Search results for: school type

Authors: Chibuzor Dalmeida

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This paper shall discuss the factors affecting English Language Acquisition and Learning for Primary School in Nigeria. Learning English language is a difficult task mostly those at the primary school level. Pupils find it more difficult on vocabulary, grammar and sentence structure, idioms, pronunciation etc. Researchers have discovered the reasons behind these discrepancies and have formulated theories that could be of utmost assistance to English language teachers and students. This paper further looked at the following factors that include Learner Characteristics and Personal Traits, Situational and Environmental Factors, Prior Language Development and Competence and Age and Brain Development. It further recommended that pupils must learn new vocabulary, rules for grammar and sentence structure, idioms, pronunciation. Pupils whose families and communities set high standards for language acquisition learn more quickly than those who do not. Exposure to high-quality programs also essential. Pupils do best when they are allowed to speak their native language.

Keywords: acquisition, affecting, factors, learning

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Authors: Nattamon Srithammee, Ratchanikorn Chonchaiya

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This study explores the impact of Augmented Reality (AR) technology on mathematics education, focusing on Area and Volume concepts at Phra Dabos School in Thailand. We developed a mobile augmented reality application to present these mathematical concepts innovatively. Using a mixed-methods approach, we assessed the knowledge of 79 students before and after using the application. The results showed a significant improvement in students' understanding of Area and Volume, with average test scores increasing from 3.70 to 9.04 (p < 0.001, Cohen's d = 2.05). Students also reported increased engagement and satisfaction. Our findings suggest that augmented reality technology can be a valuable tool in mathematics education, particularly for enhancing the understanding of abstract concepts like Area and Volume. This study contributes to research on educational technology in STEM education and provides insights for educators and educational technology developers.

Keywords: augmented reality, mathematics education, area and volume, educational technology, STEM education

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Authors: Aileen O'loughlin

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‘Is Everybody Going WeLL?’ (IEGW?) is a 33-hour classroom-based initiative created to a) explore values and how they impact on well-being, b) encourage adolescents to connect with their community, and c) provide them with the education to encourage and maintain a lifetime love of physical activity (PA) to ensure beneficial effects on their personal well-being. This initiative is also aimed at achieving sustainable education and aligning with the United Nation’s Sustainable Development Goals numbers 3 and 4. The classroom is a unique setting in which adolescents’ PA participation can be positively influenced through fun PA policies and initiatives. The primary purpose of this research is to evaluate a range of psychosocial and PA outcomes following the 33-hour education programme. This research examined the impact of a PA and well-being programme consisting of either a 60minute or 80minute class, depending on the timetable structure of the school, delivered once a week. Participant outcomes were measured using validated questionnaires regarding Self-esteem, Mental Health Literacy (MHL) and Daily Physical Activity Participation. These questionnaires were administered at three separate time points; baseline, mid-intervention, and post intervention. Semi-structured interviews with participating teachers regarding adherence and participants’ attitudes were completed post-intervention. These teachers were randomly selected for interview. This perspective analytical cohort study included 235 post-primary school students between 11-13 years of age (100 boys and 135 girls) from five public Irish post-primary schools. Three schools received the intervention only; a 33hour interactive well-being learning unit, one school formed a control group and one school had participants in both the intervention and control group. Participating schools were a convenience sample. Data presented outlines baseline data collected pre-participation (0 hours completed). N = 18 junior certificate students returned all three questionnaires fully completed for a 56.3% return rate from 1 school, Intervention School #3. 94.4% (n = 17) of participants enjoy taking part in some form of PA, however only 5.5% (n = 1) of the participants took part in PA every day of the previous 7 days and only 5.5% (n = 1) of those surveyed participated in PA every day during a normal week. 55% (n = 11) had a low level of self-esteem, 50% (n = 9) fall within the normal range of self-esteem, and n = 0 surveyed demonstrated a high level of self-esteem. Female participants’ Mean score was higher than their male counterparts when MHL was compared. Correlation analyses revealed a small association between Self-esteem and Happiness (r = 0.549). Positive correlations were also revealed between MHL and Happiness, MHL and Self-esteem and Self-esteem and 60+ minutes of PA completed daily. IEGW? is a classroom-based with simple methods easy to implement, replicate and financially viable to both public and private schools. It’s unique dataset will allow for the evaluation of a societal approach to the psycho-social well-being and PA participation levels of adolescents. This research is a work in progress and future work is required to learn how to best support the implementation of ‘Is Everybody Going WeLL?’ as part of the school curriculum.

