Relevant bibliographies by topics / Year 8 boys

Academic literature on the topic 'Year 8 boys'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Year 8 boys"

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Bland, Justin R., and Kenneth R. Turley. "Post-exercise Blood Pressure In 8-10 Year Old Boys." Medicine & Science in Sports & Exercise 48 (May 2016): 1015. http://dx.doi.org/10.1249/01.mss.0000488054.41569.4b.

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Bland, Justin R., and Kenneth R. Turley. "Post-Exercise Blood Pressure In 8-10 Year Old Boys." Medicine & Science in Sports & Exercise 49, no. 5S (May 2017): 904. http://dx.doi.org/10.1249/01.mss.0000519457.07865.97.

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Zubal, M., and I. Raitarovska. "Statistical interconnections between the increment of 7–8-year-old boys’ physical qualities of different somatotypes." This bulletin of the Kamianets-Podilskyi National Ivan Ohiienko University. Physical education, Sport and Human Health, no. 13 (August 15, 2019): 23–28. http://dx.doi.org/10.32626/2227-6246.2019-13.23-28.

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Capaldi, Deborah M. "Co-occurrence of conduct problems and depressive symptoms in early adolescent boys: II. A 2-year follow-up at Grade 8." Development and Psychopathology 4, no. 1 (January 1992): 125–44. http://dx.doi.org/10.1017/s0954579400005605.

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AbstractThe current study examines outcomes at Grade 8 for boys who, at Grade 6, displayed elevated, though not necessarily clinical, levels of conduct problems and depressive symptoms. An at-risk community sample of 203 early adolescent boys in the Oregon Youth Study, a multimethod/multiagent study, was divided into the following groups at Grade 6: (a) co-occurring conduct problems and depressed mood, (b) conduct problems only, (c) depressed mood only, and (d) neither problem. The four groups were compared at Grade 8 on family management and boy's adjustment, using multivariate analyses of variance. The groups were compared also on relationships with parents, delinquency, and suicidal ideation. As hypothesized, conduct problems showed higher stability than depressive symptoms from Grade 6 to Grade 8. The conduct-problem-only boys and boys with co-occurring conduct problems and depressive symptoms continued to show considerable adjustment deficits at Grade 8, whereas boys with only depressive symptoms showed some improvement. The co-occurring group showed elevated levels of suicidal ideation. As hypothesized, conduct problems at Grade 6 were predictive of increases in depressed mood by Grade 8, but depressed mood was not predictive of an increase in the conduct problems measure. Results are consistent with a failure model whereby lack of skill and noxious behavior lead to pervasive failures and vulnerability to depressed mood.
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Aucouturier, Julien, Nordine Lazaar, Eric Doré, Martine Meyer, Sebastien Ratel, and Pascale Duché. "Cycling peak power in obese and lean 6- to 8-year-old girls and boys." Applied Physiology, Nutrition, and Metabolism 32, no. 3 (March 2007): 367–71. http://dx.doi.org/10.1139/h06-114.

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The purpose of this study was to investigate the possible effect of the difference in percentage body fat (%BF) and fat-free mass (FFM) on cycling peak power (CPP) in 6- to 8-year-old obese and lean untrained girls and boys. Obese (35 girls, 35 boys) and lean (35 girls, 35 boys) children were measured for obesity, %BF, calculated from skinfold measurements. FFM was calculated as body mass (BM) minus body fat. A force–velocity test on a cycle ergometer was used to measure CPP. CPP was related to anthropometric variables using standard and allometric models. CPP in absolute terms was higher in obese children than in lean children irrespective of gender. BM-related CPP was significantly lower in obese children than in lean ones, whereas no effect of obesity appeared on FFM-related CPP. Velocity at CPP (Vopt) was significantly lower and force at CPP (Fopt) was significantly higher in girls than in boys. Muscle power production was unaffected by obesity in children. Low BM-related CPP could explain the difficulty of taking up physical activities that are body-mass related in obese children. Gender difference for Vopt and Fopt shows that girls and boys may have different maturation patterns affecting CPP.
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Iermakov, Sergii, Olha Ivashchenko, and Oleksandr Khomiakov. "Gender-Related Peculiarities of Motor Fitness of 8-Year-Old Schoolchildren." Journal of Learning Theory and Methodology 1, no. 2 (October 30, 2020): 75–81. http://dx.doi.org/10.17309/jltm.2020.2.05.

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The purpose of the study was to identify gender-related peculiarities of motor fitness of 8-year-old schoolchildren. Materials and methods. The study participants were 82 8-year-old schoolchildren (girls – 40, boys – 42). The children and their parents were informed about all the features of the study and gave their consent to participate in the experiment. The study used the following research methods: analysis of scientific and methodological literature, pedagogical observations, testing of motor fitness, probabilistic approach to assessing the learning process, methods of mathematical statistics. In the experiment, the study controlled the level of proficiency in the following exercises: shoulderstand, bridge from supine position, one leg swing upward circle. Results. In the girls and boys, the differences in the development level of movement coordination of individual parts of the body and vestibular stability are not statistically significant. The 8-year-old boys have a statistically significantly higher level of development of strength, speed strength, speed, endurance and a higher level of proficiency in acrobatic and gymnastic exercises than girls. Conclusions. A canonical discriminant function can be used to classify the gender-related peculiarities of motor fitness of 8-year-old schoolchildren. A discriminant analysis revealed the indicators that have the greatest weight in assessing the gender-related peculiarities of motor fitness of 8-year-old schoolchildren. They include the level of relative strength of shoulder flexors, speed strength, endurance, and the level of proficiency in shoulderstand.
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Escalante, Yolanda, Karianne Backx, and M. Saavedra. "Relationship Between Break-Time Physical Activity, Age, and Sex in a Rural Primary Schools, Wales, UK." Journal of Human Kinetics 40, no. 1 (March 1, 2014): 227–34. http://dx.doi.org/10.2478/hukin-2014-0024.

