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This study assessed the various stakeholders' support for the National Learning Camp (NLC) implementation at Liloan Elementary School in Liloan, Cebu. A qualitative method engaging in a key informant interview using a semistructured interview guide, purposive sampling in determining the 20 respondents and thematic analysis was utilized in this paper to determine the stakeholder support initiatives in the implementation of the National Learning Camp (NLC) 2024. The findings revealed how the school head, acting as a stakeholder, facilitated positive interactions and connections between parents, students, and teachers while emphasizing their role in the program's implementation. The school head also looked for alternatives for the limited educational resources used during the National Learning Camp's implementation. The teachers were wholly committed to using NLC in lesson planning, mentoring, performance evaluation, and parent communication to guarantee that pupils had mastered literacy and numeracy. As an essential stakeholder, the parents have shown their utmost support by attending several parent-teacher conferences, watching their kid's development, contributing financially, and offering their volunteer time when needed. Despite financial limitations, budgetary restrictions, and instructional time constraints, the National Learning Camp significantly improved the pupils' academic excellence and performance, instilling a sense of optimism in all stakeholders, including the audience, about the potential of the NLC. [ABSTRACT FROM AUTHOR]

Pupils need to develop habits of using self-protective and non-pharmaceutical measures in the face of health-threatening conditions. This study set out to investigate pupils’ attitudes towards health-protective measures, such as handwashing and face masks, during the COVID-19 pandemic and compared their connotative meanings after experiencing GloGermTM activities, which visualise the micro world and the way microorganisms spread. The study involved 241 students aged 11–15 who completed a semantic differential before and after participating in practical activities. Factor analysis and non-parametric tests were used to characterise and identify shifts in the pupils’ attitudes. The findings show a noticeable shift in attitude, particularly among girls, towards wearing face masks. The factors identified include connotative meanings such as giving credit to potency, achieving quick results, acknowledging purpose, experiencing uncertainty before the intervention, and evaluating the purpose after the intervention. Personal comfort was also identified as a factor that persisted before and after the intervention. Infectious diseases and pandemic awareness are crucial in today’s world and will remain so in the future. We believe that modelling safe experiences with potential pathogens, particularly in promoting healthy behaviours, can reduce health threats. The results indicate that such an approach has the potential to influence attitudes. [ABSTRACT FROM AUTHOR]

This study determines the effectiveness of a non-digital picture concept programme to treat cognitive deficits in pupils with dyslexia. Using a sample of 38 primary two pupils (aged 7-9 years) in Ebonyi State, Nigeria, a Picture Concept Activity and the traditional method of repetitive passage drill were administered for eight weeks and results were compared. Standard cognitive and reading measures were used and data were analysed with descriptive and inferential statistics. Results show that the experimental participants performed higher than the control group on the overall reading and cognitive proficiency performances. Improved cognitive proficiency was associated with improved reading tasks. [ABSTRACT FROM AUTHOR]

The study aimed to examine the impact of teaching materials for pupils with mental disorders in public primary schools. The study employed a mixed approach and a case study design, and the social cognitive theory was used as a guiding tool. A sample size of 20 respondents was drawn from 30 populations through purposive and simple sampling technique. The data collection methods were through interviews, observation and questionnaire. Descriptive statistical analysis and content analysis were used to analyze the collected data. The study revealed that, there is shortage of teaching materials like text books, game puzzles, visual aids, audio visual, video visual and building blocks as indicated in selected four public primary school at Mvomero District Council, where each learner has different level of mental disorders. The study concludes that the government should provide a sufficient fund to these public primary schools so that pupils with mental disorders get better education services and conducive environment which will facilitate all teachers and pupils to improve teaching and learning process. [ABSTRACT FROM AUTHOR]

Background: Relationships and sexuality education (RSE) programmes are widely taught in schools, however for children and young people with intellectual disabilities, these programmes appear to be limited regarding information on relationships, informed choices and decision making. The purpose of this study was to seek the views and understanding of children and young people with intellectual disabilities, and those involved in their care and education, to identify best practice and approaches to the delivery on relationships and sexuality education. Methods: This study used a qualitative design with 37 pupils from five special schools from across the United Kingdom (UK) participating. In-depth semi-structured interviews were held online, or in person. All interviews were recorded and transcribed verbatim. Transcripts were anonymised, assigned a pseudonym and subjected to inductive thematic analysis. Findings: Four themes emerged from the data: (i) enthusiasm and inquisitiveness to acquire knowledge; (ii) dynamics of positive friendships; (iii) experiences and understanding of supportive relationships and sexuality; and (iv) valuing the exchange of knowledge and information. The findings highlight that children and young people with intellectual disabilities want education, support and information on matters relating to their relationships and sexuality. Conclusions: This is the largest study to date providing a voice to children and young people with intellectual disabilities regarding their relationships and sexuality. While special schools provide relationships and sexuality education, there is a requirement for a programme and resources specific to the needs of pupils with intellectual disabilities to be developed and evaluated. Such education should continue beyond school and be embedded in adult services. [ABSTRACT FROM AUTHOR]

The present study investigated the expression of emotions in pupils of the first five grades of primary school. The sample (N = 114) comprised pupils aged between 6.5 and 10.6 years, whose expression of emotions was observed using an observational schema. Observations were gathered in classrooms at 70 schools in different regions of Slovenia. Fourteen emotions were recognized in the pupils' expressions, with joy and anger predominating. The intensity of the expression of positive and negative emotions, as well as basic and complex emotions, was moderate, and no significant difference in intensity was observed between these categories. Boys expressed more positive, negative and basic emotions than girls. The situations that elicited emotions varied and reflected the prominent issues in school, particularly academic achievement, social interactions with teachers and classmates, and activities during lessons. The applicability of the results to teachers' work in the classroom was highlighted. [ABSTRACT FROM AUTHOR]