Keywords: education, life-long learning, physical activity, psychosocial well-being

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Authors: Malik Ghulam Behlol, Alison Fox, Faiza Masood, Sabiha Arshad

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This paper explores the barriers to the application of learning-supportive assessment at teaching practicum while investigating the role of university teachers (UT), cooperative teachers (CT), prospective teachers ( PT) and heads of the practicum schools (HPS) in the selected universities of Pakistan and the UK. It is a qualitative case study and data were collected through the lesson observation of UT in the pre-service teacher education setting and PT in practicum schools. Interviews with UT, HPS, and Focus Group Discussions with PT were conducted too. The study has concluded that as compared to the UK counterpart, PT in Pakistan faces significant barriers in applying learning-supportive assessment in the school practicum settings because of large class sizes, lack of institutionalised collaboration between universities and schools, poor modelling of the lesson, ineffective feedback practices, lower order thinking assignments, and limited opportunities to use technology in school settings.

Keywords: assessment, pre-service teacher education, theory-practice gap, teacher education

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Authors: Chia-Chun Wu, Yu-Hsien Sung

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This study aims to examine the consistency between students’ predictions and their actual observations on the bullying prevalence rate among different types of high-risk victims, thereby clarifying the reliability of students’ reports on the identification of bullying. A total of 1,732 Taiwanese students (734 males and 998 females) participated in this study. A Rasch model was adopted for data analysis. The results showed that students with “personality or behavioral issues” are more likely to be bullied in schools, based on both students’ predictions and actual observations. Moreover, the results differed significantly between genders and between various educational levels in students’ predictions and their actual observations on the bullying prevalence rate of different types of high-risk victims. To summarize, this study not only suggests that students’ reports on the identification of bullying are accurate and could be a valuable reference in terms of recognizing a bullying incident, but it also argues that more attention should be paid to students’ gender and educational level when taking their perspectives into consideration when it comes to identifying bullying behaviors.

Keywords: school bullying, student, bullying recognition, high-risk victims

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Authors: T. Ganesan, M. S. Aris, I. Elamvazuthi, Momen Kamal Tageldeen

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Terms set in power purchase agreements (PPA) challenge power utility companies in balancing between the returns (from maximizing power production) and securing long term supply contracts at capped production. The production limitation set in the PPA has driven efforts to maximize profits through efficient and economic power production. In this paper, a combined industrial-scale gas turbine (GT) - absorption chiller (AC) system is considered to cool the GT air intake for reducing the plant’s heat rate (HR). This GT-AC system is optimized while considering power output limitations imposed by the PPA. In addition, the proposed formulation accounts for uncertainties in the ambient temperature using Type-2 fuzzy programming. Using the enhanced chaotic differential evolution (CEDE), the Pareto frontier was constructed and the optimization results are analyzed in detail.

Keywords: absorption chillers (AC), turbine inlet air cooling (TIC), power purchase agreement (PPA), multiobjective optimization, type-2 fuzzy programming, chaotic differential evolution (CDDE)

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Authors: Tung-Kuang Wu, Hsing-Pei Hsieh, Ying-Ru Meng

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Special Education in Taiwan has been facing difficulties including shortage of teachers and lack in resources. Some students need to receive special education are thus not identified or admitted. Fortunately, information technologies can be applied to relieve some of the difficulties. For example, on-line multimedia courseware can be used to assist the learning of special education students and take pretty much workload from special education teachers. However, there may exist cognitive variations between students in special or regular educations, which suggests the design of online courseware requires different considerations. This study aims to investigate the difference in focus of attention (FOA) between special and regular education students of primary school in viewing the computer screen. The study is essential as it helps courseware developers in determining where to put learning elements that matter the most on the right position of screen. It may also assist special education specialists to better understand the subtle differences among various subtypes of learning disabilities. This study involves 76 special education students (among them, 39 are students with mental retardation, MR, and 37 are students with learning disabilities, LDs) and 42 regular education students. The participants were asked to view a computer screen showing a picture partitioned into 3 × 3 areas with each area filled with text or icon. The subjects were then instructed to mark on the prior given paper sheets, which are also partitioned into 3 × 3 grids, the areas corresponding to the pictures on the computer screen that they first set their eyes on. The data are then collected and analyzed. Major findings are listed: 1. In both text and icon scenario, significant differences exist in the first preferred FOA between special and regular education students. The first FOA for the former is mainly on area 1 (upper left area, 53.8% / 51.3% for MR / LDs students in text scenario; and 53.8% / 56.8% for MR / LDs students in icons scenario), while the latter on area 5 (middle area, 50.0% and 57.1% in text and icons scenarios). 2. The second most preferred area in text scenario for students with MR and LDs are area 2 (upper-middle, 20.5%) and 5 (middle area, 24.3%). In icons scenario, the results are similar, but lesser in percentage. 3. Students with LDs that show similar preference (either in text or icons scenarios) in FOA to regular education students tend to be of some specific sub-type of learning disabilities. For instance, students with LDs that chose area 5 (middle area, either in text or icon scenario) as their FOA are mostly ones that have reading or writing disability. Also, three (out of 13) subjects in this category, after going through the rediagnosis process, were excluded from being learning disabilities. In summary, the findings suggest when designing multimedia courseware for students with MR and LDs, the essential learning elements should be placed on area 1, 2 and 5. In addition, FOV preference may also potentially be used as an indicator for diagnosing students with LDs.

