scholarly journals Educating to Say ‘no’ to Reject High-Risk Suggestions Through Roleplaying Model Among Middle School Students

2020 ◽  
Vol 13 (1) ◽  
pp. 7-13
Author(s):  
Fatemeh Shabani ◽  
Mohtasham Ghafari ◽  
Zahra Boroumandfar

Background: As the adolescents lack necessary social and communicational skills, the present study aimed to educate to say ‘no’ to reject high-risk suggestions through the use of role play model. Methods: In a field trial, 145 female students using randomized sampling were selected in Arak. The checklist made for saying ‘no’ was completed before, immediately and two months after the intervention for students. The study was conducted based on the skill of saying ‘no’ through role-play training method. Data were analyzed by descriptive and inferential statistical tests through SPSS. Results: The mean scores of skills of saying ‘no’ to reject high risk suggestions showed a significant difference among the subjects before, immediately and two months after intervention (respectively p=0.000, p=0.009) Conclusion: The results indicate that the educational interventions of preventive behaviors are necessary for students to improve their skill of saying ‘no’.

1995 ◽  
Vol 77 (2) ◽  
pp. 643-649 ◽  
Author(s):  
Hassan I. Abdullatif

The prevalence of depression among 1981 middle-school students (995 boys and 986 girls) in Kuwait was estimated using the Arabic Children's Depression Inventory. Cronbach coefficients alpha for their scores were .86, .88, and .87, for boys, girls, and the combined group, respectively. There were 3.7% of boys and 4.8% of girls who attained total scores greater than 2 SDs above the mean. It was noted that subjects who have a martyr or a POW in the family exhibited a significant difference on depressive symptoms. The boys obtained a mean of 44.2 whereas the girls obtained a mean of 42.5. Further, there was a significant correlation between scores on depression and report of stressful experience. An interpretation of this finding was provided.


Author(s):  
Nader Sharifi ◽  
Farangis Sharifi

  Introduction: Osteoporosis is a chronic disease which influences the life of people considerably, especially the women. Most women are not aware that osteoporosis is preventable. Although there is a higher risk of osteoporosis in postmenopausal women, but bone loss can begin at the age of 35. This research was conducted to design and implement educational interventions to empower female students to prevent osteoporosis. Methods: This interventional study was a controlled trial. This study was conducted on female students of Shahrekord Islamic Azad University. A two-stage stratified random sampling was used for recruiting samples. The sample size was set at 150 (75 interventions and 75 controls). A demographic questionnaire and a self-made questionnaire of self-empowerment for the prevention of osteoporosis were used to collect information. Data were collected before the intervention and three months after the intervention. The educational intervention was conducted in two months with eight education sessions. For statistical analyses, the SPSS software version 23 was used. Results: The mean age of the intervention group was 20.69 ± 2.24, and the control group was 20.29 ± 2.04, besides, there was no significant difference between the two groups (P= 0.26). The test indicates a significant difference in mean variance of the intervention group compared to mean variance of the control group in knowledge (P< 0.001), attitude (P< 0.001) and self-efficacy (P= 0.006). The difference in mean variance of the intervention group compared to the mean variance of the control group was not significant in life skills (P= 0.23). Conclusion: The results generally reflect the effect of educational interventions in improving the abilities of female students to prevent osteoporosis. It is suggested to design and implement educational programs to empower women to prevent osteoporosis.   Keywords: Osteoporosis, Preventive, Knowledge, Attitude


10.28945/4681 ◽  
2021 ◽  
Vol 20 ◽  
pp. 001-034
Author(s):  
Mansour Saleh Alabdulaziz ◽  
Ali Alhammadi

