Misclassification of fourth-grade children's participation in school-provided meals based on parental responses relative to administrative daily records.

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Baxter, Suzanne Domel; Paxton-Aiken, Amy E; Royer, Julie A; Hitchcock, David B; Guinn, Caroline H; Finney, Christopher J

2014-09-01

Although many studies have relied on parental responses concerning children's school-meal participation, few studies have evaluated parental response accuracy. We investigated misclassification of fourth-grade children's participation in school-meal programs based on parental responses relative to administrative daily records using cross-sectional study data collected for 3 school years (2004-05, 2005-06, and 2006-07) for 1,100 fourth-grade children (87% black; 52% girls) from 18 schools total in one district. Parents reported children's usual school-meal participation on paper consent forms. The district provided administrative daily records of individual children's school-meal participation. Researchers measured children's weight and height. "Usual participation" in breakfast/lunch was defined as ≥50% of days. Parental responses misclassified 16.3%, 12.8%, 19.8%, and 4.7% of children for participation in breakfast, classroom breakfast, cafeteria breakfast, and lunch, respectively. Parental responses misclassified more children for participation in cafeteria than classroom breakfast (P=0.0008); usual-participant misclassification probabilities were less than nonusual-participant misclassification probabilities for classroom breakfast, cafeteria breakfast, and lunch (Pschool year, breakfast location, and school). Relying on parental responses concerning children's school-meal participation may hamper researchers' abilities to detect relationships that have policy implications for the child nutrition community. The use of administrative daily records of children's school-meal participation is recommended. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Enhancing Argumentative Essay Writing of Fourth-Grade Students with Learning Disabilities

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Deatline-Buchman, Andria; Jitendra, Asha K.

2006-01-01

A within-subject pretest-posttest comparison design was used to explore the effectiveness of a planning and writing intervention in improving the argumentative writing performance of five fourth-grade students with learning disabilities. Students were taught to collaboratively plan and revise their essays and independently write their essays using…

The Effect of Using Computer Games in Teaching Mathematics on Developing the Number Sense of Fourth Grade Students

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Nejem, Khamis Mousa; Muhanna, Wafa

2013-01-01

The purpose of this study was to investigate the effect of using computer games in teaching mathematics on developing the number sense of fourth grade students. To achieve this purpose a study sample of (81) students was selected from the fourth grade. This sample was divided into two groups. One group was randomly chosen to be the experimental…

The Analysis of Fourth Grade Primary Students' Reader Self-Perceptions in Terms of Gender and Preschool Educational Background

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Sagirli, Muhittin; Okur, Burçin

2017-01-01

The aim of this study was to analyse perceptions of fourth grade primary school students on their reading ability. In study, screening model was used as a quantitative research method. The sample of this research was selected by convenience sampling. The sample consisted of 556 fourth grade students who received education in 8 public schools in…

A Comparison of Concrete and Virtual Manipulative Use in Third- and Fourth-Grade Mathematics

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Burns, Barbara A.; Hamm, Ellen M.

2011-01-01

The primary purpose of this classroom experiment was to examine the effectiveness of concrete (hands-on) manipulatives as compared with virtual (computer-based) manipulatives on student review of fraction concepts in third grade and introduction of symmetry concepts in fourth grade. A pretest-posttest design was employed with a sample of 91…

Non-physical bullying: exploring the perspectives of Grade 5 girls

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Estelle Swart

2009-08-01

Full Text Available Research into bullying has generated an awareness of many aspects of this phenomenon: it has shown a distinction between various types of bullying and how these are delineated by gender. It has also shown a scarcity of research on bullying amongst girls, a phenomenon which is rife. We report on a qualitative study, which explored and described the nature of bullying amongst girls, in order to make the invisible problem more visible and to make recommendations for intervention and prevention. In this interpretive study we explored bullying amongst girls by using the perspectives of Grade 5 girls in a parochial school in the Western Cape. Data were generated through the use of semistructured group interviews. We argue that there is no single solution to the problem. Each situation seems to require a unique set of rules, a unique understanding. This is supported by the main finding, namely, some girls have innate characteristics that help maintain bullying while others have characteristics that protect them from bullying. The environment also plays a large part in either maintaining bullying or protecting girls from bullying. The implication is that intervention and preventative strategies need to be based on these personal and contextual factors in order to effect change.

MATHEMATICS PRACTICES AND THEIR EFFECTS ON FIRST-TO-FOURTH-GRADE TEACHER EDUCATION

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Marta Cristina Cezar Pozzobon

2012-12-01

Full Text Available Grounded on Foucauldian studies, we have attempted to understand how mathematics practices have produced effects on first-to-fourth-grade mathematics teachers. We have argued that such effects go beyond the borders of the pedagogical and the contents of this knowledge area, becoming part of a “general policy” of truth that comprehends the conceptions of scientific knowledge, mathematics and teaching of a particular time. The materials here considered were produced in a High School course in the 1990’s. We have realized that the practices of mathematics education in that period could be assessed from three emphases: a education to teach mathematics through the “concrete”, the “logical knowledge” and the “abstract”, showing mathematics teaching practices from a constructivist, science-oriented perspective, b “globalized teaching”, and c “emphasis on reality”. This has enabled us to problematize the mathematical education of first-to-fourth grade teachers produced in those practices.

Programming experience promotes higher STEM motivation among first-grade girls.

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Master, Allison; Cheryan, Sapna; Moscatelli, Adriana; Meltzoff, Andrew N

2017-08-01

The gender gap in science, technology, engineering, and math (STEM) engagement is large and persistent. This gap is significantly larger in technological fields such as computer science and engineering than in math and science. Gender gaps begin early; young girls report less interest and self-efficacy in technology compared with boys in elementary school. In the current study (N=96), we assessed 6-year-old children's stereotypes about STEM fields and tested an intervention to develop girls' STEM motivation despite these stereotypes. First-grade children held stereotypes that boys were better than girls at robotics and programming but did not hold these stereotypes about math and science. Girls with stronger stereotypes about robotics and programming reported lower interest and self-efficacy in these domains. We experimentally tested whether positive experience with programming robots would lead to greater interest and self-efficacy among girls despite these stereotypes. Children were randomly assigned either to a treatment group that was given experience in programming a robot using a smartphone or to control groups (no activity or other activity). Girls given programming experience reported higher technology interest and self-efficacy compared with girls without this experience and did not exhibit a significant gender gap relative to boys' interest and self-efficacy. These findings show that children's views mirror current American cultural messages about who excels at computer science and engineering and show the benefit of providing young girls with chances to experience technological activities. Copyright © 2017 Elsevier Inc. All rights reserved.

Departmentalized Classroom Environments versus Traditional Classroom Environments in Second through Fourth Grades: A Quantitative Analysis

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Ray, Staci Janelle

2017-01-01

Since No Child Left Behind was introduced, kindergarten through 12th-grade educators have seen a dramatic increase in accountability, rigor of standards, and responsibilities in the classroom (New America Foundation, 2015). In order to meet the increased demands of federal education regulations in second through fourth grades, many administrators…

Fourth Grade Outcomes of Children with a Preschool History of Developmental Disability

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Delgado, Christine E. F.

2009-01-01

Special education outcomes were evaluated for 3,608 children (2,513 males) with a preschool history of developmental disability. Sixty-six percent of the children had an identified disability in fourth grade. The percentage of children with a disability at outcome varied across preschool disability categories from 54% to 96%. The consistency of…

When friends disappoint: boys' and girls' responses to transgressions of friendship expectations.

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MacEvoy, Julie Paquette; Asher, Steven R

2012-01-01

In this study, the prevailing view that girls are pervasively more skilled in their friendships than boys was challenged by examining whether girls respond more negatively than boys when a friend violates core friendship expectations. Fourth- and fifth-grade children (n = 267) responded to vignettes depicting transgressions involving a friend's betrayal, unreliability, or failure to provide support or help. Results indicated that girls were more troubled by the transgressions, more strongly endorsed various types of negative relationship interpretations of the friend's actions, and reported more anger and sadness than did boys. Girls also endorsed revenge goals and aggressive strategies just as much as boys. These findings lead to a more complex view of boys' and girls' friendship competencies. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

"No Easy Road to Freedom": Critical Literacy in a Fourth-Grade Classroom.

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Sweeney, Maria

1997-01-01

Illustrates the possibilities of critical literacy by discussing a project a class of fourth-grade students undertook to write and produce a play about the conditions of apartheid, the history of resistance, and the upcoming South African elections. Concludes that students felt empowered as social activists and believed they had a mandate and the…

Girl Scout Camps and Badges: Engaging Girls in NASA Science

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Harman, P. K.; DeVore, E. K.

2017-12-01

Reaching for the Stars: NASA Science for Girl Scouts (Girl Scout Stars) disseminates NASA STEM education-related resources, fosters interaction between Girl Scouts and NASA Subject Matter Experts (SMEs), and engages Girl Scouts in NASA science and programs through space science badges and summer camps. A space science badge is in development for each of the six levels of Girl Scouts: Daisies, Grades K - 1; Brownies, Grades 2 -3; Juniors, Grades 4 -5; Cadettes, Grades 6 -8; Seniors, Grades 9 -10: and Ambassadors, Grades 11 -12. Daisy badge will be accomplished by following three steps with two choices each. Brownie to Ambassador badges will be awarded by completing five steps with three choices for each. The badges are interwoven with science activities, role models (SMEs), and steps that lead girls to explore NASA missions. External evaluators monitor three rounds of field-testing and deliver formative assessment reports. Badges will be released in Fall of 2018 and 2019. Girl Scout Stars supports two unique camp experiences. The University of Arizona holds an Astronomy Destination, a travel and immersion adventure for individual girls ages 13 and older, which offers dark skies and science exploration using telescopes, and interacting with SMEs. Girls lean about motion of celestial objects and become astronomers. Councils send teams of two girls, a council representative and an amateur astronomer to Astronomy Camp at Goddard Space Flight Center. The teams were immersed in science content and activities, and a star party; and began to plan their new Girl Scout Astronomy Clubs. The girls will lead the clubs, aided by the council and amateur astronomer. Camps are evaluated by the Girl Scouts Research Institute. In Girl Scouting, girls discover their skills, talents and what they care about; connect with other Girl Scouts and people in their community; and take action to change the world. This is called the Girl Scout Leadership Experience. With girl-led, hands on

Effectiveness of Motor Skills Development in 5th-7th Grade Girls at Different Modes of Physical Exercises

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Olga Ivashchenko

2017-12-01

Full Text Available The objective is to determine the influence of the physical exercises modes on effectiveness of motor skills development in 5th-7th grade girls.  Materials and methods. The study involved 5th grade girls (n = 28, 6th grade girls (n = 28 and 7th grade girls (n = 24. To solve the tasks set, the study relied on general scientific and special research methods, methods of mathematical experiment-planning. Studying the influence of different variants of the educational process structure, namely: the number of repetitions (x1 and the rest intervals (x2 on acquisition of the technique of physical exercises performance, provided for achieving the objective. A full 22 type factorial experiment was conducted. The 5th-7th graders were divided into training groups according to the experiment plan. In total, there were twelve experimental groups organized, four in each class. Results. The analysis of the regression equations shows that the rest interval between repetitions (x2 has the greatest influence on teaching 5th-7th grade girls physical exercises, with the number of repetitions (x1 being of somewhat less significant influence. The relation between these factors (x1x2 has a considerable weight in teaching to “rope climb in two or three sets” and to do a “pullover mount with a swing of one and a push-off with the other leg”. Conclusions. To increase the effectiveness of teaching 5th-7th grade girls physical exercises, the number of repetitions in throwing exercises should be increased to twelve times, and the rest interval reduced to 60 seconds. In the 7th grade, the number of repetitions should be reduced to six times, and the rest interval – to 60 seconds. The rest intervals in the exercises: “pullover mount with a swing of one and a push-off with the other leg” and “rope climbing in two or three sets”, should be reduced to 60 seconds and the number of repetitions – to six.

The pragmatic language, communication skills, parent-child relationships, and symptoms of children with ADHD and their playmates 18-months after a parent-delivered play-based intervention.

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Wilkes-Gillan, Sarah; Cantrill, Alycia; Parsons, Lauren; Smith, Cally; Cordier, Reinie

2017-07-01

This study examined the communication skills, pragmatic language, parent-child relationships, and attention deficit hyperactivity disorder (ADHD) symptoms of children with ADHD and their playmates 18-months after a pilot parent-delivered intervention for improving social play skills and pragmatic language. Participants were five children with ADHD, their parents, and five typically-developing playmates. Outcomes were measured immediately post and 18-months following the intervention. Parent-rated norm-based assessments and an observational measure were used. Differences within and between the ADHD and playmate groups were examined. Children maintained all skills gained 18-months following the intervention. Compared to a normative sample, children with ADHD remained below the average range on aspects of communication skills, parent-child relationships, and ADHD symptom levels 18-months following intervention. After intervention, children with ADHD still experienced pragmatic language skills below those of their peers on norm-based assessments that measure their skills across contexts. School-based interventions are needed to facilitate ongoing skill development and generalization.

Physical activity behavior and related characteristics of highly active eighth-grade girls.

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Taverno Ross, Sharon E; Dowda, Marsha; Beets, Michael W; Pate, Russell R

2013-06-01

Although girls are generally less physically active than boys, some girls regularly engage in high levels of physical activity (PA); however, very little is known about these girls and how they differ from those who are less physically active. This study examined the PA behavior and related characteristics of highly active adolescent girls and compared them with those who are less active. Data from 1,866 eighth-grade girls from six field centers across the United States participating in the Trial of Activity for Adolescent Girls (TAAG) were included in the present analysis. Mixed-model analysis of variance examined differences in sociodemographic, anthropometric, psychosocial, and physical activity (accelerometry and self-report) variables between high- and low-active girls; effect sizes were calculated for the differences. High-active girls were taller, had lower body mass indices and body fat, and were less sedentary. High-active girls scored higher on self-efficacy, enjoyment of PA, self-management strategies, outcome-expectancy value, and support from family and friends than low-active girls. Low-active girls participated in more leisure time and educational sedentary activities than high-active girls. High-active girls participated in more PA classes/lessons outside of school, team sports, and individual sports. They were also more likely to participate in sports in an organized setting in the community or at school than low-active girls. Health promotion efforts should focus on decreasing the amount of time girls spend in sedentary activities and replacing that time with organized PA opportunities; such efforts should seek to minimize perceived barriers and increase self-efficacy and support for PA. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

STEM development: A study of 6th--12th grade girls' interest and confidence in mathematics and science

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Heaverlo, Carol Ann

Researchers, policymakers, business, and industry have indicated that the United States will experience a shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this shortage, one of which includes increasing the representation of girls and women in the STEM fields. In order to increase the representation of women in the STEM fields, it is important to understand the developmental factors that impact girls' interest and confidence in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). This study identifies factors that impact girls' interest and confidence in mathematics and science, defined as girls' STEM development. Using Bronfenbrenner's (2005) bioecological model of human development, several factors were hypothesized as having an impact on girls' STEM development; specifically, the macrosystems of region of residence and race/ethnicity, and the microsystems of extracurricular STEM activities, family STEM influence, and math/science teacher influence. Hierarchical regression analysis results indicated that extracurricular STEM involvement and math teacher influence were statistically significant predictors for 6--12th grade girls' interest and confidence in mathematics. Furthermore, hierarchical regression analysis results indicated that the only significant predictor for 6--12th grade girls' interest and confidence in science was science teacher influence. This study provides new knowledge about the factors that impact girls' STEM development. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of 6--12th grade girls.

Diferencias en la Predictividad de la Lectura Entre Primer Año y Cuarto Año Básicos Differences in the Predictability of Reading Between First Grade and Fourth Grade

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Luis Bravo Valdivieso

2006-05-01

Full Text Available Este artículo presenta los resultados obtenidos en un seguimiento de 227 niños durante cuatro años. Fueron evaluados al iniciar el primer año básico con diversas pruebas psicolingüísticas predictivas y luego en lectura a fines del primero y del cuarto año. Se estudió la variación de la predictividad de la lectura entre ambos cursos, mediante matriz de correlaciones y regresión step-wise. Los resultados indican que el conocimiento de las letras y la conciencia fonológica fueron los mejores predictores de la lectura del primer año. En cambio el conocimiento de las letras, de palabras escritas y de estructuras textuales predijo mejor la lectura a fines del cuarto año.The aim of this article is to present the issues of a follow-up study between 227 children of first and fourth grade of elementary school. They were tested with several psycholinguistic tests at the beginning of first grade and thereafter they were tested in reading at the end of the first and fourth grade. The variability in the prediction of the initial tests over the first and fourth grades was calculated by correlations and step-wise regression. The results show that there is variability among the predictive variables between these grades. In first grade the most predictive tests were letter naming and phonological awareness. For fourth grade the most predictive tests were letter naming and knowledge ot written words and textual structures.

The Helping Book: Fourth Grade. For Parents of ECIA, Chapter 1. Bulletin 1709.

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Louisiana State Dept. of Education, Baton Rouge.

Intended for parents of fourth grade children who are participating in Chapter 1 programs that support basic skills education, the learning activities in this booklet give children practice with reading and writing. Among the language skills covered in the activities are (1) vocabulary (in context, synonyms, antonyms, homophones, homographs,…

Peer and teacher ratings of third- and fourth-grade children's social behavior as a function of early maternal employment.

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Youngblade, Lise M

2003-05-01

One of the more controversial issues related to maternal employment in the United States concerns the timing of entry into the workforce and its effect on children, particularly during the first year of the child's life. Some studies show deleterious effects on children, such as increases in aggression and noncompliance, while others document few negative and even positive effects of early employment. This study examined the long-term effects of maternal employment during the child's first year of life on the social behavior of 171 third- and fourth-grade children in two-parent families. The moderating effects of child gender and social class were investigated. The extent to which stability in alternative care arrangements statistically explained links between early maternal employment and child outcomes was tested. After controlling for child gender, and maternal ethnicity, social class, and current employment status, third- and fourth-grade children whose mothers were employed during their first year of life evinced more acting out and less frustration tolerance and were nominated more often by peers for 'hitting' and 'being mean' than children whose mothers were not employed. There was some evidence that these associations were moderated by child gender and social class: boys, but not girls, whose mothers were employed during the first year were subsequently rated by teachers as acting out more than other children, and were also more likely to be nominated by peers for hitting. Higher nominations for hitting were only found in the working class. Finally, there was partial evidence that the number of alternative child-care arrangements during the first year accounted for the links between early maternal employment and subsequent child outcomes. These results are congruent with extant research that posits a risk of early employment on socioemotional development, but show that this risk is partially attributable to child-care instability.

The Elementary Bubble Project: Exploring Critical Media Literacy in a Fourth-Grade Classroom

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Gainer, Jesse S.; Valdez-Gainer, Nancy; Kinard, Timothy

2009-01-01

This article addresses issues surrounding critical media literacy using popular culture texts. The authors focus on the example of their work with a fourth-grade class involved in a project to unpack the messages of popular media and advertising texts. This project, which they call the Elementary Bubble Project, was inspired by guerilla artist Ji…

Black Girls' Achievement in Middle Grades Mathematics: How Can Socializing Agents Help?

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Young, Jemimah L.; Young, Jamaal Rashad; Capraro, Mary Margaret

2017-01-01

The middle grades mathematics classroom is full of transitions that students must overcome to become successful long-term learners of mathematics. This transition can be exorbitantly more tumultuous for Black girls who must overcome gender and racial mathematics achievement stereotypes. Mathematics identities and achievement socialization trends…

An Exploratory Study of the Relationships between Reading Comprehension Competence, Reading Attitude and the Vividness of Mental Imagery among Turkish Fourth-Grade Students

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Kocaarslan, Mustafa

2016-01-01

This study aimed to establish the possible relationships between reading comprehension competence, reading attitude and the vividness of mental imagery among Turkish fourth-grade students. Participants were fourth grade students, selected using convenience sampling from two different public schools (n=103) in Bartin, Turkey. The research was…

California's population geography: lessons for a fourth grade class.

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Rushdoony, H A

1978-11-01

Purpose of this paper is to present a model for teaching fourth grade children some aspects of the population geography of California from a nontextual approach. The objective is to interest and instruct children in the mobility of the people, and on the reasons why so many families have moved to California from other states. Students should be alerted not only to internal migration problems, but to the excess of births over deaths. Materials necessary for the lessons are transparencies, overhead projector, marking pencils, chalk and chalkboard. After showing the students that California population has approximately doubled every 20 years, the students should be encouraged to find reasons explaining why people have moved to the state, should be able to categorize those reasons under the terms industrial/manufacturing, agricultural, urban or recreational, should learn how to plot population distribution on a California regional outline map, and should attempt to explain why certain parts of California are more popular than others. The teaching model described in this paper may be replicated with modfications for any grade level and area of study.

The long-term impact of a math, science and technology program on grade school girls

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Sullivan, Sandra Judd

The purpose of this study was to determine if a math, science, and technology intervention program improved grade school girls' attitudes and stereotypes toward science and scientists, as well as participation levels in science-related activities, two years after their participating in the program. The intervention program evaluated was Operation SMART, developed by Girls Incorporated. Participants were recruited from the 6th and 7th grades from two public middle schools in Northern California. One hundred twenty-seven girls signed up for the survey and were assigned to either the SMART group (previous SMART participants) or Non-SMART group (no previous experience with SMART). The survey consisted of five parts: (1) a background information sheet, (2) the Modified Attitudes Toward Science Inventory, (3) the What Do You Do? survey, (4) the Draw-A-Scientist Test-Revised, and (5) a career interests and role models/influencer survey. Results indicated that there were no significant differences between the SMART and Non-SMART groups on any of the test measures. However, middle school attended did have a significant effect on the outcome variables. Girls from Middle School A reported more positive attitudes toward science, while girls from Middle School B reported higher participation levels in extracurricular science activities. Possible explanations for these findings suggest too much time had passed between treatment effect and time of measurement as well as the strong influence of teacher and school environment on girls' attitudes and stereotypes. Recommendations for future research are discussed.

Energy behaviours of northern California Girl Scouts and their families

International Nuclear Information System (INIS)

Boudet, Hilary; Ardoin, Nicole M.; Flora, June; Armel, K. Carrie; Desai, Manisha; Robinson, Thomas N.

2014-01-01

Climate change is likely the most critical societal challenge to the futures of today's children. Mitigation will require a concerted effort to change household energy behaviour—electricity use, transportation and food consumption patterns. A first step to changing behaviour is to better understand current behaviour and its intrapersonal (knowledge and attitudes), interpersonal (norms, communication and behaviour) and contextual (demographics and geography) correlates. To date, our understanding of the energy behaviours of children is limited. To begin to fill this gap, we report the results of a survey on the electricity, transportation and food-related energy behaviours of 323 fourth- and fifth-grade girls and their parents in 31 Girl Scout troops in Northern California. Our findings show positive attitudes and perceived norms toward energy-saving behaviours among child and adult respondents, but low or moderate levels of knowledge, communication, and behaviour, particularly for behaviours that require adult assistance. Girls’ choices about electricity behaviours appear to be governed by intrapersonal and interpersonal influences, while transportation behaviour is constrained by geographic context. Food-related behaviour, particularly meat consumption, was not readily modelled. Policy and education-related implications for future interventions aimed at enhancing children's energy-saving behaviours are discussed. - Highlights: • We surveyed 323 fourth and fifth grade Girl Scouts and parents about energy behaviours. • We asked about electricity, transportation and food behaviour and its correlates. • Girls’ electricity behaviours are linked to intrapersonal and interpersonal influences. • Girls’ transportation behaviour is constrained by geographic context. • Girls’ food behaviour, particularly meat consumption, was not readily modelled

Anorexia: an early sign of fourth ventricle astrocytoma in children.

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Leroy, Henri-Arthur; Baroncini, Marc; Delestret, Isabelle; Florent, Vincent; Vinchon, Matthieu

2014-12-01

Paediatric low-grade astrocytomas of the fourth ventricle are rare tumours, generally revealed by hydrocephalus. However, some patients present with a history of severe anorexia. It might be a harbinger, which if recognized, could lead to earlier diagnosis. We decided to examine our database in order to evaluate the incidence and signification of anorexia in this context. Retrospective monocentric study of cases of low-grade astrocytomas of the fourth ventricle operated between 1991 and 2012 in our paediatric neurosurgery department. We particularly observed the clinical presentation and long-term clinical, oncological and radiological evolution. Non-parametrical tests were used (Mann-Whitney, Fisher). We reviewed 34 cases, 31 pilocytic astrocytomas and 3 diffuse astrocytomas, 16 boys and 18 girls, (M/F ratio 0.89). Mean age at diagnosis was 8 years old. Seven presented with notable anorexia, the average BMI in this group was ≤2 standard deviation (SD); with clinical signs evolving for 11.5 months. Twenty-seven children had no anorexia; average BMI in this group was +1 SD, with clinical evolution for 6 months on an average of p anorexia, body mass index improved markedly in the postoperative follow-up, which lasted, on average, for 6 years. Anorexia with stunted body weight curve is a non-exceptional presentation in children with low-grade astrocytomas of the fourth ventricle. Unexplained or atypical anorexia with negative etiologic assessment should prompt cerebral imaging. Clinical improvement after surgical resection, could suggest a possible interaction between tumour tissue and appetite-suppressing peptide secretion.

