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Jiang, Chunlan. "Similarity Classification of Cowen-Douglas Operators." Canadian Journal of Mathematics 56, no. 4 (August 1, 2004): 742–75. http://dx.doi.org/10.4153/cjm-2004-034-8.
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AbstractLet ℋ be a complex separable Hilbert space and ℒ(ℋ) denote the collection of bounded linear operators on ℋ. An operator A in ℒ(ℋ) is said to be strongly irreducible, if , the commutant of A, has no non-trivial idempotent. An operator A in ℒ(ℋ) is said to be a Cowen-Douglas operator, if there exists Ω, a connected open subset of C, and n, a positive integer, such that(a)Ω ⊂ σ(A) = ﹛z ∈ C | A – z not invertible﹜;(b)ran(A – z) = ℋ, for z in Ω;(c)Vz∈Ω ker(A – z) = ℋ and(d)dim ker(A – z) = n for z in Ω.In the paper, we give a similarity classification of strongly irreducible Cowen-Douglas operators by using the K0-group of the commutant algebra as an invariant.
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Bailey, Douglas A., and P. Allen Hammer. "Evaluation of Nutrient Deficiency and Micronutrient Toxicity Symptoms in Florists’ Hydrangea." Journal of the American Society for Horticultural Science 113, no. 5 (September 1988): 805. http://dx.doi.org/10.21273/jashs.113.5.805.
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Abstract In the article “Evaluation of Nutrient Deficiency and Micronutrient Toxicity Symptoms in Florists’ Hydrangea”, by Douglas A. Bailey and P. Allen Hammer (J. Amer. Soc. Hort. Sci. 113(3):363–367, May 1988), the following corrections should be noted: 1) In Table 3, percent dry weight of N for the –N treatment should read “1.40”, not “4.40”; 2) the significance levels in footnote z of Table 3 should read “0.05 ≥ α ≥ 0.01 (*), at 0.01 ≥ α > 0.001 (**), or at α ≤ 0.001 (***)”; 3) Tables 4 and 5 are numbered incorrectly—they should be switched; and 4) the significance levels in footnote z of the renumbered Table 5 should read “0.01 ≥ α > 0.001 (**) or at α ≤ 0.001 (***)”.
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Karpińska-Szaj, Katarzyna. "Uczniowie z niepełnosprawnością w szkołach ogólnodostępnych: nauczanie języków obcych." Neofilolog, no. 36 (June 15, 2011): 67–80. http://dx.doi.org/10.14746/n.2011.36.6.
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At present the main purpose of school integration is the pursuit of dialogue and ways of ensuring integration which concerns both disabled learners and the ones who do not exhibit special educational needs. In this paper, the is-sue will be incorporated into the framework of teaching foreign languages to disabled pupils attending public schools. The present author will depict L2 teaching goals in relation to education shared by pupils with and without specific learning difficulties as well as to problems with implementing the idea of integration in foreign language classroom. These questions will be discussed with reference to the opinions of gleaned from public school teachers with experience in working with disabled learners.
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Fatema, Kanij, Ismat Ara, Mohammad E. Haque, and Mohammad A. Rahman. "Nutritional status based on anthropometry among primary school children with and without school feeding program." International Journal of Contemporary Pediatrics 10, no. 2 (January 24, 2023): 134–41. http://dx.doi.org/10.18203/2349-3291.ijcp20230075.
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Background: Primary school period is a dynamic and growing period. So, school nutrition intervention promotes children’s nutritional status, thereby improving the overall health status of a country as they are the nation's biggest investment. The objective of this study is to compare the nutritional status based on anthropometry among primary school children with and without a school feeding program. Methods: A comparative cross-sectional study using simple random sampling to select 194 primary school children aged 6-13 years enrolled in two primary schools with (N=97) and without (N=97) school nutrition intervention in two upazilas in Rajbari district, Bangladesh. Data were collected from respondents with the assistance of guardians and teachers. Anthropometric data (height, weight, MUAC, body mass index for age Z score, height for age Z score, weight for age Z score,) were measured by anthro-plus software and overall data were analyzed by SPSS version 25. Results: Of the total 194 respondents, the prevalence of stunting 9.3%, underweight 20.8%, thinness 27.8%, overweight 8.2%, and obesity 1.5% were observed. The prevalence of stunting 5.2%, underweight 21%, thinness 33%, and overweight 2.1% were found among the SFP group whereas 13.4% stunting, 20.5% underweight, 22.7% thinness, 14.4% overweight, and 3.1% obesity were found among without SFP group. The mean BMI-for-age Z scores were significantly lower (p=0.001) in the SFP group than in without SFP group. Socio-demographic characteristics may overrule this effect. Conclusions: Findings suggest that determining the dietary pattern, and clinical signs and improving socio-demographic conditions may improve the nutritional status of the children with the school feeding program.
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Sendur, Agnieszka M. "Ewolucja egzaminu maturalnego z języków obcych na przestrzeni sześciu dekad." Neofilolog, no. 61/1 (September 21, 2023): 149–69. http://dx.doi.org/10.14746/n.2023.61.1.9.
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Matura is an important high-stakes examination present in the Polish education system since the late 18th century. It is taken on completion of high school and is compulsory for those who want to apply for higher education. As a result of an examination reform, in 2005 the exam took on a new form. Since then it has been a professional, external, standardised assessment used for the analysis of school and student performance, and – most importantly – in lieu of university entrance exams.
The article looks at the evolution of the foreign language component of the Matura exam over the last six decades: from an internal test prepared by local authorities and by schools, assessed arbitrarily by the test-takers’ teachers, to a professional examination prepared by expert institutions in compliance with quality standards and assessed by trained markers according to elaborate grading criteria. The paper follows the changes occurring in the assessment starting from 1960 up to 2023, when another examination reform brought about new modifications in the foreign language exam.
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Pamuła-Behrens, Małgorzata, and Katarzyna Morena. "ROLA MOTYWACJI W PROCESIE UCZENIA SIĘ JĘZYKA PRZEZ UCZNIÓW Z DOŚWIADCZENIEM MIGRACJI – METODA JES-PL." Neofilolog, no. 52/1 (April 25, 2019): 43–60. http://dx.doi.org/10.14746/n.2019.52.1.5.
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An increasing number of immigrant students pose new challenges for the Polish school. The immigrant groups consist of foreign children, but also Polish children who migrate with their parents. Their adaptation to a new place and integration are not always easy. These children do not only need professional support from the school and its staff, but also from Polish students. The key to succeeding in this complex process is to learn the language and culture of the country of settlement. Acquisition of this knowledge is conditioned by a motivation to face the Other, the language and culture. The purpose of the paper is to explore the role of motivation to learn the new language and culture of the country of settlement. In particular, we focus on determinants of motivation in the context of language learning and problems immigrant and refugee students are faced with in a new country. We also present the JES-PL Method which aims to support the development of language and communication skills within an immigrant family in the context of school language education (JES).
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Keeling, Rachel. "An A to Z of learning: N is for…nature." Nursery World 2021, no. 5 (May 2, 2021): 25. http://dx.doi.org/10.12968/nuwa.2021.5.25.
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Torkar, Tanja, Irena Grmek Košnik, and Brigita Skela Savič. "Cross-sectional research of school principals‘ view on placement of school nurses in Slovenian schools." Slovenian Journal of Public Health 53, no. 1 (March 1, 2014): 115–23. http://dx.doi.org/10.2478/sjph-2014-0012.
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Izvleček Izhodišča: V šoli otroci preživijo velik del dneva, zato ima šola pomembno vlogo pri zdravju otrok in mladostnikov pa tudi pri sodelovanju z zdravstvenimi službami. Namen: Ugotoviti stališče ravnateljev o pomenu, smotrnosti in o možnosti umestitve šolske medicinske sestre v osnovne šole. Preiskovanci in metode: Podatki so zbrani s strukturiranim anketnim vprašalnikom. Vzorec zajema 55,6 % (n = 266) celotne populacije ravnateljev osnovnih šol. Uporabljena je deskriptivna statistika. Soodvisnost je analizirana z multiplo regresijsko in dimenzije odvisne spremenljivke s faktorsko analizo. Rezultati: Na osnovnih šolah najpogosteje ukrepajo zaradi akutnega bolezenskega stanja (PV = 3,48), psihosomatskih (PV = 3,42) in kroničnih bolezni (PV = 3,22) (lestvica 1-6). Ravnatelji prepoznavajo potrebo po nalogah šolske medicinske sestre iz promocije zdravja in zdravstvenih storitev, saj je 11 od 13 predlogov dobilo v povprečju oceno nad 4 (lestvica 1-5). Najprimernejšo umestitev šolske medicinske sestre vidijo deloma v zdravstvenem domu, deloma v šoli (60,2 %); najprimernejši delodajalec je zdravstveni dom (59,4 %). Mnenja se ne razlikujejo glede na velikost šole in vključitev v mrežo Zdravih šol. Ravnatelji s šol, v katerih je telesnih poškodb učencev več, izražajo značilno večjo potrebo po šolski medicinski sestri (b = 0,208, p < 0,014), kar velja tudi za ravnatelje z mnenjem, da je usposabljanje učiteljev za prepoznavanje in ukrepanje ob zdravstvenih težavah v odgovornosti zdravstvenega doma (b = 0,270, p < 0,000). Zaključki: Ravnatelji menijo, da se v šolah srečujejo z zdravstvenimi težavami učencev, a učitelji za ukrepanje nimajo dovolj znanja niti kompetenc. Pozitivno prepoznavajo umestitev šolske medicinske sestre v šolo.