Parasitic helminth infections are of public health importance and resulting morbidities mostly affect school-aged children. This study was conducted in Bwari Area Council, Abuja, aimed to assess levels of contamination of preprimary and primary school playgrounds by helminth eggs. Twenty schools were randomly selected, 10 private and 10 public-owned pre/primary schools. Using floatation method, direct smear, and formal-ether sedimentation techniques, eggs were recovered from soil samples. Overall, 6607 eggs were obtained from 400 soil samples of which 4836 were geo-helminth and 239(59.8%) were positive for helminth eggs. The distribution is as follows: Taenia eggs(18.5%), Toxocara eggs(14.4%), Fasciola eggs(1.2%), Strongyle eggs(2.5%), Hookworm eggs (16.0%), Schistosome eggs(0.1%), Trichuris eggs(2.9%), Strongyloides eggs(8.2)%, Coccidian eggs(21.8%) and Mite eggs (14.5%) were also recorded. There was no significant association between the occurrence of helminth eggs and the schools (χ² = 0.6434, p = 0.4225). There was no significant association between the occurrence of geo-helminth eggs and the soil samples from primary and pre-primary school playgrounds (χ² = 2.751, p = 0.0972). This study revealed that the soils of pre-primary school playgrounds in Bwari Area Council were contaminated with helminth eggs. School-based chemotherapy and public enlightenment programmes should be encouraged. [ABSTRACT FROM AUTHOR]

From the time of Galen, examination of the pupillary light reflex has been a standard of care across the continuum of health care. The growing body of evidence overwhelmingly supports the use of quantitative pupillometry over subjective examination with flashlight or penlight. At current time, pupillometers have become standard of care in many hospitals across 6 continents. This review paper provides an overview and rationale for pupillometer use and highlights literature supporting pupillometer-derived measures of the pupillary light reflex in both neurological and non-neurological patients across the health care continuum. [ABSTRACT FROM AUTHOR]

Abstract Background Relationships and sexuality education (RSE) programmes are widely taught in schools, however for children and young people with intellectual disabilities, these programmes appear to be limited regarding information on relationships, informed choices and decision making. The purpose of this study was to seek the views and understanding of children and young people with intellectual disabilities, and those involved in their care and education, to identify best practice and approaches to the delivery on relationships and sexuality education. Methods This study used a qualitative design with 37 pupils from five special schools from across the United Kingdom (UK) participating. In-depth semi-structured interviews were held online, or in person. All interviews were recorded and transcribed verbatim. Transcripts were anonymised, assigned a pseudonym and subjected to inductive thematic analysis. Findings Four themes emerged from the data: (i) enthusiasm and inquisitiveness to acquire knowledge; (ii) dynamics of positive friendships; (iii) experiences and understanding of supportive relationships and sexuality; and (iv) valuing the exchange of knowledge and information. The findings highlight that children and young people with intellectual disabilities want education, support and information on matters relating to their relationships and sexuality. Conclusions This is the largest study to date providing a voice to children and young people with intellectual disabilities regarding their relationships and sexuality. While special schools provide relationships and sexuality education, there is a requirement for a programme and resources specific to the needs of pupils with intellectual disabilities to be developed and evaluated. Such education should continue beyond school and be embedded in adult services.

Background: Almost 30% of children and adolescents complain of back pain, and very few of them consult a doctor or physiotherapist about it. This study aimed to identify the prevalence of spinal deformities among Grade V and VI students, determine the contributing factors, and evaluate gender differences in the occurrence of spinal deformities. Methods and Results: This cross-sectional study was based on a systematic analysis of reality using a questionnaire and a physical examination (spinal observation and Adam’s forward bend test for scoliosis). The study included 293 pupils (143 girls and 150 boys) from three elementary schools in the Municipality of Peja. Based on our study’s findings, the most prevalent spinal deformity observed was moderate to severe kyphosis signs, accounting for 29.7%, followed by moderate to severe scoliosis (16.4%), alterations in cervical and lumbar lordosis (16.0%), mild scoliosis signs (14.7%), diagnosed scoliosis (11.9%), mild kyphosis signs (9.6%), and diagnosed kyphosis (1.7%). The prevalence of deformities was higher in girls. Our findings revealed moderate and strong positive correlations between the school-home distance and all spinal deformities treated in this study (P=0.000 in all cases). In addition, there were weak positive correlations between the schoolbag weight and moderate to severe scoliosis signs, moderate to severe kyphosis signs, and changes in cervical and lumbar lordosis (P

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background. In Kenya, falls among individuals over 60 years of age are a major concern. Despite physical activity being known to reduce fall risks, existing studies face challenges like high drop-out rates and limited exercise types. The Lebed Method, a dance program originally developed for breast cancer survivors by Sherry Lebed Davis, has shown potential to improve physical and emotional well-being. This study aimed to explore its effectiveness in improving physical stability among the elderly in Kakamega County. Methods. The study involved a community-based randomized control trial with 30 participants aged 60 and older, selected based on low social support scores. They were divided into intervention and control groups, meeting specific inclusion criteria. Baseline functional stability (mobility and balance) was assessed by Timed Up and Go (TUG), Berg Balance Scale (BBS) scores, gait speed time, and de Morton Mobility Index (DEMMI) score. To ensure the reliability of the study, biases such as selection, performance, detection, attrition, and reporting biases were addressed. Changes in physical stability between the groups were analyzed using the Analysis of Covariance, accounting for baseline differences, while within-group changes were evaluated using the dependent sample t-test. The threshold for statistical significance was set at p < 0.05. Results. The findings showed that the intervention group improved significantly in physical stability compared to the control group. Specifically, notable enhancements were observed on TUG times (p < .001, ηp2 = 0.53, d = 3.38), BBS scores (p < .001, ηp2 = 0.64, d = 1.97), gait speed (p < .001, ηp2 = 0.65, d = 1.99) and DEMMI score (p < .001, ηp2 = 0.38, d = 1.94). Conclusions. The intervention significantly improved mobility and balance among participants, demonstrating the effectiveness of the Lebed method for elderly individuals. Future research could explore specific components of dance-based therapy that contribute to functional mobility and balance improvements.

