II

2018 ◽  
pp. 19-29
Keyword(s):  
Middle School ◽  
Family Members ◽  
Unsuccessful Attempt ◽  
Secondary Stage ◽  
Matriculation Examination

In this chapter, Sahajanand writes about his education at the middle and secondary stage. Because of his studious nature, he developed very close relations with his teachers. He came out with flying colours in the middle-school examination, earning a scholarship which helped him in further studies. In the year 1906, he made an unsuccessful attempt to become a sannyasi. He was married after he had passed his middle-school examination, but his wife died soon. People around him were expecting him to do excellently in his matriculation examination. But his heart thirsted for Sannyas. Sahajanand left home when his family members tried to get him married again and went to the Aparnath Math at Kashi. He became a sannyasi at the age of eighteen.

scholarly journals Factors That Make Elementary Pupils Happy

2014 ◽  
Vol 1 ◽  
pp. 74-77
Author(s):  
Ava Ann P. Semorlan ◽  
Perlita L. Atendido ◽  
Elisheba D. De Vera ◽  
William Jerick L. Mambil
Keyword(s):  
Middle School ◽  
Emotional Development ◽  
Family Members ◽  
The Other ◽  
Everyday Lives ◽  
Other Hand ◽  
The Family ◽  
Grade One ◽  
The Impact

The Elementary Christian Living teachers of the School of Saint Anthony conducted a survey among their pupils regarding the factors that make them happy. The purpose of this research is to bring awareness regarding the things that Elementary pupils value in life leading them to happiness. This will also serve as a glimpse of pupils’ values and to determine the factors that will motivate them in their everyday lives. The following results were derived from the study’s findings: Grade one pupils are happy when they are with their families and when they play toys and gadgets. Grade two pupils, on the other hand, are happy with their family, friends, toys, and gadgets. Moreover, Grade three pupils enjoy being with their family and friends, and with new toys and gifts. As for the grade four pupils, they enjoy bonding with their families and friends, when they eat their favorite food and when they see their teachers. Furthermore, Grade five pupils love their families and are happy with new gadgets and toys. They are also happy when they play with their pets and friends. Lastly, the family serves as an important factor that makes the grade 6 pupils happy. Friends, gadgets, high grades and praying to God are the other encouraging factors of the grade 6 pupils’ gladness. Findings reveal family as the top consistent factor that makes the Elementary pupils happy. They enjoyed the different activities and experiences they had with their family members. Toys and new gadgets were also consistent factors that make the lower school pupils happy. Relationships with friends, on the other hand, serves as an important factor that inspires the Middle School pupils to be happy. Among Filipinos, across time, the family remains as the source of happiness among children. This research recommends the parents to be more reflective of the moments they spend with their children and to be more sensitive to their interests and needs. This research implies the impact of families on their children’s emotional development and the deep significant marks they leave in the lives of their children.

Mumps Disease and Its Health Impact: An Outbreak-Based Report

PEDIATRICS ◽  
1985 ◽  
Vol 76 (4) ◽  
pp. 533-536 ◽  
Author(s):  
Kevin M. Sullivan ◽  
Thomas J. Halpin ◽  
Robert Kim-Farley ◽  
James S. Marks
Keyword(s):  
Middle School ◽  
Aseptic Meningitis ◽  
School Children ◽  
Family Members ◽  
Indirect Costs ◽  
Health Impact ◽  
Clinical Findings ◽  
Direct And Indirect Costs ◽  
School Grades ◽  
Parental Work

An outbreak of mumps in a middle school (grades 6 to 8) in Ohio during 1981 was investigated to describe the clinical findings, health impact, and costs. Individuals with clinical mumps in the middle school and in family members were questioned concerning symptoms, complications, hospitalizations, school days absent, and parental work days missed. There were 62 cases of clinical mumps in the middle school and 13 cases among family members. Parotitis lasted an average of 7.4 days and fever (if present) lasted an average of 2.5 days with a mean temperature of 38.6°C (101.4°F). The duration of parotitis and fever increased with age. Complications included encephalitis, aseptic meningitis, orchitis, oophoritis, mastitis, and pancreatitis. Visits to physicians were made by 62.7% (47/75) of the individuals with mumps for a total of 63 visits, and two patients were hospitalized for a total of six days. Persons who attended middle school missed an average of 4.9 days of school. The estimated direct and indirect costs associated with this outbreak were $2,460 and $1,353, respectively, or $51 per case. States lacking mumps immunization requirements experienced a three-times greater incidence of mumps in 1982 than States that required all school pupils to be immunized. We recommend that all States institute compulsory mumps school immunization laws for all school children.

