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1
Pereira, Meira Chaves. "O ensino fundamental de nove anos e a organização curricular para os anos iniciais no Mato Grosso do Sul - The elementary school nine years and organization curriculum for early years in Mato Grosso do Sul." Revista de Gestão e Avaliação Educacional 5, no. 9 (2015): 111. http://dx.doi.org/10.5902/2318133816929.
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Neste trabalho se discute o ensino fundamental de nove anos e a organização escolar para os anos iniciais do ensino fundamental no Brasil. Trata-se de uma reflexão crítica por meio de literatura especializada organizada em três seções. A primeira considera a idade que integra o ensino fundamental a partir da legislação brasileira. Na segunda, analisamos a criança de seis anos no ensino fundamental e a necessária sensibilidade no desenvolvimento de seus saberes e fazeres e, em seguida construímos algumas considerações sobre a organização do currículo para o ensino fundamental de nove anos. O estudo aponta que quanto mais cedo se faz a incursão da criança nos anos iniciais do ensino fundamental, não se pode perder de vista a especificidade da infância em seus tempos, espaços e possibilidades.Palavras-chave: ensino fundamental de nove anos, organização curricular, anos iniciais. THE ELEMENTARY SCHOOL NINE YEARS AND ORGANIZATION CURRICULUM FOR EARLY YEARS IN MATO GROSSO DO SUL AbstractThis paper discusses the fundamental education of nine years and school organization for the early years of elementary school in Brazil. It is a reflexive critical reflection by means of specialized literature organized into three sections. The first considers the age which integrates elementary school from the Brazilian legislation. In the second, we analyze the child of six years in the elementary school and the necessary sensitivity to develop their knowledge and practices and then build some considerations about the Organization of the curriculum for elementary education of nine years. The study brought to light that, the sooner you make the incursion of the child in the early years of elementary school, one cannot lose sight of the specificity of childhood in their times, spaces and possibilities.Key-words: nine-year elementary school, curriculum organization, the initial years.
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Bak, Moon Young Savana, Joshua B. Plavnick, and Sarah M. Byrne. "Vocalizations of minimally verbal children with autism spectrum disorder across the school year." Autism 23, no. 2 (2017): 371–82. http://dx.doi.org/10.1177/1362361317747576.
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Little is known about the language trajectories of minimally verbal school-aged children with autism spectrum disorders. The present investigation conducted observations across two elementary schools over an entire school year to analyze the vocal language development of nine minimally verbal children with autism spectrum disorder between the ages of 6 and 10 years, and their educational service providers. A Language Environment Analysis™ device automatically recorded and disaggregated over 743 h of data on child vocalizations, and vocal interactions with adults. Vocalizations did not increase for eight of the nine participants, and conversational counts between participants and adults were near zero across the entire year. These results speak to the need for additional research examining language development and potential intervention strategies among minimally verbal children with autism spectrum disorder.
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Davis, Heather A., Anna Marie L. Ortiz, and Gregory T. Smith. "The Occurrence and Covariation of Binge Eating and Compensatory Behaviors Across Early to Mid-Adolescence." Journal of Pediatric Psychology 43, no. 4 (2017): 402–12. http://dx.doi.org/10.1093/jpepsy/jsx113.
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Abstract The purpose of this study was to examine the occurrence and covariation of four eating disorder behaviors across the elementary, middle, and high school years. In a sample of 1,906 youth measured over 5 years at nine time points, from the past year of elementary school through the second year of high school, binge eating, purging (self-induced vomiting), compensatory exercise, and fasting behavior were assessed by self-report. Over the 5-year period, rates of binge eating and purging increased but rates of compensatory exercise and fasting decreased. Girls and boys did not differ in their rates of engagement in any of the behaviors. Within time, the behaviors covaried modestly. Health-care professionals are advised to assess each behavior individually, rather than base interventions on the presence or absence of a diagnosable eating disorder. Gender should not be a basis for assessing for the presence of any of these behaviors.
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Küçükkaragöz, Hadiye, and Fatma Erdoğan. "The analyzing of elementary school students' social skills and their social emotional learning levels according to some variables." Journal of Human Sciences 14, no. 1 (2017): 39. http://dx.doi.org/10.14687/jhs.v14i1.4211.
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Social skills and emotional intelligence are terms which are related closely with each other and determine on human behaviors, which arranger people's relations with each other. As using this important relation as a base, this research has been made to analyze whether elementary school students' social skills and social emotional learning levels reflect a significant difference by variables such as gender, age, number of siblings, which the person is in order of siblings, educational case and professions of mother - father, whether there is migration in family or not. This research, is a descriptive study. A sampling group which is the most accessible and which will provide maximum saving, and the proper sampling method which provides an opportunity to work have been used. Based on this purpose 136 4th grade elementary school students have participated in the research. On the study, social skill scale and social emotional learning scale have been used in terms of determining on elementary school's forth grade students' social skills level and social emotional learning level. Data has been analyzed, using statistic analyses (Mann-Whitney Test, Kruskal-Wallis Test) which are not parametric from SPSS 23 program. As a result of the research, it has been determined that students' social skills' level changes in significant level by variables of age, the situation on whether there is a migration in family or not and number of sibling. On the other hand, when results of the study are examined on the base of social emotional learning, students who have gone on the same class education and who are ten years old have got higher social emotional learning points than those who are nine years old; students who have lived in Izmir for ten years or more than ten years have got higher social emotional learning points at significant rate than those who have lived in Izmir for nine years or shorter. It has been determined that there is a positive and significant relation at high rate between students' social skills' points and their social emotional learning level.
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García Campos, María de Lourdes, and Maria das Graças Carvalho Ferriani. "Drugs use by six to seven-year-old children from an elementary school in Celaya, Guanajuato, México." Revista Latino-Americana de Enfermagem 16, spe (2008): 523–28. http://dx.doi.org/10.1590/s0104-11692008000700004.
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This study aimed to identify the use of drugs by six to seven-year-old students from an elementary school in Celaya, Gto., Mexico. It is a cross-sectional exploratory study with non-probabilistic sample. Thirty-nine students, both genders, were interviewed, and the use of drugs was identified, not only among students, but also among people close to them. The whole sample (100%) was 7 years old, 61.5% female, 77% reported their mothers smoked, and 25% she consumed alcohol; 24.3% reported their father smoked, and 48.6% he consumed alcohol; 30.6% of the scholars had already consumed alcohol once (beer), 8.1% had tried cigarettes, but not other drugs.
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Loucaides, Constantinos A., Russell Jago, and Maria Theophanous. "Social, attitudinal and behavioural correlates of fruit and vegetable consumption among Cypriot adolescents." Public Health Nutrition 14, no. 12 (2011): 2139–47. http://dx.doi.org/10.1017/s1368980011000784.
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AbstractObjectiveTo examine the prevalence and correlates of fruit and vegetable (FV) consumption in Cypriot adolescents.DesignA cross-sectional study.SettingThe Republic of Cyprus.SubjectsA total of 1966 adolescents with a mean age of 14·7 (sd2·2) years from nine elementary (n448), six middle (n657), five high (n475) and five technical/vocational schools (n386) in Cyprus. Participants completed a questionnaire assessing FV consumption using a two-item screening measure and a number of social, attitudinal and behavioural correlates of FV consumption.ResultsOverall, 19·3 % of adolescents reported consuming five or more portions of FV daily, with elementary and middle school students more likely to meet recommendations (23·8 % and 24·4 %, respectively) compared with high and technical/vocational school students (14·0 % and 12·5 %, respectively). Consuming five or more portions of FV was associated with preference for FV (OR = 2·2), family eating patterns (OR = 1·5), friends’ FV consumption (OR = 1·2) and school support for FV consumption (OR = 0·8). Consuming at least one portion of fruit daily was significantly associated with preference for FV (OR = 2·0) and family eating patterns (OR = 1·7). Consuming at least one portion of vegetables daily was associated with preference for FV (OR = 4·2) and eating while watching television (OR = 0·8).ConclusionsTargeting individual and family-based components may enhance the effectiveness of intervention programmes to promote FV consumption.
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SUKARDJI, K. "EVALUASI BELAJAR PENDIDIKAN DASAR 9 TAHUN MELALUI MADRASAH DI KABUPATEN PANDEGLANG." ALQALAM 18, no. 90-91 (2001): 1. http://dx.doi.org/10.32678/alqalam.v18i90-91.1462.
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In the Framework to raise the progress of the nation life entirely, the goverment has carried out the nine years - Basic Education Compulsory Programme (Wajar Dikdas) through general school and Islamic school In this programme through the Islamic school among others have been done in model school of Islamic elementery school (MIN) in village of part, Mandalawangi, Pandeglang and the Islamic secondary private scool "Cidangiang" Kota Pandeglang., Pandeglang.The Nine Years - Basic Education Compulsory Programme through Islamic School has been applied on the Islamic School (MI and MTs) by providing service of education to all basic education school age from any economic sosial backgrounds, both living in the countryside and the town around the two schools evironments. Both children coming from the poor and the rich family Have equal chance to obtain service of education from two schools.To support the operational of programme among parents, school and group of society/foster parents (GNOTA) and government have colleted fund to run the education at the school, including the school payment for students by the cooperation in colleting the fund wich have been done by many parts for costing the programme so that in can run smoothly and succesfully.Key words: Evaluation, Compulsory Education, Madrasah, Pandeglang.
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Wu, Qiyan, Xiaoling Zhang, and Paul Waley. "Jiaoyufication: When gentrification goes to school in the Chinese inner city." Urban Studies 53, no. 16 (2016): 3510–26. http://dx.doi.org/10.1177/0042098015613234.
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Gentrification, or the class-based restructuring of cities, is a process that has accrued a considerable historical depth and a wide geographical compass. But despite the existence of what is otherwise an increasingly rich literature, little has been written about connections between schools and the middle class makeover of inner city districts. This paper addresses that lacuna. It does so in the specific context of the search by well-off middle class parents for places for their children in leading state schools in the inner city of Nanjing, one of China’s largest urban centres, and it examines a process that we call here jiaoyufication. Jiaoyufication involves the purchase of an apartment in the catchment zone of a leading elementary school at an inflated price. Gentrifying parents generally spend nine years (covering the period of elementary and junior middle schooling) in their apartment before selling it on to a new gentrifying family at a virtually guaranteed good price without even any need for refurbishment. Jiaoyufication is made possible as a result of the commodification of housing alongside the increasingly strict application of a catchment zone policy for school enrolment. We show in this paper how jiaoyufication has led to the displacement of an earlier generation of mainly working class residents. We argue that the result has been a shift from an education system based on hierarchy and connections to one based on territory and wealth, but at the same time a strangely atypical sclerosis in the physical structure of inner city neighbourhoods. We see this as a variant form of gentrification.
