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    Wyświetlanie 1-7 z 7
    Tytuł:
    Prevalence and molecular characterisation of Schistosoma haematobium among primary school children in Kebbi State, Nigeria
    Autorzy:
    Umar, Shuaibu
    Shinkafi, Saadatu Haruna
    Hudu, Shuaibu Abdullahi
    Neela, Vasanthakumari
    Suresh, Kumar
    Nordin, Syafinaz Amin
    Malina, Osman
    Powiązania:
    https://bibliotekanauki.pl/articles/972116.pdf
    Data publikacji:
    2017
    Wydawca:
    Polskie Towarzystwo Parazytologiczne
    Tematy:
    Schistosoma haematobium
    Nigeria
    phylogeny
    primary school children
    Opis:
    Schistosomiasis is the major source of morbidity in Sub-Saharan Africa and Asia. It is estimated that 207 million people are infected, of which 97% are in Africa. The aim of this study was the determining of prevalence as well as the phylogeny of S. haematobium among school children in Argungu Emirate, Kebbi State Nigeria. A total of 325 urine samples was collected from school children between 7 to 14 years. S. heamatobium eggs was examined under dissecting microscope and DNA was extracted from urine sample and COX1 gene was amplified by nested PCR. The PCR products were purified, sequenced and analysed. This study showed a prevalence of 32.09%, with male pupils having the highest prevalence. S. haematobium infections in children who fetch water in the river have 24 times higher risk of being infected while those who bath in the river have 158 times higher risk of being infected. Our sequences were phylogenetically related to S. haematobium isolate U82266 from Kenya and consistence with the predominant species in Africa. This was the first S. haematobium and S. mansoni co-infection reported in Nigeria. S. haematobium infection is prevalent among school age and significantly associated with water contact.
    Źródło:
    Annals of Parasitology; 2017, 63, 2; 133-139
    0043-5163
    Pojawia się w:
    Annals of Parasitology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    IMPORTANCE OF SPORT ACTIVITIES IN LEISURE TIME AND SCHOOL SETTINGS AMONG SWISS AND FOREIGN CHILDREN Results from a cross-sectional study in Central Switzerland
    Autorzy:
    Kühnis, Jürgen
    Eckert, Nancy
    Mandel, Debbie
    Egli, Sarah
    Imholz, Patrizia
    Powiązania:
    https://bibliotekanauki.pl/articles/449218.pdf
    Data publikacji:
    2016
    Wydawca:
    Politechnika Opolska. Wydział Wychowania Fizycznego i Fizjoterapii
    Tematy:
    Participation and interest in sports
    primary school children
    nationality
    Central Switzerland
    Opis:
    The aim of this study was to observe the importance of sport activities among 5th grade pupils in the canton of Schwyz (located in Central Switzerland) and to identify possible differences between children of various nationalities. The cross-sectional study was carried out in 30 randomly selected classes during the school year 2015/2016. The sample (n = 468) consisted of 52.8 % boys and 47.2 % girls, aged 10.8+0.7 years old. Socio-demographic characteristics, interests and participation in sports were established using a standardized questionnaire. The majority of the observed primary school children (85.7%) participate regularly in sports. Approximately 5 hours of sports are practised on average per week; about 18 % are engaged in such activities for more than 7 hours. The percentage of fully sport-abstinent children is around 3.5 %. In accordance with other studies, the influence of immigration backgrounds seems to be mainly moderated by gender. While boys with foreign or Swiss origin are equally enthusiastic about sports, there is clearly a lower level of participation in sports in general and especially in sports clubs among girls who come from an immigrant background. Therefore, they should be considered one of the important target groups for exercise promotion programs.