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Haenschen, Katherine, and John C. Tedesco. "Framing the Youth-Led Movement for Gun Violence Prevention: How News Coverage Impacts Efficacy in Generation Z, Millennials, and Gen X." International Journal of Press/Politics 25, no. 4 (June 17, 2020): 653–75. http://dx.doi.org/10.1177/1940161220929976.
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The American youth-led movement for gun violence prevention (YMGVP) that emerged after the 2018 shooting at Marjory Stoneman Douglas High School in Parkland, Florida, has received tremendous media attention. To assess the potential effect of this coverage on readers’ efficacy, we conduct a two-wave population-based survey experiment on members of Generation Z, the Millennial generation, and Generation X that frames the movement as a success or failure in terms of achieving its political goals. Results show that emphasis framing impacts readers’ perceptions of the movement’s likely success in line with the manipulation. Furthermore, framing the YMGVP as unsuccessful suppresses readers’ own external and collective efficacy regardless of generation. Subjects’ support for gun control moderates the effect of treatment, such that individuals low in support express a decline in internal and information efficacy when presented with the success framing. Thus, we extend the effects of news framing beyond attitudes toward the subjects of reporting to readers’ own perceptions of themselves as capable of political action.
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Burzyńska, Małgorzata. "Lekcja języka obcego z uczniem niepełnosprawnym miejscem badań metodą indywidualnych przypadków." Neofilolog, no. 35 (June 15, 2010): 153–62. http://dx.doi.org/10.14746/n.2010.35.15.
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The article presents preliminary results of research conducted during English language classes, with the case study method, among pupils with intellectual disability attending a primary special needs school. The research was meant to help answer the questions related to the possibility of incorporating foreign language teaching in the comprehensive process of their rehabilitation, and especially the development of individual cognitive skills as well as the mother tongue command. The article emphasizes the advantages of research based on a case study which enables the researcher to apply the principle of individualization and the treatment of every pupil as a subject no matter what the developmental barriers may be.
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Rokita-Jaśkow, Joanna. "Uczeń z doświadczeniem migracji na lekcji języka angielskiego: wyzwania i rozwiązania." Neofilolog, no. 58/2 (August 26, 2022): 193–208. http://dx.doi.org/10.14746/n.2022.58.2.4.
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The increasing number of migrant learners in Polish schools poses a new challenge not only for teachers of the language of school education, i.e. Polish, but also for teachers of other subjects, including English. Depending on the migrant learner’s country of origin, English may be his/her foreign, third (or additional) or even first language. This situation increases the heterogeneity of the language group and raises new challenges, which according to Ruiz’s (1984) conceptualization could be approached by the teacher either as a threat to the monolingual policy in the classroom, or as a resource that has the potential to enrich foreign language lessons by developing plurilingual and intercultural competences. On the basis of available research (Rokita-Jaśkow, 2019, 2021), the article presents the challenges teachers face along with suggestions for teaching solutions.
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Grandits, Peter, and Janez Krek. "High school students’ attentional stance, modes of reading engagement, and self-insight during literary reading." L1-Educational Studies in Language and Literature 23 (August 31, 2023): 1–28. http://dx.doi.org/10.21248/l1esll.2023.23.1.485.
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The primary aim of this study was to analyze the validity and reliability of an instrument capable of measuring high school students’ attentional stance, modes of reading engagement, and self-insight during literary reading. For this purpose, a self-report questionnaire was administered to high school students in three Austrian regions (N = 417). First, confirmatory factor analysis was conducted to test the validity and the reliability of the preconceived measurement model. Second, the interrelationships among the validated constructs were analyzed through structural equation modeling. The fit and the validity of the structural model were evaluated, and the mediating effect of expressive reading was tested. The study yielded an instrument with valid and reliable scores that assesses 9 dimensions of high school students’ reading experiences. The basic Kuiken-Douglas model (2017) on reading engagement and reading outcome could be replicated. Structural equation modeling indicated that high attentional focus negatively predicted expressive-experiential reading that in turn facilitated self-insight. This implies that students should be allowed leaky attention so that they can work with literary texts in a self-modifying way in literature education. Limitations are discussed.
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Mann, Steven, Matthew Wade, Michelle Jones, Gavin Sandercock, Chris Beedie, and James Steele. "One-year surveillance of body mass index and cardiorespiratory fitness in UK primary school children in North West England and the impact of school deprivation level." Archives of Disease in Childhood 105, no. 10 (January 31, 2019): 999–1003. http://dx.doi.org/10.1136/archdischild-2018-315567.
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ObjectivesCardiorespiratory fitness (CRF) is independently associated with health and academic attainment in childhood and adolescence. Yet overweight/obesity remains the focus in public health policy. Surveillance of body mass index (BMI) and CRF considering school deprivation levels is limited. Therefore, we examined this in English primary schools.MethodsParticipants (n=409) were students (9–10 years) from 13 schools. BMI and CRF (20 m shuttle run) were measured at three time points across the academic year and a fourth after summer recess.ResultsBMI z-scores significantly decreased (p=0.015) from autumn (z=0.336 (95% CI 0.212 to 0.460)) to spring (z=0.252 (95% CI 0.132 to 0.371)), and then significantly increased (p=0.010) to summer (z=0.327 (95% CI 0.207 to 0.447)). CRF significantly increased (p<0.001) from autumn (z=0.091 (95% CI −0.014 to 0.196)) to spring (z=0.492 (95% CI 0.367 to 0.616)), no change (p=0.308) into summer (z=0.411 (95% CI 0.294 to 0.528)) and a significant decrease (p<0.001) into the following autumn term (z=0.125 (95% CI 0.021 to 0.230)). BMI was unaffected by deprivation; however, pupils from the most deprived areas saw significantly greater reductions in CRF compared with pupils from affluent areas. No time, or deprivation level, by sex interactions were found.ConclusionSignificant reductions in children’s CRF occurred over the summer recess and were greater among children from schools in the most deprived areas. This may help inform future research into interventions targeting physical activity of schoolchildren, particularly over the summer recess.
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Robbins, Lorraine B., Jiying Ling, and Fujun Wen. "Attending After-School Physical Activity Club 2 Days a Week Attenuated an Increase in Percentage Body Fat and a Decrease in Fitness Among Adolescent Girls at Risk for Obesity." American Journal of Health Promotion 34, no. 5 (April 2, 2020): 500–504. http://dx.doi.org/10.1177/0890117120915679.
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Purpose: To evaluate the effect of a 17-week intervention, including an after-school physical activity (PA) club 3 d/wk, on moderate-to-vigorous physical activity (MVPA), body mass index (BMI) z score, percentage body fat (%BF), and cardiorespiratory fitness (CRF) among fifth to eighth grade girls having a BMI z score ≥0, and explore whether intervention outcomes varied by club attendance (1 vs 2 vs 3 d/wk). Design: Secondary analysis of data from a group randomized controlled trial (N = 1519, 10- to 15-year-old girls: n = 753 intervention; n = 766 control). Setting: Twenty-four Midwestern US schools (n = 12 intervention; n = 12 control). Sample: Subsample (n = 1194 girls) from trial’s intervention (n = 593 girls) and control (n = 601 girls) groups having BMI z scores ≥0. Measures: Moderate-to-vigorous physical activity (min/h), BMI z score, %BF, and CRF ([Formula: see text]: mL/kg/min) were estimated at baseline and postintervention. Analysis: Linear mixed-effect models. Results: Intervention group gained less %BF ( B = −0.35, P = .016), and their CRF decreased less ( B = 0.22, P = .010) than the control. Marginally significant findings showed girls attending the club an average of 1 d/wk had greater increases in %BF ( B = 0.33, P = .087) and MVPA ( B = 0.20, P = .083) and a greater decrease in CRF ( B = −0.20, P = .061) than girls attending 3 d/wk. No differences occurred between girls who attended 2 versus 3 d/wk for any outcomes. Conclusions: The intervention attenuated an increase in %BF and a decrease in CRF among girls at risk for obesity from baseline to postintervention. Offering the after-school PA club 2 d/wk may be adequate for achieving outcomes.
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Małkowska-Szkutnik, Agnieszka, Barbara Woynarowska, and Joanna Mazur. "Postrzeganie środowiska psychospołecznego szkoły i funkcjonowanie w niej uczniów zdrowych i z chorobami przewlekłymi." Kwartalnik Pedagogiczny 63, no. 1 (247) (May 2, 2018): 179–97. http://dx.doi.org/10.5604/01.3001.0011.8242.