The study determined the relative effectiveness of simulation games, blended learning, and interactive multimedia in enhancing learning outcomes in Basic Science of pupils with varying abilities, with a view to providing information on the most effective strategy for instructing Basic Science among pupils with varying abilities. Children should be exposed to and commence learning science at a young age because science and technology are the dynamic forces behind present socioeconomic progress. The research design employed was a quasi-experimental research design. The experiment was conducted in six schools, and two schools were used as the control group. The analysis used descriptive and inferential statistics. Permission was sought from the Local Government Education Authorities (LGEA) to use the schools in their jurisdictions for the experiment. Participants were given a consent form for their parents. Pseudonyms were used to replace participants' names. The findings indicate that interactive multimedia is more effective with pupils in mainstream schools, whereas blended learning proves more effective for pupils in special schools. These findings imply that teachers should employ strategies to captivate and maintain attention while teaching Basic Science. [ABSTRACT FROM AUTHOR]

Schooling for Northern Ireland children has over decades been in denominationally separate schools, until an integrated system was instigated by concerned parents in the late 1970s amidst growing political violence. By educating together Catholic and Protestant pupils and those of other religions or none, the hope was to contribute to peace in a conflict-prone society. The first integrated schools were planned and government funded. Then, in the early 1990s, some segregated schools sought to transform to integrated status through a detailed, formal process. In individual, face-to-face interviews, 11- and 16-year old pupils (n = 20), representing both school sectors and both the main cultural backgrounds, described their experiences of learning side by side for the first time with peers of a different tradition. Both younger and older pupils could discern the differences between their previous (segregated) and current (integrated) settings, saw the benefits of accepting and acceptance, and perceived sameness as well as difference. They could appreciate the global perspective, understood the purpose of outward, visible changes such as emblems and school displays, and welcomed curriculum change, particularly in Physical Education. Pupils understood the value of having difficult conversations without acrimony at the same time as learning about and respecting others' viewpoints. [ABSTRACT FROM AUTHOR]

Problem Statement. In Switzerland, physical education (P.E.) is a mandatory part of the educational curriculum, playing a crucial role in the holistic development of students at both primary and secondary levels. Its primary goals are to promote psychophysical growth and encourage lifelong physical activity. This study aims to examine Swiss high school students' attitudes towards physical education, including their perceptions of its importance, their self-reported grades, opinions on the current amount of P.E. hours, and their intentions to participate in recreational sports after graduation. Material and methods. In this study, the relationship is explored between gender, the sizes of students' residential areas, and their attitudes towards physical education. A total of 412 high school students from a large city and a small town in Switzerland participated in the research. The study is divided into two parts: first, the relative importance of physical education compared to other subjects is assessed using a "scale of values". Then, students' attitudes towards physical education are analysed through the "Attitudes and Behaviours Questionnaire Towards Sports Activity and Physical Education". Results. The research results demonstrate positive attitudes among Swiss students towards physical education. There is notable interest in the subject, particularly among boys, and a widespread desire for more P.E. hours at school. Students, regardless of gender or the population of their place of residence, report achieving good grades in P.E. and express intentions to continue participating in sports after graduation. Conclusions. The findings reveal that students generally have a positive view towards school physical education. These attitudes suggest that educators should consider these preferences when planning and conducting P.E. lessons. By aligning lessons with students' interests and attitudes, teachers can create more engaging and effective P.E. programmes. [ABSTRACT FROM AUTHOR]

The article examines the conditions for the successful implementation of inclusive education in the educational environment, elucidates the issue of influence on the development of education seekers, and highlights the main reasons that cause difficulties in working with children with special educational problems. The essential properties of the concept of "interactive whiteboard" are shown, the educational potential and advantages of the interactive whiteboard are revealed, and the necessity of using interactive whiteboards in an inclusive educational environment is proven. The Smart Notebook software for interactive whiteboards is analyzed, and the possibilities of use by teachers in an inclusive educational environment are shown. The most effective online resources and programs for interactive whiteboards for creating new products on the respective platforms are highlighted. The interaction principles between teachers and children with special educational needs are described. During the study, the effectiveness of the formation of professional readiness of future specialists to use an interactive whiteboard for work in an inclusive educational environment was checked experimentally. We see the existing advantages in the experimental group over the control group after the experiment, which indicates the effectiveness of the implemented pedagogical system. [ABSTRACT FROM AUTHOR]

Aims: To explore experiences of sexual harassment of adolescent girls by peer boys during school hours. Methods: Focus group study with a convenience sample of six girls and 12 boys aged 13–15 years from two different lower secondary schools in Norway. Thematic analysis with Systematic Text Condensation was used with data from three focus group discussions, supported by theory about gender performativity. Results: Analysis demonstrated how girls experienced specific aspects of unwanted sexual attention perpetrated by male peers. When boys trivialized sexualized behaviour perceived as intimidating by girls, the behaviour was perceived as 'normal'. Among the boys, sexual name-calling was only meant as a joke to put the girls in their place, while girls were silenced. In this way, patterns of gendered interaction contribute to performing and maintaining sexual harassment. Responses from co-pupils and teachers had strong impact on further harassment, contributing to either escalation or resistance. Signalling disapproval when being harassed was difficult when bystander behaviour was lacking or degrading. The participants wanted teachers to intervene in response to sexual harassment, emphasizing that being present or showing concern is not enough to stop the harassment. The lack of proactive responses from bystanders may also represent gender performativity, where invisibility contributes to social conventions such as normalization. Conclusions: Our analysis indicates a need for interventions targeting sexual harassment among pupils in Norwegian schools, with a special awareness of gendered performance. Both teachers and pupils would benefit from increased knowledge and skills in how to detect and stop unwanted sexual attention. [ABSTRACT FROM AUTHOR]

