Artykuły w czasopismach na temat „Grade:min:Preschool and up”
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Bleses, Dorthe, Philip S. Dale, Laura Justice, Anders Højen, Benedicte D. Vind i Hui Jiang. "Sustained effects of an early childhood language and literacy intervention through second grade: Longitudinal findings of the SPELL trial in Denmark". PLOS ONE 16, nr 10 (11.10.2021): e0258287. http://dx.doi.org/10.1371/journal.pone.0258287.
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Predictive relations between language and literacy skills during the preschool years and children’s future reading achievement are well-documented, leading to development and evaluation of preschool interventions targeting early skill development. Although educational researchers have developed and found some positive short- and mid-term effects of language and literacy intervention supplements implemented in early childhood education (ECE) settings, fade-out is a concern. Most studies have targeted children experiencing risk, rather than a more representative sample. Additionally, there are very few studies of long-term intervention effects, and heterogeneity of long-term effects has not been well described. In the present study, we build on initial reports of one of the largest studies of a language and literacy intervention supplement, the SPELL randomized controlled trial implemented as part of the universal ECE system in Denmark. SPELL was delivered to an unselected sample of children at 3–5 years of age (n = 7,076). Results of the base intervention (SPELL) and two enhanced versions featuring extended professional development for teachers (SPELL+PD) or an add-on home-based program for parents (SPELL+HOME) showed short-term effects for literacy outcomes for all children for all SPELL conditions compared to business as usual (BAU). In this follow-up study, we utilized follow-up assessments of 2,700 SPELL 4-5-year-old participants with national reading tests in second grade. The main analyses based on the whole sample showed no significant differences in reading scores in second grade for those in any of the three SPELL conditions relative to the BAU condition. However, moderation analyses demonstrated heterogeneity in intervention effects with children whose mothers had low-mid education showing sustained and mostly large-sized effects. Other risk factors, including income and immigrant background, and condition interacted with at least one outcome variables. These findings suggest that at-risk children in some cases derive long-term benefits from early language and literacy intervention enhancing learning opportunities in ECE settings.
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Bukhalenkova, Daria A., i Darina M. Nechaeva. "Development of Inhibition Control in Children during the Transition from Kindergarten to School during the COVID-19 Pandemic: Longitudinal Study". Moscow University Psychology Bulletin 46, nr 4 (2023): 36–63. http://dx.doi.org/10.11621/lpj-23.
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Background. The COVID-19 pandemic is a unique situation in the global community which emerged for the first time. Research shows that the pandemic may have a long-term effect on children's development. Inhibition control is one of the main components of executive functioning and a predictor to a child's further academic success. However, there are few works devoted to the study of the impact of the pandemic on inhibition control in preschoolers. The objective of the study was to identify dynamics of the development of inhibition control in children aged 5-7 years (from senior preschool to primary school age) during the COVID-19 pandemic. Indicators of the development of inhibition control in first-graders before and during the pandemic were compared. Methods. Inhibition control was assessed three times (at 5, 6, and then at 7 years of age) with the NEPSY-II Inhibition subtest. Sample. This longitudinal study involved children aged 5 to 8 years at the time of follow-up from 2019 to 2021 (N=101). Additionally, the sample included first-grade children who were trained in kindergarten and first grade before the pandemic (March 2019, N=84). Results. The results of the analysis indicate that inhibition control successfully developed in children from the senior kindergarten group to the first grade of school during the pandemic. At the same time, the level of development of inhibition control in girls after the pandemic is higher than in girls before the pandemic, while no significant differences were found for boys. Conclusion. The level of inhibitory control in preschoolers, whose education in the preparatory group of the kindergarten took place during the COVID-19 pandemic, despite the restrictions introduced and changes in the usual way of life, corresponds to the norms. It has been shown that the results of the development of inhibitory control in children who were caught up in the pandemic and those who were not caught up in the pandemic differ depending on gender.
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Lee, Valerie E., i Susanna Loeb. "Where Do Head Start Attendees End Up? One Reason Why Preschool Effects Fade Out". Educational Evaluation and Policy Analysis 17, nr 1 (marzec 1995): 62–82. http://dx.doi.org/10.3102/01623737017001062.
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This study investigates the relationship between preschool experience and the quality of schools subsequently attended as young adolescents. In particular, we differentiate the characteristics of middle-grade schools attended by eighth graders who earlier experienced Head Start, other preschool programs, or did not attend preschool. School quality is defined in terms of social composition, academic rigor, safety, and social relations. After accounting for family background and demographics, we find that former Head Start attendees are educated in middle-grade schools of significantly lower quality than their counterparts who did not attend preschool, and particularly compared to peers who attended other preschools. No matter how beneficial Head Start was initially for its young participants, such benefits are structurally undermined if students are subsequently exposed to schooling of systematically lower quality. The low quality of middle-grade schools attended by former Head Start participants explains, in part, why Head Start effects fade over time.
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Nomura, K., i K. Yokoyama. "Follow-up Study Tracking Children’s Development from Preschool till Middle School". European Psychiatry 66, S1 (marzec 2023): S292—S293. http://dx.doi.org/10.1192/j.eurpsy.2023.655.
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Introduction Screening for early detection of health issues and support are provided to children needing developmental support. In Japan, a significant percentage of infants requiring support are identified during health checkups. Sometimes, however, problems are first observed when children are of school age. It is, therefore, important to identify the age at which children need early support.ObjectivesOf the children born in 2005 in Kanie-cho, in Japan, 106 participated in the survey at all time points: age 5, first grade, fifth grade, and eighth grade.MethodsThe medical checkup results of the participants at age 5 were used to determine who among them needed support After entering school, the participants who scored less than 70 points on the Children’s Global Assessment Scale, where their adjustment was assessed based on the interview with the homeroom teacher, were considered maladjusted.ResultsThe results are presented in Table 1.Thirty participants needed supports at age 5; of these, 20 (66.7%) were maladjusted at any point in their school years—19 (95%) in the first grade, 14 (70%) till the fifth grade, and five (25%) till the eighth grade.Of the 76 participants who did not need support in early childhood, 24 (31.6%) were maladjusted at some point in their school years—nine (37.5%) experienced maladjustment in the first grade, but none of them continued to be maladjusted till the fifth grade, and 14 (58.3%) who were not maladjusted in the first grade experienced it in the fifth or eighth grade (adolescents).Thus, the participants maladjusted in their school years were categorized as follows:1. The developmental disorders group (experiencing maladjustment throughout since early childhood): 192. The “first grade problem” group (experiencing transient problems only in the first grade): 93. The adolescent group (experiencing problems during adolescence): 14Image:ConclusionsSince maladjusted children with developmental disabilities are identified in early childhood, support can be provided before they reach school age. Many children with developmental disabilities improve their adjustment as they grow up. It is thus advisable to take a long-term perspective in dealing with problematic behaviors.From late school age to adolescence, problems unrelated to developmental disabilities emerge. By listening to the child’s upbringing, it may be possible to ascertain whether or not the problem stems from a developmental disability.Disclosure of InterestNone Declared
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Sallo, Maarike, i Raiot Silla. "Physical Activity with Moderate to Vigorous Intensity in Preschool and First-Grade Schoolchildren". Pediatric Exercise Science 9, nr 1 (luty 1997): 44–54. http://dx.doi.org/10.1123/pes.9.1.44.
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The purpose of this investigation was to study the pattern of habitual physical activity (HPA) and to assess the time spent in moderate to vigorous physical activity (MVPA) in kindergarten and first-grade schoolchildren. In 54 children, HPA was studied during 4 consecutive days by whole-day heart rate (HR) monitoring. MVPA was defined on the basis of HR threshold above 139 beats per minute. Sustained periods of MVPA of 20 or more minutes were observed only in 20% of boys and 17% of girls. However, the pattern of HPA of all children contained 1-min, and 2- to 4-min periods of MVPA, and 80% of boys and 90% of girls had 5- to 9-min sustained periods of MVPA. It can be concluded that in 4- to 8-year-old children, HPA is characterized by an intermittent pattern without prolonged periods of MVPA.
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Klop, Daleen, i Seppo K. Tuomi. "The Persistence of language Disorders in a Group of Disadvantaged Grade 3 Learners". South African Journal of Communication Disorders 54, nr 1 (31.12.2007): 59–66. http://dx.doi.org/10.4102/sajcd.v54i1.756.
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A strong correlation between early language impairment and academic failure has been suggested by past research. This follow-up cohort study of 25 monolingual, disadvantaged grade 3 learners investigated whether the language impairments diagnosed in their preschool year were still evident after 3 years of school attendance, maturation and speech-language therapy. The results verified the persistence of preschool language impairments, which have been associated with poor reading and academic failure.
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Wealer, Cyril, Silke Fricke, Ariana Loff i Pascale M. J. Engel de Abreu. "Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context". Reading and Writing 35, nr 5 (5.01.2022): 1265–88. http://dx.doi.org/10.1007/s11145-021-10239-1.