Relations of morphological characteristics and maximal oxygen consumption of fourth grade pupils based on gender

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Jakovljević Vladimir

2014-01-01

Full Text Available On a sample of 71 respondents, 37 boys and 34 girls, age of fourth grade elementary school, accordingly 9 years +/- 6 months, it is assessed correlation and prediction of maximal oxygen consumption based measures of morphological range. Maximum oxygen consumption was measured by indirect method, using a field test of maximal multiple load of feedback running at 20 meters. Range of morphology was analyzed based on 5 measures of longitudinal dimensionality, 4 measures of volume and body mass and 3 measures of transversal dimensionality. Results of correlation analysis showed that in both sexes there was no statistically significant correlation between results of maximal oxygen consumption and measures of longitudinal dimensionality, while regression analysis confirmed that there was no statistically significant prediction of maximum oxygen consumption based on measures of longitudinal dimensionality. While the correlation analysis deduced that part of volume measures and body mass and transversal dimensionality have statistically significant correlation only with female respondents with results of maximal oxygen consumption. Regression analysis showed statistically significant prediction of maximal oxygen consumption based on part of volume measures and body mass and transversal dimensionality. It is determined that female respondents with larger volumes of the thigh and lower leg, accordingly with smaller diameters of knee joint and ankle joint most likely will achieve better results in applied test, and therefore higher maximal oxygen consumption.

Television Viewing and Snacking Behaviors of Fourth- and Eighth-Grade Schoolchildren in Texas

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Hoelscher, Deanna M.; Vader, Amanda M.; Walters, Scott T.; Harris, T. Robert

2009-01-01

Introduction Child and adolescent overweight is a serious health issue. Both snacking and television watching have been associated with childhood overweight, but the relationships have not been well examined in a multiethnic population. The aim of this study was to examine relationships between weekday television viewing, snack consumption, consumption of foods advertised on television, and overweight status of a multiethnic sample of fourth- and eighth-grade schoolchildren in Texas. Methods ...

Teaching habitat and animal classification to fourth graders using an engineering-design model

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Marulcu, Ismail

2014-05-01

Background: The motivation for this work is built upon the premise that there is a need for research-based materials for design-based science instruction. In this paper, a small portion of our work investigating the impact of a LEGOTM engineering unit on fourth grade students' preconceptions and understanding of animals is presented. Purpose: The driving questions for our work are: (1) What is the impact of an engineering-design-based curricular module on students' understanding of habitat and animal classification? (2) What are students' misconceptions regarding animal classification and habitat? Sample: The study was conducted in an inner-city K-8 school in the northeastern region of the United States. There were two fourth grade classrooms in the school. The first classroom included seven girls and nine boys, whereas the other classroom included eight girls and eight boys. All fourth grade students participated in the study. Design and methods: In answering the research questions mixed-method approaches are used. Data collection methods included pre- and post-tests, pre- and post-interviews, student journals, and classroom observations. Identical pre- and post-tests were administered to measure students' understanding of animals. They included four multiple-choice and six open-ended questions. Identical pre- and post-interviews were administered to explore students' in-depth understanding of animals. Results: Our results show that students significantly increased their performance after instruction on both the multiple-choice questions (t = -3.586, p = .001) and the open-ended questions (t = -5.04, p = .000). They performed better on the post interviews as well. Also, it is found that design-based instruction helped students comprehend core concepts of a life science subject, animals. Conclusions: Based on these results, the main argument of the study is that engineering design is a useful framework for teaching not only physical science-related subjects, but

Television viewing and snacking behaviors of fourth- and eighth-grade schoolchildren in Texas.

Science.gov (United States)

Vader, Amanda M; Walters, Scott T; Harris, T Robert; Hoelscher, Deanna M

2009-07-01

Child and adolescent overweight is a serious health issue. Both snacking and television watching have been associated with childhood overweight, but the relationships have not been well examined in a multiethnic population. The aim of this study was to examine relationships between weekday television viewing, snack consumption, consumption of foods advertised on television, and overweight status of a multiethnic sample of fourth- and eighth-grade schoolchildren in Texas. This study is a secondary analysis of data from the School Physical Activity and Nutrition monitoring system, a validated survey with objective measures of height and weight. The sample of 11,594 children in the fourth and eighth grades was weighted to provide data representative of children in Texas public schools. Children were categorized on the basis of self-reported daily television viewing, snack consumption, and consumption of foods advertised on television. Multiple logistic regression was used to analyze, by grade level, the differences in the prevalence of overweight by category. Television viewing, frequency of snack consumption, and consumption of foods advertised on television were all positively related to one another. In general, both consuming more snacks and foods advertised on television were associated with reduced odds of overweight regardless of the amount of television watched. The results suggest that the relationships between weekday snacking behaviors and television viewing in a multiethnic population are complicated. When these behaviors are clustered, overweight status may be related more to the number of snacks consumed than to the amount of television watched. To determine the exact relationship, additional research, especially among Hispanic children, is warranted.

Comparison of Motor Skills in Boys and Girls First Grade Student in Tehran

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Sepideh Nazi

2006-07-01

Full Text Available Objective: The purpose of this study was to determine the motor skills differences between girls and boys (aged 7 in Tehran in 2004. Materials & Methods: This research was analytical descriptive The subjects were 120 children includes 60 girls and 60 boys. those were selected by simple random sampling at the first grade of primary School. Each subject was individually assessed by Lincoln Oseretsky motor developmental scale. Results: The findings of this research after data analysis by spss soft ware and sample t Test indicated that: There is not any significant differences between total score of motor skills, total balance score, static and dynamic balance with open eyes, bilateral motor coordination, upper limbs coordination, upper and lower limbs coordination, velocity and dexterity of hand movements in boys and girls (P>0/005. The only Significant differences between boys and girls motor skills is eye hand coordination (P<0/03. Conclusion: The findings of this research is used to better planning and defining the theraputic and educational programs in the field of motor development.

A Case of High-Grade Neuroendocrine Carcinoma That Improved with Bevacizumab plus Modified FOLFOX6 as the Fourth-Line Chemotherapy

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Satoshi Takeuchi

2011-05-01

Full Text Available High-grade neuroendocrine carcinoma differs from usual neuroendocrine carcinoma, and its prognosis is dismal. In this case report, a case of high-grade neuroendocrine carcinoma that improved with bevacizumab plus modified FOLFOX6 as the fourth-line chemotherapy is presented. A 29-year-old male with a huge liver tumor was diagnosed with high-grade neuroendocrine carcinoma originating from the liver. Multiple liver and bone metastases were found one month after surgery. He was treated with three chemotherapy regimens used for the management of small-cell lung cancer with extensive disease. However, none of them could be maintained because of tumor progression. He was then treated with bevacizumab plus modified FOLFOX6 as the fourth-line regimen. Dramatic tumor shrinkage was obtained, and a partial response was achieved. This case suggests that high-grade neuroendocrine carcinoma can be treated with bevacizumab in combination with cytotoxic chemotherapy.

Disagreements about rules in families with seventh-grade girls and boys.

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Hill, J P; Holmbeck, G N

1987-06-01

Parental reports of disagreements and serious disagreements about rules were examined in 200 families with seventh-grade boys and girls. No gender differences were found: Mothers did not report more disagreements than fathers; no more disagreements were reported for girls than boys. Disagreements about personal habits and family obligations were more common than disagreements about peer relations. Disagreements and serious disagreements, in general, were significantly correlated (positively) with parental reports of child oppositionalism and (negatively) with parents' satisfaction with parenting the target child, although some dyadic differences were found. Children's reports of parental acceptance were negatively correlated with disagreements only for the father-daughter dyad. Support was found for some of Baumrind's ([1968] "Authoritarian vs. Authoritative Control,"Adolescence 3: 255-272) notions regarding relations between rule frequency, child participation in rule making, and disagreements about rules, especially for the father-daughter dyad.

Fourth-Grade Primary School Students' Thought Processes and Challenges Encountered during the Butter Beans Problem

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Sahin, Neslihan; Eraslan, Ali

2017-01-01

In parallel with mathematical modeling studies that have gradually drawn interest in recent years, the aim of this study is to investigate the thought processes of fourth-grade students in the Butter Beans Problem and to identify possible challenges in this process. For this purpose, a qualitative study was conducted at a university-foundation…

Aspects That Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View

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Hurdle, Zachariah B.

2017-01-01

The purpose of the dissertation is to investigate three particular aspects that may affect the transition between a third grade Montessori system and a fourth grade non-Montessori system, specifically within the context of teaching and learning mathematics. These aspects are 1) the change in pacing and structure of the classroom, 2) the removal of…

Assessment of an Engineering Technology Outreach Program for 4th-7th Grade Girls

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Dell, Elizabeth M.; Christman, Jeanne; Garrick, Robert D.

2011-01-01

This paper describes a workshop led by female Engineering Technology students, with support from female faculty, to provide an introduction to Engineering Technology to 4th-7th grade girls through a series of interactive laboratory experiments. This outreach program was developed to improve attitudes towards science and engineering in middle…

Social support, physical activity and sedentary behavior among 6th-grade girls: a cross-sectional study

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Hoelscher Deanna M

2006-04-01

Full Text Available Abstract Background Despite the importance of social support in promoting physical activity, little is known about the relative influence of the type or source of social support on adolescent girls' physical activity and sedentary behaviors. This study examined the associations of two types of social support (social participation in and social encouragement for physical activity and two social support sources (family and friends with self-reported daily minutes of physical activity and sedentary behavior among sixth-grade girls in Texas. Methods A secondary analysis of 718 sixth-grade girls between the ages of 10 to 14 was performed using cross-sectional baseline data from an osteoporosis prevention intervention study. Physical activity and sedentary behaviors (television-video viewing and computer-video game playing were assessed using 3 administrations of the Self-Administered Physical Activity Checklist; social support indicators were assessed with Likert-type items from a psychosocial questionnaire. Results In multiple linear regression analyses, friend physical activity participation (partial correlation coefficient (r = 0.10, p = .009 and friend (r = 0.12 and family encouragement (r = 0.11 (p Conclusion Findings lend support to the importance of social support for physical activity among adolescent girls but suggest that the source and type of social support may differ for physical activity and sedentary behaviors. Further research is needed to assess the causal or reciprocal relation between the roles of friends and family in promoting physical activity and of family physical activity in decreasing sedentary behaviors among early adolescent girls.

Cognitive Processing and Mathematical Achievement: A Study with Schoolchildren between Fourth and Sixth Grade of Primary Education

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Iglesias-Sarmiento, Valentin; Deano, Manuel

2011-01-01

This investigation analyzed the relation between cognitive functioning and mathematical achievement in 114 students in fourth, fifth, and sixth grades. Differences in cognitive performance were studied concurrently in three selected achievement groups: mathematical learning disability group (MLD), low achieving group (LA), and typically achieving…

An Analysis of the Development of Spelling and Punctuation in Selected Third and Fourth Grade Children.

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Wilde, Sandra

Assuming that learning to spell and punctuate involves making and testing hypotheses about how the orthographic style of English works, a study explored six children's classroom spelling during their third and fourth grade years. The subjects were American children of the Tonono O'odham (Papago) tribe of southwestern Arizona who were part of a…

Impact of Attending Jump Start Literacy Camp on Reading Achievement among Third and Fourth Grade Students

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Padgett, Carrie B.

2010-01-01

The Jump Start Literacy Camp was developed as a means to combat summer learning loss. The camp utilized high-energy activities to target phonemic awareness, phonics, vocabulary, fluency, and comprehension. This study examined the effects of the Jump Start Literacy Camp on reading achievement for rising third and fourth grade students in an urban…

Emergent Understandings: Multilingual Fourth Grade Students Generating Close Readings and Multimodal Responses to Global and Informational Texts

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Hasty, Michelle Medlin; Fain, Jeanne Gilliam

2014-01-01

In this paper, the authors present findings from a yearlong ethnographic research study that examines the development of critical literacy within two urban fourth grade classrooms in Tennessee. This study examines how young second language learners in English-dominant classrooms learn to read critically, write, and construct multimodal…

Effect of human papillomavirus (HPV) vaccination on clinical indicators of sexual behaviour among adolescent girls: the Ontario Grade 8 HPV Vaccine Cohort Study.

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Smith, Leah M; Kaufman, Jay S; Strumpf, Erin C; Lévesque, Linda E

2015-02-03

Suboptimal human papillomavirus (HPV) vaccine coverage in some jurisdictions is partly attributed to fears that vaccination may increase risky sexual behaviour. We assessed the effect of HPV vaccination on clinical indicators of sexual behaviour among adolescent girls in Ontario. Using Ontario's administrative health databases, we identified a population-based cohort of girls in grade 8 in the 2 years before (2005/06 and 2006/07) and after (2007/08 and 2008/09) implementation of Ontario's grade 8 HPV vaccination program. For each girl, we then obtained data on vaccine receipt in grades 8 and 9 and data on indicators of sexual behaviour (pregnancy and non-HPV-related sexually transmitted infections) in grades 10-12. Using a quasi-experimental method known as regression discontinuity, we estimated, for each outcome, the risk difference (RD) and relative risk (RR) attributable to vaccination and to program eligibility. The cohort comprised 260 493 girls, of whom 131 781 were ineligible for the program and 128 712 were eligible. We identified 15 441 (5.9%) cases of pregnancy and sexually transmitted infection and found no evidence that vaccination increased the risk of this composite outcome: RD per 1000 girls -0.61 (95% confidence interval [CI] -10.71 to 9.49) and RR 0.96 (95% CI 0.81 to 1.14). Similarly, we found no discernible effect of program eligibility: RD per 1000 girls -0.25 (95% CI -4.35 to 3.85) and RR 0.99 (95% CI 0.93 to 1.06). The findings were similar when outcomes were assessed separately. We present strong evidence that HPV vaccination does not have any significant effect on clinical indicators of sexual behaviour among adolescent girls. These results suggest that concerns over increased promiscuity following HPV vaccination are unwarranted and should not deter from vaccinating at a young age. © 2015 Canadian Medical Association or its licensors.

Use of Medical Students in a Flipped Classroom Programme in Nutrition Education for Fourth-Grade School Students

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McEvoy, Christian S.; Cantore, Kathryn M.; Denlinger, LeAnn N.; Schleich, Michele A.; Stevens, Nicole M.; Swavely, Steven C.; Odom, Anne A.; Novick, Marsha B.

2016-01-01

Objective: The purpose of this study was to evaluate the feasibility of a flipped classroom progamme, designed and implemented by medical students, in communicating nutrition education to fourth-grade school students aged 9-10 years and to characterise teachers' assessments of the progamme, which was designed to minimise the burden placed on…

Construct validity of selected measures of physical activity beliefs and motives in fifth and sixth grade boys and girls.

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Dishman, Rod K; Saunders, Ruth P; McIver, Kerry L; Dowda, Marsha; Pate, Russell R

2013-06-01

Scales used to measure selected social-cognitive beliefs and motives for physical activity were tested among boys and girls. Covariance modeling was applied to responses obtained from large multi-ethnic samples of students in the fifth and sixth grades. Theoretically and statistically sound models were developed, supporting the factorial validity of the scales in all groups. Multi-group longitudinal invariance was confirmed between boys and girls, overweight and normal weight students, and non-Hispanic black and white children. The construct validity of the scales was supported by hypothesized convergent and discriminant relationships within a measurement model that included correlations with physical activity (MET • min/day) measured by an accelerometer. Scores from the scales provide valid assessments of selected beliefs and motives that are putative mediators of change in physical activity among boys and girls, as they begin the understudied transition from the fifth grade into middle school, when physical activity naturally declines.

A Comparison of Reading Rates, Comprehension, and Stamina in Oral and Silent Reading of Fourth-Grade Students

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Trainin, Guy; Hiebert, Elfrieda H.; Wilson, Kathleen M.

2015-01-01

This study examined the relationships between silent and oral reading fluency and comprehension. Findings indicated that fourth grade students had consistent levels of comprehension in both reading modes. Students of all reading levels showed a similar pattern across the segments of a text set in both oral and silent reading--a gradual increase in…

Effects of Verbal and Verbal-Motor Responses on Meter Conceptualization in Third-, Fourth-, and Fifth-Grade Children.

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Jones, Russell L.

1992-01-01

Reports on a study of third-, fourth-, and fifth-grade students to identify and conceptualize meter in music. Finds that ability to perform these tasks improves with maturity and with use of hand gestures as well as verbal response. Concludes that it is important to match curriculum with the developmental levels of students. (CFR)

Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers’ prior knowledge

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Danielle S. McNamara

2011-07-01

Full Text Available We examined young readers’ comprehension as a function of text genre (narrative, science, text cohesion (high, low, and readers’ abilities (reading decoding skills and world knowledge. The overarching purpose of this study was to contribute to our understanding of the fourth grade slump. Children in grade 4 read four texts, including one high and one low cohesion text from each genre. Comprehension of each text was assessed with 12 multiple-choice questions and free and cued recall. Comprehension was enhanced by increased knowledge: high knowledge readers showed better comprehension than low knowledge readers and narratives were comprehended better than science texts. Interactions between readers’ knowledge levels and text characteristics indicated that the children showed larger effects of knowledge for science than for narrative texts, and those with more knowledge better understood the low cohesion, narrative texts, showing a reverse cohesion effect. Decoding skill benefited comprehension, but effects of text genre and cohesion depended less on decoding skill than prior knowledge. Overall, the study indicates that the fourth grade slump is at least partially attributable to the emergence of complex dependencies between the nature of the text and the reader’s prior knowledge. The results also suggested that simply adding cohesion cues, and not explanatory information, is not likely to be sufficient for young readers as an approach to improving comprehension of challenging texts.

Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers’ prior knowledge

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Danielle S. McNAMARA

2011-11-01

Full Text Available We examined young readers’ comprehension as a function of text genre (narrative, science, text cohesion (high, low, and readers’ abilities (reading decoding skills and world knowledge. The overarching purpose of this study was to contribute to our understanding of the fourth grade slump. Children in grade 4 read four texts, including one high and one low cohesion text from each genre. Comprehension of each text was assessed with 12 multiple-choice questions and free and cued recall. Comprehension was enhanced by increased knowledge: high knowledge readers showed bettercomprehension than low knowledge readers and narratives were comprehended better than science texts. Interactions between readers’ knowledge levels and text characteristics indicated that thechildren showed larger effects of knowledge for science than for narrative texts, and those with more knowledge better understood the low cohesion, narrative texts, showing a reverse cohesion effect.Decoding skill benefited comprehension, but effects of text genre and cohesion depended less on decoding skill than prior knowledge. Overall, the study indicates that the fourth grade slump is at leastpartially attributable to the emergence of complex dependencies between the nature of the text and the reader’s prior knowledge. The results also suggested that simply adding cohesion cues, and notexplanatory information, is not likely to be sufficient for young readers as an approach to improving comprehension of challenging texts.

Text comprehension in Czech fourth-grade children with dyslexia

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Špačková Klára

2017-01-01

Full Text Available In the Czech Republic, the concept of dyslexia is used as a global term for various developmental deficiencies relating to reading skills. The criteria used for dyslexia are not clear and intervention is solely focused on word reading training. Not much is known about the pattern and level of reading comprehension abilities among Czech readers. The study examines reading comprehension and its component skills (decoding and listening comprehension abilities in 32 Czech fourth-grade children with a formal diagnosis of dyslexia and their classmates (N=126. In decoding tests, the children with dyslexia surprisingly lagged behind most significantly in a task concerning speed and accuracy in context reading. Contrary to expectations, the children with dyslexia also showed inferiority in a listening comprehension task. In reading comprehension measures, in comparison to the typically developing readers, the children with dyslexia achieved the best results in a oral reading comprehension task. The results are discussed with respect to Czech counselling and educational practice and the need for changes in the current support system and terminology is stressed.

Beyond the Fourth Grade Glass Ceiling: Understanding Reading Comprehension among Bilingual/Bimodal Deaf and Hard of Hearing Students

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Scott, Jessica Armytage

2015-01-01

Research has found that, on average, deaf and hard of hearing (DHH) students graduate from high school reading at the fourth grade level (Allen, 1986). Additionally, DHH children of deaf parents (Charrow & Fletcher, 1974) and those with strong American Sign Language (ASL) proficiency (Strong & Prinz, 1997) tend to outperform DHH students…

Confidence in Science and Achievement Outcomes of Fourth-Grade Students in Korea: Results from the TIMSS 2011 Assessment

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House, J. Daniel; Telese, James A.

2017-01-01

Findings from assessments of fourth-grade science have indicated that students in Korea scored higher than international averages. Research results have also shown that attitudes toward science were related to achievement outcomes for Korean students. The purpose of this study was to examine the relationship between confidence in science and…

The Relationship of School Absenteeism with Body Mass Index, Academic Achievement, and Socioeconomic Status among Fourth-Grade Children

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Baxter, Suzanne D.; Royer, Julie A.; Hardin, James W.; Guinn, Caroline H.; Devlin, Christina M.

2011-01-01

Background: Data from a school-based study concerning fourth-grade children's dietary recall accuracy were linked with data from the South Carolina Department of Education (SCDE) through the South Carolina Budget and Control Board Office of Research and Statistics (ORS) to investigate the relationships of children's school absenteeism with body…

Overview of Game Effect on Dynamics of Speed Development in Girls of Primary School Age

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С. І. Марченко

2016-12-01

Full Text Available The reserch objective is to analyze the effect of game means on the dynamics of speed abilities development in girls of the second-fourth grade. Materials and Methods. The participants in the experiment were 104 female pupils of the second grade (n=32, third grade (n=32, and fourth grade (n=40.  Research Methods: theoretical analysis and collation of scientific and methodological literature, method of control testing, pedagogical experiment, methods of mathematical statistics. Results. The study proves the necessity to use game exercises that are rationally balanced in terms of orientation, power and scope with regard to the individual constitutional peculiarities of children in order to achieve the best pedagogical effect in the development of speed abilities. The games performed with the highest swiftness contribute to the development of speed. These exercises require the best efforts, which is why their duration must not exceed 5—10 seconds, the rest intervals must be relatively large — from 40 to 60 seconds. The rest time and load time must not be constant. Conclusions. Selective and directed development of motor abilities requires taking into account the duration and pace (intensity of the performance of the physical exercises.

After-school setting, physical activity, and sedentary behavior in 5th grade boys and girls.

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Taverno Ross, S E; Dowda, M; Colabianchi, N; Saunders, R; Pate, R R

2012-09-01

After-school hours are considered critical for children's physical activity (PA) and sedentary behaviors (SB); however, whether the after-school setting influences children's activity patterns is unknown. This study examined the influence of after-school setting (i.e., parent report of the child's usual after-school setting) on 5th grade children's PA and SB, and differences by race/ethnicity. Boys whose parents reported they usually attended an after-school program had higher PA than boys who usually went home after school. A significant interaction between race/ethnicity and after-school setting showed that minority girls whose parents reported they usually attended an after-school program had higher PA and engaged in less SB compared with those who usually went home, whereas the activity patterns of white girls did not differ by after-school setting. Children's usual after-school setting affects their activity patterns; after-school programs may potentially increase PA in boys and minority girls. Copyright © 2012 Elsevier Ltd. All rights reserved.

Explaining differences for Serbia and Slovenia in mathematics achievement in fourth grade

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Kadijević Đorđe

2015-01-01

Full Text Available This paper presents the findings that are parts of a larger international project studying the achievements in mathematics and science for students in primary and lower secondary education. Specifically, we focused on the study of differences in mathematics achievement for Serbian and Slovenian fourth-graders. The study used a sample of 7,861 fourth-grade students from Serbia (N = 3,736 and Slovenia (N = 4,125. The results showed that Serbian students had higher overall achievement and scored higher in both the number content and the knowing cognitive domains, whereas Slovenian students scored higher on the geometry content and the data content domains, also having a higher balance among achievements for both content and cognitive domains. It was also found that Slovenian students had higher self-confidence in learning mathematics. Because there were no other significant differences between Serbia and Slovenia with respect to two other contextual variables and the correlations among these three contextual variables, the explanations of the achievement differences were based upon the consideration of various aspects of curriculum, teaching practice, and teachers' professional development in Serbia and Slovenia. The paper raises the question of educational implications of these findings and the possible directions of improving the quality of mathematics teaching.

Girl Scouts and Subject Matter Experts: What’s the Connection?

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Harman, Pamela; Girls Scouts of Northern California, Girl Scouts USA, Astronomical Society of the Pacifica, Univeristy of Arizona, and ARIES Scientific.