Keywords: focus of attention, learning disabilities, mental retardation, on-line multimedia courseware, special education

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Authors: Patricia Kopetz

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Too often our youngest children with disabilities receive diagnostic labels and accompanying treatment plans based upon perceptions that the children are of limited aptitude and/or ambition. However, children of varied-ability levels who are diagnosed with ‘multiple disabilities,’ can participate and excel in school-based instruction that aligns with their desires, interests, and fortitude – criteria components not foretold by scores on standardized assessments. The paper represents theoretical work in Special Education Innovative Instruction, and includes presenting research materials, some developed by the author herself. The majority of students with disabilities are now served in general education settings in the United States, embracing inclusive practices in our schools. ‘There is now a stronger call for special education to step up and improve efficiency, implement evidence-based practices, and provide greater accountability on key performance indicators that support successful academic and post-school outcomes for students with disabilities.’ For example, in the United States, the Office of Special Education Programs (OSEP) is focusing on results-driven indicators to improve outcomes for students with disabilities. School personnel are appreciating the implications of research-driven approaches for students diagnosed with multiple disabilities, and aim to align their practices toward such focus. The paper presented will provide updates on current theoretical principles and perspectives, and explore advancements in latest, evidence-based and results-driven instructional practices that can motivate children with multiple disabilities to advance their skills and engage in learning activities that as nonconventional, innovative, and proven successful.

Keywords: childhood special education, educational technology , innovative instruction, multiple disabilities

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Authors: Jin Liang, Guanghua Shi

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In this paper, we are concerned with the further refinements of the Heinz operator inequalities in Hilbert spaces. Our purpose is to derive several new Heinz-type operator inequalities. First, with the help of the Taylor series of some hyperbolic functions, we obtain some refinements of the ordering relations among Heinz means defined by Bhatia with different parameters, which would be more suitable in obtaining the corresponding operator inequalities. Second, we present some generalizations of Heinz operator inequalities. Finally, we give a matrix version of the Heinz inequality for the Hilbert-Schmidt norm.

Keywords: Hilbert space, means inequality, norm inequality, positive linear operator

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Authors: Nouzha Yasmina Soulimane-Benhabib

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Language is a medium of communication and a means of expression that is why today the learning of foreign languages especially the English language has become a basic necessity for every student who is ambitious. It is known that culture and language are inseparable and complementary, however, in the process of teaching a foreign language, teachers used to focus mainly on preparing adequate syllabi for ESP students, yet, some parameters should be considered. For instance; the culture of the target language may play an important role since students attitudes towards a foreign language enhance their learning or vice versa. The aim of this study is to analyse how culture could influence the teaching of a foreign language, we have taken the example of the English language as it is considered as the second foreign language in Algeria after French. The study is conducted at the Preparatory School of Sciences and Techniques, Tlemcen where twenty-five students participated in this research. The reasons behind learning the English language are various, and since English is the most widely-spoken language in the world, it is the language of research and education and it is used in many other fields, we have to take into consideration one important factor which is the social distance between the culture of the Algerian learner and the culture of the target language, this gap may lead to a culture shock. Two steps are followed in this research: The first one is to collect data from those students who are studying at the Preparatory School under the form of questionnaire and an interview is submitted to six of them in order to reinforce our research and get effective and precise results, and the second step is to analyse these data taking into consideration the diversity of the learners within this institution. The results obtained show that learners’ attitudes towards the English community and culture are mixed and it may influence their curiosity and attention to learn. Despite of big variance between Algerian and European cultures, some of the students focused mainly on the benefits of the English language since they need it in their studies, research and a future carrier, however, the others manifest their reluctance towards this language and this is mainly due to the profound impact of the English culture which is different from the Algerian one.