Aim/Purpose: This research aimed to measure the effectiveness of using thinking maps through the Edmodo network to develop achievement and mathematical connections skills among middle school students. Background: One of the most important and major problems in education is reduced levels of academic achievement among students generally and in mathematics specifically. This is having a negative impact on academic outcomes. As mentioned in statement of the problem, several studies have identified weaknesses in academic achievement in mathematics. The results and recommendations of previous studies have referred to the effectiveness of thinking maps in developing numerous variables. Previous studies have identified weaknesses in mathematical connections skills. No Arabic studies have addressed the effectiveness of thinking maps through the Edmodo network in developing achievement and mathematical connections skills among middle school students. Methodology: The participants were a purposive sample of 102 second-year middle school students. These were divided into two groups: experimental (n = 49) and control (n = 53). To achieve the research objectives, the experimental approach in its quasi-experimental design was adopted with (pre-post) measurement for both groups. Data were analyzed using the Statistical Package for Social Sciences (SPSS). Contribution: This study added information to the literature on the effectiveness of the thinking maps strategy through the Edmodo network in developing achievement and mathematical connections skills. Devising a modern teaching strategy to help students solve mathematical problems and thus can be generalized to various fields of life. This also the first study on this subject in Saudi Arabia. Findings: The results showed there was a significant difference between the mean post-test scores of the experimental and control groups on the achievement test in favor of the experimental group. Additionally, there was a significant difference between the mean post-test scores of the experimental and control groups on the mathematical connections skills test in favor of the experimental group. There was also a positive correlation between the development of achievement and mathematical connections skills among middle school students who used thinking maps through the Edmodo network. Recommendations for Practitioners: At a practice level, holding courses and training workshops for middle school mathematics teachers that include training on how to use modern learning models enhanced with technology, including the thinking Maps strategy, in the mathematics curriculum. Preparing guidelines for middle school mathematics teachers on how to use Thinking Maps via the Edmodo Network and how to train students in its use. Recommendation for Researchers: Further research is needed to study the Effectiveness of the Thinking Maps strategy via the Edmodo network on developing achievement and mathematical connections skills in other subjects and at different educational stages. Impact on Society: Our findings encourage teachers and educational supervisors to adopt the use of thinking maps on learning platforms for mathematics teaching as an effective method for developing achievement and mathematical connections skills. Benefiting from the applications and experiences of developed countries who have used e-learning in teaching curricula in order to keep pace with contemporary developments. Future Research: Future studies could be extended to identify the effectiveness of maps of strategic thinking across Edmodo network variables within other subsidiaries, such as mathematical communication, creative thinking, mathematical proof, mind habits, and so on. Assess the effectiveness of play-based learning strategies via the Edmodo network in developing achievement and mathematical connection skills. Conduct a study that measures teachers’ and students’ attitudes toward using the Thinking Maps strategy via the Edmodo network. Assessing the effectiveness of using the Thinking Maps strategy via an Edmodo network in achieving and developing creative skills among secondary school students.


2016 ◽  
Vol 5 (11) ◽  
pp. 5041
Author(s):  
Farkhondeh Jamshidi ◽  
Ahmad Ghorbani ◽  
Sina Darvishi*

The abuse of some pesticides especially to suicide is one of the current problems of pesticides. Aluminum phosphide induced poisoning usually happens to suicide and sometimes it is due to accidental occupational exposure and in a few cases it has some criminal intensions. This study is conducted to evaluate patients poisoned with aluminum phosphide. In the present study the medical records of cases of poisoning with rice tablets (aluminum phosphide) hospitalized in Ahvaz Razi hospital is studied. Accordingly, a checklist is prepared that included demographic information of patients (age, gender) and information on patient records (information on poisoning) are completed using the patients’ medical records. The analysis of data is done by SPSS V22. 18 patients poisoned with rice tablet (aluminum phosphide) are studied. Results of the study show that 11 patients are male and seven are female. The mean patient age is 27.06 ±8.04 years that is 28 ±9 and 25 ±6.02 in men and women respectively. Statistical tests show no statistically significant difference in mean age in both genders (P> 0.05). Among patients, 11 subjects took aluminum phosphide to attempt suicide and 3 cases took it unintentionally and of course the reason is not mentioned in four cases. Among the patients who tried to commit suicide by taking aluminum phosphide, 6 cases are male and 5 cases are female that no statistically significant difference is observed between the genders in this respect (P> 0.05). In addition to the study of the complications caused by this poisoning and its mortality, it is recommended to responsible authorities to provide the necessary educations and treatments to prevent this type of poisoning.


2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 497.2-497
Author(s):  
J. Arroyo Palomo ◽  
M. Arce Benavente ◽  
C. Pijoan Moratalla ◽  
B. A. Blanco Cáceres ◽  
A. Rodriguez