2018-01-01

Reaching for the Stars: NASA Science for Girl Scouts (Girl Scout Stars) fosters interaction between Girl Scouts and NASA Subject Matter Experts (SMEs), disseminates NASA STEM education-related resources, and engages Girl Scouts in NASA science and programs through space science badges and summer camps.A space science badge is in development for each of the six levels of Girl Scouts: Daisies, Grades K – 1; Brownies, Grades 2 -3; Juniors, Grades 4 -5; Cadettes, Grades 6 -8; Seniors, Grades 9 -10; and Ambassadors, Grades 11 -12. Indirectly, SMEs will reach tens of thousands of girls through the badges. SETI Institute SMEs Institute and SME Co-Is located at ARIES Scientific, Astronomical Society of the Pacific, University of Arizona, and Girl Scouts of Northern California developed and modified astronomy activities for the Girl Scouts USA badge writers to finesse into the Girl Scout formats. Revisions are reviewed by SMEs for accuracy. Each badge includes a step option that encourages girls to connect with SMEs, and recommendations for volunteers.A total of 127 girls from 31 states and the District of Columbia attendedTotal Eclipse Destination Camps at three locations. SMEs led activities and tours, inspiring girls to consider STEM careers. University of Arizona (U of A) SMEs lead Astronomy Camp for Volunteers, enabling volunteers to lead and inspire Girl Scouts in their respective Girl Scout Councils. A Destination Camp for Girl Scouts was also held at U of A. Girls experience authentic astronomy, learning how to collect and analyze data.Eleven teams comprised of two Girl Scouts, a volunteer or Council Staff, and an amateur astronomer attended Astronomy Club Camp, held at NASA GSFC. SMEs delivered science content. The girls will lead the formation of astronomy clubs in their councils, and will train their successors. SMEs will present and coach the clubs during monthly webinars.This presentation will highlight success and discuss lessons learned that are applicable

Examining school effectiveness at the fourth grade: A hierarchical analysis of the Third International Mathematics and Science Study (TIMSS)

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Stemler, Steven Edward

This study explored school effectiveness in mathematics and science at the fourth grade using data from IEA's Third International Mathematics and Science Study (TIMSS). Fourteen of the 26 countries participating in TIMSS at the fourth grade possessed sufficient between-school variability in mathematics achievement to justify the creation of explanatory models of school effectiveness while 13 countries possessed sufficient between-school variability in science achievement. Exploratory models were developed using variables drawn from student, teacher, and school questionnaires. The variables were chosen to represent the domains of student involvement, instructional methods, classroom organization, school climate, and school structure. Six explanatory models for each subject were analyzed using two-level hierarchical linear modeling (HLM) and were compared to models using only school mean SES as an explanatory variable. The amount of variability in student achievement in mathematics attributable to differences between schools ranged from 16% in Cyprus to 56% in Latvia, while the amount of between-school variance in science achievement ranged from 12% in Korea to 59% in Latvia. In general, about one-quarter of the variability in mathematics and science achievement was found to lie between schools. The research findings revealed that after adjusting for differences in student backgrounds across schools, the most effective schools in mathematics and science had students who reported seeing a positive relationship between hard work, belief in their own abilities, and achievement. In addition, more effective schools had students who reported less frequent use of computers and calculators in the classroom. These relationships were found to be stable across explanatory models, cultural contexts, and subject areas. This study has contributed a unique element to the literature by examining school effectiveness at the fourth grade across two subject areas and across 14

The Few, the Changing, the Different: Pubertal Onset, Perceived School Climate and Body Image in Ethnically Diverse Sixth Grade Girls

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Morales, Jessica

2012-01-01

The present study examined the impact of pubertal onset, race/ethnicity, and school racial/ethnic composition on girls' body image and perceived school climate (school safety, school liking, and loneliness in school) during the middle school transition. The sample (N = 1,626) included 6th grade Black, Mexican American, White, and Asian girls from 20 diverse middle schools. Hierarchical analyses supported both the early-timing and stressful change hypothesis. That is, experiencing pubertal ons...

An eighteen-month follow-up of a pilot parent-delivered play-based intervention to improve the social play skills of children with attention deficit hyperactivity disorder and their playmates.

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Cantrill, Alycia; Wilkes-Gillan, Sarah; Bundy, Anita; Cordier, Reinie; Wilson, Nathan J

2015-06-01

Children with attention deficit hyperactivity disorder (ADHD) experience significant ongoing social difficulties which occur in multiple contexts. Interventions designed to improve these social difficulties have demonstrated minimal effectiveness. Thus, there is a clear need to establish interventions that are effective in addressing the social difficulties of children with ADHD across contexts and in the long term. To examine the long-term effectiveness and appropriateness of a pilot parent-delivered intervention designed to improve the social play skills of children with ADHD and their playmates. Participants included five children with ADHD who had completed the intervention 18-months prior, their typically developing playmates and mothers of children with ADHD. Blinded ratings from the Test of Playfulness were used to measure children's social play: post-intervention and 18-months following the intervention in the home and clinic. Wilcoxon signed-ranks and Cohen's-d calculations were used to measure effectiveness. Parents' perspectives of the appropriateness of the intervention were explored through semi-structured interviews and data were analysed thematically. The social play skills of children with ADHD and their playmates were maintained following the intervention in the home and clinic. Thematic analysis revealed four core-themes against an intervention appropriateness framework: new parenting tools, a social shift, adapting strategies over time and the next developmental challenge. The parent-delivered intervention demonstrated long-term effectiveness and appropriateness for improving children's social play skills. These preliminary results are promising as maintaining treatment effects and achieving generalisation across contexts has remained an unachieved goal for most psycho-social interventions. © 2015 Occupational Therapy Australia.

Expedition Zenith: Experiences of eighth grade girls in a non-traditional math/science program

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Ulm, Barbara Jean

2004-11-01

This qualitative study describes the experiences of a group of sixteen, eighth grade girls participating in a single-sex, math/science program based on gender equity research and constructivist theory. This phenomenological case study highlights the individual changes each girl perceives in herself as a result of her involvement in this program which was based at a suburban middle school just north of New York City. Described in narrative form is what took place during this single-sex program. At the start of the program the girls worked cooperatively in groups to build canoes. The canoes were then used to study a wetland during the final days of the program. To further immerse the participants into nature, the girls also camped during these final days. Data were collected from a number of sources to uncover, as fully as possible, the true essence of the program and the girls' experiences in it. The data collection methods included direct observation; in-depth, open-ended interviews; and written documentation. As a result of data collection, the girls' perceived outcomes and assessment of the program, as well as their recommendations for future math/science programs are revealed. The researcher in this study also acted as teacher, directing the program, and as participant to better understand the experiences of the girls involved in the program. Thus, unique insights could be made. The findings in this study provide insight into the learning of the participants, as well as into the relationships they formed both inside and outside of the program. Their perceived experiences and assessment of the program were then used to develop a greater understanding as to the effectiveness of this non-traditional program. Although this study echoed much of what research says about the needs of girls in learning situations, and therefore, reinforces previously accepted beliefs, it also reveals significant findings in areas previously unaddressed by gender studies. For example

Gold Rush. Fourth Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

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Krupnick, Karen

In 1875, a man fishing in the isolated Trout River of California discovered several large gold nuggets. This lesson plan asks fourth-grade students to develop a plan to avoid another 1849 gold rush. The plan is to design a new town while considering transportation, housing, food and goods for the miners, and the preservation of the area's…

The Effect of Teacher and Student Characteristics on TIMSS 2011 Mathematics Achievement of Fourth- and Eighth-Grade Students in Turkey

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Yalcin, Seher; Demirtasli, Rahime Nükhet; Dibek, Munevver Ilgun; Yavuz, Hatice Cigdem

2017-01-01

This study investigated effect of student- and school-level variables on mathematics achievement of fourth- and eighth-grade students using the Trends in International Mathematics and Science Study (TIMSS) 2011 data of Turkey. The common variables addressed in student and school questionnaires were compared. Due to nested structure of the TIMSS…

Smart Girls, Black Girls, Mean Girls, and Bullies: At the Intersection of Identities and the Mediating Role of Young Girls' Social Network in Mathematical Communities of Practice

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Gholson, Maisie; Martin, Danny B.

2014-01-01

By taking an intersectional and emic view to studying a group of African American girls in a third-grade class, we attempted to capture the complexity of mathematics learning for these girls. Traditionally, children's social networks in school are framed as external to mathematics content learning. Our preliminary analyses of student interviews…

Urban ninth-grade girls interactions with and outcomes from a design-oriented physics project

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Higginbotham, Thomas Eric Miksad

Past literature has documented a shrinking but persistent gap in physics and engineering for females, both in school and in the workforce. A commonly recommended strategy to invite girls into science at the school level is to have students work on design-projects in groups, which has been shown to increase all students' learning outcomes and attitudes towards science. Students (n=28) in a ninth-grade inner-city physics class participated in such a project, in which they built remotely operated underwater vehicles (ROV's) over the course of one month. Students (n=23) in a comparison classroom learned the same content using the Active Physics curriculum during the same time frame. Mixed methods were used to study the ROV classroom. Students in both classes were given pre- and post-physics content tests. Qualitative data collected during the project included field notes, video, and teacher interviews. Macro-level data analysis was done, which informed further micro-analysis. Macro-analysis revealed significantly higher learning outcomes for the ROV class than for the non-ROV class. Within the ROV class, girls, and in particular, girls in female-majority groups had increased learning outcomes and high levels of interest and engagement with the project, while girls in mixed-sex and male-majority groups did not. Qualitative macro-analysis revealed that in all of the female-majority groups, females took leadership roles within the groups, while in all of the non female-majority groups, males took leadership roles. The only groups in which girls completely disengaged from the project were mixed-sex or male majority groups. Case studies and cross case analysis suggested that girls foregrounded group process over product, and used the level of group unity as a metric of the groups' success. Groups led by girls were more cooperative and exhibited distributed leadership and participation. These findings were interpreted through lenses of expectation states theory and social

Energy behaviours of northern California Girl Scouts and their families

Energy Technology Data Exchange (ETDEWEB)

Boudet, H; Ardoin, NM; Flora, J; Armel, KC; Desai, M; Robinson, TN

2014-10-01

Climate change is likely the most critical societal challenge to the futures of today's children. Mitigation will require a concerted effort to change household energy behaviour electricity use, transportation and food consumption patterns. A first step to changing behaviour is to better understand current behaviour and its intrapersonal (knowledge and attitudes), interpersonal (norms, communication and behaviour) and contextual (demographics and geography) correlates. To date, our understanding of the energy behaviours of children is limited. To begin to fill this gap, we report the results of a survey on the electricity, transportation and food-related energy behaviours of 323 fourth- and fifth-grade girls and their parents in 31 Girl Scout troops in Northern California. Our findings show positive attitudes and perceived norms toward energy-saving behaviours among child and adult respondents, but low or moderate levels of knowledge, communication, and behaviour, particularly for behaviours that require adult assistance. Girls' choices about electricity behaviours appear to be governed by intrapersonal and interpersonal influences, while transportation behaviour is constrained by geographic context. Food-related behaviour, particularly meat consumption, was not readily modelled. Policy and education-related implications for future interventions aimed at enhancing children's energy-saving behaviours are discussed. (C) 2014 Elsevier Ltd. All rights reserved.

Effect of Attachment-Based Therapy on Behavioral Disorders in Girls with Attachment Problems

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Marzieh Jahanbakhsh

2014-09-01

Full Text Available Background: Multidimensional and complex nature of children`s behavioral disorders requires assessment and usage of modern treatments. The present study investigated the effects of attachment-based therapy on behavioral disorders (depression, over anxiety and oppositional defiant in girl students of primary school who had attachment problems. Materials and Methods: This study is an empirical plan with pretest-posttest and control group. The target samples were 34 individuals of 388 second and fourth grade students of primary school that had highest scores on attachment problems and behavioral disorders (depression, over anxiety and oppositional defiant. Evaluation implemented using Randolph attachment disorder questionnaire (RADQ and Ontario mental health test. Mothers were presented in 10 group sessions of attachment-based intervention and its effects investigated in their girl`s behavioral disorders (depression, over anxiety and oppositional defiant. Results: Reduction rate of behavioral disorders general scores (depression, over anxiety and oppositional defiant of experimental group compared with control group showed significant decreases in posttest and three months follow up. Conclusion: The attachment based therapy offered for mothers of the girls with attachment problems was effective to reduction of behavioral disorders (depression, over anxiety and oppositional defiant symptoms in their children and the mother`s continues attention to interventional methods showed more improvement in follow up evaluation.

Unsteady thin film flow of a fourth grade fluid over a vertical moving and oscillating belt

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Taza Gul

2016-09-01

Full Text Available This article studies the unsteady thin film flow of a fourth grade fluid over a moving and oscillating vertical belt. The problem is modeled in terms of non-nonlinear partial differential equations with some physical conditions. Both problems of lift and drainage are studied. Two different techniques namely the adomian decomposition method (ADM and the optimal homotopy asymptotic method (OHAM are used for finding the analytical solutions. These solutions are compared and found in excellent agreement. For the physical analysis of the problem, graphical results are provided and discussed for various embedded flow parameters.

Diet- and Body Size-related Attitudes and Behaviors Associated with Vitamin Supplement Use in a Representative Sample of Fourth-grade Students in Texas

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The objective of this research was to examine diet- and body size-related attitudes and behaviors associated with supplement use in a representative sample of fourth-grade students in Texas. The research design consisted of cross-sectional data from the School Physical Activity and Nutrition study, ...

A Comparative Study of the Academic Stress and Depression among High School Girl and Boy Students

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Khanehkeshi, Ali; Basavarajappa

2012-01-01

This paper compares the difference between boy and girl high school students of 1st grade to 3rd grade in academic stress and depression. Using a random stratified sampling 120 girl and boy students (60 girls and 60 boys) were selected from 1st grade (n = 40), 2nd grade (n = 40) and 3rd grade (n = 40) high school students. In this study gender and…

Preparing Girls for Menstruation: Recommendations from Adolescent Girls.

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Koff, Elissa; Rierdan, Jill

1995-01-01

Ninth-grade girls (n=157) rated their own experience of menarche and answered 4 open-ended questions. Responses suggested several ways that early preparation could be revised, and supported a conceptualization of menstrual education as a long-term, continuous process, beginning well before menarche and continuing long after. (JPS)

Changing Girls' Education in Guatemala.

Science.gov (United States)

Provasnik, Stephen; Brush, Lorie; Heyman, Cory; Fanning, Marina; Lent, Drew; De Wilde, Johan

Guatemala's school completion rates are among the lowest in Latin America and are particularly low in rural indigenous areas ravaged by 36 years of civil conflict. In 1997, USAID launched the Girls' Education Activity, known as Proyecto Global in Guatemala, to increase the percentage of girls who complete fifth grade, especially in rural areas and…

CONNECTION OF TURN AHEAD AND TURN BACK WITH MOTORIC ABILITIES OF THE FOURTH GRADE OF HIGH SCHOOL

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Jovica Petković

2008-08-01

Full Text Available The research is done for the purpose of determination and defining of the level of connection between some motoric abilities with success in realization of programmed contents from the area of gymnastics (turn ahead and turn back. The research is done on the sample of fifty students from the fourth grade of High School, on ten motoric tests and on two specific motoric assignments – turn ahead and turn back. The results of this research clearly point that there exist the multitude of statistically important coefficients of correlation between treated motoric abilities and applied motoric assignments.

Middle School Girls' Envisioned Future in Computing

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Friend, Michelle

2015-01-01

Experience is necessary but not sufficient to cause girls to envision a future career in computing. This study investigated the experiences and attitudes of girls who had taken three years of mandatory computer science classes in an all-girls setting in middle school, measured at the end of eighth grade. The one third of participants who were open…

Conference Offers Girls Opportunity to Expand Career Horizons

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Offers Girls Opportunity to Expand Career Horizons For more information contact: e:mail: Public Affairs Golden, Colo., Feb. 11, 1997 -- Expanding Your Horizons, a conference for girls grades 6 - 9 and Employed Women, Girls Incorporated of Metro Denver, King Soopers, McDonalds, the TCI Adult Program and the

The "Power Play! Campaign's School Idea & Resource Kits" Improve Determinants of Fruit and Vegetable Intake and Physical Activity among Fourth- and Fifth-Grade Children

Science.gov (United States)

Keihner, Angie Jo; Meigs, Reba; Sugerman, Sharon; Backman, Desiree; Garbolino, Tanya; Mitchell, Patrick

2011-01-01

Objective: Examine the effect of the "California Children's Power Play! Campaign's School Idea & Resource Kits" for fourth/fifth grades on the psychosocial determinants of fruit and vegetable (FV) intake and physical activity (PA). Methods: Randomized, controlled trial (n = 31 low-resource public schools; 1,154 children). Ten…

Girls, girls, girls: Gender composition and female school choice

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Schneeweis, Nicole; Zweimüller, Martina

2012-01-01

Gender segregation in employment may be explained by women's reluctance to choose technical occupations. However, the foundations for career choices are laid much earlier. Educational experts claim that female students are doing better in math and science and are more likely to choose these subjects if they are in single-sex classes. One possible explanation is that coeducational settings reinforce gender stereotypes. In this paper, we identify the causal impact of the gender composition in coeducational classes on the choice of school type for female students. Using natural variation in the gender composition of adjacent cohorts within schools, we show that girls are less likely to choose a traditionally female dominated school type and more likely to choose a male dominated school type at the age of 14 if they were exposed to a higher share of girls in previous grades. PMID:24850996

Girls, girls, girls: Gender composition and female school choice.

Science.gov (United States)

Schneeweis, Nicole; Zweimüller, Martina

2012-08-01

Gender segregation in employment may be explained by women's reluctance to choose technical occupations. However, the foundations for career choices are laid much earlier. Educational experts claim that female students are doing better in math and science and are more likely to choose these subjects if they are in single-sex classes. One possible explanation is that coeducational settings reinforce gender stereotypes. In this paper, we identify the causal impact of the gender composition in coeducational classes on the choice of school type for female students. Using natural variation in the gender composition of adjacent cohorts within schools, we show that girls are less likely to choose a traditionally female dominated school type and more likely to choose a male dominated school type at the age of 14 if they were exposed to a higher share of girls in previous grades.

Promoting physical activity among adolescent girls: the Girls in Sport group randomized trial.

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Okely, Anthony D; Lubans, David R; Morgan, Philip J; Cotton, Wayne; Peralta, Louisa; Miller, Judith; Batterham, Marijka; Janssen, Xanne

2017-06-21

Slowing the decline in participation in physical activity among adolescent girls is a public health priority. This study reports the outcomes from a multi-component school-based intervention (Girls in Sport), focused on promoting physical activity among adolescent girls. Group randomized controlled trial in 24 secondary schools (12 intervention and 12 control). Assessments were conducted at baseline (2009) and at 18 months post-baseline (2010). The setting was secondary schools in urban, regional and rural areas of New South Wales, Australia. All girls in Grade 8 in 2009 who attended these schools were invited to participate in the study (N = 1769). Using a Health Promoting Schools and Action Learning Frameworks, each school formed a committee and developed an action plan for promoting physical activity among Grade 8 girls. The action plan incorporated strategies in three main areas - i) the formal curriculum, ii) school environment, and iii) home/school/community links - based on the results of formative data from target girls and staff and on individual needs of the school. A member of the research team supported each school throughout the intervention. The main outcome measure was accelerometer-derived total physical activity (TPA) spent in physical activity. Data were analyzed from December 2011 to March 2012. 1518 girls (mean age 13.6y ±0.02) were assessed at baseline. There was a significant decline in TPA from baseline to 18-month follow-up with no differences between girls in the intervention and control schools. Only one-third of schools (4/12) implemented the intervention as per their action plan. Per-protocol analyses on these schools revealed a smaller decline in percentage of time spent in MVPA among girls in the intervention group (adjusted difference 0.5%, 95% CI = -0.01, 0.99, P = 0.05). The Girls in Sport intervention was not effective in reducing the decline in physical activity among adolescent girls. Lack of implementation by most

Association of Obesity with Onset of Puberty and Sex Hormones in Chinese Girls: A 4-Year Longitudinal Study.

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Lingling Zhai

Full Text Available To examine the influence of childhood obesity on the early onset of puberty and sex hormones in girls.Healthy girls with different percentages of body fat at baseline (40 obese, 40 normal, and 40 lean were recruited from three elementary schools in Shenyang, China. These girls (mean age 8.5 years were also matched by height, school grade, Tanner stage, and family economic status at baseline. Anthropometry, puberty characteristics, and sex hormone concentrations were measured at baseline and at each follow-up visit. The generalized estimating equation model and analysis of variance for repeated measures using a generalized linear model were used to determine the differences in puberty characteristics and sex hormones among three groups.Over 4 years, mean age of breast II onset was earlier among obese girls (8.8 years than normal girls (9.2 years and lean girls (9.3 years. The prevalence (% of early-maturation in the obese, normal, and lean groups was 25.9%, 11.1%, and 7.4%, respectively. Obesity was associated with an increased risk for breast stage II (year 2: RR, 6.3; 95% CI, 1.9-21.1 and year 3: RR, 6.9; 95% CI, 0.8-60.1. None of the girls experienced menarche in the first year; however, by the fourth year 50.0% of obese girls had menarche onset, which was higher than normal weight (27.5% and lean girls (8.1%. The mean estradiol level increased with age in the obese, normal, and lean groups. The mean estradiol concentration was higher in obese girls than in normal and lean girls throughout the 4-year period (P<0.05.Childhood obesity contributes to early onset of puberty and elevated levels of estradiol in girls.

Evaluating the effects of a peer-support model: reducing negative body esteem and disordered eating attitudes and behaviours in grade eight girls.

Science.gov (United States)

Thompson, Carmen; Russell-Mayhew, Shelly; Saraceni, Reana

2012-01-01

During adolescence girls become increasingly preoccupied with unrealistic ideals about body weight, often leading to dieting and unhealthy compensatory behaviours. These practices have been linked to adverse psychological, social, and health consequences. Peer-support groups offer promise in addressing risk factors for disordered eating. This study explored the effects of peer-support on measures of body satisfaction, weight loss/weight gain behaviour, internalization of media ideals, weight based teasing, and communication, for a cohort of grade 8 girls. High-risk participants demonstrated trends toward decreased internalization of media ideals and increased body satisfaction at post-test. Implications and future research direction are discussed.

Effects of an Informal Energy Exhibit on Knowledge and Attitudes of Fourth Grade Students

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David Goodman

2015-05-01

Full Text Available The public has limited knowledge of renewable energy technologies. An increase in energy literacy can potentially lead to desired energy-related behavioral changes in the future. One potential solution is to increase the public’s access to renewable energy information by placing informal energy education exhibits in libraries, community centers, and parks. After calibrating the exhibit based on observations of children’s interactions at a children’s museum, the exhibit was displayed at a university, a private school, and a community center. The opinion surveys and interviews both showed that participants enjoyed and learned from the exhibit. Students showed no significant statistical improvement between the pretests and posttests, but interviews showed that they could recall facts, explain processes, and make inferences from the exhibit. Fourth-grade students can benefit from interacting with an informal energy exhibit in order to increase their knowledge of energy topics and technologies.

Schoolgirls in Cyberspace: A Cross-Case Analysis of the Literacy Practices of Three Fifth-Grade Girls in a Social Network Site

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Lindstrom, Denise Lorraine

2012-01-01

This dissertation is an exploratory study of the literacy practices of three fifth-grade girls as they used a social network site (SNS) for school related purposes. SNSs are widely used by adolescents, and because communication in these sites is accomplished mainly through writing, it is important to improve our understanding of what this kind of…

Cooking with Kids Positively Affects Fourth Graders' Vegetable Preferences and Attitudes and Self-Efficacy for Food and Cooking

Science.gov (United States)

Lohse, Barbara

2013-01-01

Abstract Background: Cooking with Kids (CWK), an experiential school-based food education program, has demonstrated modest influence on fruit and vegetable preference, food and cooking attitudes (AT), and self-efficacy (SE) among fourth-grade, mostly low-income Hispanic students in a quasiexperimental study with an inconsistent baseline. Effect was notably strong for boys and those without previous cooking experience. The aim of this project was to assess the effect of CWK with a mostly non-Hispanic white sample that assured no previous CWK exposure. Methods: The randomized, controlled assessment of CWK effect on fourth graders was conducted with 257 students in 12 classes in four public schools. CWK included a 1-hour introductory lesson, three 2-hour cooking classes, and three 1-hour fruit and vegetable tasting sessions led by trained food educators during the school day for one semester. Fruit preference, vegetable preference, and cooking AT and SE were assessed with a tested 35-item measure, shown to have test-retest reliability. Univariate analyses considered gender and previous cooking experience. Results: Intervention efficacy was confirmed in this mostly white sample (75%; 79% with previous cooking experience; 54% girls). Increases in vegetable preference, AT, and SE were all significantly greater in CWK students with ηp 2 of 0.03, 0.02, and 0.06, respectively. CWK most strongly improved AT and SE for boys without previous cooking experience. Conclusions: CWK significantly improved fourth-grade students' vegetable preferences, AT, and SE toward food and cooking, which are factors important to healthful eating and obesity prevention. Noncookers, especially boys, benefitted from this intervention. PMID:24320723

Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers.

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Dugan, E; Kamps, D; Leonard, B

1995-01-01

We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention. PMID:7601803

The Effect of Using Flipped Classroom Strategy on the Academic Achievement of Fourth Grade Students in Jordan

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Shereen Mazen Elian

2018-02-01

Full Text Available This study aimed at investigating the effect of flipped classroom strategy on the academic achievement in the subject of science among fourth grade students in Jordan. The study population consists of all fourth grade students in the Directorate of Private Education in Amman area, totaling 2134 students during the second semester of the academic year 2015-2016. The study sample consists of 44 male and female students who were chosen purposely from the study population. The study sample was distributed into two groups: the experimental group that consisted of 22 students, who has studied according to flipped classroom strategy, and the control group that consisted of 22 students, who has studied in the ordinary method. To achieve the objectives of the study, an achievement test was prepared and its validity and reliability were checked. ANCOVA, Means, and Standard Deviations were used to analyze the collected research data. The study deduced the following results: 1 There are statistically significant differences in the Means on the educational achievement test attributed to the teaching strategy, in favor of the members of the experimental group, and 2 there are no statistically significant differences in the Means on the academic achievement test attributed to gender. In light of the findings, the study recommended encouraging science teachers to teach students using teaching strategies emanated from the use of modern technologies, particularly the flipped classroom strategy. In addition, the study suggested that colleges of education should train prospective teachers on the use of teaching strategies stemming from modern educational theories and strategies such as the flipped classroom strategy during the period of preparing them to teach. Furthermore, the study recommended re-applying this experience and identifying its effectiveness at other schools stages and other subjects in other content areas.

