scholarly journals Riesgo y dificultades en la integración sensorial, aprendizaje, afectividad y conducta en estudiantes de primaria de un colegio oficial (Description of the risk and deficiency of sensory integration, learning, affectiveness and conduct in elementary government school students)

Enfoques ◽  
2015 ◽  
Vol 2 (1) ◽  
pp. 13-33
Author(s):  
Oscar Armando Erazo Santander
Keyword(s):  
Conduct Problems ◽  
Sensory Integration ◽  
Learning Problem ◽  
School Students ◽  
Government School ◽  
Reading And Writing ◽  
Lower Performance ◽  
Palabras Clave ◽  
Complex Characterization

Se realiza un estudio que identifica las dificultades de integración sensorial y describe su proyección con problemas de aprendizaje, afectividad y conducta. Con metodología descriptiva y en una muestra de 66 estudiantes, entre los 7 y 10 años, 55 padres y 12 docentes de una institución oficial, en la evaluación se utilizó el ESP, BASC y la entrevista semiestructurada para padres de TDAH, el análisis se realizó con frecuencias absolutas y relativas para cada variable. En los resultados se identificó el déficit en integración sensorial en el 45.6%, con dificultades para la lectura y escritura del 57.5%, calculo del 93.3% y bajo rendimiento del 70%, además problemas afectivos en un 21% de estudiantes con ansiedad y 30% con depresión y problemas de conducta de tipo negativista-desafiante en 18.1%, disócial 3% y adaptabilidad del 22.1%. Se confirma la hipótesis sobre la existencia del déficit de integración sensorial y problemas de aprendizaje, afectividad y conducta, en una misma muestra y posiblemente relacionados, lo que implica una caracterización compleja del fenómeno y necesidad de comprensión, evaluación e intervención que incluya las dimensiones identificadas. Palabras clave: Integración sensorial, aprendizaje, afectividad, conducta. Description of the risk and deficiency of sensory integration, learning, affectiveness and conduct in elementary government school studentsAbstractA study that identifies the difficulties of sensorial integration is carried out, describing its projection over learning, effectiveness and conduct problems. The analysis is made with absolute and relative frequencies for each variable with a descriptive methodology in a sample of sixty-six students between the ages of seven and ten years old, fifty-five parents and twelve teachers of a government school. For the evaluation, the ESP, BASC and the semi-structure was used, and for the parents the TDAH. Thus, several percentages were identified over the population, such as a 45.6% with deficit on sensorial integration, a 57.5% with difficulties for reading and writing, a 93.3% with difficulties in calculus, and a 70% with lower performance. Additionally, a 21% presented affective problems, 30% presented depression, a 18.1% presented negative-defiant conduct problems, a 3% presented dissocial problems, and a 22.1% presented adaptability problems. The hypothesis over the existence of the integration deficit, sensorial, learning problem, affectivity and conduct was confirmed, in a same sample and probably related. Implying a complex characterization of the phenomena, comprehension, evaluation and intervention that included the identified dimensions.Keywords: Sensory integration, learning, affectivity, behavior.

scholarly journals ESCREVEU E LEU: as dificuldades de leitura e de produção textual apresentadas por alunos do Ensino Fundamental de uma escola da rede pública

2013 ◽  
Vol 20 (2) ◽  
pp. 41
Author(s):  
Alan Milhomem da Silva ◽  
Diana Cardoso Costa ◽  
Paulo Roberto da Silva Ribeiro ◽  
Regysane Botelho Cutrim Alves
Keyword(s):  
Elementary School ◽  
Public School ◽  
School Students ◽  
Writing Difficulties ◽  
Reading And Writing ◽  
Textual Production ◽  
Ongoing Training ◽  
Palabras Clave ◽  
Educación Primaria ◽  
Medios De Comunicacion