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McCombie, Charles W., and Joseph C. Smith. "Harold Horace Hopkins. 6 December 1918-22 October 1994." Biographical Memoirs of Fellows of the Royal Society 44 (January 1998): 239–52. http://dx.doi.org/10.1098/rsbm.1998.0016.
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Harold Horace Hopkins was born in Leicester, the last of the six children of William E. Hopkins, ‘a hand for a small baker’, and Teresa F. Hopkins. Throughout his childhood and youth the family experienced the hardships of the 1920s and 1930s, with his father unemployed for much of the time. But his efforts to get a good, broad education were encouraged, particularly by his mother, whose strong socialist principles incorporated a great respect for education. During his years at a local state elementary school he attended various Sunday schools (attendance was required, but no particular denomination was specified), sang in a church choir, had free organ lessons from the organist, won an adult verse competition when aged nine and went to concerts of the Leicester Symphony Orchestra.
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Masoumi, Houshmand E., Gabriele Zanoli, Athanasios Papageorgiou, et al. "Patterns of children’s travel to school, their body weight, spatial factors, and perceptions: A survey on nine European cities." GeoScape 11, no. 2 (2017): 52–75. http://dx.doi.org/10.1515/geosc-2017-0005.
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AbstractIncreasing rates of body weight of children has become a motivation for investigating active transportation to school during the past years. Lack of proper data covering different geographical contexts is a problem seen in the literature of this subject. The present paper reports the findings of a recent survey on nine cities in seven European countries funded by the European Commission. The objective of the survey was to provide data covering several topics in relation with active commuting to school and body mass index, such as parental perceptions of safety and security, neighborhood facilities, land use characteristics, etc. in different regions of Europe in a way that cross-sectional comparisons between regions and city sizes is facilitated. For that, 2735 children/parents were handed out questionnaires, from whom 1424 filled out the questionnaires (response rate: 52%). This led to 1304 validated questionnaires. The respondents studied in 21 elementary schools of Foggia, Italy; Berlin, Germany; Thessaloniki, Greece; Rijeka, Croatia; Utrecht, The Netherlands; Łódź, Poland; Konstantynow, Poland; Malatya, Turkey, and Doğanşehir, Turkey as of March 2016 until January 2017. The survey instrument enables development of continuous and categorical variables for empirical research with strong focus on the built environment using the aggregate data provided by this study. It is expected that the output data eases production of knowledge about less-studied European contexts as well as cross-sectional comparison of results with more studied areas of Western Europe.
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Monique de Souza Almeida Ribeiro, Larissa, and Luiz Artur dos Santos Cestari. "The Rhizomatic-Moving with the Difference Aid: A Study on Childhood in Elementary School Grades Teaching of Nine Years." American Journal of Educational Research 5, no. 7 (2017): 782–87. http://dx.doi.org/10.12691/education-5-7-14.
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Swartz, Ann M., Nathan R. Tokarek, Scott J. Strath, Krista M. Lisdahl, and Chi C. Cho. "Attentiveness and Fidgeting While Using a Stand-Biased Desk in Elementary School Children." International Journal of Environmental Research and Public Health 17, no. 11 (2020): 3976. http://dx.doi.org/10.3390/ijerph17113976.
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Standing desks are a viable option to decrease sedentary time in the classroom. However, it is important that standing desks are not detrimental to classroom behavior or learning. The purpose of this study was to evaluate the impact of stand-biased desks on fidgeting and attentiveness. Ninety-seven students in grades 3, 4, and 6 (ages 8–12 years) volunteered to participate in this study. The intervention employed a within-classroom crossover design, with teacher-determined allocation for seating within each classroom and included the replacement of one-half of the traditional sitting desks with stand-biased desks. Direct observation of student’s attentive and fidgeting behaviors occurred at three assessment periods, at baseline when all students were in a sitting desk condition and at the end of each nine-week intervention. Stand-biased desks did not influence fidgeting behavior, but did have an impact on attentive behavior. Students that were less attentive at baseline had a 40–80% increase incidence rate in non-attentive behavior while in the traditional desk as compared to the stand-biased desk after the intervention. While fidgeting and non-attentive episodes (p = 0.034) were significantly related, the type of desk did not significantly moderate this relationship (p = 0.810). Standing desks can be incorporated into the classroom without negatively influencing classroom behavior.
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Stanley, Peter. "Insights About Resilience in Emerging Adulthood From a Small Longitudinal Study in New Zealand." Australian Educational and Developmental Psychologist 28, no. 1 (2011): 1–14. http://dx.doi.org/10.1375/aedp.28.1.1.
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In 1998, 12 elementary school students aged 11–12 years, who were living in a disadvantaged suburb in a New Zealand city, were comprehensively assessed and determinations were made regarding their risk statuses. Ten years later, nine of the participants were located and interviewed and the data were examined using interpretative phenomenological analysis (Smith & Osborn, 2008). Three resilience themes were discerned at Time 2: relationships, contexts of development, and personhood and identity. The combination of quantitative and qualitative methodologies at the two assessment points promoted the derivation of a resilience model that connects relational contexts to executive functioning and purposeful action. The investigation also prompted observations about the contribution of qualitative research to the study of resilience.
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Fredriksen, Per, Helene Olsen, and Trine Meza. "Changes in Quality of Life in Elementary School Children—The Health Oriented Pedagogical Project (HOPP)." Sports 7, no. 1 (2019): 11. http://dx.doi.org/10.3390/sports7010011.
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Background: Quality of life (QoL) studies may provide information of change in health status in the population. Few studies have followed up previous cross-sectional studies to investigate any change in the QoL status of healthy children. The aim of the current study is to compare QoL in children 6–12 years old in two large cross-sectional studies of healthy children completed a decade apart. Methods: In the current study children and parents from nine elementary schools (n = 2816) were included in a cross-sectional study investigating children’s QoL. Using the Life Quality in Children and Adolescents (ILC), completed by both children and parents, the global QoL-score was estimated for 2297 children and 1639 parental reports. These results were compared to a similar study performed in 2004. The scores from both studies were divided into categories of below average, average and above average QoL. The percentage change of QoL between the two studies is presented. Results: Our results show that parents report that more children have below and above average QoL in 2015 compared to 2004. In contrast, more children scored in the average and above average QoL category in 2015 than in 2004. Conclusion: Parents reported lower QoL and children higher QoL in 2015 compared to 2004.
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Vargas Solís, María Antonieta, and Carolina Álvarez Fuentes. "La necesidad de un curso de evaluación adaptado al Bachillerato en Educación Primaria con Concentración en Inglés en la Universidad de Costa Rica." Actualidades Investigativas en Educación 20, no. 2 (2020): 1–29. http://dx.doi.org/10.15517/aie.v20i2.41647.
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Between the years 2014 and 2015 researchers started to work as supervisors in the teaching practicum. From that point on, every year they noticed that the student-teachers struggle regarding how to assess English at the elementary school level. Since students from the Bachelor “Elementary Education with a minor in English” already take an evaluation course, researching the reasons for that weakness was key to better support our students. That is why this article presents the results of the qualitative research carried out in 2016 aiming to explore the need for designing an evaluation course taught in English and tailored to the students enrolled in the Bachelor “Elementary Education with a minor in English” at the University of Costa Rica, Western Campus. Through the use of an exploratory and phenomenological design, the researchers interviewed thirteen student-teachers, nine former students from this bachelor, an experienced elementary school teacher, and two authorities from the Ministry of Public Education of Costa Rica (MEP) to obtain their perspectives about the course ED0196 “Evaluation of the Learning Process in Early Childhood and Primary Education.” Also, the syllabus of the course was analyzed based on what students must know to assess a foreign language. Data showed that although students learn about many instruments and assessment criteria, many of them are not tailored to assess English as a Foreign Language but other core subjects. Based on the findings, the researchers concluded that the course ED0196 does not meet the needs of these students, and therefore, the university needs to design a course specifically tailored for them.
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Trihono, Partini P., Ina S. Timan, Supriyadi Bektiwibowo, Diana Aulia, and Lukman Edwar. "Screening urinalysis for proteinuria in school children." Paediatrica Indonesiana 41, no. 5 (2001): 231. http://dx.doi.org/10.14238/pi41.5.2001.231-3.
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Although asymptomatic proteinuria in children is uncommon, long-term follow-up of children who have persistent proteinuria reveals that they face risks to have significant glomerular changes followed by decreasing kidney function. Since 1970’s urine screening program for asymptomatic hematuria and proteinuria in schoolchildren has been conducted regularly in some countries. So far such program has never been implemented in Jakarta. As a part of The Community Health Program of the Medical School, University of Indonesia, this epidemiologic study aimed especially to look at the urine abnormalities among schoolchildren. The target population was children in grades III, IV and V of 4 elementary schools in Eastern Jakarta. Four hundred and forty nine children (217 boys and 232 girls) were enrolled in this study, held during school time in August 1999. Their mean age was 9.35 (SD 1.2) years. Data collected were history of illness, physical examination, and complete urinalysis using a dipstick method. Proteinuria was found in 30 (6.8%) children, which in repeated urinalyses were determined as orthostatic in 2 (0.4%), transient in 20 (4.5%), and persistent proteinuria in 6 (1.4%) children. Three out of 6 children with persistent proteinuria also had hematuria. One child with persistent proteinuria was considered as having urinary tract infection. We conclude that the incidence of asymptomatic proteinuria in schoolchildren is not high, but because of significant risks that they face, a long-term follow up of them is indicated.
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Pratiwi, Sintha. "Pemberian Komik Jajanan Terhadap Perilaku Jajan Anak Kelas IV Dan V SD." JURNAL MEDIKA USADA 2, no. 1 (2019): 8–12. http://dx.doi.org/10.54107/medikausada.v2i1.27.
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Street food is so plentiful in the neighborhood around the school and consumed by school children. The high interest and consumption spending on school age children not accompanied by the provision of healthy snacks. One of the efforts to improve the behavior of the run is through health promotion. One of the right health promotion media used on school children, especially those aged nine to 12 years or who generally sit in classes IV and V of elementary school are the main consument. Children aged nine to 12 years has been able to hold a logical and logic synthesis child begins to develop. This study aimed to determine the effect of health promotion through the medium of comics snacks on snacks behavior grade IV and V in SD Negeri 3 Senganan. This study was pre-experimental studies (one-group pre-post test design without control group). The sample consisted of 43 grade IV and V SD obtained with a total sampling. The data was collected using a questionnaire that had been tested for validity and reliability. All respondents are given three different comic series every week for three weeks to read. The results showed that behavioral changes snacks, where before reading comics snacks, snack behavior with both categories increased by 9.3% to 93% after reading the comic snacks. Snack behaviors were categorized enough of 90.7% decreased to 7% after reading the comic snacks. Based on the Wilcoxon Signed Rank Test, this difference was statistically significant, with a value Asymp.Sig. (2-tailed) 0.000 which means there is the effect of health promotion through the medium of comics snacks on snacks behavior grade IV and V in SD Negeri 3 Senganan.
 