Keywords: Algeria, culture, English, impact

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Authors: Vicent Lwanga

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Background: Elderly Widows Orphans Family Support, a Community Based Organization operating in Kapchorwa with the main focus of reducing economic and social vulnerability among children affected by HIV/AIDS. The survey on reducing vulnerability targeted HIV/AIDS affected households, which included 111 adults and 185 children. The broad objective of the study was to determine how the needs of the children affected by HIV/AIDS could be appropriately met by specifically examining the situation of children affected by HIV/AIDS and establishing their needs. Methodology: The survey applied a structured questionnaire. Parents whose consent for the interview of the children had been obtained then communicated to the selected child/children. If the child consented, an arrangement for the interview was made as regards the time and place of the interview. Lessons: Adult respondents included 22.2% males and 77.8% females. Child respondents were males, 49.5%, and females 50.5%. The majority of the households are from lower economic strata. 74.1% and 63.0% of males and females, respectively, indicated that their illness had affected their income-earning activities; some of the adults have lost their jobs due to AIDS. A fair number of the children are engaged in economic activity: some of those still in school worked after school for wages and looked after their siblings. The income earned was spent mostly on household needs and school fees — one-fifth of children linked parents` inability to do more of what they desired to their ill-health. Elderly Widows Orphans Family Support secured sponsors to educate 22 girls and 16 boys in the community. Income-generating projects like piggery and skill training are given to orphans. The specific vulnerability of HIV/AIDS orphan's needs is responded to now more than ever. Community organisations interventions such as financial support to orphans introduced to moderate the impact of the disease on orphans and families.

Keywords: aids, children, needs, vulnerability

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Authors: Taimur Khan, Zakirullah, Muhammad Shahab

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The SARS-CoV-2 variant BA.2.86 (Omicron) has emerged with unique mutations that may increase its transmission and infectivity. This study investigates how these mutations alter the Omicron receptor-binding domain's interaction network and dynamic properties (RBD) compared to the wild-type virus, focusing on its binding affinity to the human ACE2 (hACE2) receptor. Protein-protein docking and all-atom molecular dynamics simulations were used to analyze structural and dynamic differences. Despite the structural similarity to the wild-type virus, the Omicron variant exhibits a distinct interaction network involving new residues that enhance its binding capacity. The dynamic analysis reveals increased flexibility in the RBD, particularly in loop regions crucial for hACE2 interaction. Mutations significantly alter the secondary structure, leading to greater flexibility and conformational adaptability compared to the wild type. Binding free energy calculations confirm that the Omicron RBD has a higher binding affinity (-70.47 kcal/mol) to hACE2 than the wild-type RBD (-61.38 kcal/mol). These results suggest that the altered interaction network and enhanced dynamics of the Omicron variant contribute to its increased infectivity, providing insights for the development of targeted therapeutics and vaccines.

Keywords: SARS-CoV-2, molecular dynamic simulation, receptor binding domain, vaccine

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Authors: Yoshihiro Horio

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Many young offenders grow up in difficult environments. It has often been suggested that many young offenders are victims of abuse. However, there were restricted to abuse or family’s problem. Little research has examined data on ‘multiple victimization’ experiences of young offenders. Thus, this study investigated the victimization experiences of young offenders, including child abuse at home, bullying at school, and crime in the community. Specifically, the number of victimization experiences of young offenders was compared with those of non-delinquents at home, school, and in the community. It was found that young offenders experienced significantly more victimization than non-delinquents. Additionally, the influence of childhood victimization on later misconduct and/or delinquency was examined, then it was founded that victimization experiences to be a risk factor for subsequent delinquency. The hierarchical multiple regression analysis showed that young offenders who had a strong emotional reaction to their experience of abuse began their misconduct at an earlier age. If juveniles start their misconduct early, the degree of delinquency will increase. The anger of young offenders was stronger than that of non-delinquents. A strong emotion of anger may be related to juvenile delinquency.

Keywords: abuse, bullying, delinquency, victimization, young offenders

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Authors: Xiaoyan Jiang, Huizhu Wang, Lili Gui, Dandan Shen, Xiao Wei, Xi Yu, Hailiang Liu, Min Hong

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Objective: Applicate FITC to establish Th2-type allergic contact dermatitis model, and study the effect and mechanism of Cimifugin on Th2-type allergic contact dermatitis. Methods: The Balb/c mice were sensitized with painting 80 ul of 1.5% FITC onto the shaved abdomen skin at DAY1 and DAY2. The animals were challenged on their right ears with 20 ul of 0.6% FITC, and the left ears were painted with solvent alone at day 6, mice were administered cimifugin for 7 days. 24h later, ear swelling was noted, and the infiltration of eosinophils was investigated by hematoxylin and eosin (H&E) staining. while part of the ear tissue homogenates prepared for detecting interleukin-4 levels by ELISA .Mice were administered cimifugin In the initial stage of the above model for 5 days(-1DAY—DAY3), ear tissue were homogenized to detect IL-33 levels by ELISA. Results: Cimifugin 25mg/kg, 50mg/kg inhibited mouse ear swelling, ear histopathology showed that mice given Cimifugin has significantly reduced levels of local tissue fluid exudation, congestion, infiltration of lymphocytes, and other inflammatory conditions compared with the model group. At the same time, it has significantly reduce of Th2 cytokines IL-4 in the mouse ear tissue homogenate. Data of the initial stage shows that 12.5mg/kg, 50mg/kg Cimifugin significantly inhibited IL-33 levels. Conclusion: Cimifugin inhibit FITC-induced Th2-type allergic contact dermatitis, and its mechanism may be related to inhibition of IL-33.