"Not just another Wii training": a graded Wii protocol to increase physical fitness in adolescent girls with probable developmental coordination disorder-a pilot study.

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Bonney, Emmanuel; Rameckers, Eugene; Ferguson, Gillian; Smits-Engelsman, Bouwien

2018-02-22

Adolescents with low motor competence participate less in physical activity and tend to exhibit decreased physical fitness compared to their peers with high motor competence. It is therefore essential to identify new methods of enhancing physical fitness in this population. Active video games (AVG) have been shown to improve motor performance, yet investigations of its impact on physical fitness are limited. The objective of this study was to examine the impact of the graded Wii protocol in adolescent girls with probable Developmental Coordination Disorder (p-DCD). A single-group pre-post design was conducted to assess the impact of a newly developed Wii protocol in adolescent girls attending school in a low income community of Cape Town, South Africa. Sixteen participants (aged 13-16 years) with p-DCD (≤16th percentile on the MABC-2 test) were recruited. Participants received 45 min Wii training for 14 weeks. Outcome measures included the six-minute walk distance and repeated sprint ability. Information on heart rate, enjoyment and perceived exertion ratings were also collected. Significant improvements in aerobic and anaerobic fitness were observed. The participants reported high enjoyment scores and low perceived exertion ratings. The graded Wii protocol was easily adaptable and required little resources (space, equipment and expertise) to administer. The findings provide preliminary evidence to support the use of the graded Wii protocol for promoting physical fitness in adolescent girls with p-DCD. Further studies are needed to confirm these results and to validate the clinical efficacy of the protocol in a larger sample with a more robust design.

Application Methods Guided Discovery in the Effort Improving Skills Observing Student Learning IPA in the Fourth Grades in Primary School

OpenAIRE

Septikasari, Zela

2015-01-01

The purpose of this research was to improve improve the skills of observing in science learning by using guided discovery. This type of research is a collaborative classroom action research with teachers and research subjects Elementary School fourth grade students in SD Lempuyangan 1, Yogyakarta. The results showed that the percentace of students who has score B on pre- action of 23.53%; in the first cycle increased to 38.24%; and 91.18% in the second cycle. Thus in the first cycle an increa...

The Impact of a Cooperative Learning Program on the Academic Achievement in Mathematics and Language in Fourth Grade Students and Its Relation to Cognitive Style

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Vega, Mery Luz; Hederich M., Christian

2015-01-01

This study is expected to determine the impact of a program based on the cooperative learning methodology. This, in comparison to a traditional learning situation in both mathematics and language achievement. The study was carried out on a group of fourth grade students of primary school. In addition, it tried to find the differential impact…

Reaching for the Stars: NASA Science for Girl Scouts (Girl Scout Stars)

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DeVore, Edna; Harman, Pamela; Girl Scouts of the USA; Girl Scouts of Northern California; University of Arizona; Astronomical Society of the Pacific; Aires Scientific

2017-01-01

Girl Scout Stars aims to enhance STEM experiences for Girl Scouts in grades K-12. New space science badges are being created for every Girl Scout level. Using best practices, we engage girls and volunteers with the fundamental STEM concepts that underpin our human quest to explore the universe. Through early and sustained exposure to the people and assets of NASA and the excitement of NASA’s Mission, they explore STEM content, discoveries, and careers. Today’s tech savvy Girl Scout volunteers prefer just-in-time materials and asynchronous learning. The Volunteer Tool Kit taps into the wealth of NASA's online materials for the new space science badges. Training volunteers supports troop activities for the younger girls. For older girls, we enhance Girl Scout summer camp activities, support in-depth experiences at Univ. of Arizona’s Astronomy Camp, and “Destination” events for the 2017 total solar eclipse. We partner with the Night Sky Network to engage amateur astronomers with Girl Scouts. Univ. of Arizona also leads Astronomy Camp for Girl Scout volunteers. Aires Scientific leads eclipse preparation and summer sessions at NASA Goddard Space Flight Center for teams of volunteers, amateur astronomers and older Girl Scouts.There are 1,900,000 Girl Scouts and 800,000 volunteers in the USA. During development, we work with the Girl Scouts of Northern California (50,000 girl members and 31,000 volunteers) and expand across the USA to 121 Girl Scout councils over five years. SETI Institute leads the space science educators and scientists at Astronomical Society of the Pacific, Univ. of Arizona, and Aires Scientific. Girl Scouts of the USA leads dissemination of Girl Scout Stars with support of Girl Scouts of Northern California. Through professional development of Girl Scout volunteers, Girl Scout Stars enhances public science literacy. Girl Scout Stars supports the NASA Science Mission Directorate Science Education Objectives and NASA’s STEM Engagement and

The left hand second to fourth digit ratio (2D:4D) is not related to any physical fitness component in adolescent girls.

Science.gov (United States)

Peeters, Maarten W; Van Aken, Katrijn; Claessens, Albrecht L

2013-01-01

The second to fourth-digit-ratio (2D:4D), a putative marker of prenatal androgen action and a sexually dimorphic trait, has been suggested to be related with fitness and sports performance, although results are not univocal. Most studies however focus on a single aspect of physical fitness or one sports discipline. In this study the 2D:4D ratio of 178 adolescent girls (age 13.5-18 y) was measured on X-rays of the left hand. The relation between 2D:4D digit ratio and multiple aspects of physical fitness (balance, speed of limb movement, flexibility, explosive strength, static strength, trunk strength, functional strength, running speed/agility, and endurance) was studied by correlation analyses and stepwise multiple regression. For comparison the relation between these physical fitness components and a selected number of objectively measured anthropometric traits (stature, mass, BMI, somatotype components and the Bayer & Bailey androgyny index) are presented alongside the results of 2D:4D digit ratio. Left hand 2D:4D digit ratio (0.925±0.019) was not significantly correlated with any of the physical fitness components nor any of the anthropometric variables included in the present study. 2D:4D did not enter the multiple stepwise regression for any of the physical fitness components in which other anthropometric traits explained between 9.2% (flexibility) and 33.9% (static strength) of variance. Unlike other anthropometric traits the 2D:4D digit ratio does not seem to be related to any physical fitness component in adolescent girls and therefore most likely should not be considered in talent detection programs for sporting ability in girls.

ORAL DRILLS AND WRITING IMPROVEMENT IN THE FOURTH GRADE.

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MILLER, BARBARA D.; NEY, JAMES W.

BELIEVING FORMAL WRITTEN ENGLISH TO BE A "FOREIGN LANGUAGE" TO MOST AMERICAN PUBLIC SCHOOL STUDENTS, RESEARCHERS USED THE AUDIO-LINGUAL METHOD OF FOREIGN LANGUAGE INSTRUCTION TO PROMOTE WRITING IMPROVEMENT IN FOURTH-GRADERS. TWO RANDOMLY-SELECTED CLASSES OF STUDENTS OF AVERAGE ABILITY COMPOSED THE STUDY POPULATION--ONE CLASS FOR THE EXPERIMENT,…

EFFECTS OF THE SCHOOL SUBJECT – SPORT FOR ATHLETES ON MOTORIC ABILITIES OF 8TH GRADE GIRLS

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Milovan Ljubojević

2011-08-01

Full Text Available The place and importance of physical education in educational system is well known. Many researches have been done with the goal to determine influence of physical education on students. However, keep in mind that many of those researches had shown that women are generally not so interested in sports and that they are less included in physical activities (especially some forms of it, we have focused our work at possibilities of improvement of motoric abilities of girls inside chosen subject – sport for athletes, which is being conveyed in 8th grade with two classes per week, and chosen sport was basketball. Our sample consisted of 67 girls (37 in experimental and 30 in control group. Level of motoric abilities has been tracked by 14 test battery which measured levels of speed, coordination, precision, balance, flexibility and explosive strength. We concluded that subjects in experimental group improved levels of abilities in each test at final measuring. However, keep in mind that girls in control group had also show certain improvements in results of the t test for dependent samples at initial and final measurement of the following tests: horizontal wall bouncing for 15 seconds, hand and foot tapping, horizontal aiming and standing on one leg with eyes closed, we have compared by ANOVA measured results at final measurement of the each group. We concluded that there are statistically significant differences between groups in left hand basketball dribbling test, pull-through and jump-over tests, horizontal wall bouncing for 15 seconds, hand and foot tapping, standing on one leg with eyes closed, vertical jump – Sargent test, basketball throwing from chest from sitting position. Therefore, we can finally conclude that conveyed basketball programme had completely positive impact at motoric abilities of girls, as we expected

[Application of role-play simulation in pre-clinical practice of the fourth grade students in department of endodontics].

Science.gov (United States)

Zhu, Lin-lin; Qiu, Li-hong; Qu, Liu; Xue, Ming; Yan, Lu

2014-10-01

To apply role- play simulation in pre-clinical practice of the fourth grade students in department of endodontics. Thirty-two students were randomly divided into 2 groups, there were 16 students in each group. Students in one group were taught with role-play simulation while the other group with lecture-based learning method. The teaching effect was measured with examination and questionnaire survey. The data was analyzed by using SPSS 17.0 software package. There were no significant differences in basic knowledge, case analysis and oral examination between 2 groups (P>0.05), but there was significant difference in history taking and medical records writing, practical examination and total scores between 2 groups (Pendodontics.

Learning about static electricity and magnetism in a fourth-grade classroom

Science.gov (United States)

Henry, David Roy

Students begin to develop mental models to explain electrostatic and magnetic phenomena throughout childhood, middle childhood and high school, although these mental models are often incoherent and unscientific (Borges, Tenico, & Gilbert, 1998; Maloney, 1985). This is a case study of a classroom of grade four students and the mental models of magnetism and static electricity they used during a six-week science unit. The 22 students studied magnetism and static electricity using inquiry activities structured to create an environment where students would be likely to construct powerful scientific ideas (Goldberg & Bendall, 1995). Multiple data sources, including students' writing, student assessments, teacher interviews, student interviews, teacher journals, and classroom video and audio recordings were used to uncover how fourth grade students made sense of static electricity and magnetism before, during, and after instruction. The data were analyzed using a social constructivist framework to determine if students were able to develop target scientific ideas about static electricity and magnetism. In general, students were found to have three core mental models prior to instruction: (1) Static electricity and magnetism are the same "substance"; (2) This substance exists on the surface of a magnet or a charged object and can be rubbed off, and (3) Opposite substances attract. During the activities, students had many opportunities to observe evidence that contradicted these core mental models. Using evidence from direct observations, the students practiced differentiating between evidence and ideas. Through group and class discussions, they developed evidenced-based (scientific) ideas. Final assessments revealed that students were able to construct target ideas such as: (1) static electricity and magnetism are fundamentally different; (2) there are two kinds of static "charge;" (3) magnet-rubbed wires act like a magnet; and (4) opposite substances move toward each

Empowering Girls with Chemistry, Exercise and Physical Activity

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Clapham, Emily D.; Ciccomascolo, Lori E.; Clapham, Andrew J.

2015-01-01

Research suggests that a girl's career interests in the areas of science, technology, engineering and mathematics (STEM) declines between grades 6 and 8. Similarly, in middle school, there is a decrease in physical activity among girls. Researchers at the University of Rhode Island (URI) conducted a chemistry-based science camp that took place…

The Role of Agent Age and Gender for Middle-Grade Girls

Science.gov (United States)

Kim, Yanghee

2016-01-01

Compared to boys, many girls are more aware of a social context in the learning process and perform better when the environment supports frequent interactions and social relationships. For these girls, embodied agents (animated on-screen characters acting as tutors) could afford simulated social interactions in computer-based learning and thereby…

The left hand second to fourth digit ratio (2D:4D is not related to any physical fitness component in adolescent girls.

Directory of Open Access Journals (Sweden)

Maarten W Peeters

Full Text Available INTRODUCTION: The second to fourth-digit-ratio (2D:4D, a putative marker of prenatal androgen action and a sexually dimorphic trait, has been suggested to be related with fitness and sports performance, although results are not univocal. Most studies however focus on a single aspect of physical fitness or one sports discipline. METHODS: In this study the 2D:4D ratio of 178 adolescent girls (age 13.5-18 y was measured on X-rays of the left hand. The relation between 2D:4D digit ratio and multiple aspects of physical fitness (balance, speed of limb movement, flexibility, explosive strength, static strength, trunk strength, functional strength, running speed/agility, and endurance was studied by correlation analyses and stepwise multiple regression. For comparison the relation between these physical fitness components and a selected number of objectively measured anthropometric traits (stature, mass, BMI, somatotype components and the Bayer & Bailey androgyny index are presented alongside the results of 2D:4D digit ratio. RESULTS: Left hand 2D:4D digit ratio (0.925±0.019 was not significantly correlated with any of the physical fitness components nor any of the anthropometric variables included in the present study. 2D:4D did not enter the multiple stepwise regression for any of the physical fitness components in which other anthropometric traits explained between 9.2% (flexibility and 33.9% (static strength of variance. CONCLUSION: Unlike other anthropometric traits the 2D:4D digit ratio does not seem to be related to any physical fitness component in adolescent girls and therefore most likely should not be considered in talent detection programs for sporting ability in girls.

The Oversexualization of Young Adolescent Girls: Implications for Middle Grades Educators

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Curry, Jennifer R.; Choate, Laura H.

2010-01-01

This article was meant to familiarize readers with ways in which the media and popular culture sexualize and stereotype girls and women and to raise awareness about the extent to which girls in the middle graders may be impacted by the sexualized media content they view. By framing the problem and its consequences through self-objectification…

Gender differences in an elementary school learning environment: A study on how girls learn science in collaborative learning groups

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Greenspan, Yvette Frank

Girls are marked by low self-confidence manifested through gender discrimination during the early years of socialization and culturalization (AAUW, 1998). The nature of gender bias affects all girls in their studies of science and mathematics, particularly in minority groups, during their school years. It has been found that girls generally do not aspire in either mathematical or science-oriented careers because of such issues as overt and subtle stereotyping, inadequate confidence in ability, and discouragement in scientific competence. Grounded on constructivism, a theoretical framework, this inquiry employs fourth generation evaluation, a twelve-step evaluative process (Guba & Lincoln, 1989). The focus is to discover through qualitative research how fifth grade girls learn science in a co-sexual collaborative learning group, as they engage in hands-on, minds-on experiments. The emphasis is centered on one Hispanic girl in an effort to understand her beliefs, attitudes, and behavior as she becomes a stakeholder with other members of her six person collaborative learning group. The intent is to determine if cultural and social factors impact the learning of scientific concepts based on observations from videotapes, interviews, and student opinion questionnaires. QSR NUD*IST 4, a computer software program is utilized to help categorize and index data. Among the findings, there is evidence that clearly indicates girls' attitudes toward science are altered as they interact with other girls and boys in a collaborative learning group. Observations also indicate that cultural and social factors affect girls' performance as they explore and discover scientific concepts with other girls and boys. Based upon what I have uncovered utilizing qualitative research and confirmed according to current literature, there seems to be an appreciable impact on the way girls appear to learn science. Rooted in the data, the results mirror the conclusions of previous studies, which

Effect of child marriage on girls' school dropout in Nepal: Analysis of data from the Multiple Indicator Cluster Survey 2014.

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Kazutaka Sekine

Full Text Available School dropout and child marriage are interrelated outcomes that have an enormous impact on adolescent girls. However, the literature reveals gaps in the empirical evidence on the link between child marriage and the dropout of girls from school. This study identifies the 'tipping point' school grades in Nepal when the risk of dropout due to marriage is highest, measures the effect of child marriage on girls' school dropout rates, and assesses associated risk factors. Weighted percentages were calculated to examine the grades at highest risk and the distribution of reasons for discontinuing school. Using the Nepal Multiple Indicator Cluster Survey (MICS 2014 data, we estimated the effect of marriage on school attendance and dropout among girls aged 15-17 by constructing logistic regression models. A multivariate logistic regression model was used to assess risk factors of school dropout due to child marriage. It was found that early marriage is the most common reason given for leaving school. Overall, the risk of school dropout due to marriage heightens after girls complete the fifth or sixth grade. The risk of girls' dropping out peaks in the seventh and eighth grades and remains noteworthy in the ninth and tenth grades. Married girls in Nepal are 10 times more likely to drop out than their unmarried peers. Little or no education of the household head, belonging to the Kirat religion, and membership of a traditionally disadvantaged social class each elevate the risk of school dropout due to early marriage. The findings underscore the need to delay girl's marriage so as to reduce girls' school dropout in Nepal. School-based programmes aimed at preventing child marriage should target girls from the fifth grade because they are at increased risk of dropping out, as well as prioritizing girls from disadvantaged groups.

Coding task performance in early adolescence: A large-scale controlled study into boy-girl differences

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Sanne eDekker

2013-08-01

Full Text Available This study examined differences between boys and girls regarding efficiency of information processing in early adolescence. 306 healthy adolescents (50.3% boys in grade 7 and 9 (aged 13 and 15 respectively performed a coding task based on over-learned symbols. An age effect was revealed as subjects in grade 9 performed better than subjects in grade 7. Main effects for sex were found in the advantage of girls. The 25% best-performing students comprised twice as many girls as boys. The opposite pattern was found for the worst performing 25%. In addition, a main effect was found for educational track in favor of the highest track. No interaction effects were found. School grades did not explain additional variance in LDST performance. This indicates that cognitive performance is relatively independent from school performance. Student characteristics like age, sex and education level were more important for efficiency of information processing than school performance. The findings imply that after age 13, efficiency of information processing is still developing and that girls outperform boys in this respect. The findings provide new information on the mechanisms underlying boy-girl differences in scholastic performance.

Letting girls speak out about science

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Baker, Dale; Leary, Rosemary

The purpose of this study was to try to determine what influences girls to choose science. Forty girls were interviewed in Grades 2, 5, 8, 11 using a semistructured protocol. The interview focused on feelings about science, science careers, peer and parental support, and how science is taught. To determine whether their responses were based on gender, each girl was asked to respond to questions as if she were a boy. The girls were highly self-confident and positive about science. All of the girls took a strong equity position and asserted that women can and should do science. The girls liked learning science in an interactive social context rather than participating in activities that isolated them such as independent reading, writing, or note taking. Those who chose science careers were drawn to them because of strong affective experiences with a loved one and a desire to help. The interviews were analyzed through the framework of women's affective and psychological needs.Received: 15 July 1993; Revised: 23 May 1994;

[Low level auditory skills compared to writing skills in school children attending third and fourth grade: evidence for the rapid auditory processing deficit theory?].

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Ptok, M; Meisen, R

2008-01-01

The rapid auditory processing defi-cit theory holds that impaired reading/writing skills are not caused exclusively by a cognitive deficit specific to representation and processing of speech sounds but arise due to sensory, mainly auditory, deficits. To further explore this theory we compared different measures of auditory low level skills to writing skills in school children. prospective study. School children attending third and fourth grade. just noticeable differences for intensity and frequency (JNDI, JNDF), gap detection (GD) monaural and binaural temporal order judgement (TOJb and TOJm); grade in writing, language and mathematics. correlation analysis. No relevant correlation was found between any auditory low level processing variable and writing skills. These data do not support the rapid auditory processing deficit theory.

Relationship of Family Particulars with Mental Health in Tehran Girls\\' Students at Third Grade in the Field of Experimental Sciences

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Davoud Shoja'ei-Zadeh

2000-07-01

Full Text Available Objective: Personality development is a complicated phenomenon. Several external and internal factors such as hereditary background, congenital status, events afterbirth, individual differences, positive and negative promoting behaviors, and other cultural and social factors alone or in combination affect individual personality. Based on the theory of psychological analysis, experiences at childhood, especially interaction with parents have an undeniable effect on individual personality in adulthood. The subject of the present study is to investigate the relationship of family particulars with mental health in high school girls' students in Tehran at third grade in the field of experimental sciences. The present study is a case-study and its purpose is to study theories on dissatisfaction of students at disorganized families and its relationship with anxiety, depression, violence, and obsession. Materials & Methods: The study subjects were 80 girl students studying at third grade in field of experimental sciences at Tehran high schools. Half of these students were selected as case group and half of them as control group. The subjects were selected with screening method and the SCL-90 test was used to study hypothesis. Results: The results revealed that there was a significant difference between case and control group. The quality of family relationship had a strong correlation with mental growth of child.   Conclusion: Based on obtained results, the atmosphere around the control group was happier than the case group. The members of the case group usually did not talk about their problems with father.

Motor Competence in 11-Year-Old Boys and Girls

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Vedul-Kjelsås, Vigdis; Stensdotter, Ann-Katrin; Sigmundsson, Hermundur

2013-01-01

By using the Movement Assessment Battery (MABC), the present study investigated possible gender differences in several tasks of motor competence in children. The sample included 67 Norwegian sixth-grade children (Girls N?=?29; Boys?=?39). Boys' performance exceeds that of girls in ball skills and in one of the balance skills. No differences were…

Sex Differences in Discrimination of Forms by Elementary School Children

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Etaugh, Claire; Turton, William J.

1977-01-01

Boys and girls in second and fourth grades were presented with a two-choice simultaneous form discrimination. The forms were five or ten-sided and symmetrical or asymmetrical. Boys performed better than girls and older children were more accurate than younger ones. (MS)

Self-Contained versus Departmentalized School Organization and the Impact on Fourth and Fifth Grade Student Achievement in Reading and Mathematics as Determined by the Kentucky Core Content Test

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Kent, Kimberly Penn

2010-01-01

The primary purpose of this study was to determine if there was a difference between self-contained and departmentalized classroom organization on the Kentucky Core Content Test (KCCT) in reading and mathematics for students in fourth and fifth grade. A secondary purpose of this study was to consider how these organizational structures affect the…

Longitudinal prediction and concurrent functioning of adolescent girls demonstrating various profiles of dating violence and victimization.

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Chiodo, Debbie; Crooks, Claire V; Wolfe, David A; McIsaac, Caroline; Hughes, Ray; Jaffe, Peter G

2012-08-01

Adolescent girls are involved in physical dating violence as both perpetrators and victims, and there are negative consequences associated with each of these behaviors. This article used a prospective design with 519 girls dating in grade 9 to predict profiles of dating violence in grade 11 based on relationships with families of origin (child maltreatment experiences, harsh parenting), and peers (harassment, delinquency, relational aggression). In addition, dating violence profiles were compared on numerous indices of adjustment (school connectedness, grades, self-efficacy and community connectedness) and maladjustment (suicide attempts, distress, delinquency, sexual behavior) for descriptive purposes. The most common profile was no dating violence (n = 367) followed by mutual violence (n = 81). Smaller numbers of girls reported victimization or perpetration only (ns = 39 and 32, respectively). Predicting grade 11 dating violence profile membership from grade 9 relationships was limited, although delinquency, parental rejection, and sexual harassment perpetration predicted membership to the mutually violent group, and delinquency predicted the perpetrator-only group. Compared to the non-violent group, the mutually violent girls in grade 11 had lower grades, poorer self-efficacy, and lower school connectedness and community involvement. Furthermore, they had higher rates of peer aggression and delinquency, were less likely to use condoms and were much more likely to have considered suicide. There were fewer differences among the profiles for girls involved with dating violence. In addition, the victims-only group reported higher rates of sexual intercourse, comparable to the mutually violent group and those involved in nonviolent relationships. Implications for prevention and intervention are highlighted.

Having It All? A Qualitative Examination of Affluent Adolescent Girls' Perceptions of Stress and Their Quests for Success

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Spencer, Renée; Walsh, Jill; Liang, Belle; Mousseau, Angela M. Desilva; Lund, Terese J.

2018-01-01

This study sought to better understand the relationship between affluence and elevated risk for psychosocial distress among adolescent girls. In-depth qualitative interviews at two time points with three cohorts of girls (sixth-, eighth-, and 10th grade; T1 n = 57, T2 n = 58) from two independent girls schools Grades 6 to 12, along with their…

Ecological, psychological, and cognitive components of reading difficulties: testing the component model of reading in fourth graders across 38 countries.

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Chiu, Ming Ming; McBride-Chang, Catherine; Lin, Dan

2012-01-01

The authors tested the component model of reading (CMR) among 186,725 fourth grade students from 38 countries (45 regions) on five continents by analyzing the 2006 Progress in International Reading Literacy Study data using measures of ecological (country, family, school, teacher), psychological, and cognitive components. More than 91% of the differences in student difficulty occurred at the country (61%) and classroom (30%) levels (ecological), with less than 9% at the student level (cognitive and psychological). All three components were negatively associated with reading difficulties: cognitive (student's early literacy skills), ecological (family characteristics [socioeconomic status, number of books at home, and attitudes about reading], school characteristics [school climate and resources]), and psychological (students' attitudes about reading, reading self-concept, and being a girl). These results extend the CMR by demonstrating the importance of multiple levels of factors for reading deficits across diverse cultures.