 Keywords: Health Promotion, Snacks Behavior, Comics Snacks
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Kuzuhara, Kenji, Masashi Shibata, and Ryo Uchida. "Injuries in Japanese Junior Soccer Players During Games and Practices." Journal of Athletic Training 52, no. 12 (2017): 1147–52. http://dx.doi.org/10.4085/1062-6050-52.12.23.
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Context: Soccer is the most popular junior sport in the world. In junior sports, injury analysis and injury-prevention measures for players, especially those under 12 years of age, are urgently needed. Objective: To prospectively study the incidence, sites, types, and mechanisms of injuries in elementary school-aged junior soccer players during games and practices. Design: Descriptive epidemiology study. Setting: Elementary school-aged junior soccer teams in Nagoya, Japan. Patients or Other Participants: Eighty-nine players in 5 community-based club teams of junior soccer (U-12, age range = 11–12 years; U-11, age range = 10–11 years; U-10, age ≤10 years). Main Outcome Measure(s): Data on all game and practice injuries for the 2013–2014 season were collected using an injury report form. Injury rates were calculated according to injury site, type, and mechanism. Results: The overall injury rate was 2.59/1000 athlete-hours (AHs). The game injury rate (GIR; 6.43/1000 AHs) was higher than the practice injury rate (PIR; 1.49/1000 AHs; P < .05). The most common anatomical areas of injury during games and practices were the lower limbs (62.5% and 4.02/1000 AHs versus 38.5% and 0.57/1000 AHs, respectively). Contusions (27.6%, n = 8) were the most frequent type of overall injuries. Most game injuries resulted from body contact (43.8%, 2.81/1000 AHs), whereas most practice injuries resulted from other types of contact (53.8%, 0.83/1000 AHs). Conclusions: The GIRs were higher than the PIRs in Japanese junior soccer players. A lower overall PIR suggested that players in the U-12 age group practiced under appropriate conditions. However, the higher GIR in this age category needs to be decreased.
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Martínez-Andrade, Gloria, Marco González-Unzaga, Guillermina Romero-Quechol, Eugenia Mendoza, Jenny Vilchis-Gil, and Ximena Duque. "Nutritional Characteristics, Sites of Origin, and Cost of Foods Consumed during School Hours and Their Relationship to Nutritional Status of Schoolchildren in Mexico City." Life 11, no. 5 (2021): 439. http://dx.doi.org/10.3390/life11050439.
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Access, nutritional characteristics, preferences, and cost can affect food intake at school. A cross-sectional study was performed to determine the nutritional characteristics, sites of origin, and cost of foods consumed during school hours. Three hundred and sixty-nine children from five public elementary schools in Mexico City participated. The children gave information about the foods that they consumed five days out of the week during school hours, including the place of acquisition, cost of the food, and portion size. Anthropometric measurements of height and weight of the children were taken. Caloric consumption and percentage of recommended daily energy intake from food during school hours was determined. Children were 10.9 ± 0.9 years old; 55.6% were girls, 26% were overweight, 23% were obese, and 3.3% were of low height for age. The average calorie intake was 515 kilocalories (kcal) (boys, 535 kcal; girls, 476 kcal, p = 0.051); calorie intake was higher when school meal intakes included foods from home, school, and outside of school. No significant differences were found in calorie intake by children’s nutritional status. The cost in Mexican pesos per 100 kcal consumed showed differences according to the nutritional status of the children; it was 4.0 Mexican pesos for children with normal weight and 4.2 and 3.8 pesos in children who were overweight or obese, respectively. The information obtained in this study should be used to provide nutritional guidance. The food portion size intake during school hours should be reduced, and the food should come from one or at most two sites, because each extra food represents an increase in the total kilocalorie intake.
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Verloigne, Maïté, Wendy Van Lippevelde, Lea Maes, Johannes Brug, and Ilse De Bourdeaudhuij. "Family- and school-based predictors of energy balance-related behaviours in children: a 6-year longitudinal study." Public Health Nutrition 16, no. 2 (2012): 202–11. http://dx.doi.org/10.1017/s1368980012004120.
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AbstractObjectiveTo examine family- and school-based predictors of breakfast consumption, soft drink consumption and physical activity (PA) and moderating effects of gender and socio-economic status (SES).DesignLongitudinal study (6-year follow-up), including a questionnaire about dietary and activity behaviour.SettingFifty-nine Flemish elementary schools.SubjectsSeven hundred and twenty-seven children (51·9 % girls, 51·9 % high SES, mean age 9·9 (sd 0·4) years at baseline).ResultsHaving breakfast together with parents (P < 0·001) at age 10 years related to more days of eating breakfast at age 16 years. More parental soft drink consumption (P = 0·04), less soft drink availability at home (P < 0·001) and less parental permissiveness (children received soft drinks from their parents whenever they asked for it and children could take soft drinks whenever they wanted; P = 0·02 and P = 0·001, respectively) at age 10 years related to less soft drink consumption at age 16 years. A more positive parental attitude towards PA (P = 0·009), more parental encouragement (P = 0·002) and a higher rating of PA's benefit ‘relaxing’ (P < 0·001) at age 10 years related to more PA at age 16 years. Gender and SES did not significantly moderate any of the associations.ConclusionsOnly parental factors at age 10 years were associated with breakfast consumption, soft drink consumption and PA at age 16 years. An intervention programme at age 10 years with a strong focus on the modifiable parental factors might lead to healthy behaviour in the long term.
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Fernandes, Paula T., Ana L. A. Noronha, Ulisses Araújo, et al. "Teachers perception about epilepsy." Arquivos de Neuro-Psiquiatria 65, suppl 1 (2007): 28–34. http://dx.doi.org/10.1590/s0004-282x2007001000005.
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PURPOSE: To identify in a town of Brazil the knowledge, attitude and perception of epilepsy in teachers of elementary schools and to compare these before and after a training exercise. METHODS: Teachers of nine public schools of Barão Geraldo, Campinas, Brazil completed a questionnaire. Two researchers had meetings with teachers, presenting the Global Campaign "Epilepsy out of the shadows", when the questionnaire was first completed by all attendees. Twenty teachers of these schools were motivated to attend a training course entitled "Epilepsy and Health" as part of their continuous education programme. Two years later the same questionnaire was again completed (post-test) by these 20 teachers. RESULTS: 100 teachers originally completed the questionnaire (97 women, mean age 42 years, 64 married). Forty-three percent of teachers said that they had enough knowledge regarding epilepsy and 20% said that they had poor knowledge about the condition. Regarding the IQ of children with epilepsy, 45% of teachers believed that they had average IQ, 18% above average, six percent under average and 29% did not know. Teachers believed that children with epilepsy have a higher possibility of acquiring mental disease in the future (51%); that epilepsy is a disease (68%); that epilepsy is contagious (1%); epilepsy is treatable (90%). After the course, the teachers’ beliefs seem to have improved. DISCUSSION: This work with elementary school teachers identified difficulties related to epilepsy which, if addressed, may help promote better quality of life of people with epilepsy in the community and help to decrease stigma attached to the condition. Better informed teachers are likely to have a more positive attitude and this will be passed to others. Educational campaigns about epilepsy amongst teachers should be encouraged as this may improve the management of epilepsy, by helping to develop a well informed and tolerant community.
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Santos, José Elyton Batista dos, Bruno Meneses Rodrigues, and Carlos Alberto Alberto de Vasconcelos. "O uso de games nos anos iniciais do ensino fundamental: o que dizem as pesquisas." Revista Brasileira de Educação em Ciências e Educação Matemática 5, no. 1 (2021): 209–25. http://dx.doi.org/10.33238/rebecem.2021.v.5.n.1.25735.
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Resumo: Neste texto apresentamos um panorama das pesquisas sobre uso de games nos anos iniciais do Ensino Fundamental a partir dos repositórios da CAPES e da Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) em um recorte temporal de 2014 a 2019. Trata-se de uma pesquisa do tipo bibliográfica. Foram reunidos 17 trabalhos sobre games ou jogos digitais e após uma filtragem, analisamos nove produções. Os trabalhos revelaram que as crianças contemporâneas passam mais de duas horas do seu tempo diário fazendo uso de games e no contexto escolar, seu uso também é presente, possibilitando um ensino dinâmico e atrativo nas diferentes áreas do saber. Além disso, colabora para aprendizagem de alunos com dificuldades de aprendizagem, permite maior interação, o desenvolvimento do raciocínio lógico e estimula as relações entre objetos virtuais e reais.Palavras-chave: Anos iniciais. Games. Ensino-aprendizagem. The use of games in the first years of fundamental education: what research saysAbstract: In this text, we present an overview of research on the use of games in the early years of elementary school from the CAPES and Brazilian Digital LLibrary of Theses and Dissertations (BDTD) repositories in a time frame from 2014 to 2019. This is a bibliographic research. 17 works about games or digital games were gathered and after filtering, we analyzed nine productions. The works revealed that contemporary children spend more than two hours of their daily time using games and in the school context, their use is also present, enabling dynamic and attractive teaching in different areas of knowledge. In addition, it contributes to the learning of students with learning difficulties, allows greater interaction, the development of logical reasoning and stimulates the relationships between virtual and real objects.Keywords: Elementary school. Games. Teaching-learning.
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Cheng, Ching-Hsue, Yun-Chun Wang, and Wei-Xiang Liu. "Exploring the Related Factors in Students’ Academic Achievement for the Sustainable Education of Rural Areas." Sustainability 11, no. 21 (2019): 5974. http://dx.doi.org/10.3390/su11215974.
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To improve and continue educational sustainability development, we expect to understand the learning problems of disadvantaged students for sustainability in rural areas. This study collected an integrated dataset, including 16 features with 883 records, from an elementary school in a rural area in Taiwan. Then, this paper proposes an integrated features selection method to integrate four different feature selection methods for finding the key features of academic achievement, and utilizes a statistical test to explore the differences in various student backgrounds in the nine key features and the graduated score. The statistical test shows that between the ordinary students and disadvantaged students, there were differences in the key features and the graduated score, and this paper also found that the five groups of disadvantaged students exhibit differences in academic achievements. To determine these differences, this study carried out interviews on six different students’ identity backgrounds, and the majority consensus of six groups of students was summarized as personal, family, and school aspects. The results show that there were many learning problems in this rural elementary school: (1) the education levels of most of the parents (72.3%) were below the college level; (2) 73% of parents were staff members and workers; (3) 26.4% of students in the school were disadvantaged; and (4) the age range of student’s parents was from 30 to 64 years. For the sustainable education of rural areas, this study suggests that the educational management must invest greater resources and make more effective policies a priority for teachers in rural areas and that teachers must pay more attention to aboriginal students in terms of learning motivation and must actively interact with their parents.
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Vereecken, Carine, Leen Haerens, Ilse De Bourdeaudhuij, and Lea Maes. "The relationship between children’s home food environment and dietary patterns in childhood and adolescence." Public Health Nutrition 13, no. 10A (2010): 1729–35. http://dx.doi.org/10.1017/s1368980010002296.