Keywords: cimifugin, allergic contact dermatitis, Th1/Th2, IL-33

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Authors: David Glassmeyer

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Quantitative reasoning is necessary to robustly understand mathematical concepts ranging from elementary to university levels. Quantitative reasoning involves identifying and representing quantities and the relationships between these quantities. Without reasoning quantitatively, students often resort to memorizing formulas and procedures, which have negative impacts when they encounter mathematical topics in the future. This study investigated how high school students’ quantitative reasoning could be fostered within a unit on arc measure and angle relationships. Arc measure, or the measure of a central angle that cuts off a portion of a circle’s circumference, is often confused with arclength. In this study, the researcher redesigned an activity to clearly distinguish arc measure and arc length by using a quantitative reasoning framework. Data were collected from high school students to determine if this approach impacted their understanding of these concepts. Initial data indicates the approach was successful in supporting students’ quantitative reasoning of these topics. Implications for the work are that teachers themselves may also benefit from considering mathematical definitions from a quantitative reasoning framework and can use this activity in their own classrooms.

Keywords: arc length, arc measure, quantitative reasoning, student content knowledge

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Authors: Jai Prakash Verma, Khushboo Verma

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In the present paper, a pair of Mond-Weir type non-differentiable multiobjective second-order programming problems, involving two kernel functions, where each of the objective functions contains support function, is formulated. We prove weak, strong and converse duality theorem for the second-order symmetric dual programs under η-pseudoinvexity conditions.

Keywords: non-differentiable multiobjective programming, second-order symmetric duality, efficiency, support function, eta-pseudoinvexity

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Authors: Judith Hanke

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Due to the rise of students with reading difficulties, a digital reading support was developed. The digital reading support focuses on reading comprehension of elementary school students. It consists of literary texts and reading exercises with diagnostics. To analyze the use of the reading packages an intervention study took place in 2023. For the methodology, an ABA-design was selected for the intervention study to examine the reading packages. The study was expedited from April 2023 until July 2023 and collected quantitative data of individuals, groups, and classes. It consisted of a survey group (N = 58) and a control group (N = 53). The pretest was conducted before the reading support intervention. The students of the survey group received reading support on their ability level to aid the individual student’s needs. At the beginning of the study characteristics of the students were collected. The characteristics included gender, age, repetition of a class, spoken language at home, German as a second language, and special support needs such as dyslexia; right after the intervention, the posttest was examined. At least three weeks after the intervention, the follow-up testing was administered. A standardized reading comprehension test was used for the three test times. The test consists of three subtests: word comprehension, sentence comprehension, and text comprehension. The focus of this paper is to determine which characteristics have an impact on reading comprehension of elementary school students. The students’ characteristics were correlated with the three test times through a Pearson correlation. The main findings are that age, repetition of a class, spoken language at home, German as a second language have an effect on reading comprehension. Interestingly gender and special support needs did not have a significant effect on the reading comprehension of the students. The significance of the study is to determine which characteristics have an impact on reading comprehension and then to assess how reading support can be modified to support the diverse students.

Keywords: class repetition, reading comprehension, reading support, second language, spoken language at home

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Authors: Hala O. El-Mesallamy, Salwa M. Suwailem, Mae M. Seleem

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Visfatin and apelin are two new adipokines that recently gained a special interest in diabetes research. This study was conducted to study the interplay between these two adipokines and their correlation with other inflammatory and biochemical parameters in type 2 diabetic (T2D) postmenopausal women with CAD. Visfatin and apelin were measured by enzyme-linked immunoassay (ELISA). Visfatin was found to be significantly higher in the following groups: T2D patients without CAD, non-obese and obese T2D patients with CAD when compared to control group. Apelin was found to be significantly lower in non-obese and obese T2D patients with CAD when compared to control group. Visfatin and apelin were found to be significantly associated with each other and with other biochemical parameters. The current study provides evidence for the interplay between visfatin and apelin through the inflammatory milieu characteristic of T2D and their possible role in the pathogenesis of CAD complication of T2D.