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AbstractThe study explores whether foundational skills of reading and spelling in preschool (age 5–6) predict literacy skills cross-linguistically in an additional language in Grade 1 (age 6–7). A sample of linguistically diverse preschool children completed tasks of phonological awareness, letter-sound knowledge, verbal-short term memory, rapid automatized naming, and lexical knowledge in the language of preschool instruction Luxembourgish. The children were followed-up in Grade 1 where literacy skills were assessed in the language of schooling, i.e., German, after five months of literacy instruction. German was a non-native language for all children. Longitudinal correlations confirm that individual differences in single word/pseudoword reading and spelling in German in Grade 1 can be predicted by all the foundational literacy skills that were assessed in Luxembourgish. Path analyses showed that phonological awareness in Luxembourgish emerged as the strongest unique predictor of Grade 1 literacy skills in German. The second unique preschool predictor of Grade 1 literacy skills was letter-sound knowledge. Results are consistent with the view that literacy development in an additional language builds upon similar building blocks as literacy acquisition in a first language, at least for languages that are typologically close. However, current findings suggest that respective contributions between predictors and literacy skills in children learning to read in an additional language may vary from patterns observed in studies with children acquiring literacy in their first language.
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Tomaz, Simone A., Trina Hinkley, Rachel A. Jones, Rhian Twine, Kathleen Kahn, Shane A. Norris i Catherine E. Draper. "Objectively Measured Physical Activity in South African Children Attending Preschool and Grade R: Volume, Patterns, and Meeting Guidelines". Pediatric Exercise Science 32, nr 3 (1.08.2020): 150–56. http://dx.doi.org/10.1123/pes.2019-0216.
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Purpose: To assess physical activity (PA) and determine the proportion of preschoolers meeting PA recommendations in different income settings in South Africa. Methods: Preschoolers from urban high-income (UH), urban low-income (UL), and rural low-income (RL) settings wore an ActiGraph GT3X+ accelerometer for 7 days. PA variables of interest included volume moderate- to vigorous-intensity PA (MVPA) and total PA (light- to vigorous-intensity PA), hourly PA patterns, and percentage of children meeting guidelines (180 min/d of total PA, inclusive of 60 min/d of MVPA). Between-sex differences were assessed using t tests and Mann–Whitney U tests; between-setting differences assessed using 1-way analyses of variance and Kruskal–Wallis tests. Results: For all children (n = 229, aged 5.17 [0.69] y), average MVPA was 124.4 (37.5) minutes per day and total PA was 457.0 (61.1) minutes per day; 96.9% of children met guidelines. Boys did significantly more MVPA than girls (136.7 [39.37] vs 111.5 [30.70] min/d, P < .001), and UH preschoolers were significantly less active than UL and RL preschoolers (UH 409.1 [48.4] vs UL 471.1 [55.6] and RL 461.6 [61.4], P < .001). Conclusion: In both practice and research, it is necessary to explore ways to ensure that South African preschoolers from all income settings continue to engage in and benefit from healthy volumes of PA. This is especially important as preschoolers transition to a formal school environment.
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Fainardi, Valentina, Carlo Caffarelli, Michela Deolmi, Kaltra Skenderaj, Aniello Meoli, Riccardo Morini, Barbara Maria Bergamini i in. "Management of Preschool Wheezing: Guideline from the Emilia-Romagna Asthma (ERA) Study Group". Journal of Clinical Medicine 11, nr 16 (15.08.2022): 4763. http://dx.doi.org/10.3390/jcm11164763.
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Preschool wheezing should be considered an umbrella term for distinctive diseases with different observable and measurable phenotypes. Despite many efforts, there is a large gap in knowledge regarding management of preschool wheezing. In order to fill this lack of knowledge, the aim of these guidelines was to define management of wheezing disorders in preschool children (aged up to 5 years). A multidisciplinary panel of experts of the Emilia-Romagna Region, Italy, addressed twelve different key questions regarding the management of preschool wheezing. Clinical questions have been formulated by the expert panel using the PICO format (Patients, Intervention, Comparison, Outcomes) and systematic reviews have been conducted on PubMed to answer these specific questions, with the aim of formulating recommendations. The GRADE approach has been used for each selected paper, to assess the quality of the evidence and the degree of recommendations. These guidelines represent, in our opinion, the most complete and up-to-date collection of recommendations on preschool wheezing to guide pediatricians in the management of their patients, standardizing approaches. Undoubtedly, more research is needed to find objective biomarkers and understand underlying mechanisms to assess phenotype and endotype and to personalize targeted treatment.
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RYDLAND, VESLEMØY, VIBEKE GRØVER i JOSHUA LAWRENCE. "The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: the role of preschool talk exposure, maternal education, and co-ethnic concentration in the neighborhood". Journal of Child Language 41, nr 2 (26.02.2013): 352–81. http://dx.doi.org/10.1017/s0305000912000712.
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ABSTRACTLittle research has explored how preschools can support children's second-language (L2) vocabulary development. This study keenly followed the progress of twemty-six Turkish immigrant children growing up in Norway from preschool (age five) to fifth grade (age ten). Four different measures of preschool talk exposure (amount and diversity of teacher-led group talk and amount and diversity of peer talk), as well as the demographic variables of maternal education and co-ethnic concentration in the neighborhood, were employed to predict the children's L2 vocabulary trajectories. The results of growth analyses revealed that maternal education was the only variable predicting children's vocabulary growth during the elementary years. However, teacher-led talk, peer talk, and neighborhood predicted children's L2 vocabulary skills at age five, and these differences were maintained up to age ten. This study underscores the importance of both preschool talk exposure (teacher-led talk and peer talk) and demographic factors on L2 learners' vocabulary development.
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Pearman, Francis A. "The Moderating Effect of Neighborhood Poverty on Preschool Effectiveness: Evidence From the Tennessee Voluntary Prekindergarten Experiment". American Educational Research Journal 57, nr 3 (13.09.2019): 1323–57. http://dx.doi.org/10.3102/0002831219872977.
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This study drew data from a randomized trial of a statewide prekindergarten program in Tennessee and presents new evidence on the impacts of preK on third-grade achievement using administrative data on children’s neighborhood environments. Results indicate that preK had no measurable impact on children’s third-grade math achievement regardless of children’s neighborhood conditions. However, preK significantly improved third-grade reading achievement for children living in high-poverty neighborhoods. The treatment effects on reading achievement were substantial: Among children living in high-poverty neighborhoods, those who took up an experimental assignment to attend preK scored over half a standard deviation higher on average than the control group in third grade. In contrast, preK enrollment had, if anything, a negative effect on third-grade reading achievement among children living in low-poverty neighborhoods. These differential effects were partially explained by alternative childcare options and contextual risk factors.
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Papantonis Stajcic, Maria, Clara Vidal Carulla i Annika Åkerblom. "Preschool Class Children and Grade One Pupils’ Questions about Molecules from a Digital Interactive Session at a Culture Center in Sweden". Education Sciences 14, nr 6 (16.06.2024): 651. http://dx.doi.org/10.3390/educsci14060651.
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This study focuses on preschool class children and grade one pupils’ questions about the natural sciences. The article presents the questions that preschool class children and grade one pupils asked via a chat function in connection with a digital interactive lesson about molecules arranged by a culture center in Sweden. The results of the thematic analysis are discussed in relation to their didactic implications for natural science teaching with young learners. The most relevant conclusions are that children drew from their own experiences when approaching molecules, they could generalize their experiences and apply them to other contexts, and they needed time to process the content and then ask questions. Therefore, the authors suggest the use of children’s questions as a useful pedagogical tool for helping young children understand abstract concepts such as molecules. Furthermore, follow-up interviews with children are suggested as a means of mapping the origin of such questions.
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Webster-Stratton, Carolyn. "Long-Term Follow-Up of Families with Young Conduct Problem Children: From Preschool to Grade School". Journal of Clinical Child & Adolescent Psychology 19, nr 2 (1.06.1990): 144–49. http://dx.doi.org/10.1207/s15374424jccp1902_6.
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Reisberg, Kirkke, Eva-Maria Riso i Jaak Jürimäe. "Physical fitness in preschool children in relation to later body composition at first grade in school". PLOS ONE 16, nr 1 (13.01.2021): e0244603. http://dx.doi.org/10.1371/journal.pone.0244603.
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BackgroundThis study aimed to investigate whether better physical fitness in kindergarten predicts later healthier body composition in first grade at school.MethodsBody composition was assessed by skinfold thickness measurements. Physical fitness tests included 20 m shuttle run test, handgrip strength test, standing long jump test, 4x10 m shuttle run test as part of PREFIT fitness test battery, and one-leg stance test from EUROFIT test battery. The participants of this study were 147 Estonian children (51% boys) aged 6–8 years, who were measured in the transition from kindergarten to school.ResultsAfter adjusting for maternal body mass index, educational attainment, child’s sex, age at the measurements, greater cardiovascular and motor fitness, relative lower body strength, static balance at 6.6 yr were associated with lower fat mass index, fat mass percentage at 12-month follow-up. The relative lower body strength above the median at 6.6 yr were related to lower fat mass index and fat mass percentage at 12-month follow-up, while the static balance test results demonstrated the opposite associations. Improvements in the 4x10 m shuttle run test results during the 12-month follow-up period were associated with the most beneficial changes in body composition status, such as increases in fat-free mass index and decreases in fat mass index, fat mass percentage, waist-to-height ratio after adjusting for maternal body mass index, educational attainment, child’s sex, age, at the measurements and baseline values of exposures.ConclusionBetter physical fitness tests results at 6.6 yr in kindergarten generally predicted lower body fat parameters in children at 7.6 yr in first grade at school.
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Uslu, Banu. "From Preschool to Elementary 4th Grade: The Follow-up Study of the Effect of Life-focused Foreign Language Acquisition Program". International Journal of Research in Education and Science 6, nr 2 (30.03.2020): 273. http://dx.doi.org/10.46328/ijres.v6i2.927.