Background:Musculoeskeletal ultrasound (MSUS) is frequently used in several rheumatology units to detect subclinical inflammation in patients with joint symptoms suspected for progression to inflammatory arthritis (IA). Synovitis grade I (EULAR-OMERACT combined score) is known to be a casual finding in healthy individuals, but studies headed to unravel its possible role on rheumatic diseases are sparse.Objectives:To investigate the correlation between synovitis grade I, and the diagnosis of IA made after a year follow-up period since MSUS findings, in patients of an MSUS-specialized unit of a Rheumatology Department.Methods:We conducted a descriptive, retrospective and unicentric study. 30 patients were selected from the MSUS-specialized unit of our Rheumatology Department from July-18 to January-19. Patients presenting synovitis grade 0 (exclusively), 2 and/or 3 on combined score were excluded. Data collection at baseline included age, sex, immunological profile and previous physical examination to the MSUS findings, as well as the diagnosis made by the rheumatologist in 1-year visit follow-up: dividing the patient sample into two groups: those who were diagnosed with IA and those not. Non-parametric statistical tests for comparing means were used.Results:The mean age was 51,6 years and 70% were females. 6 (20%) patients were diagnosed with inflammatory arthritis after a year follow-up: 2 (4,8%) psoriatic arthritis, 1 (3,3%) undifferentiated arthritis, 1 (3,3%) rheumatoid arthritis, 1 (3,3%) Sjögren’s syndrome. Non-inflammatory arthropathies were also found 24 (80%), of which, 12 (40%) were non-specific arthralgias and 8 (19%) osteoarthritis.In the group of patients who did not developed an IA the mean C-reactive protein (CPR) value was 3,12 mg/L and erythrocyte sedimentation rate (ESR) was 8,2 mm; all of them were rheumatoid factor (RF) positive and ACPA-negative except one patient. 5 (31,3%) patients presented low antinuclear antibodies (ANAs) levels. In those who HLA B-27 and Cw6 were tested (4,25%); both were negative except for one that was HLA B-27 positive. The median number of swollen and painful joint count was 0, and the mean of joints with MSUS involvement was 3,5; the mean involved metacarpophalangeal (MCP) joints was 1,83; proximal interphalangeal (PIP) joints was 1,48 and distal interphalangeal (DIP) joints 0,21.Among the group of patients that developed an IA the mean of CPR and ESR was 9,27 mg/L and 14,17 mm respectively; 2 (33%) patients were RF- positive, and 1 ACPA-positive. ANAs were positive in 3 cases (50%). The median of swollen joint count was 2 and for painful joint count was 0, the median of joints with MSUS involvement was 4,5. The mean of MSUS involvement was for MCP, PIP and DIP joints: 1,67, 2 and 0. Comparing the means of CPR values in the two groups with Student’s t-test we obtained a statistically significant difference (p=0,023). No other significant differences were found.Conclusion:Despite the limitations and possible statistical bias, the presence of MSUS-defined synovitis grade I and elevated CRP levels could be related to further diagnoses of inflammatory arthropathy. Besides, the absence of synovitis in DIP joints might have a diagnostic role. Normal physical exploration and normal levels of CRP might suggest low MSUS value. However, further research is needed to clarify the role of MSUS-defined synovitis grade I.References:[1]D’Agostino MA et al. Scoring ultrasound synovitis in rheumatoid arthritis: a EULAR-OMERACT ultrasound taskforce-Part 1: definition and development of a standardized, consensus-based scoring system. RMD Open. 2017;3(1):e000428.[2]Van den Berg R et al. What is the value of musculoskeletal ultrasound in patients presenting with arthralgia to predict inflammatory arthritis development? A systematic literature review. Arthritis Research & Therapy (2018) 20:228.Disclosure of Interests:None declared


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ali Khani Jeihooni ◽  
Sanaz Hoshyar ◽  
Pooyan Afzali Harsini ◽  
Tayebeh Rakhshani

Abstract Background Iron deficiency anemia disrupts the concentration of adolescent girls; reduces their academic achievement, productivity, and physical strength, and increases the risk of infection. This research aim was to evaluate the effectiveness of the PRECEDE model nutrition education on iron deficiency anemia among female students of Fasa City, Fars Province, Iran. Methods This quasi-experimental study was done on 160 students (80 experimental and 80 control groups) who were selected using a random sampling method in Fasa City, Fars Province, Iran, in 2018–2019. The educational intervention included six sessions based PRECEDE model for 45 or 50 min. A scale of this study consisted of two parts; demographic information, and PRECEDE constructs were used to determine the nutritional behaviors status concluding preventing iron deficiency anemia and hemoglobin, hematocrit, and ferritin blood level in two (before and 4 months after intervention) times. Results In the experimental group of the students the mean age was 13.85 + 1.72 years and in the controlled group was 13.60 + 1.81 years. Moreover, there was no significant difference in the PRECEDE constructs, and nutritional behaviors preventing iron deficiency anemia before the intervention in two groups of study. However, the experimental group showed a significant increase 4 months after the intervention. Also, there was no significant difference in the mean score of hemoglobin, hematocrit, and ferritin blood level between the two groups before the intervention. However, in ferritin level, a significant increase was shown in 4 months after the intervention in the experiential group. Conclusions Based on results, the nutrition intervention education base on PRECEDE model has a positive effect to improve iron deficiency anemia preventive behaviors in female students.


