals. In this paper, we focus on programming in the functional language Elm and the graphics library GraphicSVG. Elm is in the ML (Meta Language) family, with a lean syntax and easy inclusion of Domain Specific Languages. This allows children to start experimenting with GraphicSVG as a language for describing shape, and pick up the core Elm language as they grow in sophistication. Teachers see children making connections between computer graphics and mathematics within the first hour. Graphics are defined declaratively, and support aggregation and transformation, i.e., Algebra. Variables are not needed initially, but are introduced as a time-saving feature, which is immediately accepted. Since variables are declarative, they match students' expectations. Advanced students are also exposed to State by making programs that react to user taps or clicks. The syntax required to do so closely follows the theoretical concepts, making it easy for them to grasp. For each of these concepts, we explain how they fit into the presentations we make to students, like the 5200 children taught in 2016.Finally, we describe ongoing work on a touch-based Elm editor for iPad, which features (1) type highlighting (as opposed to syntax highlighting), (2) preservation of correct syntax and typing across transformations, (3) context information (e.g. displaying parameter names for GraphicSVG functions), and (4) immediate feedback (e.g. restarting animations after every program change).