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Abstract The aim of this study was to examine the physical activity during the break-times of primary school children in rural areas, and its relationship with age and sex. 380 children (192 boys and 188 girls; age=9.5±1.1 years) participated in the study. Break-time physical activity in the morning and lunch breaks was measured by accelerometry. An ANOVA was used to determine differences by sex in each age group, together with the respective confidence intervals and effect sizes. The results showed that 8-year-olds performed more physical exercise than 11-year-olds during the two breaks (p=0.005). For the boys, the 8-year-olds did more physical activity than the 10-year-olds, while, for the girls, those aged 8 and 9 years did more PA than girls aged 11 years (p<0.001). The only difference between boys and girls was for the 10-year-olds (p=0.043), with the boys doing more physical activity. Teachers might find it useful to take these findings into account to design physical activity programmes aimed at increasing the playground physical activity of older children.
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Willner, Alexandra H. "Behavioural deficiencies of aggressive 8–9 year old boys: An observational study." Aggressive Behavior 17, no. 3 (1991): 135–54. http://dx.doi.org/10.1002/1098-2337(1991)17:3<135::aid-ab2480170303>3.0.co;2-e.

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Zayneev, M. M., N. I. Ziyatdinova, and T. L. Zefirov. "Peculiarities of the functional state of external respiration of primary school children during adaptation to different efforts." Kazan medical journal 93, no. 1 (February 15, 2012): 89–92. http://dx.doi.org/10.17816/kmj2154.

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Aim. To study the peculiarities of external respiratory functioning in boys of 8, 9 and 10 years in various periods of the academic year at rest, after a dosed dynamic and static loads. Methods. Examined were 38 practically healthy boys with an average level of physical development. Observation was conducted in three age groups of boys: 8, 9 and 10 years. The functional state of the respiratory system was assessed by the magnitude of lung volumes and ventilation parameters. The test with an isometric load was performed in a sitting position by squeezing a dynamometer in the left hand with a force equal to 50% of the maximal effort produced within 1 min. Results. In the 8-year-old boys noted was the tension of the functional state of the respiratory system at the beginning of the academic year. By the year of the end, the static load causes a decrease of the reserves of external respiration and static lung volumes, and an increase of the frequency component. In the 9-year-old boys at all study periods the static load leads to less favorable shifts in the respiration parameters in comparison with the dynamic load. In the 10-year-old boys at the beginning of the academic year both types of loads lead to adverse shifts of the parameters of external respiration, by the middle of the year adaptive capacities of the respiratory system become optimized. Conclusion. Local static load causes adverse shifts in the respiratory system of the primary school children, accompanied by a decrease in efficiency of the ventilation function of the lungs and by adverse reaction of the parameters of biomechanics.
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Falk, Bareket, and Guy Mor. "The Effects of Resistance and Martial Arts Training in 6- to 8-Year-Old Boys." Pediatric Exercise Science 8, no. 1 (February 1996): 48–56. http://dx.doi.org/10.1123/pes.8.1.48.

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The purpose of the present study was to determine the effect of a 12-week training program on the motor performance of 6- to 8-year-old prepubertal boys (n = 14). Each subject participated in a 40-min session twice a week, which included three sets of upper body strength exercises (1 to 15 repetitions/set), unregimented lower body strength exercises, coordination, balance, and martial arts skills. The control group included 15 prepubertal boys in the same age range. All subjects were pre- and posttested on 20-s sit-ups, seated ball put, standing broad jump, sit-and-reach flexibility, 6 × 4-m shuttle run, and a coordination task. The experimental group improved significantly (p < .05) more than the control group in the sit-ups and in the long jump. Both groups improved (p < .05) in the coordination task. No significant changes were observed in body weight, seated ball put, flexibility, and shuttle run. A twice-weekly training program seems to improve performance in selected motor tasks in 6- to 8-year-old boys.
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Dissertations / Theses on the topic "Year 8 boys"

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Rittenhouse, Melissa A. "The effect of peer influence on the amount of physical activity performed in 8-12 year old boys." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227294426.

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Thesis (Ph.D.)--Kent State University, 2008.
Title from PDF t.p. (viewed Jan. 5, 2010). Advisor: Jacob Barkley. Keywords: Peer Influence; children; physical activity; overweight. Includes bibliographical references (p. 96-108).
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Clarke, Christopher Carlyle. ""Girls play with dolls and boys play with soldiers" : examining teachers and parents' gender beliefs and the gender identity of 8-10 year old Jamaican boys." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002560.

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Clarke, Christopher Carlyle. "“Girls Play with Dolls and Boys Play with Soldiers”: Examining Teachers and Parents' Gender Beliefs and the Gender Identity of 8-10 Year Old Jamaican Boys." Scholar Commons, 2007. https://scholarcommons.usf.edu/etd/180.