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The article presents the results of a survey on the perception of the psychosocial school environment and school functioning of lower secondary school students with and without chronic conditions. Students of grades 1–3 (N = 4,058) from randomly selected 234 public lower secondary schools from all voivodships participated in the survey. In this group 3,232 (80%) students were healthy and 798 (20%) had different chronic conditions. The anonymous “Health and school” questionnaire was used as the instrument for data collections with questions from HBSC study (Health Behaviour in School-aged Children) and from CHIP–AE Questionnaire (Child Health and Illness Profile: Adolescent Edition). Based on Urie Bronfenbrenner’s ecological model, dimensions of psychosocial school environment were analysed on the individual level (microsystem) and the social relations level (mesosystem). It was found that healthy students, in comparison with those with chronic conditions, perceived school environment and their functioning at school better. They have: a larger sense of school belonging, higher level of school competencies and achievements, larger sense that their grades are adequate to the results, a higher social position in the class and a higher level of support from peers, teachers and parents. Students with chronic conditions have higher level of workload, stress and problems associated with the school, and they also spend more time on homework. These students (about 20% of the population of school age) have special educational needs which depend on the specificity and the course of the disease. Identification of difficult areas in the functioning of chronically ill students in the school and knowledge of their perception of their school’s psychosocial environment will allow teachers to provide them with appropriate support.
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Štraus, Mojca, and Klaudija Šterman Ivančič. "Napovedniki doživljanja medvrstniškega nasilja z vidika slovenskih 15-letnikov: razlike po spolu med leti 2015 in 2018." Šolsko polje XXXI, no. 1-2 (November 4, 2020): 109–29. http://dx.doi.org/10.32320/1581-6044.31(1-2)109-129.
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Predictors of perceived bullying of Slovene 15-year-olds: gender differences between 2015 and 2018 Already in PISA 2015, Slovenian 15-year-olds reported relatively high levels of experiencing different forms of bullying at school. The results from PISA 2018 confirmed this: 21% of students reported experiencing some kind of bullying act at least a few times a month, which means that the percentage of these students increased between 2015 and 2018 by 4 percentage points. Given the above, we wanted to explore the issue in more detail. The present article has two aims: to investigate the level of bullying experienced by students in Slovenia in 2015 and 2018, to investigate gender differences and the effects of a sense of belonging to school, the perceived socio-emotional support of parents and how reading achievements can reduce the odds of experiencing bullying at school. The analysis was carried out on PISA 2015 (n = 6406) and PISA 2018 (n = 6401) data, and was based on a logistic regression method. The results show that in 2015, about a quarter of girls and a third of boys reported experiencing bullying at school. In 2018 the proportion of girls remained similar (3 percentage points higher), but the proportion of boys reporting bullying at school increased significantly to 42 percent. For both girls and boys in both years, a sense of belonging to a school and the perceived emotional support from parents reduced the odds of experiencing bullying at school. A similar effect of reducing the odds was noticed for reading achievement, with the exception of boys in 2015. The results of predictors in reducing the odds of experiencing bullying at school between 2015 and 2018 changed especially for boys, in that the explanatory power of the model is much higher. Contrary to results in 2015, reading achievement had a statistically significant effect on reducing the odds of experiencing bullying at school and the effect of sense of belonging to school on reducing these odds was greater still. The authors see a challenge in preventing and dealing with violence in schools in the development of a whole-school approach prevention programme, which, in addition to raising awareness of the importance of the role of everyone in school, also include parents, the wider community and clear rules for dealing with violence in schools. Key words: PISA study, bullying, sense of belonging to school, socio-emotional support of parents, reading achievement
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Keijzer, Rineke, Wilfried Admiraal, Roeland Van der Rijst, and Erik Van Schooten. "Vocational identity of at-risk emerging adults and its relationship with individual characteristics." International Journal for Educational and Vocational Guidance 20, no. 2 (September 25, 2019): 375–410. http://dx.doi.org/10.1007/s10775-019-09409-z.
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Abstract Vocational identity is a prerequisite for enhancing societal inclusion of at-risk emerging adults. School curricula and rebound programs need insights into individual differences of these youths to effectively foster their vocational identity. Identifying three aspects of vocational identity, a questionnaire study among at-risk emerging adults in The Netherlands (N = 996) examined the relationship between clusters of demographic, personality, self-sufficiency, self-competence, and school engagement characteristics and vocational identity performing blockwise entry analyses. Largest proportions of variance were explained by personality traits and, to a lesser extent, motivation, resilience, and valuing school outcome. These malleable characteristics offer opportunities for interventions.
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Niemiec, Małgorzata, Dariusz Lewera, and Marek Bębenek. "Prof. Zdzisław Zagrobelny (1932-2011), surgeon and anesthesiologist, a pioneer of anesthesia, founder of the Polish school of cryotherapy, Renaissance man." Acta Medicorum Polonorum 13, no. 2 (December 1, 2023): 157–64. http://dx.doi.org/10.20883/amp.2023/8.
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Uszyńska-Jarmoc, Janina, and Adam Naruszewicz. "Dziecięce rozumienie cyberprzestrzeni i zagrożeń z nią związanych." Problemy Wczesnej Edukacji 41, no. 2 (June 30, 2018): 48–59. http://dx.doi.org/10.26881/pwe.2018.41.05.
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The focus study concentrated on the research of 1) children’s perception of the essential features of cyberspace, 2) children’s understanding of its content and structure, i.e. its specific architecture, or “furnishing”, and tools utilized by it, 3) children’s perception of the determinants of their cognitive and social functioning in cyberspace, 4) children’s degree of awareness of the areas of risks and potential threats resulting from exploration of cyberspace. Qualitative research (focus interview) was carried out in five groups of three-year elementary school students (N = 15) from the urban environment. Results of the study may inspire design of educational programs, but owing to the small size of the group studied, they may not be used as a basis for drawing more general conclusions.
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Wei, Xiaotong, Yanan Ma, Jiajin Hu, Wenjing Lin, Zhongyi Zhao, and Deliang Wen. "Predicting weight status in Chinese pre-school children: independent and interactive effects of caregiver types and feeding styles." Public Health Nutrition 21, no. 6 (December 6, 2017): 1123–30. http://dx.doi.org/10.1017/s1368980017003603.
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AbstractObjectiveTo investigate caregiver type as a potential moderating effect in the relationship between feeding style and weight status among Chinese pre-school children.DesignCross-sectional data collected with the Caregiver’s Feeding Style Questionnaire (CFSQ), anthropometric data, childcare and sociodemographic information.SettingShenyang, China.SubjectsCaregiver–child dyads (n 857).ResultsAfter controlling for confounders, authoritarian feeding style was associated with a 0·30 lower BMI Z-score. Fathers as primary caregivers were related to lower BMI Z-score (β=−0·66), while grandparents as main caregivers were associated with higher BMI Z-score (β=0·66) after adjusting for covariates. Mothers buffered the relationship between authoritarian (β=0·50, 95 % CI 0·04, 0·95) or indulgent (β=−0·60, 95 % CI −1·06, −0·14) feeding styles and BMI Z-score. Grandparents strengthened the trend that indulgent feeding style was related to higher BMI Z-score (β=0·54, 95 % CI 0·01, 1·08).ConclusionsThe results of independent and interactive effects of specific feeding styles and caregiver types had different influences on child BMI Z-scores. Longitudinal investigations are needed to evaluate the effect of fathers’ and grandparents’ feeding on their children’s nutrition and weight status.
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Safitri, Tyas Rima. "KEEFEKTIFAN MODEL CTL BERBANTUAN MEDIA PAPAN BERPAKU TERHADAP HASIL BELAJAR MATEMATIKA." Joyful Learning Journal 10, no. 3 (June 28, 2021): 147–52. http://dx.doi.org/10.15294/jlj.v10i3.40084.
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Penelitian ini bertujuan untuk menguji keefektifan model contextual teaching and learning berbantuan media papan berpaku terhadap hasil belajar matematika materi keliling dan luas siswa kelas IV SD N Gugus Tamansari Kebumen. Desain penelitian ini menggunakan quasi experimental dengan bentuk nonequivalent control grup. Populasi dalam penelitian adalah seluruh siswa kelas IV SD N 4 Tamanwinangun sebagai kelas eksperimen dan siswa kelas IV SD N 3 Tamanwinangun sebagai kelas kontrol. Pengumpulan data dilakukan dengan teknik tes dan non tes. Analisis uji hipotesis menggunakan uji z, uji t dan uji N-gain. Hasil penelitian menunjukkan bahwa model pembelajaran CTL berbantuan media papan berpaku lebih efektif daripada kelas kontrol dengan ketuntasan belajar kelas eksperimen mencapai 75% sedangkan kelas kontrol tidak mencapai 75%, thitung (4,06) > ttabel (1,67), dan n-gain kelas eksperimen (0,6529) > kelas kontrol (0,5078). Simpulan dalam penelitian ini adalah model pembelajaran CTL berbantuan media papan berpaku lebih efektif daripada kelas kontrol terhadap hasil belajar matematika kelas IV SD N Gugus Tamansari Kebumen.
This study aimed to test the effectiveness of contextual teaching and learning model assisted by geoboard on mathematics learning outcomes of area and perimeter subject in the fourth grade at Tamansari Cluster Elementary School Kebumen Regency. The design of this study was quasi-experimental in the form of nonequivalent control group. The population in this study were all the fourth grade students at Tamanwinangun 4 Elementary School as the experimental class and fourth grade students at Tamanwinangun 3 Elementary School as the control class. The data collection techniques used test and non-test techniques. The hypothetical analysis test used the z test, t test and N-gain test. The result showed that the CTL learning model assisted by geoboard was more effective which surpassed 75% of the passing grade while the control class did not reach 75%, tcount (4.06)> ttable (1.67), and n-gain experimental class (0.6529)> control class (0.5078). The conclusion of this research was that the CTL learning model assisted by geoboard was more effective to gain the mathematics learning outcomes in the fourth grade at Tamansari Cluster Elementary School Kebumen Regency.