    Źródło:
    Journal of Physical Education & Health - Social Perspective; 2016, 5, 8; 13-19
    2084-7971
    Pojawia się w:
    Journal of Physical Education & Health - Social Perspective
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Emotional and Psychological Behavior of Children in the Context of Transforming Modern Society
    Autorzy:
    Khrameshin, Sergey
    Antsiferova, Natalya
    Seluch, Marina
    Ismailova, Zukhra
    Kozlovskaya, Svetlana
    Powiązania:
    https://bibliotekanauki.pl/articles/2130005.pdf
    Data publikacji:
    2021
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    aggressiveness
    authoritarian hyper-socialization
    loser syndrome
    primary school age children
    social status
    upbringing model
    Opis:
    This study aimed to evaluate the dynamics of emotional and psychological behavior indicators in children aged 7-8 years in modern society. The study was conducted in 2018-2019 in Moscow (Russian Federation) and included a total of 600 children of the second – third grades in three secondary schools. The first group included children from families with high social status and higher education of both parents, the second group comprised children from middle-class families with secondary special education of parents, and the third group enrolled children from low-income families with incomplete secondary education of parents. Children were tested for aggressiveness as well as attitudes toward family members. It has been established that in the first group, the model of upbringing was dominated by hyper-socialization of the authoritarian type. In the second group, the model of education was more balanced, symbiosis and cooperation dominated, exceeding the other parameters by 1.3–1.9 times (p ≤ 0.05). In the third group, average and high levels of aggression were stated to be significantly higher – 1.6–2.2 times (p ≤ 0.01). In the third and first groups, there was a direct connection between the frequency of instrumental aggression and negative attitude towards siblings (0.65 and 0.84, respectively).
    Źródło:
    Polish Psychological Bulletin; 2021, 52, 2; 179-187
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Promoting children’s wellbeing in an educational context
    Autorzy:
    Grīga, Linda
    Powiązania:
    https://bibliotekanauki.pl/articles/1388046.pdf
    Data publikacji:
    2016-03-31
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    wellbeing
    factors influencing children’s wellbeing
    education
    pre-school
    primary school
    Opis:
    The topicality and the context of this research are related to the phenomenon of wellbeing and factors influencing it, regarding early childhood and primary school. The aim is to study, analyse, and identify the key factors of promoting the wellbeing and healthy lifestyle of a child. Children’s wellbeing, therefore, and health and safety are more than just physical wellbeing; it should be seen holistically, as a whole welfare, and it depends not only on the environment where the child is raised, but also involves emotional support from all the people who are connected with this little human being. Thus, the first years for children at school and also for teachers (especially young teachers who have just begun their career) are a special time in their life because during this period the experience of what the child and the teacher is, and how strong and essential their connection will be, is formed. It is very important already at the early stage to understand that each child is different; they have different physical and emotional development, individual characteristics, as well as a different approach to understanding and learning things. Therefore, in the primary school it is important for the teachers to create a positive, highly social, interactive and creative environment so that the children can develop and learn more successfully. Wellbeing has a great importance in the school environment in order to create teachers’ and children’s satisfaction with life, positive relationships with others, as well as a positive and successful learning environment. The family, as well as the teachers who are involved in the development of the children’s lives, especially in the first grades at school, are one of the most essential factors that define the personal growth of the young children.
    Źródło:
    Problemy Wczesnej Edukacji; 2016, 32, 1; 148-154
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Crossing Steam and Media Literacy at Preschool and Primary School Levels: Teacher Training, Workshop Planning, its Implementation, Monitoring and Assessment
    Autorzy:
    Tomé, Vitor
    S. De Abreu, Belinha
    Powiązania:
    https://bibliotekanauki.pl/articles/2150830.pdf
    Data publikacji:
    2022
    Wydawca:
    Univerzita sv. Cyrila a Metoda. Fakulta masmediálnej komunikácie
    Tematy:
    Education
    Media Literacy
    In-Service Teacher Training Pre-School Children
    Primary School
    Children
    STEAM
    Opis:
    Seventeen workshops on STEAM and Media Literacy, involving 500 children aged 3-10, their families and other community members, in a pandemic context, was the end result of the third phase of the ‘Digital Citizenship Academy’. This community-based action research project began in early 2015, in a Lisbon neighbourhood of Portugal. The workshops were planned, implemented, monitored and assessed by 29 teachers during an online training initially planned to be developed on site. Despite the Covid-19 outbreak, teachers implemented strategies to overcome the lack of resources and autonomy of many students, especially younger ones, and the training focus remained on the production of scientific, artistic, technological, but also media content. The workshops allowed the creation of media and STEAM products primarily focused on the arts, but in which science, technology, engineering and mathematics were present. Results point to the fact that STEAM projects gain in relevance when associated with Media Literacy activities, and vice versa. Although there is a general feeling that the situation resulting from the pandemic prevented the achievement of more significant results, the training course was suitable to pedagogical practices, provided an opportunity for sharing of experiences, practices and ideas, fostered cooperation and interdisciplinary, and resulted in useful resources.
