Education at an early age on behavior at school

Top PDF Education at an early age on behavior at school:

Nugraheni

Nugraheni

Class IV, V and VI elementary school is a transition period between childhood and adolescence, quality of life for the next generation so that puts as a critical period. In developing countries of this transition took place very quickly. Even the age at first sex always turning out to be younger than ideal age to get married. The influence of global information (audio-visual media exposure) are more easily accessible. In the end, cumulatively these habits will accelerate the early age of sexually active and deliver them to sexual behavior risk, because most of students did not have accurate knowledge about reproductive health, sexuality, maturation process, and did not have access to information and reproductive health services, including contraceptives. Needs and types of reproductive health risks nearby young people have different features from children or adults. Types of reproductive health risks, including: pregnancy, abortion, sexually transmitted diseases (STDs), sexual violence, as well as the problem of limit access to information and health services. 4,5 This risk cause of a variety of interrelated factors, namely the demand for early marriage and sexual relationships, access to education and employment, gender inequality, sexual violence and the influence of mass media and lifestyle.
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Impact of Neonatal Growth on IQ and Behavior at Early School Age

Impact of Neonatal Growth on IQ and Behavior at Early School Age

Potential confounding factors were selected a priori for their potential to in fl uence infant feeding, postnatal growth, IQ, and behavior. Covariables collected at enrollment from mothers included maternal smoking during pregnancy, both parents ’ education and occupation, area of residence, and number of older siblings. Parental education was categorized as univer- sity degree (referent category), partial university, completed secondary, or incomplete secondary. Maternal occu- pation was categorized as manual (referent), service worker, housewife, or student/unemployed. Paternal oc- cupation was categorized as manual (referent), service worker, farmer, or student/unemployed/unknown. Area of residence was divided into the 4 strata based on rural versus urban, and eastern versus western Belarus. The number of older siblings was catego- rized into none (referent), 1, or $ 2. The following covariables were obtained from maternity hospital birth records: gender, gestational age, weight and head circumference at birth, complications during delivery, complications in the
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Positive Attitude and Intention of Changes in School Age Children on Prevention of Smoking Behavior Education Post With Jigsaw

Positive Attitude and Intention of Changes in School Age Children on Prevention of Smoking Behavior Education Post With Jigsaw

Promotion of smoking behavior in school-aged children is one form of promotion of healthy behaviors as a result of threats against the addictive substance of tobacco can harm the health of children (Ministry of Law and Human Rights Affairs, 2012). Facts prove that children with smoking status 20-80% more likely to develop cough, runny nose and 2 times more often affected by bronchitis. Besides the prevalence of smokers aged ≥15 years based on age start smoking in Indonesia there is a tendency of age start smoking at the age of 5-14 years, so the need for prevention of smoking behavior early on, because the state of health of school-age children are very influential on the achievement of learning achieved ( Health Promotion Center, 2006). Smoking behavior is a Planned Behavior in theory greatly influenced by intention, because of these factors is a sign indicative of a person's readiness to perform certain behaviors, and as a direct antecedent of behavior. (Ajzen,
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Early School-Age Outcomes of Late Preterm Infants

Early School-Age Outcomes of Late Preterm Infants

All infants who were born in Florida between January 1, 1996, and August 31, 1997 (N ⫽ 220 352), were matched to records in Children’s Medical Services’ Early Intervention Program (Florida Department of Health) and in the public school student database (Florida De- partment of Education). Children were excluded from the study when they met any of the following criteria: (1) gestational age ⬍ 34 or ⱖ 42 weeks (n ⫽ 9900; 4.5%); (2) length of hospital stay ⬎ 3 days (n ⫽ 20 024; 9.1%); (3) missing information for any explanatory variable (n ⫽ 21 241; 9.6%); (4) major congenital anomaly (n ⫽ 2627; 1.2%); (5) transfers to another hospital after birth (n ⫽ 4111; 1.9%); and (6) multiple births (n ⫽ 2630; 1.2%). Gestational age was determined by using birth certificate data comparing last menstrual period (LMP) information with the clinical estimate of gestational age. When the LMP calculated gestational age was within 2 weeks of the clinical estimate, the LMP dating was used. Otherwise, the clinical estimate of gestational age was used.
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Moving from the I to we : effective parenting education in groups : a thesis presented in partial fulfilment of the requirements for the Master of Education (Adult Education) at Massey University, New Zealand

Moving from the I to we : effective parenting education in groups : a thesis presented in partial fulfilment of the requirements for the Master of Education (Adult Education) at Massey University, New Zealand