The paper focuses on the issue of depicting and diagnosing specific learning disabilities (SLD) in pupils with severe visual impairment. This issue has been resonating in special education practice in the Czech Republic for a long time. The current practice in the Czech Republic is such that it is very difficult to diagnose and distinguish when it is SLD and when it is an issue related to severe visual impairment, and thus very often only a suspected diagnosis is made. This paper aims to present the research results in this area in our country (this research is co-financed by IGA_PdF_2024_019 The phenomenon of specific learning disabilities in pupils with visual impairment). The paper also includes research on the topic in the context of global research and will be followed by a mapping of the current situation at the level of Czech special education. Data for the research itself was collected through questionnaires and interviews with experts on the subject. [ABSTRACT FROM AUTHOR]

Purpose: This research aims to improve the tactile sensitivity of 5th to 7th grade pupils with visual impairments. Materials and Methods. The study involved 102 pupils aged 10-13 years divided into experimental and control groups by grade and gender. Methods included theoretical analysis, synthesis of scientific literature, esthesiometry, pedagogical experiments, and statistical analysis IBM SPSS Statistics. Tactile sensitivity of the distal phalanx of the middle finger and palm center was assessed. Before the study, all participants underwent medical examinations without contraindications to physical activity. All parents were informed about the specifics of the study and provided written consent for their children to participate in the experiment. Results of the research. The increase of tactile sensitivity of the distal phalanx of the middle finger (p<0,001) and middle palm (p<0,01--0,001) was showed in visually impaired pupils of 5-7th grades of experimental groups under the influence of introduced specially oriented physical exercises. Traditional physical culture lessons for visually impaired pupils of the control groups didn't have a significant impact on the functional state of the tactile analyzer (p>0,05). The analysis of the obtained results revealed the following regularities: among the studied indicators the most significant improvement of the results of touch sensation on the distal phalanx of the middle finger was observed in girls, in the middle of the palm -- in boys. Conclusions. The use of specially oriented physical exercises at physical culture lessons in 5-7th grade pupils with visual impairment of experimental groups contributed to a significant (P<0,01-0,001) improvement of tactile sensitivity indicators of distal phalanx of the middle finger and middle palm, which positively influenced the functional state of tactile sensory system in the specified contingent. To increase the sensitivity of tactile analyzers in 5-7th grade pupils with visual impairments, we recommend including the proposed physical exercises in the main part of physical culture lessons in the variable modules of athletics, football, basketball, volleyball, and gymnastics. [ABSTRACT FROM AUTHOR]

In this article, the aim is twofold: firstly, to explore, through a systematic literature review, what discourses on religion may be identified in previous research that focuses on students' perspectives, and secondly, to discuss this in relation to research concerning challenges and opportunities in Scandinavian religious education (RE) and classroom negotiations, which is presented as a background to and scientific landscape for the study. Seven discourses relating to students' understanding of religion have been identified in the text sample from the systematic review, religion as: threatening, a relic, needing to be tolerated, truth claims, plastic, a source of existential curiosity, and security and comfort. The findings show how these discourses together constitute a broader repertoire of discourses on religion than can be found in the Scandinavian RE classroom research presented as a frame for the study, especially when taking into account current orders of discourse and dominance structures. As stressed by discourse theory and sociocultural perspectives on learning, having access to broad repertoires of discourses on religion provides a basis for more nuanced ways of thinking about religion. It is vital that teachers are aware of this and can challenge dominant discourses and broaden existing repertoires. An important step in such a direction is an awareness of discourses on religion, such as the seven presented here, which may potentially be present in the classroom, even in practices other than the ones these discourses emanated from. [ABSTRACT FROM AUTHOR]

The topic of keeping livestock is very well suited to addressing the ecological, social, and economic aspects of the sustainable production of our food in school lessons. However, the production of animal-based foods is mainly outside the personal experience of children and young people. To derive relevant implications for teaching, this paper explores the following research question: 'What conceptions do elementary school students have about keeping fattening pigs and dairy cows on farms?' In more detail, this study examines students' conceptions of stock sizes, husbandry practices, and feeding of fattening pigs and dairy cows and how these differ between urban and farm students. For this purpose, six elementary school students (MAge = 8.8 years, SD = 0.4 ; 83% female) from Lower Saxony and North Rhine-Westphalia were interviewed. Three of the subjects were growing up on a conventional farm with fattening pigs. The study is informed by the Model of Educational Reconstruction. To elicit students' conceptions, we used semi-structured guided interviews, during which students made a drawing of a farm that they described in detail. The data were evaluated with the help of qualitative content analysis. The study results show a wide range of conceptions, ranging from naive and unbiased conceptions to clear conceptions of modern, conventional livestock farming. [ABSTRACT FROM AUTHOR]

The online risky behavior of children and adolescents is a phenomenon that can be a serious threat to the safety of the school environment. From an educational point of view, it is extremely important to pay attention to the online risky behavior of pupils in the intentions of educational practice. The most appropriate tool at this level is precisely preventive and educational action, or the effort to solve already created risks. The aim of the article is to point out the prevalence of selected forms of online risks among elementary school students (cyberbullying, participation in dangerous online challenges) and to analyze the possibilities of its prevention. As part of the empirical research, which was carried out in 2022, 2,768 pupils of the 6th to 9th grade of elementary schools in the Slovak Republic were approached. In the research set, we identified 256 cyberaggressors (9,3%) and 674 (24,35%) pupils who participated in one or more online challenges at the same time. [ABSTRACT FROM AUTHOR]

The paper presents the latest results of a representative survey of children and young people aged 9-17 years on a research sample of 1932 respondents. The instrument to measure perceptions of safety and acceptance at school comes from the EU Kids online survey. It contains 5 items reflecting perceptions of support and safety in the school environment and of good relationships with classmates and teachers. The aim of the present study is to introduce the concept of safety and acceptance at school and its association with selected psychological variables. The results show a deterioration of the above over the period from 2018, with the year 2023 showing the worst average score. Regression analysis explains 24.6% of the variance in safety and acceptance at school, with the most significant predictor being feelings of happiness and satisfaction. [ABSTRACT FROM AUTHOR]

