scholarly journals Standing, Active vs Sitting, Torpid: a Management Decision

AL-TA LIM ◽  
2018 ◽  
Vol 25 (1) ◽  
pp. 22-35
Author(s):  
Bustami Usman ◽  
Ibrahim Champion ◽  
Asnawi Muslem ◽  
Iskandar Abdul Samad
Keyword(s):  
High School ◽  
Qualitative Research ◽  
University Students ◽  
Primary School ◽  
Computer Games ◽  
Management Decision ◽  
Primary School Students ◽  
School Students ◽  
Pros And Cons ◽  
Watching Tv

The aim of the study is to investigate the pros and cons of standing while working and studying. A qualitative research was employed where the data taken from education practitioners and students interested to learn and support the introduction of standing desks. The finding of the study show that students and sedentary workers now spend up to 85% of their waking hours,(+/-13.5 hrs/day), sitting viz: sitting at meals, sitting in transportation, sitting in schools or offices, sitting watching TV or looking at a handphone or an i-pad plus sitting whilst watching sport or playing computer games. Even if standing in classes became the default behaviour in all classes it could only result in a maximum of about 20 extra hours of standing per week during semesters and thus could only reduce the amount of time spent sitting by a maximum of 14% of waking hours to 71% of waking hours. The height of Standing Desks should be at the elbow height of the  person concerned ie about 1.00m for senior high school and university students and adults. For primary school students the desk height for the standing desk is about 75cm – ie. the same as the desk height for normal sitting desks for adults. The study also did a small survey of educators, 66% of whom would support the introduction of  standing desks.  Finally the study found that 72 % of the students and their teacher supported the introduction of standing desks. It is hoped that some schools and offices will take the initiative to introduce standing desks on a larger scale.

scholarly journals Speaking fluency and EFL learners’ reluctance to speak english among primary school students: factors and evidence

2021 ◽  
Vol 12 (2) ◽  
pp. 126-136
Author(s):  
Desiana Safitri ◽  
Misdi Misdi
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Primary School ◽  
Junior High School ◽  
Cognitive Factor ◽  
Eighth Grade ◽  
Primary School Students ◽  
School Students ◽  
Efl Learners ◽  
Eighth Grade Students

Speaking is productive skill that use of utterance as the way to do communication and express the meaning with other people. Moreover, speaking English can be a bridge to communicate with foreigner. The writer wants to investigate what difficulties faced by students in speaking and what factors that influence students speaking ability. This research was descriptive qualitative research. It involved 25 students of a state junior high school in Indonesia and the participants were the eighth grade students. Observation and questionnaire were used to collect the data. The results showed that several issues of difficulties faced by students: fluency, hesitation, vocabulary, grammar, expression and pronunciation. It caused by varieties of factors, one of theme is students are seldom to discuss with their friends using English. The most factor that influences the speaking ability was cognitive factor where it involves the conceptualization, formulation and articulation when do to speak and student still not yet to do it well

Do primary school libraries affect teenagers’ attitudes towards leisure reading?

IFLA Journal ◽  
2021 ◽  
pp. 034003522098335
Author(s):  
Pamela McKirdy
Keyword(s):  
High School ◽  
Primary School ◽  
Family Background ◽  
School Libraries ◽  
First Year ◽  
Noisy Environments ◽  
Primary School Students ◽  
School Students ◽  
Leisure Reading ◽  
Reading For Pleasure

This study explores how New Zealand primary school students’ experiences of school libraries affected their attitudes towards reading for pleasure once they entered secondary school. Two hundred and seventy-six students in their first year at high school completed a survey asking about their primary school libraries. The students were asked to self-identify as keen readers, occasional readers or non-readers. The results were analysed in a spreadsheet, considering variables such as attitude to reading, former school and family background. The students were mainly positive about their libraries, but were bothered by cramped and noisy environments and books they perceived as babyish. Students from schools with a librarian were more positive about reading for fun than those from schools where the library was not prioritised. Students from a family background where reading was encouraged were more likely to maintain a positive attitude to reading by the time they reached high school.