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The present study examines the longitudinal effects of the Life-Focused Foreign Language Acquisition Program (LFFLAP) on children who were attending public preschool education. The sample of the study consists of two groups of students studying in a public school in the Selçuklu district of Konya. During the follow-up period, the experimental group children did not receive any other English language education until the 2nd grade. The control group children, who never had any foreign language education, started to learn English in 2nd grade for the first time via the Ministry of National Education Program. The Life-Focused Foreign Language Acquisition Scale was used to assess the level of English language acquisition of students. Non-parametric statistical techniques were used to analyze the data. According to the results of the study, the meaningful differences between the control and experimental group students in the beginning disappeared gradually by the time they reached 4th grade. Based on the findings and results of this research elementary school foreign language classes can be increased from two hours a week to five hours a week (as in one hour a day) and the foreign language teachers can use the target language in their classes instead of the native one.
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Chaney, Carolyn. "Preschool language and metalinguistic skills are links to reading success". Applied Psycholinguistics 19, nr 3 (lipiec 1998): 433–46. http://dx.doi.org/10.1017/s0142716400010250.
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ABSTRACTThis article reports the longitudinal follow-up of 41 preschool children as they moved into reading. When the children were 3 years old, they participated in a detailed assessment of their language, print, and metalinguistic skills. At the end of first grade, the children received two tests of phonological awareness and three reading measures: sound–symbol knowledge, word identification, and passage comprehension. Overall language development at age 3 just as strongly, or even more strongly, correlated with reading scores at age 7 as it had with metalinguistic and print awareness scores at age 3. In addition, the overall metalinguistic skills and print awareness of 3 year olds made significant contributions to reading achievement beyond what was provided by tacit language development. Specific metalinguistic domains were also good predictors of reading, with phonological and structural awareness offering more than word awareness.
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Bjørge, Joachim Søreng, Amalie Gunnarshaug, Torgrim Log i Maria-Monika Metallinou. "Study of Industrial Grade Thermal Insulation as Passive Fire Protection up to 1200 °C". Safety 4, nr 3 (19.09.2018): 41. http://dx.doi.org/10.3390/safety4030041.
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It has recently been demonstrated that 50 mm thick industrial grade thermal insulation may serve as passive fire protection of jet fire exposed thick walled steel distillation columns. The present study investigates the performance of thermal insulation in conjunction to 3 mm, 6 mm, 12 mm and 16 mm steel walls, i.e., where the wall represents less heat sink, when exposed to 350 kW/m2 heat load. Regardless of the tested steel plate thicknesses, about 10 min passed before a nearly linear steel temperature increase versus time was observed. Thereafter, the thinnest plates systematically showed a faster temperature increase than the thickest plates confirming the wall heat sink effect. To study thermal insulation sintering, 50 mm thermal insulation cubes were heat treated (30 min holding time) at temperatures up to 1100 °C. No clear sign of melting was observed, but sintering resulted in 25% shrinkage at 1100 °C. Thermogravimetric analysis to 1300 °C revealed mass loss peaks due to anti-dusting material at 250 °C and Bakelite binder at 460 °C. No significant mass change occurred above 1000 °C. Differential scanning calorimetry to 1300 °C revealed endothermic processes related to the anti-dusting material and Bakelite mass losses, as well as a conspicuous endothermic peak at 1220 °C. This peak is most likely due to melting. The endothermic processes involved when heating the thermal insulation may to a large part explain the 10 min delay in steel plate temperature increase during fire testing. Overall, the tested thermal insulation performed surprisingly well also for protecting the thin steel plates.
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Ergün, Sare, i Suzan Cömert Özata. "The tendency of preschool education teaching programs student’s to lifelong learningOkul öncesi öğretmenliği bölümüne devam eden öğrencilerin yaşam boyu öğrenme eğilimleri". Journal of Human Sciences 13, nr 1 (1.04.2016): 1851. http://dx.doi.org/10.14687/ijhs.v13i1.3568.
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The aim of this study is to establish preschool education teaching programs student’s tendency on lifelong learning and to decide if this tendecy is changing with the age, income level and grade attributes. The study group of there search designed by scanning model is made up of Sakarya University preschool education teaching program students. Six item scale is used and it has been analysed by using SPSS software program. Lifelong learning tendency scale’s Cronbach Alpha consistency coefficient is found to be 0,8. According to the results, preschool education teaching programs student’s tendency on lifelong learning is high. Also the results tell us tendecy on lifelong learning changes with the age, income level of students and grade attributes. ÖzetBu çalışmanın amacı okul öncesi öğretmenliği bölümüne devam eden öğrencilerinyaşam boyu öğrenme eğilimlerini belirlemek ve bu eğilimlerin öğrenim görülen sınıf, yaş ve algıladıkları gelir düzeyi değişkenleri açısından farklılık gösterip göstermediğini ortaya koymaktır. Tarama modelindeki araştırmanın örneklemini 2014-2015 öğretim yılı bahar döneminde Sakarya Üniversitesi Eğitim Fakültesinde öğrenim gören okul öncesi öğretmenliği bölümü öğrencileri oluşturmaktadır (n: 333). Araştırmanın verileri "Yaşam Boyu Öğrenme Eğilimleri Ölçeği"nden elde edilmiştir. 6'lı likert dereceleme ölçeği SPSS paket programı bilgisayar programı kullanılarak analiz edilmiştir. YBÖ eğilimleri ölçeğinin Cronbach Alpha iç tutarlılık katsayısı 0.80 olarak bulunmuştur. Araştırmada elde edilen bulgulara göre, genel olarak okul öncesi öğretmeliği bölümüne devam eden öğrencilerin yaşam boyu öğrenme eğilimlerinin yüksek düzeyde olduğu belirlenmiştir. Araştırma sonucunda öğretmen adaylarının yasam boyu öğrenmeye ilişkin eğilimlerinin yaşa, algıladıkları ekonomik duruma ve devam edilen sınıfa göre ise anlamlı farklılık olduğu belirlenmiştir.
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Nigg, Claudio R., Xanna Burg, Barbara Lohse i Leslie Cunningham-Sabo. "Accelerometry and Self-Report Are Congruent for Children’s Moderate-to-Vigorous and Higher Intensity Physical Activity". Journal for the Measurement of Physical Behaviour 4, nr 2 (1.06.2021): 187–94. http://dx.doi.org/10.1123/jmpb.2020-0017.
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Purpose: This study used different analytic approaches to compare physical activity (PA) metrics from accelerometers (ACC) and a self-report questionnaire in upper elementary youth participating in the Fuel for Fun intervention. Methods: The PA questionnaire and ACC were assessed at baseline/preintervention (fall fourth grade), Follow-up 1/postintervention (spring fourth grade), and Follow-up 2 (fall fifth grade) of 564 fourth grade students from three elementary schools (50% females, 78% White, and 28% overweight or obese). Different analytic approaches identified similarities and differences between the two methods. Results: On average, self-report was higher than ACC for vigorous PA (range = 9–15 min/day), but lower than ACC for moderate PA (range = 24–30 min/day), light PA (range = 30–36 min/day), and moderate-to-vigorous physical activity (MVPA; range = 9–21 min/day). Spearman’s correlations for vigorous PA (.30, .26, and .32); moderate PA (.12, .13, and .14); and MVPA (.25, .25, and .24) were significant at each time point (all ps ≤ .01), whereas correlations for light PA were not significant (.06, .04, and .07; all ps > .05). In repeated-measures analyses, ACC and questionnaire measures were significantly different from each other across the three time points; however, change difference of the two measures over time was only 5.5 MVPA min/day. Conclusions: The PA questionnaire and ACC validated each other and can be used to assess MVPA in upper elementary school children in a similar population to the current study. However, each assessment method captures unique information, especially for light-intensity PA. Multiple PA measurement methods are recommended to be used in research and application to provide a more comprehensive understanding of children’s activity.
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Von Seg Esser, L. K., M. Tönz, B. Leskosek i M. Turina. "Evaluation of Phospholipidic Surface Coatings ex-vivo". International Journal of Artificial Organs 17, nr 5 (maj 1994): 294–300. http://dx.doi.org/10.1177/039139889401700507.
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To evaluate the thromboresistant properties of phospholipidic surface coatings mimicking the lipid surface of blood cells, we studied four different types of phospholipids bound onto PVC tubings in comparison to uncoated as well as heparin bonded controls. The samples analyzed included diacetylenic phospholipid coated as a monomeric treatment (A), diacetylenic phospholipid polymerised prior to being coated (B), and two types of polymeric phospholipids made using methacrylate containing monomers (C and D). A bovine (bodyweight 67 ± 3 kg) left heart bypass model (pump flow 3.2 ±0.1 l/min) was selected and the surfaces were exposed to the blood stream up to 360 min without systemic heparinization. Thereafter another set of samples was exposed to stagnant blood over 20 min. Besides hemodynamic, hematologic and biochemical analyses, the macroscopic appearance of 119 blood exposed surface samples was graded semiquantitatively on a scale of 0 to 10: no macroscopic deposits = grade 0, 1 spot (1 mm diameter) = grade 1, 2 spots = grade 2, 5 or more spots = grade 5, up to 10% of the surface covered with clots = grade 6, 100% covered = grade 10 (p<0.05=∗): mean grade of deposits was 0.0 ± 0.0 for segments perfused and 0.0 ± 0.0 for segments exposed to stagnant blood with surfaces exposing to the blood either heparin, phopholipid A, or phospholipid B (NS). Phospholipids C and D were graded 0.0 ± 0.0 if perfused and 0.7 ± 1.2 if exposed to stagnant blood. Uncoated PVC control tubings however were graded 0.2 ± 0.8 for segments perfused and 2.7 ± 3.0 for segments exposed to stagnat blood (p<0.05 in comparison to all surfaces coated with phospholipids or heparin if perfused and if exposed to stagnant blood). Hence phospholipidic surface coatings expose significant antithrombotic properties which out perform todays standard for tubings in clinical perfusion (uncoated PVC).