Copyright of Revija Šport is the property of Sport: Revija Za Teoreticna in Praticna Vprasanja Sporta and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Pupillary responses serve as sensitive indicators of cognitive processes, attentional shifts and decision-making dynamics. Our study investigates how directional uncertainty and target speed (VT) influence pupillary responses in a foveal tracking task involving the interception of a moving dot. Directional uncertainty, reflecting the unpredictability of the target’s direction changes, was manipulated by altering the angular range (AR) from which random directions for the moving dot were extracted. Higher AR values were associated with reduced pupillary diameters, indicating that heightened uncertainty led to smaller pupil sizes. Additionally, an inverse U-shaped relationship between VT and pupillary responses suggested maximal diameters at intermediate speeds. Analysis of saccade-triggered responses showed a negative correlation between pupil diameter and directional uncertainty. Dynamic linear modelling revealed the influence of past successful collisions and other behavioural parameters on pupillary responses, emphasizing the intricate interaction between task variables and cognitive processing. Our results highlight the dynamic interplay between the directional uncertainty of a single moving target, VT and pupillary responses, with implications for understanding attentional mechanisms, decision-making processes and potential applications in emerging technologies.

Tanzania government has implemented many initiatives to promote pupils’ academic performance in primary schools for more than a decade. However, many school pupils in public primary schools still achieve low academic performance. The specific objective of this study was to examine the linkage between teacher autonomy and pupils’ academic performance. A survey was conducted in four Local Government Authorities (LGAs) which included Ngara, Kibondo, Tanga City and Mafinga Town. Sample size of the study was 354 teachers selected from ninety-five (95) public primary schools. Multi-stage with stratified simple random sampling was used to select the sample size while purposive sampling procedure was used to select 16 key informants including eight (8) head teachers and eight (8) standard seven pupils. Methods of data collection consisted of questionnaires, interviews and documentary review. Quantitative data were analysed using binary logistic regression while qualitative data were analysed thematically. Major findings showed that teacher autonomy model explained the variance on pupils’ academic performance by (0.09) which was too small while leaving 91% of variance to other factors outside teacher autonomy model. Furthermore, teacher autonomy had small odd ratio = (.51) and was significant (p < .001); which indicated that the odds of high teacher autonomy were (0.5) times more likely to achieve pupils’ academic performance compared to low teacher autonomy. Further findings also showed that teacher autonomy marginal effects were negative implying that one-unit change in teacher autonomy reduced the probability on pupils’ academic performance by (9%) and was significant (p < .001). Based on key informants, high autonomy made teachers to behave in a manner that affected the outcome variable. Thus, it was concluded that teacher autonomy affected pupils’ academic performance. The study recommended that educational stakeholders needed to implement teacher autonomy at minimum level.

This action research was conducted primarily to determine if using task cards can enhance learning among the Grade VI pupils in Mathematics subject for the school year 2022 - 2023 at Sta. Cruz Elementary School, District I-A, Division of Antipolo City. The quasi-experimental pre-test - post-test non-equivalent control group design was utilized in the study. Forty (40) Grade VI pupils were subjected as the respondents in the action research. Teachers-made pretests and post-tests in Mathematics were used to gather the needed data with forty (40) items each. The questionnaires were validated by the master teacher in-charge in testing and approved by the school principal for implementation. The statistical tools utilized in the study were the mean and t-test. Based on the results found, the pre-test and the posttest revealed that there was an improvement in their performance after using task cards in the classroom teaching mathematics. More than that, the findings revealed a significant difference after using task cards in enhancing learning among the Grade VI pupils in Mathematics, with a mean difference of 11.42. Therefore, it was proven that there is a significant difference between the pre-test and post-test scores. Thus, the hypothesis was rejected. [ABSTRACT FROM AUTHOR]

Children who are said to be the face of the future are exactly the ones whose right is being violated. Instead of playing and studying they work to earn a living for their family and for themselves. This situation has been observed over the years that poverty forces poor families to send their children to work, which results in serious problems the world is facing nowadays. This study illustrates the struggles of children engaged in child work studying in the public schools situated in Minalin District. The researchers focused on the pupils engaged in child work currently enrolled in their 1st to 6th grade. Given the population, the researchers used the purposive sampling to attain the needed sample for the study. Questionnaires and interviews were conducted by the researchers that elicited a better understanding regarding the relationship of child work to academic performance and absences incurred by the respondents. Based on the findings, Males dominate the gender of the respondents from Grades 4,5 and 6 who were willing to work despite it being child labor. The respondents' General Weighted Average was 77. 35 which is just two points higher on the passing grade set by the DepEd. Also indicated that Child Work has a strong negative relationship to Academic Performance of the respondents. In Minalin there were no cases reported about children engaged in child work at the Department of Social Welfare and Development. Therefore, for this reason parents and all stake holders should work hand in hand for our children to be nurtured and realize their value as a member of society, and to their family towards the fulfillment of their dreams. [ABSTRACT FROM AUTHOR]

The perception of high school adolescents towards parental assistance and conduct is manifested through a remarkable variety, contingent on multiple dimensions, including the particular parent-child bond, the domestic context, cultural and social principles, along with the individual characteristics of the adolescent. However, certain patterns and influential factors can be distinguished that shape how adolescents perceive parental assistance and behavior. These students particularly value parents who actively listen, are open to dialogue about their dilemmas, and offer advice or support. Parental involvement in the adolescent's educational development and in the wider school context is also valued. Participation in school activities, interest in academic results and progress, as well as assistance in choosing a professional path are significant elements. Emotional support proves to be fundamental, with adolescents needing trust and encouragement from parents to cultivate self-efficacy and navigate age-specific challenges. Also, teenagers value parents who approach them with respect and give them a considerable degree of autonomy. Allocating trust in adolescents' ability to make decisions and manage responsibilities favors the strengthening of a balanced parental relationship. Parents who promote perseverance and support learning from negative experiences are perceived in a favorable light. [ABSTRACT FROM AUTHOR]

