scholarly journals Intervention study to improve meal habit, sleep habit, circadian typology and school marks in Japanese elementary school students

2017 ◽  
Vol 1 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Hitomi Takeuchi ◽  
Mizuka Nakao ◽  
Wataru Kurose ◽  
Takahiro Kawada ◽  
Teruki Noji ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Intervention Study ◽  
School Students ◽  
Sleep Habit ◽  
Circadian Typology

scholarly journals Effects of a school-based stroke education program on stroke-related knowledge and behaviour modification―school class based intervention study for elementary school students and parental guardians in a Japanese rural area

BMJ Open ◽  
2017 ◽  
Vol 7 (12) ◽  
pp. e017632 ◽  
Author(s):  
Suzuka Kato ◽  
Tomonori Okamura ◽  
Kazuyo Kuwabara ◽  
Hidehiro Takekawa ◽  
Masanori Nagao ◽  
...  
Keyword(s):  
Risk Factors ◽  
Elementary School ◽  
Rural Area ◽  
Elementary School Students ◽  
Intervention Study ◽  
Behavioural Change ◽  
Stroke Mortality ◽  
School Students ◽  
School Class ◽  
Stroke Education

ObjectivesThis study aimed to determine the effect of a stroke education programme on elementary school students and their parental guardians in a rural area in Japan that has high stroke mortality.DesignSchool class based intervention study.SettingEleven public elementary schools in Tochigi Prefecture, Japan.Participants268 students aged 11–12 years and 267 parental guardians.InterventionsStudents received lessons about stroke featuring animated cartoons and were instructed to communicate their knowledge about stroke to their parental guardians using material (comic books) distributed in the lessons. Stroke knowledge (symptoms, risk factors and attitude towards stroke) and behavioural change for risk factors were assessed at baseline, immediately after the programme and at 3 months. We also evaluated behavioural change for risk factors among parental guardians.ResultsThe percentage of students with all correct answers for stroke symptoms, risk factors and the recommended response to stroke was significantly increased at 3 months P<0.001). We observed a significant increase in the percentage of guardians who chose all correct symptoms (P<0.001: 61.0% vs 85.4%) and risk factors (P<0.001: 41.2% vs 59.9%) at 3 months compared with baseline. The percentage of parental guardians with a high behavioural response to improving risk factors was significantly increased at 3 months compared with baseline (P<0.001).ConclusionsIn a rural population with high stroke mortality, stroke education can improve knowledge about stroke in elementary school students and their parental guardians.Ethics and disseminationWe conducted the intervention as a part of compulsory education; this study was not a clinical trial. This study was approved by the Ethics Committee of the National Cerebral and Cardiovascular Center (M27-026).

scholarly journals PENGARUH PEMBERIAN MAKANAN JAJANAN, PENDIDIKAN GIZI, DAN SUPLEMENTASI BESI TERHADAP STATUS GIZI, PENGETAHUAN GIZI, DAN STATUS ANEMIA PADA SISWA SEKOLAH DASAR

2014 ◽  
Vol 8 (2) ◽  
pp. 103 ◽  
Author(s):  
Adhitya Aji Candra ◽  
Budi Setiawan ◽  
Rizal Damanik
Keyword(s):  
Elementary School ◽  
Nutritional Status ◽  
Nutrition Education ◽  
Elementary School Students ◽  
Iron Supplementation ◽  
Intervention Study ◽  
Nutrition Knowledge ◽  
School Students ◽  
Post Intervention

The objective of this research were to analyze the effect of snack feeding, nutrition education, and iron supplementation to nutritional status, nutrition knowledge, and anemia status in elementary school students. The study was conducted in SDN Palasari 02 Kecamatan Cijeruk, Kabupaten Bogor, Jawa Barat. The design of this study was pre-post intervention study. The number of subjects were 81 students. The result showed that snacking did not give significant improvement on nutritional status (p&gt;0.05). Nutrition education was significant in improving nutrition knowledge (p&lt;0.05), while iron supplementation intake gave a significant improvement on anemia status (p&lt;0.05).<br />Keywords:

PROFIL BERPIKIR REFLEKTIF SISWA SD DALAM PEMECAHAN MASALAH PECAHAN BERDASARKAN KEMAMPUAN MATEMATIKA

EDUKASI ◽  
2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Hery Suharna ◽  
Agung Lukito Nusantara ◽  
I Ketut Budayasa
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Reflective Thinking ◽  
Research Subjects ◽  
Math Skills ◽  
School Students ◽  
Calculation Skills ◽  
High Ability Students ◽  
Selection Of

The research reveals a profile of reflective thinking of elementary school students in problem solving fractions based on his mathematical abilities. The instruments used in data collection is Test Problem Solving (TPM), interview. Selection of research subjects in a way given test is based on the ability of mathematics, namely mathematical skills of high, medium and low and further categorized and taken at least 2 people to serve as subjects. The research objective is: describe the profile of reflective thinking that math skills of elementary school students High, medium, and low. Based on the results of the study found reflective thinking profile and high ability students were as follows: (a) the step to understand the problems students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (B) the planned step problem solving students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (C) on measures to implement the plan in terms of information/knowledge or data used by students to respond, comes from inside (internal), could explain what has been done, realized the error and fix it, and communicate ideas with a symbol or image, and (d) the checking step back, namely information/knowledge or data that is used by students to respond, comes from inside (internal) and can explain what has been done. Profile of reflective thinking ability students lowly mathematics, namely: (a) at the stage of understanding the problem, students can determine known and asked in the problem, but the students' difficulties to explain the identification of the facts that have been done, the students explained the understanding vocabulary, and feel of existing data the matter is enough; (B) at the stage of implementing the plan, the students explained, organize and represent data on the issue, describes how to select the operation in solving a problem though students are not sure, and students' difficulty in explaining what he had done; (C) at the stage of implementing the plan, the student has information on calculation skills although the answer is not correct. Students difficulty in explaining about the skills calculations have been done, trying to communicate their ideas in the form of symbols or images, even if students rather difficult to describe, and realized there was an error when using a calculation skills and improve it; (D) at the stage of check, students' difficulties in explaining whether obtained estimates it approached, it makes senseKeywords: reflective thinking, problem solving, fractions, and math skills.

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