scholarly journals Antibiotic Susceptibility Pattern of Group A Beta-Haemolytic Streptococcal Throat Isolates of Primary School Children in Rivers State, Nigeria

2021 ◽  
pp. 8-16
Author(s):  
Wonodi Woroma ◽  
Okari Tamunoiyowuna Grace ◽  
Opara Peace Ibo
Keyword(s):  
Primary School ◽  
Antibiotic Susceptibility ◽  
Primary School Children ◽  
Acute Glomerulonephritis ◽  
Chi Square ◽  
Drug Of Choice ◽  
Care Workers ◽  
Group A ◽  
Primary School Pupils ◽  
Rivers State

Group A beta-haemolytic streptococcus (GABHS) pharyngitis when untreated can cause non-suppurative sequelae such as acute rheumatic fever and post-streptococcal acute glomerulonephritis. Prompt treatment of infected individuals with appropriate antibiotics that the organism is susceptible to, is important in preventing these untoward complications. This study intends to identify the antibiotic susceptibility of GABHS in Rivers State, Nigeria, and to guide health care workers in choosing effective antibiotic for the treatment of GABHS infections in children. Methodology: Throat swabs were taken from primary school pupils aged 6 to 12 years in Rivers State between May and July 2015. The throat swabs were cultured using 5% sheep blood agar. Antibiotic susceptibility was carried out on the Group A beta-haemolytic streptococcal isolates. Data was analyzed using the Statistical Package for Social Sciences (SPSS) version 23.0 using descriptive statistics. Chi square tests of significance were used with a 95% confidence interval (P< 0.05). Results: A total of 18 out of 456 pupils had a positive streptococcal throat culture for GABHS giving a prevalence rate of 3.9%. The isolated GABHS were most susceptible to azithromycin (87%) followed by penicillin (81.5%) and ampicillin (64.8%). The pathogens were least susceptible to tetracycline (37%) and co-trimoxazole (18.5%). Conclusion: The prevalence of GABHS was low and it was mostly susceptible to Azithromycin and penicillin. These could be used as the drug of choice in the empirical treatment of GABHS throat infection in the locality.

Risk Factors that contributes to Hookworm Infection among Primary School Pupils in Some Communities of Kaduna State, Nigeria

2021 ◽  
Vol 42 (2) ◽  
pp. 287-293
Author(s):  
T.Z. Hosea ◽  
J.B. Ameh ◽  
M. Aminu ◽  
S.A Ado ◽  
D.D. Garba
Keyword(s):  
Risk Factors ◽  
Drinking Water ◽  
Public Schools ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Hookworm Infection ◽  
Chi Square ◽  
Chi Square Analysis ◽  
Primary School Pupils

The aim of this study was to determine the prevalence rate and possible risk factors associated with transmission of hookworm infection among primary school children in parts of Kaduna state, Nigeria. Nine hundred (900) faecal samples were collected and analyzed for hookworm infection using the direct wet mount and formol-ether concentration techniques. The data were subjected to chi-square analysis using the Statistical Package for Social Sciences (SPSS) version 20 and the significant level (0.05) determined at 95%confidence interval. The overall prevalence of the infection was 5.8%. The prevalence was higher among males 7.0% (32/457) and rainy season 7.1%. Also, the prevalence was highest among children aged 12-13 years 7.2%, whose parents were artisans 7.3%, children who used to defaecate in the bush and those who used well as source of water 5.6%. Statistical analysis showed significant association in the prevalence of hookworm infection with respect to gender (P = 0.03) and age group (P = 0.0013). However, there was no significant association between the prevalence of the infection and parent’s occupation (p=0.21), type of toilet used (p=0.20), children’s source of drinking water (P=0.16) and season (P=0.16). The present study has established that the transmission  hookworm is on-going among the school children in the study area. There is need for sustained mass de-worming programme, health education, provision of portable drinking water and toilet facilities in public schools within the study area.

scholarly journals Personal cell phones among children: attitudes of parents of primary school pupils

