scholarly journals Nutritional Status Associated with Metabolic Syndrome in Middle-School Children in the City of Montes Claros - Mg, Brazil

2014 ◽  
Vol 43 (1) ◽  
pp. 97-104
Author(s):  
Igor Raineh Durães Cruz ◽  
Daniella Mota Mourão ◽  
Daniel Antunes Freitas ◽  
Andrey George Silva Souza ◽  
Alessandra Ribeiro Pereira ◽  
...  
Keyword(s):  
Middle School ◽  
Metabolic Syndrome ◽  
Middle School Students ◽  
Nutritional Status ◽  
International Diabetes Federation ◽  
The Body ◽  
School Students ◽  
Middle School Children ◽  
Definition Of ◽  
The City

Abstract The aim of this study was to investigate the association between nutritional status and prevalence of metabolic syndrome (MS) in middle-school students in the city of Montes Claros - MG. The sample consisted of 382 students, aged 10-16 years. Nutritional status was evaluated using the Body Mass Index (BMI). Metabolic syndrome (MS) was defined as the presence of two or more criteria in accordance with definition of the International Diabetes Federation. The overall prevalence of MS was 7.9%. 9.7% of students with MS were overweight and 72.4% were obese. Therefore, it can be inferred that carrying excess weight considerably increases the chances for a child to develop MS, and concomitantly increases the child’s risk for developing cardiovascular disease.

Communicating about bullying: Examining disclosure among gifted students

2019 ◽  
Vol 35 (2) ◽  
pp. 110-120
Author(s):  
Rachel Leah Jumper
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
General Education ◽  
Gifted Students ◽  
Specific Area ◽  
The Body ◽  
Gifted Children ◽  
School Students ◽  
General Education Students ◽  
Being Bullied

Although research on bullying has grown in scope in recent years, research specifically focused on gifted children’s experiences with bullying has been more limited. Studies of gifted children and bullying do exist, but the body of research in this specific area is not large. This article asserts that there are differences in the ways that gifted and nongifted middle school students communicate about bullying. This article examines quantitative differences in the ways middle school students who self-identify as gifted, and their peers who do not self-identify as gifted, disclose information about bullying. Data were collected from 343 middle school students at five different schools using the Olweus Bully/Victim Questionnaire. The study found that gifted students were more likely than general education students to disclose to their peers that they were being bullied but were not more likely than other children to communicate about bullying to their teachers or parents. These findings have important implications for schools and families as adults may underestimate bullying among the gifted. Additionally, these findings add to the literature supporting intervention programs that incorporate peer bystanders and add information to how we understand the importance of peers for gifted children.

scholarly journals An inferiority complex among middle school students

2018 ◽  
Vol 223 (2) ◽  
pp. 445-472
Author(s):  
Assist Teacher: Ammar Saleh Brier
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Second Grade ◽  
School Students ◽  
Type Variable ◽  
Inferiority Complex ◽  
The Individual ◽  
The City ◽  
Academic Year ◽  
Grade Average

The problem of inferiority general phenomenon affects all members of society, and looks manifestations in poor self and low self-esteem and shyness confidence. When the evolution of this situation and left without treatment, the individual infected with so-called (inferiority complex) where the individual resorts to fill the gap has the means and methods of abnormal addictions such as theft and assault. So Turn current research to measure (an inferiority complex among middle school students) and then recognize the significance of differences in feelings of inferiority according to the type variable (male, female) for second grade average in the city of Baghdad to the Directorate of Education Karkh / 2 for the academic year (2015/2016) totaling (19 251) by (10 776) males and (8475) females To achieve these goals, the researcher used measure of inferiority prepared Ayed (2005) and after the application of the scale on all members of society and analyze responses and calculate grades and statistically analyzed for the first goal researcher found warmer feelings of inferiority compared to the theoretical average scale at level (0.05). Either with respect to the second goal researcher he has found significant differences in the sense of inferiority in favor of females at level (0.05). Current search has been agreed with the results of the study as a result of Ayed (2005), which indicated that females are more a sense of inferiority male

scholarly journals Perception of middle school students on mathematics

2020 ◽  
Vol 13 (3) ◽  
pp. 67
Author(s):  
R. B. Bispo ◽  
L. C. Macarello
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
School Context ◽  
Teaching Methodology ◽  
School Students ◽  
Learning Content ◽  
Teaching Learning ◽  
The City

This work aimed to evaluate the perception of high school students about the importance of mathematics as well as analyze the teaching methodology that they play to be more efficient in the process of teaching learning. The research was carried out in the month of March 2019, at the Escola Estadual João Paulo I - Escola Plena, in the city of Paranaíta, MT, through the application of a questionnaire with 1st, 2nd and 3rd year high school students. 111 interviewed. The questions were about taste for math discipline, ease of learning content, how differentiated classes help in learning, what resources aid most in learning, whether discipline is important, and how it can help students change their Living conditions. We can conclude that the high school students of E. E. João Paul I like math and recognize their importance both for day-to-day use and for the future. Although students have preferences for classes outside the school context, they are aware that the theory is also important for their learning.