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Janicka, Monika. "Uczniowie z doświadczeniem migracji na lekcjach języka niemieckiego w polskiej szkole podstawowej – perspektywa nauczycieli." Neofilolog, no. 62/2 (June 26, 2024): 427–43. http://dx.doi.org/10.14746/n.2024.62.2.6.
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In February 2022, the invasion of Ukrainian territories by Russian forces took place, leading to a mass exodus of the Ukrainian population from the war-affected areas. Many individuals who left Ukraine due to the war sought refuge in Poland, and their children began attending Polish schools. Some of these children appeared in Polish classes only temporarily, but as reported by the Ministry of Education and Science in September 2023, 180,000 students from Ukraine began their education in Polish schools. The influx of Ukrainian children into Polish schools posed various challenges, especially for foreign language teachers, as their classes became linguistically and culturally heterogeneous. The aim of the conducted study was to answer the following questions: (1) What kind of challenges do German language teachers face in classes where students from Ukraine are learning? (2) Which teaching techniques do German language teachers consider most effective in linguistically and culturally heterogeneous classes? The article presents the results of the study conducted through interviews using an unstructured dialogical method with four German language teachers teaching elementary school students with migration experience. The research framework was based on the concept of Universal Design for Learning, taking into account the principles of inclusive teaching.
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GUMEROVA, G. I., and E. SH SHAIMIEVA. "TELEWORKING IN THE DATA ECONOMY FOR GENERATION Z: ANALYZING THE OPINIONS OF HIGH SCHOOL STUDENTS." Economic Problems and Legal Practice 20, no. 1 (February 28, 2024): 244–51. http://dx.doi.org/10.33693/2541-8025-2024-20-1-244-251.
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Representatives of generation Z-students of higher education-are active consumers of digital technologies in education and work. The purpose of the study, which is its subject: updating the state of development of teleworking in generation Z by recording responses in the questionnaire process. The object of the study: issues related to the use of teleworking implemented on the basis of information and communication technologies among young people-generation Z-students of higher education during the development of the data economy. Questions (tasks) of the work-a study of the following issues: the prevalence of teleworking among representatives of generation Z-students of higher education: the type of work attractive to respondents; the prevalence of teleworking among the respondents' environment; conditions conducive /hindering the involvement of respondents in the format of teleworking; the essence of « teleworking» for respondents. Research methods: analysis, synthesis, classification, comparative analysis, questionnaire. A survey of youth-generation Z-students of higher education (N=17) was conducted. The questionnaire consists of five parts, seventeen questions: «Characteristics of the student», «For those with and without teleworking experience», «For those with teleworking experience», «For those without teleworking experience», « Teleworking-this is...» The results of the study: the level of distribution of teleworking among generation Z has been confirmed (according to research by the All-Russian Centers for the Study of Public Opinion), research by Russian authors on the threats of teleworking of study and work; the development of the topic of «soft factors» among specialists of future periods. The prospects of teleworking research among generation Z in the form of volunteer activity are highlighted.
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Widodo, W., E. Sudibyo, S. Suryanti, D. A. P. Sari, I. Inzanah, and B. Setiawan. "The Effectiveness of Gadget-Based Interactive Multimedia in Improving Generation Z’s Scientific Literacy." Jurnal Pendidikan IPA Indonesia 9, no. 2 (June 30, 2020): 248–56. http://dx.doi.org/10.15294/jpii.v9i2.23208.
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Scientific literacy is very important to generation Z (Gen-Z), while Gen-z’s scientific literacy in Indonesia needs to be improved. The use of gadgets by Gen-Z almost all the time in their daily lives enables research to improve scientific literacy by using gadgets. This study aims to determine the effectiveness of gadget-based interactive multimedia to improve Gen-Z scientific literacy and describe the Gen-Z response to interactive multimedia. This research was a pre-experiment study with one group pretest and posttest design. Interactive multimedia was designed to be applied on gadget, consists of Socioscientific Issues (SSI) which was relevant to pressure concepts. This research involved two junior high schools in East Java, Indonesia. Scientific literacy test instrument was designed based on scientific literacy aspects of PISA 2015. The inferential test results showed that posttest score was significantly greater than the pretest in the two schools. Results showed that the mean score of students’ scientific literacy at School I increased from 39.6 to 74.0 and N-gain score was 0.57 which was in medium category. In addition, the average scientific literacy score of students in School II also increased from 31.5 to 59.9 and Ngain score was 0.41 which was in the medium category. The inferential test results also showed that there were no significant N-gain differences in the two schools. It can be concluded that interactive multimedia developed effective to improve students’ scientific literacy. However, Gen-Z students cannot be satisfied with the multimedia. Students suggest several multimedia enhancements in terms of visual, audio, and music, so that they can enjoy the multimedia all the time by using the device.
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Schoevers, Eveline M., Paul P. M. Leseman, and Evelyn H. Kroesbergen. "Enriching Mathematics Education with Visual Arts: Effects on Elementary School Students’ Ability in Geometry and Visual Arts." International Journal of Science and Mathematics Education 18, no. 8 (December 11, 2019): 1613–34. http://dx.doi.org/10.1007/s10763-019-10018-z.
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AbstractThis study evaluates the effects of the Mathematics, Arts, and Creativity in Education (MACE) program on students’ ability in geometry and visual arts in the upper grades of elementary school. The program consisted of a lesson series for fourth, fifth, and sixth grade students in which geometry and visual arts were integrated, alongside with a professional development program for teachers. A quasi-experimental study was conducted in which three groups of teachers and their classes were investigated. One group of teachers taught the lesson series and followed a professional development program (n = 36), one group of teachers only taught the lesson series (n = 36), and a comparison group taught a series of traditional geometry lessons from mathematical textbooks (n = 43). A geometrical ability, creativity, and vocabulary test and a visual arts assignment were used in a pre- and post-measurements to test the effects of the MACE program. Results showed that students who received the MACE lesson series improved more than students who received regular geometry lessons only in geometrical aspects perceived in a visual artwork. Regarding students’ understanding and explanation of geometrical phenomena and geometrical creative thinking, all students improved, but no differences between the groups were found, which implies that on these aspects the MACE program was as effective as the comparison group that received a more traditional form of geometry education.
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Ford, Katherine J., Barbara Hatzlhoffer Lourenço, Fernanda Cobayashi, and Marly Augusto Cardoso. "Health outcomes of the Bolsa Família program among Brazilian Amazonian children." Revista de Saúde Pública 54 (January 27, 2020): 2. http://dx.doi.org/10.11606/s1518-8787.2020054001519.
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OBJECTIVE: One of the primary objectives of Brazil’s conditional cash transfer program, Bolsa Família, is to break the intergenerational transmission of poverty by improving human capital via conditionalities. In this study, we hypothesized that health indicators of Bolsa Família participants would be comparable to those of other local children who were nonparticipants after two years of follow-up in the city of Acrelândia, Acre state, Western Brazilian Amazon. METHODS: Data from a population-based longitudinal study were analyzed to examine school enrollment, vaccination coverage, height and body mass index for age z-scores, and biomarkers of micronutrient deficiencies (iron and vitamin A) between Bolsa Família participants (n = 325) and nonparticipants (n = 738). RESULTS: Out of 1063 children 10 years and younger included in the 2007 baseline survey, 805 had anthropometric measurements and 402 had biochemical indicators in the 2009 follow-up survey. Prevalence rate ratio (PRR) for non-enrollment in school at 4 years of age was 0.58 (95%CI: 0.34–1.02) when comparing Bolsa Família participants with nonparticipants. No difference was found for vaccination coverage, which was insufficient for most vaccine-preventable diseases. Bolsa Família participants were less likely to show a positive change in body mass index for age z-scores compared with nonparticipants (PRR = 0.81, 95%CI: 0.70–0.95), while a positive change in height for age z-scores was similar in the groups. No differences in micronutrient deficiencies were found between groups after 2 years. CONCLUSIONS: Early school enrollment and consistent nutritional indicators between Bolsa Família participants and nonparticipants suggest Bolsa Família was facilitating similarities between groups over time.
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Mendoza, Jason A., Kathy Watson, Nga Nguyen, Ester Cerin, Tom Baranowski, and Theresa A. Nicklas. "Active Commuting to School and Association With Physical Activity and Adiposity Among US Youth." Journal of Physical Activity and Health 8, no. 4 (May 2011): 488–95. http://dx.doi.org/10.1123/jpah.8.4.488.
