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This study examines the human rights and the notion of citizenship under the prism of pedagogical science. The methodology that was followed was the experimental method. In a sample of 100 children-experimental group and control group held an intervention program with deepening axes of human rights and the concept of citizenship. The analysis of the findings presented in four axes. The first relates to the analysis of the responses of the two groups using quantitative data. The second axis concerns the discourse analysis of children's responses. The third axis relates to involve children and the fourth in the pop up program of children's activities. In conclusion, according to the survey results, children may affect their participation shaping the curriculum at micro level but also affect their behavior in the macro. Children seem to understand a pedagogical context the concept of human rights and the concept of citizenship in their ability to influence the school and not only the daily life, respect the wishes of others, to understand the limits and restrictions in school and local community, their participation as a social obligation but also a right, to the understanding of human rights and children's rights as a premise for the quality of their lives.

The present research examines the project method, as it is met at the new curriculum of literature in the first Grade of Greek high schools and the effectiveness of it and of the teacher's role at the development of social skills, of students with low level. At first it is made an effort to measure that level at the beginning of the literature lessons, by giving to 381 students a questionnaire to answer about themselves and to their 13 teachers a questionnaire to answer about their student's social skills. The investigation was made with methodological triangulation. We observed at the beginning and at the end of the semester the 42 students who were found to have low level of social skills. Also we interviewed their 13 teachers about the way they organized their lessons. Moreover we interviewed the 42 students about the role of their teachers and if the teachers helped them to increase their social skills. At the end of the semester we gave the same questionnaire both to the 42 students and their teachers (post-tests). The comparison of the pre and post tests and the data processing of the observations and the interviews, show an increase of student's social skills. Those results are important because of the following reasons: first of all the majority of the investigations examine the results of project method at the "territory" of cognition and not at the "territory" of social skills and secondly the majority of the investigations focus on the social skills of disabled children.

Studied the symbolic play that occurs in activity corners set up around toy-objects in Greek kindergartens. Found notable differences in levels of symbolism and complexity of the play. Concluded that the most favored groups were those in which: (1) classroom space was polyvalent, permitting its informal re-organization; and (2) the teacher was an attentive observer who stimulated children. (Author)

Introduction: Favourable joint outcomes are expected with modern haemophilia A (HA) management. Evaluation of long‐term treatment outcomes is hampered by the delay between bleeding episodes during childhood and resulting joint outcomes in adulthood. Aim: To measure the long‐term joint health of adolescents with moderate and severe HA, according to severity and inhibitor status. Methods: Pilot cross‐sectional study of five European PedNet centres in moderate and severe HA patients aged 10–19 years. Structured assessment of joint status by physical examination (HJHS) and ultrasound (HEAD‐US). Results: In total, 141 HA patients were evaluable, 100 without inhibitors (81 severe, 19 moderate HA), and 41 severe HA with current/past inhibitors. On physical examination, 12/81 (15%) of severe HA without inhibitors, 3/19 (16%) of moderate HA, and 13/41 (32%) of severe HA patients with inhibitors exhibited joint abnormalities. Inhibitor persistence, longer inhibitor duration, and a high peak inhibitor level were associated with impaired joint health. Ultrasound showed joint damage (bone or cartilage) in 13/49 (27%) of severe HA without inhibitors, 1/12 (8%) of moderate HA, and 10/28 (36%) of severe HA patients with inhibitors. A discordant ankle evaluation by ultrasound versus physical examination was present in 53/169 joints (31%). Conclusions: Most adolescents with severe or moderate HA show favourable joint health. Future research with combined ultrasound and/or MRI is needed to better understand joint outcomes in the remaining patients. Patents with inhibitors showed a two‐fold increased proportion with joint deterioration. Ultrasound paired with physical examination increases sensitivity for detection of joint damage. [ABSTRACT FROM AUTHOR]

The article discusses the existence of the acute coronary syndrome (ACS) in younger ages patients. It mentions that the two categories of ACS are the young people with angiographically normal coronary arteries and those with coronary heart disease with varied etiology. It adds that the genetic factors contributing to ACS include lipid disorders, obesity, and depression.