This study examined the health risk exposure of pupils to classroom dust in some primary schools in Calabar Metropolis, Cross River State, Nigeria. Dust samples were collected from chosen primary schools by the sweeping method. The samples were analyzed using Ultra -Violet Spectrophotometer Palintest model 7500. The data were analyzed using ingestion, inhalation and dermal contact models. The findings of the study revealed that classrooms in the study area are heavily polluted with Ni, Cu, Cr, Cd and Co with exception of a few schools and this may pose health risks to the pupils. The mean concentration of heavy metals was in this order: Co>Fe>Cu>Mn>Cr>Ni>Zn>Cd>Pb. The calculated values of the hazard quotient (HQ) and the hazard index (HI) were greater than 1. The total carcinogenic risk was in this order: Cr>Cd>Ni>Pb and were all greater than the acceptable range of 1 x 10-6 - 1 x 10-4 indicating a significant risk indicators of cancer. The implication of this is that there is the likelihood of cancer risk. It was therefore recommended that the State Universal Basic Education Board (SUBEB) should sponsor research to routinely monitor the classrooms to ensure that they are pollution - free of heavy metals such as Ni, Cu, Cd and Co. There should be an awareness campaign among teachers and pupils on good sanitation and hygiene in the classrooms and school environment. Also, environmentally - free remediation techniques should be used by experts to clean off heavy metals in classrooms. [ABSTRACT FROM AUTHOR]

Purpose: Cerumen impaction is a public problem of great concern due to associated hearing impairment. Despite cerumen impaction being one of the commonest causes of hearing loss among primary school children, there is no any published study to date from northern Tanzania focused on this topic. This study aimed to address this gap. Methods: A cross-sectional study design was used where 307 primary school pupils were recruited using a multistage cluster sampling technique and it was conducted from January to July 2023. Data was collected using Swahili translated semi-structured questionnaires. Results: The prevalence of cerumen impaction was 10.7% with the right ear being mostly affected (57.6%). A statistically significant association was found between prevalence of cerumen impaction and mother's education level though no association was found between sex, residence, father's education level and mother's occupation status. Predisposing factors like history or presence of ear infection, habit of cleaning ears and using hearing aids or earphones showed a statistically significant association The commonest clinical presentation was otalgia (36.4%) and washing ears with water (71.5%) was the commonly applied method of cleaning the ears apart from hospital based interventions. The commonest method of wax removal for those who visited health facilities was ear syringing (42.9%). Conclusion: Lesser prevalence of cerumen impaction was found in this study though majority had previous history of impacted wax. Cotton bud was the commonest predisposing factor for cerumen impaction. The commonest clinical presentation among those with impacted cerumen was otalgia though some pupils reported asymptomatic cerumen impaction. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Sociología is the property of Federacion Espanola de Sociologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study examined the use of Assistive Technologies (AT) among pupils with hearing and visual impairment in selected primary schools in Zanzibar. The study involved 127 respondents. Data was collected using questionnaires, focus group discussions, and observation. Findings indicated that primary schools in Zanzibar had access to hearing aids, sign language interpreters, braille, and speech recognition software. However, the utilization of these technologies posed challenges for most pupils. While pupils with impairments perceived the positive impact of assistive technologies in learning and performance, they encountered several obstacles, including shortage of devices, insufficient training for both teachers and pupils, lack of qualified teachers for instructing pupils in their use, communication issues with hearing-impaired pupils, negative attitudes toward Assistive Technology, and inadequate quality of available devices. The study recommends that the government allocate substantial funds for the procurement and maintenance of assistive technologies and establish support systems and resource centers to enhance effective utilization of assistive technologies in primary schools. This will ultimately promote inclusivity and improve educational experiences of pupils with hearing and visual impairments in Zanzibar. [ABSTRACT FROM AUTHOR]

This survey investigated whether social inclusion influences education for all pupils in state mainstream schools in Cross River State, Nigeria. Two research questions, and hypotheses, were posed for the study. 704 pupils were drawn from eight public primary schools located across the education zones of the state to participate in the study. The social inclusion and mainstream schooling questionnaire (SIMSQ) were utilised to generate data. Following the social inclusion theory, data was analysed using the Pearson product-moment correlation coefficient via SPSS software. Findings revealed that policy on inclusion and learner engagement significantly influence education for all pupils in mainstream schools within the context. It is therefore recommended that: the government of Nigeria should revise the national policy on education to properly emphasise mainstream schooling for inclusion to be effective in general schools; special schools should be abolished to give way to mainstream schools; the idea of parity in education can be broadened to inclusion of all children in education; awareness campaigns should be conducted regularly to educate stakeholders about general schools based on social inclusion, and to get their support; pro inclusion laws should be enacted to give legal backing to mainstream schooling; Nigeria should give force to inclusion to make it compulsory for all pupils to receive education in mainstream schools; substantial empirical studies have to be conducted in Nigeria to spark a policy change in the direction of mainstreaming in the country. [ABSTRACT FROM AUTHOR]

This study investigated the factors contributing to the low participation of male teachers in preschool education in Zanzibar. Drawing upon social constructionist feminism theory, the study employed a qualitative approach involving eight respondents: 3 from Mjini and 5 female preschool teachers from the Magharib B district of Zanzibar. Data were collected through in-depth interviews and analysed thematically. The study identified several factors influencing the low participation or underrepresentation of male preschool teachers, including concerns about child safety, low wages and salaries, lack of support, and negative societal attitudes. The study recommends that the government and other preschool educational stakeholders implement measures to challenge these negative attitudes and promote a more inclusive preschool teaching environment. [ABSTRACT FROM AUTHOR]

How can the leadership qualities of students be developed on a humanistic and democratic basis so that the next generation of citizens can continue the democratic development in Ukraine? This question is at the center of the presented article. The literature shows that a democratic leadership style has a positive impact on working atmosphere and coexistence if it is characterized by the skills of emotional intelligence such as teamwork and cooperation, conflict resolution and if a leader is characterized by active listening as a key strength based on a respectful attitude towards human rights and democracy. Leaders do this in order to achieve outcomes in the process of interpersonal interaction that are mutually beneficial to the social group. In order to underpin this foundation, the article goes on to discuss the concept of participation, a principle that forms the basis of democratic leadership and which must therefore be taken into account and placed at the center of the education of children and young people in formal and non-formal education. The literature makes it clear: democracy has no reason to exist without participation, but at the same time participation must be presented in a very differentiated way. A specially developed diagram illustrates that the transfer of power simultaneously means the assumption of responsibility by the person being led. The consequence for the school is that future leaders must have the opportunity to experience active participation experiences. This has an impact on the selection and further training of teachers already addressed in Ukraine. [ABSTRACT FROM AUTHOR]