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Jenkins, Jade Marcus, Terri J. Sabol i George Farkas. "Double Down or Switch It Up: Should Low-Income Children Stay in Head Start for 2 Years or Switch Programs?" Evaluation Review 42, nr 3 (czerwiec 2018): 283–317. http://dx.doi.org/10.1177/0193841x18786591.
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Background: Recent growth in subsidized preschool opportunities in the United States for low-income 4-year-old children has allowed federal Head Start programs to fund more slots for 3-year-old children. In turn, when Age-3 Head Start participants turn four, they may choose to switch into one of the many alternative care options or choose to stay in Head Start for a second year. Objectives: We analyze a nationally representative sample of Age-3 Head Start participants to examine whether children who stay in Head Start for a second year at Age 4 exhibit greater school readiness and subsequent cognitive and behavioral performance compared with children who switch out of Head Start into alternative care. We also examine differences between children who stay at the same Head Start center at Age 4 with those who switch to a different Head Start center. Research Design: Child fixed effects analyses coupled with inverse probability of treatment weights to remove observable, time-invariant differences between Head Start stayers and switchers. Subjects: Cohort of Age-3 Head Start attendees from the Head Start Impact Study. Measures: Child cognitive and behavioral skills assessed by trained administrators annually at ages 3–7. Results: Age-3 Head Start participants’ outcomes do not differ at the end of preschool, kindergarten, or first grade based on their choice of Age-4 program. Staying at the same Head Start center for 2 years may be beneficial for behavioral skills. Conclusions: For low-income families, there exist many equally beneficial options to support their children’s school readiness through public preschool programs.
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Pakhomov, K. S., Yu V. Antipov i I. D. Simonov-Emel'yanov. "The Viscous Characteristics and Rheokinetics of an Epoxy Oligomer with an Active Thinner". International Polymer Science and Technology 44, nr 1 (styczeń 2017): 27–30. http://dx.doi.org/10.1177/0307174x1704400105.
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The effect of an EA-grade low-viscosity thinner and of temperature on the rheokinetic properties of an epoxy oligomer of grade UP-610 cured with a Benzam-ABA amine curing agent was investigated. It was established that, when thinner is introduced and the temperature is varied, the lifetime of EFA-B epoxy binder can vary from 25 min to 26 h.
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McMillan, Cathy S., i Loran D. Erdmann. "Tracking Adiposity and Health-Related Physical Fitness Test Performances From Early Childhood Through Elementary School". Pediatric Exercise Science 22, nr 2 (maj 2010): 231–44. http://dx.doi.org/10.1123/pes.22.2.231.
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This study tracked health-related physical fitness measurements in children, including sum of triceps and medial calf skinfolds, timed 1-mile run/walk, 1-min bent-knee sit-up, pull-up, and sit-and-reach values. Results are from 409 boys and 409 girls tested in kindergarten and fifth grade, also retaining their first, second, third, and fourth grade data. In separate gender analyses, Spearman’s rho correlations were significant (p < .001) for all grade level pair combinations for each variable. Five-yr tracking of adiposity and all health-related physical fitness measurements for boys and girls was generally moderate from early childhood to the upper elementary ages.
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Lobanova, Anastasia, Elena Vysotskaya i Maria Yanishevskaya. "SOME IDEAS FOR DIGITAL SUPPORT OF STUDENTS’ ACTIONS IN PRESCHOOL AND FIRST-GRADE COUNTING". Child in a Digital World 1, nr 1 (2023): 32. http://dx.doi.org/10.61365/forum.2023.017.
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The use of digital support for preschool and fi rst-grade education is an urgent and disputable question. It is thus even more important to analyse the content of actions, which we expect students to acquire. In this case it is possible to assign the appropriate functions to the software. In our study we used Davydov’s analysis of the action of counting as a prerequisite for the wholesome Maths curriculum design. Our research aim is to study the psychological conditions for preschool and fi rst grade students to acquire and appropriately perform a possible procedure of counting, required for the number-concept formation. We exploit the context of adding or removing some tokens to the “hidden” amount, signed with the corresponding number - so that the students cannot count each object directly. We have devised the general comprehensive view of the necessary support for mediated “counting up” and “counting down” and the series of tasks, varied according to modifi - cations suggested in Galperin’s theory of planned step-by-step formation. We have conducted two cycles of experimental teaching (over hours each, participants in total, years of age). The data collected (video-taped classroom discussions, students’ drawings, pre- and post-tests) showed signifi - cant progress and allowed us to consider our hypothesis on the content of students’ actions as a feasible perspective for future research. Moreover, the analysis of the action content, which will presumably provide children with a solid basis for number-concept development, defi nes particular requirements for the digital support design. The computer is to provide the place to work with suitable tokens and special modelling means, as well as the “unbiased” feedback on whether the calculated answers suffi ce, and the opportunity for teachers to vary task conditions as planned.
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Pavilonytė, Žaneta, Justina Kačerauskienė, Brigita Budrytė, Tadas Keizeris, Jonas Junevičius i Alvydas Pavilonis. "Staphylococcus aureus prevalence among preschool- and school-aged pupils". Medicina 43, nr 11 (17.11.2007): 887. http://dx.doi.org/10.3390/medicina43110115.
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Object. To determine the prevalence and incidence of Staphylococcus aureus strains among preschool- and school-aged pupils and susceptibility of these strains to antimicrobial materials.Material and methods. A study of 243 preschool- and 300 school-aged pupils was conducted during 2003– 2004. Identification of Staphylococcus aureus was made with plasmacoagulase and DNase tests. The resistance of Staphylococcus aureus to antibiotics, b-lactamase activity, phagotypes, and phage groups were determined. The isolated Staphylococcus aureus strains were tested for resistance to methicillin by performing disc diffusion method using commercial discs (Oxoid) (methicillin 5 mg per disk and oxacillin 1 mg per disk). Results. A total of 292 (53.8%) Staphylococcus aureus strains were isolated and identified (113 (46.5%) from preschool- and 179 (59.7%) from school-aged pupils). The prevalence of Staphylococcus aureus strains among preschool-aged pupils varied from 46.5% to 47%. It increased to 59.0% (P>0.05) among schoolchildren aged from 11 to 15 years and to 73.0% (P<0.001) among schoolchildren aged from 16 to 19 years. Six methicillinresistant Staphylococcus aureus strains were isolated: two (1.8%) of them were from preschool-aged and four (2.2%) from school-aged pupils. The prevalence of Staphylococcus aureus strains with b-lactamase activity increased from 70.7 to 76.6% in preschool-aged pupils, and it varied from 72.0 to 79.0% in school-aged pupils (P>0.05). Staphylococcus aureus strains of phage group II (32.2–43.4%) were prevailing; nontypable Staphylococcus aureus strains made up 19.2–33.6%. Conclusions. The prevalence of Staphylococcus aureus among preschool-aged children is 41.7 to 48.8%, and it increases among 9th–12th-grade pupils (73.0%, P<0.001). Some Staphylococcus aureus strains (2.1%) were resistant to methicillin. Staphylococcus aureus strains of phage group II (39.0%, P<0.05) are most prevalent among preschool- and school-aged pupils. Pupils were colonized with methicillin-resistant Staphylococcus aureus strains belonging to phage group III phagotype 83A and 77.
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Trivedi, Bhushan, T. R. V. Wilkinson i Murtaza Akhtar. "Day care management of grade I and II bleeding hemorrhoids". International Surgery Journal 6, nr 8 (25.07.2019): 2916. http://dx.doi.org/10.18203/2349-2902.isj20193342.
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Background: Hemorrhoids occur in up to 80% of the population, involving any age and affecting males and females equally1 First and second-degree hemorrhoids can be treated conveniently on an out-patient basis by sclerotherapy and rubber band ligation 2. This study aims at comparing outcomes of these modalities for the treatment of grade I and II bleeding hemorrhoids.Methods: In NKP Salve institute of Medical Sciences and Research Centre hospital based nonrandomized comparative study, patients clinically diagnosed as Grade I and II bleeding hemorrhoids were included. Subjects were divided in into two groups i.e Barron’s banding and Injection of Sclerosant. The post procedural complications for the first 24 hrs were recorded, follow up was taken at regular intervals and any complications were recorded.Results: A total of 50 patients were enrolled with mean age 42.01 years and a male preponderance, with 31 males and 19 females. Barron’s banding was carried out in 25 subjects and the 25 subjects were subjected to Injection of sclerosant the mean duration taken for Injection of sclerosant was 13.6 min and in Barron’s banding 16.4 min. In the first 24hrs post procedural bleeding was observed in 40% subjects in the Barron’s banding group and 52% in the injection of sclerosant group. For post procedural pain the mean VAS score in the Barron’s group was 1.84 and 0.96 in injection of sclerosant group, follow up at 3rd month showed 16% recurrence of bleeding and 32% in injection of sclerosant group.Conclusions: Injection of sclerosant is better than Barron’s banding procedure in terms of post procedural pain.