The Effects of Running Club Membership on Fourth Graders' Achievement of Connecticut State Standard for the Mile Run

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Foshay, John D.; Patterson, Melissa

2010-01-01

The purpose of this study was to investigate the effects of a running club on the mile run times of fourth grade students. The study was conducted in a suburban elementary school setting in central Connecticut with a student body of 400. The participants for the study included 59 fourth grade students, 30 of whom were boys and 29 of whom were…

Math Achievement, Numerical Processing, and Executive Functions in Girls with Turner Syndrome: Do Girls with Turner Syndrome Have Math Learning Disability?

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Mazzocco, Michele M. M.; Hanich, Laurie B.

2010-01-01

Turner syndrome is a common genetic disorder associated with select deficits in executive functions, working memory and mathematics. In Study 1, we examined growth trajectories of skills in these areas, from grades 1 to 6, among girls with or without Turner syndrome. Rates of growth and performance levels at 6th grade, on an untimed math…

Elementary girls' science reading at home and school

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Ford, Danielle J.; Brickhouse, Nancy W.; Lottero-Perdue, Pamela; Kittleson, Julie

2006-03-01

Although reading is a critical part of science and science learning, it is no longer a part of many children's elementary science instruction. This is of concern because girls often develop strong identities as readers, but do not develop scientific identities with ease. In this study, we investigate girls' science reading to know (1) if science books were available to girls in homes and classrooms, (2) if girls were choosing to read them, and (3) what influences their choices. Forty-five third-grade girls, 29 of their families, and three of their teachers were interviewed to ascertain girls' preferences among various book genres, as well as to learn the ways in which families and teachers influence the choices girls make. We found that girls had access to science books at school, and teachers had strategies to encourage reading them. At home, parents encouraged reading, but were generally less directive than teachers as to what the girls read, and underestimated their daughters' science-related interests. The families studied rely largely on major bookstores as their primary source of books. Our findings suggest we need to understand better the way gender influences girls' engagement with science in a variety of contexts, particularly those in which girls exercise choice.

Adolescent Girl Writers: "I Can Be Good at It, if I Like It"

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Chai, Hannah H.

2010-01-01

A common perception that girls are good at writing may lead educators to overlook girls. This study examined the writing engagement of three sixth grade girls and how their writing self perception affected their attitudes in a writing classroom. Using a qualitative case study methodology, three themes emerged: the importance of writing tasks, the…

Attracting Girls into Physics (abstract)

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Gadalla, Afaf

2009-04-01

A recent international study of women in physics showed that enrollment in physics and science is declining for both males and females and that women are severely underrepresented in careers requiring a strong physics background. The gender gap begins early in the pipeline, from the first grade. Girls are treated differently than boys at home and in society in ways that often hinder their chances for success. They have fewer freedoms, are discouraged from accessing resources or being adventurous, have far less exposure to problem solving, and are not encouraged to choose their lives. In order to motivate more girl students to study physics in the Assiut governorate of Egypt, the Assiut Alliance for the Women and Assiut Education District collaborated in renovating the education of physics in middle and secondary school classrooms. A program that helps in increasing the number of girls in science and physics has been designed in which informal groupings are organized at middle and secondary schools to involve girls in the training and experiences needed to attract and encourage girls to learn physics. During implementation of the program at some schools, girls, because they had not been trained in problem-solving as boys, appeared not to be as facile in abstracting the ideas of physics, and that was the primary reason for girls dropping out of science and physics. This could be overcome by holding a topical physics and technology summer school under the supervision of the Assiut Alliance for the Women.

Basic personality dimensions and vocational orientation with pupils of fourth grade of secondary school

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Ranđelović Dušan

2009-01-01

Full Text Available The main goal of this research was to explore relationship between basic personality dimensions of 'Big Five' model of personality (neuroticism, extraversion, opennes, agreeableness and conscientiousness and thirteen different groups of activities which orienting pupils toward some vocations (administration, security, electrotechnics, creativity, culture, literature, science, helping jobs, agriculture, practical jobs, sport and management and services. The participants were 219 pupils of fourth grade of secondary school from different regions of Serbia (Central Serbia, Southern Serbia and Kosovo and Metohija. Two instruments had been used: Test of Personality (FMLI and Test of Vocational Orientation (TPO. The results show that there is significant correlation between basic personality dimensions and vocational orientation. There is positive significant correlation between neuroticism and choosing security, helping jobs, agriculture and practical jobs. Extraversion is in significant positive correlation with choosing administration, security, sport, management, services, culture and literature. Opennes is in significant positive correlation with choosing creativity, culture, literature, helping jobs and services. There is positive significant correlation between agreeableness and choosing helping jobs and negative significant correlation between aggreeableness and choosing security. Conscientiousness is in significant positive correlation with choosing management and science. Also, concerning choosing certain groups of activities there is statistical significant mean difference between male and female.

Middle school girls: Experiences in a place-based education science classroom

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Shea, Charlene K.

The middle school years are a crucial time when girls' science interest and participation decrease (Barton, Tan, O'Neill, Bautista-Guerra, & Brecklin, 2013). The purpose of this study was to examine the experiences of middle school girls and their teacher in an eighth grade place-based education (PBE) science classroom. PBE strives to increase student recognition of the importance of educational concepts by reducing the disconnection between education and community (Gruenewald, 2008; Smith, 2007; Sobel, 2004). The current study provides two unique voices---the teacher and her students. I describe how this teacher and her students perceived PBE science instruction impacting the girls' participation in science and their willingness to pursue advanced science classes and science careers. The data were collected during the last three months of the girls' last year of middle school by utilizing observations, interviews and artifacts of the teacher and her female students in their eighth grade PBE science class. The findings reveal how PBE strategies, including the co-creation of science curriculum, can encourage girls' willingness to participate in advanced science education and pursue science careers. The implications of these findings support the use of PBE curricular strategies to encourage middle school girls to participate in advance science courses and science careers.

Gender Labeling and the Adoption of Sex-Typed Behaviors

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Fagot, Beverly I.; And Others

1986-01-01

Tests the ability of 43 children, ranging in age from 20 months to 40 months, to discriminate between pictures of boys and girls and male and female adults. Compares children who passed this gender-task with those who failed it on three behaviors most often categorized as sex-typed: toy choice, aggression, and peer playmate selection. (HOD)

Gender Segregation in Nursery School: Predictors and Outcomes.

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Maccoby, Eleanor E.; Jacklin, Carol Nagy

Sex segregation is a powerful phenomenon in childhood. It occurs universally whenever children have a choice of playmates and is found in sub-human primates too. Adults are not directly responsible for sex segregation. Data do not support the hypothesis that the most ladylike girls and the most rough and active boys first form the segregated play…

Effects of Fourth and Second Graders' Cross-Age Tutoring on Students' Spelling

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Mitchell, Rebekkah J.; Morrison, Timothy G.; Feinauer, Erika; Wilcox, Brad; Black, Sharon

2016-01-01

A quasi-experimental study examined some effects of cross-age tutoring on fourth grade tutors' and second grade tutees' ability to spell accurately and correct errors on their own rough drafts. Half of the participating tutors were trained in tutoring skills; half were not. All participants were given pre- and post-assessments. On dictated writing…

Quantitative Assessment of Cervical Vertebral Maturation Using Cone Beam Computed Tomography in Korean Girls

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Byun, Bo-Ram; Kim, Yong-Il; Yamaguchi, Tetsutaro; Maki, Koutaro; Son, Woo-Sung

2015-01-01

This study was aimed to examine the correlation between skeletal maturation status and parameters from the odontoid process/body of the second vertebra and the bodies of third and fourth cervical vertebrae and simultaneously build multiple regression models to be able to estimate skeletal maturation status in Korean girls. Hand-wrist radiographs and cone beam computed tomography (CBCT) images were obtained from 74 Korean girls (6?18 years of age). CBCT-generated cervical vertebral maturation ...

Practicing Good Habits, Grade 4.

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Van Cong Lau; And Others

This illustrated textbook was designed for teaching civics and values to fourth grade students in Vietnam. It is divided into six chapters: (1) At School (recapitulation of the grade three program, friendship, respect for the teacher, team work, discipline, honor); (2) In the Street: Traffic Regulations; (3) At Home (the extended family spirit,…

Coeducational or Single-Sex School: Does It Make a Difference on High School Girls' Academic Motivation?

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Chouinard, Roch; Vezeau, Carole; Bouffard, Therese

2008-01-01

The aim of the present study was to further examine the impact over time of single-sex and coeducational school environments on girls' motivation in language arts and mathematics. Two cohorts comprising 340 girls (7th to 9th grade; 9th to 11th grade) from eight coeducational and two single-sex schools were followed during a period of three…

Girls Doing Science: A Case Study of Science Literacy in All-Female Middle Grade Classrooms

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Faller, Susan Elisabeth

In the face of low adolescent literacy rates (NCES, 2012), concerns about the nation's prospects of remaining competitive in science and technology (Hill, Corbett, & St. Rose, 2010), a persistent gender gap in science (NCES, 2012; Reilly, 2012), and the continued rollout of college- and career-ready standards, there is a need to focus on adolescent girls' science literacy. Such science literacy involves not only general knowledge about science, but also the ability to engage in the advanced reading and writing practices fundamental to doing science (Norris & Phillips, 2003). In this thesis, I present three articles with findings that respond to this need. They are the results of a multiple-case embedded (Yin, 2009) study that I conducted over the course of 7 months in four science classrooms (grades 5 through 8; 50 students) taught by a single teacher in a small all-female middle school. I collected in-depth data focused on science literacy from multiple sources, including (a) fieldnotes (Emerson, Fretz & Shaw, 2011), (b) videorecorded classroom observations (102 classes, 113 hours, recorded on 29 days), (c) a survey of all students, (d) semi-structured interviews with the subsample of 12 focal students (ranging from 18 to 37 minutes) and (e) photographs of classroom artifacts and student work. In the first article, I provide a window into standard literacy practices in science classrooms by examining the reading and writing genres to which students are exposed. In the second article, I examine how a teacher's language and instructional practices within her classrooms, and popular images of science from the world beyond their classrooms might shape adolescent girls' science identities. Finally, in the third article, I explore different aspects of science identity using the words of three case study students. Taken together, these studies fill gaps in the literature by investigating science literacy in an understudied context, all-female classrooms. In addition

The Relationship Between the Learning Style Perceptual Preferences of Urban Fourth Grade Children and the Acquisition of Selected Physical Science Concepts Through Learning Cycle Instructional Methodology.

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Adams, Kenneth Mark

The purpose of this research was to investigate the relationship between the learning style perceptual preferences of fourth grade urban students and the attainment of selected physical science concepts for three simple machines as taught using learning cycle methodology. The sample included all fourth grade children from one urban elementary school (N = 91). The research design followed a quasi-experimental format with a single group, equivalent teacher demonstration and student investigation materials, and identical learning cycle instructional treatment. All subjects completed the Understanding Simple Machines Test (USMT) prior to instructional treatment, and at the conclusion of treatment to measure student concept attainment related to the pendulum, the lever and fulcrum, and the inclined plane. USMT pre and post-test scores, California Achievement Test (CAT-5) percentile scores, and Learning Style Inventory (LSI) standard scores for four perceptual elements for each subject were held in a double blind until completion of the USMT post-test. The hypothesis tested in this study was: Learning style perceptual preferences of fourth grade students as measured by the Dunn, Dunn, and Price Learning Style Inventory (LSI) are significant predictors of success in the acquisition of physical science concepts taught through use of the learning cycle. Analysis of pre and post USMT scores, 18.18 and 30.20 respectively, yielded a significant mean gain of +12.02. A controlled stepwise regression was employed to identify significant predictors of success on the USMT post-test from among USMT pre-test, four CAT-5 percentile scores, and four LSI perceptual standard scores. The CAT -5 Total Math and Total Reading accounted for 64.06% of the variance in the USMT post-test score. The only perceptual element to act as a significant predictor was the Kinesthetic standard score, accounting for 1.72% of the variance. The study revealed that learning cycle instruction does not appear

Effects of a Girls-Only Curriculum during Adolescence: Performance, Persistence, and Engagement in Mathematics and Science

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Shapka, Jennifer D.; Keating, Daniel P.

2003-01-01

This article investigates the benefits of girls-only classroom instruction in math and science during Grades 9 and 10, in the context of a public coeducational high school. It is based on a longitudinal investigation with 786 participants: 85 girls in all-girl classes, and 319 girls and 382 boys in a regular coeducational program. Preexisting…

THE BULLYING PHENOMENON: DIFFERENCES BETWEEN BOYS AND GIRLS

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Fernanda Silva

2016-04-01

Full Text Available The bullying phenomenon is characterized by aggression always unequal power and involves violence. This study aimed to identify the types of bullying (physical, verbal, psychological, material, virtual or sexual more prevalent in this population and compare bullying among adolescent males and females. We used a questionnaire prepared by the researcher. Participants were 309 students, 142 males and 167 females, from 6th to 8th grade from two schools, one state and one municipal. These results show 27% of participants were involved in episodes of bullying and that the most prevalent type of bullying was verbal, being appointed for 92% of girls and 84% boys; followed by psychological, indicated by 70% of girls and 53% boys. Physical bullying, had 46% of female and 44% male reports, the material was mentioned by 27% of girls and 16% boys. On sexual bullying type was greatest difference between the sexes, suffered by 38% of girls and 16% boys. Only 13% of girls and 12% boys, mentioned suffer the virtual bullying. Corroborating research area, in this study the highest percentage of victims were female and different from the literature girls reported being verbally abused more for boys than for girls.

Premenarcheal Mexican Girls' and Their Teachers' Perceptions of Preparation Students Receive about Menstruation at School.

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Marvan, Luisa; Bejarano, Janett

2005-01-01

This survey explored how fifth-grade Mexican premenarcheal girls (N = 80) and their teachers (N = 16) view the preparation students receive about menstruation at school. The most discussed topics in class included hygiene and body functions. The main discrepancies between girls and teachers were as follows: (a) more teachers than girls reported…

How accurate are parental responses concerning their fourth-grade children's school-meal participation, and what is the relationship between children's body mass index and school-meal participation based on parental responses?

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Paxton-Aiken Amy E

2012-03-01

Full Text Available Abstract Background This article investigated (1 parental response accuracy of fourth-grade children's school-meal participation and whether accuracy differed by children's body mass index (BMI, sex, and race, and (2 the relationship between BMI and school-meal participation (based on parental responses. Methods Data were from four cross-sectional studies conducted from fall 1999 to spring 2003 with fourth-grade children from 13 schools total. Consent forms asked parents to report children's usual school-meal participation. As two studies' consent forms did not ask about lunch participation, complete data were available for breakfast on 1,496 children (51% Black; 49% boys and for lunch on 785 children (46% Black; 48% boys. Researchers compiled nametag records (during meal observations of meal participation on randomly selected days during children's fourth-grade school year for breakfast (average nametag days across studies: 7-35 and for lunch (average nametag days across studies: 4-10 and categorized participation as "usually" (≥ 50% of days or "not usually" ( Results Concerning breakfast participation and lunch participation, 74% and 92% of parents provided accurate responses, respectively. Parental response accuracy was better for older children for breakfast and lunch participation, and for Black than White children for lunch participation. Usual school-meal participation was significantly related to children's BMI but in opposite directions -- positively for breakfast and inversely for lunch. Conclusions Parental response accuracy of children's school-meal participation was moderately high; however, disparate effects for children's age and race warrant caution when relying on parental responses. The BMI results, which showed a relationship between school-meal participation (based on parental responses and childhood obesity, conflict with results from a recent article that used data from the same four studies and found no significant

The Leap into 4th Grade

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Anderson, Mike

2011-01-01

Fourth grade is a pivotal year, in which students commonly face increased academic demands. According to Anderson, teachers can help students make a smooth transition to 4th grade by introducing these new challenges in ways that are in line with 4th graders' common developmental characteristics: incredible energy and emotion, industriousness and…

Positive and Negative Emotions and Coping as Mediators of Mother-Child Attachment and Peer Relationships

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Abraham, Michelle M.; Kerns, Kathryn A.

2013-01-01

This study examined whether emotions and coping explain (mediate) the association between mother-child attachment and peer relationships. Attachment, positive and negative emotion experience, coping, and peer relationships were examined in 106 fourth-grade through sixth-grade girls attending a 6-day residential camp. Attachment, experience of…

Video and Computer Games in the '90s: Children's Time Commitment and Game Preference.

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Buchman, Debra D.; Funk, Jeanne B.

1996-01-01

Examined electronic game-playing habits of 900 children. Found that time commitment to game-playing decreased from fourth to eighth grade. Boys played more than girls. Preference for general entertainment games increased across grades while educational games preference decreased. Violent game popularity remained consistent; fantasy violence was…

Physical activity decreased by a quarter in the 11- to 12-year-old Swedish boys between 2000 and 2013 but was stable in girls: a smartphone effect?

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Raustorp, Anders; Pagels, Peter; Fröberg, Andreas; Boldemann, Cecilia

2015-08-01

This study explored physical activity, body mass index (BMI) and overweight and obesity from 2000 to 2013 using a convenience sample of second- and fifth-grade Swedish schoolchildren aged 8-9 years and 11-12 years, respectively. We examined cross-sectional cohorts of 126 second-grade children in 2000, 84 in 2006 and 44 in 2013 and 105 fifth-grade children in 2000 and 38 in 2013. No fifth graders were available in 2006. Physical activity data were collected based on pedometer readings over four consecutive weekdays, and height and weight were measured. Identical instruments and procedures were used in all three years. There was an increase in physical activity in second-grade girls from 2000 to 2006 (p boys and fifth-grade girls were stable throughout the study period. Fifth-grade boys decreased significantly (24%) from 16 670 to 12 704 steps per day (p physical activity differed between boys and girls. Second-grade boys and fifth-grade girls were stable throughout, whereas second-grade girls increased from 2000 to 2006 before stabilising. Fifth-grade boys showed a significant 24% reduction from 2000 to 2013. Changes in recess and leisure time habits, such as smartphone use, may have influenced the result. ©2015 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Primary intra-fourth ventricular meningioma: Report two cases

Directory of Open Access Journals (Sweden)

Nishanth Sadashiva

2016-01-01

Full Text Available Meningioma's occurring intraventricular region are rare and these occurring in the fourth ventricle is even rare. Because of the rarity, it is not usually considered as a differential diagnosis in any age group. Clinical features and Imaging is not characteristic, and most of them are thought to be some different tumor. Here, we discuss two cases harboring a primary fourth ventricular meningioma Grade II, which was surgically excised successfully. Total excision was achieved in both cases and as the tumor was firm to soft and vermian splitting was not required. Understanding the clinical features and a careful preoperative radiological examination is required to differentiate this tumor from more commonly occurring lesions at this location.

Subjective Discipline and the Social Control of Black Girls in Pipeline Schools

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Martin, Jennifer; Smith, Julia

2017-01-01

Using an intersectional feminist critical race lens, we utilized the Education Longitudinal Study (2002) data comparing tenth grade African American girls to White girls, analyzing whether the student was ever held back, teacher reports of problem behaviors in classrooms, and whether the student did not graduate from high school in the four years…

Massive low-grade fibromyxoid sarcoma presenting as acute respiratory distress in a 12-year-old girl

International Nuclear Information System (INIS)

Steiner, Michael A.; Giles, Henry W.; Daley, William P.

2009-01-01

Low-grade fibromyxoid sarcoma (LGFMS) is a rare soft-tissue sarcoma that usually presents in young adults as a painless, slow-growing mass. Evans first described LGFMS in 1987 as a spindle-cell sarcoma with bland histological features and paradoxically aggressive behavior. Although young adults are most frequently affected, recent reports describe pediatric cases being increasingly more common. Males and females are affected approximately equally and common locations include the deep soft tissue of the lower extremity, particularly the thigh and trunk. Primary occurrence within the chest cavity is exceedingly rare. Local recurrence and metastasis are not uncommon and present the clinician and radiologist with challenges regarding follow-up recommendations. Review of the literature reveals many cases of slowly progressive symptoms related to a mass effect. We present a healthy 12-year-old African-American girl who interestingly developed acute symptoms of shortness of breath and chest pain while playing with her brother. (orig.)

Physical fitness and performance. Cardiorespiratory fitness in girls-change from middle to high school.

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Pfeiffer, Karin A; Dowda, Marsha; Dishman, Rod K; Sirard, John R; Pate, Russell R

2007-12-01

To determine how factors are related to change in cardiorespiratory fitness (CRF) across time in middle school girls followed through high school. Adolescent girls (N = 274, 59% African American, baseline age = 13.6 +/- 0.6 yr) performed a submaximal fitness test (PWC170) in 8th, 9th, and 12th grades. Height, weight, sports participation, and physical activity were also measured. Moderate-to-vigorous physical activity (MVPA) and vigorous physical activity (VPA) were determined by the number of blocks reported on the 3-Day Physical Activity Recall (3DPAR). Individual differences and developmental change in CRF were assessed simultaneously by calculating individual growth curves for each participant, using growth curve modeling. Both weight-relative and absolute CRF increased from 8th to 9th grade and decreased from 9th to 12th grade. On average, girls lost 0.16 kg.m.min.kg.yr in weight-relative PWC170 scores (P interactions between CRF, physical activity, race, BMI, and sports participation.

Brachymetatarsia of the Fourth Metatarsal, Lengthening Scarf Osteotomy with Bone Graft

OpenAIRE

Desai, Ankit; Lidder, Surjit; R. Armitage, Andrew; S. Rajaratnam, Samuel; D. Skyrme, Andrew

2013-01-01

A 16-year-old girl presented with left fourth metatarsal shortening causing significant psychological distress. She underwent lengthening scarf osteotomy held with an Omnitech® screw (Biotech International, France) with the addition of two 1 cm cancellous cubes (RTI Biologics, United States). A lengthening z-plasty of the extensor tendons and skin were also performed. At 6 weeks the patient was fully weight bearing and at one-year follow up, the patient was satisfied and discharged. A modifie...

Effective STEM Programs for Adolescent Girls: Three Approaches and Many Lessons Learned

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Mosatche, Harriet S.; Matloff-Nieves, Susan; Kekelis, Linda; Lawner, Elizabeth K.

2013-01-01

While women's participation in math and physical science continues to lag to some degree behind that of men, the disparity is much greater in engineering and computer science. Though boys may outperform girls at the highest levels on math and science standardized tests, girls tend to get better course grades in math and science than boys do.…

Problem Solving Strategies of Girls and Boys in Single-Sex Mathematics Classrooms

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Che, Megan; Wiegert, Elaine; Threlkeld, Karen

2012-01-01

This study examines patterns in middle-grade boys' and girls' written problem solving strategies for a mathematical task involving proportional reasoning. The students participating in this study attend a coeducational charter middle school with single-sex classrooms. One hundred nineteen sixth-grade students' responses are analyzed by gender…

CERN encourages girls to "expand their horizons"

CERN Document Server

François Briard

2015-01-01

On 14 November, CERN took part for the fourth time in "Élargis tes horizons" (see here), a conference organised every two years at Geneva University for girls from the local region aged 11 to 14 aiming to encourage them to take up studies and careers in the scientific and technical domains.   Claude Sanz (left), a fellow in the EN Department, explaining to three girls how to build a particle accelerator in a salad bowl. This year, young physicists and engineers from ATLAS and CMS ran three workshops: "Seeing the invisible using a cloud chamber", "Great cold fun and treats with liquid nitrogen" and "Build your own accelerator in a salad bowl!" CERN was also represented at the Forum de Découverte, represented by the Diversity Office and the Medialab team, presenting the "Higgnite" interactive experiment, which illustrates the principle of the Higgs field. More...

Female teachers' math anxiety affects girls' math achievement.

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Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

2010-02-02

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

The lived experience of girl-to-girl aggression in marginalized girls.

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Zenz Adamshick, Pamela

2010-04-01

Girl-to-girl aggression is increasingly being recognized as a health problem, and the number of teenage girls involved in serious fighting is on the rise. Research on the experiences of girl-to-girl aggression in marginalized girls who are out of the mainstream because of poor relationship skills and physical aggression is notably absent, yet this group is at heightened risk for persistent violence. In this study I used the interpretive phenomenological approach to study the lived experience of girl-to-girl aggression in girls who were marginalized and attending an alternative school because of physically aggressive behavior. Data were collected over a 4-month period by means of in-depth interviews and field notes. For this population, girl-to-girl aggression provided self-protection, expressed girls' identity, and was also a means to finding attachment, connection, and friendship. These findings have multidisciplinary implications for interventions with physically aggressive girls, including mentoring programs, in-school support groups, and exploration of a paradigm shift in the use of alternative schools.

Girls' Touch Football, Physical Education: 5551.03.

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King, Kathy

This course outline is a guide for teaching basic understanding of fundamental skills and rules of girls' touch football in grades 7-12. The course format includes lectures, demonstrations, practice of basic skills, visual aids, lead-up games, presentation and practice of officiating techniques, tournaments, and written and skills tests. Course…

Non-physical bullying: exploring the perspectives of Grade 5 girls ...

African Journals Online (AJOL)

Research into bullying has generated an awareness of many aspects of this phenomenon: it has shown a distinction between various types of bullying and how these are delineated by gender. It has also shown a scarcity of research on bullying amongst girls, a phenomenon which is rife. We report on a qualitative study, ...

Prevention of violence against women and girls: lessons from practice.