Este trabalho resultou da execução do Projeto "ESCREVEU E LEU" pelos integrantes do PET/ Conexões de Saberes da Universidade Federal do Maranhão, Campus de Imperatriz, em uma escola da rede pública deste município, no período de fevereiro a julho de 2011. Este estudo teve como objetivo identificar as dificuldades de leitura e escrita apresentadas pelos alunos do 5º ano do Ensino Fundamental da Escola Municipal Frei Manoel Procópio. Para tanto, foram realizadas atividades de pesquisa por meio de entrevistas com os alunos, aplicação de questionário junto à professora responsável por eles e, posteriormente, foram realizadas observações quanto à escrita e a leitura destes estudantes. Observou-se que a maioria dos alunos (54%) apresentou muitos erros de ortografia na sua escrita. Além disso, a leitura de jornais não desperta a vontade/interesse em 54% dos estudantes e que 57% deles não gostam de ler revistas informativas/ generalistas. As evidentes dificuldades dos estudantes apontam a necessidade de trabalhar a leitura e a escrita por meio de atividades condizentes com a realidade dos alunos. Verificou-se também a necessidade de uma formação contínua para os docentes sobre o uso das mídias e a sua utilização como espaço de reflexão nas aulas de leitura.Palavras-chave: Leitura. Escrita. Ensino Fundamental. Comunicação.WROTE AND READ: reading difficulties and textual production presented by elementary school students in a public school Abstract: This work is resulted from the execution of the Project "ESCREVEU E LEU" by members of the PET/Conexões de Saberes da Universidade Federal do Maranhão, Campus de Imperatriz, in a public school in this city, in the period from February to July in the year 2011. This study aimed to identify reading and writing difficulties presented by the students of the 5th year of Primary Education of the Frei Manoel Procópio Municipal Public School. Thus, a research was conducted through interviews with students, questionnaire with the teacher responsible for them, and later observations which were made regarding the writing and reading of those students. It was observed that most students (54%) had many spelling errors in their writing. Moreover, reading newspapers does not call their attention / interest for 54% of the students and 57% of them do not like reading news/ generalist magazines. The students'obvious difficulties point to the necessity of working o the reading and writing through activities consistent with the students' reality. There was also a need for ongoing training for teachers on the use of media and its utilization as a space for reflection on reading classes.Keywords: Reading. Writing. Elementary School. Communication.ESCRIBIÓ Y LEYÓ : dificultades de lectura y producción de textos presentados por los estudiantes de primaria en una escuela públicaResumen: Este trabajo resultó de la ejecución del Proyecto "ESCREVEU E LEU" por miembros de las conexiones de PET/Conexões de Saberes da Universidade Federal do Maranhão, Campus de Imperatriz, en una escuela pública en esta ciudad, en el período de febrero a julio de 2011. Este estudio tuvo como objetivo identificar las dificultades en la lectura y la escritura presentada por los alumnos del 5º año de Educación Primaria de la Escola Municipal Frei Manoel Procópio. Por lo tanto, las actividades de investigación se llevaron a cabo a través de entrevistas con los estudiantes, el cuestionario por el profesor responsable de ellos, y más tarde se hicieron observaciones sobre la escritura y la lectura de estos estudiantes. Se observó que la mayoría de los estudiantes (54%) tenían muchos errores de ortografía en su escritura. Por otra parte, la lectura de periódicos no despierta el deseo / interés en el 54% de los estudiantes y el 57% de ellos no les gusta leer revistas de noticias / generalistas. Las evidentes dificultades de los estudiantes apuntan a la necesidad de trabajar en la lectura y la escritura a través de actividades compatibles con la realidad de los estudiantes. También había una necesidad de formación continua para los docentes en el uso de los medios de comunicación y su uso como un espacio de reflexión sobre las clases de lectura. Palabras clave: Lectura. Redacción. Educación Primaria. Comunicación.