Snacking in children according to age

2017 ◽  
Vol 7 (1) ◽  
pp. 107-113
Author(s):  
P. Pac ◽  
A. Gładka ◽  
M. Maciorkowska ◽  
M. Zalewska ◽  
P. Musiałowski ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Primary School ◽  
Children And Adolescents ◽  
Junior High School ◽  
Junior High ◽  
Primary School Students ◽  
School Students ◽  
Primary Level ◽  
The Family

Introduction: One of the major nutritional mistakes committed by children and adolescents is snacking between meals. Sweet or salty snacks are rich in simple sugars, fats, preservatives and dyes, and poor in minerals and vitamins. Their excessive consumption can lead to the development of diet-related diseases in the future. Purpose: To evaluate the nutrition of children and adolescents with a focus on snacking between meals. Materials and methods: The study included 162 students from Bialystok schools, of which primary school students accounted for 30.2%, junior high school 38.3%, high school 31.5%. The questionnaire used by the authors contained 27 questions. Results: Regular meals were consumed by only 55.1% of primary school students, 35.5% of junior high school, and 37.3% of high school students. Two and fewer meals a day were consumed by 1.6% to 5.8% of the students studied. First breakfast was omitted by 18.4% of the students in elementary school, 16.1% of junior high school, and 15.7% of high school. Second breakfast was omitted by 12.9% to 17.6% of the respondents.Sweet products instead of a second breakfast were consumed by 44.9% of primary school students, 61.3% of junior high school, and 64.7% of high school students. Snacking most often occurred in the respondents' home (69.4% of elementary school students, 43.5% of secondary level students, and 52.9% of high school students). Water in school was drunk by 85.7% of primary level students, 56.5% of junior high school, and 51.0% of high school. The main source of knowledge about nutrition for 61.2% of primary level students was the family, while television, radio, and the Internet were the main sources of knowledge for 62.7% of high school students. Conclusions: The regularity of eating in the study group decreased with the studied students’ age. The most popular products in the group of younger students were salty snacks and sweets. Healthy snacking was observed more frequently in the group of high school students. The main place of snacking was the home. The primary source of knowledge about nutrition for primary school students was the family and for high school students the mass media.

Surviving the Partnership

2017 ◽  
pp. 152-166
Author(s):  
Jennifer Barker ◽  
Jennifer Thompson ◽  
Pamela Hurley
Keyword(s):  
University Students ◽  
Primary School ◽  
Community Engagement ◽  
Research University ◽  
Engaged Scholarship ◽  
Engaged Learning ◽  
Primary School Students ◽  
School Students

This chapter breaks down the process and application of community engagement projects within a department of architecture, at an urban-serving research university. As a matter of policy, the department requires community engagement projects in all design studios, and as such, promotes a culture of engaged learning. The authors present an overview of engaged culture based on their experiences with community engagement projects, including strengths and areas for improvement. This is supported by the presentation of an arts-based project involving plastic reuse that brought together university students and primary school students. The authors conclude with recommendations for sustaining a culture of engagement, including aspects they seek to implement as they continue to foster engaged learning and further their own engaged scholarship.

scholarly journals PREPARE PRIMARY SCHOOL STUDENTS TO FACE THE TECHNOLOGICAL AGE: MATHEMATICAL CREATIVITY AND SPATIAL ABILITY

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Minanur Rohman
Keyword(s):  
Primary School ◽  
Spatial Ability ◽  
Computer Games ◽  
Mathematical Creativity ◽  
The Other ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Other Hand ◽  
And Mathematics

Technology and mathematics are two things that are interconnected and influence. Technology, such as computer games, can be used to describe abstract mathematical concepts so that they are more easily understood by students. Unfortunately, technology also has some undesirable impacts, such as causing students difficulties in developing their creativity to understand mathematical concepts. On the other hand, spatial ability gets less attention than educators when students are studying mathematics. This paper will discuss how teachers can help students develop their mathematical creativity and spatial ability.