“I started coming to Te Aroha Noa three years ago. Initially I sat quietly on the couch waiting and wondering if I really belonged here. Then I got busy in the kitchen cooking toast and organising tea for the children. One day I was asked if I would like to become a Parent- educator and I accepted this new challenge. I enjoyed interacting with the children, attending training and participating in activities organised by the wider TANCS (Te Aroha Noa Community Services Trust) community. As my own children started school I realized I needed to educate so that I could help them with their homework. I had left school at 14 so I started with NCEA level 1 Maths. So far I have gained 14 credits. My next goal is to complete my certificate in Early Childhood Education”. (Mother’s story, recorded in Te Aroha Noa Community 2008).
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Mathematics education in the early years: Building bridges

Mathematics education in the early years: Building bridges

In another investigation of home-based practices, Anderson et al (2005) observed shared book reading to examine how parents and their young children attended to mathematical concepts. The study, involving 39 parents and their four-year-old children, all from a culturally diverse metropolitan area of Canada, found that the amount of mathematical talk differed widely across families. In addition to qualitative differences in terms of exposure to words such as ‘bigger’, ‘small’, ‘six’, ‘lots’ and ‘shape’ within the context of storybook reading, the researchers noted qualitative distinctions with regard to the nature of the discourse. For example, some parents encouraged comparison of the pictorial representations of objects with objects from children’s everyday experiences, thereby prototypically modelling the concept of scale. In accord with Heath’s (1983) foundational work on literacy practice, the researchers suggested that these parents were laying the groundwork for their children to be able to deal successfully with pictorial representations that they might encounter in mathematics classrooms. The researchers also noted that the manner in which the families shared mathematics was not entirely consistent with the ways that storybooks might typically be used within a formal learning environment. The tendency of parents to integrate mathematical talk almost seamlessly into storybook reading contrasted with the teacher practice of using a storybook as a springboard to mathematical activities. While not advocating that teachers try to emulate what parents do or that parents adopt school-like activities at home, Anderson et al (2005, p. 22) contend that it is ‘prudent that educators be aware of and consider these differences’.
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Age at diagnosis of autism spectrum disorders: is there an association with socioeconomic status and family self-education about autism?

Age at diagnosis of autism spectrum disorders: is there an association with socioeconomic status and family self-education about autism?

Statistical analysis was performed using the Statistical Package for the Social Sciences, v22 (IBM Corporation, Armonk, NY, USA). Descriptive statistics for the sample were used. The Spearman’s correlation analysis was used to explore relationships between the age at diagnosis and parental education and family SES (ie, ordinal data). The Pearson’s correlation analysis was used to explore relation- ships between the age at diagnosis and parental age at the time of birth of the affected child and the mean number of information sources used for self-education about autism (ie, continuous data).The one-sample chi-square test was used to compare activities of family members in seeking informa- tion about autism. The Mann–Whitney independent samples U test was used for comparison of the number of information sources between families who suspected ASD and those who did not. The Kruskal–Wallis independent samples test was used for comparison of the number of information sources relative to the three SES groups.
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Longitudinal research and early years policy development in the UK

Longitudinal research and early years policy development in the UK

Also in the observations of adult-child interaction in effective ECEC centres a par- ticular kind of interaction called sustained shared thinking was observed. It was not observed in ineffective centres. The term ‘sustained shared thinking’ was first coined by Siraj-Blatchford et al. (2003) arising from the qualitative analysis of data. Sustained shared thinking involved an adult interacting with two (or more) children in a process of solving an problem or creating something. The adult would structure the situation and provide limited input but enough to facilitate the child’s problem-solving or crea- tive activities, so that the child could arrive at a desired goal. Being able to engage in sustained shared thinking with a child was recognised as a key skill of the staff in early childhood settings who were effective in supporting children’s socio-emotional and cog- nitive outcomes. The skills of practitioners in terms of how they interact with children and support their learning and development are central to high-quality provision.
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Cognitive Delay and Behavior Problems Prior to School Age

Cognitive Delay and Behavior Problems Prior to School Age

suggests that interventions to amelio- rate children ’ s behavior problems may need to consider the in fl uence of low SES. Non-Hispanic black race and male gender also had equal or larger asso- ciations with behavior problems than CD. These children may be viewed as particularly important groups for mon- itoring, prevention, and intervention services. Although these variables had stronger estimated associations with behavior than CD, they were likely mea- sured without error, while CD was identi fi ed via a screening instrument. More accurate diagnosis of CD may have led to higher associations.
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Predicting performance at medical school: can we identify at-risk students?

Predicting performance at medical school: can we identify at-risk students?