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AbstractObjectiveTo identify the correlates of the home food environment (parents’ intake, availability and food-related parenting practices) at the age of 10 years with dietary patterns during childhood and in adolescence.SettingPrimary-school children of fifty-nine Flemish elementary schools completed a questionnaire at school in 2002. Four years later they completed a questionnaire by e-mail or mail at home. Their parents completed a questionnaire on food-related parenting practices at baseline.DesignLongitudinal study.SubjectsThe analyses included 609 matched questionnaires.StatisticsMulti-level regression analyses were used to identify baseline parenting practices (pressure, reward, negotiation, catering on demand, permissiveness, verbal praise, avoiding negative modelling, availability of healthy/unhealthy food items and mothers’ fruit and vegetable (F&V) and excess scores) associated with children’s dietary patterns (F&V and excess scores).ResultsMother’s F&V score was a significant positive independent predictor for children’s F&V score at baseline and follow-up, whereas availability of unhealthy foods was significantly negatively associated with both scores. Negotiation was positively associated with children’s follow-up score of F&V, while permissiveness was positively associated with children’s follow-up excess score. Availability of unhealthy foods and mother’s excess score were positively related to children’s excess score at baseline and follow-up.ConclusionsParental intake and restricting the availability of unhealthy foods not only appeared to have a consistent impact on children’s and adolescents’ diets, but also negotiating and less permissive food-related parenting practices may improve adolescents’ diets.
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Goswami, Nandu, Irhad Trozic, Maren Valand Fredriksen, and Per Morten Fredriksen. "The effect of physical activity intervention and nutritional habits on anthropometric measures in elementary school children: the health oriented pedagogical project (HOPP)." International Journal of Obesity 45, no. 8 (2021): 1677–86. http://dx.doi.org/10.1038/s41366-021-00830-5.
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Abstract Background Overweight and obesity are a burden of the modern world that requires urgent action. Prevention has proven to be efficient in the fight against overweight and obesity. As many children gain excessive weight at an early age, intervention during school years are important. While daily physical activity (PA) is known to have an influence on overweight and obesity prevention, the importance of a healthy lifestyle, including dietary habits, should not be underestimated. The aim of this study was to assess how a combination of daily PA and healthy/unhealthy diet affect the anthropometric measures of 4th graders in Norway. Methods The Health Oriented Pedagogical Project (HOPP) is a longitudinal intervention in primary school children, which includes increased amount of daily physical activity during teaching– active learning. Assessed were weight, muscle and bone mass, as well as fat mass, using a bio-impedance Tanita scale. A dietary survey, Ungkost 2000, with 18 multiple-choice questions was used to evaluate the overall nutrition characteristics of the children. Results Between 2015 and 2018, a total of 917 (intervention group n = 614, control group n = 303) 4th graders from nine different schools from the south–east part of Norway participated. We observed that daily PA and a regular healthy diet increases—while an unhealthy diet decreases—muscle and bone mass despite daily PA. Daily PA appears to counteract some of the effects of an unhealthy diet on weight and fat mass. In addition, daily PA and a regular intake of fruits and berries lowers weight and fat mass in children with overweight. Conclusion Combination of daily 45-minute of PA and a healthy diet leads to reductions in body weight and incease in muscle and bone mass in elementary school children.
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Hackworth, Rhonda S. "Prevalence of vocal problems: Speech-language pathologists’ evaluation of music and non-music teacher recordings." International Journal of Music Education 31, no. 1 (2012): 26–34. http://dx.doi.org/10.1177/0255761411431398.
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The current study, a preliminary examination of whether music teachers are more susceptible to vocal problems than teachers of other subjects, asked for expert evaluation of audio recordings from licensed speech-language pathologists. Participants ( N = 41) taught music ( n = 23) or another subject ( n = 18) in either elementary ( n = 21), middle ( n = 10), or high school ( n = 10), and had a mean of 14 years’ teaching experience. Each teacher read a poem while being audio recorded. Nine licensed speech-language pathologists with a mean of 20 years’ clinical experience served as expert evaluators by listening to the 41 recordings while manipulating the Continuous Response Digital Interface (CRDI) dial. Results showed no significant differences between music and non-music teacher evaluations. The individual variations in scores showed no trends for any particular group, but rather pointed out how personal vocal hygiene (care of the voice) is for individual teachers. Suggestions for future research include ways to best help teachers manage individual vocal problems.
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Rahman, Safrizal, Azharuddin Azharuddin, Amanda Yufika, and Rovy Pratama. "Unregistered Traditional Bone Setting Practice in Aceh, Indonesia: A Problem that Need to be Solved?" Budapest International Research in Exact Sciences (BirEx) Journal 3, no. 1 (2021): 82–88. http://dx.doi.org/10.33258/birex.v3i1.1623.
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Little is known about traditional bone setting (TBS) practise in Aceh, Indonesia despite of its common utilisation. The aim of this study was to explore the characteristics of TBS practise in Aceh, Indonesia. Thirty-nine participants from ten regencies in Aceh were interviewed from January to December 2019. Most of the participants were male (82.1%), and aged between 31-50 years old (79,5%). Half of the participants were elementary school graduates (51,3%). More than half (59%) of participants had been practicing bone setting for 5-10 years, and many of them (48.7%) used traditional massages combined with splints and herbal mixtures. None (0%) of the participant obtained legal permission to practice bone setting. More than half (71.8%) obtained the knowledge of TBS from their ancestral heritage, only one participant obtained it through apprenticeships. We concluded that TBS practices in Aceh were unregistered, and the practitioners were mostly untrained. There is a need to provide training and permits for TBS practise to ensure patients’ safety.
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Sumarsyah, Wilda. "EVALUASI IMPLEMENTASI PROGRAM BANTUAN OPERASIONAL SEKOLAH PADA SATUAN PENDIDIKAN SEKOLAH DASAR NEGERI TAHUN 2019-2020 DI KECAMATAN LUBUK BASUNG." Jurnal Manajemen Publik & Kebijakan Publik (JMPKP) 3, no. 1 (2021): 25–33. http://dx.doi.org/10.36085/jmpkp.v3i1.968.
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Evaluation Policy implementation is a process to see how the process of implementing a policy has been implemented or to see whether the process of implementing a policy has been implemented in accordance with predetermined technical or implementation instructions. One of the programs from the government is the BOS program. The background of the BOS program was the increase in fuel prices which resulted in a decrease in people's purchasing power which had a negative impact on poor people's access to Nine Years of Basic Education. This study finds out about the evaluation of the implementation of the school operational assistance program in the state primary school education unit 2019-2020 in Lubuk Basung sub-district. This research uses implementation evaluation theory according to Grindle. This research uses a qualitative approach with a descriptive type. The selection of informants was carried out by using purposive sampling technique. Meanwhile, data analysis was carried out ethically and emotionally. Based on the results of the research that has been carried out, the researcher draws the conclusion that the evaluation of the implementation of the school operational assistance program in the 2019-2020 public elementary school education unit in Lubuk Basung sub-district has been carried out well even
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Battjes-Fries, Marieke CE, Annemien Haveman-Nies, Reint-Jan Renes, Hante J. Meester, and Pieter van ’t Veer. "Effect of the Dutch school-based education programme ‘Taste Lessons’ on behavioural determinants of taste acceptance and healthy eating: a quasi-experimental study." Public Health Nutrition 18, no. 12 (2014): 2231–41. http://dx.doi.org/10.1017/s1368980014003012.
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AbstractObjectiveTo assess the effect of the Dutch school-based education programme ‘Taste Lessons’ on children’s behavioural determinants towards tasting unfamiliar foods and eating healthy and a variety of foods.DesignIn a quasi-experimental study design, data on behavioural determinants were collected at baseline, four weeks and six months after the intervention in both the intervention and control group. Children completed consecutively three questionnaires in which knowledge, awareness, skills, attitude, emotion, subjective norm and intention towards the two target behaviours were assessed. Teachers implemented on average a third of the programme activities. Multilevel regression analyses were conducted to compare individual changes in the determinants in the intervention group with those in the control group, corrected for children’s gender and age. Effect sizes were expressed as Cohen’s d.SettingDutch elementary schools.SubjectsForty-nine classes (1183 children, 9–12 years old) in grades 5–8 of twenty-one elementary schools.ResultsThe intervention group showed a higher increase in knowledge (d=0·26, P<0·01), which persisted after six months (d=0·23, P<0·05). After four weeks, the intervention group showed a higher increase in number of foods known (d=0·22, P<0·05) and tasted (d=0·21, P<0·05), subjective norm of the teacher (d=0·17, P<0·05) and intention (d=0·16, P<0·05) towards the target behaviours.ConclusionsPartial implementation of Taste Lessons during one school year showed small short-term effects on increasing behavioural determinants in relation to tasting unfamiliar foods and eating healthy and a variety of foods. Full and repeated implementation of Taste Lessons in subsequent years might result in larger effects.
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Ribeiro-Silva, Rita De Cássia, Luce Alves Da Silva, and Maria Cristina Teixeira Cangussu. "Effect of actions promoting healthy eating on students' lipid profile: A controlled trial." Revista de Nutrição 27, no. 2 (2014): 183–92. http://dx.doi.org/10.1590/1415-52732014000200005.
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OBJECTIVE: To assess the effect of nutrition intervention actions on the lipid profile of children and adolescents enrolled in public elementary schools. METHODS: This nine-month, controlled, intervention study included 202 students aged 7 to 14 years attending two schools (intervention/control) located in a poor neighborhood of the municipality of Salvador, Bahia, Brazil. Actions were implemented in the intervention school to promote healthy eating habits, presented as "Ten steps to healthy eating". The effect of these actions was assessed by subjecting the students at baseline and end of the follow-up to biochemical, maturation, and anthropometric measurements and a produce intake survey. The dependent variables were the changes in the study biochemical parameters: total cholesterol, high density lipoprotein-cholesterol, low density lipoprotein-cholesterol, and triglycerides. Analysis of covariance assessed the changes that occurred over the study period. RESULTS: The mean total cholesterol, low-density lipoprotein-cholesterol, and triglycerides of the intervention students decreased 13.18 mg/dL (p=0.001), 7.41 mg/dL (p=0.038), and 12.37 mg/dL (p=0.029), respectively, compared with the control students. CONCLUSION: Actions of this nature have a positive impact on lipid profile. This study adds to those that use effective and viable public health strategies implementable at the primary care level.
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Kim, Suk Hwan, Jiho Lee, Inbo Oh, et al. "Allergic rhinitis is associated with atmospheric SO2: Follow-up study of children from elementary schools in Ulsan, Korea." PLOS ONE 16, no. 3 (2021): e0248624. http://dx.doi.org/10.1371/journal.pone.0248624.
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Objectives The purpose of this study was to examine the association of allergic rhinitis with air pollutant concentrations using the follow-up data of elementary school children in Ulsan, Korea. Methods All students of four elementary schools in Ulsan, South Korea were surveyed at two-year intervals. The survey used data collected five times, over a nine-year period from June 2009 to April 2018. The questionnaire used in the survey was a modified version of the ISAAC (International society of asthma and allergy of children) questionnaire. A skin prick test (SPT) was performed with 24 standard antigens. To estimate the levels of exposure to outdoor air pollution, the concentrations of sulfur dioxide (SO2), nitrogen dioxide (NO2), ozone (O3), carbon monoxide (CO), and particulate matter 10 μm or less in diameter (PM10) were used. As a dependent variable, a history of allergic rhinitis diagnosed by a doctor during the last 1-year was considered. Logistic regression analysis was used to select variables suitable for the statistical model. The selected variables were then used to assess their association with the dependent variable using the generalized estimation equation. Results Among environmental factors, SO2 was associated with a high risk and PM10 was associated with a low risk of allergic rhinitis. The risk of allergic rhinitis from living in a house built within the last year was high, and the risk from living in a multi-family house or apartment was higher than that from living in a segregated house. History of allergic diseases in the family was a high-risk factor for allergic rhinitis. There was a relationship between a history of bronchiolitis at less than 2 years of age and a high risk of allergic rhinitis. Boys were at a higher risk than girls. Conclusion From the follow-up data of elementary school students in Ulsan, Korea, the concentration of SO2, which is an indicator of the degree of industrialization, was related to the prevalence of allergic rhinitis. Among all the risk factors, history of allergic disease in the parents was the most important factor, and the study reconfirmed the results of the previous studies.