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Shan, Bin, Wei Xiong i Shufen Zhang. "Dyeing Method and Properties of a Novel Blue Azo-Anthraquinone Reactive Dye on Cotton". Molecules 24, nr 7 (4.04.2019): 1334. http://dx.doi.org/10.3390/molecules24071334.
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A novel blue azo-anthraquinone reactive dye was evaluated in the dyeing of cotton by using a dip–pad–steam process. Dyeing method and properties were examined in detail and the results showed that the dyeing method consisting of dye concentration of 25 g/L, sodium carbonate of 12 g/L, dipping time of 3 min and steaming time of 30 min was the most effective when a conventional “one-dip–one-nip” process was used. The fixation of the dyes on cotton could reach up to 93.4%, the wash and rub fastness both reached grade 4 above, and the light fastness reached grade 4–5 above. Such colored cotton showed very close colorimetric properties.
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Walton, Nathan, Elizabeth Mata, Max Hart, Matthew Borchart i Adnan Abbasi. "November 2023 Medical Image of the Month: Obstructive Uropathy Extremis". Southwest Journal of Pulmonary, Critical Care & Sleep 27, nr 5 (2.11.2023): 56–58. http://dx.doi.org/10.13175/swjpccs043-23.
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No abstract available. Manuscript truncated after 150 words. A 71-year-old veteran presented to the emergency department with two-weeks of progressive back pain radiating to the abdomen associated low-grade fever, nausea, and new lower extremity edema. The family reported confusion. His medical history was significant for chronic prostatitis and low-grade prostate cancer on biopsy that was lost to follow-up eleven years ago. His only reported medications were aspirin 81 mg daily and naproxen 500mg up to four times a day for his pain. Vitals were significant for a temperature of 36.1 C, initial blood pressure of 201/74, heart rate of 128/min, respirations at 18/min with a saturation of 97% on 2L NC. Physical exam demonstrated no difference in blood pressures between arms. No abnormal heart sounds. Clear breath sounds to auscultation bilaterally. Flank tenderness to percussion and significant abdominal tenderness over the epigastric and suprapubic region with 3+ pitting edema of the bilateral lower extremities. Screening labs were notable …
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Wendt, Janine, Martina F. Schmidt, Jochem König, Rainer Patzlaff, Michael Huss i Michael S. Urschitz. "Young age at school entry and attention-deficit hyperactivity disorder-related symptoms during primary school: results of a prospective cohort study conducted at German Rudolf Steiner Schools". BMJ Open 8, nr 10 (październik 2018): e020820. http://dx.doi.org/10.1136/bmjopen-2017-020820.
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ObjectivesYoung age at school entry (ASE) for students has been related to their impaired mental health in higher grades. To avoid the negative health consequences of young ASE, preschool examinations and individual school entry deferral for young children are routinely performed by some school authorities. We aimed to investigate whether ASE was associated with attention-deficit hyperactivity disorder (ADHD)-related symptoms in pupils attending schools using a selective school enrolment procedure.DesignProspective open cohort study with baseline assessments at school entry and two follow-ups in the second and fourth grades.SettingUp to 128 Rudolf Steiner Schools (Waldorf Schools) located within Germany.ParticipantsOf the 3079 children from whom data were gathered in the second or fourth grade, 2671 children born between 1 July 2001 and 31 October 2002 (age at baseline: mean 6.7, min 5.91, max 7.24 years, 50% girls) were selected for analysis to avoid bias introduced by individuals at the edges of the ASE distribution.Main outcome measuresADHD-related symptoms were assessed at school entry and second and fourth grades by parent-reported and teacher-reported versions of the Strengths and Difficulties Questionnaire (Hyperactivity-Inattention Subscale).ResultsThe agreement between parent-reported and teacher-reported symptoms was poor (intra-class correlation: 0.41 and 0.44 in second and fourth grade assessments, respectively). Regarding teacher reports, ASE was negatively associated with ADHD-related symptoms in the second grade (regression coefficient β=−0.66 per year, P=0.0006) and fourth grade (β=−0.56, P=0.0014). Associations remained after adjusting for potential confounders and pre-existing symptoms at baseline. Regarding parent reports, associations were markedly weaker in both grades (second grade: β=−0.22, P=0.12; fourth grade: β=−0.09, P=0.48).ConclusionsUsing a prospective study design and comprehensive adjustment for confounding and baseline symptoms, we confirmed prior evidence of the association between young ASE and teacher-reported ADHD symptoms in primary school.
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Waldecker, Ute. "Outcome of Helal osteotomy for chronic plantar foot ulcers". Foot & Ankle Orthopaedics 3, nr 3 (1.07.2018): 2473011418S0050. http://dx.doi.org/10.1177/2473011418s00506.
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Category: Diabetes Introduction/Purpose: Chronic ulceration of the forefoot is a major problem in neuropathic and diabetic feet. Foot ulceration represents a risk factor for the development of osteomyelitis and increases the risk of amputation.The purpose of this study was to evaluate the effectiveness of Helal osteotomies concerning the development of plantar foot ulcers. Methods: Eighteen patients with a mean age of 69 years (min 55 yr, max 85 yrs) suffering from chronic, refractory ulcerations of the forefoot underwent Helal osteotomies. Demographic parameters, radiologic parameters, ulcer classification, complications, ulcer recurrence and ulcer healing were documented.The ulcerations were assessed according to the Wagner Armstrong classification. Results: The mean follow up was 30 months (min 6, max 68 months). Preoperatively, there were 3 grade 1A, 1 grade 1B,5 grade 2A, 8 grade 2B and 1 grade 3B ulcers. The most common site of ulceration was the MTP 3 joint, followed by the MTP 2 joint. All ulcers recovered with a mean healing time of 5.5 weeks (min: 1 week, max. 12 weeks). One ulcer recurred due to a secondary ossification of the osteotomy. After a reosteotomy, a permanent healing of the ulcer was achieved. There were 4 complications (1 hematoma, 2 wound infections, 1 ossification), of which only the ossification required revision surgery. Conclusion: The Helal osteotomy is a safe and effective method in treating neuropathic forefoot ulcerations. The procedure allows for rapid mobilization of the patient.
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Bianchi, Roberto, Francesco Alessandro Mistretta, Gennaro Musi, Stefano Luzzago, Michele Morelli, Vito Lorusso, Michele Catellani i in. "Robot-Assisted Intracorporeal Orthotopic Ileal Neobladder: Description of the “Shell” Technique". Journal of Clinical Medicine 10, nr 16 (16.08.2021): 3601. http://dx.doi.org/10.3390/jcm10163601.
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Background: Robot-assisted radical cystectomy (RARC) with intracorporeal neobladder (ICNB) remains a very complicated, technically demanding and time-consuming surgical procedure. In the current study we describe our robot-assisted intracorporeal “Shell” neobladder reconstruction. Methods: From January 2017 to December 2019, we performed 30 intracorporeal ileal neobladder “Shell” reconstructions. We prospectively collected demographics and clinical and pathological data and retrospectively analysed perioperative, functional and oncological outcomes. Results: No conversion to open surgery or intraoperative blood transfusion was necessary. The median whole operative time was 493 min (IQR 433–530 min), ranging from 514 min (IQR 502–554 min) recorded during the first ten procedures to 470 min (IQR 442–503 min) of the last ten. The median estimated blood loss was 400 mL (IQR 350–700 mL). The median length of stay was 11 days (IQR 10–17). Both early and late complication rates were 46.7%. The high-grade early complication rate accounted for 20%, while the high-grade late complication rate was 30%. The daytime continence rate registered was 73.3%, while night-time continence rate was 60%. Conclusions: Our results demonstrated “Shell” neobladder reconstruction as a technically feasible procedure, with good functional outcomes in tertiary referral centre. Longer follow-up and larger populations are needed to validate these preliminary results.
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Tompkins, Connie L., Erin K. Shoulberg, Lori E. Meyer, Caroline P. Martin, Marissa Dennis, Allison Krasner i Betsy Hoza. "Distinct Methods for Assessing Compliance With a Physical Activity Guideline for Children in Preschools". Journal of Physical Activity and Health 16, nr 10 (1.10.2019): 902–7. http://dx.doi.org/10.1123/jpah.2018-0703.
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Background: According to the US Institute of Medicine guideline, preschool-aged children should participate in ≥15 minutes of physical activity (PA) per hour or 3 hours per day over 12 hours. Examinations of PA guideline compliance to date averaged time spent in PA over several days; however, children could exceed the guideline on some days and not on others. Therefore, this cross-sectional study examined PA guideline compliance in preschool children based on number of minutes per hour (average method) and percentage of days the guideline was met (everyday method). Methods: PA was measured by accelerometry during the preschool day for up to 10 days in 177 children (59.3% males, Mage = 4.23). Minutes per hour and percentage of time in light, moderate to vigorous, and total PAs were calculated. Percentage of days in compliance was determined by number of days in compliance (defined as the child active on average ≥15 min/h) divided by total accelerometer days. Results: Children engaged in PA, on average, 17.01 minutes per hour, suggesting that on average, children are meeting the guideline. However, children were only in compliance with the PA guideline 62.41% of assessment days. Conclusions: Findings demonstrate the importance of examining compliance with both the average and everyday methods to more accurately portray level of Institute of Medicine PA guideline compliance.