For the 10 cohorts for which comprehensive grades were available, students were categorized into the “above average” (top 20th percentile), “average” (middle 60th percentile), and “below average” (bottom 20th percentile, Figure 1). However, it is important to note that the average does not represent the same students in each group. Apparent from Figure 1 is the variability of grades for different program components. Of interest is the spread of unit 1 results follow- ing the high school grade clustering and the components that discriminate between the above average, average, and below average groups, in terms of the final integrated examination scores (eg, unit 5, unit 10, medical sciences examination, module 8, organ systems examination, clinical sciences year averages). These data were analyzed further.
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Systems applications and Tasmanian special education

Systems applications and Tasmanian special education

early intervention programs, post compulsory school age education, programs for severely disabled childTen, programs for language disordered pupils, special units in a few primary and hi[r]

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<p>Dietary natural astaxanthin at an early stage inhibits <em>N</em>-nitrosomethylbenzylamine&ndash;induced esophageal cancer oxidative stress and inflammation via downregulation of NF&kappa;B and COX2 in F344 rats</p>

<p>Dietary natural astaxanthin at an early stage inhibits <em>N</em>-nitrosomethylbenzylamine&ndash;induced esophageal cancer oxidative stress and inflammation via downregulation of NF&kappa;B and COX2 in F344 rats</p>

Epidemiological studies have found that eating more fruit and vegetables can reduce the risk of common chronic incommunicable diseases. 6,7 One study showed that insuf fi cient fruit intake is one of the major risk factors for the death of esophageal cancer in China, with a popu- lation attributable risk of 27.4%. 8 Fruit and vegetables have numerous anticancer agents, such as vitamins, caro- tenoids, fl avonoids, and certain minerals. Carotenoids are a class of orange, red, or yellow fat-soluble pigments that have various biological effects, such as anti-tumor and anti-oxidation. Astaxanthin (AST) belongs to the ketone carotenoids, which are naturally present in such seafood as salmon, red fi sh, shrimp, krill lobster, and microalgae (eg, Haematococcus pluvialis), and it has a long history of human consumption. AST has the highest antioxidant activity among all carotenoids: 9,10 ten times that of β -carotene and 100 times that of vitamin E (VE). 11 A recent study showed that AST has an effect superior to canthaxanthin and β -carotene when it comes to protecting against the elevation of reactive oxygen species and sup- pressing ultraviolet A – induced oxidative stress in human dermal fi broblast cells. 12 AST has also been proven to inhibit in fl ammatory responses and oxidative stress by activating Nrf2 – ARE signaling pathways. 13,14 In addition, AST has been shown to play an important role in improv- ing human immuno response by inhibiting the production of redox-sensitive transcription factors and in fl ammatory factors. 15 In the multistage carcinogenesis process, the chemopreventive effect of nutrients on cancer may be “ time-selective ” , ie, there may be different intervention effects at different stages of cancer development, and may be effective in the early stage of canceration and not effective in the late stage. 16 A population-based nutrition- intervention experiment found that selenium (Se), VE and β -carotene interventions reduced the risk of esophageal cancer in people <55 years of age by 17%, but the risk of disease in people aged >55 years increased by 14%. 17 In N-nitrosomethylbenzylamine (NMBA)-treated HET1A cells, VE intervention up-regulated the tumor-suppressor gene PTENby controlling the PPAR γ -signaling pathway and restrained canceration. Compared with late-stage VE
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COMMISSION STAFF WORKING DOCUMENT PROGRESS TOWARDS THE COMMON EUROPEAN OBJECTIVES IN EDUCATION AND TRAINING INDICATORS AND BENCHMARKS 2010/2011

COMMISSION STAFF WORKING DOCUMENT PROGRESS TOWARDS THE COMMON EUROPEAN OBJECTIVES IN EDUCATION AND TRAINING INDICATORS AND BENCHMARKS 2010/2011

The European Commission presented an over-arching strategy for European higher education in its 'Modernisation Agenda for universities: education, research and innovation' Communication of 2006. The Modernisation Agenda sets out three core priorities: curriculum, governance and funding reform. The issue of degree structure and curriculum reform was established as a key priority with the intergovernmental Bologna Process. Launched with the signature of the Bologna Declaration in 1999, the Bologna Process aims to create a European Higher Education Area, in which national higher education systems are more coherent and compatible. 47 European countries now participate in the Process, which has expanded in scope and geographical coverage over the years since 1999. On 28-29 April 2009, Ministers responsible for higher education met in Leuven/Louvain-la-Neuve to establish the priorities for European Higher Education until 2020. The importance of lifelong learning, widening access and mobility were underlined. The goal was set that by 2020 at least 20% of those graduating in the European Higher Education Area should have had a study or training period abroad. The Ministerial Anniversary conference, held in March 2010, confirmed the priorities set the year before but acknowledged that some of the Bologna aims and reforms have not been fully implemented and explained and that an increased dialogue with students and staff is necessary. Ministers committed to step up efforts to accomplish the reforms to enable students and staff to be mobile, to improve teaching and learning in higher education institutions, to enhance graduate employability, and to provide quality higher education for all.
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THE EFFECTS OF FINANCIAL BEHAVIOR, FINANCIAL KNOWLEDGE, AGE, EDUCATION, AND INCOME RELATED TO FINANCIAL SATISFACTION