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Michau, Lori; Horn, Jessica; Bank, Amy; Dutt, Mallika; Zimmerman, Cathy

2015-04-25

This Series paper describes programming to prevent violence against women and girls, and emphasises the importance of systematic, sustained programming across the social ecology (ie, the delicate equilibrium of interacting social, institutional, cultural, and political contexts of people's lives) to transform gender-power inequalities. Effective prevention policy and programming is founded on five core principles: first, analysis and actions to prevent violence across the social ecology (individual, interpersonal, community, and societal); second, intervention designs based on an intersectional gender-power analysis; third, theory-informed models developed on the basis of evidence; fourth, sustained investment in multisector interventions; and finally, aspirational programming that promotes personal and collective thought, and enables activism on women's and girls' rights to violence-free lives. Prevention programming of the future will depend on all of us having a vision of, and a commitment to, gender equality to make violence-free lives for women and girls a reality. Copyright © 2015 Elsevier Ltd. All rights reserved.

Something's Wrong Here and It's Not Me: Challenging the Dilemmas that Block Girls' Success.

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Bell, Lee Anne

1989-01-01

A group of high-potential girls in grades three-six met with researchers to discuss internal barriers to female achievement. Dilemmas identified as blocking girls' success in school included: smart versus social, silence versus bragging, failure versus perfection, media beauty versus marginality, passive versus aggressive, conforming versus being…

A Summary of an Assessment of Fourth and Sixth Grade Basic Skills.

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CTB / McGraw-Hill, Monterey, CA.

A comprehensive assessment was made of the status of elementary education in Missouri in reading, mathematics, language, and study skills. The Comprehensive Tests of Basic Skills (CTBS) and the Short Form Test of Academic Aptitude (SFTAA) were administered to a sample of Missouri fourth and sixth graders. For each curricular area, Missouri…

Computer Game Use and Television Viewing Increased Risk for Overweight among Low Activity Girls: Fourth Thai National Health Examination Survey 2008-2009

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Ladda Mo-suwan

2014-01-01

Full Text Available Studies of the relationship between sedentary behaviors and overweight among children and adolescents show mixed results. The fourth Thai National Health Examination Survey data collected between 2008 and 2009 were used to explore this association in 5,999 children aged 6 to 14 years. The prevalence of overweight defined by the age- and gender-specific body mass index cut-points of the International Obesity Task Force was 16%. Using multiple logistic regression, computer game use for more than 1 hour a day was found to be associated with an increased risk of overweight (adjusted odds ratio (AOR = 1.4; 95% confidence interval: 1.02–1.93. The effect of computer game use and TV viewing on the risk for overweight was significantly pronounced among girls who spent ≤3 days/week in 60 minutes of moderate-intensity physical activity (AOR = 1.99 and 1.72, resp.. On the contrary, these sedentary behaviors did not exert significant risk for overweight among boys. The moderating effect on risk of overweight by physical inactivity and media use should be taken into consideration in designing the interventions for overweight control in children and adolescents. Tracking societal changes is essential for identification of potential areas for targeted interventions.

Endometrial adenocarcinoma in a 13-year-old girl.

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Kim, Sung Mee; Shin, So Jin; Bae, Jin Gon; Kwon, Kun Young; Rhee, Jeong Ho

2016-03-01

Endometrial cancer is the third most common gynecologic cancer in the Korea and occurs mainly in menopausal women. Although it can develop in young premenopausal women cancer as well, an attack in the adolescent girl is very rare. A 13-year-old girl visited gynecology department with the complaint of abnormal uterine bleeding. An endometrial biopsy revealed FIGO (International Federation of Gynecology and Obstetrics) grade II endometrial adenocarcinoma. In the treatment of endometrial cancer, conservative management should be considered if the patient is nulliparous or wants the fertility preservation. Therefore, we decided to perform a hormonal therapy and a follow-up endometrial biopsy after progestin administration for eight months revealed no residual tumor. We report a case of endometrial cancer occurred in a 13-year-old girl with a brief review of the literature.

Guided Reading in First-Fourth Grade: Theory to Practice

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Gaffner, Jacqueline; Johnson, Kary; Torres-Elias, Annette; Dryden, Lisa

2014-01-01

The purpose of this study was to examine the effects of collaborative efforts between a large metropolitan school district and the school of education at an area urban university. A reading clinic, in which university students conducted small guided reading group lessons with elementary students reading below grade level, was established through…

Open and Endoscopic Management of Fourth Branchial Pouch Sinus - Our Experience.

Science.gov (United States)

Arunachalam, Pavai; Vaidyanathan, Venkatraman; Sengottan, Palaninathan

2015-10-01

Introduction Acute suppurative neck infections associated with third or fourth branchial arch fistulas are frequently recurrent. Third and fourth branchial arch anomalies are much less common and usually present with recurrent left thyroid lobe abscesses. Objectives The authors present their experience in treating such cases that were observed exclusively in children. Methods The study involved performing a retrospective review of five cases in PSG Institute of Medical Sciences & Research. All cases were evaluated radiologically and with Direct Rigid hypopharyngoscopy. Definitive surgery was performed, including hemithyroidectomy. Results The patients consisted of five children, two boys and three girls. All of them presented with recurrent episodes of neck infection. Investigations performed included computed tomography (CT) fistulography, rigid hypopharyngoscopy and ultrasound, which were useful in preoperatively delineating pyriform sinus fistulous tract. All patients underwent neck exploration with excision of the fistulous tract and hemithyroidectomy. Upon follow-up, all patients are asymptomatic. Conclusions Recurrent neck abscesses in a child should alert the clinician to the possibility of a fourth branchial arch anomaly; therefore, children with this condition require a complete evaluation so the anomaly can be ruled out.

But I Like PE: Factors Associated With Enjoyment of Physical Education Class in Middle School Girls

OpenAIRE

Barr-Anderson, Daheia J.; Neumark-Sztainer, Dianne; Schmitz, Kathryn H.; Ward, Dianne S.; Conway, Terry L.; Pratt, Charlotte; Baggett, Chris D.; Lytle, Leslie; Pate, Russell R.

2008-01-01

The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity...

Ortographic difficulties in writing at a basic grade level

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Maria Cristina Rodrigues Azevedo Joly

2009-12-01

Full Text Available This study aimed to identify the performance in children’s writing at a basic grade level. A written test was applied to 546 grade 2 or 3 boys and girls (aged 7 to 13 in public and private schools from the State of São Paulo. The results showed that the grade 3 participants presented a better performance than the grade 2 participants even though both groups have achieved the same maximum and minimum scores. It was confirmed that participants had more difficulty with words containing compound syllables, while words with aggregated consonants and digraphs were associated with the highest rate of correct answers. Furthermore, students from private school revealed more competence in orthographic writing than those coming from public schools. As to gender differences, there were no significant differences in performance for compound and complex syllables items though for other words, girls had better scores.   Keywords: writing; academic achievement; evaluation.

Quadrivalent human papillomavirus vaccination in girls and the risk of autoimmune disorders: the Ontario Grade 8 HPV Vaccine Cohort Study

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Liu, Erin Y.; Smith, Leah M.; Ellis, Anne K.; Whitaker, Heather; Law, Barbara; Kwong, Jeffrey C.; Farrington, Paddy

2018-01-01

BACKGROUND: Despite demonstrated effectiveness in real-world settings, concerns persist regarding the safety of the quadrivalent human papillomavirus (HPV4) vaccine. We sought to assess the risk of autoimmune disorders following HPV4 vaccination among grade 8 girls eligible for Ontario’s school-based HPV vaccination program. METHODS: We undertook a population-based retrospective cohort study using Ontario’s administrative health and vaccination databases from 2007 to 2013. The self-controlled case series method was used to compare the rate of a composite end point of autoimmune disorders diagnosed during days 7–60 post-vaccination (“exposed” follow-up) to that at any other time (“unexposed”). The analysis was repeated to assess the effect of a history of immune-mediated diseases and time since vaccination. We also conducted an exploratory analysis of individual autoimmune disorders. Rate ratios and 95% confidence intervals (CIs) were estimated using conditional Poisson regression, adjusted for age, seasonality, concomitant vaccinations and infections. RESULTS: The study cohort consisted of 290 939 girls aged 12–17 years who were eligible for vaccination between 2007 and 2013. There was no significant risk for developing an autoimmune disorder following HPV4 vaccination (n = 681; rate ratio 1.12, 95% CI 0.85–1.47), and the association was unchanged by a history of immune-mediated disorders and time since vaccination. Exploratory analyses of individual autoimmune disorders found no significant risks, including for Bell palsy (n = 65; rate ratio 1.73, 95% CI 0.77–3.89), optic neuritis (n = 67; rate ratio 1.57, 95% CI 0.74–3.33) and Graves disease (n = 47; rate ratio 1.55, 95% CI 0.92–2.63). INTERPRETATION: We did not observe an increased risk of autoimmune disorders following HPV4 vaccination among teenaged girls. These findings should reassure parents and health care providers. PMID:29807937

Biological and Sociocultural Differences in Perceived Barriers to Physical Activity Among Fifth- to Seventh-Grade Urban Girls.

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Vermeesch, Amber L; Ling, Jiying; Voskuil, Vicki R; Bakhoya, Marion; Wesolek, Stacey M; Bourne, Kelly A; Pfeiffer, Karin A; Robbins, Lorraine B

2015-01-01

Inadequate physical activity (PA) contributes to the high prevalence of overweight and obesity among U.S. adolescent girls. Barriers preventing adolescent girls from meeting PA guidelines have not been thoroughly examined. The threefold purpose of this study was to (a) determine pubertal stage, racial/ethnic, and socioeconomic status (SES) differences in ratings of interference of barriers to PA; (b) examine relationships between perceived barriers and age, body mass index, recreational screen time, sedentary activity, and PA; and (c) identify girls' top-rated perceived barriers to PA. Girls (N = 509) from eight Midwestern U.S. schools participated. Demographic, pubertal stage, perceived barriers, and recreational screen time data were collected via surveys. Height and weight were measured. Accelerometers measured sedentary activity, moderate-to-vigorous PA (MVPA), and light plus MVPA. Girls of low SES reported greater interference of perceived barriers to PA than those who were not of low SES (1.16 vs. 0.97, p = .01). Girls in early/middle puberty had lower perceived barriers than those in late puberty (1.03 vs. 1.24, p barriers were negatively related to MVPA (r = -.10, p = .03) and light plus MVPA (r = -.11, p = .02). Girls' top five perceived barriers included lack of skills, hating to sweat, difficulty finding programs, being tired, and having pain. Innovative interventions, particularly focusing on skill development, are needed to assist girls in overcoming their perceived barriers to PA.

CONNECTION BETWEEN SOME MOTORIC ABILITIES WITH SUCCESS IN REALIZATION OF PROGRAMMED CONTENTS FROM THE AREA OF GYMNASTICS OF THE FOURTH GRADE OF HIGH SCHOOL

Directory of Open Access Journals (Sweden)

Jovica Petković

2007-05-01

Full Text Available This research is undertaken for the purpose of defi ning and determinating of the le vel of connection between some motoric abilities with effi ciency in realization of some pro gramme issnes in the area of gymnastic (stretched – legged jump and folded – legged jump. On the sample of fi fty students from the fourth grade of High school, examined stu dents have been tested on ten motoric tests and on two specifi c motoric assignmentsstre tched – legged jump and folded – legged jump. The results of this research clearly point that there exist the multitude of statistically important coeffi cients of correlation between treated motoric abilities and applied assignments

Single-gender mathematics and science classes and the effects on urban middle school boys and girls

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Sudler, Dawn M.

This study compared the differences in the Criterion-Referenced Competency Test (CRCT) mathematics and science achievement scores of boys and girls in Grade 7 at two urban middle schools. The data allowed the researcher to determine to what degree boys and girls in Grade 7 differ in their mathematics and science achievements within a single-gender environment versus a coeducational learning environment. The study compared any differences between boys and girls in Grade 7 within a single-gender environment in the subjects of mathematics and science, as measured by the CRCT assessments. The study also compared differences between boys and girls in Grade 7 within a coeducational environment in the subjects of mathematics and science, as measured by the CRCT assessments. Two middle schools were used within the study. One middle school was identified as a single-gender school (Middle School A); the other was identified as a coeducational school (Middle School B). This quantitative study applied the use of a descriptive research design. In addition, CRCT scores for the subjects of mathematics and science were taken during the spring of 2008 from both middle schools. Data were measured using descriptive statistics and independent t test calculations. The frequency statistics proceeded to compare each sample performance levels. The data were described in means, standard deviations, standard error means, frequency, and percentages. This method provided an excellent description of a sample scored on the spring 2008 CRCT mathematics and science assessments.

Girls' math performance under stereotype threat: the moderating role of mothers' gender stereotypes.

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Tomasetto, Carlo; Alparone, Francesca Romana; Cadinu, Mara

2011-07-01

Previous research on stereotype threat in children suggests that making gender identity salient disrupts girls' math performance at as early as 5 to 7 years of age. The present study (n = 124) tested the hypothesis that parents' endorsement of gender stereotypes about math moderates girls' susceptibility to stereotype threat. Results confirmed that stereotype threat impaired girls' performance on math tasks among students from kindergarten through 2nd grade. Moreover, mothers' but not fathers' endorsement of gender stereotypes about math moderated girls' vulnerability to stereotype threat: performance of girls whose mothers strongly rejected the gender stereotype about math did not decrease under stereotype threat. These findings are important because they point to the role of mothers' beliefs in the development of girls' vulnerability to the negative effects of gender stereotypes about math. PsycINFO Database Record (c) 2011 APA, all rights reserved

The Gender Gap in Youth Sports: Too Many Urban Girls Are Being Left Behind

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Sabo, Don

2009-01-01

The last several decades have witnessed a large increase in the number of girls who participate in sports in the United States. Today an estimated 8 million third- through 12th-grade girls and 12 million boys participate in organized and team sports. While much progress has been made toward achieving gender equity in youth sports, too many girls…

The Role of Motivation and Self-Esteem in the Academic Achievement of Turkish Gifted Students*

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Topçu, Sevgi; Leana-Tascilar, Marilena Z.

2018-01-01

The aim of this study was to explore the relationship between self-esteem and motivational components and to determine which were the best predictors of academic achievement among Turkish gifted students. Participants in this study were 184 students (76 girls and 108 boys). Sixty-one students were from the fourth grade, 43 from the fifth grade, 34…

Chinese handwriting performance in preterm children in grade 2

Science.gov (United States)

Chang, Shao-Hsia; Hong, Rong-Bin

2018-01-01

Background First graders born prematurely perform poorly on handwriting speed and legibility. However, whether there are specific legibility factors in which preterm children demonstrate difficulty remains unknown. In addition, handwriting performance beyond the first grade and the influence of sex on handwriting performance in preterm children are still unclear. We aimed to investigate the influence of prematurity and sex on multiple dimensions of handwriting in grade two and to identify the contributors to performance. Methods Sixty-three preterm (34 boys and 29 girls) and 67 full-term (27 boys and 40 girls) peers in grade two were included. Class teachers were asked to complete the Chinese Handwriting Evaluation Form. A subgroup of 39 preterm children received assessments on intelligence, visual perception, tactile and kinesthetic sensation, and fine motor skills. Their inattention behavior was rated using a maternal self-report with a behavioral scale. Results Boys born prematurely exhibited poorer performance in the speed dimension than full-term boys (p = 0.008), whereas there was comparable performance in the two groups of girls (p = 0.221). In the dimensions related to legibility, preterm boys (32.4%) had a higher percentage of children with difficulty in the construction dimension than the other groups (preterm girls: 6.9%, full-term boys: 7.4%, full-term girls: 5.0%). However, no group difference was found in the dimensions of accuracy and directionality. Of the sensory-perceptual-motor factors, attention was the most significant predictor of accuracy in performance (p = 0.046) and speed dimensions (p = 0.001) in preterm children. Conclusions Boys appear to be vulnerable to the adverse impacts of preterm birth in terms of performance in the dimensions of speed and construction in grade two. Based on the significant contribution of attention to handwriting performance in preterm children, assessment and intervention in the area of attention is strongly

Gender discrimination in exam grading?

DEFF Research Database (Denmark)

Rangvid, Beatrice Schindler

2018-01-01

Girls, on average, obtain higher test scores in school than boys, and recent research suggests that part of this difference may be due to discrimination against boys in grading. This bias is consequential if admission to subsequent education programs is based on exam scores. This study assesses t...... tendencies are in accordance with statistical discrimination as a mechanism for grading bias in essay writing and with gender-stereotyped beliefs of math being a male domain....... are scored twice (blind and non-blind). Both strategies use difference-in-differences methods. Although imprecisely estimated, the point estimates indicate a blind grading advantage for boys in essay writing of approximately 5-8% SD, corresponding to 9-15% of the gender gap in essay exam grades. The effect...

Psychosocial correlates of physical activity in white and African-American girls.

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Trost, Stewart G; Pate, Russell R; Dowda, Marsha; Ward, Dianne S; Felton, Gwen; Saunders, Ruth

2002-09-01

To evaluate the relative utility of the Theory of Reasoned Action (TRA) and the Theory of Planned Behavior (TPB) in explaining intentions and physical activity behavior in white and African-American eighth-grade girls. One-thousand-thirty white and 1.114 African-American eighth-grade girls (mean age 13.6 +/- 0.7 years) from 31 middle schools in South Carolina completed a 3-day physical activity recall and a questionnaire assessing attitudes, subjective norms, perceived behavioral control, self-efficacy, and intentions related to regular participation in moderate-to-vigorous physical activity (MVPA). Among Whites, 17% of the variance in intentions was contributed by subjective norms and attitude, with intentions accounting for 8% of the variance in MVPA. The addition of perceived behavioral control and self-efficacy to the TRA significantly improved the prediction of intentions and MVPA accounting for 40% and 10% of the variance, respectively. Among African-Americans, subjective norms and attitude accounted for 13% of the variance in intentions, with intentions accounting for only 3% of the variance in MVPA. The addition of perceived behavioral control and self-efficacy to the TRA significantly improved the prediction of intentions and MVPA accounting for 28% and 5% of the variance, respectively. The results provided limited empirical support for the TPB among white adolescent girls; however, our findings suggest that the planned behavior framework has limited utility among African-American adolescent girls. The relatively weak link between intentions and MVPA observed in both population groups suggest that constructs external to the TPB may be more important mediators of physical activity behavior in adolescent girls.

Open and Endoscopic Management of Fourth Branchial Pouch Sinus – Our Experience

Directory of Open Access Journals (Sweden)

Arunachalam, Pavai

2015-07-01

Full Text Available Introduction Acute suppurative neck infections associated with third or fourth branchial arch fistulas are frequently recurrent. Third and fourth branchial arch anomalies are much less common and usually present with recurrent left thyroid lobe abscesses. Objectives The authors present their experience in treating such cases that were observed exclusively in children. Methods The study involved performing a retrospective review of five cases in PSG Institute of Medical Sciences & Research. All cases were evaluated radiologically and with Direct Rigid hypopharyngoscopy. Definitive surgery was performed, including hemithyroidectomy. Results The patients consisted of five children, two boys and three girls. All of them presented with recurrent episodes of neck infection. Investigations performed included computed tomography (CT fistulography, rigid hypopharyngoscopy and ultrasound, which were useful in preoperatively delineating pyriform sinus fistulous tract. All patients underwent neck exploration with excision of the fistulous tract and hemithyroidectomy. Upon follow-up, all patients are asymptomatic. Conclusions Recurrent neck abscesses in a child should alert the clinician to the possibility of a fourth branchial arch anomaly; therefore, children with this condition require a complete evaluation so the anomaly can be ruled out.

Open and Endoscopic Management of Fourth Branchial Pouch Sinus – Our Experience

Science.gov (United States)

Arunachalam, Pavai; Vaidyanathan, Venkatraman; Sengottan, Palaninathan

2015-01-01

Introduction Acute suppurative neck infections associated with third or fourth branchial arch fistulas are frequently recurrent. Third and fourth branchial arch anomalies are much less common and usually present with recurrent left thyroid lobe abscesses. Objectives The authors present their experience in treating such cases that were observed exclusively in children. Methods The study involved performing a retrospective review of five cases in PSG Institute of Medical Sciences & Research. All cases were evaluated radiologically and with Direct Rigid hypopharyngoscopy. Definitive surgery was performed, including hemithyroidectomy. Results The patients consisted of five children, two boys and three girls. All of them presented with recurrent episodes of neck infection. Investigations performed included computed tomography (CT) fistulography, rigid hypopharyngoscopy and ultrasound, which were useful in preoperatively delineating pyriform sinus fistulous tract. All patients underwent neck exploration with excision of the fistulous tract and hemithyroidectomy. Upon follow-up, all patients are asymptomatic. Conclusions Recurrent neck abscesses in a child should alert the clinician to the possibility of a fourth branchial arch anomaly; therefore, children with this condition require a complete evaluation so the anomaly can be ruled out. PMID:26491476

Analysis of Students’ Incorrect Answers on the Topic of Roman Numerals in The Fourth-Grade of Primary School

Science.gov (United States)

Selvianiresa, D.; Jupri, Al

2017-02-01

Mathematics has an important role in solving problems related to mathematical symbols. Mathematics topics are related to the daily life of students, as well as mathematics in the primary school level. In this paper, we report the results of research that aims to understand the difficulties of primary school students towards mathematics, especially on the topic of Roman numerals. The subject of this research included 38 students of fourth grade students from a primary school in the city of Bandung. The results showed that the teacher is more likely do the learning to deliver topic directly to students, rather than having to relatethe learning with a real context. In addition, after the teacher gave some exercises to students, we observed that there are some students’ answers that are unpredictable and made errors. Unexpected answers are caused by student’s unconscientious, misunderstanding, or inability to memorize in seven Roman numeral in general. The results of this analysis can be used to develop teacher competence in the teaching and learning process in the future. In this way, we expect the teacher can prepare various student responses to the given problems in the learning process.

Effectiveness of a girls' empowerment programme on early childbearing, marriage and school dropout among adolescent girls in rural Zambia: study protocol for a cluster randomized trial.

Science.gov (United States)

Sandøy, Ingvild Fossgard; Mudenda, Mweetwa; Zulu, Joseph; Munsaka, Ecloss; Blystad, Astrid; Makasa, Mpundu C; Mæstad, Ottar; Tungodden, Bertil; Jacobs, Choolwe; Kampata, Linda; Fylkesnes, Knut; Svanemyr, Joar; Moland, Karen Marie; Banda, Richard; Musonda, Patrick

2016-12-09

Adolescent pregnancies pose a risk to the young mothers and their babies. In Zambia, 35% of young girls in rural areas have given birth by the age of 18 years. Pregnancy rates are particularly high among out-of-school girls. Poverty, low enrolment in secondary school, myths and community norms all contribute to early childbearing. This protocol describes a trial aiming to measure the effect on early childbearing rates in a rural Zambian context of (1) economic support to girls and their families, and (2) combining economic support with a community intervention to enhance knowledge about sexual and reproductive health and supportive community norms. This cluster randomized controlled trial (CRCT) will have three arms. The clusters are rural schools with surrounding communities. Approximately 4900 girls in grade 7 in 2016 will be recruited from 157 schools in 12 districts. In one intervention arm, participating girls and their guardians will be offered cash transfers and payment of school fees. In the second intervention arm, there will be both economic support and a community intervention. The interventions will be implemented for approximately 2 years. The final survey will be 4.5 years after recruitment. The primary outcomes will be "incidence of births within 8 months of the end of the intervention period", "incidence of births before girls' 18th birthday" and "proportion of girls who sit for the grade 9 exam". Final survey interviewers will be unaware of the intervention status of respondents. Analysis will be by intention-to-treat and adjusted for cluster design and confounders. Qualitative process evaluation will be conducted. This is the first CRCT to measure the effect of combining economic support with a community intervention to prevent adolescent childbearing in a low- or middle-income country. We have designed a programme that will be sustainable and feasible to scale up. The findings will be relevant for programmes for adolescent reproductive health in

Sexual Harassment of Girls in Elementary School: A Concealed Phenomenon within a Heterosexual Romantic Discourse

Science.gov (United States)

Gadin, Katja Gillander

2012-01-01

The aim of this study was to enhance the understanding of young girls' experiences of peer sexual harassment in elementary school and of normalizing processes of school-related sexualized violence. Six focus group interviews with girls in Grade 1 through 6 were carried out in an elementary school in the northern part of Sweden. A content analyses…

Parental and Peer Factors Associated with Body Image Discrepancy among Fifth-Grade Boys and Girls

Science.gov (United States)

Wentzel, Kathryn; Elliott, Marc N.; Dittus, Patricia J.; Kanouse, David E.; Wallander, Jan L.; Pasch, Keryn E.; Franzini, Luisa; Taylor, Wendell C.; Qureshi, Tariq; Franklin, Frank A.; Schuster, Mark A.

2015-01-01

Many young adolescents are dissatisfied with their body due to a discrepancy between their ideal and actual body size, which can lead to weight cycling, eating disorders, depression, and obesity. The current study examined the associations of parental and peer factors with fifth-graders’ body image discrepancy, physical self-worth as a mediator between parental and peer factors and body image discrepancy, and how these associations vary by child’s sex. Body image discrepancy was defined as the difference between young adolescents’ self-perceived body size and the size they believe a person their age should be. Data for this study came from Healthy Passages, which surveyed 5,147 fifth graders (51 % females; 34 % African American, 35 % Latino, 24 % White, and 6 % other) and their primary caregivers from the United States. Path analyses were conducted separately for boys and girls. The findings for boys suggest father nurturance and getting along with peers are related negatively to body image discrepancy; however, for girls, fear of negative evaluation by peers is related positively to body image discrepancy. For both boys and girls, getting along with peers and fear of negative evaluation by peers are related directly to physical self-worth. In addition, mother nurturance is related positively to physical self-worth for girls, and father nurturance is related positively to physical self-worth for boys. In turn, physical self-worth, for both boys and girls, is related negatively to body image discrepancy. The findings highlight the potential of parental and peer factors to reduce fifth graders’ body image discrepancy. PMID:23334988

Brachymetatarsia of the fourth metatarsal, lengthening scarf osteotomy with bone graft.