    Źródło:
    Media Literacy and Academic Research; 2022, 5, 1; 161-177
    2585-8726
    Pojawia się w:
    Media Literacy and Academic Research
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Long-term effect of one-time nutritional education in school on nutritional knowledge of early school-aged children
    Autorzy:
    Chojnacka, A.
    Gornicka, M.
    Szewczyk, K.
    Powiązania:
    https://bibliotekanauki.pl/articles/2086574.pdf
    Data publikacji:
    2021
    Wydawca:
    Narodowy Instytut Zdrowia Publicznego. Państwowy Zakład Higieny
    Tematy:
    nutritional education
    nutritional knowledge
    school-based programs
    children
    primary schools
    Opis:
    Background. In the group of school-aged children nutritional education (NE) enables an early development of healthy eating habits, which can be transferred to the adult life. Objective. The aim of the study was to assess the long-term effect of a one-time nutritional education, including also culinary workshops, on the level of nutritional knowledge (NK) of early school-aged children as well as to analyse the nutritional content of the children’s books. Material and methods. The study was conducted among second- and third-grade pupils from a primary school in Warsaw (n=76). The level of NK was determined using the same, self-administrated questionnaire at each of the three stages of the study. Results. The level of NK was assumed as very good in 47% of respondents before the education, in 91% immediately after the education, and in 74% six months after it. Out of all 23.0 points (max.) on average 18.1 points were obtained at the first stage, 21.1 points at the second stage and 19.7 points at the third stage (p<0.001). Immediately after the NE and six months after it the level of NK increased significantly (comparing to the first stage) especially on these topics: the daily water requirements and the recommendations on physical activity (p<0.001 for both questions). Conclusions. The results of the study confirmed the effectiveness of a one-time nutritional education on the level of nutritional knowledge. Moreover, results show that in the research group nutritional knowledge about importance of physical activity, adequate nutrition, eating varicoloured vegetables and fruits, screen time limits and distinguishing between healthy and unhealthy products was satisfactory, even at the baseline, but in the main source of fats in a diet, the role of milk products, the effect of having too little water in a diet and the sugar content in food children’s knowledge was not enough
    Źródło:
    Roczniki Państwowego Zakładu Higieny; 2021, 72, 2; 155-164
    0035-7715
    Pojawia się w:
    Roczniki Państwowego Zakładu Higieny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    UNIVERSAL EDUCATIONAL DESIGN IN AN INCLUSIVE EDUCATIONAL SCHOOL
    Autorzy:
    ANNA, HAINUS
    Powiązania:
    https://bibliotekanauki.pl/articles/460542.pdf
    Data publikacji:
    2019
    Wydawca:
    Państwowa Wyższa Szkoła Zawodowa w Chełmie
    Tematy:
    children with special needs
    inclusive educational environment
    universal educational design
    primary school
    Opis:
    The urgency of the problem of creating a universal educational design of education in the context of integration of countries into the European educational space is described in the article. The author substantiates the main aspects of the implementation of inclusive education in school practice, in particular the peculiarities of working with children with special needs and their parents. Some pedagogical conditions, on which the effectiveness of creating an inclusive educational environment in primary school are outlined.
    Źródło:
    Scientific Bulletin of Chełm - Section of Pedagogy; 2019, 1; 55-59
    2084-6770
    Pojawia się w:
    Scientific Bulletin of Chełm - Section of Pedagogy
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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