Analysis on Reading and Writing Section of Test Items in 2009/2010 English National Final Examination (UAN) for Junior High School Students

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Musarokah Siti ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Final Examination ◽  
School Students ◽  
Cognitive Domains ◽  
Reading And Writing ◽  
Test Items

ABSTRACT This paper attempts to analyze the test items in the English National Final Examination (UAN) for Junior High School Students in the academic year 2009/2010. This study aims at analyzing the compatibility of the test items of package A in reading and writing section of English National Final Examination for Junior High School Students with the standard of graduate competence and the cognitive domains used in the test. The data were collected by using documentary method, while in analyzing the data the writers focused on matching the compatibility of the test items with the Standard of Graduate Competence and identifying the cognitive domain used. From the analysis, it was found that the test items of package A in reading and writing section of English National Final Examination 2009/2010 were in line with the Standard of Graduate Competence (SKL) arranged by the government. The cognitive domains in reading section mostly used level of comprehension. The cognitive domains in writing section used the application and the synthesis level. ?é?á Key words: analysis, test items, national final examination

scholarly journals Study on the Implementation of a Simple and Effective Memory System for an AI Chip

Electronics ◽  
2021 ◽  
Vol 10 (12) ◽  
pp. 1399
Author(s):  
Taepyeong Kim ◽  
Sangun Park ◽  
Yongbeom Cho
Keyword(s):  
High Speed ◽  
Memory Systems ◽  
Memory System ◽  
External Memory ◽  
Essential Factor ◽  
Wide Bandwidth ◽  
Reading And Writing ◽  
Data Skew ◽  
Lower Performance ◽  
Efficient Memory

In this study, a simple and effective memory system required for the implementation of an AI chip is proposed. To implement an AI chip, the use of internal or external memory is an essential factor, because the reading and writing of data in memory occurs a lot. Those memory systems that are currently used are large in design size and complex to implement in order to handle a high speed and a wide bandwidth. Therefore, depending on the AI application, there are cases where the circuit size of the memory system is larger than that of the AI core. In this study, SDRAM, which has a lower performance than the currently used memory system but does not have a problem in operating AI, was used and all circuits were implemented digitally for simple and efficient implementation. In particular, a delay controller was designed to reduce the error due to data skew inside the memory bus to ensure stability in reading and writing data. First of all, it verified the memory system based on the You Only Look Once (YOLO) algorithm in FPGA to confirm that the memory system proposed in AI works efficiently. Based on the proven memory system, we implemented a chip using Samsung Electronics’ 65 nm process and tested it. As a result, we designed a simple and efficient memory system for AI chip implementation and verified it with hardware.

Increasing Competition for University and the Challenge of Access for Government School Students—A Case Study

2008 ◽  
Vol 52 (3) ◽  
pp. 287-300 ◽  
Author(s):  
Daniel Edwards
Keyword(s):  
School Students ◽  
Government School ◽  
Educationally Disadvantaged ◽  
University Campuses ◽  
University Courses ◽  
Education Degree ◽  
The Government ◽  
The Impact ◽  
The City

There is a wide variety of universities, university campuses and university courses in Australia available to those interested in pursuing a higher education degree. This paper examines the impact of increasing competition for entrance to university on the educational outcomes for students from the government school sector. Using Melbourne as a case study, the research shows that, over a four-year period of increased competition, entry to some of the more academically accessible university campuses in the city became more difficult and this disproportionately affected the opportunities for university entrance among some groups. Despite the fact that there was no noticeable change in the academic standards achieved by government school completers, the rate at which government school students gained access to these universities declined noticeably during this time. These findings show how changes in supply of university places from year to year can have a profound effect on the opportunities of secondary-school completers—particularly those in more educationally disadvantaged settings.

scholarly journals Creativity as Related To Adjustment of Adolescents

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Dr. Kanchan
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Positive Relationship ◽  
School Students ◽  
Government School ◽  
Different Dimensions

The present study is to examine the creativity as related to adjustment of secondary school students. Sample comprised of 100(50 boys and 50 girls) from Government school of district Muktsar of Punjab was selected randomly. Data were conducted by using Creativity test by Passi, B.K and Adjustment Inventory by Sinha, A.K.P & Singh, R.P. The results revealed that there exist significant and positive relationship between creativity and adjustment and different dimensions of adjustment i.e. emotional, social and educational adjustment of adolescents.