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Carson, Valerie, Madison Boyd, Morgan Potter, Ryan Rhodes, Sam Liu i Patti-Jean Naylor. "Protocol for the PLAYshop randomised controlled trial: examining efficacy of a virtually delivered parent-focused physical literacy intervention for early childhood on child-specific and family-specific outcomes". BMJ Open 12, nr 12 (grudzień 2022): e066962. http://dx.doi.org/10.1136/bmjopen-2022-066962.
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IntroductionThe PLAYshop programme is a novel, brief, theory-based, parent-focused physical literacy intervention in early childhood designed to address the major public health issue of childhood physical inactivity. The primary objective of this study is to examine the efficacy of the virtually delivered PLAYshop programme in increasing preschool-aged children’s physical literacy, including fundamental movement skills and motivation and enjoyment.Methods and analysisThis study aims to recruit 130 families with preschool-aged children (3–5 years) from Alberta and British Columbia, Canada who will be randomised to an intervention or control group. The PLAYshop programme is informed by the Capability, Opportunity, Motivation, Behavior (COM-B) model and includes four intervention strategies: (1) educational training via a 60 min virtual synchronous workshop, (2) educational resources via handouts, (3) material resources via a goody bag of basic active play equipment and (4) follow-up support via access to a digital app with an online toolkit and four biweekly booster lessons (1-week, 3-week, 5-week and 7-week follow-up). To assess the primary outcome of physical literacy, five fundamental movement skills (overhand throw, underhand throw, horizontal jump, hop, one leg balance) will be measured virtually at baseline and 2-month follow-up using the Test of Gross Motor Development (TGMD) and the Movement Assessment Battery for Children-Second Edition (MABC-2) tools. Additionally, children’s motivation and enjoyment will also be assessed at baseline and 2-month follow-up by: (1) parental-report using items from the Preschool Physical Literacy Assessment (PrePLAy) and (2) self-report using an adapted Five Degrees of Happiness Likert scale for children. The control group will receive the PLAYshop programme after the 2-month follow-up.Ethics and disseminationThe protocol was approved by the University of Alberta (00093764) and University of Victoria (16-444) Research Ethics Boards. Findings will be disseminated through peer-reviewed publications, conference presentations, social and traditional media and a circulated infographic.Trial registration numberNCT05255250.
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Sahlén, Birgitta, Christina Reuterskiöld-Wagner i Eva Wigforss. "Children with severe language disorder six years later: A follow-up study from language preschool to grade 4 and 5". Logopedics Phoniatrics Vocology 21, nr 2 (styczeń 1996): 75–83. http://dx.doi.org/10.3109/14015439609098746.
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Paithankar, Anushka B., i Shailaja S. Jaywant. "Evaluating the efficacy of context-focused intervention in improving performance of functional tasks in preschool children with central nervous system dysfunction". International Journal of Contemporary Pediatrics 5, nr 4 (22.06.2018): 1286. http://dx.doi.org/10.18203/2349-3291.ijcp20182421.
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Background: Children with central nervous dysfunction should be given a variety of long-term physical and occupational therapy interventions to facilitate their self-development and to enhance functional independence in movement, self-care, play, school activities and leisure. The present study aimed to investigate the benefit of implementing context-focused intervention approach along with occupational therapy intervention in children with CNS dysfunctions.Methods: This randomized case control study conducted in 30 children with CNS dysfunction aging between 12 months to 48 months were randomly divided into control and experimental groups consisting of 15 children in each group. Control group received conventional occupational therapy for 45 min, and experimental group received context-focused intervention approach for 30 min along with conventional occupational therapy for 15 min (thrice a week). The patients were evaluated at baseline, after 12 and 24 weeks of follow up period on Canadian occupational performance measure (COPM) to evaluate parental perception about intervention, GMFM (gross motor function measure) to study the motor ability of the patient and ICF-CY (International classification of functioning, disability and health for children and youth) for activity participation and performance with evaluation of context.Results: Significant progress in the satisfaction score during 2nd and 3rd follow ups were noted (p <0.001) in experimental group. All the activities in GMFM score except lying and rolling showed significant improvement in experimental group (p <0.001). In experimental group a significant improvement in performance qualifier of ICF was seen during follow ups (p<0.001). The capacity qualifier scoring of ICF was improved in experimental group during 2nd follow up (p = 0.006). Progress in environmental scores of ICF during all the follow ups was noted (p <0.001) in experimental group. Significant correlation in GMFM scores and COPM performance score was noted during last follow-up in both the groups.Conclusions: The findings of the study showed positive results with context focused therapy and thus can be inferred that new intervention approach context focused therapy along with the conventional occupational therapy is very effective in improving the performance of functional tasks in children with CNS dysfunction.
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Sandjaya, Arif, Ovy Sabrina i Tan Novita. "Strength of paving block by replacing up to 40% of fine aggregate by weight with plastic waste". E3S Web of Conferences 429 (2023): 05027. http://dx.doi.org/10.1051/e3sconf/202342905027.
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Plastic waste in Indonesia in 2020-2021 occupies the second largest position in terms of the amount of accumulated waste, namely 17.15% and 15.54% after the type of food waste. Plastic is difficult to degrade or is difficult to decompose in the soil. Plastic dumped into the sea is dangerous. In 2020, Physeter Macrocephalus (protected whale) was found to have died from ingesting plastic and not digesting it properly. Replacing/modifying materials is an alternative to help overcome waste environmental problems in the construction sector. Most of the research using waste is the manufacture of concrete with certain compressive strength criteria. As a form of support for green building, research utilizes plastic waste to replace some of the fine aggregate in the manufacture of paving blocks. This study reviewed the strength class of paving block Grade B or Min. 17 MPa, where fine aggregate is replaced by plastic waste up to 40%. Plastic waste is cleaned and cut into small pieces. The results showed that the replacement of fine aggregate with plastic waste up to 30% still produced Grade B or Min. 17 MPa.
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Badr, O., D. Probert i P. W. O'Callaghan. "Multi-Vane Expanders as Prime Movers in Low-Grade Energy Engines". Proceedings of the Institution of Mechanical Engineers, Part A: Power and Process Engineering 200, nr 2 (maj 1986): 117–25. http://dx.doi.org/10.1243/pime_proc_1986_200_017_02.
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Multi-vane expanders possess many advantages, over turbines and other positive-displacement machines, as prime movers for low-grade energy engines of small power outputs. It has been found that the performances of such expanders can be improved considerably by optimizing their design and operating variables. For an organic Rankine-cycle engine, utilizing low-temperature heat as the input, a multi-vane expander with isentropic efficiencies exceeding 73 per cent at rotational speeds up to 3000 r/min was designed, built and demonstrated.
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Long, Yun Fei, Jing Su, Xian Jia Ye, Hai Feng Su i Yan Xuan Wen. "Reduction-Roast Leaching of Low-Grade Pyrolusite Using Bagasse as a Reducing Agent". Advanced Materials Research 699 (maj 2013): 28–33. http://dx.doi.org/10.4028/www.scientific.net/amr.699.28.
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Bagasse, a fibrous residue from sugarcane juice extraction, was used as a reducing agent to roast low-grade pyrolusite in N2. The roasted ore was further leached using sulfuric acid, to convert manganese oxide in the ore to manganese sulfate. The effects of weight ratio of bagasse to manganese ore, roasting temperature, roasting time, leaching temperature, leaching time, stirring speed and sulfuric acid concentration on the leaching recovery of manganese were investigated. Optimal conditions were determined to be a bagasse to manganese ore weight ratio of 0.8:10, roasting temperature of 500°C for 40 min, leaching stirring speed of 100 rpm, sulfuric acid concentration of 3 mol•L-1 and leaching temperature of 50°C for 40 min. The leaching recovery rate of manganese was up to 97.8% at the optimal conditions.
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Roungpaisan, Nanjaporn, Natee Srisawat, Nattadon Rungruangkitkrai, Nawarat Chartvivatpornchai, Jirachaya Boonyarit, Thorsak Kittikorn i Rungsima Chollakup. "Effect of Recycling PET Fabric and Bottle Grade on r-PET Fiber Structure". Polymers 15, nr 10 (17.05.2023): 2330. http://dx.doi.org/10.3390/polym15102330.
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PET knitted fabric was melted and cooled by hot pressing at 250 °C to obtain a compacted sheet. Only white PET fabric (WF_PET) was used to study the recycling process by compression and grinding to powder and then melt spinning at different take-up speeds compared to PET bottle grade (BO_PET). PET knitted fabric had good fiber formability and was better suited for melt spinning of recycled PET (r-PET) fibers than the bottle grade. Thermal and mechanical properties of r-PET fibers improved in terms of crystallinity and tensile strength with increasing take-up speed (500 to 1500 m/min). Fading and color changes from the original fabric were relatively small compared with PET bottle grade. Results indicated that fiber structure and properties can be used as a guideline for improving and developing r-PET fibers from textile waste.
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Eredics, Klaus, Michael Rauchenwald, Lukas Lusuardi, Thomas Kunit, Hans Christoph Klingler, Katarzyna Gronostaj i Sabina Sevcenco. "The Feasibility, Technique, and Medium-Term Follow-Up of Laparoscopic Transvesical Diverticulectomy". Urologia Internationalis 104, nr 11-12 (2020): 923–27. http://dx.doi.org/10.1159/000510242.