THE EFFECTS OF FINANCIAL BEHAVIOR, FINANCIAL KNOWLEDGE, AGE, EDUCATION, AND INCOME RELATED TO FINANCIAL SATISFACTION

Research on the effect of financial behavior related to satisfaction has been conducted by several researchers. Research conducted by Joo and Grable (2004); Woodyard and Robb (2016); Coşkuner (2016); and Armilia (2019) stated financial behavior influences satisfaction. The better financial behavior an individual has, the more satisfied he with his financial condition. Financial behavior can be measured in several aspects. According to Hogarth et al. (2003), financial behavior consists of a combination of four factors, namely credit management, cash flow management, savings, and investment practices. The measurement of financial behavior in this study used indicators from Joo and Grable (2004), namely saving; retirement savings; financial plan; weekly / monthly budget; credit; financial problem.
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Early Hebrew education and its significance for present day educational theory and practice

Early Hebrew education and its significance for present day educational theory and practice

Early Hebrew education and its significance for present day educational theory and practice S Schoeman Department of Secondary School Education University of South Africa Abstract Early Hebrew educati[.]

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Progress towards the Lisbon objectives in education and training  Commission staff working document  Indicators and benchmarks 2009 (based on document SEC(2009)1616)

Progress towards the Lisbon objectives in education and training Commission staff working document Indicators and benchmarks 2009 (based on document SEC(2009)1616)

At present only limited data are available on ICT competences amongst adults at European level. Thus, the current way of measuring adults' ICT skills refer more to actual use than to competences. In terms of monitoring tools, EUROSTAT’s Information Society Statistics (ISS) use two main surveys on “ICT usage in enterprises” and “ICT usage in households and by individuals”. When individuals are asked to judge their own computer skills one third of the average in the EU respond that their skills are sufficient if they were to look for a job or change jobs within a year. The most confident users are found in the Nordic countries and in Luxembourg. In these counties about half of the population rate their computer skills to be sufficient. At the same time one in four responds that their skills are not sufficient if changing job. In Lithuania, Bulgaria, Latvia and Portugal at least 40% report on insufficient computer skills. (see Table Ann III.7) In terms of trends, the percentage of people using the internet and computers has increased in the last three years in the EU. However, the usage gap between low and highly educated individuals has not narrowed in the EU. In 2008, 85% of people with high education used the internet on average once a week. The similar figure for individuals with low or no education was 35%. The development in EU countries is relatively stable and only a few countries have narrowed the gap the last years. For frequency of computer use, low educated individuals are catching up in a majority of EU countries. Gender differences are being reduced in almost all Member States, but the gap in terms of age is growing. The current measures of ICT skills and use do not explain how ICT are used for complex problem solving, creativity and innovation. Even if further improvements to ICT measurement should be encouraged Eurostat will include data collection on eSkills on a bilateral basis in their Household survey from 2010 and a special module with a focus on e-
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Front Matter

Front Matter

University of British Columbia Paul Begley The Pennsylvania State University, University Park Ardra L. Cole Ontario Institute for Studies in Education of the University of Toronto Emery Hyslop-Margison Concordia University, Montreal Ingrid Johnston University of Alberta Sandra G. Kouritzin University of Manitoba Pauline Leonard Louisiana Tech University Dianne Looker Acadia University Xin Ma University of Kentucky, Lexington Allan MacKinnon Simon Fraser University

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Front Matter

Front Matter

Abstracts, Family Abstracts, Language and Language Behavior Abstracts, Multicultural Education Abstracts, Psychological Abstracts, Research into Higlier Education Abstracts, School Org[r]

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Front Matter

Front Matter

Abstracts, Family Abstracts, Language and Language Behavior Abstracts, Multicultural Education Abstracts, Psychological Abstracts, Research into Higher Education Abstracts, School Orga[r]

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Front Matter

Front Matter

Abstracts, Family Abstracts, Language and Language Behavior Abstracts, Multicultural Education Abstracts, Psychological Abstracts, Research into Higher Education Abstracts, School Orga[r]

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