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Austys ◽  
A Sprudzanaitė ◽  
R Arlauskas ◽  
R Stukas
Keyword(s):  
Social Networks ◽  
Primary School ◽  
Mobile Phones ◽  
School Children ◽  
Cell Phones ◽  
Children's Health ◽  
Primary School Children ◽  
P Value ◽  
Sexual Content ◽  
Primary School Pupils

Abstract Background A large number of primary school children have personal smartphones which enable them to communicate with lots of people and use social networks. However, social networking should not be accessible to primary school pupils due to existing age restrictions. Studies show that cell phones can be used to send offensive or sexual content to children or by them. This might have long-term effects on child's mental health and even provoke suicidal thoughts. While parents are able to control many aspects of children's life, we aimed to disclose parental attitudes towards use of mobile phones among children. Methods A total number of 619 parents of primary school children from middle-sized town of Lithuania participated in this study. Parents anonymously expressed their opinion to questions about personal cell phones usage among children. Distribution of participants was assessed according to social and demographic characteristics. Results Most of the respondents (79.8%) indicated that use of mobile phones might be harmful to children's health, 56.0% indicated that their children use social networks and every second child was registered by their parents (49.5%). Minority of the respondents (8.1%) thought that children (including children from other families) receive messages from strangers and communicate with them (2.1%). Similarly, very few of the respondents thought that children receive offensive (15.0%) or sexual (4.8%) content. Younger and lower educated parents registered their children to social networks more frequently (p-value less than 0.05). Lower educated parents more frequently indicated that offensive or sexual content can reach children via smartphones (p-value less than 0.05). Conclusions Majority of parents of primary school children thought that cell phones might be harmful to children's health but most of them did not pay attention to threats such as communication with strangers or transmission of sexual content. Key messages Only minority of parents of primary school children indicated communication with strangers or transmission of sexual content as threats induced by use of smartphones among children. Regardless that lower educated parents indicated awareness of content-related threats to children more frequently they registered their children to social networks more frequently as well.

How primary school children address reading problems in dialogic reading

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Maaike Pulles ◽  
Jan Berenst ◽  
Tom Koole ◽  
Kees De Glopper
Keyword(s):  
Primary School ◽  
Conversation Analysis ◽  
Word Identification ◽  
Dialogic Reading ◽  
Primary School Children ◽  
Reading Problems ◽  
Principal Role ◽  
Research Questions ◽  
Primary School Pupils ◽  
Reading Activity

In dialogic reading during inquiry learning settings in primary school, pupils read, think and talk together about text fragments for answering their research questions. In this process, pupils may encounter reading problems, regarding word identification or meaning. Conversation analysis is used to demonstrate how these reading problems are collaboratively addressed. Word identification problems are mostly signalled implicitly during the genuine reading activity and are in most cases immediately corrected by the co-participant, to continue the reading activity as smooth as possible. Meaning problems are displayed more explicitly, by use of requests for information, that are explicit about the purpose, but not always explicitly addressed to the other participant. Therefore all participants, including the text in a principal role, can assist.

scholarly journals Information devices as a factor causing children’s disorders

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 122-130
Author(s):  
Elena Nachinova ◽  
Alla Vasilevskaya
Keyword(s):  
Primary School ◽  
Motor Development ◽  
Negative Impact ◽  
Research Work ◽  
Primary School Children ◽  
Electronic Information ◽  
Educational Work ◽  
Younger Generation ◽  
The One ◽  
Primary School Pupils