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This multi-case ethnographic study examined the gender beliefs of two teachers and 12 parents and the gender identity of thirty 8-10 year old boys in two primary schools in Jamaica. The study was conducted against the background of gross underachievement among Jamaican boys and the research literature pointing to gender socialization as a factor in the declining results and interest in academic studies. Through 10 weeks of observations, interviews and focus group discussions answers were sought for the following questions: 1. What beliefs do teachers hold about gender? 2. What beliefs do parents hold about gender? 3. What are boys' perceptions of their gender identity? From the data collected it was revealed that teachers' expressed beliefs was not always consistent with their classroom practices; teachers traditional methods even though recognising that girls and boys have different learning styles; boys arrived at school far less prepared to work than girls; they were more likely to be off task than were girls; they identified strongly and early with traditional masculinity in the process devaluing anything feminine; parents, particularly mothers felt powerless to change the attitudes of boys towards school work; they allow their boys far more latitude to play at home and in many instances failed to help them develop a sense of responsibility. Parents held traditional gender beliefs guided mostly by religious teachings. In the matter of careers however, they were prepared to allow their sons to work in traditional female careers. The findings suggest the need for a radical redefinition of what it means to be masculinity, one which will allow boys to embrace feminine values and attitudes. The central education authorities in Jamaica need a clear gender policy for schools; schools need to work closer with parents for a greater level of consistency in the socialization of boys. Finally, teacher preparation programmes need to pay more than lip service to gender in the education process. Teachers in training need to understand that their socialization practices are driven by their beliefs and impact the development of boys and girls' identities.
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McGoran, Neil Alexander, and res cand@acu edu au. "Making “Magic”: an exploration of the relationship between teacher leadership and boys’ academic motivation in the Year 8 classroom at a Catholic school." Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp85.09042006.

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This research explored the understandings and perceptions of teacher leadership in the Year 8 classroom, as expressed by teachers and students at a Catholic school, and the relationship between this leadership and boys’ academic motivation. The researcher assumed that the classroom is an organisation (Cheng, 1994) where all teachers, perhaps even unknowingly (Crowther, 1996), exercise leadership and, furthermore, that this leadership results in positively influencing boys’ willingness to learn. The research was targeted at Year 8, the first year of high school in South Australia, because academic motivation is considered most problematic during and after transition into high school (Maehr & Midgley, 1991). The research was interpretivist, with symbolic interactionism as the theoretical perspective. The methodology adopted was case study, and data were collected using: a) Focus group interviews with eight members of the Year 8 ‘core’ teaching team on issues pertaining to teacher leadership in the classroom and how this positively influences boys’ academic motivation. b) A survey questionnaire about academic motivation, distributed to thirty-nine specially identified Year 8 students. c) Interviews with five key Year 8 student informants about teacher leadership and its impact on boys’ academic motivation. Data were analysed using a “general analytic strategy” (Yin, 1994, p.102), which included the adoption of a method of “successive approximation” (Neumann, 1997, p.427). Five categories of teacher leadership in the Year 8 classroom were identified: service; authenticity; transformation; empowerment; and community. The research also established that each category involves an array of qualities that help teacher leaders strengthen relationships in the classroom, and a set of actions that enable teacher leaders to help boys complete classroom tasks. Further, results indicate that by strengthening relationships and supporting boys to complete tasks, teacher leaders positively influence boys’ academic motivation. In addition, the research presents a framework for understanding and discussing the relationship between teacher leadership and boys’ academic motivation. This framework draws attention to the relational qualities and task specific strategies in each category of classroom leadership that positively influence boys’ academic motivation.
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Allsop, Susan. "Acute appetite, energy intake and physical activity levels of 8 to 11 year-old boys in response to active video gaming." Thesis, Northumbria University, 2015. http://nrl.northumbria.ac.uk/29619/.

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There is evidence that physical activity (PA) levels are declining in English children. Sedentary screen based media activities, including computer use and video game play have been linked to low PA levels and unhealthy energy intake (EI). These behaviours appear to be particularly prevalent in boys during mid-to-late childhood. Recent laboratory-based studies have found active video games can increase children’s energy expenditure (EE) and PA levels to moderate to vigorous levels, in comparison to matched conditions such as resting and seated video game play and so could increase children’s PA. However, the previous active video gaming studies have utilised various protocols that probably do not accurately reflect the real life active video gaming practices of children. Recently it has been established that there is EI in adolescents during active video gaming. If this is so, the EI during active video gaming could potentially counteract the EE from active video game play. The purpose of this thesis therefore, was to establish the acute appetite, EI and PA responses to active video gaming, in 8-11 y boys. There is sparse information regarding the habitual active video gaming behaviours of children during mid-to-late childhood. Consequently, in study one a questionnaire was designed specifically, to understand the real-life active video gaming practices of 40 7-11 yr-olds. By utilising the survey findings, in study two an acute intervention was designed to investigate the subjective appetite sensations (hunger, prospective food consumption and fullness), EI and PA in response to active video gaming in 21 8-11 yr-old boys. Each boy completed four individual 90 min gaming bouts in a randomised order which were; 1) seated video gaming no food or drinks, 2) active video gaming no food or drinks, 3) seated video gaming, food and drinks offered ad libitum and 4) active video gaming, food and drinks offered ad libitum. The study determined that there were no differences in acute sensations of hunger, prospective food consumption and fullness, or EI (MJ) between the seated and active video gaming bouts during which foods and drinks were offered ad libitum (bouts 3 and 4). Physical activity levels due to active video gaming were light and from seated video gaming were sedentary. Energy intake during both bouts was greater than the estimated EE, thus producing a positive relative energy balance state in the boys. As subjective appetite findings did not explain the high EI during both seated and active video gaming, the objective study of appetite was necessary. A previous adult study had established good reproducibility in GLP-17-36, glucagon, leptin and insulin by using the less invasive fingertip capillary sampling. Since fingertip capillary sampling had not been utilised to measure plasma concentrations of the above mentioned hormones in children during gaming, in study three, preliminary testing established good reliability for fasting plasma GLP-17-36 and blood glucose in 8- 11 yr-old boys. Enabling study three to compare acute satiety related signalling, subjective appetite, EI and PA in 21 8-11 yr-old boys, in response to one bout of active video gaming and one bout of seated video gaming, during which food and drinks were offered ad libitum. The satiety-related signals, namely plasma GLP-17-36 and blood glucose were measured alongside subjective appetite sensations and EI during active and seated video game play and in a post-gaming test meal. A significant increase in glucose showed the boys had consumed a greater proportion of carbohydrate (CHO) during active video gaming. However, as more total energy was consumed during seated video gaming, and plasma GLP-17-36 was higher during active video gaming, according to the ‘glucostatic theory’, there may have been a satiety response. The satiety signals may not have been strong enough to override the hedonic response to food intake, especially as fullness sensations were higher during active video gaming. Physical activity levels were light due to active video gaming and sedentary from seated video gaming and so on cessation of both bouts, the relative energy balance of the boys was positive. The positive relative energy balance state was then not compensated for by a reduction in EI in a post-gaming test meal. Instead, the additional EI resulted in an increase in the positive relative energy balance state, of the 8-11 yr-old boys. The overall findings of this thesis established that EI appears to be commonplace in the majority of 8-11 yr-old children during active video gaming. Parents should encourage their children to play active, rather than seated video games to reduce sedentary time and also discourage EI during game play.
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Clelland, Tracy Julia. "“I’ll do it from the top, like popular/cool, in-between/normal, loser and nerd” Factors that influence the emotional wellbeing of a group of Year 8 boys from one Christchurch intermediate school." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/5443.