Keywords: apelin, coronary artery disease, inflammation, type 2 diabetes, visfatin

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Authors: Bimrisha Mali

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The present study investigates the type of errors English as a second language (ESL) learners produce using the definite article ‘the’. The participants were provided a questionnaire on the learner's ability test. The questionnaire consists of three cloze tests and two free composition tests. Each participant's response was received in the form of written data. A total of 78 participants from three government schools participated in the study. The participants are high-school students from Rural Assam. Assam is a north-eastern state of India. Their age ranged between 14-15. The medium of instruction and the communication among the students take place in the local language, i.e., Assamese. Pit Corder’s steps for conducting error analysis have been followed for the analysis procedure. Four types of errors were found (1) deletion of the definite article, (2) use of the definite article as modifiers as adjectives, (3) incorrect use of the definite article with singular proper nouns, (4) substitution of the definite article by the indefinite article ‘a’. Classifiers in Assamese that express definiteness is used with nouns, adjectives, and numerals. It is found that native language (L1) transfer plays a pivotal role in the learners’ errors. The analysis reveals the learners' inability to acquire the semantic connotation of definiteness in English due to native language (L1) interference.

Keywords: definite article error, l1 transfer, error analysis, ESL

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Authors: Simone Tamires Vieira

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This paper aims to investigate the history of women's schooling in Brazil and to reflect on the condition and social space of women today. Therefore, the following question arises as a research problem: how does the history of the school in/exclusion of women in Brazil relate to the occupations occupied today? As for the objectives, we seek to collect data on the education of women and girls in Brazil, analyze some institutionalized educational legislation and policies, reflect on issues of opportunity and deprivation in order to problematize the female condition through the review of qualitative literature. The results showed that gender and symbolic violence are powerful categories to analyze this theme since the trajectories, choices, and opportunities given to women are permeated by veiled mechanisms perpetuated by a structurally patriarchal society, focused on the interests of the elite, which denies diversity to maintain its status. The aim of this research is to contribute to reflections on the potential of dialogical action, as it highlights the forces that act and permeate the trajectories of women to empower current and future generations.

Keywords: gender, school in/exclusion symbolic violence, women, symbolic violence, women

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Authors: Nayera E. Hassan, Salah Mostafa, Hamed Elkhayat, Kalled Hassan Sewidan, Sahar A. El-Masry, Manal Mouhamed Ali, Mones M. Abu Shady

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Pubertal growth is influenced by many factors including environmental and nutritional factors. Objective: To assess impact of nutritional status on pubertal staging, ovarian and uterine volumes among school girls. Method: Study was cross sectional and carried out on 1000 healthy school girls, aged 8-18 years selected randomly. They were categorized according to their ages into three groups: 8-12 years, 13-15 years and 16-18 years ±6 months, then according to their body mass index percentile to normal weight: (≥15-<85.), overweight (≥85-<95) and obese (≥95). All girls were subjected for physical, anthropometric (weight, height, body mass index), nutritional markers WAZ (weight/age Z score), HAZ (height/age Z score) and BMI-Z (body mass index Z score), pubertal assessment (Tanner stage) and pelvic transabdominal sonography (uterine and ovarian volumes). Results: Highly significant differences in ovarian and uterine volumes and nutritional markers (WAZ, HAZ and BMI-Z score) were detected among different grades of puberty in the two age groups (8-12 years, 13-15 years) coming in advance of obese girls (with increase of BMI); except HAZ in the second age group. Girls aged 16-18 years reached to final volume for the uterus and ovary with insignificant differences. Pubertal stage, ovarian and uterine sizes were highly significantly correlated with nutritional markers. Mean ages of onset: of puberty, menarche and complete puberty were, 11.65 + 1.84, 14.79 + 1.75 and 15.02 + 1.68 years respectively. Conclusion: Nutritional status has a crucial role in determining pubertal stage, ovarian and uterine volumes among Egyptian girls during the pubertal process.

Keywords: pubertal stage, nutritional markers, girls, ovarian and uterine volumes

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Authors: Farzaneh Badinlou, Reza Kormi-Nouri, Monika Knopf

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Enacted tasks are typically remembered better than when the same task materials are only verbally encoded, a robust finding referred to as the enactment effect. It has been assumed that enactment effect is independent of object presence but the size of enactment effect can be increased by providing objects at study phase in adults. To clarify the issues in children, free recall and cued recall performance of action phrases with or without using real objects were compared in 410 school-aged children from four age groups (8, 10, 12 and 14 years old). In this study, subjects were instructed to learn a series of action phrases under three encoding conditions, participants listened to verbal action phrases (VTs), performed the phrases (SPTs: subject-performed tasks), and observed the experimenter perform the phrases (EPTs: experimenter-performed tasks). Then, free recall and cued recall memory tests were administrated. The results revealed that the real object compared with imaginary objects improved recall performance in SPTs and EPTs, but more so in VTs. It was also found that the object presence was not necessary for the occurrence of the enactment effect but it was changed the size of enactment effect in all age groups. The size of enactment effect was more pronounced for imaginary objects than the real object in both free recall and cued recall memory tests in children. It was discussed that SPTs and EPTs deferentially facilitate item-specific and relation information processing and providing the objects can moderate the processing underlying the encoding conditions.

