scholarly journals AFTERSHOCK GAME: Bermain dan Belajar Mitigasi Gempa Bumi dengan Cara yang Menyenangkan

2020 ◽  
Vol 2 (1) ◽  
pp. 83-87
Author(s):  
Titi Pambudi Karuniawaty ◽  
Adnanto Wiweko ◽  
Ajeng Hardanti ◽  
Intan Karmila ◽  
Nurul Imaniaty As-Syarifiah
Keyword(s):  
Disaster Mitigation ◽  
School Age Children ◽  
Great Earthquake ◽  
Learning Activity ◽  
Educational Materials ◽  
Educational Tools ◽  
Maximum Score ◽  
School Aged Children ◽  
Earthquake Education ◽  
5Th Grade

Indonesia's position in the ring of fire and the great earthquake experience on Lombok Island a while ago led to the education and mitigation of earthquakes is very important.  These two things should be introduced early on and carried out continuously. The mitigation of earthquakes in school-age children will be more effective through a fun game as learning activity as well as educational tools. Aftershock Game is a non-digital card game specially designed to teach players to take attitudes quickly and precisely in the event of an earthquake. Playing activities while learning by using Aftershock Game has been conducted at MI Tazhib Kekait, one of the earthquakes affected locations. 90 elementary school children on 3rd-5th grade played this game as disaster mitigation education. This game was conducted in 15 small groups of 4-6 people. Activities are accompanied by a facilitator for 15-20 minutes per group, then at the end of each game students are required to give feedback on the Aftershock game. The performance of the game's aspect assessment shows that Aftershock Game is easy to play, fun and has high replay ability with a mean score of 8.89 out of a maximum score of 10. The game's design aspect also shows good value (mean score 8.32). Repairs are required on illustration and packaging boxes to be more durable when used. Educational materials on the earthquake and the mitigations are well delivered, with comprehensive content (mean score 8.82). Aftershock Game is an earthquake education game that is easy to play, interesting and comprehensive. This game is suitable for school aged children and can be developed as a community educational tools regarding the mitigation of earthquakes

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

Language-Based Difficulties in School-Age Children with Reading Disabilities

2019 ◽  
Author(s):  
Kaitlyn Price ◽  
Karen Wigg ◽  
Virginia Misener ◽  
Antoine Clarke ◽  
Natalie Yeung ◽  
...  
Keyword(s):  
Reading Disabilities ◽  
Word Reading ◽  
Speech Sound ◽  
Reading Difficulties ◽  
Receptive Language ◽  
School Age Children ◽  
Speech And Language ◽  
School Aged Children ◽  
Increased Risk ◽  
Language Difficulties

Background: Reading disabilities (RD) are the most common learning disabilities, affecting 3-7% of school-aged children in North America. RD is associated with increased risk for comorbid language-based disorders including early language delay (ELD), speech sound disorders, and language impairments. Despite decades of research on the relationship between RD and these disorders, questions remain as to the strength of their associations. This study is the first of this size to assess all four disorders in a sample of children with RD. Method: We examined the association these disorders in a large, well-characterized family-based sample, recruited for reading difficulties in school-aged children. Parents of 492 families (674 children) completed a questionnaire that queried ELD, and current speech and language difficulties in their children. Children were also directly assessed for multiple quantitative measures of language and reading. Children were divided into three groups: Reading Disabled (RD), Intermediate Readers (IR), and Typical Readers (TR). Results: We found that the parents of the RD and IR groups reported significantly more ELD and current speech and expressive/receptive language difficulties in their children, compared with the TR group. When examined further, we found ELD was associated with poorer performance on word reading and decoding tasks, as well as with speech and language difficulties. Conclusion: The results demonstrate multiple significant associations between reading difficulties, ELD, speech and language, especially in children with severe RD. The results add to research supporting comorbidity between these disorders and will help inform teachers and psychologists when assessing and treating children’s language-based disabilities.