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There is a developing international understanding of the relationship between gender, wellbeing and educational outcomes. Wellbeing influences students’ abilities to learn and emotional wellbeing is fundamental to children’s learning and ability to develop positive relationships with others. Research has found that those who have emotional competencies and skills find it easier to manage themselves, relate to others, resolve conflict, and feel positive about themselves and the world around them (CASEL, 2003; Greatz, 2008). Boys’ emotional wellbeing has been a particular focus of the discussion because of their lack of engagement at school and increasing levels of violence and bullying. This qualitative study investigated the factors that influenced the emotional wellbeing of a group of 12 year old boys in their final year of primary school. This age group was the focus of this research as it is a transitional age in relation to puberty and secondary school. The study involved one adult listening to, and making meaning from eight young boys’ perceptions of their world during a semi-structured interview with two focus groups. Analysing the data involved the qualitative strategy of thematic analysis where themes and categories were identified and then further analysed for corresponding linkages and relationships. The findings identified a multifaceted range of factors that influenced boys’ emotional wellbeing. Family, friendships, school and the wider community were all specifically identified as enhancing or harming emotional wellbeing. Strongly underpinning all of the factors was the influence of normalised gendered behaviours within different social contexts that enforced conformity towards a hegemonic form of masculinity. Boys’ failure to follow the ‘rules’ assigned to a social groupings hegemonic form of masculinity, ran the risk for them of being relegated to a lower rank, being unable to manage or express emotions, being excluded, or becoming the victim of bullying. The research concluded that boys need support in developing a wide range of personal and interpersonal skills and strategies to enhance emotional wellbeing. Underpinning the development of these skills however, is the need for a safe and supportive home, peer group and school environment where students can be empowered to think critically and deconstruct the way in which gender norms influence social interaction and behaviour. Peers, teachers, schools, families and the wider community working in synergy are crucial to developing an approach that addresses and enhances emotional wellbeing.
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Haigh, Fiona. "An investigation into boys' attitudes towards mathematics accross years 8, 9 and 10." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441800.

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Jayes, Claire Sharman. "Some characteristics of a group of coloured runaway boys aged 8 - 16 years and factors that these boys and their mother perceived as contributing to their runaway behavior." Master's thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/14560.

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This study was of a group of street children who had run away from home. The writer sought to discover factors that led to their running away. Interviews were conducted with both the boys and their mothers (or mother substitutes). Interview schedules with both open-ended and closed questions were used to obtain certain demographic characteristics of the families, the runaway episodes and the causes for the runaway behaviour as perceived by the runaways and their mothers. The study revealed that multiple interrelated factors within the families, the boys and society seemed to contribute either directly or indirectly to their runaway behaviour. Homes were marked by conflict, instability, alcohol and physical abuse, deprivation and neglect. The runaways in turn responded to their stressful home life by running away. The runaways in contrast to their mothers, predominantly perceived factors within the home as causing them to leave home, whereas the mothers tended to externalize these causes to peer group influences.
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McGoran, Neil Alexander. "Making "magic" an exploration of the relationship between teacher leadership and boys' academic motivation in the Year 8 classroom at a Catholic school /." 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp85.09042006/index.html.

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Thesis (EdD ) -- Australian Catholic University, 2005.
Submitted in partial fulfilment of the requirements of the degree of Doctor of Education. Bibliography: p. 242-259. Also available in an electronic version via the internet.
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Books on the topic "Year 8 boys"

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Collins, Paul M. Case study into the attitudes of year 8, year 10 and year 12 boys and girls towards physical activity, their participation levels and the motivational factors which influence these levels. (s.l: The Author), 1998.

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Bleach, Kevan. What difference does it make?: An investigation of factors influencing the motivation and performance of year 8 boys in a West Midlands comprehensive school. Walsall: University of Wolverhampton, Educational Research Unit, 1996.

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Barrie, J. M. Peter Pan: The story of the boy who never grew up : for 5 to 8 year-olds : [programme]. London: Polka Theatre for Children, 1996.

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Focke, Jaap. Machseh Lajesoumim. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463726955.

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The Jewish Orphanage in Leiden was the last one of 8 such care homes to open its doors in The Netherlands before the Second World War. After spending almost 39 years in an old and utterly inadequate building in Leiden’s city centre, the inauguration in 1929 of a brand-new building, shown on the front cover, was the start of a remarkably productive and prosperous period. The building still stands there, proudly but sadly, to this day: the relatively happy period lasted less than 14 years. On Wednesday evening, 17th March 1943, the Leiden Police, under German instructions, closed down the Orphanage and delivered 50 children and 9 staff to the Leiden railway station, from where they were brought to Transit Camp Westerbork in the Northeast of the country. Two boys were released from Westerbork thanks to tireless efforts of a neighbour in Leiden; one young woman survived Auschwitz, and one young girl escaped to Palestine via Bergen-Belsen. The 55 others were deported to Sobibor, not one of them survived. Some 168 children lived in the new building at one time or another between August 1929 and March 1943. This book reconstructs life in the orphanage based on the many stories and photographs which they left us. It is dedicated to the memory of those who perished in the holocaust, but also to those who survived. Without them this book could not have been written.
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Big Boys Don't Spy: A humorous Spy Mystery for 8 - 12 year olds. Kitsune Books, 2010.