Families of Children with Disabilities in Elementary and Middle School: Advocacy Models and Strategies

1995 ◽  
Vol 62 (3) ◽  
pp. 261-270 ◽  
Author(s):  
Sandra Alper ◽  
Patrick J. Schloss ◽  
Cynthia N. Schloss
Keyword(s):  
Middle School ◽  
Family Members ◽  
Management Skills ◽  
Related Services ◽  
Self Advocacy ◽  
Social Community ◽  
The Family ◽  
Legal Advocacy ◽  
Community Access ◽  
Elementary And Middle School

During the elementary and middle school years, the needs of the child with disabilities center on acquiring appropriate academic, social, community access, and self-management skills. Family members must work together with a wide array of educational and related services personnel on behalf of their child with a disability and, at the same time, care for the needs of all members of the family. This article describes models and methods of advocacy, including self-advocacy, social support advocacy, interpersonal advocacy, and legal advocacy. Particular emphasis is placed on advocacy strategies for individual family members of the child with disabilities during the elementary and middle school years.

Fine Structure of Cytochalasin Induced Polyploid Cells

1968 ◽  
Vol 26 ◽  
pp. 122-123
Author(s):  
Awtar Krishan ◽  
Nestor Bohonos
Keyword(s):  
Fine Structure ◽  
Cytochalasin B ◽  
Present Report ◽  
Cell Monolayer ◽  
Polyploid Cell ◽  
Specific Cell ◽  
Nuclear Surface ◽  
Unsuccessful Attempt ◽  
Daughter Cells ◽  
Polyploid Cells

Cytochalasin B, a mould metabolite from Helminthosporium dermatioideum has been shown to interfere with specific cell activities such as cytoplasmic cleavage and cell movement. Cells undergoing nuclear division in the presence of cytochalasin B are unable to complete the separation of the resulting daughter cells. In time-lapse studies, the daughter cells coalesce after an initial unsuccessful attempt at separation and form large multinucleate polyploid cells. The present report describes the fine structure of the large polyploid cells induced in Earle's L-cell monolayer cultures by exposure to cytochalasin B (lγ/ml) for 92 hours.In the present material we have seen as many as 7 nuclei in these polyploid cells. Treatment with cytochalasin B for longer periods of time (6 to 7 days, with one medium change on the 3rd day) did not increase the number of nuclei beyond the 7 nuclei stage. Figure 1 shows a large polyploid cell with four nuclei. These nuclei are indistinguishable in their fine structure from those of the cells from control cultures but often show unusually large numbers of cytoplasmic invaginations and extensions of the nuclear surface (Figure 2).

Effective Clinical Interviewing

1978 ◽  
Vol 9 (4) ◽  
pp. 265-271 ◽  
Author(s):  
Pauline T. Flynn
Keyword(s):  
Family Members ◽  
Essential Elements ◽  
Speech Language Pathologist ◽  
Lay Persons ◽  
Clinical Interviewing ◽  
Client Management

Speech, language, and hearing professionals rely on many individuals to provide information about a client. Management programs, in part, are devised, modified, and evaluated according to responses obtained from the client, family members, educators, and other professional and lay persons who have contact with the client. The speech-language pathologist has the responsibility of obtaining pertinent, complete, unbiased information about clients. This article provides an overview of the essential elements of an interview.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

Much Ado About Fried Chicken: Abetting Aspiration or Respecting Autonomy?

2019 ◽  
Vol 28 (3) ◽  
pp. 1356-1362
Author(s):  
Laurence Tan Lean Chin ◽  
Yu Jun Lim ◽  
Wan Ling Choo
Keyword(s):  
Palliative Care ◽  
End Of Life ◽  
Multidisciplinary Team ◽  
Biopsychosocial Model ◽  
Family Members ◽  
Clinical Decisions ◽  
Goals Of Care ◽  
Complex Needs ◽  
Aspiration Risk ◽  
Patient Centric

Purpose Palliative care is a philosophy of care that encompasses holistic, patient-centric care involving patients and their family members and loved ones. Palliative care patients often have complex needs. A common challenge in managing patients near their end of life is the complexity of navigating clinical decisions and finding achievable and realistic goals of care that are in line with the values and wishes of patients. This often results in differing opinions and conflicts within the multidisciplinary team. Conclusion This article describes a tool derived from the biopsychosocial model and the 4-quadrant ethical model. The authors describe the use of this tool in managing a patient who wishes to have fried chicken despite aspiration risk and how this tool was used to encourage discussions and reduce conflict and distress within the multidisciplinary team.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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