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Background:Walking or bicycling to school (ie, active commuting) has shown promise for improving physical activity and preventing obesity in youth. Our objectives were to examine, among US youth, whether active commuting was inversely associated with adiposity and positively associated with moderate-to-vigorous physical activity (MVPA). We also examined whether MVPA mediated the relationships between active commuting and adiposity.Methods:Using data of participants aged 12 to 19 years from the US National Health and Nutrition Examination Survey 2003 to 2004 (n = 789 unweighted), we constructed multiple linear regression models that controlled for dietary energy intake and sociodemographics. The main exposure variable was active commuting. The outcomes were BMI z-score, waist circumference, skinfolds and objectively measured MVPA. The product-of-coefficients method was used to test for mediation.Results:Active commuting was inversely associated with BMI z-score (β = −0.07, P = .046) and skinfolds (β = −0.06, P = .029), and positively associated with overall daily (β = 0.12, P = .024) and before- and after-school (β = 0.20, P < .001) MVPA. Greater before- and after-school MVPA explained part of the relationship between active commuting and waist circumference (Sobel z = −1.98, P = .048).Conclusions:Active commuting was associated with greater MVPA and lower measures of adiposity among US youth. Before- and after-school MVPA mediated the relationships between active commuting and waist circumference.
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Jaskulska, Sylwia, Barbara Jankowiak, Mateusz Marciniak, and Michał Klichowski. "Distance education during the COVID-19 outbreak in the experiences of Polish students: the assessment of school relationships and its determinants." Family Upbringing 24, no. 1 (December 22, 2021): 133–46. http://dx.doi.org/10.61905/wwr/170403.
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<b>Wprowadzenie.</b> Relacje interpersonalne wysokiej jakości są czynnikiem chroniącym w sytuacji kryzysowej. Badania dotyczące okresu pandemii COVID-19 wskazują na związek oceny własnych sieci relacji i innych aspektów codziennego funkcjonowania. Dotyczy to także dzieci i młodzieży i jest jedną z kluczowych kwestii w profi laktyce negatywnych konsekwencji doświadczeń z okresu pandemii dla rozwoju i zdrowia psychicznego. <b>Cel.</b> Celem badań prezentowanych w tekście było poznanie szkolnych doświadczeń uczniów i uczennic doznawanych podczas pandemii w obszarze relacji (z kolegami i koleżankami z klasy, z wychowawcą/wychowawczynią, nauczycielkami i nauczycielami). Problemy badawcze dotyczyły uczniowskiej oceny tych relacji i jej uwarunkowań. <b>Materiały i metody.</b> Uczestnikami badania byli uczniowie i uczennice (N=1955) w wieku od 9 do 20 lat, korzystający z dziennika elektronicznego VULCAN, uczący się w szkołach podstawowych i średnich. Zastosowano metodę sondażu diagnostycznego. Zebrane dane poddano analizie statystycznej z wykorzystaniem statystyk opisowych, analizy częstości, testów istotności różnic (test niezależności chi-kwadrat). <b>Wyniki.</b> Uczniowie i uczennice najlepiej oceniają swoje relacje z wychowawcami. Prawie 70% uważa, że były one dobre przed pandemią i takie pozostały. Ponad 25% dostrzega pogorszenie relacji z kolegami i koleżankami na skutek pandemii i edukacji zdalnej – szczególnie dziewczęta i osoby uczące się w szkołach wiejskich.
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Elbin, R. J., Anthony P. Kontos, Alicia Sufrinko, Mallory McElroy, Katie Stephenson-Brown, Samantha Mohler, Nathan R. D'Amico, and Michael W. Collins. "Motion Sickness Susceptibility and Baseline Vestibular and Ocular-Motor Performance in Adolescent Athletes." Journal of Athletic Training 54, no. 9 (September 1, 2019): 939–44. http://dx.doi.org/10.4085/1062-6050-347-18.
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Context High school athletes with a history of motion sickness susceptibility exhibit higher baseline vestibular and ocular-motor scores than those without a history of motion sickness susceptibility. Objective To examine the effects of motion sickness susceptibility on baseline vestibular and ocular-motor functioning, neurocognitive performance, and symptom scores. Design Cross-sectional study. Setting Preseason concussion testing. Patients or Other Participants A convenience sample of high school athletes (N = 308, age = 15.13 ± 1.21 years) involved in a variety of sports. Main Outcome Measure(s) Vestibular/Ocular Motor Screening, computerized neurocognitive assessment, symptom scale, and Motion Sickness Susceptibility Questionnaire-Short Form (MSSQ-S). Results Participants were categorized into 3 groups based on a median split of the scores (eg, NONE, LOW, and HIGH). The LOW (n = 95) and HIGH (n = 92) groups (ie, MSSQ-S score > 0) were 2.64 times more likely (χ21,257 = 7.94, P = .01, 95% confidence interval = 1.32, 5.26) to have baseline Vestibular/Ocular Motor Screening scores larger than the clinical cutoffs for the NONE group (n = 70). No between-groups main effects were present for the NONE (n = 52), LOW (n = 89), and HIGH (n = 90) MSSQ-S groups for verbal (F2,230 = .09, P = .91, η2 = .001) and visual (F2,230 = .15, P = .86, η2 = .001) memory, processing speed (F2,230 = .78, P = .46, η2 = .007), or reaction time (F2,230 = 2.21, P = .11, η2 = .002). The HIGH group exhibited higher total baseline symptom scores than the LOW (U = 3325.50, z = −1.99, P = .05, r = .15) and NONE (U = 1647.50, z = −2.83, P = .005, r = .24) groups. Conclusions Motion sickness should be considered a preexisting risk factor that might influence specific domains of the baseline concussion assessment and postinjury management.
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Fathia, Nurul Fitri, Ivan Hanafi, and Muhammad Rif’an. "Development of microprocessor learning media using zilog z-80 for vocational school students of electronic engineering expert program." Jurnal Pendidikan Vokasi 8, no. 3 (November 29, 2018): 238. http://dx.doi.org/10.21831/jpv.v8i3.20795.
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This development research aims to develop microprocessor learning media using Zilog Z80. The Learning Media quality is based on the following aspects: (1) media feasibility according to subject matter experts and media experts; (2) effective based on students ability test by pre test and post-test. The developed cycles and procedures refer to the ADDIE model (analysis, design, development, implementation, and evaluation). This development research produces learning media as microprocessor kits training and e-Learning namely “µProsessor” as learning support. Data analysis techniques to test the effectiveness of learning media using Paired Samples T-Test and Using a Likert scale to test the feasibility of learning media. The research results show that the feasibility of learning media is enough with a high score of above 88% and Paired Samples Test results for media effectiveness show an increase in the value of significant microprocessor capabilities. Measuring the improvement of the ability of students' microprocessors using N-gain (normalized gain). The results of the calculation of N-gain in the large group is 0.72 in the high category. Interpretation of the results of the research can be concluded that effective learning media as a learning media for microprocessors.
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Pluta, Beata, Szymon Galas, Magdalena Krzykała, and Marcin Andrzejewski. "The Motor and Leisure Time Conditioning of Young Table Tennis Players’ Physical Fitness." International Journal of Environmental Research and Public Health 17, no. 16 (August 8, 2020): 5733. http://dx.doi.org/10.3390/ijerph17165733.
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The purpose of the study was to assess the association between physical fitness and the lifestyle determinants of elite junior table tennis players. The basic anthropometric characteristics (body height and body weight) were collected of 87 Polish table tennis players (girls, n = 38 and boys, n = 49, at different stages of sport training, targeted and specialized) aged 11–17 years. The level of special fitness tests from the Table Tennis Specific Battery Test were used, assessing reaction speed and displacement speed. All eight International Physical Fitness Test trials were also used to determine the level of general fitness of the participants. Selected questions from the Health Behaviour in School-Aged Children questionnaire were asked to measure factors associated with leisure time. The findings confirm a relationship between sedentary forms of leisure time activity and the training of young players at the targeted stage (Z = −2.93, p = 0.003 school days and Z = −2.12, p = 0.034 days off). Moreover, competitors with longer training experience more often chose active forms of spending free time. Knowledge of the global physical activity undertaken by young athletes during their leisure time provides a better understanding of their individual needs and may help young table tennis players to succeed at a world-class level in the future.
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Whati, Lindiwe, Marjanne Senekal, Nelia P. Steyn, Carl Lombard, and Johanna Nel. "Development of a performance-rating scale for a nutrition knowledge test developed for adolescents." Public Health Nutrition 12, no. 10 (October 2009): 1839–45. http://dx.doi.org/10.1017/s1368980008004679.
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AbstractObjectiveThe objectives of the present study were to (i) develop and validate a norm-referenced performance-rating scale to interpret a nutrition knowledge test developed for urban adolescents and (ii) develop a prototype for other researchers to follow when developing nutrition knowledge tests.DesignFor norm development the nutrition knowledge test (questionnaire) was administered to a sample representative of the questionnaire target group, referred to as the norm group. These included 512 adolescents in grades 8 (n 158), 10 (n 149) and 12 (n 205) at three randomly selected schools in Soweto and Johannesburg. The performance scores (in percentages) obtained by the norm group were transformed to Z-scores which were categorised into stanines using established Z-score cut-off points. For validation purposes the questionnaire was completed by 148 volunteers: sixty university dietetics students, nineteen non-nutrition university students and sixty-nine primary-school teachers.ResultsAs required of an ideal norm group, the Z-scores formed a normal distribution (a bell-shaped curve). To facilitate interpretation of the results, the Z-score cut-off points for these categories were transformed back to performance scores (percentages) so that the performance of a testee could be interpreted directly from his/her performance in percentage. As is recommended, the nine stanine categories were reduced to five: very poor, fair/below average, good/average, very good/above average and excellent. The discriminatory validity of the norms was substantiated by showing that groups with known nutrition knowledge levels were rated appropriately and that the performance ratings of these groups differed significantly, with university dietetics students scoring 98·3 %, primary-school teachers 20·3 % and non-nutrition university students 31·6 %.ConclusionsThe norm-referenced performance-rating scale can be used with confidence to interpret the performance score achieved by a testee on the nutrition knowledge test developed for urban adolescents in South Africa. The methodology used in the study serves as a prototype for other researchers who are developing knowledge tests.
