Chilean School-Age Children Twin Registry: Planning, Sampling and Implications

2006 ◽  
Vol 9 (6) ◽  
pp. 743-746 ◽  
Author(s):  
Daniza M. Ivanovic ◽  
Elena R. Llop ◽  
Jorge A. Alvear ◽  
Hernán T. Pérez ◽  
Nora S. Díaz ◽  
...  
Keyword(s):  
High School ◽  
Metropolitan Region ◽  
School Age Children ◽  
School Age ◽  
Ministry Of Education ◽  
Subject Recruitment ◽  
Twin Registry ◽  
Opposite Sex ◽  
Genetic And Environmental Factors ◽  
The Impact

AbstractWe describe subject recruitment from the University of Chile School-Age Children Twin Registry (REMEUCHI). The research aim of REMEUCHI is to quantify the impact of genetic and environmental factors on scholastic achievement in a multicausal approach. The Ministry of Education of Chile, in collaboration with the Registry Office, provided the list of possible twin pairs graduated from high school in 2004 in Chile's metropolitan region. From a population of 70,065 school-age children who had graduated from high school, 434 possible twin pairs were analyzed. Of these, 327 were twins reared together (75.3% of the 434 possible twins pairs) and born between 1986 and 1987 in Chile (mean age 18 years), and approximately 8% were not twins despite matches on full name and birth data. The rest of the possible twin pairs were probably twins reared apart, since one member of the pair had moved to study in another region of Chile. Zygosity was determined through questionnaires, maternal reports of twin similarities, and by the hospital records of the twins at the time of birth. Three hundred and twenty-seven pairs were identified, where monozygotic (MZ) and dizygotic (DZ) twins represented 46.8% and 53.2% of pairs, respectively, with a DZ/MZ ratio of 1.14. Considering same-sex MZ pairs, the percentage of female pairs was greater (55.6%) than male pairs (44.4%). When DZ pairs were analyzed, 47.7% were of opposite sex, 20.1% were male pairs and 32.2% female pairs. In Chile, these findings represent a baseline study to contribute to the establishment of a national twin registry in the future.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

scholarly journals How is the COVID-19 lockdown impacting the mental health of parents of school-age children in the UK? A cross-sectional online survey

BMJ Open ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. e043397
Author(s):  
Austen El-Osta ◽  
Aos Alaa ◽  
Iman Webber ◽  
Eva Riboli Sasco ◽  
Emmanouil Bagkeris ◽  
...  
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Social Isolation ◽  
Online Survey ◽  
Female Gender ◽  
School Age Children ◽  
School Age ◽  
Cross Sectional ◽  
The Uk ◽  
The Impact

ObjectiveInvestigate the impact of the COVID-19 lockdown on feelings of loneliness and social isolation in parents of school-age children.DesignCross-sectional online survey of parents of primary and secondary school-age children.SettingCommunity setting.Participants1214 parents of school-age children in the UK.MethodsAn online survey explored the impact of lockdown on the mental health of parents with school-age children, and in particular about feelings of social isolation and loneliness. Associations between the UCLA Three-Item Loneliness Scale (UCLATILS), the Direct Measure of Loneliness (DMOL) and the characteristics of the study participants were assessed using ordinal logistic regression models.Main outcome measuresSelf-reported measures of social isolation and loneliness using UCLATILS and DMOL.ResultsHalf of respondents felt they lacked companionship, 45% had feelings of being left out, 58% felt isolated and 46% felt lonely during the first 100 days of lockdown. The factors that were associated with higher levels of loneliness on UCLATILS were female gender, parenting a child with special needs, lack of a dedicated space for distance learning, disruption of sleep patterns and low levels of physical activity during the lockdown. Factors associated with a higher DMOL were female gender, single parenting, parenting a child with special needs, unemployment, low physical activity, lack of a dedicated study space and disruption of sleep patterns during the lockdown.ConclusionsThe COVID-19 lockdown has increased feelings of social isolation and loneliness among parents of school-age children. The sustained adoption of two modifiable health-seeking lifestyle behaviours (increased levels of physical activity and the maintenance of good sleep hygiene practices) wmay help reduce feelings of social isolation and loneliness during lockdown.