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Jo, Yunju, Seok-Ju Chun, and Jungwoo Ryoo. "Tactile Scratch Electronic Block System: Expanding Opportunities for Younger Children to Learn Programming." International Journal of Information and Education Technology 11, no. 7 (2021): 319–23. http://dx.doi.org/10.18178/ijiet.2021.11.7.1529.
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This paper introduces our work on the development of a novel system for applying MIT’s Scratch to teaching classes of four to eight-years-old students. Scratch is a visual, block-based programming language designed for anybody to create a computer program without the worry of syntax errors by assembling icon-like command blocks. However, four to eight-year-old students have trouble using a computer mouse or keyboard and face difficulties when trying Scratch programming. This research developed a tactile, electronic block system that allows students to manipulate physical objects in a tangible way to conduct their programming tasks. The system consists of a Scratch simulator and physical, electronic blocks embodying the Scratch user interface shapes. We taught programming to the classes of second-grade elementary school students (eight-years-old) using our system. The results are encouraging. Our subjects’ interest in programming improved from 3.23 to 4.0 out of the scale of 5, and fifteen students out of twenty five were able to solve nine questions on sequence, loop, and control structure successfully, which are fundamental concepts of programming.
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A. Cesar, Juraci, Iná S. Santos, Robert E. Black, Maria A. D. Chrestani, Fabio A. Duarte, and Eduardo A. F. Nilson. "Iodine Status of Brazilian School-Age Children: A National Cross-Sectional Survey." Nutrients 12, no. 4 (2020): 1077. http://dx.doi.org/10.3390/nu12041077.
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Salt iodization is the main public health policy to prevent and control iodine deficiency disorders. The National Salt Iodization Impact Assessment Survey (PNAISAL) was conducted to measure iodine concentration among Brazilian schoolchildren. A survey including 6–14-year-old schoolchildren from public and private schools from all 26 Brazilian states and the Federal District was carried out in the biennia 2008–2009 and 2013–2014. Municipalities, schools, and students were randomly selected. Students were interviewed at school using a standard questionnaire, which included the collection of demographic, educational, weight, height, and 10 mL non-fasting urine collection information. The analyses were weighted according to the population of students per federative unit. The median urinary iodine concentration (MUIC) for the entire sample by region, federative unit per school, and student characteristics, was described from the cutoff points defined by the World Health Organization (severe disability: <20 µg/L, moderate: 20–49 µg/L, mild: 50–99 µg/L, adequate: 100–199 µg/L, more than adequate: 200–299 µg/L, and excessive: >300 µg/L). In total, 18,864 students (95.9% of the total) from 818 schools in 477 municipalities from all federative units were included in this study. Almost 70% were brown skin color, nine-years-old or older, studied in urban schools, and were enrolled in elementary school. The prevalence of overweight/obesity, as measured by body mass index (BMI) for age, was about twice as high compared to nutritional deficits (17.3% versus 9.6%). The MUIC arrived at 276.7 µg/L (25th percentile = 175.5 µg/L and 75th percentile = 399.71 µg/L). In Brazil as a whole, the prevalence of mild, moderate, and severe deficit was 6.9%, 2.6%, and 0.6%, respectively. About one-fifth of the students (20.7%) had adequate iodine concentration, while 24.9% and 44.2% had more than adequate or excessive concentration, respectively. The prevalence of iodine deficits was significantly higher among younger female students from municipal public schools living in rural areas with the lowest BMI. The median urine iodine concentration showed that Brazilian students have an adequate nutritional intake, with a significant proportion of them evidencing overconsumption of this micronutrient.
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Lukman, Lukman, Marsigit Marsigit, Edi Istiyono, et al. "Effective teachers’ personality in strengthening character education." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (2021): 512. http://dx.doi.org/10.11591/ijere.v10i2.21629.
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<span lang="EN-US">Personality is a silent sedentary nature, which affects the attitudes and behavior of every individual. For a teacher, personality will appear as a hidden curriculum, which affects how to teach and educate. This phenomenological research aimed to interpret the characteristics of effective teachers’ personality in strengthening character education. The participants in this study were 17 elementary, secondary, and high school teachers from nine districts in Indonesia. This participant was selected using purposive sampling technique (teachers who have more than 10 years of teaching experience). Data collection was carried out by interview. Qualitative data analysis was performed using the ATLAS.ti software. The data analysis stages in this study were data coding, data classification, and data interpretation. This study found 12 personality characteristics of teachers that are effective in strengthening character education, include able to behave as friends, able to be roles model, able to understand lessons, discipline, respectful of students, treat students impartially in terms of sanctions, patient, relaxed, willing to pursue life-long learning, master the skill of educating character, not known as fierce teachers, and perceived as joyful teachers. The effective teacher personality can provide understanding and improvement of character education in schools.</span>
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Nurhamsih, Yeli. "The Analysis of the Readability Levels of The Reading Texts in Textbook Entitled “Fast Tract to English” for the Third Year Students of SMA Based on Raygor Readability Estimate." INTERNATIONAL JOURNAL OF LANGUAGE TEACHING AND EDUCATION 1, no. 1 (2018): 50–57. http://dx.doi.org/10.22437/ijolte.v1i1.4598.
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The objectives of this research are to know the readability levels of the reading texts in the textbook and want to know whether or not the reading texts are suitable linguistically for the third year students of SMA. The method used in writing this research was the descriptive method. There were the 38 reading texts analyzed which were taken from an English textbook entitled “Fast Tract to English”. The data were collected through the documentation technique. Those reading texts were analyzed by using Raygor Readability Estimate. There are five findings in this research. First, on the whole, the readability of the textbook is 11. It means the textbook is not suitable lingustically for the third year students of SMA because in general, the students have been studying English for nine years. Second, the writer found four reading texts that their readability levels are under Level 9. Based on Raygor Readability Estimate (RRE), those reading texts are not suitable linguistically for the third year students of SMA because they are predicted as too easy texts for them. Conversely, those reading texts can be linguistically suitable for those who have been studying English since first year of Junior High School or for less than 9 years. Third, there are seven reading texts that are considered as readable texts. The readability level of those reading texts is 9. Based on RRE, those texts are suitable linguistically for the third year students of SMA because level 9 is predicted as suitable readability level for them. However, those texts cannot be suitable linguistically for them if they have been studying English for under or over nine years. Fourth, most of the readability levels of the reading texts in the textbook are over Level 9 namely twenty-six reading texts. Based on (RRE), those reading texts are not linguistically suitable for the students who have been studying English since they were in fourth grade of Elementary school. Those reading texts can be suitable linguistically for those who have been studying English formally for over nine years. Fifth, among 38 reading texts, there is only one reading text that its readability level is in Invalid Level. This text is considered as not readable text. It means, this text cannot be read and learnt. It is predicted, the students might have difficulties in understanding this reading text. The reading text entitled “Non-Aligned Movement”.
 Keywords: Readability Levels, Reading Texts, Textbook.
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Macêdo, Cícero Cruz, Claudio Leone, Viviane Gabriela Nascimento, et al. "Evaluation of growth and nutritional condition of children in Public Schools in Florianópolis, Santa Catarina, Brazil." Journal of Human Growth and Development 30, no. 1 (2020): 40–48. http://dx.doi.org/10.7322/jhgd.v30.9960.
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Introduction: Obesity is becoming more and more frequent in children, which can result in health problems both in childhood and in adulthood. Considering that, at school age, eating habits may be influenced by the context in which the child is inserted, mainly, lifestyle, inside and outside the school environment, it is important to evaluate the growth achieved in height, as well as their nutritional status, since this can be an indication of future and possible nutritional disorders, allowing to direct resources and effective public policies in this age group.
 Objective: Evaluate the growth in stature and nutritional condition of schoolchildren by gender and age in Florianopolis, Santa Catarina, Brazil, in the first semester of the 2012 school year. 
 Methods: A cross-sectional study was conducted with 595 children of six to ten years of age, through the marketing of Public Municipal Elementary Schools, in the city of Florianópolis, State of Santa Catarina, Brazil. The statistical analysis of the data was performed with the Statistical Package for the Social Science, version 20.0. 
 Results: It was assessed a larger proportion of children between seven and nine years of age, and both in relation to the stature as the Body Mass Index (BMI). The medians are higher when compared to the reference (World Health Organization), revealing that the children are growing well, even above the average for the benchmark. However, at the same time, they have a BMI higher than expected, even considering their high stature. The diagnosis of nutritional status among the boys and girls showed no statistical differences. However, it is worth highlighting that, although the bigger prevalence is eutrophic children (70.3%), a high prevalence of excess weight (overweight, obesity and severe obesity) can also be observed, around 28% of the sample.
 Conclusions: Although most children were found to be in normal nutritional condition, some were identified as being overweight or obese. It was evident that nutritional condition does not differ in relation to gender, but is influenced by age and height.
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Lima, Angélica Godoy Torres, Clécia Cristiane da Silva Sales, and Welton Flávio de Lima Serafim. "Burden, depression and anxiety in primary caregivers of children and adolescents in renal replacement therapy." Brazilian Journal of Nephrology 41, no. 3 (2019): 356–63. http://dx.doi.org/10.1590/2175-8239-jbn-2018-0039.
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ABSTRACT Introduction: Chronic kidney disease (CKD) is rare in children, but it causes repercussions in several aspects of life, because the disease and treatment cause great changes in the daily lives of the child and his family, increasing the burden on caregivers. Objective: To evaluate the burden of primary caregivers of children and adolescents who undergo renal replacement therapy (RRT). Methods: Cross-sectional, observational study performed at the Pediatric Renal Unit of a school hospital in the Northeast. Forty-nine primary caregivers of pediatric patients with CKD in RRT followed up in our clinic participated in the study. We used validated instruments to assess burden, depression and anxiety. We ran some tests to analyze the findings of burden, depression and anxiety in the sample. Results: Most of the caregivers are the mothers of these children (89.8%), aged between 36 and 45 years (46.9%), have Elementary School education only (55.1%) and reported feeling pain in the body (69.4%), but they did not have chronic disease. The majority of the children have been in RRT from 1 to 3 years (40.8%), aged from 9 to 11 years (30.6%), are male (55.1%), and under hemodialysis (38.8%). The caregivers had a moderate level of burden (2.10), a high prevalence of moderate to severe depression (18.4%) and anxiety (47%), and a strong correlation between burden, depression and anxiety. Conclusions: Caring for a child with CKD is an intense experience, with negative consequences, due to uncertainties about the future and the very care these children require. We need to do something to help these caregivers better manage care, as well as cope with their own feelings.