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<b><i>Background:</i></b> To present our experience and results with the transvesical laparoscopic diverticulectomy, developed by Pansadoro et al. [<i>BJU Int</i>. 2009;103(3):412–24], as treatment of symptomatic bladder diverticula, with a medium-term follow-up. <b><i>Methods:</i></b> Between June 2010 and July 2018, we successfully operated 15 patients (13 male/2 female), aged 32–85 years (mean age 61 years) in 2 centers in Austria, using the aforementioned technique. <b><i>Results:</i></b> The median operative time was 297 min (range 83–488 min), and the blood loss was minimal. The median diameter of the diverticula was 94 mm (range 40–110 mm). The transurethral catheter was removed in most patients on day 7 (range 1–26 days), and cystography was performed before catheter removal. Patients were discharged on the ninth postoperative day (range 4–18 days). One case had a Clavien-Dindo grade IIIb complication (ureter injury), and 2 cases had a grade IIIa complication (nephrostomy drainage). After a median follow-up of 19 months, no recurrences were observed. <b><i>Conclusion:</i></b> The laparoscopic, transvesical diverticulectomy is a feasible and valuable procedure with good outcomes. To avoid complications, the ureter needs to be spared meticulously.
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Ullah, Nasr, Aftab Ahmed Solangi, Zahir Ullah, Amir Jamil, Khurshid Ali i Imran Abid. "Impact of Short First Medical Contact to Device Time on Final TIMI Blush Grade in Primary PCI". Pakistan Journal of Medical and Health Sciences 16, nr 9 (30.09.2022): 651–54. http://dx.doi.org/10.53350/pjmhs22169651.
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Background: Greater first medical contact to device time has been observed to adversely effects the outcome of primary PCI. European Society of Cardiology (ESC) recommends a maximum of 90 min delay in FMC to device time. However, the effect of the FMC to the device time on the myocardial reperfusion (TIMI blush grade) is not assessed yet. Objective: To investigate the effect of the FMC to the device time on the TIMI blush grade of the STEMI patients who underwent primary PCI. Methodology: It was a prospective study consisting of 445 STEMI patients of Punjab Institute of Cardiology, Lahore, fulfilling the entry criteria in this study in the time period from January 2020 up to January 2022. The patients were divided into two study groups: those with FMC-D interval of < 90 min or short group and those with FMC-D interval of ≥ 90 min or the long group. TIMI blush grade was taken as the primary clinical endpoint whereas MACE at the 30 day follow up were taken as the secondary endpoints. Comparison of the clinical and peri-procedural outcomes was done among the two groups by SPSS. Results: The mean FMC-D time was 77.3 ± 32.1 minutes in short FMC-D time group and 117.1 ± 12.5 minutes in long FMC-D time group (p < 0.01). At the duration of 30 days, individuals in the long group showed significantly higher rates of MACE (14.2% vs 3.9%, p = 0.0002). Higher cardiac death rate was the driving force behind the noted difference (7.1% vs 1.2%, p = 0.002). Conclusion: First medical contact to device time does not significantly impact the final TIMI blush grade in patients underwent PCI. Patients in whom the delay of treatment is < 90 minutes have significantly lower rates of MACE at the 30 days duration. Keywords: First medical contact, TIMI blush grade, PCI, STEMI, FMC-D time.
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Wang, Guangxu, Yahua Zi, Bo Li, Shan Su, Lei Sun, Fei Wang, Chener Ren i Yang Liu. "The Effect of Physical Exercise on Fundamental Movement Skills and Physical Fitness among Preschool Children: Study Protocol for a Cluster-Randomized Controlled Trial". International Journal of Environmental Research and Public Health 19, nr 10 (23.05.2022): 6331. http://dx.doi.org/10.3390/ijerph19106331.
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Background: Evidence shows that physical exercise promotes preschoolers’ fundamental movement skills (FMSs) and physical fitness (PF). However, studies that assess the effectiveness of different types of physical exercise interventions to improve FMSs and PF in preschool children remain scarce. To explore and compare the effectiveness of different physical exercise on FMSs and PF, interventions comprising ball games (BGs), rhythm activities (RAs), basic movements (BMs), and a combination of all related activities (multiple activities, MAs) will be conducted among preschoolers. Methods: A single-blind, five-arm, cluster-randomized trial will be conducted in kindergarten in Shanghai, China. In total, 300 healthy preschoolers, aged 4 to 5 years, will be randomized to four intervention groups (BG, RA, BM, or MA) and one control group (unorganized physical activities). Four intervention groups will receive three 30-min lessons weekly for 16 weeks. At the baseline, the end of the 16-week intervention, and the 6-month follow-up after the end of the intervention, the primary outcomes (FMSs and PF) and physical activity (PA), and sociodemographic and anthropometric data will be assessed. Discussion: This study will provide vital information regarding the effect of different physical exercise interventions on preschool children’s FMSs and PF, PA, and the potential interactions between these domains. The most effective intervention strategy can be generalized to kindergarten and other preschool educational institutions in practice to promote preschoolers’ development of FMSs and PF. Conclusions: This study protocol aims to provide a method to solve the problem of “how to arrange physical exercise and which kind of physical exercise program can promote FMS and PF better in preschool children”.
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Willems, M. E., J. T. Brozinick, C. E. Torgan, M. Y. Cortez i J. L. Ivy. "Muscle glucose uptake of obese Zucker rats trained at two different intensities". Journal of Applied Physiology 70, nr 1 (1.01.1991): 36–42. http://dx.doi.org/10.1152/jappl.1991.70.1.36.
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Exercise training reduces the muscle insulin resistance of the obese Zucker rat. The purpose of the present study was to determine whether the magnitude of this training response is exercise intensity specific. Obese Zucker rats were randomly divided into sedentary (SED), low-intensity (LI), and high-intensity (HI) exercise groups. For the LI rats, exercise training consisted of running on a rodent treadmill at 18 m/min up an 8% grade for 90 min. Rats in the HI group ran at 24 m/min up an 8% grade for four 17-min bouts with 3 min between bouts. Both exercise groups performed the same amount of work and trained 5 days/wk for 7 wk. To evaluate muscle insulin resistance, rat hindlimbs were perfused for 30 min with perfusate containing 6 mM glucose (0.15 mu Ci of D-[14C(U)] glucose/ml) and either a maximal (10.0 mU/ml) or a submaximal (0.50 mU/ml) insulin concentration. Perfusions were performed 48–56 h after the last exercise bout and a 12-h fast. In the presence of 0.5 mU/ml insulin, the rate of muscle glucose uptake was found to be significantly faster for the HI (9.56 +/- 0.66 mumol.h-1.g-1) than for the LI (7.72 +/- 0.65 mumol.h-1.g-1) and SED (6.64 +/- 0.44 mumol.h-1.g-1) rats. The difference in glucose uptake between the LI and SED rats was not significant. In the presence of 10.0 mU/ml insulin, the rate of glucose uptake was significantly faster for the HI (16.43 +/- 1.02 mumol.h-1.g-1) than for the LI rats (13.76 +/- 0.84 mumol.h-1.g-1) and significantly faster for the LI than for the SED rats (11.02 +/- 0.35 mumol.h-1.g-1).(ABSTRACT TRUNCATED AT 250 WORDS)
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Faigenbaum, Avery D., Jie Kang, Michael DiFiore, Caitlyn Finnerty, Andy Garcia, LeeAnn Cipriano, Jill A. Bush i Nicholas A. Ratamess. "A Comparison of Warm-Up Effects on Maximal Aerobic Exercise Performance in Children". International Journal of Environmental Research and Public Health 19, nr 21 (29.10.2022): 14122. http://dx.doi.org/10.3390/ijerph192114122.
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The aim of this study was to compare the warm-up effects of treadmill walking (TW) with a dynamic (DY) bodyweight warm-up on maximal aerobic exercise performance in children. Sixteen children (10.9 ± 1.5 vrs) were tested for peak oxygen uptake (VO2 peak) on 2 nonconsecutive days following different 6 min warm-up protocols. TW consisted of walking on a motor-driven treadmill at 2.2 mph and 0% grade whereas the DY warm-up consisted of 9 body weight movements including dynamic stretches, lunges, and jumps. Maximal heart rate was significantly higher following DY than TW (193.9 ± 6.2 vs. 191.6 ± 6.1 bpm, respectively; p = 0.008). VO2 peak (54.8 ± 9.6 vs. 51.8 ± 8.7 mL/kg/min; p = 0.09), maximal minute ventilation (68.9 ± 14.8 vs. 64.9 ± 9.4 L/min; p = 0.27), maximal respiratory exchange ratio (1.12 ± 0.1 vs. 1.11 ± 0.1; p = 0.85) and total exercise time (614.0 ± 77.1 vs. 605 ± 95.0 s; p = 0.55) did not differ significantly between DY and TM warm-ups, respectively. These findings indicate that the design of the warm-up protocol can influence the heart rate response to maximal aerobic exercise and has a tendency to influence VO2 peak. A DY warm-up could be a viable alternative to a TW warm-up prior to maximal exercise testing in children.
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Plekhanova, Tatiana, Alex V. Rowlands, Tom Yates, Andrew Hall, Emer M. Brady, Melanie Davies, Kamlesh Khunti i Charlotte L. Edwardson. "Equivalency of Sleep Estimates: Comparison of Three Research-Grade Accelerometers". Journal for the Measurement of Physical Behaviour 3, nr 4 (1.12.2020): 294–303. http://dx.doi.org/10.1123/jmpb.2019-0047.