The impact of an unconditional parental benefit on employment of mothers

2017 ◽  
Vol 37 (1/2) ◽  
pp. 33-50 ◽  
Author(s):  
Anna Kurowska
Keyword(s):  
Maternal Employment ◽  
Parental Leave ◽  
School Age Children ◽  
Employment Rate ◽  
School Age ◽  
Older Children ◽  
Cultural Economic ◽  
Similar System ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is to solve the puzzle of the disproportionately lower employment rate of mothers of toddlers with relation to the employment rate of mothers of preschool and school-age children in Estonia. Design/methodology/approach The research is based on the Most Similar System Design and compares Estonia with Lithuania. The applied methods include inferential statistics and microsimulation techniques, employing the OECD Benefits and Wages Calculator, the OECD Family Support Calculator and EUROMOD – the European tax-benefit microsimulation model. Findings The comparison revealed that the overwhelming majority of the crucial aspects of socio-cultural, economic and institutional conditions were more favourable for maternal employment in Estonia than in Lithuania. This explains the higher maternal employment rates both for mothers of pre-schoolers and school-age children in Estonia. However, one particular element of the institutional context targeted to the mothers of toddlers – the unconditional parental benefit – had an entirely opposite character. This particular feature of the parental leave scheme was the only factor that could explain why the employment rate of mothers of toddlers is disproportionately lower than the employment rate of mothers of older children in Estonia and much lower than the employment of mothers of toddlers in Lithuania. Originality/value This study complements previous research by providing evidence on the relative importance of universal parental benefit schemes in the context of other country-specific conditions for maternal employment, including the availability of institutional childcare. Furthermore, the results presented show that childcare regime typologies, at least those that characterise Eastern European countries, should be more sensitive to children’s age.

Abstract WP225: What Do Kids Know? An Assessment of Stroke Awareness in School-aged Children

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Mouhammed R Kabbani ◽  
Angela L Smith ◽  
Andrew J Borgert ◽  
Luis D Ramirez ◽  
Andrea J Schossow
Keyword(s):  
High School ◽  
High School Students ◽  
School Districts ◽  
Warning Signs ◽  
School Level ◽  
Medical Emergency ◽  
School Age Children ◽  
School Aged Children ◽  
The Impact ◽  
Stroke Knowledge

Introduction: Half of grade school-age children in the U.S. receive after school care from their grandparents or another adult family member. Yet, few studies have investigated if educating youth about stroke is an effective vehicle for spreading stroke knowledge to their families and the impact on onset-to-door time. Objective: To assess the level of knowledge about stroke warning signs and behavioral actions in school-aged children. Methods: Surveys differentiated to each school level- elementary (K-5), middle (6-8) and high school (9-12) - were administered to students in 3 community school districts. 6-8 and 9-12 grade students completed the surveys via an online tool, while K-5 students were guided through a picture-based survey. Topics included identifying the signs and symptoms of a stroke, risk factors for stroke and what action to take if the student thought someone was having a stroke. Results: Among 3 participating school districts, 3,425 elementary, 1,239 middle school and 1,594 high school students were surveyed. Less than half (43.7%) of K-5 students recognized 3 main signs of stroke (face, arm and speech). Stroke knowledge level is low among all students in elementary, middle and high school (Figure 1). Previous education was reported in 22% of K-5, 53% in 6-8 and 15% in 9-12 students. Those noting previous stroke education had increased knowledge at all 3 levels (p<0.001, p=0.002 and p<0.001). Total previous education occurring in school was reported at 11%. Conclusions: Children know how to respond to a medical emergency, yet their knowledge about the signs of a stroke is low. Educating youth increases their awareness regardless of age, making the student population a prime target for educational efforts. We plan to partner with school districts to develop curriculum appropriate for the elementary, middle and high school as the next step to increasing awareness about stroke.

Viewing the Contamination of Student Achievement Through the Lens of Poverty

2021 ◽  
pp. 191-209
Author(s):  
Cheryl Ann Slattery
Keyword(s):  
Student Achievement ◽  
Role Models ◽  
School Age Children ◽  
School Age ◽  
Culture Of Poverty ◽  
The Poor ◽  
History Of ◽  
Federal Definition ◽  
Definition Of ◽  
The Impact

This chapter addresses the growing number in the underserved population of school-age children and their families who live in poverty and raises awareness as to how that factor directly contaminates student achievement. It is important to understand the federal definition of poverty and the attendant unique social environment. This chapter highlights an appreciation for the history of American race relations and its role in poverty-related behavior, as well as examines the inherent biases prevalent in American communities and schools that work to restrict opportunities for underprivileged families and children. It explores the impact of changing a culture of poverty through the lens of schools and role models, subsequently understanding multidisciplinary approaches for eliminating policies that alienate and exclude the poor. It includes best practices in pedagogy, services, and support for marginalized populations that will illuminate for the practitioner how the contamination of student achievement occurs and empowers them to assist those trapped by poverty.

