Effects of a Taekwon Aerobics Program on Blood Lipid and Leptin & Ghrelin in Obesity Middle School Girls

2018 ◽  
Vol 26 (2) ◽  
pp. 181-188
Author(s):  
Si-Yeon Oh ◽  
Oh-Nam Yoon
Keyword(s):  
Middle School ◽  
Blood Lipid ◽  
Middle School Girls ◽  
School Girls

Human Factors in Space Exploration: Fitts' Law Activity for Middle School Girls

2008 ◽  
Author(s):  
R. Darin Ellis ◽  
Thomas G. Edwards ◽  
Lavie Golenberg ◽  
Abhilash Pandya
Keyword(s):  
Middle School ◽  
Human Factors ◽  
Space Exploration ◽  
Middle School Girls ◽  
Fitts Law ◽  
School Girls

Career expectations and aspirations of urban middle school girls

2011 ◽  
Author(s):  
Angela P. Vargas ◽  
Jennie Park-Taylor ◽  
Emma Fialkov ◽  
Lynelle Torres Chang
Keyword(s):  
Middle School ◽  
Middle School Girls ◽  
Career Expectations ◽  
Urban Middle School ◽  
School Girls

scholarly journals Psychosocial Factors Influencing Calcium Intake and Bone Quality in Middle School Girls

2010 ◽  
Vol 110 (6) ◽  
pp. 932-936 ◽  
Author(s):  
Shreela V. Sharma ◽  
Deanna M. Hoelscher ◽  
Steven H. Kelder ◽  
Pamela Diamond ◽  
R. Sue Day ◽  
...  
Keyword(s):  
Middle School ◽  
Psychosocial Factors ◽  
Bone Quality ◽  
Calcium Intake ◽  
Middle School Girls ◽  
Factors Influencing ◽  
School Girls

Drawing Light(ning) from the Clouds of Social Aggression

2012 ◽  
Vol 1 (3) ◽  
pp. 347-383 ◽  
Author(s):  
Erin K. Willer
Keyword(s):  
Middle School ◽  
Social Aggression ◽  
Visual Narrative ◽  
Positive Outcomes ◽  
Master Narrative ◽  
Middle School Girls ◽  
Making Sense ◽  
School Girls ◽  
Negative Feelings ◽  
Insight Into

The master narrative about social aggression is that it is devastating for girls. Absent from the narrative, however, are girls' voices and a consideration of the positive benefits that targets might incur. Girls' stories of social aggression can be hard to communicate, as adolescents experience challenges making sense of emotionally difficult events. Using Burke's dramaturgical perspective and visual narrative metaphor method, the present study provided girls with a means of purification or a way of identifying both the devastating and redeeming nature of social aggression, including a sequential move from pollution to redemption. Forty-two middle school girls drew and orally described metaphors representing their negative feelings and positive outcomes associated with an experience of social aggression. The analysis revealed four categories of pollution metaphors and four categories of redemption metaphors, as well as five discourse structures that provided insight into how participants constructed their pollution and redemption narratives.

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