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Introduction: This study examined the equivalency of sleep estimates from Axivity, GENEActiv, and ActiGraph accelerometers worn on the nondominant and dominant wrists and with and without using a sleep log to guide the algorithm. Methods: 47 young adults wore an Axivity, GENEActiv, and ActiGraph accelerometer continuously on both wrists for 4–7 days. Sleep time, sleep window, sleep efficiency, sleep onset, and wake time were produced using the open-source software (GGIR). For each outcome, agreement between accelerometer brands, dominant and nondominant wrists, and with and without use of a sleep log, was examined using pairwise 95% equivalence tests (±10% equivalence zone) and intraclass correlation coefficients (ICCs), with 95% confidence intervals and limits of agreement. Results: All sleep outcomes were within a 10% equivalence zone irrespective of brand, wrist, or use of a sleep log. ICCs were poor to good for sleep time (ICCs ≥ .66) and sleep window (ICCs ≥ .56). Most ICCs were good to excellent for sleep efficiency (ICCs ≥ .73), sleep onset (ICCs ≥ .88), and wake time (ICCs ≥ .87). There were low levels of mean bias; however, there were wide 95% limits of agreement for sleep time, sleep window, sleep onset, and wake time outcomes. Sleep time (up to 25 min) and sleep window (up to 29 min) outcomes were higher when use of the sleep log was not used. Conclusion: The present findings suggest that sleep outcomes from the Axivity, GENEActiv, and ActiGraph, when analyzed identically, are comparable across studies with different accelerometer brands and wear protocols at a group level. However, caution is advised when comparing studies that differ on sleep log availability.
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Carlson, K. I., H. T. Yang, W. S. Bradshaw, R. K. Conlee i W. W. Winder. "Effect of maternal exercise on fetal liver glycogen late in gestation in the rat". Journal of Applied Physiology 60, nr 4 (1.04.1986): 1254–58. http://dx.doi.org/10.1152/jappl.1986.60.4.1254.
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To determine the effect of maternal exercise on fetal liver glycogen content, fed and fasted rats that were pregnant for 20.5 or 21.5 days were run on a rodent treadmill for 60 min at 12 m/min with a 0% grade or 16 m/min up a 10% grade. The rats were anesthetized by intravenous injection of pentobarbital sodium, and fetal and maternal liver and plasma samples were collected and frozen. Fetal liver glycogenolysis did not occur as a result of maternal exercise. Fetal blood levels of lactate increased 22–60%, but glucose, plasma glucagon, and insulin were unchanged during maternal exercise. Maternal liver glycogen decreased as a result of exercise in all groups of rats except the fasted 20.5-day-pregnant group. Plasma free fatty acids increased in all groups and blood lactate increased in fed (20.5 days) and fasted (21.5 days) pregnant rats. Maternal glucose, glucagon, and insulin values remained constant during exercise. The fetus appears to be well-protected from metabolic stress during moderate-intensity maternal exercise.
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Braga-Pontes, Cátia, Sara Simões-Dias, Marlene Lages, Maria P. Guarino i Pedro Graça. "Nutrition education strategies to promote vegetable consumption in preschool children: the Veggies4myHeart project". Public Health Nutrition 25, nr 4 (27.10.2021): 1061–70. http://dx.doi.org/10.1017/s1368980021004456.
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AbstractObjective:To test the efficacy of three nutrition education strategies on the intake of different vegetables in preschool children.Design:This is an experimental study conducted in four Portuguese preschools. The intervention consisted of 20-min educational sessions, once a week, for 5 weeks, with one of the following randomised educational strategies: Portuguese Food Wheel Guide (control), digital game, storybook, storybook and reward (stickers). All groups had repeated exposure to vegetables in all sessions. A pre- and post-test were conducted to determine vegetable intake, and a 6-month follow-up was realised.Setting:Preschools of Leiria district, Portugal.Participants:A sample of 162 children aged 3 to 6 years. All eligible children attending the preschools were invited to participate.Results:All interventions tested were effective in increasing vegetable consumption both in the short and medium term, without statistically significant differences, compared to the control group. Stickers were more effective in the short term than in the medium term.Conclusions:The nutritional education strategies associated with repeated exposure tested in this study were effective in promoting vegetable consumption in preschool children. The use of stickers may be a valid strategy to promote the consumption of vegetables less recognised by children.
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Goh, Eun-Kyoung, i Hyo Jeong Jeon. "Behavioral Changes in Preschool- and School-Age Korean Children: A Network Analysis". Children 9, nr 5 (6.05.2022): 677. http://dx.doi.org/10.3390/children9050677.
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The relationships between symptoms that comprise behavioral problems in children can be traced longitudinally to provide long-term support. This study identified signs that should be considered important in school age children by tracking changes in the relationships between different symptoms of behavioral problems in preschool and school age children. This study used Gaussian graphical network analysis to clarify the interaction of the overall subscales constituting the K-CBCL (Korean Child Behavior Checklist) and centrality in the network. In the Panel Study on Korean Children (PSKC), the K-CBCL/1.5–5 was used for children up to age six (first grade, elementary school), and the K-CBCL/6–18 was used for older children. In this study, 1323 PSKC samples (boys, n = 671; girls, n = 652) were used to distinguish nonclinical and (sub)clinical groups (T-score ≥ 60) compared to node centrality in each group’s CBCL subscale networks. Depression/anxiety was a persistent core symptom of the behavioral problem network in 5- and 7-year-old children. A new core symptom in 7-year-old children was posttraumatic stress problems added in version CBCL/6-18. Based on these results, it is necessary to consider both anxiety/depression and posttraumatic stress problems in preschool children to support the adaptation of school-age children.
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Soloveichick, Marina, Peter B. Marschik, Ayala Gover, Michal Molad, Irena Kessel i Christa Einspieler. "Movement Imitation Therapy for Preterm Babies (MIT-PB): a Novel Approach to Improve the Neurodevelopmental Outcome of Infants at High-Risk for Cerebral Palsy". Journal of Developmental and Physical Disabilities 32, nr 4 (18.11.2019): 587–98. http://dx.doi.org/10.1007/s10882-019-09707-y.
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AbstractTo improve the neurodevelopmental outcome in infants with high grade intraventricular haemorrhage and cramped-synchronised (CS) general movements (GMs). Four very preterm infants with intraventricular haemorrhage grade III (n = 3) or intraventricular haemorrhage with apparent periventricular haemorrhagic infarction (n = 1) were diagnosed with CS GMs at 33 to 35 weeks postmenstrual age. A few days later MIT-PB [Movement Imitation Therapy for Preterm Babies], an early intervention programme, was commenced: the instant an infant showed CS movements, the therapist intervened by gently guiding the infant’s limbs so as to manoeuvre and smoothen the movements, thereby imitating normal GM sequences as closely as possible (at least for 10 min, 5 times a day, with increasing frequency over a period of 10 to 12 weeks). After a period of consistent CS GMs, the movements improved. At 14 weeks postterm age, the age specific GM pattern, fidgety movements, were normal in three infants, one infant had abnormal fidgety movements. At preschool age, all participants had a normal neurodevelopmental outcome. This report on four cases demonstrates that mimicking normal and variable GM sequences might have a positive cascading effect on neurodevelopment. The results need to be interpreted with caution and replication studies on larger samples are warranted. Nonetheless, this innovative approach may represent a first step into a new intervention strategy.
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Khelif, David Hamid, Clement Kintzinger, Said Taha, Philippe Gauchez, Marc Bintner, Emmanuel Chirpaz, JAN-Dirk Harms i Valerie Florence Magnin. "First results of radiotherapy after hyperbaric oxygenation with temozolomide for high-grade gliomas." Journal of Clinical Oncology 30, nr 15_suppl (20.05.2012): 2048. http://dx.doi.org/10.1200/jco.2012.30.15_suppl.2048.
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2048 Background: The outcome of patients with high-grade gliomas remains poor despite modern therapeutic arsenal. The objective of this study was to assess the feasibility and efficacy of radiotherapy (RT) given immediately after hyperbaric oxygenation (HBO) with Stupp protocol. Methods: All patients with histologically confirmed high-grade gliomas from 2008 till 2011 coveraged at GHSR hospital were enrolled. Patients underwent Stupp protocol consisting in 60 Gy RT with a daily dose of 2 Gy for 5 days per week administrated immediately after HBO. Temozolomide (TMZ) was administrated at the daily dose 75 mg/m², 7 days per week followed by 6 cycles of TMZ 150 to 200 mg/m² for 5 days each 28 day-cycle. HBO schedule was approximately 15 min of compression with air, 60 min of 100% oxygen inhalation and 10 min of decompression with oxygen. Results: A total of 21 patients were diagnosed and histologically confirmed high grade gliomas. Five were excluded because of HBO contraindications. Twelve patients (75%) had undergone debulking surgery. The time interval from completion of decompression to start of irradiation was less than 15 minutes (mean 14.25, range 8-18). Twelve patients (75%) received the complete dose of RT and TMZ. HBO was completed for 7 (43.75%). Five (31.25%) were temporarily stopped and 4 (25%) were definitively stopped. One patient (6.25%) suffered from pancytopenia with grade 4 thrombopenia and grade 3 neutropenia. The median follow up was 46.95 weeks (range 5.7-108.3). Nine patients (56.25%) are still alive. Four (25%) have a survival more than 16 months. Conclusions: HBO with Stupp protocol is feasible and promising but requiring a large multicentric study.