Prevalensi dan Gambaran Karakteristik Dismenorea pada Remaja

Background: Dysmenorrhea is a gynecological condition that most commonly occurs in women of childbearing age. Dysmenorrhea is defined as a paiful sensation, cramping in the lower abdoment, and is often accompanied by other symptoms, such as sweating, headache, nausea, vomiting, diarrhea, and shaking. All of this happens right before or during menstruation. Primary dysmenorrhea complaints are often experienced by young women under 25 years old. Dysmenorrhea often results in disruption of activities and social relationships. Pondok Pesantren Putri Ar-Rohmah is a special Islamic boarding school for female students aged 13-18 years. At this age, primary dysmenorrhea complaints often occur. The activities of the students are also very far from the words of heavy activity, they only recite the recitation, memorization and formal schooling which is very lacking in physical activity. Objective: The purpose of this study was to determine the prevalence and description of the characteristics of primary dysmenorrhoea in adolescents at Islamic Boarding School Putri Ar-Rohmah Ngawi. Method: This research was quantitative research with descriptive observational methods. Result: From the study, the prevalence of primary dysmenorrhoea in adolescents in Islamic boarding schools was 83.1%. The highest characteristic of dysmenorrhoea is caused by lack of physical activity, namely 54.2% of respondents are less active and 5.8% of respondents have sedentary behavior. Conclusion: The characteristic description that most influences the occurrence of dysmenorrhoea in students is inadequate physical activity. Meanwhile, the description of the characteristics of body mass index, age of menarche, menstrual cycle, and menstrual duration are not the main characteristics that cause dysmenorrhea in respondents.

Definitional Skills as a Bridge towards School Achievement

The general aim of the current study was to investigate the role of definitional skills in promoting primary school achievement (third- to fifth graders) and how school learning may shape definitional skills. Marks from four school subjects, linguistic (Italian and English) and scientific (Math and Science) were collected as well as scores in a Definitional Task. These two domains were chosen as they clearly entail the two different definition types, that is, lexicographic and scientific. Results indicated that scientific school subject marks are more predictive of definitional skills than linguistic school marks are. The opposite direction (i.e., how definitional skills are predictive of school achievement) appears less clear. In sum, the results, although preliminary, suggest that definitional skills represent a bridge towards school achievement as they promote good marks in all disciplines. Moreover, definitional skills are predicted from levels of competence acquired especially in scientific school subjects that request a higher degree of formal/organized learning. It is then of primary importance to promote interaction–integration between these two kinds of concepts via formal schooling.

Influence of human capital on the trial and error learning process in a common pool resource (CPR) game

This paper presents a study regarding the behavior of Pacific-Colombian fishers in a Common Pool Resource game. Results show that decision-making depends on human capital accumulation and the learning process. Specifically, through trial and error, those players with more human capital adjust their decisions on the basis of a cooperative-collusive solution by following the feedback of their own most successful strategies in past rounds. Notably, fishers with the higher levels of formal schooling tend to harvest less because they have a better understanding of dilemma-type games and the higher benefits involved when they cooperate.

School Entry Plays an Insignificant Role in Attention Performance, Impulse Control, and Motor Activity of Same-Aged Children from Preschool and Elementary School

The transition from preschool to elementary school places demands on children to pay attention, control their impulses, and avoid fidgeting. However, to the best of our knowledge, no studies have investigated whether these characteristics are influenced by elementary school entry. The current study compares same-aged preschool and elementary-school children regarding their attention performance, impulse control, and motor activity. A total of 60 children (30 preschool and 30 elementary school; 6 years old) underwent the Quantified Behavior (Qb) Test. The children’s parents responded to a conventional questionnaire for measuring attention-deficit/hyperactivity disorder. We found that formal schooling (mean: 3 months) did not significantly affect the examined variables ( p > .05). The results imply that improvements in questionnaire and computer test scores shown by previous studies are rather caused by maturation than the educational context. The assumption that inattention ratings increase after school entry because inattention can be better observed in an academic setting could not be verified either. Our study substantiates that the normative data used in clinical practice need not consider the educational context.

Arctic Pedagogy

This paper is about the place of Indigenous people in an early instance of a culture war in the United States: the conflict in the 1970s over an innovative middle-grades social studies curriculum called “Man: A Course of Study” (MACOS). Funded by the National Science Foundation, MACOS sought to revamp social studies education by addressing big questions about humans as a species and as social animals. It quickly came under fire from conservatives and helped to solidify the concept of “secular humanism” as a social threat. A broad conservative organizing effort, whose effects can still be felt today, eventually ended not only MACOS, but the very viability of school curriculum reform projects on the national level. Though this story is familiar to historians of American education, this paper argues for its centrality to the development of contemporary conservative politics and the early history of the culture wars. It also takes up the largely unaddressed issue of how Indigenous people figured in the MACOS curriculum and in the ensuing controversy. Focusing on the ethnographic film series featuring Netsilik Inuit that was at the heart of the MACOS curriculum, this paper addresses the largely unacknowledged legacy of Indigenous pedagogy, to argue that the culture war that led to the demise of the MACOS project also represented a lost opportunity for Indigenous knowledge and teaching to be incorporated into the formal schooling of American children.

Do migration-related gaps find their roots in the period before formal schooling? A path-model of educational achievement in primary school

Education is key to the structural integration of immigrants and their children. While research indicates that migrant educational underachievement is a serious issue, relatively little is known about when, how and why migrant gaps develop. Hitherto, longitudinal research on skill gaps is scarce. The current paper adds to the literature by investigating how much of the migration-related disparities found during primary school can be attributed to inequalities that already existed before school life. To do so, it uses structural equation modelling and draws on a national longitudinal study of children in Ireland. Results indicate that migration-related disparities largely find their roots in the period before formal schooling, after which they remain relatively stable or even decrease. This implies that researchers and policymakers may want to focus their efforts on the period proceeding primary school.

The Global Diffusion of Adult Basic Education

Adult Basic Education is an essential tool of social policy. It aims at tackling unemployment, integrating marginalized groups, fostering development, etc. Despite the rising importance and attention to lifelong learning, past research barely investigated ABE as a specific (social) policy field. Mostly, this is due to the lack of systematic data and a focus on formal schooling. This chapter investigates which determinants are most influential on the adoption of policies concerning the basic education of adults. The contribution, thereby, adds to the understanding of diffusion processes of policies on widening the right to education for previously marginalized groups of people.