Improving VTE prophylaxis adherence among hospitalized adolescents using Human-Centered Design

2021 ◽  
Vol 26 (4) ◽  
pp. 172-178 ◽  
Author(s):  
Soobin Kim ◽  
Jessie Klugman ◽  
Sarah Norell ◽  
Alexandra Kenefake ◽  
Laurel Komos ◽  
...  
Keyword(s):  
The United States ◽  
Intermittent Pneumatic Compression ◽  
Practice Variation ◽  
Educational Materials ◽  
Problem Statement ◽  
Human Centered Design ◽  
Educational Tools ◽  
Vte Prophylaxis ◽  
Improve Compliance ◽  
Pneumatic Compression Device

Background/problem statement Venous thromboembolism (VTE) is the leading cause of preventable hospital mortality in the United States; however, compliance with VTE prophylaxis is poor. Most materials for education about VTE prophylaxis are oriented toward adults rather than adolescents, for whom VTE risks are lower and prophylaxis indications differ. We hypothesized that educational materials for adolescents could improve compliance with VTE prophylaxis, reduce nurse burden for initiating and maintaining VTE prevention practices, and reduce practice variation by standardizing the conversation between clinicians and patients. Methods A multidisciplinary team including physicians, nurses, quality experts, communication designers, service designers, and medical students applied a human-centered design (HCD) process to define, iteratively prototype, and test education tools for nurses assigned to adolescents. We piloted a suite of six educational tools for adolescent VTE prophylaxis to fit into the existing hospital workflow. Results An in-room poster was selected after 85% of nurses responded favorably to this intervention. Adolescent adherence with Intermittent Pneumatic Compression Device increased from 69% to 79%, attaining the benchmark goal of 78%. Staff reported greater confidence in educating adolescent patients after the intervention: 62% of nurses and 72% of residents. Conclusion An HCD process helped nurses improve VTE prophylaxis for adolescents with an in-room poster and messaging strategy. Engaging staff in the design increased receptivity and adoption. The piloted materials also helped to create an environment of shared priority among the clinicians.

scholarly journals Model Cooperative Learning Tipe Make A Match Untuk Meningkatkan Hasil Belajar Dan Aktivitas Siswa

2017 ◽  
Vol 3 (1) ◽  
pp. 42
Author(s):  
Rilda Weni
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Test Score ◽  
Learning Model ◽  
Learning Activity ◽  
Teaching Process ◽  
Match Type ◽  
Classroom Action Research ◽  
5Th Grade

<p>This study was conducted as solution for the low learning activity and achievement of 5th grade students at SDN 21 Batang Anai Kabupaten Padang Pariaman. The low learning activity and achievement of students was caused by teaching process which often to use expository method. This study is a classroom action research with two cycles aimed to improve students’ learning activity and achievement by implementing one of cooperative learning model, i.e. make a match type. Subjects of this study are 5th grade students at SDN 21 Batang Anai. Mean of test score of students in cycle I is 60.00 and become 76.88 in cycle II. Students’ learning activity was also improved. Thus, cooperative learning –make a match- can improve students’ learning activity and achievement. </p>

scholarly journals Music Participation Among School-Aged Children Who Are Hard of Hearing

2019 ◽  
Vol 28 (4) ◽  
pp. 908-926
Author(s):  
Erik J. Jorgensen ◽  
Elizabeth A. Walker
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Parent Participation ◽  
Music Listening ◽  
Music Participation ◽  
School Aged Children ◽  
Live Music ◽  
5Th Grade

Purpose Music is an important part of life for many people. Furthermore, music training has been shown to improve a variety of cognitive functions among children and adults. However, little research exists on how children who are hard of hearing (HH) perceive or participate in music. In particular, it is unknown whether hearing loss limits participation in music activities among school-aged children with mild-to-severe hearing loss. The purpose of this study was to determine whether hearing loss limits participation among children who are HH compared to children with normal hearing (NH). Method Participants were parents of 2 cohorts of children finishing 5th grade (approximately 11 years old). Parents were asked to complete a survey (online or paper) regarding the role of music in their child's life. A total of 88 surveys were completed (67 from parents of children who are HH and 21 from parents of children with NH, with an overall response rate of 74%). Results Hearing loss did not limit music participation among children. Children who are HH listened to recorded music, attended live concerts, and practiced an instrument at the same rates as children with NH. Listening to recorded and live music, practicing an instrument, and playing in an ensemble were equally as important to children who are HH as children with NH. Children who are HH were significantly more likely to regularly play in an ensemble than children with NH. Parent participation in music significantly influenced music participation for children who are HH but not children with NH. Descriptive data about music genres, instruments, and ensembles are also presented. Conclusions Children who are HH participate in music at the same or greater rates as children with NH. Parent participation in music may be particularly important for children who are HH. In light of this, music listening should be a consideration when fitting children with hearing aids.