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Nambela, Junita Br, Aser Rouw, and Surianto Sipi. "Evaluation of Cocoa Agribusiness in South Manokwari Regency, West Papua, Indonesia." Pelita Perkebunan (a Coffee and Cocoa Research Journal) 36, no. 3 (2020): 277–89. http://dx.doi.org/10.22302/iccri.jur.pelitaperkebunan.v36i3.406.
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South Manokwari has triumphed with cocoa since 1980 but that glory has faded in recent years. Recently, this regency is faced with various problems for the development of cocoa agribusiness. The purpose of the study was to evaluate the current cocoa-based business in South Manokwari. This research was conductedin three districts in South Manokwari namely Oransbari, Ransiki, and Momi Waren. The study was conducted using the purposive random sampling technique on 119 respondents. The distribution of respondents in the three districts was: Oransbari 44 respondents; Ransiki 42 respondents; and Momi Waren 33 respondents. Basedon the study results, it was known that the average plantation ownership by the farmers was 1.09 ha. Ninety nine percent of farmers were still in productive age (15-65 years). The level of education was still low with 67.13% of farmers had no formal education or did not finish elementary school. Cultivation practices thatmust be improved included pruning (74.71%), fertilization (95.89%), pest and disease control (55.16%), and waste utilization (82.07%). The cocoa beans’ average production was in the range of 71.67–173.33 kg dry beans or 21.67–1000 kg fresh beans per ha harvested from 1,574 ha of farmers’ cocoa land in South Manokwari. Meanwhile, the average prices for cocoa beans were USD 0.24–USD 0.36/kg for the fresh beans and USD 1.20–USD 2.23/kg for the dried beans.
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Tavares, Carlos Mendes, Néia Schor, and Ivan França Junior. "Contraceptive use and associated factors among adolescents on Santiago Island - Cape Verde - Western Africa." Revista Brasileira de Saúde Materno Infantil 10, no. 2 (2010): 229–36. http://dx.doi.org/10.1590/s1519-38292010000200010.
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OBJECTIVE: to estimate the prevalence of contraceptive use and associated factors among adolescents attending public schools on Santiago Island, Cape Verde. METHODS: a cross-sectional study was carried out with 368 sexually active adolescents aged 13-17years attending eight public elementary and high schools, randomly selected, on Santiago Island, Cape Verde, between January and March 2007. Poisson regression with robust variance was used for the multiple analysis of risk factors, at a 5% level of significance. RESULTS: among 368 adolescents, 69.3% reported having used a contraceptive method during the last act of sexual intercourse. The most frequently used method were condom (94.9%) and pill (26.4%). Factors significantly and positively associated with contraceptive use were: living in the capital (PR=1.23; CI95%: 1.07; 1.39); having dated and had sexual intercourse (PR =1.53; CI95%: 1.14;2.06); and having more than nine years of schooling (PR=1.19; CI95%: 1.02; 1.38). CONCLUSIONS: more educated adolescents who studied in Praia (the capital city) and were dating at the time of the study were more likely to use contraception. The high prevalence of condom use and the association between contraception use and years of schooling among adolescents may indicate that sexual and reproductive health policies have produced positive outcomes that may account for the decrease in HIV infection.
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Romeu, Geysa Aguiar, Larissa Varela de Paiva, and Mariana Mota Moura Fé. "Pharmaceutical care to pregnant women carrying human immunodeficiency virus." Brazilian Journal of Pharmaceutical Sciences 45, no. 3 (2009): 593–602. http://dx.doi.org/10.1590/s1984-82502009000300026.
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The purpose of this present study was to know the pharmacoepidemiological profile of pregnant women carrying HIV, the prevention actions against vertical transmission, and evaluate the service respecting the patients' level of satisfaction. It was developed a quali-quantitative longitudinal study, with the sample being composed by pregnant women carrying HIV attended at the Pharmaceutical Care Service of a public hospital of Fortaleza - state of Ceará, during the period between January and September, 2007. The data were collected by means of follow-up cards, patients' medical history and, finally, interviews to verify the users' level of satisfaction related to the service. Twenty seven pregnant and parturient women have participated in the study. The mean profile found was of a single woman, aged in the range between 18 and 28 years, of Caucasian race or dark colored, with familial revenue below the minimum wage, having elementary or high school, and being unemployed. It was observed that 77.8% (n=21) of patients followed all prevention strategies against maternal-infant transmission. Twenty nine drug related problems have been detected, out of which 51.7% (n=15) were resolved. The general level of satisfaction respecting the Pharmaceutical Care Service was quite satisfactory. By means of the Pharmaceutical Care Service, the pharmacist professional effectively collaborates for the correct utilization of medications, and this action results directly in a decrease of HIV vertical transmission.
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Sidhi, Purnomo, Dwi Wastoro Dadiyanto, and Suhartono Suhartono. "Risk factors for positive tuberculin tests in children." Paediatrica Indonesiana 51, no. 6 (2011): 311. http://dx.doi.org/10.14238/pi51.6.2011.311-5.
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Background Tuberculosis (TB) is a chronic infectious disease and a public health problem. The World Health Organization (WHO) declared TB to be a global emergency because of currently increasing rates of disease and drug resistance. Two million people die annually because of TB. Children are one of the highest groups at risk for TB infection. An effort to define risk factors is needed for effective intervention.Objective To identify risk factors for positive tuberculin tests in children.Methods This case control study was done in elementary school children aged 8–12 years in areas served by three community health centers in Semarang. Twenty-nine subjects were Mantoux positive and 29 others served as controls. Consecutive sampling was used for all negative Mantoux test results. Pulmonary TB was diagnosed using the TB scoring system, including the Mantoux test. Statistical bivariate and multivariate analyses were performed.Results History of household TB contact as a risk factor for positive tuberculin test in children resulted in an OROR of 3.76 (95% CI 1.059 to 13.342), P=0.040. History of illness at the time of testing resulted in an OR of 10.23 (95% CI 1.138 to 91.930), P=0.038. The probability of positive tuberculin testing was 90.7% if both these variables were positive.Conclusion History of household TB contact and the history of illness at the time of testing were risk factors for positive tuberculin tests in children.
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Adom, Theodosia, Anniza De Villiers, Thandi Puoane, and André Pascal Kengne. "School-Based Interventions Targeting Nutrition and Physical Activity, and Body Weight Status of African Children: A Systematic Review." Nutrients 12, no. 1 (2019): 95. http://dx.doi.org/10.3390/nu12010095.
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Background: Overweight/obesity is an emerging health concern among African children. The aim of this study was to summarise available evidence from school-based interventions that focused on improving nutrition and physical activity knowledge, attitude, and behaviours, and weight status of children aged 6–15 years in the African context. Methods: Multiple databases were searched for studies evaluating school-based interventions of African origin that involved diet alone, physical activity alone, or multicomponent interventions, for at least 12 weeks in duration, reporting changes in either diet, physical activity, or body composition, and published between 1 January 2000 and 31 December 2018. No language restrictions were applied. Relevant data from eligible studies were extracted. Narrative synthesis was used to analyse and describe the data. Results: This systematic review included nine interventions comprising 10 studies. Studies were conducted among 9957 children and adolescents in two African countries, namely South Africa and Tunisia, and were generally of low methodological quality. The sample size at baseline ranged from 28 to 4003 participants. Two interventions reported enrolling children from both urban and rural areas. The majority of the study participants were elementary or primary school children and adolescents in grades 4 to 6. Participants were between the ages of 12.4 and 13.5 years. All but one intervention targeted children of both sexes. Four studies were described as randomised control trials, while five were pre- and post-test quasi-experiments. Except for one study that involved the community as a secondary setting, all were primarily school-based studies. The duration of the interventions ranged from four months to three years. The interventions focused largely on weight-related behaviours, while a few targeted weight status. The results of the effectiveness of these interventions were inconsistent: three of five studies that evaluated weight status (body mass index (BMI), BMI z-score, overweight/obesity prevalence), three of six studies that reported physical activity outcomes (number of sports activities, and physical activity duration ≥ 30 min for at least six days/week), and four of six reporting on nutrition-related outcomes (number meeting fruit and vegetable intake ≥ 5 times/day) found beneficial effects of the interventions. Conclusion: Given the dearth of studies and the inconsistent results, definite conclusions about the overall effectiveness and evidence could not be made. Nonetheless, this study has identified research gaps in the childhood obesity literature in Africa and strengthened the need for further studies, the findings of which would contribute valuable data and inform policy.
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Seabra, Alessandra Gotuzo, Monalisa Muniz, and Ricardo Primi. "Validity Evidence for the Reading Competence Test of Words and Non-Words." Spanish journal of psychology 12, no. 2 (2009): 788–98. http://dx.doi.org/10.1017/s1138741600002158.
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This study sought evidence of validity for the Reading Competence Test of Words and Nonwords (in Portuguese: Teste de Competência de Leitura de Palavras e Pseudopalavras or TCLPP). This test evaluates silent reading of isolated items by asking the student to determine if presented items of written image-word pairs are correct or not. Two thousand nine hundred and ninety four students from the 1st to 4th grade in public Brazilian elementary schools, of both genders, and between the ages of 6 and 11 years, participated, collectively evaluated in the TCLPP. The results showed the TCLPP’s sensitivity for discriminating competence in reading between grades, supporting evidence of validity based on the relationships between the various levels. The difficulty in the items was compatible with the theory on which the test is based, providing evidence of validity based on the response process. Finally, two factors which compose the test were verified, one involving logographic and phonological strategies, and the other, lexical, attesting to evidence of validity based on the internal structure.
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Saragi, Onnie Violetta, Budi Setiawan, and Ikeu Ekayanti. "ANALISIS PENYEDIAAN DAN PENGGUNAAN AIR SUNGAI PADA RUMAH TANGGA DI PEKON ULU KRUI DAN DI PEKON LAAY KABUPATEN LAMPUNG BARAT." Jurnal Gizi dan Pangan 3, no. 3 (2008): 167. http://dx.doi.org/10.25182/jgp.2008.3.3.167-171.
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<p class="MsoNormal" style="margin: 0cm 13.05pt 6pt 17.85pt; text-align: justify; text-indent: 26.95pt;"><span style="font-size: 10pt;">The objectives of this research were: 1) to analyze household characteristics in Village Ulu Krui and Village Laay; 2) to analyze knowledge, attitude and pratices of household in water using; 3) to analyze the chemical charactistic of water; and 4) to analyze relation between knowledge and river water usage. The research design is cross sectional. Data was collected by interviewing respondents. Data was analyzed using descriptive and inference statistics. Twenty nine housewife in Village Ulu Krui and twenty housewife in Village Laay were participated as respondents. Results of this research found that the average of family member was four people. Husband age was ranged from twentyfive to seventy three years old. The average of the husband age was fourty four years old. The wife age were range from twenty one to seventy three years old. The average of the wife age was fourty years old. The modus of education of husband was elementry school. The modus of occupation of husband was farmer and farmworker. The level of knowledge in river water usage was low, the level of attitude was moderate, the level of pratices using the river water was good.</span></p>