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Books, Bn Kids. Dinosaurs Coloring & Activity Book: For Kids Fun Learning Activities for 4-8 Year Old Boys and Girls. Independently Published, 2019.

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Publishing, AbDesigns. 2013 Vintage: A Journal and Sketchbook Gift for 8 Year Old Girls and Boys, Vintage 8th Birthday Gift. Independently Published, 2020.

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Press, Hoque. I Am 8 and Fabulous: Blank Line Journal Happy Birthday Book for Teen Girls/ Notebook/Diary for 8 Year Old Girls, Boys, Journal Paperback. Independently Published, 2020.

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Books, Bn Kids. Dragons Coloring & Activity Book: For Kids Fun Activities and Coloring Pages for 4-8 Year Old Boys and Girls. Independently Published, 2019.

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Publishing, Quarantine Birthday Gifts. I Turned 8 in Quarantine 2020: 8th Birthday Quarantine Notebook Gift for Women - Cute Quarantine Birthday Gifts for 8 Year Old Girls, Boys - Lined Notebook / Journal Gift,. Independently Published, 2020.

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Book chapters on the topic "Year 8 boys"

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Ginty, Fiona, A. Prentice, A. Laidlaw, L. McKenna, S. Jones, S. Stear, and T. J. Cole. "Calcium Carbonate Supplementation is Associated with Higher Plasma IGR-1 in 16- to 18-Year-Old Boys and Girls." In Nutritional Aspects of Osteoporosis, 45–57. Elsevier, 2004. http://dx.doi.org/10.1016/b978-012141704-8/50043-x.

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Reichert, Michael, and Chrystalla Mouza. "Use of Tablet Computers and Mobile Apps to Support 21st Century Learning Skills." In Tablets in K-12 Education, 113–27. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6300-8.ch008.

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In this chapter, the authors provide examples that illustrate ways in which educators can use tablets and mobile apps to redesign school experience in order to support individualized instruction, development of 21st century skills, and anytime anyplace learning. These examples are generated from a two-year examination of a tablet initiative in a private all-boys school. Using insights from human-centered views of mobile learning, the authors highlight interactions among mobile apps, learners, and peers, while examining issues of pedagogy associated with the implementation of mobile learning. They conclude with implications for researchers, educators, and practitioners involved in the implementation of mobile initiatives.
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"Dominance and communicative in competence: the speech habits of a group of 8-11-year-old boys in a Lebanese rural community." In Language and Gender, 195–207. Routledge, 2014. http://dx.doi.org/10.4324/9781315843810-24.

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Pears, Katherine C., and Jacqueline Bruce. "Neurobiological, Cognitive, and Behavioral Consequences of Child Maltreatment." In Cognitive and Behavioral Abnormalities of Pediatric Diseases. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195342680.003.0075.

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Child maltreatment is a serious public pediatric health problem that affected 900,000 children between the ages of 0 and 18 years in 2006; more than 1,500 of these children died as a result of abuse and neglect (United States Department of Health and Human Services [USDHHS] 2008). Survivors of maltreatment face cognitive, academic, social, and mental health consequences that may continue into adulthood (Springer et al. 2007; Widom et al. 2007). One recent study found that the mental health consequences of maltreatment were still apparent up to 40 years later (Springer et al. 2007). In addition to these human costs, the economic costs of maltreatment are high: approximately $103.8 billion in 2007, at least $6.6 billion of which was attributed to hospitalization alone (Wang and Holton 2007). The majority of child maltreatment occurs between the ages of 0 and 7 years, a period of extensive growth in the physical, cognitive, behavioral, and social domains, which might help to explain its long-lasting consequences. The highest rate of victimization occurs in children under the age of 1 year (24.4 per 1,000 children in 2006), followed by children between the ages of 1 and 3 years (14.2 per 1,000) and between 4 and 7 years (13.5 per 1,000; USDHSS 2008). Victimization rates decrease across the ages of 8–17 years. Boys and girls are almost equally likely to be victims of maltreatment; in 2006, 48% of children who were maltreated were boys (52% girls). Ethnic minority children are at the highest risk for maltreatment, with African American children, Native American/Alaska Native children, and children of multiple ethnicities showing the highest rates of maltreatment (19.8, 15.9, and 15.4 per 1,000 children of the same ethnic groups, respectively). It should be noted that all of these rates are based on reports of maltreatment and, thus, cannot account for maltreatment that is not reported to authorities. Another potential reason that the effects of child maltreatment might be long-lasting (and varied) is that maltreatment is not a homogenous experience.
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Cigman, Julie. "Working with parents to support early writing." In Supporting Boys’ Writing in the Early Years, 122–36. Routledge, 2018. http://dx.doi.org/10.4324/9780203710005-8.

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"'Fish out of water'." In Boys and Schooling in the Early Years, 178–204. Routledge, 2004. http://dx.doi.org/10.4324/9780203643082-8.

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Butler, Gary, and Jeremy Kirk. "Puberty and its disorders." In Paediatric Endocrinology and Diabetes, 49–82. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198786337.003.0002.