scholarly journals Influence of the interaction between parental myopia and poor reading and writing habits on prevalence of myopia in school students in Urumqi, China

2021 ◽  
Author(s):  
Haonan Shi ◽  
Jing Fu ◽  
Xiaojing Liu ◽  
Yingxia Wang ◽  
Xianting Yong ◽  
...  
Keyword(s):  
Regression Models ◽  
Unconditional Logistic Regression ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Poor Reading ◽  
Reading And Writing ◽  
Multiplicative Interaction ◽  
Logistic Regression Models ◽  
Lying Down

Abstract Background: To evaluate the prevalence of myopia in school students in Urumqi, China, and explore the influence of the interaction between parental myopia and poor reading and writing habits on myopia to identify the at-risk population and provide evidence to help school students avoid developing myopia.Methods: A cross-sectional survey was conducted with 6,883 school students aged 7–20 years in Urumqi in December 2019. The Standard Eye Chart and mydriatic optometry were used to determine whether students had myopia. Falconer’s method was used to calculate the heritability of parental myopia. Multivariate unconditional logistic regression models were used to analyze the risk factors for myopia and the additive and multiplicative interaction of parental myopia and poor reading and writing habits.Results After standardizing the age of the 6,883 students, the overall prevalence rate of myopia was 47.50%. The heritability of parental myopia was 66.57% for boys, 67.82% for girls, 65.02% for the Han group, and 52.71% for other ethnicities. There were additive interactions between parental myopia and poor reading and writing habits; among them, parental myopia and poor reading and writing habits (1) (the distance between the eyes and book is less than 30 cm when reading and writing, fingers block the sight of one eye while holding the pen, and leaning one’s body when reading and writing) increased the risk of myopia by 10.99 times (odds ratio [OR]=10.99, 95% confidence interval [CI]=8.33–14.68), parental myopia and poor reading and writing habits (2) (reading while lying down, walking, or in the car) increased the risk of myopia by 5.92 times (OR=5.92, 95% CI=4.84–7.27). There was no multiplicative interaction between parental myopia and poor reading and writing habits (1) or (2) (OR=0.69, 95% CI=0.44–1.08; OR=0.89, 95% CI=0.66–1.21, respectively).Conclusion The prevalence of myopia among students in Urumqi, Xinjiang is relatively high. The risk of developing myopia is affected by parental myopia and poor reading and writing habits. In addition, parental myopia amplifies the harm caused by poor reading and writing habits, thereby increasing the risk of myopia. Students with parents who have myopia should be targeted during myopia prevention efforts.

scholarly journals "Aragoneses et brabançones". Montañeses en armas y guerra feudal en el Pirineo catalán (siglos XII-XIII)

2020 ◽  
pp. 55-87
Author(s):  
Carles Gascón Chopo
Keyword(s):  
Palabras Clave ◽  
The Church

El presente artículo aborda la cuestión de la naturaleza y la caracterización de unos contingentes militares que, vinculados con los conflictos que enfrentaron a la nobleza feudal de los condados de Urgel y de Cerdaña contra la Iglesia de Urgel y sus aliados entre los siglos XII y XIII, se caracterizaron por la violencia y la amplitud de sus campañas de saqueo y destrucción en las tierras altas del valle del Segre, impulsando su acción la fortificación sistemática de dicho territorio. Palabras clave: Guerra feudal, Pirineos, comunidades de montaña, paz territorial, saqueo, siglos XII y XIII. Abstract: This article will reveal the question of the nature and characterization of some military contingents linked to the conflicts between the feudal nobility of the counties of Urgel and Cerdanya and the Church of Urgel and its allies between the 12th and 13th centuries. The action of those troops was characterized by the violence and the extent of their looting and destruction campaigns in the highlands of the Segre valley, promoting their action their systematic fortification. Keywords: feudal warfare, Pyrenees, highlander communities, territorial peace, looting, 12th and 13th centuries.

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