The article addresses the problem of the negative impact of the irregular use of electronic information carriers on primary school pupils’ psychophysical development. Foreign researches and WHO data on the allowed time of use of information devices for children and teenagers, their impact on heath, speech and motor development of the younger generation are presented. The concept “information device” is defined, the main contradictions of the active use of information devices by children are described which are resulted, on the one hand, from the impossibility of education and socialisation of the younger generation apart from electronic information devices, and, on the other hand, due to their negative impact on children’s health and psychophysical development. The choice of the age group for the study is substantiated – the primary school age, at which psychophysical and psychosocial changes take place, significant for the entire subsequent period of a child’s schooling. It is emphasised that at this age period children’s computer dependence has not yet formed, even a positive effect of the use of a computer on the mental development of a primary school pupil is noted. At the same time, the use of information devices in the education and leisure of primary school pupils requires a proper organisation of their educational work, balance of various activities, formation of pupils’ conscious behaviour, which will contribute both to the education of the child and his / her proper psychophysical development. The content of the experimental research work, which was carried out at the elementary grades of schools in Odessa region involving second-third-grade pupils and their parents, is described. The results of the surveys represented by pupils and their parents, pedagogical observations, assessment of pupils’ performance, the characteristics of their speech and motor development have shown an increase in the time allotted to children to work with information devices and the negative impact of their irregular use on the psychophysical development of primary school children.

Prevalence of schistosomiasis and other intestinal helminth infection among senior primary school children in Makenene Sub-Division, Cameroon

1995 ◽  
Vol 69 (2) ◽  
pp. 103-105 ◽  
Author(s):  
P.F. Akufongwe ◽  
C.O.E. Onwuliri ◽  
V.P.K. Titanji ◽  
V.N. Okwuosa
Keyword(s):  
Primary School ◽  
Primary School Children ◽  
Intestinal Helminth ◽  
Water Contact ◽  
North West ◽  
Helminth Infections ◽  
Previous Infection ◽  
History Of ◽  
Primary School Pupils ◽  
Very High

AbstractA study was carried out in four vifiages of Makenene Sub-Division some 85 km north-west of Yaounde, between November 1993 and March 1994 to assess the prevalence and intensity of schistosomes and other helminth infections among senior primary school pupils aged 9–16. An extensive questionnaire was used to collect sociodemographic information and information on water-related activities.The overall prevalence of S. mansoni infection was 228 (23.6%) while S. haematobium infection was practically non-existent 03 (<1%). Infection rates with intestinal nematodes were very high, up to 98% in some villages. Prevalence rates of schistosomiasis varied significantly (P<0.05) between vifiages with the highest (36.2%) recorded in Makenene. Infections with other parasite species encountered were significantly different (P<0.01) while a marked association was observed between water contact activities and the distribution of S. mansoni infections. However, S. mansoni infection intensities were not significantly different (P>0.05) between those with a history of previous infection and treatment and those without.

scholarly journals Psychological Media Competence of Parents of Primary School Children

2019 ◽  
Vol 21 (1) ◽  
pp. 141-151
Author(s):  
L. V. Skorova ◽  
E. V. Chernikova
Keyword(s):  
Primary School ◽  
Information Search ◽  
Primary School Children ◽  
Cognitive Component ◽  
Animated Film ◽  
Expert Assessments ◽  
The Media ◽  
Media Texts ◽  
Primary School Pupils ◽  
And Behavior

The paper features sychological media competence of parents on the basis of ideas about psychological media competence as a meso- level phenomenon, differing complex composition. The psychological  media competence of parents is considered in the structure of their  psychological competence, including cognitive, practical, and  reflexive components. The cognitive component includes knowledge  that allows one to take part in the media communication and analyze  the influence of media texts on the psyche of children. The  reflexive component is the awareness of internal changes after  interacting with media. The practical component is represented by  the ability to realize competence in interaction with children. The  procedure for diagnosing these components was developed based on the research method of “Psychological media competence of parents  of primary school pupils”. The first part was represented by  ituations  describing behavior and actions of primary school pupils in  media sphere and identifying how parents react to them. The second part included watching an animated film, answering questions that  reveal how parents understood the effect of the cartoon on children’s emotional state and behavior, and writing a letter to the main  character of the cartoon on behalf of their children. The analysis of  the psychological media competence study involved a method of  expert assessments. The results indicate a certain use of  constructive ways of reaction to situations, which are related to  information search via internet and watching destructive video. The  parents proved to underestimate effect of various media on children  and demonstrated problems in assessing and meaningful discussion of the media texts with children.