Education for sustainable development aims at strengthening levels of knowledge, attitudes, and behaviours beneficial for sustainable development which are crucial to tackle urgent sustainability-related global challenges. In this study, we present the results of a one-year panel study measuring levels of sustainable development knowledge, attitudes, and behaviours in primary and secondary schools in Flanders (Belgium). During this year, a large-scale project on sustainable development was implemented in these schools. We test whether this intervention increased pupils' knowledge, attitudes, and behaviours on sustainable development. Furthermore, we look for heterogeneous effects depending on pupils' gender and age. The results show that there is indeed an increase in levels of sustainable knowledge, attitudes and behaviours after the ESD intervention, and that there are significant differences between boys and girls on the one hand, and primary and secondary school pupils on the other. However, we find no evidence that the intervention mitigated these differences. [ABSTRACT FROM AUTHOR]

A study on human intestinal helminths was conducted across eight primary schools in Nnewi South LGA, Anambra State. Stool samples were collected from 495 randomly selected pupils and examined using the direct smear technique to determine the prevalence of helminthic infections with predictor variables being regressed against outcome variables. A structured questionnaire was used to obtain biodata from the pupils to assess the association of intestinal helminths with socio-economic variables. The overall percentage of intestinal helminth-infected pupils had no statistical significance (p=0.1294). The probability of the outcome variable occurring rose by approximately 1.18 and 1.15 times for every unit higher in the predictor variable, as indicated by the positive coefficients for S1 and S4 schools (0.164821 and 0.136310). Only Trichuris infection exhibited a negative coefficient (-2.535188) among single infections and was significantly associated (p=0.0249). Ascaris + hookworm and Ascaris + Trichuris infections among the multiple infections revealed negative and positive coefficients (- 9.730077 and 1731.696, respectively), and they were strongly related (p=0.0001 and 0.0000). The number of infected students in (14-18) age range had a positive coefficient (0.020680) and was significantly (p=0.0441) associated with odds ratios of about 1.02, meaning that the odds of the dependent variables increase by about 1.02 times for every unit increase in the independent variable. The proportion of males with the infection displayed positive coefficients (0.980800) and was significantly (p=0.0052) associated with odds ratios of about 2.67, indicating that the likelihood of outcome variables occurring increases by approximately 2.67 times for every unit rise in the predictor variable. Conclusively, the findings observed could be attributed to the poor socio-economic status and poor personal hygiene arising from the lack of basic amenities such as pipe-borne water and other sanitary facilities in the study location. Adequate health education on sanitation, provision of portable drinking water, toilet facilities and mass deworming programmes are highly recommended in the area. [ABSTRACT FROM AUTHOR]

Aim(s): The present study explored perspectives of school staff, who shared their experiences of facilitators and barriers to mainstream school 'emotional based school avoidance' (EBSA) initiatives and practices, and school-aged pupils presenting with EBSA, who described what supported or hindered their school experiences. Method: Semi-structured interviews were conducted with six mainstream school staff and seven school-aged pupils who have engaged in EBSA. Staff interviews were analysed using reflexive thematic analysis (RTA), and pupil interviews were analysed using Interpretative Phenomenological Analysis (IPA). Findings: Six main themes emerged across the two samples, two of which are presented in the present study: for school staff, 'Systemic and Unanticipated Barriers'; and for pupils, 'Pupil's Sense of Inclusivity'. Findings from school staff suggest that EBSA initiatives and practices are hindered by financial constraints, less cooperative families, and misalignment with external partners, who may function according to different working models. For pupils, the findings suggest their experience is facilitated when they feel included, accepted, have a sense of school belonging, and where there is attention towards their interests, strengths, and achievements. Limitations: This research did not capture parent voices, even though their involvement is a crucial aspect in supporting their children. Conclusions: This study highlights some of the long-standing (systemic) challenges as well as those associated with multi-agency working and working with families, which threaten to impede effective EBSA initiatives and practices. It also highlights the power of inclusivity and positive relationships for pupils, which may function as a protective factor to their school attendance. [ABSTRACT FROM AUTHOR]

Downhill skiing evokes many emotions. In more experienced skiers, they manifest themselves primarily in a positive form, in beginners often in a negative form, in the form of apprehension or fear, mainly due to an unfamiliar way of moving - sliding and moving on skis. In the school environment, we encounter these phenomena quite often on ski training courses. The aim of the paper was to find out through a survey among teachers of lower secondary education (n=105), the fear and apprehension of pupils during ski courses, as well as the use of playful activities during their teaching. We analysed the results from the aspect of intersex differences using the chi-square test on the significance level of p<0.05, resp. p<0.01. We carried out the survey itself from January to March 2023. The results of our study showed that after the completion of ski course, the fear and anxiety of primary school pupils showed a clear trend of decrease. The use of games as one of the forms of warming up, practicing and perfecting selected elements of methodological series of skiing, but also at the end of daily job, is significantly (p<0.01) used to a greater extent by women. During the entire duration of the course, teachers make the most use of movement games of traditional nature - chases, relays, etc. therefore, we recommend that when teaching downhill skiing, movement games with the use of non-traditional aids (skis, poles, etc.) are included to a greater extent, but also games that require the cooperation of pupils, the so-called cooperative games. The results of our study also pointed to the fact that, according to teachers, students' fear of skiing is dominantly caused by an unfamiliar way of moving, when students lose their balance, which they cannot control (p<0.01). [ABSTRACT FROM AUTHOR]