2021 ◽  
Vol 11 (4) ◽  
pp. 458
Author(s):  
Marina B. Martínez-González ◽  
Yamile Turizo-Palencia ◽  
Claudia Arenas-Rivera ◽  
Mónica Acuña-Rodríguez ◽  
Yeferson Gómez-López ◽  
...  

We analyzed gender and anxiety differences in middle school students facing a physical peer aggression situation. The participants were 1147 adolescents aged between 12 and 18 years (male: n = 479; female: n = 668) who watched a 12 s animation representing the situation and filled out a questionnaire to analyze the legitimation of violent behaviors and anxiety levels. We registered their decisions to solve the situation using a categorical scale that included assertive, avoidant, aggressive, submissive, and supportive behaviors. Gender was not associated with the adolescent’s behaviors in facing a simulated peer aggression situation. However, male teenagers tended to perceive adults as sanctioners and neutrals; those who used the diffusion of responsibility and dehumanization to justify their behavior also showed a higher state of anxiety. Female teenagers who expected legitimation from their peers, presented higher anxiety as well. Educational interventions may use these results, helping adolescents to understand that their acts have substantial implications in the lives of others. It is essential to develop group interventions that modify how adolescents manage their conflicts and change gender stereotypes that significantly impact health. We highlight the need for linking families in educational programs facing the challenges of transforming the legitimization of violence in parental practices.


2021 ◽  
Vol 9 (1) ◽  
pp. 54-61
Author(s):  
Necip Demirci ◽  
Refika Yilmaz ◽  
Ayda Karaca

The aim of the study was to analyze step counts of middle school students in structured and unstructured physical education classes (PE) according to age, gender, and school type. Data were collected on a sample of 74 students, 40 7th and 34 8th grade students recruited from private and public middle schools. Omron HJ-112 pedometers were used in this study to obtain step counts. There were statistically significant differences between boys and girls in the step counts in both structured and unstructured PE. A significant difference was observed between school types in step counts during structured PE in both genders, while no significant difference was found for unstructured PE. Significant difference was found between step counts of only boys of different grades in unstructured PE. Boys made more steps than girls both in structured and unstructured PE. In structured PE, 7th grade boys reached a higher number of steps than 8th grade boys.


2021 ◽  
Vol 18 (3) ◽  
pp. 287-295
Author(s):  
Hyeonho Yu ◽  
Pamela H. Kulinna ◽  
Shannon C. Mulhearn

Background: Environmental provisions can boost students’ discretionary participation in physical activity (PA) during lunchtime at school. This study investigated the effectiveness of providing PA equipment as an environmental intervention on middle school students’ PA levels and stakeholders’ perceptions of the effectiveness of equipment provisions during school lunch recess. Methods: A baseline–intervention research design was used in this study with a first baseline phase followed by an intervention phase (ie, equipment provision phase). A total of 514 students at 2 middle schools (school 1 and school 2) in a rural area of the western United States were observed directly using the System for Observing Play and Leisure Activity in Youth instrument. Interviews were conducted with stakeholders. Paired-sample t tests and visual analysis were conducted to explore differences in PA levels by gender, and common comparison (with trustworthiness measures) was used with the interview data. Results: The overall percentage of moderate to vigorous PA levels was increased in both schools (ranging from 8.0% to 24.0%). In school 2, there was a significant difference in seventh- and eighth-grade students’ moderate to vigorous PA levels from the baseline. Three major themes were identified: (1) unmotivated, (2) unequipped, and (3) unquestionable changes (with students becoming more active). Conclusions: Environmental supports (access, equipment, and supervision) significantly and positively influenced middle school students’ lunchtime PA levels.


1988 ◽  
Vol 10 (3) ◽  
pp. 144-146 ◽  
Author(s):  
K. F. Yee

A statistically significant difference in mean values between two laboratory quantitation methods is interpreted as a bias. Sometimes such a difference is so minute that it does not constitute any practical concern. An alternative approach is to test statistically whether the two methods are close enough, not for equality. This is to look at the confidence interval of the mean method difference and does not entail any additional statistical tests.


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