scholarly journals Prevalence of Skin Diseases among Primary School Children in Three Semi Urban Communities in Rivers State, Nigeria: A Community Based Study

2020 ◽  
pp. 58-65
Author(s):  
B. A. Alex-Hart ◽  
D. D. Altraide
Keyword(s):  
Primary School ◽  
Urban Communities ◽  
School Children ◽  
Skin Diseases ◽  
Skin Lesions ◽  
Primary School Children ◽  
Skin Infections ◽  
Community Based ◽  
Rivers State ◽  
Dermatophyte Infection

Background: Skin diseases are common among children in the developing countries in Sub Saharan Africa where there is low level of hygiene, overcrowding and warm humid climates.  However, there are no known community based studies on the prevalence of skin diseases among primary school children in Rivers State, Nigeria. This study aimed to determine the prevalence and types of skin diseases among primary school children in three semi urban communities in ObioAkpor LGA in Rivers State, Nigeria. Materials and Methods: This descriptive, cross sectional study was conducted in five public primary schools in three semi urban communities in ObioAkpor LGA over a three months period from September to November 2017.  Five hundred and twenty four children were recruited for the study from the selected schools. Interviewer administered questionnaire was used to obtain information on socio-demographics and a team of investigators examined each child for evidence of skin diseases. Results: There were 263 (50.2%) males and 261 (49.8%) females, with male to female ratio of 1.01: 1. Their ages ranged between 5 to 16 years, with a mean age of 9.5±2.22 years. The prevalence of skin lesions among the children was 35.3% (185/524). Skin infections, inflammatory dermatitis and other skin lesions accounted for 39.5%, 14.1% and 46.5% respectively of the skin diseases. The most prevalent specific skin disease found was Dermatophyte infection in 50 (27.0%) children, followed by Xerosis 21 (11.4%). Tinea capitis was the most common (52.1%) skin infection. The commonest inflammatory dermatitis found was Seborrheic dermatitis 53.8%. Age had no significant influence on the prevalence of skin infections (p=0.711). Conclusion: The prevalence of skin diseases was high among primary school children in the semi urban communities in ObioAkpor LGA and Dermatophyte infection accounted for more than a quarter of the  skin diseases found. Maybe regular inspection of the skin of primary school children by health professionals and teachers should be done in order to reduce the spread of infectious skin diseases within the schools.

scholarly journals THE COMPREHENSION OF THE CONCEPTS OF NOISE AND SILENCE IN PRIMARY SCHOOL CHILDREN

2020 ◽  
Vol 3 ◽  
pp. 618
Author(s):  
Baiba Trinite
Keyword(s):  
Primary School ◽  
School Children ◽  
School Environment ◽  
Emotional State ◽  
Primary School Children ◽  
Education Programs ◽  
Noise Sources ◽  
Extensive Range ◽  
Primary School Pupils ◽  
The Impact

Acoustically ergonomic classrooms prevent teachers’ voice disorders and improve comprehension of learning instructions by pupils. High activity noise in the classroom, which increases voice loudness, is one of the most common complaints by teachers. The aim of the study was to find out how primary school children comprehend the concepts of noise and silence. Two hundred eighty five children representing Grade 1 to four were included in the study. Children were asked to draw how they imagine the silence and noise. Drawings were categorised in the following groups: sources of noise and silence, effects of noise and silence, noisy and silent places. Drawings imagining school environment were analysed separately. We found that primary school pupils can identify noise sources in the classroom, at home, and in environment. They can detect the impact of noise on the psycho-emotional state of the person. Children reflected a much more extensive range of noise generating activities than activities related to silence. The silence was mostly associated with sleeping and learning while noise with positive (singing, playing) and negative (screaming, fighting) actions.Not only teachers but also pupils should know about classroom acoustic ergonomics. Teachers’ education programs should provide education in ergonomics, and teachers should forward this knowledge to children. 

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