The level of physical fitness and movement compatibility associated with health and activity patterns among middle school students

2021 ◽  
Vol 20 (1) ◽  
pp. 0069
Author(s):  
Lamiaa Abdul-Sattar Dr. Widad Kadhum
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Physical Fitness ◽  
Motor Coordination ◽  
Activity Patterns ◽  
Intermediate Stage ◽  
Research Problem ◽  
Female Students ◽  
The Body ◽  
School Students

the importance of the research emerged in the role of the level of physical fitness and motor coordination in health and activity for female students in the intermediate stage . As for the research problem, lies in the fact that some male or female teachers in the field of sports do not resort to exercising fitness and using modern and advanced exercises that may help them to maintain their health , As the two researchers resorted to using exercises related to fitness and motor coordination in order for the students to enjoy health and to practice the activity at the best level. The research aims to identify the level of physical fitness and movement-related movement related to health and patterns of activity in female students in the intermediate stage. As for the hypothesis of the research, it is found that there are significant differences between the pre and post tests in the level of fitness, motor compatibility related to health, and patterns of activity in the two research groups.The two researchers used the experimental approach with the two equal and controlling and experimental groups. The research sample consisted of middle school students, whose number reached (34) female students. And patterns of activity for middle school studentsThe researchers recommend the need to use various and targeted exercises related to physical fitness and motor alignment in order to maintain the health of the body as well as the practice of activities in a natural way, and the need to pay attention to conducting tests related to physical fitness and periodic motor alignment in order to know the level of fitness and compatibility of students and develop them.

scholarly journals Effects of 12-week Vegetarian Diet on the Nutritional Status, Stress Status and Bowel Habits in Middle School Students and Teachers

2016 ◽  
Vol 5 (2) ◽  
pp. 102 ◽  
Author(s):  
Bo Ra Lee ◽  
Yu Mi Ko ◽  
Mi Hee Cho ◽  
Young Ran Yoon ◽  
Seung Hee Kye ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Nutritional Status ◽  
Vegetarian Diet ◽  
School Students ◽  
Bowel Habits

scholarly journals The Smartphone-Assisted Intervention Improved Perception of Nutritional Status among Middle School Students

2020 ◽  
Vol 17 (16) ◽  
pp. 5932
Author(s):  
Yan-Hui Shen ◽  
Zheng Liu ◽  
Wen-Hao Li ◽  
Shuang Zhou ◽  
Jin-Hui Xu ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Nutritional Status ◽  
Controlled Trial ◽  
Intervention Group ◽  
Control Group ◽  
Parental Perception ◽  
School Students ◽  
Usual Practice ◽  
Accurate Perception

Misperception of nutritional status is common and hinders the progress of childhood obesity prevention. This study aimed to examine the effectiveness of a smartphone-assisted intervention to improve student and parental perception of students’ nutritional status (underweight, normal weight, overweight, obese). We conducted a parallel-group controlled trial with a non-randomized design in three junior middle schools of Beijing, China in 2019. One school was allocated to the intervention group and two schools to the control group. A total of 573 students (aged 13.1 ± 0.4 years) participated in the trial. The 3-month intervention included three components: health education sessions for students and parents, regular monitoring of students’ weight, and the provision of feedback via a smartphone application. Schools in the control group continued their usual practice. Primary outcomes included the student and parental accurate perception of students’ nutritional status. The percentage of students’ accurate perception of their own nutritional status in the intervention group increased from 49.0% to 59.2% from baseline to three months, whereas it decreased from 64.1% to 58.1% in the control group; the adjusted odds ratio (OR) between the two groups was 1.71 (95% confidence interval (CI): 1.13, 2.59). The intervention did not significantly improve parental perception of students’ nutritional status (p > 0.05). The study findings provided a brief approach for improving perception of nutritional status among middle school students.

scholarly journals A Meta-Analysis of Middle School Students’ Science Engagement

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Leanna B. Aker ◽  
Arthur K. Ellis
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Meta Analysis ◽  
School Setting ◽  
Cognitive Engagement ◽  
Operational Definition ◽  
Research Literature ◽  
School Students ◽  
Science Engagement ◽  
Definition Of

The extent to which middle school students are engaged in required science courses is an elusive but increasingly documented phenomenon. Anecdotal and empirical evidence alike raise concern with a perceived decline in science engagement reported by students as they transition into the middle school setting. Even what it means to be engagé is not thoroughly agreed on. Though an agreed-on operational definition of engagement is still nascent, an emerging consensus on a three-faceted model of student engagement exists in the research literature (Fredricks, Blumenfeld, & Paris, 2004). Thus, a synthesis of existing primary research of early adolescents’ science engagement under this emerging conceptualization is warranted. The results of this meta-analysis indicate that instructional methods, class characteristics and competence predictors comprise the strongest relationship with self-reported science engagement in early adolescence. These predictors also show the strongest relationship with affective and cognitive engagement sub-types. Though affective and cognitive engagement were well-represented in primary studies, behavioral engagement was under-represented in student self-reports.

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