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Ramazan, M. Oya, and Aya Sakai. "A Comparison of Japanese and Turkish Mothers’ Views about Self Care Skill Acquisition Age and Their Expectations from Preschools." Journal of Education and Training Studies 5, no. 3 (2017): 188. http://dx.doi.org/10.11114/jets.v5i3.2123.
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Spanning the vital temporal interval between birth and the elementary school education, the preschool period is one of the most critical times of human life due to its importance in the formation and nourishment of personality. Specifically the preschool education enables children to acquire and develop basic knowledge, skills and habits, thus shaping their social and emotional life, attitudes, beliefs and value judgments. Educational opportunities offered to children in this period facilitate the socio-cultural background for future life. The modern understanding of education designates that preschools are as important as families in providing children with the preliminary education during this period in life. Today, preschool attendance rates for children aged between five to six years (a year prior to starting school) are approximately 60% in Turkey and 97% in Japan. This demonstrates that Japan is significantly ahead of Turkey in the development and popularization of preschool education. Inquring into this discrepancy, this study compares the opinions of mothers, with different economic development levels and culture, on preschool period and education in Japan and Turkey. As such, 300 Turkish and 300 Japanese mothers were given a survey/questionnaire with 21 questions. The frequency and percentage of mothers’ responses were calculated. The results indicate that Turkish and Japanese mothers had certain similar and certain different views. The answers given to nine questions inquiring the opinions of the Japanese and the Turkish mothers on self-care skill acquisition age yields that the Japanese mothers state that suggest that their children acquired self-care skills at earlier ages. When the answers given to the seven questions inquiring mothers’ expectations from preschool education are examined, the results depict very differing opinions. However, based on the answer of the Japanese mothers in the sample, the study concludes that their children acquired self-care skills at a younger age. The questions about mothers’ expectations from preschool institutions received different responses from Japanese and Turkish mothers.
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Guimarães, Selva, and Iara Vieira Guimarães. "A educação dos jovens no programa Projovem: notas sobre as repercussões de uma política pública para a juventude / Youth education in the Projovem program..." Cadernos CIMEAC 10, no. 1 (2020): 172. http://dx.doi.org/10.18554/cimeac.v10i1.4155.
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O artigo analisa dimensões de um projeto desenvolvido no Brasil nos anos 2000 para atender aos jovens pobres e em situação de exclusão escolar, aqueles que por um elenco de fatores não conseguiram terminar o ensino fundamental, ou seja, os nove anos de escolaridade que abrangem esse nível de ensino. Abordamos aqui alguns aspectos do Programa Nacional de Inclusão de Jovens – ProJovem. A análise focaliza as seguintes questões: Em que consistiu esse programa? Qual a repercussão do Projovem na produção acadêmica brasileira? Quais os limites e os avanços desse Programa para a superação dos problemas enfrentados pelos jovens com baixa escolaridade? Assim, o texto tem o objetivo de refletir sobre a função de uma política pública com importância histórica, voltada para atender a uma parcela significativa da população brasileira, e, nesse contexto, como a pesquisa acadêmica contribui para a compreensão dos desafios da juventude, que ainda vive em condição abstrata de cidadania, para efetivamente se constituir, como preconiza a legislação, protagonista e formada por sujeitos de direitos.Palavras-chave: Projovem; Juventude; Produção acadêmica.ABSTRACT: The article analyzes the dimensions of a project developed in Brazil in 2000 to serve poor young people who are excluded from school, those who, due to a list of factors, could not finish elementary school, that is, the nine years of schooling that cover this level. education. Here we address some aspects of the National Youth Inclusion Program - ProJovem. The analysis focused on the following questions: What did this program consist of? What is the impact of Projovem on Brazilian academic production? What are the limits and advances of this program to overcome the problems faced by young people with low education? Our goal is to reflect on the role of a public policy with historical importance aimed at serving a significant portion of the Brazilian population, and in this context, how academic research can contribute to the understanding of youth challenges, which still live an abstract condition. Citizenship, to be effectively constituted, as advocated by legislation, protagonists, subject of rights.Keywords: Projovem; Youth; Academic production.
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Fujisawa, Shoichiro, Shinya Kotosaka, Masatsugu Iribe, and Masayuki Okugawa. "Special Issue on Educational Robotics." Journal of Robotics and Mechatronics 29, no. 6 (2017): 943. http://dx.doi.org/10.20965/jrm.2017.p0943.
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This is the 2nd special issue on education of robotics & mechatronics on Journal Robotics & Mechatronics. Six years have passed since the previous issue (Vol.23, No.5) was published. This special issue includes nine research papers and two review papers, among which four research papers focus on the utilization of robots in STEM education, which has been spotlighted recently, and programming education for the young. Five research papers propose educational methods with novel, unprecedented ideas, and the two review papers overview technology education in Japan. The review papers focus on STEM education that utilizes a variety of manufacturing methods that have become familiar, and they present a variety of efforts being made in STEM education, programming education in today’s Japan. At present, Germany’s Industry 4.0, Japan’s Robot Strategy, and many other initiatives are being undertaken in the world to promote development technology as it relates to production automation and efficiency. The development of human resources that are capable of working with these new technologies has also gathered public attention, with each educational institution now required to enrich its STEM education. As part of this movement, in 2020, programming education will be added to Japan’s elementary school curriculum, with robots being the focus of the education. This situation indicates that the importance of educational robotics is likely to continue to increase in the future. We expect that this special issue will contribute to the development of educational robotics communities and of human resources that are well prepared in the field of robotics. We would like to express our sincere gratitude to all contributors and the reviewers for making this special issue possible.
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Silveira, Maira dos Santos, Geovane Bernardi, Ariadne de Freitas Leonardi, Sabrina Antunes Ferreira, and Andréa Inês Goldschmidt. "SEQUÊNCIA DIDÁTICA SOBRE MICRORGANISMOS DA ÁGUA PARA O ENSINO DE CIÊNCIAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL." Revista Prática Docente 3, no. 2 (2018): 557–74. http://dx.doi.org/10.23926/rpd.2526-2149.2018.v3.n2.p557-574.id242.
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Resumo: A pesquisa objetivou construir e validar uma Sequência Didática (SD) sobre microrganismos da água, tendo sido desenvolvida com um grupo de oitenta e nove alunos dos anos iniciais do Ensino Fundamental, de uma escola pública da rede estadual do Rio Grande do Sul, localizada em Palmeira das Missões. Foram realizadas diferentes atividades, como: modelagem de microrganismos com massinha de modelar; observação de amostras de água ao microscópio; e, uma atividade lúdica com as gotinhas de água Gotilde e Pingote. Para a avaliação foi realizado a construção de um texto pelos alunos, seguida da análise de conteúdo. Os resultados evidenciaram boa aceitação da SD, tendo sido citadas todas as atividades realizadas, com percentuais mais elevados para a observação ao microscópio e para a confecção de modelo tridimensional com massa de modelar. O uso das estratégias contribuiu para melhor aprendizagem dos alunos, auxiliando no reconhecimento de que os microrganismos podem estar em todos os ambientes, que existem diferentes formas e tamanhos; e que estes seres microscópicos não são somente maléficos. Desta forma, as estratégias de ensino se mostraram pertinentes, representando uma alternativa potencialmente significativa na aprendizagem sobre microrganismos nos anos iniciais.Palavras-chave: Primeiros anos. Aulas práticas. Aprendizagem. Abstract: The research aimed to construct and validate a Didactic Sequence on water microorganisms. It was developed with a group of eighty - nine students from the initial years of Elementary School, from a public school of the state network of Rio Grande do Sul, located in city Palmeira das Missões. Different activities were carried out, such as: modeling of microorganisms with modeling clay; observation of water samples under a microscope; and, a playful activity with the droplets of water Gotilde and Pingote. For the evaluation was made the construction of a text by the students, followed by content analysis. The results showed a good acceptance of DS, and all the activities performed were mentioned, with higher percentages for observation under the microscope and for the making of a three-dimensional model with modeling mass. The use of the strategies contributed to the better learning of the students, aiding in the recognition that the microorganisms can be in all the environments, that there are different forms and sizes; and that these microscopic beings are not only maleficent. In this way, teaching strategies were relevant, representing a potentially significant alternative in learning about microorganisms in the early years.Keywords: First years. Practical classes. Learning.
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Kurokawa, Daisuke, Takayuki Muraki, Hiroaki Ishikawa, et al. "The Influence of Pitch Velocity on Medial Elbow Pain and Medial Epicondyle Abnormality Among Youth Baseball Players." American Journal of Sports Medicine 48, no. 7 (2020): 1601–7. http://dx.doi.org/10.1177/0363546520914911.
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Background: Pitch velocity is associated with elbow injuries among skillful baseball players. However, the relationship between pitch velocity and throwing elbow injuries among youth players has not yet been clarified. Purpose: To investigate the influence of pitch velocity on medial elbow pain and medial epicondyle abnormality among youth baseball players. Study Design: Cohort study; Level of evidence, 3. Methods: The participants consisted of 256 elementary school players (mean age, 11 ± 1 years; range, 9-12 years). The medial aspect of the elbow was evaluated using ultrasound imaging. A questionnaire was used to investigate past or present pain in the elbow, background of the players (age, height, body mass index, and years of baseball experience), and playing environment (number of days of practice in a week, experience as a pitcher, and cryotherapy of the shoulder and elbow after practice). Positioning of the scapula, range of motion in shoulder internal/external rotations and hip internal rotation, angle of the straight-leg raise, and heel-to-buttock distance were measured. The pitch velocity was recorded using a pitch velocity radar gun. The relationship between these variables and the presence of medial epicondyle abnormality, as well as past or present elbow pain, were statistically analyzed. Results: A medial epicondyle abnormality was observed in 130 players (51%), elbow pain in the past in 65 players (25%), and elbow pain during the examination in 14 players (5%). Sixty-nine players (27%) experienced elbow pain either in the past or during examination. Abnormality of the medial epicondyle had a relationship with the pitch velocity (odds ratio [OR], 1.1 for increase of 1 km/h; 95% CI, 1.1-1.2; P < .0001) and the number of practice days in a week (OR, 1.8 for increase of the practice days; 95% CI, 1.4-2.5; P < .0001). Pitch velocity was also significantly related with past pain, present pain, and past and/or present pain of the elbow (OR [km/h], 1.1, 1.1, 1.1; 95% CI, 1.0-1.1, 1.0-1.2, 1.1-1.2; P < .0001, P = .002, P < .0001, respectively). Conclusion: Pitch velocity was significantly associated with abnormality of the medial epicondyle and elbow pain. A 10-km/h increase in pitch velocity would increase the risk of medial epicondyle abnormality and medial elbow pain by 3 times.
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Bogel, Gayle. "School Libraries Play an Active, Transformational Role in Student Learning and Achievement." Evidence Based Library and Information Practice 1, no. 4 (2006): 49. http://dx.doi.org/10.18438/b8hs3g.
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A review of:
 