scholarly journals Kelekatan Antara Ibu dan Anak Usia Sekolah (Studi pada Ibu Sebagai Orang Tua Siswa Kelas 1 SDN Hanjuang Samijaya)

2017 ◽  
Vol 6 (1) ◽  
pp. 55-62
Author(s):  
Meilanny Budiarti Santoso ◽  
Megawati B
Keyword(s):  
Social Relations ◽  
Role Models ◽  
School Age Children ◽  
School Age ◽  
Teaching Process ◽  
School Aged Children ◽  
Explorative Study ◽  
Mother And Child ◽  
And Function ◽  
Role And Function

Mother possesses a central role in the process of educating children. Mother spends more time with children at home than in the school. Thus, the attachment between the child and the mother becomes a benchmark as having required the ability to perform interaction within constructed social relations of school-aged children. This study was conducted using an explorative study that focused on the ‘eyecatching’ of information and issues that obtained in the process of this study. Interview, observation and documentation techniques are applied. The results show that the attachment between mother and child is built on the basis of the various skills that must be owned by school-aged children. This also means the role and function of the mother in educating school-aged children, expecially teaching process, that is caring, willingness to share, respect, politeness and responsibility. Providing good role models is the best way to instill values   in children, thus becoming the foundation for good attachment building between mother and child. Keywords: attachment, mother, children, school-age children.

Abstract WP225: What Do Kids Know? An Assessment of Stroke Awareness in School-aged Children

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Mouhammed R Kabbani ◽  
Angela L Smith ◽  
Andrew J Borgert ◽  
Luis D Ramirez ◽  
Andrea J Schossow
Keyword(s):  
High School ◽  
High School Students ◽  
School Districts ◽  
Warning Signs ◽  
School Level ◽  
Medical Emergency ◽  
School Age Children ◽  
School Aged Children ◽  
The Impact ◽  
Stroke Knowledge

Introduction: Half of grade school-age children in the U.S. receive after school care from their grandparents or another adult family member. Yet, few studies have investigated if educating youth about stroke is an effective vehicle for spreading stroke knowledge to their families and the impact on onset-to-door time. Objective: To assess the level of knowledge about stroke warning signs and behavioral actions in school-aged children. Methods: Surveys differentiated to each school level- elementary (K-5), middle (6-8) and high school (9-12) - were administered to students in 3 community school districts. 6-8 and 9-12 grade students completed the surveys via an online tool, while K-5 students were guided through a picture-based survey. Topics included identifying the signs and symptoms of a stroke, risk factors for stroke and what action to take if the student thought someone was having a stroke. Results: Among 3 participating school districts, 3,425 elementary, 1,239 middle school and 1,594 high school students were surveyed. Less than half (43.7%) of K-5 students recognized 3 main signs of stroke (face, arm and speech). Stroke knowledge level is low among all students in elementary, middle and high school (Figure 1). Previous education was reported in 22% of K-5, 53% in 6-8 and 15% in 9-12 students. Those noting previous stroke education had increased knowledge at all 3 levels (p<0.001, p=0.002 and p<0.001). Total previous education occurring in school was reported at 11%. Conclusions: Children know how to respond to a medical emergency, yet their knowledge about the signs of a stroke is low. Educating youth increases their awareness regardless of age, making the student population a prime target for educational efforts. We plan to partner with school districts to develop curriculum appropriate for the elementary, middle and high school as the next step to increasing awareness about stroke.

scholarly journals Investigating Generation Z’ Intention to Use Learners’ Generated Content for Learning Activity: A Theory of Planned Behavior Approach

2020 ◽  
Vol 15 (04) ◽  
pp. 179
Author(s):  
Satria Fadil Persada ◽  
Jeremy Ivanovski ◽  
Bobby Ardiansyah Miraja ◽  
Reny Nadlifatin ◽  
Ilma Mufidah ◽  
...  
Keyword(s):  
Behavioral Intention ◽  
Theory Of Planned Behaviour ◽  
Behavioral Control ◽  
Educational Process ◽  
User Generated Content ◽  
Learning Activity ◽  
Perceived Behavioral Control ◽  
Educational Materials ◽  
Positive Effects ◽  
Generation Z