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Clark, Terryann, Theresa Fleming, Pat Bullen, Sue Crengle, Simon Denny, Ben Dyson, Roshini Peiris‐John, et al. "Health and well‐being of secondary school students in N ew Z ealand: Trends between 2001, 2007 and 2012." Journal of Paediatrics and Child Health 49, no. 11 (November 2013): 925–34. http://dx.doi.org/10.1111/jpc.12427.
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Hur, Yoon-Mi. "Assortative Mating for Educational Level in Parents of Public School Children (N > 7000 Individuals) in the Lagos State, Nigeria." Behavior Genetics 46, no. 4 (December 16, 2015): 596–602. http://dx.doi.org/10.1007/s10519-015-9773-z.
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Ayine, Priscilla, Vaithinathan Selvaraju, Chandra M. K. Venkatapoorna, and Thangiah Geetha. "Parental Feeding Practices in Relation to Maternal Education and Childhood Obesity." Nutrients 12, no. 4 (April 9, 2020): 1033. http://dx.doi.org/10.3390/nu12041033.
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Parental beliefs, attitudes, and feeding practices play a vital role in childhood obesity. This study aimed to assess parental perceptions, concerns about weight, feeding practices using the Child Feeding Questionnaire (CFQ), and its association with body mass index (BMI) and maternal education in elementary school children. Participants aged 6–10 years (n = 169) were recruited and anthropometric measurements were obtained. Pearson’s correlation and hierarchical linear regression analysis were used to examine the association between BMI z-score and the seven factors of the CFQ. The BMI z-score was significantly associated with parental perceived child weight and concern about child weight. The BMI z-score had a significant negative association with parents pressuring children to eat. Parents of obese children reported significantly higher (p < 0.001) levels of perceived child weight (β = 0.312) and concern (β = 0.320) about their child’s weight compared to the normal weight and overweight groups. Parents of overweight children showed considerably less (β = −0.224; p < 0.005) pressuring towards their children to eat as compared to parents of normal weight children. Additionally, we found that the parental feeding practice (pressure to eat) was only dependent upon maternal education. The path analysis indicates that maternal education has a mediating effect on BMI z-score and pressure to eat is related to BMI z-score through maternal education. The findings demonstrate the association between the parents’ perceptions, concerns, and pressure to eat with BMI z-score of elementary school-aged children. Only the parental feeding practice pressure to eat was dependent upon the maternal education.
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Mmasy, Zawadi. "69| J o u r n a l o f A d u l t E d u c a t i o n i n T a n z a n i aChallenges Facing Teenage Mothers Re-Admitted to Non-Formal Education System in Tanzania: Empirical Evidence from Learners at Wamo Open School, Morogoro Municipality." Journal of Adult Education in Tanzania 25, no. 2 (December 30, 2023): 69–89. http://dx.doi.org/10.61408/jaet2023v25i02.04.
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In Tanzania, as in many other low and middle-income countries, teenage pregnancy rates remain high, with cultural, socioeconomic and structural factors contributing to early and unintended pregnancies among adolescents. This study focused on the challenges facing teenage mothers re-admitted to non-formal education in Tanzania. The study was qualitative and employed a purposive sampling technique to select 20 participants from Wamo Open School. Data was analysedqualitatively. The findings revealed that teenage mothers re-admitted to non-formal education in Tanzania faced a myriad of challenges namely, stigma and discrimination from peers and community members, lack of financial resources, childcare responsibilities, dropout risk, and limited future opportunities. Finally, the study recommends that Wamo Open School, Morogoro Municipality should develop and implement comprehensive support services tailored to the needs of teenage mothers re-admitted to non-formal education programs. Keywords: Teenage mothers, non-formal education, challenges, re-admission, Tanzania
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Bartelink, Nina, Patricia van Assema, Maria Jansen, Hans Savelberg, and Stef Kremers. "The Moderating Role of the School Context on the Effects of the Healthy Primary School of the Future." International Journal of Environmental Research and Public Health 16, no. 13 (July 9, 2019): 2432. http://dx.doi.org/10.3390/ijerph16132432.
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Background: The current study investigated the moderating role of the school context on the effects of a Dutch health promoting school initiative on children’s health and health behaviors. Methods: The study used a mixed-methods design. The school context (n = 4) was assessed by the characteristics of the school population, teacher’s health-promoting (HP) practices, implementers’ perceived barriers, school’s HP elements, and dominating organizational issues. Outcomes included objectively assessed BMI z-scores and physical activity (PA), and parent and child-reported dietary intake. Analyses included linear mixed models (four intervention schools versus four control schools), and qualitative comparisons between intervention schools with similar HP changes. Results: Effects on outcomes varied considerably across schools (e.g., range in effect size on light PA of 0.01–0.26). Potentially moderating contextual aspects were the child’s socioeconomic background and baseline health behaviors; practices and perceived barriers of employees; and organizational issues at a school level. Conclusions: Similar HP changes lead to different outcomes across schools due to differences in the school context. The adoption of a complex adaptive systems perspective contributes to a better understanding of the variation in effects and it can provide insight on which contextual aspects to focus on or intervene in to optimize the effects of HP initiatives.
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Zambrowska, Małgorzata. "Geometria w pierwszych latach szkolnej edukacji w świetle wybranych programów nauczania i poradników metodycznych dla nauczycieli z lat 1773 – 2020." Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia 12 (December 31, 2020): 250–59. http://dx.doi.org/10.24917/20809751.12.11.
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Currently there is little geometry content in the early years of school. In my doctoral thesis Geometry in teaching children since the times of the Commission of National Education until today. Analysis of the successionof education concepts, supervised by Prof. Edyta Gruszczyk-Kolczynska, I examined how the teaching of geometry to younger children has changed since the time of KEN.In the article, I discuss curricula and methodological guide books for teachers in terms of the geometric content they cover in the first years of school education. I focus on three periods: the second half of the 19th century, the 1920s and the 1970s. These periods stand out from the others I studied n that there was a lot of geometric content in the first years of school. However, in the first one of these, the content was mainly included in the subject “drawings”, while in the others the main aim of teaching was to develop pupils’ computational skills. To a large extent, geometry has also served this purpose.
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Li, Bai, Wei Jia Liu, Peymane Adab, Miranda Pallan, Karla Hemming, Emma Frew, Rong Lin, James Martin, Wei Liu, and Kar Keung Cheng. "Cluster-randomised controlled trial to assess the effectiveness and cost-effectiveness of an obesity prevention programme for Chinese primary school-aged children: the CHIRPY DRAGON study protocol." BMJ Open 7, no. 11 (November 2017): e018415. http://dx.doi.org/10.1136/bmjopen-2017-018415.
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IntroductionChildhood obesity in China has increased more rapidly and over a shorter time period than in other countries. However, there is a paucity of rigorously developed and evaluated prevention interventions. We aim to evaluate the clinical and cost-effectiveness as well as the implementation process of a complex multicomponent intervention developed using the UK Medical Research Council (MRC) framework. This study provides one of the first examples of rigorous development and evaluation of a childhood obesity prevention programme in a non-western population using the MRC methods.Methods and analysisA cluster-randomised controlled trial in 40 primary schools in Guangzhou, China, including children aged 6–7 years at baseline. Schools will be randomly allocated to either the usual practice (n=20) or intervention arm (n=20). The 12-month intervention consists of four components targeting diet and physical activity behaviours in and outside school, with family involvement. The primary objective is to compare the difference in mean body mass index (BMI) z-score between the intervention and control arms at the end of the intervention (starting March/April 2017). A sample size of 1640 pupils recruited from 40 schools is sufficient to detect a difference of 0.17 units in the mean BMI z-score with a power of 80% (ICC=0.01. ICC, intraclass correlation coefficient) and a significance level of 5%. Treatment effects will be tested using a mixed linear model in STATA adjusting for the child baseline BMI z-score and clustering by school. All analyses will be by intention to treat. Secondary analyses will additionally adjust for prespecified school-level and child-level covariates. The incremental cost-effectiveness ratio for the intervention versus usual practice will be ‘cost per quality-adjusted life year (QALY)’. Cost per change in BMI z-score will also be assessed. A range of methods will be used to evaluate intervention implementation, mechanisms of impact and contextual factors.Ethics and disseminationEthical approval was obtained from the Life and Health Sciences Ethical Review Committee at the University of Birmingham and the Ethical Committee of Guangzhou Centre for Disease Control and Prevention. The primary, secondary, process evaluation and economic evaluation results of the trial will be disseminated through relevant international peer-reviewed journals and conferences.Trial registration numberISRCTN11867516; Pre-results.