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• Puberty is defined as the acquisition of secondary sexual characteristics, with a view to reproductive capability. • Assessment of puberty can be done by Tanner stages or the puberty phases. • Timing of pubertal onset and sequence of changes is carefully controlled. • Premature sexual maturation: ◦ <8 years in girls; menarche <11 years ◦ <9 years in boys. • Central precocious puberty or gonadotropin-dependent precocious puberty: ◦ hormone secretion is similar to normal puberty ◦ may be idiopathic, genetic, or secondary to central nervous system/pituitary tumour or insult ◦ treatment is with gonadotropin-releasing hormone analogues. • Gonadotropin-independent precocious puberty (independent source of sex steroid, e.g. gonadal tumour): ◦ treatment should address the primary cause. • Late puberty: ◦ pubertal events within the later normal range. • Delayed onset of puberty: ◦ absence of secondary sexual characteristics: ■ >13 years in a girl ■ >14 years in a boy • Central causes (low follicle-stimulating hormone (FSH)/luteinizing hormone (LH)): ◦ chronic illness ◦ eating disorders ◦ physiological ◦ hypogonadotropic hypogonadism. • Peripheral causes (high FSH/LH): ◦ gonadal dysgenesis including chromosomal syndromes, e.g. Turner, Klinefelter ◦ gonadal damage including cancer treatments. • Treatment: ◦ low-dose sex hormone to induce growth and secondary sexual characteristics ◦ recombinant FSH/LH to induce fertility potential.
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Hall, E. Dawn. "Growth: Ode; Then, a Year; and Travis." In ReFocus: The Films of Kelly Reichardt. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474411127.003.0004.

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This chapter discusses all three of Reichardt’s experimental short films. Each contain elements of feminist ideology highlighting a mixture of social and cultural tensions pulled from news headlines. All three short films share a haptic sensibility via form and content. Ode based on Bobbie Gentry’s song “Ode to Billie Joe” follows an adolescent boy’s struggle with his sexuality, ending in suicide, set in the rural south. Ode is a 48 minute narrative shot on Super-8 and mixes the tension between homosexuality and extreme religious ideologies. Then, A Year is a collage of images with voice-overs discussing real life news stories: the statutory rape case perpetrated by Mary Kay Letourneau and the murder of a woman by her husband. Travis is based on a National Public Radio interview with a mother struggling to understand the loss of her son during the Iraq war. This chapter connects the influence of documentary style realism in all of these early films to her later narrative features as she explores social and cultural issues.
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Lee, Christine U., and James F. Glockner. "Case 1.22." In Mayo Clinic Body MRI Case Review, edited by Christine U. Lee and James F. Glockner, 43–44. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199915705.003.0022.

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8-year-old boy whose sister noticed that the right side of his abdomen was larger than the left Coronal SSFSE (Figure 1.22.1), axial fat-suppressed FSE T2-weighted (Figure 1.22.2), and axial fat-suppressed 2D SSFP (Figure 1.22.3) images reveal a large, markedly hyperintense, heterogeneous, well-circumscribed mass expanding the right hepatic lobe. The mass has extensive septations and more solid-appearing components in the periphery of the lesion. Axial IP and OP T1-weighted 2D SPGR images (...
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Derose, Laura M., and Julia A. Graber. "Psychological Effects of Precocious and Delayed Puberty." In Cognitive and Behavioral Abnormalities of Pediatric Diseases. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195342680.003.0018.

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The timing of pubertal onset is marked by substantial variability within the range of normative development. Pubertal onset has mainly been measured by appearance of secondary sex characteristics—pubic hair development across sexes, and breast development in girls and testicular development in boys. This chapter provides statistics for the average age of pubertal onset, including findings for how average age differs by race. The two major types of pubertal disorders, precocious puberty and delayed puberty, are described, with a brief synopsis of the possible causes (for a comprehensive review of medical causes, see Grumbach and Styne 2003). The major focus of the chapter is on the psychological and behavioral consequences of precocious and delayed puberty. Although the majority of research on this topic has included nonclinical samples (onset or delay of puberty nearing 2 standard deviations [SD] from the mean), findings would be applicable to children who exhibit clinical precocious or delayed puberty (onset or delay of puberty >2 SDs from the mean). Finally, the chapter reviews the clinical practices for “treating” puberty that is normative by pediatric standards. Breast budding is generally the first sexual characteristic to appear in females, and is most commonly classified by Marshall and Tanner’s (1969) five stages of development. Breast development begins in the United States between ages 8 and 13, with a mean age of 9.96 for Caucasian girls and a mean age of 8.87 for African American girls (Herman-Giddens et al. 1997). Pubic hair development typically begins shortly after breast budding; however approximately 20 percent of girls experience pubic hair development prior to breast budding (Brooks-Gunn and Reiter 1990). Pubic hair development also begins between the ages of 8 and 13 years, with a mean age 10.5 years in Caucasian girls and 8.8 years for African American girls (Herman-Giddens et al. 1997). Menarche is a late sign of pubertal development in girls and occurs following the peak in height velocity and during the rapid increase in weight and body fat (Tanner 1978). The mean age of menarche in North America is 12.88 years for Caucasian girls and 12.16 years for African American girls (Herman-Giddens et al. 1997).
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Conference papers on the topic "Year 8 boys"

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Suchilin, A. A., L. I. Stolyarchuk, and I. N. Novokshchenov. "Innovative Approach to Football Lessons Among 6–8 Year-Old Boys and Girls." In Proceedings of the First International Volga Region Conference on Economics, Humanities and Sports (FICEHS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.200114.172.

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Žák, Michal, Ivan Struhár, and Jan Ondráček. "The long-term development of shooting skills in young biathletes." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-53.