Science.gov (United States)

Desai, Ankit; Lidder, Surjit; R Armitage, Andrew; S Rajaratnam, Samuel; D Skyrme, Andrew

2013-01-01

A 16-year-old girl presented with left fourth metatarsal shortening causing significant psychological distress. She underwent lengthening scarf osteotomy held with an Omnitech(®) screw (Biotech International, France) with the addition of two 1 cm cancellous cubes (RTI Biologics, United States). A lengthening zplasty of the extensor tendons and skin were also performed. At 6 weeks the patient was fully weight bearing and at one-year follow up, the patient was satisfied and discharged. A modified technique of lengthening scarf osteotomy is described for congenital brachymatatarsia. This technique allows one stage lengthening through a single incision with graft incorporation by 6 weeks.

Trajectories of Math Achievement and Perceived Math Competence over High School and Postsecondary Education: Effects of an All-Girl Curriculum in High School

Science.gov (United States)

Shapka, Jennifer D.

2009-01-01

This study investigated the benefits of all-girls' classroom instruction in math and/or science during Grades 9 and/or 10, within the context of a public co-educational high school. There were 118 participants in this longitudinal investigation: 26 girls in the all-girl classes, as well as 42 girls and 50 boys in the regular co-educational…

Cross-gender Social Normative Effects for Violence in Middle School: Do Girls Carry a Social Multiplier Effect for At-risk Boys?

Science.gov (United States)

Pasch, Keryn E.; Brown, H. Shelton; Perry, Cheryl L.; Komro, Kelli A.

2014-01-01

A social multiplier effect is a social interaction in which the behavior of a person in a social network varies with the normative behavior of others in the network, also known as an endogenous interaction. Policies and intervention efforts can harness social multiplier effects because, in theory, interventions on a subset of individuals will have “spillover effects” on other individuals in the network. This study investigates potential social multiplier effects for violence in middle schools, and whether there is evidence for a social multiplier effect transmitted from girls to boys. Three years of longitudinal data (2003–2005) from Project Northland Chicago (PNC) were used to investigate this question, with a sample consisting of youth in Grades 6 through 8 in 61 Chicago Public Schools (N = 4233 at Grade 6, N = 3771 at Grade 7, and N = 3793 at Grade 8). The sample was 49.3% female, and primarily African American (41.9%) and Latino/a (28.7%), with smaller proportions of whites (12.9%), Asians (5.2%) and other ethnicities. Results from two sets of regression models estimating the effects of 20th (low), 50th (average), and 80th (high) percentile scores for girls and boys on levels of violence in each gender group revealed evidence for social multiplier effects. Specifically, boys and girls were both influenced by social multiplier effects within their own gender group, and boys were also affected by normative violence scores among girls, typically those of the best-behaved (20th percentile) girls. The finding that girls may have positive social influence on boys’ levels of violent behavior extends prior findings of beneficial social effects of girls on boys in the domains of education and risky driving. Further, this social normative effect presents a potential opportunity to improve school-based intervention efforts for reducing violence among youth by leveraging girls as carriers of a social multiplier effect for reduced violence in the middle school

Cross-gender social normative effects for violence in middle school: do girls carry a social multiplier effect for at-risk boys?

Science.gov (United States)

Yarnell, Lisa M; Pasch, Keryn E; Brown, H Shelton; Perry, Cheryl L; Komro, Kelli A

2014-09-01

A social multiplier effect is a social interaction in which the behavior of a person in a social network varies with the normative behavior of others in the network, also known as an endogenous interaction. Policies and intervention efforts can harness social multiplier effects because, in theory, interventions on a subset of individuals will have "spillover effects" on other individuals in the network. This study investigates potential social multiplier effects for violence in middle schools, and whether there is evidence for a social multiplier effect transmitted from girls to boys. Three years of longitudinal data (2003-2005) from Project Northland Chicago were used to investigate this question, with a sample consisting of youth in Grades 6 through 8 in 61 Chicago Public Schools (N = 4,233 at Grade 6, N = 3,771 at Grade 7, and N = 3,793 at Grade 8). The sample was 49.3% female, and primarily African American (41.9%) and Latino/a (28.7%), with smaller proportions of whites (12.9%), Asians (5.2%) and other ethnicities. Results from two sets of regression models estimating the effects of 20th (low), 50th (average), and 80th (high) percentile scores for girls and boys on levels of violence in each gender group revealed evidence for social multiplier effects. Specifically, boys and girls were both influenced by social multiplier effects within their own gender group, and boys were also affected by normative violence scores among girls, typically those of the best-behaved (20th percentile) girls. The finding that girls may have positive social influence on boys' levels of violent behavior extends prior findings of beneficial social effects of girls on boys in the domains of education and risky driving. Further, this social normative effect presents a potential opportunity to improve school-based intervention efforts for reducing violence among youth by leveraging girls as carriers of a social multiplier effect for reduced violence in the middle school environmental

Prevalence of psychological symptoms in Saudi Secondary School girls in Abha, Saudi Arabia

International Nuclear Information System (INIS)

AlGelban, Khalid S.

2009-01-01

Adolescence is characterized by rapid physiological, social and cognititive changes. Aim of the present work is to study mental health of Saudi adolescent secondary school girls in Abha city, Aseer region, Saudi Arabia. A cross-sectional study was conducted in 10 secondary schools for girls using the Arabic version of the symptom-revised checklist 90 (SCL 90-R), a mental health questionnaire that was administered to the girls by fourth-year female medical students. The most prevalent mental symptoms in the 545 female students were phobic anxiety (16.4%), psycchoticism (14.8%), anxiety (14.3%), and somatization (14.2%). The prevalence of depression, paranoid ideation and interpersonal sensitivity amounted to 13.9%, 13.8% and 13.8%, respectively. The least prevalent mental symptoms were hostility (12.8%) and obsessive-compulsive behavior (12.3%). Overall, psychological symptoms (in terms of a positive global severity index) were found in 16.3% of the girls. In a multivariate logistic regression analysis, no significant relationship was found with sociodemographic factors. Psychological symptoms and disorders are prevalent in secondary school girls and health professionals need to be able to recognize, manage and follow-up mental health problems in young people. Further research is needed to explore the magnitude of the problem at the national level. (author)

Understanding the Link Between Pubertal Timing in Girls and the Development of Depressive Symptoms: The Role of Sexual Harassment.

Science.gov (United States)

Skoog, Therése; Bayram Özdemir, Sevgi; Stattin, Håkan

2016-02-01

The link between sexual maturation, or pubertal timing, in girls and adolescent depressive symptoms is well-documented, but the underlying processes remain unclear. We examined whether sexual harassment, which has previously been linked to both pubertal timing and depressive symptoms, mediates this link, using a two-wave longitudinal study including 454 girls in 7th (M age  = 13.42, SD = .53) and 8th grade (M age  = 14.42, SD = .55). Pubertal timing was linked to depressive symptoms in both age groups, and predicted an increase in depressive symptoms among the 7th graders. Sexual harassment significantly mediated the link between pubertal timing and depressive symptoms among the 7th, but not the 8th grade girls. Together, our findings suggest that one way to prevent depressive symptoms among early-maturing girls could be to address sexual harassment in preventive intervention in early adolescence.

Fourth and fifth grade Latino(a) students making meaning of scientific informational texts

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Croce, Keri-Anne

Using a socio-psycholinguistic perspective of literacy and a social-semiotic analysis of texts, this study investigates how six students made meaning of informational texts. The students came to school from a variety of English and Spanish language backgrounds. The research question being asked was 'How do Latino(a) fourth and fifth grade students make meaning of English informational texts?' Miscue analysis was used as a tool to investigate how students who have been labeled non-struggling readers by their classroom teacher and are from various language backgrounds approached five informational texts. In order to investigate students' responses to the nature of informational texts, this dissertation draws on commonly occurring structures within texts. Primary data collected included read alouds and retellings of five texts, retrospective miscue analysis, and interviews with six participant students. Two of these participants are discussed within this dissertation. Secondary data included classroom observations and teacher interviews. This study proposes that non-native speakers may use scientific concept placeholders as they transact with informational texts. The use of scientific concept placeholders by a reader indicates that the reader is engaged in the meaning making process and possesses evolving scientific knowledge about a phenomenon. The findings suggest that Latino(a) students' understandings of English informational texts is influenced not only by a student's language development but also (1) the nature of the text; (2) the reading strategies that a student uses, such as the use of placeholders; (3) the influence of the researcher during the aided retelling. This study contributes methodological tools to assess English language learners' reading. The conclusions presented within this study also support the idea that students from a variety of language backgrounds slightly altered their reliance on certain cuing systems as they encountered various sub

The effects of a science intervention program on the attitudes and achievement of high school girls in science

Science.gov (United States)

Steakley, Carrie Capers

This study investigated the effects of a high school science intervention program that included hands-on activities, science-related career information and exposure, and real-world experiences on girls' attitudes and achievement in science. Eighty-four girls, 44 ninth-graders and 40 tenth-graders, and 105 parents participated in the study. Survey data was collected to assess the girls' attitudes toward science in seven distinct areas: social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, and career interest in science. Additional questionnaires were used to determine the extent of the girls' participation in sports and the attitudes of their parents toward science. The girls' cumulative science semester grade point averages since the seventh grade were used to assess academic science achievement. This study found no evidence that participation in the program improved the girls' attitudes or achievement in science. Parent attitudes and years of participation in sports were not accurate predictors of science achievement. Additionally, no significant relationship was detected between the girls' and their parents' perceptions of science. However, the study did suggest that extended participation in sports may positively affect science achievement for girls. This study holds implications for educational stakeholders who seek to implement intervention methods and programs that may improve student attitudes and achievement in science and attract more youth to future science-related careers.

Will Not Want: Self-Control Rather than Motivation Explains the Female Advantage in Report Card Grades

Science.gov (United States)

Duckworth, Angela L.; Shulman, Elizabeth P.; Mastronarde, Andrew J.; Patrick, Sarah D.; Zhang, Jinghui; Druckman, Jeremy

2015-01-01

Girls earn better grades than boys, but the mechanism explaining this gender difference is not well understood. We examined the relative importance of self-control and motivation in explaining the female advantage in grades. In Study 1, we surveyed middle school teachers and found they judged girls to be higher in both school motivation and self-control. In Studies 2 and 3—using self-reported motivation and teacher- and/or parent-reported self-control, and quarterly and final grades obtained from school records—we find that self-control, but not school motivation, helps to explain the gender gap in academic performance. In these studies, girls appeared to be more self-controlled than boys, but—contrary to teacher judgments in Study 1—did not appear to be more motivated to do well in school. PMID:25883522

Dreams about the future: How boys and girls perceive gender roles

Directory of Open Access Journals (Sweden)

Malešević Miroslava Ž.

2004-01-01

Full Text Available This paper is based on original research in two Belgrade elementary schools the subjects were boys and girls from senior grades. These boys and girls were asked to answer a few questions about their future professions; that is, how do they imagine their lives in the future. More than half of the questioned girls expressed the desire to become models, actresses, singers or to be involved in some similar occupations from the world of entertainment. Their dreams about their future life totally exclude professions that require hard studying and serious academic preparation. The girls showed no interest in so-called "serious" occupations or, as a matter of fact, in traditional female jobs and roles. Boys, on the other hand, have various and diverse plans and dreams concerning their future occupations. In brief, the girls put emphasis on professions where the body and its appearance count, while the boys emphasize everything else. This paper is an attempt to answer the question of why it is that the majority of girls on the doorstep of adolescence see the fulfillment of their dreams in such a stereotyped, narrow frame of glamour and physical attractiveness. The paper points out to the existence of pop-culture patterns that so greatly influence the daily lives of these young girls, through media, school and public life in general. In such pop-culture that broadcasts a "Cover Girl" image, images that could encourage girls' other ambitions and interests almost do not exist.

21st Century Curriculum: Does Auto-Grading Writing Actually Work?

Science.gov (United States)

T.H.E. Journal, 2013

2013-01-01

The West Virginia Department of Education's auto grading initiative dates back to 2004--a time when school districts were making their first forays into automation. The Charleston based WVDE had instituted a statewide writing assessment in 1984 for students in fourth, seventh, and 10th grades and was looking to expand that program without having…

Grade Retention in Primary Education Is Associated with Quarter of Birth and Socioeconomic Status.

Science.gov (United States)

González-Betancor, Sara M; López-Puig, Alexis J

2016-01-01

Grade retention is still common practice in some countries though longstanding experience tells us that it is a highly criticised practice for its unclear benefits, its important costs for the educational systems and its relation with school dropout. Therefore, the aim of the present study is to analyse which variables increase the probability of being retained in primary education differentiating between being retained in second or in fourth grade, and paying special attention to the role of the socioeconomic status of the families. By knowing which analysed variables are related to grade retention, and how, we may offer some suggestions to reduce it. We use a national dataset with more observations for Spain than any other international ones, called 'Evaluación General de Diagnóstico', conducted in Spain in 2009 with the participation of 28708 students of fourth grade of primary education from 874 schools, considered to be representative for every Spanish autonomous region. This assessment focused on four competences and includes information about the learning context collected through questionnaires for students, families, school management and teachers. Estimating different multilevel random-intercept logistic regressions we obtain the following three main findings: 1) the existence of a 'quarter of birth' effect, that nearly doubles the probability of grade retention in second grade of primary -compared to the probability of grade retention in fourth grade-, for the youngest students of their same age cohort (OR = 1.93 vs. OR = 1.53, both peducation level influences more than the fathers' one -especially in second grade (OR = 0.20 vs. OR = 0.45, both p0.05)-.

Science Teaching Methods Preferred by Grade 9 Students in Finland

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Juuti, Kalle; Lavonen, Jari; Uitto, Anna; Byman, Reijo; Meisalo, Veijo

2010-01-01

Students find science relevant to society, but they do not find school science interesting. This survey study analyzes Finnish grade 9 students' actual experiences with science teaching methods and their preferences for how they would like to study science. The survey data were collected from 3,626 grade 9 students (1,772 girls and 1,832 boys)…

Boys and girls "doing science" and "doing gender"

Science.gov (United States)

Cervoni, Cleti

The gender gap in achievement in science continues to plague science educators (AAAS, 2001). Strategies to close this gap have defined the problem in terms of girls' lack of interest or their inability to survive in science classrooms. Recent feminist scholarship has re-centered this problem of gender inequity not on girls, but on the nature of science and how it is taught in schools (Birke, 1986; Parker, 1997). Lesley Parker (1997) argues that it is schools that need to change and recommends a gender-inclusive science curriculum for schools. My dissertation argues for a new framework and research agenda for understanding the relationship between gender and science in schools. My study examines the gender dynamics of how unequal gender relations are negotiated, resisted and sustained in the context of a second grade science classroom. In examining the gender dynamics between the boys and the girls in a science classroom, I found that the boys positioned the girls as their assistants, as incompetent in science, as weak in contrast to the boys, and in need of the boys' help and protection. These discourses functioned to create and sustain unequal gender relations in the classroom. The girls responded in paradoxical ways to the boys' positioning of them. They resisted the boys by: (a) ignoring them; (b) using a domestic discourse to negotiate/gain more power; (c) appropriating teacher authority; or (d) using sexuality to embarrass and silence the boys. The girls also deferred to the boys as experts in science. In these ways, the girls themselves contributed to maintaining unequal gender relations in the classroom. I found that the classroom context is a site of struggle for both boys and girls as they seek to secure a place in the social hierarchy of the classroom. For the boys, masculinity is strong and powerful yet fragile and vulnerable. The girls struggle in holding multiple images of femininity. Examining gender dynamics through positioning and negotiation for

Brachymetatarsia of the fourth metatarsal, lengthening scarf osteotomy with bone graft

Directory of Open Access Journals (Sweden)

Ankit Desai

2013-09-01

Full Text Available A 16-year-old girl presented with left fourth metatarsal shortening causing significant psychological distress. She underwent lengthening scarf osteotomy held with an Omnitech® screw (Biotech International, France with the addition of two 1 cm cancellous cubes (RTI Biologics, United States. A lengthening z-plasty of the extensor tendons and skin were also performed. At 6 weeks the patient was fully weight bearing and at one-year follow up, the patient was satisfied and discharged. A modified technique of lengthening scarf osteotomy is described for congenital brachymatatarsia. This technique allows one stage lengthening through a single incision with graft incorporation by 6 weeks.

In Pursuit of the Elusive Elixir: Predictors of First Grade Reading.

Science.gov (United States)

Porter, Robin

Multivariate sets of predictor variables including both cognitive and social variables, different types of preschool experiences, and family environment variables were used to predict the first-grade reading achievement of 144 first-grade boys and girls. Measures for the predictor variables had been taken at school entry and at the end of the…

A Quantitative Evaluation of an Ability-Grouped Literacy Program in the Elementary Grades

Science.gov (United States)

Portales Blair, Lidiana

2017-01-01

National assessments have shown that the majority of students in the United States cannot read at grade level by fourth grade. These results are alarming because students who are not proficient readers by third grade suffer long-term consequences and are more likely to drop out of high school. Feeling pressure to improve reading outcomes, schools…

Sexual identity, partner gender, and sexual health among adolescent girls in the United States.

Science.gov (United States)

Riskind, Rachel G; Tornello, Samantha L; Younger, Brendan C; Patterson, Charlotte J

2014-10-01

We examined associations between adolescent girls' sexual identity and the gender of their sexual partners, on one hand, and their reports of sexual health behaviors and reproductive health outcomes, on the other. We analyzed weighted data from pooled Youth Risk Behavior Surveys (2005 and 2007) representative of 13 US jurisdictions, focusing on sexually experienced girls in 8th through 12th grade (weighted n=6879.56). We used logistic regression with hierarchical linear modeling to examine the strength of associations between reports about sexual orientation and sexual and reproductive health. Sexual minority girls consistently reported riskier behaviors than did other girls. Lesbian girls' reports of risky sexual behaviors (e.g., sex under the influence of drugs or alcohol) and negative reproductive health outcomes (e.g., pregnancy) were similar to those of bisexual girls. Partner gender and sexual identity were similarly strong predictors of all of the sexual behaviors and reproductive health outcomes we examined. Many sexual minority girls, whether categorized according to sexual identity or partner gender, are vulnerable to sexual and reproductive health risks. Attention to these risks is needed to help sexual minority girls receive necessary services.

Prevalence of psychological symptoms in Saudi Secondary School girls in Abha, Saudi Arabia

Science.gov (United States)

Al Gelban, Khalid S.

2009-01-01

BACKGROUND AND OBJECTIVES: Adolescence is characterized by rapid physiological, social and cognititive changes. Aim of the present work is to study mental health of Saudi adolescent secondary school girls in Abha city, Aseer region, Saudi Arabia. METHODS: A cross-sectional study was conducted in 10 secondary schools for girls using the Arabic version of the symptom-revised checklist 90 (SCL 90-R), a mental health questionnaire that was administered to the girls by fourth-year female medical students. RESULTS: The most prevalent mental symptoms in the 545 female students were phobic anxiety (16.4%), psychoticism (14.8%), anxiety (14.3%), and somatization (14.2%). The prevalence of depression, paranoid ideation and interpersonal sensitivity amounted to 13.9%, 13.8% and 13.8%, respectively. The least prevalent mental symptoms were hostility (12.8%) and obsessive-compulsive behavior (12.3%). Overall, psychological symptoms (in terms of a positive global severity index) were found in 16.3% of the girls. In a multivariate logistic regression analysis, no significant relationship was found with sociodemographic factors. CONCLUSION: Psychological symptoms and disorders are prevalent in secondary school girls and health professionals need to be able to recognize, manage and follow-up mental health problems in young people. Further research is needed to explore the magnitude of the problem at the national level. PMID:19584586

Motor proficiency profile of Grade 1 learners in the North West ...

African Journals Online (AJOL)

This study aimed to establish a comprehensive profile of the motor proficiency of Grade 1 learners in the North West Province of South Africa, taking into account gender and racial differences and strengths and weaknesses. A stratified randomised sample of 816 Grade 1 learners (419 boys, 397 girls, mean age 6.84 years ...

PRACTICES OF MENSTRUAL HYGIENE AMONG ADOLESCENT GIRLS IN A DISTRICT OF UTTARAKHAND

Directory of Open Access Journals (Sweden)

Ruchi Juyal

2012-06-01

Full Text Available Context: Adolescence in girls signifies the transition from girlhood to womanhood. Good menstrual hygiene is crucial for the health, education, and dignity of girls and women. This is an important sanitation issue which has long been in the closet and still there is a long standing need to openly discuss it. Aims: 1. To elicit the knowledge and source of information regarding menstruation among the adolescent girl students. 2. To find out the practices of menstrual hygiene among them. Settings and Design: Cross-Sectional study conducted in two randomly selected Inter colleges (one rural and one urban of district Dehradun of Uttarakhand state. Methods and Material: 453 girls studying in 9th to 12th grades were interviewed by using a prestructured and pretested questionnaire. Statistical analysis used: percentages and Chi-square test Results: 64.5 % girls (71.1% Rural and 57% Urban were aware about menstruation prior to the attainment of menarche. Awareness among rural girls was significantly more as compared to urban girls. Friends were the first informant in about 31.8 % girls. But the correct reason and source of bleeding during menstruation was not known to most of the respondents. Overall 38.4 % adolescent girls (48.1% Rural and 27.6% Urban were using sanitary napkins as menstrual absorbent, while 30 % were using a new cloth/rag every time. Conclusions: There is a need to educate the girls about menstruation, its importance and hygiene maintenance; so as to enable them to lead a healthy reproductive life in future.

PRACTICES OF MENSTRUAL HYGIENE AMONG ADOLESCENT GIRLS IN A DISTRICT OF UTTARAKHAND

Directory of Open Access Journals (Sweden)

Ruchi Juyal

2012-07-01

Full Text Available Context: Adolescence in girls signifies the transition from girlhood to womanhood. Good menstrual hygiene is crucial for the health, education, and dignity of girls and women. This is an important sanitation issue which has long been in the closet and still there is a long standing need to openly discuss it. Aims: 1. To elicit the knowledge and source of information regarding menstruation among the adolescent girl students. 2. To find out the practices of menstrual hygiene among them. Settings and Design: Cross-Sectional study conducted in two randomly selected Inter colleges (one rural and one urban of district Dehradun of Uttarakhand state. Methods and Material: 453 girls studying in 9th to 12th grades were interviewed by using a prestructured and pretested questionnaire. Statistical analysis used: percentages and Chi-square test Results: 64.5 % girls (71.1% Rural and 57% Urban were aware about menstruation prior to the attainment of menarche. Awareness among rural girls was significantly more as compared to urban girls. Friends were the first informant in about 31.8 % girls. But the correct reason and source of bleeding during menstruation was not known to most of the respondents. Overall 38.4 % adolescent girls (48.1% Rural and 27.6% Urban were using sanitary napkins as menstrual absorbent, while 30 % were using a new cloth/rag every time. Conclusions: There is a need to educate the girls about menstruation, its importance and hygiene maintenance; so as to enable them to lead a healthy reproductive life in future.

Effects of Room Color on Mirror-Tracing by Junior High School Girls.

Science.gov (United States)

Bross, Cindy; Jackson, Karen

1981-01-01

Girls in Grades 7, 8, and 9 practiced mirror-tracing in a neutral colored room to a criterion before being tested in their preferred or nonpreferred colored rooms. The errors decreased significantly in the preferred room, while the time to complete changed minimally. (Author)

Girls Who Perceive Themselves as Competent: Some Antecedents and Correlates

Science.gov (United States)

Baruch, Grace K.

1976-01-01

Self-perceptions of competence of white, middle-class fifth- and tenth-grade girls were examined in relation to (a) maternal variables and (b) self-esteem and anticipated role pattern (career aspirations and desired family size). Subjects were 79 fifth-graders and 51 of their mothers, and 49 tenth-graders and 38 of their mothers. Results are…

Teaching the Classics in the Middle Grades: Connecting with the Roots of Western Civilization.

Science.gov (United States)

Wood, Robin H.

1998-01-01

At a New Jersey school, students spend one year studying each of three time periods: ancient Egypt in fourth grade; Greece in fifth grade; and Rome and the Middle Ages in sixth grade. The history curriculum becomes the focal point for other areas (art, music, drama, language arts, science, geography, and math). Teachers use primary sources and…

Latina and European American Girls' Experiences with Academic Sexism and their Self-Concepts in Mathematics and Science During Adolescence.

Science.gov (United States)

Brown, Christia Spears; Leaper, Campbell

2010-12-01

The study investigated Latina and European American adolescent girls' (N = 345, M = 15.2 years, range = 13 to 18) experiences with academic sexism in mathematics and science (M/S) and their M/S perceived competence and M/S value (liking and importance). M/S academic sexism was based on girls' reported experiences hearing sexist comments about girls' abilities in math and science. Older European American adolescents, and both younger and older Latina adolescents, who experienced several instances of academic sexism felt less competent in M/S than girls who experienced less sexism (controlling for M/S grades). In addition, among older girls (regardless of ethnicity), those who experienced several instances of academic sexism valued M/S less than girls who experienced less sexism.