scholarly journals INFLUENCE OF COMPUTER GAMES AS A SOCIAL AND CULTURAL ENVIRONMENT ON THE PROCESS OF SOCIALIZATION OF YOUNGER PUPILS

2021 ◽  
Author(s):  
Gayane Harutyunyan ◽  
Gayane Avetisyan
Keyword(s):  
Primary School ◽  
School Children ◽  
Computer Games ◽  
Personal Development ◽  
Information Technologies ◽  
Primary School Children ◽  
Cultural Environment ◽  
Primary School Students ◽  
School Students ◽  
Computer Technologies

With the development of computer technologies and the expansion of the gaming market, the number of junior schoolchildren who are fond of computers and computer games is increasing. Information technologies, especially computer games, are changing the normal socio-cultural environment of primary school children. As a result of their obsession with computer games, primary school students begin to live in a new reality, in a new socio-cultural environment that directly affects their personal development and the processes of education and socialization.

The effects of computer games on primary school students’ achievement and motivation in geography learning

2009 ◽  
Vol 52 (1) ◽  
pp. 68-77 ◽  
Author(s):  
Hakan Tüzün ◽  
Meryem Yılmaz-Soylu ◽  
Türkan Karakuş ◽  
Yavuz İnal ◽  
Gonca Kızılkaya
Keyword(s):  
Primary School ◽  
Computer Games ◽  
Primary School Students ◽  
School Students

scholarly journals The Development of Students’ Independence in The Conditions of Distance Learning

2020 ◽  
Vol 79 ◽  
pp. 01009
Author(s):  
Svetlana Nikolaevna Vahrusheva ◽  
Tatyana Viktorovna Masharova ◽  
Veranika Punchyk
Keyword(s):  
High School ◽  
High School Students ◽  
Distance Learning ◽  
Statistical Analysis ◽  
General Education ◽  
Primary School ◽  
Natural Science ◽  
Primary School Students ◽  
School Students ◽  
Development Of Students

This article presents the authors’ studies on the development of students’ independence in the conditions of distance learning. The purpose of the study is to compare the results of the development of students’ independence in the format of distance education for different categories of students. The main methods of work are questionnaires of teachers of secondary schools of the Kirov region and statistical analysis of the results obtained. The study found that distance learning differently affects learners based on age and subject. Thus, high school students show better results compared to primary school students and basic general education. In this regard, humanities are preferable to natural science subjects.

scholarly journals Road to Peace Education: Peace and Violence from the Viewpoint of Children

2018 ◽  
Vol 11 (8) ◽  
pp. 141 ◽  
Author(s):  
Fatih Yilmaz
Keyword(s):  
Qualitative Research ◽  
Primary School ◽  
Peace Education ◽  
Primary School Students ◽  
School Students ◽  
Daily Lives ◽  
Cultural Violence ◽  
Individual Support ◽  
The Social ◽  
Research Students

It is important to adopt the concept of peace as a culture when human rights, democracy, coexistence and diversity are respected at the social level. Particularly at an early age, introducing this concept to individuals can prevent violent cultures from finding social or individual support. In this sense, individuals are expected to disseminate peace through education and to exclude violence. In this research, it was tried to show how primary school students perceive the concepts of peace and violence in their daily lives. It has been tried to determine how pupils describe these concepts in their pictorial image, literary and verbal expressions. The research was designed as qualitative research from qualitative research approaches. 68 primary school students participated in the research. Students have identified four main themes on the peace issue: “universal / inter-communal peace, inter-group / social peace, inter-personal peace and individual peace.” Twenty-five sub-themes related to these 4 main themes have been created. As for violence, four main themes have emerged: “socio-cultural violence, direct violence, group violence and ecological violence”. Sixteen sub-themes have been expressed, depending on these four main themes. It has been found out that in the general sense, they perceive the concept of peace mostly in a personal-individual sense and they directly perceive the concept of violence as socio-cultural violence.

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