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This study is a major part of the dissertation research. It is focused on the development of shooting skills in young biathletes in a three-year training period. Specifically, the long-term development of the percentage success rate of prone and standing shooting in both training and races is described in study. It mentions marginally shooting skills such as the postural stability, the stability of aiming and triggering. The first part of our research, completed in 2017, brought findings that the relationship between exercise intensity and the biathlete’s postural stability exists, but following part of it, finalized in 2018, did not demonstrate the dependence of exercise intensity on the aiming stability and triggering. Initially, the study involved 23 young biathletes (13 girls, 10 boys). Whole research was completed by 19 biathletes (11 girls: age 17.8±0.64 years; 8 boys: age 17.4±0.72 years) after three years. The results of our current study are based on the records of shooting on metal targets that were created during each biathlon shooting training and all biathlon races of the participants in the three-year period. Only shooting with previous physical load was involved into results, shooting at rest was not included in the study. The results show the improvement of the percentage success rate in both prone and standing shooting in the three-year training period in both girl and boy groups and in both training and races (total percentage success rate = the average of the training and races percentage success rate – girls in prone: 2016/2017: 71.3%, 2017/2018: 75.5%, 2018/2019: 80.0%; girls in standing: 2016/2017: 61.8%, 2017/2018: 67.7%, 2018/2019: 73.4%; boys in prone: 2016/2017: 72.0%, 2017/2018: 72.9%, 2018/2019: 75.3%; boys in standing: 2016/2017: 57.6%, 2017/2018: 63.5%, 2018/2019: 67.7%). Girls are better shooters than boys in this research group. In general, the gradual improvement of percentage success rate in time is expected to occur in young biathletes that are in the intensive training process, but our study brings unique data of concretely values at this age of athletes that has not been known yet. The obtained data could be used by biathlon trainers to compare the current level of shooting skills at a given age of their young athletes. At the same time, a normative standard of biathlon shooting skills in a given age could be created in the case of gathering more data. That is one of the goals of the Czech Biathlon Union.
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Bernaciková, Martina, Jakub Mazúr, Martin Sebera, and Petr Hedbávný. "Monitoring Heart Rate Variability As A Biomarker Of Fatigue In Young Athletes." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-21.

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Purpose: Many high performance and especially top athletes are still at risk or suffer from total fatigue. Therefore, sports science seeks to develop an objective, sensitive and reliable method of early diagnosis of this fatigue (e.g. heart rate variability – HRV as a modern ob-jective method). The aim of the study was to evaluate whether the HRV monitoring could be a complementary diagnostic tool for overreaching / overtraining in young athletes. Already introduced “classical” indicators of HRV, such as spectral performance and its density in the established frequency ranges, are a part of athlete monitoring in the scope of overreaching prevention We were monitoring the heart rate variability parameters at three different phases of the year-long training cycle and to find out whether in one of these phases we could find athletes showing symptoms of overreaching. Methods: 48 young athletes (33 boys 14.8 ± 1.5 years, 15 girls 14.9 ± 1.7 years) were involved in the study, consisting of 38 boys and 10 girls. There were 15 swimmers (with training volume 9x 1.5‒2 hours a week), 12 artistic gymnasts (with training volume 9x 2‒2.5 hours a week) and 21 badminton players (with training volume 4x weekly 1.5‒2 hours a week). Monitoring was carried out in athletes in three training periods: at the end of the transition period, at the end of the prepared period, at the end of the competition period. Measurements were carried out in the morning. The DiANS PF8 system was used to measure the heart rate variability, the measurements were performed at five-minute intervals: lying-standing-lying. Time and spectral parameters of HRV were monitored. Results: Results of HRV in three periods (HR + rMSSD in lying). Boys: HR (61 ± 8, 64 ± 7, 64 ± 8), rMSSD (85 ± 64; 80 ± 54; 88 ± 59), TS (-0.56 ± 1.53; -0.87 ± 1.4; -0.42 ± 1.44). Girls: HR (65 ± 8; 64 ± 7; 65 ± 8), rMSSD (74 ± 37; 79 ± 35; 83 ± 43), TS (-0.58 ± 1.57; -0.72 ± 1.35); -0.18 ± 0.18). Statistically significant differences (at the significance level = 0.05) among sports were found in Kruskal-Walls ANOVAby Ranks: boys in LF-standing, HF standing, FV, SVB and TS; girls in HF-lying, HF-standing, rMSSD, TP-lying, TP-standing, FV, VA and TS. Conclusion: Monitoring of heart rate variability seems to be a practical tool for prevention of overtraining even in young age. To monitor heart rate variability, we recommend monitoring these parameters: RR, rMSSD, VA, SVB, TS.
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Čillík, Ivan, and Miriam Karperová. "Eficiency of Jumping Preparation in Younger Pupils in Athletics." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-42.

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The aim was to find out, compare and evaluate the eficiency of take-off preparation for selected indicators of motor performance in athletes in the category of younger pupils. The monitored group consisted of 5 girls (average age 12.4 ± 0.22 year) and 4 boys (average age 12.9 ± 0.12 year) regularly participating in the training process three times a week. During 8 weeks in the racing period, take-off preparation was applied in the training pro-cess, consisting of two different batteries of take-off drills. The take-off preparation took place two to three times a week, taking into account the participation of athletes in the race. We performed the following tests to determine the eficiency of the take-off preparation to change the level of motor performance in selected indicators: 50m run, 20m cursory run, standing long jump, vertical jump with countermovement without arm swing and repeated vertical take-off drills without arm swing in 10s. We found that in the output measurement, the athletes of monitored group achieved an improvement in motor performance in tests for explosive power of lower limbs and the maximum running speed tests.
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Maloney, M. A., V. M. Rivera, M. Cidon, and R. M. Kato. "Hypocomplementemic Urticarial Vasculitis Syndrome with Diffuse Alveolar Hemorrhage, Bronchiectasis, and Progressive Obstructive Pulmonary Disease in an 8 Year-Old Boy." In American Thoracic Society 2019 International Conference, May 17-22, 2019 - Dallas, TX. American Thoracic Society, 2019. http://dx.doi.org/10.1164/ajrccm-conference.2019.199.1_meetingabstracts.a4953.