 Todd, Ross J. “Student Learning Through Ohio School Libraries: A Summary of the Ohio Research Study.” Ohio Educational Library Media Association 15 Dec. 2003. Ohio Educational Library Media Association (OELMA), 2004. 15 Nov. 2006
 http://www.oelma.org/StudentLearning/documents/OELMAResearchStudy8page.pdf.
 
 Objective – This study explored links between school libraries and student learning outcomes that were defined in a multidimensional context, using data provided by the students themselves. The researchers examined learning outcomes that reached beyond the existing correlations of school library services and standardized test scores. Insight was provided into the interactions between students and school libraries that affect student learning. An overarching goal of the study was to establish ongoing dialogue to focus on evidence based practices that may lead to continuous improvement in school library services and to provide the basis for further research.
 
 Design – Web based survey.
 
 Subjects – Participants were 13,123 students in grades 3-12 and 879 faculty at 39 schools across the state.
 
 Setting – Ohio Public school libraries. 
 
 Methods – Thirty-nine effective school libraries, staffed by credentialed school librarians, were chosen through a judgment sampling process, using criteria based on Ohio Guidelines for Effective School Library Media Programs. The guidelines are aligned to academic content standards, assessments, resources, and professional development.
 
 Two web based surveys were used to collect quantitative and qualitative data from students and faculty: 
 
 The Impacts on Learning Survey, composed of Likert scale responses to 48 statements and an open-ended critical incident question for students.
 The Perceptions of Learning Impacts Survey was a similar survey for faculty.
 
 Survey questions were based on Dervin’s theory of information seeking that advances the idea of ‘helps’ as the constructive process of bridging gaps in information use that lead to new knowledge or making sense (sense-making) in relation to a perceived information need (Todd and Kuhlthau). The term ‘helps’ includes both inputs (help that the school library provides in engaging students in learning) and outputs (learning outcomes of academic achievement and active agency in the learning process). 
 
 The survey statements included a combination of conclusions based on selections from school library research studies, and the Information Literacy Standards for Student Learning from the American Association of School Librarians’ Information Power: Building Partnerships for Learning.
 
 The two surveys were used to triangulate multiple sources of data to illustrate the “helps” provided by the school library to student learning. Students were also given the opportunity to describe “helps” in their own words in an open-ended critical incident question.
 
 Main results – The data showed that the selected effective school libraries were perceived as providing ‘helps’ in dynamic ways that appeared to have a transformative effect on student learning. School libraries and librarians were viewed as having an active role in the learning process. Of the students surveyed, 99.4 % believed that school libraries helped them become better learners. The results were grouped into seven blocks of ‘help’ concepts that frame the contributions of the school library and the school librarian to student learning (Table 1). 
 
 The study noted that perceptions of the effect of school libraries are strongest for elementary students, and perceptions of the effect decrease as students move through middle and high school. Comments from students indicate that mastery of information skills that lead to independent learning may contribute to the perception that the library is not as strong a ‘help’ in later school years. 
 
 In ranking the mean scores of the block concepts, the effective school library ranked strongest as a resource agent and technical agent, to support student research and projects with both print and non-print resources. The qualitative data further clarified student perceptions that the library contributed to individualized learning, knowledge construction, and academic achievement. Instructional interventions that benefited from contributions by the librarian included conducting research effectively; identifying key ideas; analyzing, synthesizing, and evaluating information; and developing personal conclusions. 
 
 In comparing student and faculty data, there was consistency in the perception of value in the top three conceptual groups of “helps”: libraries as resource agents, as agents for information literacy development, and as agents for knowledge construction. 
 
 Conclusion – The data analysis illustrated that school libraries were actively involved in student learning and were perceived as important factors in student learning and achievement by both students and faculty. Consistency throughout the sample showed perceptions of multiple effects of school 
 libraries in facilitating student learning for building knowledge. 
 
 Student comments and survey results showed that students perceived the library as providing strong support for reading for curriculum and informational needs and as less helpful with regard to individual reading for pleasure or personal pursuits. The study speculates that perhaps the emphasis on academics and test-oriented schooling may leave students little time to pursue independent reading interests during school hours.
 
 The study identified factors for effective school libraries: informational, transformational, and formational elements. These factors may be used as building blocks for shaping practices that help effective school libraries bring about student achievement. 
 
 Informational: Resources, technological infrastructure, and reading resources.
 Transformational: Information literacy, technological literacy, and reading engagement.
 Formational: Knowledge creation, use, production, dissemination, values, and reading literacy. 
 
 The visual model of the factors for effective practice and their relationship to student outcomes will be of particular help to practitioners. (Todd and Kuhlthau 23)