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Adab, Peymane, Timothy Barrett, Raj Bhopal, Janet E. Cade, Alastair Canaway, Kar Keung Cheng, Joanne Clarke, et al. "The West Midlands ActiVe lifestyle and healthy Eating in School children (WAVES) study: a cluster randomised controlled trial testing the clinical effectiveness and cost-effectiveness of a multifaceted obesity prevention intervention programme targeted at children aged 6–7 years." Health Technology Assessment 22, no. 8 (February 2018): 1–608. http://dx.doi.org/10.3310/hta22080.
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BackgroundSystematic reviews suggest that school-based interventions can be effective in preventing childhood obesity, but better-designed trials are needed that consider costs, process, equity, potential harms and longer-term outcomes.ObjectiveTo assess the clinical effectiveness and cost-effectiveness of the WAVES (West Midlands ActiVe lifestyle and healthy Eating in School children) study intervention, compared with usual practice, in preventing obesity among primary school children.DesignA cluster randomised controlled trial, split across two groups, which were randomised using a blocked balancing algorithm. Schools/participants could not be blinded to trial arm. Measurement staff were blind to allocation arm as far as possible.SettingPrimary schools, West Midlands, UK.ParticipantsSchools within a 35-mile radius of the study centre and all year 1 pupils (aged 5–6 years) were eligible. Schools with a higher proportion of pupils from minority ethnic populations were oversampled to enable subgroup analyses.InterventionsThe 12-month intervention encouraged healthy eating/physical activity (PA) by (1) helping teachers to provide 30 minutes of additional daily PA, (2) promoting ‘Villa Vitality’ (interactive healthy lifestyles learning, in an inspirational setting), (3) running school-based healthy cooking skills/education workshops for parents and children and (4) highlighting information to families with regard to local PA opportunities.Main outcome measuresThe primary outcomes were the difference in body mass index z-scores (BMI-zs) between arms (adjusted for baseline body mass index) at 3 and 18 months post intervention (clinical outcome), and cost per quality-adjusted life-year (QALY) (cost-effectiveness outcome). The secondary outcomes were further anthropometric, dietary, PA and psychological measurements, and the difference in BMI-z between arms at 27 months post intervention in a subset of schools.ResultsTwo groups of schools were randomised: 27 in 2011 (n = 650 pupils) [group 1 (G1)] and another 27 in 2012 (n = 817 pupils) [group 2 (G2)]. Primary outcome data were available at first follow-up (n = 1249 pupils) and second follow-up (n = 1145 pupils) from 53 schools. The mean difference (MD) in BMI-z between the control and intervention arms was –0.075 [95% confidence interval (CI) –0.183 to 0.033] and –0.027 (95% CI –0.137 to 0.083) at 3 and 18 months post intervention, respectively. The main analyses showed no evidence of between-arm differences for any secondary outcomes. Third follow-up included data on 467 pupils from 27 G1 schools, and showed a statistically significant difference in BMI-z (MD –0.20, 95% CI –0.40 to –0.01). The mean cost of the intervention was £266.35 per consented child (£155.53 per child receiving the intervention). The incremental cost-effectiveness ratio associated with the base case was £46,083 per QALY (best case £26,804 per QALY), suggesting that the intervention was not cost-effective.LimitationsThe presence of baseline primary outcome imbalance between the arms, and interschool variation in fidelity of intervention delivery.ConclusionsThe primary analyses show no evidence of clinical effectiveness or cost-effectiveness of the WAVES study intervention. A post hoc analysis, driven by findings at third follow-up, suggests a possible intervention effect, which could have been attenuated by baseline imbalances. There was no evidence of an intervention effect on measures of diet or PA and no evidence of harm.Future workA realist evidence synthesis could provide insights into contextual factors and strategies for future interventions. School-based interventions need to be integrated within a wider societal framework and supported by upstream interventions.Trial registrationCurrent Controlled Trials ISRCTN97000586.FundingThis project was funded by the National Institute for Health Research (NIHR) Health Technology Assessment programme and will be published in full inHealth Technology Assessment; Vol. 22, No. 8. See the NIHR Journals Library website for further project information.
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Ateeque, Adan, Sidrah Shabbir, Taha Nadeem, Hira Zubair, and Zainab Khizar. "Prevalence of Flatfoot in School-Going Children, Lahore." Journal of Health and Rehabilitation Research 4, no. 2 (May 13, 2024): 745–49. http://dx.doi.org/10.61919/jhrr.v4i2.898.
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Background: Flatfoot is characterized by a reduced medial longitudinal arch height and can be flexible or fixed, congenital, or acquired. It can influence physical activity and mood in children, and its prevalence varies widely among different populations. Objective: To determine the prevalence of flatfoot among school-going children aged 7-15 years in Lahore, Pakistan, and to assess its distribution across different age groups and genders. Methods: A cross-sectional study was conducted over six months at Dar-e-Arqam School, Westwood campus, Lahore. The sample size of 106 was calculated using the formula { n = Z^2 P(1-P) / d^2 } with a 16% expected prevalence, 7% precision, and Z value of 1.96. Non-probability sampling was used. Inclusion criteria were children aged 7-15 years of both genders, excluding those with fractures, congenital deformities, or a history of ankle sprain. Footprints were obtained using ink-impregnated pads, and the Chippaux-Smirak index (CSI) was used to diagnose and grade flatfoot. Data were analyzed using SPSS version 25, with descriptive statistics presented as frequencies and percentages. Results: The prevalence of flatfoot among the children was 40.6%, with 4 cases of unilateral flatfoot (3.8%) and 39 cases of bilateral flatfoot (36.7%). Normal arches were found in 62 children (58.5%), and 1 child (0.9%) had a high arch. Among those with flatfoot, 17 had grade 1 flatfoot (16.0%), 12 had grade 2 flatfoot (11.3%), and 14 had grade 3 flatfoot (13.2%). The highest prevalence of flatfoot was observed in the 7-9 years age group (23 cases), while the 13-15 years group had the highest number of normal arches (29 cases). There was no significant difference in the prevalence of flatfoot between genders. Conclusion: Flatfoot is relatively common among children in Lahore, with a prevalence of 40.6%. The condition's prevalence decreases with age, and no significant gender differences were observed. Further research should include a larger sample size, random sampling, and assessment of symptomatic aspects to enhance understanding.
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Navti, Lifoter K., and Brice U. S. Foudjo. "10-Year Changes in Adiposity in Cameroon School-Age Children: Evidence for Increasing Central Adiposity and Higher Adiposity Levels in Tallest-for-Age Children." Journal of Obesity 2021 (October 15, 2021): 1–8. http://dx.doi.org/10.1155/2021/6866911.
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Objective. To examine changes in measures of adiposity and determine the prevalence of excess adiposity in relation to height in school children between 2010 and 2020. Methods. 5–12-year-old urban school-age children participated in two cross-sectional surveys in 2010 (n = 1274) and 2020 (n = 1550). Standard procedures were used for anthropometric measurements. Changes in BMI, waist circumference (WC), and waist-to-height ratio (WHtR) and the corresponding proportions of children with excess adiposity were analyzed and adjusted for design variables (class and school type) and age. Children were classified according to quartiles of height z-score and prevalence of excess adiposity estimated across each quartile. Results. There was a 2.4% and 3.3% increase in adjusted mean BMI and WC, respectively, between 2010 and 2020. The prevalence of central overweight/obesity (WC) and WHtR ≥ 0.5 increased by 7.3% (X2 = 27.151, p < 0.001 ) and 5.3% (X2 = 26.117, p < 0.001 ), respectively, between the two surveys except BMI overweight/obesity. The odds of excess adiposity significantly increased in 2020 for central overweight/obesity (WC) (OR 2.8, 95% CI 2.0–3.6) and WHtR ≥ 0.5 (OR 1.8, 95% CI 1.3–2.4) and not for BMI overweight/obesity (OR 1.3, 95% CI 0.8–1.7). The prevalence of BMI overweight/obesity significantly increased from 33% in 2010 to 51.5% in 2020 in the fourth quartile of height z-score (X2 = 19.198, p < 0.001 ). Similarly, the prevalence of central overweight/obesity (WC) significantly increased from 23.5% in 2010 to 42.4% in 2020 in the fourth quartile of height z-score (X2 = 18.733, p < 0.001 ). Conclusion. Central overweight/obesity has increased more than BMI overweight/obesity over the last decade. Children with a higher height-for-age tend to accumulate more adiposity. Objective monitoring of adiposity levels and height of children is needed in future to identify groups for targeted intervention and prevention of chronic diseases.
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Domoradzki, Stanisław. "O spotkaniach Andrzeja Pelczara z matematykami francuskimi w roku akademickim 1967/68." Studia Historiae Scientiarum 19 (September 30, 2020): 489–504. http://dx.doi.org/10.4467/2543702xshs.20.015.12571.