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Haryawati, Yayah, Cece Rakhmat, and Rijal Assidiq Mulyana. "Counseling Playing Method with Boy-boyan Game for the Development of Self-Regulation in Children Aged 6-8 years." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.51.

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Horneff, S., G. Goldmann, A. Kerstan, C. Klein, N. Marquardt, and J. Oldenburg. "FXIII Protein Inhibitor against the FXIII-A Subunit in an 8-Year-Old Boy with Inherited Severe Factor XIII Deficiency Complicated by Multiple Intracerebral Cavernomas." In Hamburger Hämophilie Symposion Hamburg, Germany. Georg Thieme Verlag KG, 2020. http://dx.doi.org/10.1055/s-0040-1721583.

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SCHLEGEL, N., J. MOAKE, C. LOIRAT, M. F. HURTAUD, S. LEVY-TOLEDANO, and H. MATHIEU. "CHILDHOOD HEMOLYTIC UREMIC SYNDROME (HUS) : VON WILLEBRAND FACTOR (vWF) AND PLATELET AGGREGATING ACTIVITY (PAA) STUDIES." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1643475.

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It has been suggested that a vWF High Molecular Weight Multi-mers (HMWM) decrease or a PAA were involved in the pathogenesis of HUS. We have studied 8 children (6 girls,_2 boys; 7 months-8_1/2 years old) with HUS : plasma creatinine /μmol/l; mean(range)/=306 (105-524), hemoglobin (g/100ml)-7(6.3-7.8), schistocytes (%)=8(1-18), platelets (x103/mm3)-57(10-115). The vWF was studied quantitatively (antigen ; vWF RAg assay) and qualitatively (multimeric pattern : immunoblotting and autoradiography). PAA studied by incubating the patient's platelet poor plasma (RPR) with washed normal platelets (aggregometer, % light transmission) and confirmed by Thromboxane B2 (TXB2) assay and [14C] Serotonine release study. The PAA was characterized by studying the in vitro effect of several platelet aggregation inhibitors, Immunoglobulins (Igs) and Fresh Frozen Plasma (FFP) on the platelet aggregation.An increase of vWF RAg (%) was observed in 6 cases : mean:330, and possibly related with renal failure. A vWF HMWM decrease was found in 3 patients : 2/3 with associated infection(E.Coli, Pneumococcus), 1/3 with severe hemolysis. Two of these 3 patients had a favourable renal outcome and 1 a severe course (chronic hemodialysis, Arterial Thrombotic MicroAngiopathy at renal histology).An important PAA was evidenced only in 1 patient : post bone-marrow graft HUS during neuroblastoma(NB),arterial hypertension and chronic renal failure. This PAA was Ca++, TXB2 and cAMP dependent; it was moderately inhibited in vitro by Igs and FFP, but persisted after 5 days of Igs infusion (0.3g/Kg/day). Treatment with aspirin and dipyridamole (10mg/Kg/day each) suppressed the patient platelet auto-aggregation although the PAA persisted (follow up:10months). The PAA did not seem to be related with the NB (absence of GD2 ganglioside, specific marker of NB); it could be related with anti platelet antibodies. The coexistence of the two abnormalities could not be demonstrated in our patients.In conclusion, a vWF HMWM decrease was found in 3 out of 8 children patients with HUS. Its presence was not correlated with the severity of the disease. We could demonstrate the presence of PAA during childhood HUS in only 1 post bone-marrow graft case. The PAA characterization is useful for therapeutic decisions and contributes to a better pathogenetic understanding.
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Supraptomo, Rth. "A Case Report on Regional Anaesthesia in Pregnant Women with Severe Pre-Eclampsia, Partial Hellp Syndrome, Fetal Distress, and Type II Diabetes Mellitus." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.05.29.

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ABSTRACT Background: Maternal mortality in Indonesia is caused by multifactors that are both direct and indirect factors. Complications during pregnancy and after delivery, including preeclampsia is the direct cause of 90% of maternal deaths. This case report aimed to describe the anaesthesia management on the incidence of severe preeclampsia to prevent the complications. Subjects and Method: We reported a 33-year-old G3P2A0 woman with 33 weeks of gestational age, diagnosed with severe pre-eclampsia partial HELLP syndrome, fetal dis-tress, type II diabetes mellitus pro SCTP emergency with physical status ASA II. Regional anaesthesia with sub-arachnoid block was performed by using Lidodex 75 mg and fentanyl 25 mcg intrathecally. Results: From the operation process, a baby boy with birth weight 2.900 gram and APGAR Score 7-8-9 was born. Two-hour post operation examination on patient showed compos mentis (consciousness), blood pressure 121/ 80 mmHg, heart rate 64 bpm, respiration rate 20 breath per minute, blood oxygen saturation levels (SpO2) 99% with 3 L/min nasal cannula. Patient was administered to HCU post operation to be monitored vital sign and signs of impending eclampsia. Post-operative refeeding was performed after bowel sound was positive. Conclusion: Selection of appropriate anaesthetic management in severe preeclampsia cases can prevent complications. Keywords: severe preeclampsia, sectio caesaria, regional anesthesia, subarachnoid block Correspondence: R. Th. Supraptomo. Department of Anaesthesiology and Intensive Therapy Dr. Moewardi Hospital. Jl Kolonel Sutarto 132 Jebres, Surakarta, Central Java, 57126. Email: ekasatrio-@gmail.com. Mobile: +6281329025599. DOI: https://doi.org/10.26911/the7thicph.05.29
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