Keywords: action memory, enactment effect, item-specific processing, object, relational processing, school-aged children

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Authors: Kaycee L. Bills

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Adolescents and youth who are members of a minority group are more likely to experience higher rates of bullying in comparison to other student demographics. Specifically, adolescents with intellectual disabilities are a minority population that is more susceptible to experience unfair treatment in social settings. This study employs the 2015 Wave of the National Crime Victimization Survey – School Crime Supplement (NCVS/SCS) longitudinal dataset to explore bullying rates experienced among adolescents with intellectual disabilities. This study uses chi-square testing and a logistic regression to analyze if having a disability influences the likelihood of being bullied in comparison to other student demographics. Results of the chi-square testing and the logistic regression indicate that adolescent students who were identified as having a disability were approximately four times more likely to experience higher bullying rates in comparison to all other majority and minority student populations. Thus, it means having a disability resulted in higher bullying rates in comparison to all student groups.

Keywords: disability, bullying, social work, school bullying

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Authors: Janet Tolulope Olaseni

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Emotional well-being in adolescents is an important psychological factor that can enhance positive living, but if it is not well groomed, it can have adverse impacts on their development. Therefore, the present study examined the efficacy of psycho-education on the emotional well-being of adolescents who are visually impaired in Nigeria. A total of twenty-eight (28) participants, which comprisednineteen (19) males and nine (9) females (M=15.82, SD=2.23) from a Nigerian School for the Blind, participated in the quasi-experimental study. Randomized clinical trial designwas used to assigned the participants into three (Complete Psycho-education, Incomplete Psycho-education, and No Psycho-education) groups. Standardized scales were used to gather data from the respondents. The formulated hypotheses were tested using Dependent T-Test and Analysis of Co-Variance. The results showed that there was a significant effect of Psycho-education on the emotional well-being of the Visually Impaired Adolescents. Those who received complete Psycho-educationhad the highest level of emotional well-being compared to those in the other groups. In order to enhance the emotional well-being of the Visually Impaired Adolescents, the study recommended that complete Psycho-education programme should be incorporated into the school activities of the Visually Impaired Adolescents.

Keywords: emotional well-being, psycho-education, visually impaired adolescents, Nigeria

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Authors: Thitaporn Thoopputra, Tipaporn Pongmesa, Shuchuen Li

Abstract:

Aims: To evaluate the application of non-invasive diabetes risk assessment tool in community pharmacy setting. Methods: Thai diabetes risk score was applied to assess individuals at risk of developing type 2 diabetes. Interactive computer-based risk screening (IT) and paper-based risk screening (PT) tools were applied. Participants aged over 25 years with no known diabetes were recruited in six participating pharmacies. Results: A total of 187 clients, mean aged (+SD) was 48.6 (+10.9) years. 35% were at high risk. The mean value of willingness-to-pay for the service fee in IT group was significantly higher than PT group (p=0.013). No significant difference observed for the satisfaction between groups. Conclusions: Non-invasive risk assessment tool, whether paper-based or computerized-based can be applied in community pharmacy to support the enhancing role of pharmacists in chronic disease management. Long term follow up is needed to determine the impact of its application in clinical, humanistic and economic outcomes.

Keywords: community pharmacy, intervention, prevention, risk assessment, type 2 diabetes

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Authors: Gholam Hossein Javanmard, Roghayeh Mohammadi Garegozlo

Abstract:

The present study was a randomized three-group double-blind clinical trial with repeated measures designs which aimed to determine the pure effect and combined effect of mindfulness based-relaxation (MBR) technique and Transcranial Electrical Simulation (tCES) on psychological distress decreasing of patients with type-2 diabetes. The sample of the study consisted of 30 patients with type-2 diabetes who were selected from the Diabetes Association of Bonab city in Iran. The participants were matched and then randomly assigned to the three groups of 10 subjects (MBR, CES, MBR+CES). The subjects received interventions related to their group in 10 individual sessions. Pre-test, post-test, and one-month follow-up were conducted using DASS-42. Analysis of variance with repeated measures showed a significant change in psychological distress. Multivariate covariance analysis and the paired interpersonal comparative test of Ben Foruni indicated that both interventions of MBR and CES have a similar effect on psychological distress decreasing in the post-test and follow-up phase. But, the combined therapy of MBR+CES was more efficient, and it had a more stable effect. However, all three interventions, especially combined intervention of MBR+CES, as efficient and stable treatment, are suggested for improving the psychological status of diabetic patients.