Nutrition and learning in Chilean school age children: Chile's Metropolitan Region survey 1986–1987

Nutrition ◽  
1996 ◽  
Vol 12 (5) ◽  
pp. 321-328 ◽  
Author(s):  
Daniza M. Ivanovic ◽  
Manuel G. Olivares ◽  
Carmen G. Castro ◽  
Rodolfo M. Ivanovic
Keyword(s):  
Metropolitan Region ◽  
School Age Children ◽  
School Age

Fighting the Tide: Church Schools in South Buckinghamshire, 1902–44

2019 ◽  
Vol 55 ◽  
pp. 545-560
Author(s):  
Grant Masom
Keyword(s):  
Religious Education ◽  
Population Increase ◽  
School Age Children ◽  
School Age ◽  
Scarce Resources ◽  
Education Act ◽  
Education Authority ◽  
The Impact ◽  
The Church ◽  
Church Schools

In 1902 elementary school provision in Oxford diocese – England's largest – reflected the national picture: 72 per cent were church schools, with total rolls of 54 per cent of school-age children. The bitterly contested 1902 Education Act apparently protected the future of church schools, but in practice its provisions severely undermined them, particularly in growing areas of the country. By 1929, Oxford's assistant bishop reported the schools’ situation as ‘critical’. This article examines the impact on the church schools of one rural deanery in South Buckinghamshire, between the 1902 and 1944 Education Acts. Several schools found themselves under threat of closure, while rapid population increase and a rising school leaving age more than quadrupled the number of school-age children in the area. Closer working with the local education authority and other denominations was one option to optimize scarce resources and protect the Church of England's influence on religious education in day schools: but many churchmen fought to keep church schools open at all costs. This strategy met with limited success: by 1939 the proportion of children in church schools had decreased to 10 per cent, with potential consequences for how religion was taught to the other 90 per cent of children.

Bilingual lexical skills of school-age children with Chinese and Korean heritage languages in the United States

2014 ◽  
Vol 38 (4) ◽  
pp. 350-358 ◽  
Author(s):  
Gisela Jia ◽  
Jennifer Chen ◽  
HyeYoung Kim ◽  
Phoenix-Shan Chan ◽  
Changmo Jeung
Keyword(s):  
High School ◽  
The United States ◽  
Cross Sectional Study ◽  
School Age Children ◽  
Primary Study ◽  
School Age ◽  
Cross Sectional ◽  
Age Related ◽  
Lexical Skills ◽  
At Home

This cross-sectional study investigated the bilingual lexical skills of 175 US school-age children (5 to18 years old) with Cantonese, Mandarin, or Korean as their heritage language (HL), and English as their dominant language. Primary study goals were to identify potential patterns of development in bilingual lexical skills over the elementary to high school time span and to examine the relation of environmental factors to lexical skills. HL and English productive lexical skills were assessed with a Picture Naming and a Verbal Fluency task. English receptive lexical skills were assessed with Peabody Picture Vocabulary Test. A survey obtained information about participants’ language use in six environmental contexts. There were age-related significant increases in both HL and English skills. However, English proficiency already had a significant lead over HL proficiency at the youngest age. English receptive lexical skills reached monolingual expectations from age 8, whereas for HL, high school age participants on average only reached the level of early elementary school monolinguals. Although more English use at home at younger ages was associated with stronger English skills, the relation did not exist for older participants. Instead, among older participants, more English use at home was associated with weaker HL skills. Children’s attendance at HL programs and visits to home countries bore little relation to HL proficiency.

scholarly journals Estimating the effect of the 2005 change in BCG policy in England: a retrospective cohort study, 2000 to 2015

2019 ◽  
Vol 24 (49) ◽  
Author(s):  
Sam Abbott ◽  
Hannah Christensen ◽  
Nicky J. Welton ◽  
Ellen Brooks-Pollock
Keyword(s):  
High Risk ◽  
Labour Force ◽  
Demographic Data ◽  
Credible Interval ◽  
Incidence Rates ◽  
School Age Children ◽  
School Age ◽  
Bcg Vaccination ◽  
The Uk ◽  
The Impact

Background In 2005 in England, universal Bacillus Calmette–Guérin (BCG) vaccination of school-age children was replaced by targeted BCG vaccination of high-risk neonates. Aim Estimate the impact of the 2005 change in BCG policy on tuberculosis (TB) incidence rates in England. Methods We conducted an observational study by combining notifications from the Enhanced Tuberculosis Surveillance system, with demographic data from the Labour Force Survey to construct retrospective cohorts relevant to both the universal and targeted vaccination between 1 January 2000 and 31 December 2010. We then estimated incidence rates over a 5-year follow-up period and used regression modelling to estimate the impact of the change in policy on TB. Results In the non-United Kingdom (UK) born, we found evidence for an association between a reduction in incidence rates and the change in BCG policy (school-age incidence rate ratio (IRR): 0.74; 95% credible interval (CrI): 0.61 to 0.88 and neonatal IRR: 0.62; 95%CrI: 0.44 to 0.88). We found some evidence that the change in policy was associated with an increase in incidence rates in the UK born school-age population (IRR: 1.08; 95%CrI: 0.97 to 1.19) and weaker evidence of an association with a reduction in incidence rates in UK born neonates (IRR: 0.96; 95%CrI: 0.82 to 1.14). Overall, we found that the change in policy was associated with directly preventing 385 (95%CrI: −105 to 881) cases. Conclusions Withdrawing universal vaccination at school age and targeting vaccination towards high-risk neonates was associated with reduced incidence of TB. This was largely driven by reductions in the non-UK born with cases increasing in the UK born.

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