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W artykule przybliżamy pobyt A. Pelczara (1937–2010) we Francji i jego spotkania z matematykami pracującymi i goszczącymi w prestiżowym Institut des hautes études scientifiques w Bures-sur-Yvette (IHÉS) i Université Paris XI (Faculté des Sciences d’Orsay). Przyszły twórca krakowskiej szkoły układów dynamicznych miał okazję spotkać, m.in. następujących matematyków: M. Artin, A. Grothendieck, N. Kuiper, B. Malgrange, J. Mather, P. Deligne, R. Thom, Ch. Zeeman. Artykuł powstał dzięki wspomnieniom współuczestnika pobytu we Francji – Jacka Bochnaka, dzisiaj znanego profesora Vrije Universiteit Amsterdam. On Andrzej Pelczar’s meetings with French mathematicians in the academic year 1967/68 The article familiarizes the readers with the stay of A. Pelczar (1937–2010) in France and his encounters with mathematicians working and staying in the prestigious Institut des Hautes Études Scientifiques in Bures-sur-Yvette (IHÉS) and Université Paris XI (Faculté des Sciences d’Orsay). The future founder of the Kraków school of dynamical systems had an opportunity to meet the following mathematicians, among others: M. Artin, A. Grothendieck, N. Kuiper, B. Malgrange, J. Mather, P. Deligne, R. Thom, Ch. Zeeman. The article was written thanks to the memories of Jacek Bochnak, the companion of Pelczar in France, nowadays a renowned professor of the Vrije Universiteit Amsterdam.
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Garden, Elizabeth Mairenn, Miranda Pallan, Joanne Clarke, Tania Griffin, Kiya Hurley, Emma Lancashire, Alice J. Sitch, Sandra Passmore, and Peymane Adab. "Relationship between primary school healthy eating and physical activity promoting environments and children’s dietary intake, physical activity and weight status: a longitudinal study in the West Midlands, UK." BMJ Open 10, no. 12 (December 2020): e040833. http://dx.doi.org/10.1136/bmjopen-2020-040833.
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ObjectiveWe aimed to examine the association between food and physical activity environments in primary schools and child anthropometric, healthy eating and physical activity measures.DesignObservational longitudinal study using data from a childhood obesity prevention trial.SettingState primary schools in the West Midlands region, UK.Participants1392 pupils who participated in the WAVES (West Midlands ActiVe lifestyle and healthy Eating in School children) childhood obesity prevention trial (2011–2015).Primary and secondary outcome measuresSchool environment (exposure) was categorised according to questionnaire responses indicating their support for healthy eating and/or physical activity. Child outcome measures, undertaken at three time points (ages 5–6, 7–8 and 8–9 years), included body mass index z-scores, dietary intake (using a 24-hour food ticklist) and physical activity (using an Actiheart monitor over 5 days). Associations between school food and physical activity environment categories and outcomes were explored through multilevel models.ResultsData were available for 1304 children (94% of the study sample). At age 8–9 years, children in 10 schools with healthy eating and physical activity-supportive environments had a higher physical activity energy expenditure than those in 22 schools with less supportive healthy eating/physical activity environments (mean difference=5.3 kJ/kg body weight/24 hours; p=0.05). Children in schools with supportive physical activity environments (n=8) had a lower body mass index z-score than those in schools with less supportive healthy eating/physical activity environments (n=22; mean difference=−0.17, p=0.02). School food and physical activity promoting environments were not significantly associated with dietary outcomes.ConclusionsSchool environments that support healthy food and physical activity behaviours may positively influence physical activity and childhood obesity.Trial registration numberISRCTN97000586.
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Mensink-Bout, Sara M., Trudy Voortman, Marsela Dervishaj, Irwin K. M. Reiss, Johan C. De Jongste, Vincent W. V. Jaddoe, and Liesbeth Duijts. "Associations of Plasma Fatty Acid Patterns during Pregnancy with Respiratory and Allergy Outcomes at School Age." Nutrients 12, no. 10 (October 7, 2020): 3057. http://dx.doi.org/10.3390/nu12103057.
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Fatty acids might play a role in asthma and allergy development as they can modulate immune responses. We examined among 4260 mother-child pairs participating in a population-based cohort the associations of maternal plasma fatty acid patterns during pregnancy with a child’s respiratory and allergy outcomes at school-age. In mid-pregnancy, 22 individual fatty acids were measured from maternal blood. Three patterns were previously identified by principal component analysis: A ‘high n-6 polyunsaturated fatty acid (PUFA)’, a ‘monounsaturated and saturated fatty acid’, and a ‘high n-3 PUFA’ pattern. At the age of 10 years, a child’s lung function was assessed by spirometry, current asthma and physician-diagnosed inhalant allergy by questionnaire, and inhalant allergic sensitization by skin prick tests. A higher ‘high n-6 PUFA’ pattern was associated with a higher forced expiratory volume in 1 s/forced vital capacity and forced expiratory flow after exhaling 75% of forced vital capacity (Z-score difference (95% CI) 0.04 (0, 0.07) and 0.04 (0.01, 0.07), respectively, per SD increase in the fatty acid pattern). We observed no associations of maternal fatty acid patterns with a child’s asthma or allergy outcomes. Our results showed limited associations of maternal patterns of high n-6 PUFA concentrations in pregnancy with a better lung function in school-aged children.
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Stern, Walter C. "Douglas N. Harris. Charter School City: What the End of Traditional Public Schools in New Orleans Means for American Education Chicago: University of Chicago Press, 2020. 352 pp." History of Education Quarterly 61, no. 2 (April 27, 2021): 265–67. http://dx.doi.org/10.1017/heq.2021.16.
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Hume, Hannah, and Gregory Perreault. "Media and Mass Shootings: Field Theory in CNN News Coverage of the Columbine High School and Parkland High School Mass Shootings." Electronic News, June 30, 2022, 193124312211113. http://dx.doi.org/10.1177/19312431221111380.
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Through discourse analysis, this article seeks to compare the cable news coverage of the Columbine High School shooting and the Marjory Stoneman Douglas High School shooting (n = 81) in the first two days of coverage using field theory, with CNN broadcast transcripts as the unit of analysis. The research showed that the shooter was the dominant shaping force in the CNN discourse in both school shooting events.
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Trevorrow, Paul, and Douglas N. Robinson. "An interview with Douglas N. Robinson—Johns Hopkins School of Medicine, Baltimore, Maryland, USA." Cytoskeleton, December 16, 2023. http://dx.doi.org/10.1002/cm.21817.
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López-Rodríguez, Lucía, Marisol Navas, Isabel Cuadrado, and Moshe Tatar. "Adjustment Outcomes of Native and Immigrant Youth in Spain: A Mediation Model." Spanish Journal of Psychology 21 (2018). http://dx.doi.org/10.1017/sjp.2018.19.
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AbstractThis work proposes a conceptual model of psychological adjustment of native and immigrant adolescents who live in Spain. Psychological adjustment was expected to mediate between perceived family support and adolescents’ school adjustment and problem behaviors. Spanish adolescents (n = 156) and immigrant adolescents (n = 137) filled out a self-report questionnaire regarding their perceived family support, psychological adjustment (i.e., self-esteem and life satisfaction), school adjustment, and problem behaviors. Structural Equation Modeling (SEM) was used to examine the relational patterns among these variables. The specific model –with psychological adjustment mediating between family support and school adjustment (z = 2.70, β = .21, p = .007 for Spanish adolescents, and z = 2.42, β = .16, p = .015 for immigrant adolescents), and school adjustment mediating between psychological adjustment and problem behaviors (z = –2.51, β = –.14, p = .012 for Spanish adolescents, and z = –2.01, β = –.11, p = .044 for immigrant adolescents) was confirmed for both samples. An implication of this study is the relevance of adolescents’ family support to their well-being, and the mediating role of psychological adjustment between family support and school adjustment.
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Harada, Kenji, and Yukiko Harada. "Abstract 13020: Obesity-related Vascular Functional Change Becomes Apparent in Early Childhood." Circulation 142, Suppl_3 (November 17, 2020). http://dx.doi.org/10.1161/circ.142.suppl_3.13020.
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Background: Obesity is associated with structural and functional changes in the artery, but there is little information when arterial dysfunction begins to appear. The purpose of this study is to investigate the relationship between body mass index (BMI) z-score and arterial function from childhood to adolescence. Methods: Echocardiography was performed in 779 healthy children. Subjects were divided into 3 age groups: pre-school children group, 4 to 6 year (n =236); school children group, 7 to 12 years (n = 385); adolescents group, 13 to 20 years (n = 158). Stroke volume was calculated using aortic diameter and pulsed Doppler velocity profile. SV was indexed for body surface area (SVI). Effective arterial elastance (Ea) was estimated by end-systolic pressure/SVI and total arterial compliance (Ca) by pulse pressure/SVI. Quantitative B-mode ultrasound scans were used to measure intima-media thickness and diameters of the common carotid artery. Results: Intima-media thickness of carotid artery did not change with BMI z-score in the pre-school and school children groups (r = 0.09 and 0.11, p > 0.05, respectively), but a weak but significant correlation between intima-media thickness of carotid artery and BMI z-score was found in the adolescents group (r = 0.20, p < 0.05). In the pre-school children group, Ea and Ca did not correlate with BMI z-score, but there were significant relationships between BMI z-score and Ea and Ca in the school children (r = 0.27 and 0.16, p < 0.01, respectively) and in the adolescents groups (r = 0.38 and 0.29, p < 0.01, respectively). The slope of the relationship between BMI z-score and Ea in the adolescents group was significantly steeper compared with the school children group (p<0.05). Conclusion: Obesity-related arterial functional changes begin to appear in younger school children, however, remodeling of the common carotid artery is not yet present. With advancing age, negative effects of obesity on vascular functional and morphological changes become apparent. Our findings suggest that primary prevention programs should be initiated in early childhood.