Nowadays, learning media has developed rapidly, opening infinite possibilities for students to access their educational materials. Learner's Generated Content (LGC) is one of the emerging learning media that showed interesting promises. LGC is based on the concept of User Generated Content; many advantages of UGC also existed in LGC: speed, collaboration, and the diversity of contents. Although past researches have already proven that LGC has positive effects on the educational process, mainly, these previous researches focused only on the perspective of the educators. This study questioned how today's students, mostly comprised of Generation Z, see LGC. Employing the Theory of Planned Behaviour (TPB), we revealed several statistical results followed by managerial interpretations. Attitude (AT) was shown to have the highest correlation with Generation Z's students (β=0.43), educators could utilize this fact; they can be more re-assured when implementing LGC in their future curriculum. The Perceived Behavioral Control (PBC) was also significant towards our respondent's behavioral intention (β=0.34), indicating that there is a little limitation for students to use LGC as part of their learning activity.

scholarly journals Analyzing temporal patterns of topic diversity using graph clustering

2020 ◽  
Author(s):  
Takako Hashimoto ◽  
David Lawrence Shepard ◽  
Tetsuji Kuboyama ◽  
Kilho Shin ◽  
Ryota Kobayashi ◽  
...  
Keyword(s):  
Social Media ◽  
Data Processing ◽  
Temporal Patterns ◽  
Graph Clustering ◽  
Disaster Mitigation ◽  
Great Earthquake ◽  
Using Data ◽  
Text Content ◽  
Do So

Abstract During a disaster, social media can be both a source of help and of danger: Social media has a potential to diffuse rumors, and officials involved in disaster mitigation must react quickly to the spread of rumor on social media. In this paper, we investigate how topic diversity (i.e., homogeneity of opinions in a topic) depends on the truthfulness of a topic (whether it is a rumor or a non-rumor) and how the topic diversity changes in time after a disaster. To do so, we develop a method for quantifying the topic diversity of the tweet data based on text content. The proposed method is based on clustering a tweet graph using Data polishing that automatically determines the number of subtopics. We perform a case study of tweets posted after the East Japan Great Earthquake on March 11, 2011. We find that rumor topics exhibit more homogeneity of opinions in a topic during diffusion than non-rumor topics. Furthermore, we evaluate the performance of our method and demonstrate its improvement on the runtime for data processing over existing methods.

Predicting Physical Activity Intention and Behavior in School-Age Children

2008 ◽  
Vol 20 (3) ◽  
pp. 342-356 ◽  
Author(s):  
Louise Foley ◽  
Harry Prapavessis ◽  
Ralph Maddison ◽  
Shauna Burke ◽  
Erin McGowan ◽  
...  
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
Behavioral Control ◽  
Integrated Model ◽  
School Age Children ◽  
Perceived Behavioral Control ◽  
School Aged Children ◽  
Efficacy Measures ◽  
Objectively Measured ◽  
And Behavior

Two studies were conducted to predict physical activity in school-aged children. Study 1 tested the utility of an integrated model in predicting physical activity (PA) intention and behavior—the theory of planned behavior (TPB) and self-efficacy theory. Six hundred and forty-five New Zealand children (aged 11–13 years) completed measures corresponding to the integrated model and a self-reported measure of PA one week later. Perceived behavioral control (PBC) and subjective norm were the two strongest predictors of intentions. Task efficacy and barrier efficacy were the two strongest predictors of PA. A second study (Study 2) was conducted to determine whether the self-efficacy measures could discriminate objectively measured PA levels. Sixty-seven Canadian children (aged 11–13 years) completed task and barrier self-efficacy measures. The following week, children classified as ‘high’ (n = 11) and ‘lower’ (n = 7) for both task and barrier efficacy wore an Actical® monitor for seven consecutive days to provide activity-related energy expenditure (AEE) data. Results showed that children with high efficacy expended significantly greater AEE than their lower efficacious counterparts. Findings from these two studies provide support for the use of self-efficacy interventions as a potentially useful means of increasing PA levels among school-aged children.

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