The aim of this article is to examine patterns in Swedish children's existential questions and worldviews in 2020 in relation to patterns from 1970 and 1987, but also to point towards a further discussion of importance, about possible RE responses to these findings. The material, children's texts, comes both from studies conducted by Sven Hartman and colleagues in the 1970s and 1980s, and from new empirical studies. The children's responses are collected according to the same method, sentence completion tasks, in both cases. Theoretically, the article is anchored in both the tradition of Swedish worldview studies and the new international interest in these perspectives for religious education. Existential questions and worldviews are seen as interdependent in human beings' life interpretations, which are continuously developing and are both sociocultural and existential in nature. The empirical findings show a strong and increasing focus on relationships, but also a recurrent focus on achievements, which relates to school as context and community. In relation to these findings, the article stresses the importance of RE responses, and discusses concretely what such responses might advantageously include. Among other things, the importance is stressed of an RE that offers the student greater awareness of her life interpretations, and encourages her to develop broader repertoires of frameworks, through which the student might have a better chance to be the author of her own life, which is inevitably a collectively shared life. [ABSTRACT FROM AUTHOR]

Copyright of Annali di Igiene, Medicina Preventiva e di Comunità is the property of Societa Editrice Universo s.r.l. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background Physical activity (PA) and dietary habits (DH) play a crucial role on quality of life and health outcomes from various aspects. Methods This study aims to investigate the relations between recommended daily levels of moderate to vigorous physical activity (MVPA) in 8 to 9 year old pupils, and their body mass index (BMI), DH, cognitive functions and attention problem scores by network analysis. Study participants were split into two groups based on their MVPA levels on weekdays. Results Our findings suggest that children who reach recommended MVPA levels consume more vegetables and fruits, eat breakfast more frequently, have better motor speed and lower impulsivity score. Conclusions The number of interlinkages between various parameters in network structure for children who do not reach recommended MVPA levels is greater and more intense, highlighting the differences between the groups and suggesting that different interventions and approaches to improve/change lifestyle habits might be used.

This quantitative study identified the difference between the performance of ten (10) pupils of Bintuan Elementary School. Purposive sampling was employed to identify learners with reading difficulty in this study. The data gathered in this study were subjected to statistical analysis with the aid of Statistical Package for the Social Science (SPSS) software. Weighted mean was used to identify the mean performance of the respondents during the pre-test and posttest; the Wilcoxon Ranked Sign Test to find out the difference between the performance of the respondents before and after the implementation of Project YAKAPPP and to test the null hypothesis at 0.05 level. As revealed in the study, there is a significant difference between the performance of the Grade 4 pupils before and after the implementation of Project YAKAPPP. Using the Wilcoxon Signed Rank Test, z (-2.214) is higher than the critical region, 0.27. Therefore, the H0 is rejected, and the Ha is accepted. Project YAKAPPP significantly impacts the performance of the Grade 4 pupils in Bintuan Elementary School. The researcher found out the reasons for their reading difficulties and the following are the suggestions and recommendations: teachers should provide reading materials that are interesting and suited to their abilities and interests; the school should have a teacher who is trained in special education; parents should be supportive when it comes to the education of their children; School-based feeding program should also be continued; and the internet connection should also be improved. [ABSTRACT FROM AUTHOR]

ObjectiveTo optimize a nutrition and health literacy questionnaire (NHLQ) for Chinese primary school students previously developed by domestic researchers and empirically apply the modified NHLQ in evaluating nutrition health literacy among pupils in Ningbo city, Zhejiang province. MethodsThe NHLQ with 3 subscales for pupils of grade 1 – 2, 3 – 4, and 5 – 6 were modified according to Rash model-based assessment and the optimized HHLQ was evaluated with Winsteps 3.66.0 software. Then the optimized NHLQ was self-administered during June 2023 among 1 868 grade 1 – 6 pupils conveniently recruited at 3 urban and 3 township primary schools in a district of Ningbo city with stratified cluster random sampling. SPSS software was used in data analysis. ResultsValid responses were collected from 99.6% (1 861) of the pupils surveyed. The discrimination of the NHLQ subscales for low- (1 – 2), middle- (3 – 4), and high- (5 – 6) grade pupils were 11.95, 10.41, and 10.14, the reliabilities for the three subscales were of the same value of 0.99. For all the pupils, the average overall score of the NHLQ was 73.8 ± 13.1, with the average scores of 71.4 ± 16.5, 74.8 ± 23.7, and 67.7 ± 23.6 for dietary nutrition knowledge, dietary behavior and habit, and food nutrition label recognition, respectively. The average overall score of the NHLQ for low-, middle-, and high-grade pupils were 77.5 ± 11.5, 75.7 ± 13.4, and 70.9 ± 12.1, showing a downward trend with the schooling grade. The average overall score of the NHLQ of the girl pupils was higher than that of the boy pupils (74.0 ± 12.6 vs. 73.5 ± 13.5) and there was no significant difference in the average overall score between urban and township pupils. The highest correlation was observed between the score of dietary nutrition knowledge and that of food nutrition label recognition, with a correlation coefficient of 0.213. ConclusionThe optimized NHLQ could be used in the assessment on nutrition and health literacy of primary school students in China. The empirical survey with the optimized NHLQ resulted in a relatively low nutrition and health literacy score for the primary school students in Ningbo city and the scores of nutrition cognition, eating habits and nutrition skills differed by schooling grade. The results suggest that targeted education on nutrition and health need to be promoted in the pupils.

For children, the game of chess is quite important, as it helps them to become responsible human beings, with a fairly high degree of discipline and much wiser. By associating chess with the physical activity in physical education classes, we offer children all the leverage for healthy development. The purpose of the present paper is to highlight the fact that practicing chess at any school age contributes to the fulfillment of the functions of physical education and becomes a means of socialization. The game of chess used in physical education classes and during school breaks was aimed at socializing students. The students included in the present research were tested by applying the items of the questionnaire. The school planning elaboration of the chess course is designed according to the age of the students and taking into account their ability to concentrate. The organization of the class of students is in pairs and groups, having the game of chess as a means of work.