Keywords: mindfulness based-relaxation, transcranial electrical simulation, type 2 diabetes, psychological distress

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Authors: Tanit Pruktara

Abstract:

The research aimed to study the students’ learning achievement and awareness level on electrical energy consumption and conservation and also to investigate the students’ attitude on the developed multimedia supplemented instructional unit for learning household electrical energy consumption and conservation in grade 10 Thailand student. This study used a quantitative method using MCQ for pre and post-achievement tests and Likert scales for awareness and attitude survey questionnaires. The results from this were employed to improve the multimedia to be appropriate for the classroom and with real life situations in the second phase, the main study. The experimental results showed that the developed learning unit significantly improved the students’ learning achievement as well as their awareness of electric energy conservation. Additional we found the student will enjoy participating in class activities when the lessons are taught using multimedia and helps them to develop the relevance between the course and real world situations.

Keywords: lesson plan, media and animations, training course, vocational school in Thailand

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Authors: WooYoung Jung, V. Sim

Abstract:

This paper presents numerical analysis in terms of buckling resistance strength of polymer matrix composite (PMC) infill panels system under the influence of temperature on the foam core. Failure mode under in-plane compression is investigated by means of numerical analysis with ABAQUS platform. Parameters considered in this study are contact length and both the type of foam for core and the variation of its Young's Modulus under the thermal influence. Variation of temperature is considered in static cases and only applied to core. Indeed, it is shown that the effect of temperature on the panel system mechanical properties is significance. Moreover, the variations of temperature result in the decrements of the system strength. This is due to the polymeric nature of this material. Additionally, the contact length also displays the effect on performance of infill panel. Their significance factors are based on type of polymer for core. Hence, by comparing difference type of core material, the variation can be reducing.

Keywords: buckling, contact length, foam core, temperature dependent

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Authors: Ouahiba Bechiri, Mostefa Abbessi

Abstract:

The color removal from industrial effluents is a major concern in wastewater treatment. The main objective of this work was to study the decolorization of a mixture of Orange G acid (OG) and naphthol blue black dye (NBB) in aqueous solution by hydrogen peroxide using [H1,5Fe1,5P2W12Mo6O61,23H2O] as catalyst. [H1,5Fe1,5P2 W12Mo6O61,23H2O] is a recyclable DAWSON type heteropolyanion. Effects of various experimental parameters of the oxidation reaction of the dye were investigated. The studied parameters were: the initial pH, H2O2 concentration, the catalyst mass and the temperature. The optimum conditions had been determined, and it was found that efficiency of degradation obtained after 15 minutes of reaction was about 100%. The optimal parameters were: initial pH = 3; [H2O2]0 = 0.08 mM; catalyst mass = 0.05g; for a concentration of dyes = 30mg/L.

Keywords: Dawson type heteropolyanion, naphthol blue-black, dye degradation, orange G acid, oxidation, hydrogen peroxide

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Authors: Reiko Yamamoto

Abstract:

This paper reports on how synchrony occurs between children and their teacher, and what prevents or facilitates synchrony. The aim of the experiment conducted in this study was to precisely analyze their movements and synchrony and reveal the process of synchrony in a real-world classroom. Specifically, the experiment was conducted for around 20 minutes during an English as a foreign language (EFL) lesson. The participants were 11 fourth-grade school children and their classroom teacher in a public elementary school in Japan. Previous researchers assert that synchrony causes the state of flow in a class. For checking the level of flow, Short Flow State Scale (SFSS) was adopted. The experimental procedure had four steps: 1) The teacher read aloud the first half of an English storybook to the children. Both the teacher and the children were at their own desks. 2) The children were subjected to an SFSS check. 3) The teacher read aloud the remaining half of the storybook to the children. She made the children remove their desks before reading. 4) The children were again subjected to an SFSS check. The movements of all participants were recorded with a video camera. From the movement analysis, it was found that the children synchronized better with the teacher in Step 3 than in Step 1, and that the teacher’s movement became free and outstanding without a desk. This implies that the desk acted as a barrier between the children and the teacher. Removal of this barrier resulted in the children’s reactions becoming synchronized with those of the teacher. The SFSS results proved that the children experienced more flow without a barrier than with a barrier. Apparently, synchrony is what caused flow or social emotions in the classroom. The main conclusion is that synchrony leads to cognitive outcomes such as children’s academic performance in EFL learning.

Keywords: engagement in a class, English as a foreign language (EFL) learning, interactional synchrony, social emotions

Procedia PDF Downloads 143