Girls make sense: girls, celebrities and identities

NARCIS (Netherlands)

Duits, L.; van Romondt Vis, P.

2009-01-01

Combining intertextual, audience and feminist perspectives, this article investigates how young girls make meaning from celebrities. Based on focus group interviews with Dutch girls aged 12—13, it argues that girls' talk about celebrities functions as an identity tool in the reflexive project of the

Biological and Sociocultural Differences in Perceived Barriers to Physical Activity among 5th–7th Grade Urban Girls

Science.gov (United States)

Vermeesch, Amber L.; Ling, Jiying; Voskuil, Vicki R.; Bakhoya, Marion; Wesolek, Stacey M.; Bourne, Kelly A.; Pfeiffer, Karin A.; Robbins, Lorraine B.

2015-01-01

Background Inadequate physical activity (PA) contributes to the high prevalence of overweight and obesity among U.S. adolescent girls. Barriers preventing adolescent girls from meeting PA guidelines have not been thoroughly examined. Objectives The threefold purpose of this study was to: (a) determine pubertal stage, racial/ethnic, and socioeconomic status (SES) differences in ratings of interference of barriers to PA; (b) examine relationships between perceived barriers and age, body mass index (BMI), recreational screen time, sedentary activity, and PA; and (c) identify girls’ top-rated perceived barriers to PA. Methods Girls (N = 509) from eight Midwestern U.S. schools participated. Demographic, pubertal stage, perceived barriers, and recreational screen time data were collected via surveys. Height and weight were measured. Accelerometers measured sedentary activity, moderate-to-vigorous physical activity (MVPA), and light plus MVPA. Results Girls of low SES reported greater interference of perceived barriers to PA than those who were not of low SES (1.16 vs. 0.97, p = .01). Girls in early/middle puberty had lower perceived barriers than those in late puberty (1.03 vs. 1.24, p barriers were negatively related to MVPA (r = −.10, p = .03) and light plus MVPA (r = −.11, p = .02). Girls’ top five perceived barriers included lack of skills, hating to sweat, difficulty finding programs, being tired, and having pain. Discussion Innovative interventions, particularly focusing on skill development, are needed to assist girls in overcoming their perceived barriers to PA. PMID:26325276

An evaluation of a body image intervention in adolescent girls delivered in single-sex versus co-educational classroom settings.

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Dunstan, Candice J; Paxton, Susan J; McLean, Siân A

2017-04-01

Body dissatisfaction is now recognized as having considerable negative impact on social, psychological, and physical health, particularly in adolescent girls. Consequently, we have developed a six-session co-educational body image intervention (Happy Being Me Co-educational) designed to reduce body dissatisfaction and its risk factors in Grade 7 girls. In addition to evaluating the program's efficacy, we aimed to identify whether girls would benefit equally when it was delivered as a universal intervention to a whole class including both boys and girls (co-educational delivery), or delivered as a selective intervention to girls only (single-sex delivery). Participants were 200 Grade 7 girls from five schools in Melbourne, Australia. Schools were randomly allocated to receive the intervention in single-sex classes (n=74), co-educational classes (n=73), or participate as a no-intervention control (n=53). Girls completed self-report assessments of body dissatisfaction, psychological (internalization of the thin ideal, appearance comparison, and self-esteem) and peer environment (weight-related teasing and appearance conversations) risk factors for body dissatisfaction, and dietary restraint, at baseline, post-intervention, and at 6-month follow-up. Significant improvements in body dissatisfaction and psychological risk factors were observed in the intervention group at post-intervention and these were maintained at follow-up for psychological risk factors. Importantly, no significant differences between universal and selective delivery were observed, suggesting that the intervention is appropriate for dissemination in both modes. Copyright © 2015 Elsevier Ltd. All rights reserved.

Objectively measured physical activity and bone strength in 9-year-old boys and girls.

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Sardinha, Luís B; Baptista, Fátima; Ekelund, Ulf

2008-09-01

The purpose of this work was to analyze the relationship between intensity and duration of physical activity and composite indices of femoral neck strength and bone-mineral content of the femoral neck, lumbar spine, and total body. Physical activity was assessed by accelerometry in 143 girls and 150 boys (mean age: 9.7 years). Measurement of bone-mineral content, femoral neck bone-mineral density, femoral neck width, hip axis length, and total body fat-free mass was performed with dual-energy radiograph absorptiometry. Compressive [(bone-mineral density x femoral neck width/weight)] and bending strength [(bone-mineral density x femoral neck width(2))/(hip axis length x weight)] express the forces that the femoral neck has to withstand in weight bearing, whereas impact strength [(bone-mineral density x femoral neck width x hip axis length)/(height x weight)] expresses the energy that the femoral neck has to absorb in an impact from standing height. Analysis of covariance (fat-free mass and age adjusted) showed differences between boys and girls of approximately 9% for compressive, 10% for bending, and 9% for impact strength. Stepwise regression analysis using time spent at sedentary, light, moderate, and vigorous physical activity as predictors revealed that vigorous physical activity explained 5% to 9% of femoral neck strength variable variance in both genders, except for bending strength in boys, and approximately 1% to 3% of total body and femoral neck bone-mineral content variance. Vigorous physical activity was then used to categorize boys and girls into quartiles. Pairwise comparison indicated that boys in the third and fourth quartiles (accumulation of >26 minutes/day) demonstrated higher compressive (11%-12%), bending (10%), and impact (14%) strength than boys in the first quartile. In girls, comparison revealed a difference between the fourth (accumulation of >25 minutes/day) and first quartiles for bending strength (11%). We did not observe any

A longitudinal study on boys' and girls' career aspirations and interest in technology

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Ardies, Jan; De Maeyer, Sven; Gijbels, David

2015-09-01

Background: More young people, boys and girls, are needed in technical studies and professions, as the relative number of students in technology-related studies has been decreasing in most industrialised countries. To overcome this decrease several countries implemented mandatory technology classes in the curriculum of secondary education. Purpose: This study has two goals: exploring the evolution of pupils' interest during the year(s) they attend the mandatory technology classes and exploring determining characteristics for differences in boys' and girls' attitude change over time. Sample: This study focuses on data gathered in the first and second grade of the first cycle in general secondary education in the North region of Belgium, Flanders. In a first stage we selected a good representation of geographically spread schools (n = 20), from which over 1300 students participated. Design and methods: A longitudinal study with eight measurement occasions spread over the course of two years is presented in order to capture the evolution of students' attitudes, making use of a multilevel growth model analysis. Results: The results show that students' interest in technology decreases over time, although at the end of each grade interest is increasing again. Boys' and girls' interest in technology also evolves a little different in the first cycle of secondary education. For career aspirations we didn't see any significant difference between boys and girls. Boys' and girls' aspirations decrease over time with a little increase by the end of the second grade. Students with a more technological curriculum also have more career aspirations in the field of technology than their peers with other curricula. Although students' perceptions about technology as a subject for boys and girls are largely stable. Conclusions: The evolution of students' attitude is far from linear, this strengthens us in the choice for a more complex analysis model and the choice for more measuring

Influential Factors in Career Orientation and Career Aspiration of Early Adolescent Girls.

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Rainey, Leslie Martin; Borders, L. DiAnne

1997-01-01

Investigates two models of career development using 276 seventh- and eighth-grade girls and their mothers. Results indicate that in both models, adolescents' agentic characteristics (e.g., independence, assertiveness, willingness to take a stand) and maternal variables (e.g., education, employment, etc.) contributed significantly to adolescents'…

Who is most affected by prenatal alcohol exposure: Boys or girls?

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May, Philip A; Tabachnick, Barbara; Hasken, Julie M; Marais, Anna-Susan; de Vries, Marlene M; Barnard, Ronel; Joubert, Belinda; Cloete, Marise; Botha, Isobel; Kalberg, Wendy O; Buckley, David; Burroughs, Zachary R; Bezuidenhout, Heidre; Robinson, Luther K; Manning, Melanie A; Adnams, Colleen M; Seedat, Soraya; Parry, Charles D H; Hoyme, H Eugene

2017-08-01

To examine outcomes among boys and girls that are associated with prenatal alcohol exposure. Boys and girls with fetal alcohol spectrum disorders (FASD) and randomly-selected controls were compared on a variety of physical and neurobehavioral traits. Sex ratios indicated that heavy maternal binge drinking may have significantly diminished viability to birth and survival of boys postpartum more than girls by age seven. Case control comparisons of a variety of physical and neurobehavioral traits at age seven indicate that both sexes were affected similarly for a majority of variables. However, alcohol-exposed girls had significantly more dysmorphology overall than boys and performed significantly worse on non-verbal IQ tests than males. A three-step sequential regression analysis, controlling for multiple covariates, further indicated that dysmorphology among girls was significantly more associated with five maternal drinking variables and three distal maternal risk factors. However, the overall model, which included five associated neurobehavioral measures at step three, was not significant (p=0.09, two-tailed test). A separate sequential logistic regression analysis of predictors of a FASD diagnosis, however, indicated significantly more negative outcomes overall for girls than boys (Nagelkerke R 2 =0.42 for boys and 0.54 for girls, z=-2.9, p=0.004). Boys and girls had mostly similar outcomes when prenatal alcohol exposure was linked to poor physical and neurocognitive development. Nevertheless, sex ratios implicate lower viability and survival of males by first grade, and girls have more dysmorphology and neurocognitive impairment than boys resulting in a higher probability of a FASD diagnosis. Copyright © 2017 Elsevier B.V. All rights reserved.

Menstrual characteristics and prevalence of dysmenorrhea in college going girls

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Kural, MoolRaj; Noor, Naziya Nagori; Pandit, Deepa; Joshi, Tulika; Patil, Anjali

2015-01-01

Background: Dysmenorrhea is a common gynecological condition with painful menstrual cramps of uterine origin. Prevalence of primary dysmenorrhea is not yet clearly studied in central India. Objective: To study prevalence of primary dysmenorrhea in young girls and to evaluate associated clinical markers of dysmenorrhea. Materials and Methods: In a cross-sectional study, data was collected among 310 girls (18–25 years) on age at menarche, presence and absence of dysmenorrhea, dysmenorrhea duration, pre-menstrual symptoms (PMS), family history, menses irregularities, menstrual history, severity grading using visual analogue scale (VAS) using a semi-structured questionnaire. Results: Dysmenorrhea was reported in 84.2% (261) girls and 15.8% (49) reported no dysmenorrhea. Using VAS, 34.2% of girls experienced severe pain, 36.6% moderate and 29.2% had mild pain. Bleeding duration was found to be significantly associated with dysmenorrhea (χ2 = 10.5; P dysmenorrhea (OR: 1.9; 95% CI: 1.7–3). Moreover, girls with the presence of clots had 2.07 times higher chance of having dysmenorrhea (OR: 2.07; 95% CI: 1.04–4.1) (P dysmenorrhea, 90.9% experience the condition themselves (χ2 = 11.5; P dysmenorrhea had three times greater chance of having the same problem (OR: 3.0; 95% CI: 1.5–5.8; P = 0.001). Conclusion: Dysmenorrhea is found to be highly prevalent among college going girls. Family history, bleeding duration and presence of clots were significant risk factors for dysmenorrhea. PMID:26288786

Science and technology camp for girls. Final report

Energy Technology Data Exchange (ETDEWEB)

1993-12-31

This document reports on the success of Pacific University`s camp held during the summers of 1992 and 1993; ultimate goal of this summer day camp was to increase the number of women in technical and scientific fields. Some experimentation was done with the age groups (7th and 8th grade girls). The curriculum was biology, chemistry, physics, and mathematics/computer science. Laboratory work and field trips were emphasized, along with socialization.

Predictors of Learned Helplessness among Average and Mildly Gifted Girls and Boys Attending Initial High School Physics Instruction in Germany

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Ziegler, Albert; Finsterwald, Monika; Grassinger, Robert

2005-01-01

In mathematics, physics, and chemistry, women are still considered to be at a disadvantage. In the present study, the development of the symptoms of learned helplessness was of particular interest. A study involving average and mildly gifted 8th-grade boys and girls (top 60%) investigated whether girls, regardless of ability level, experience…

The Effects of a Self-Monitoring Package on Homework Completion and Accuracy of Students with Disabilities in an Inclusive General Education Classroom

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Falkenberg, Carol Ann; Barbetta, Patricia M.

2013-01-01

This study used a multiple baseline design across subjects to investigate the effects of a self-monitoring package on the math and spelling homework completion and accuracy rates of four fourth-grade students (two boys and two girls) with disabilities in an inclusive general education classroom. Throughout baseline and intervention, participants…

Are Boys That Bad? Gender Gaps in Measured Skills, Grades and Aspirations in Czech Elementary Schools

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Mateju, Petr; Smith, Michael L.

2015-01-01

This article examines gender gaps in academic performance (grades in mathematics and reading) between boys and girls of ninth-grade elementary schools in the Czech Republic. Our analysis is based on 2003 data from the Programme for International Student Assessment, encompassing the academic performance and family background of ninth-grade pupils.…

Perceived societal expectations of boys and girls on the learning of ...

African Journals Online (AJOL)

This paper reports on an investigation into perceived societal expectations of boys and girls in the learning of English as a second language and how they may affect their performance in English tests and examinations. One hundred and twenty eight (64 female and 64 male) pupils in Grades 8 to 11 from four representative ...

Girls and Boys Gambling with Health and Well-Being in Finland

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Räsänen, Tiina; Lintonen, Tomi; Joronen, Katja; Konu, Anne

2015-01-01

Background: The aim of this study was to examine the associations among gambling frequency, health status, health risk behavior, and sexual risk-taking among eighth and ninth grade boys and girls (N?=?101,167). Methods: Data were obtained from the nationwide School Health Promotion Study conducted in Finland 2010 and 2011. Outcome measures were…

[Stereotyping of overweight children by their contemporaries].

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Thiel, Ansgar; Alizadeh, Manuela; Giel, Katrin; Zipfel, Stephan

2008-12-01

Childhood obesity represents not only a health risk but results also in social exclusion and stigmatization. While several studies have been conducted on this topic in America [1-3], there are hardly any German trials on the social impact of obesity in childhood and adolescence. This study investigates whether and how obese children and adolescents are stigmatized by their contemporaries because of their corpulence. A total of 454 (230 female, 224-male) children and adolescents aged 10-15 years from high and secondary modern schools in a Southern German university city were asked about how they appreciate their obese contemporaries. The interviewees were asked to assess six photographs of girls and boys with regard to sympathy, playmate preference, activity, intelligence and attractiveness. Obese children were assessed far more negatively in all asked areas compared to normal weight healthy and physically disabled children respectively. They were also referred to as more dislikable, lazy, less intelligent, unalluring and less considerable as playmates. This applies particularly for the obese boy. Hence, negative stereotypization of obese people can already be observed in childhood and adolescence.

Fourth Ventricular Schwannoma: Identical Clinicopathologic Features as Schwann Cell-Derived Schwannoma with Unique Etiopathologic Origins

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Tiffany R. Hodges

2011-01-01

Full Text Available Background. To our knowledge, this is the sixth reported case in the literature of fourth ventricular schwannoma. The etiology and natural history of intraventricular schwannomas is not well understood. A thorough review of potential etiopathogenic mechanisms is provided in this case report. Case Description. A 69-year-old man presented with an incidentally found fourth ventricular tumor during an evaluation for generalized weakness, gait instability, and memory disturbance. Magnetic resonance imaging (MRI revealed a heterogeneously enhancing lesion in the fourth ventricle. A suboccipital craniotomy was performed to resect the lesion. Histopathological examination confirmed the diagnosis of schwannoma (WHO grade I. Conclusions. Schwannomas should be considered in the differential diagnosis of intraventricular tumors. Although the embryologic origins may be different from nerve sheath-derived schwannomas, the histologic, clinical, and natural history appear identical and thus should be managed similarly.

Girl Scout Stars: Engaging Girl Scouts in the 2017 Total Eclipse

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Harman, P. K.

2017-12-01

Reaching for the Stars: NASA Science for Girl Scouts (Girl Scout Stars) engages Girl Scouts in observing the 2017 eclipse. Three councils are host-sponsors of Girl Scout Total Eclipse Destinations,. Total Eclipse of the Heartland, sponsored by Girl Scouts of Southern Illinois, begins with planetarium, and science center visits in St. Louis, and transits to Carbondale for the eclipse. The Great Eclipse Adventure, sponsored by the Girl Scouts of the Missouri Heartland, features hands-on science activities led by Astronomy and Physics faculty and grad students at University of Missouri, Columbia, MO, and observing the eclipse at a camp nearby. Eyes to the Sky: A Once in a Lifetime Destination, by the Girl Scouts of South Carolina - Mountains to Midlands, visits a Challenger Center, a planetarium, and observatory, and culminates at Camp MaBak, Marietta, SC. Girl Scout Destinations are travel adventures, for individual girls ages 11 and older, that are inspiring, life-changing experiences. Destinations are determined via an application and review process by Girls Scouts of the USA. Girl Scout Stars also developed an Eclipse Activity Guide and kit box of materials, distributed the materials to 91 Girl Scout Councils, and delivered webinar training to councils. The eclipse materials enrich the girls' summer camp experiences with activities that promote understanding the Sun-Earth-Moon relationship, the solar system and safe eclipse viewing; and that feature science practices. Examples of the reach of the kit boxes are Girl Scouts of Montana and Wyoming Total Eclipse Event in Casper, WY, and the Girl Scouts of Northern California summer camps featuring the activities. In Girl Scouting, girls discover their skills, talents and what they care about; connect with other Girl Scouts and people in their community; and take action to change the world. This is called the Girl Scout Leadership Experience. With girl-led, hands on activities where girls can team up and work together

Are Attitudes Toward Writing and Reading Separable Constructs? A Study With Primary Grade Children

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Graham, Steve; Berninger, Virginia; Abbott, Robert

2012-01-01

This study examined whether or not attitude towards writing is a unique and separable construct from attitude towards reading for young, beginning writers. Participants were 128 first-grade children (70 girls and 58 boys) and 113 third-grade students (57 girls and 56 boys). Each child was individually administered a 24 item attitude measure, which contained 12 items assessing attitude towards writing and 12 parallel items for reading. Students also wrote a narrative about a personal event in their life. A factor analysis of the 24 item attitude measure provided evidence that generally support the contention that writing and reading attitudes are separable constructs for young beginning writers, as it yielded three factors: a writing attitude factor with 9 items, a reading attitude factor with 9 parallel items, and an attitude about literacy interactions with others factor containing 4 items (2 items in writing and 2 parallel items in reading). Further validation that attitude towards writing is a separable construct from attitude towards reading was obtained at the third-grade level, where writing attitude made a unique and significant contribution, beyond the other two attitude measures, to the prediction of three measures of writing: quality, length, and longest correct word sequence. At the first-grade level, none of the 3 attitude measures predicted students’ writing performance. Finally, girls had more positive attitudes concerning reading and writing than boys. PMID:22736933

Sexual Identity, Partner Gender, and Sexual Health Among Adolescent Girls in the United States

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Tornello, Samantha L.; Younger, Brendan C.; Patterson, Charlotte J.

2014-01-01

Objectives. We examined associations between adolescent girls’ sexual identity and the gender of their sexual partners, on one hand, and their reports of sexual health behaviors and reproductive health outcomes, on the other. Methods. We analyzed weighted data from pooled Youth Risk Behavior Surveys (2005 and 2007) representative of 13 US jurisdictions, focusing on sexually experienced girls in 8th through 12th grade (weighted n = 6879.56). We used logistic regression with hierarchical linear modeling to examine the strength of associations between reports about sexual orientation and sexual and reproductive health. Results. Sexual minority girls consistently reported riskier behaviors than did other girls. Lesbian girls’ reports of risky sexual behaviors (e.g., sex under the influence of drugs or alcohol) and negative reproductive health outcomes (e.g., pregnancy) were similar to those of bisexual girls. Partner gender and sexual identity were similarly strong predictors of all of the sexual behaviors and reproductive health outcomes we examined. Conclusions. Many sexual minority girls, whether categorized according to sexual identity or partner gender, are vulnerable to sexual and reproductive health risks. Attention to these risks is needed to help sexual minority girls receive necessary services. PMID:25121821

All Female Education: Self Image and Academic Success of Fourth through Eighth Grade Girls.

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Heffernan, Erin J.

This study examines how young women in single sex institutions perceive their educational experience in four categories: academics, resources, participation, and self-image. When investigating whether there are advantages in all female education, it is important to consider student perceptions within these all female schools. This study was…

Gender role behavior in children with XY karyotype and disorders of sex development.

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Jürgensen, Martina; Hiort, Olaf; Holterhus, Paul-Martin; Thyen, Ute

2007-03-01

Children exhibit gender-typical preferences in play, toys, activities and interests, and playmates. Several studies suggest that high concentrations of pre- and postnatal androgens contribute to male-typical behavior development, whereas female-typical behavior develops in the absence of high androgens levels. This study aims to explore the consequences of hypoandrogenization on gender-typical behavior in children who have an XY karyotype and disorder of sex development (DSD). Participants included 33 children (ages 2-12 years) with an XY karyotype and DSD; 21 reared as girls and 12 reared as boys. Children's preferred activities and interests and playmate preferences were assessed with parent report questionnaires, a structured free-play task, and choice of a toy to keep as a gift. Participant's responses were compared to those of children recruited in a pre-school and elementary school survey (N=166). In this study, the degree of hypoandrogenization as indicated by genital stage and diagnosis showed a significant relationship to nearly all of the gender-related behaviors assessed, supporting the hypothesis that masculinization of gender role behavior is a function of prenatal androgen exposure. Despite the fact that children with partial androgen effects reared as girls showed increased "boyish" behaviors, they did not show increased signs of gender identity confusion or instability on a group level. We conclude that androgen exposure plays a decisive role in the development of gender-typical behavior in children with XY karyotype and DSD conditions.

SOCIAL ASPECTS OF MENSTRUATION RELATED PRACTICES IN ADOLESCENT GIRLS OF DISTRICT DEHRADUN

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Ruchi Juyal

2013-09-01

Full Text Available Context: Menstrual hygiene is an issue that every girl and woman has to deal with in her life, but there is lack of awareness on the process of menstruation. The taboos surrounding this issue in the society prevent girls and women from articulating their menstrual needs. It is now becoming increasingly recognized that the social and cultural significance of menstruation interacts with the physiological process to produce culturally determined norms and practices. Settings and Design: Cross-Sectional conducted in two randomly selected Inter colleges (one rural and one urban of district Dehradun of Uttarakhand state.Methods and Material: 453 girls studying in 9th to 12th grades were interviewed by using a prestructured and pretested questionnaire regarding various aspects of menstruation process.Statistical analysis used: percentages and Chi-square testResults: Most of the girls faced one or the other kind of social and / or religious restriction during their menstrual periods. Maximum restriction was observed in going to the temple (87.4 % followed by prohibition in touching pickles (48.6 %. These restrictions were equally reported by the urban and rural girls.Conclusions: Girls should be made aware regarding physiological basis of menstruation and a change in beliefs and attitudes need to be attained to ensure optimal behaviour and thereby prompting of a healthy menstrual life styles and practices.

The fourth dimension

CERN Document Server

Rucker, Rudy

2014-01-01

""This is an invigorating book, a short but spirited slalom for the mind."" - Timothy Ferris, The New York Times Book Review ""Highly readable. One is reminded of the breadth and depth of Hofstadter's Gödel, Escher, Bach."" - Science""Anyone with even a minimal interest in mathematics and fantasy will find The Fourth Dimension informative and mind-dazzling... [Rucker] plunges into spaces above three with a zest and energy that is breathtaking."" - Martin Gardner ""Those who think the fourth dimension is nothing but time should be encouraged to read The Fourth Dimension, along with anyone else

Puberty in girls

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Well child - puberty in girls; Development - puberty in girls; Menstruation - puberty in girls; Breast development - puberty in girls ... a year. When you are done going through puberty, you will be almost as tall as you ...

Effect Of Socio- Economic Status On The Efficacy Of Nutrition Education In Promoting The Nutritional Knowledge, Attitude And Practice In First-Grade Guidance School Girls In Tehran

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Taslimi Taleghani M

2005-05-01

Full Text Available Background: Adolescence (10-19 years is one of the most challenging periods in human development. A second period of rapid growth occurs during the teen years. Not much information is available on the effect of the socio-economic status on the outcome of nutrition education in teenage girls. Objective : The purpose of this study was to determine the effect of socio- economic status on the efficacy of nutrition education in promoting the nutritional knowledge, attitude and practice in first-grade guidance school girls in Tehran. Material & Methods: A total of 300 students were selected from 11 guidance schools by simple sampling and divided into three groups: 1- guide-book, 2- group discussion, 3- control. The knowledge and attitude data were collected using pre-test and post-test questionnaires and the personal-socioeconomic data were collected using general questionnaires. The students in group 1 were given the guide-book and required to study it at home, while group 2 students were told to discuss among themselves the contents of the guide-book. The control group was given nothing to study or to do. Results: Nutrition education did not have a significant effect on the increase in the attitude score in the students whose grade-point average and their mother’s education level were high. (p= 0.13, p=0.29. Only mother’s education level independently from the type of education was associated with the difference of knowledge score means (p =0.07.There was interaction between nutritional education and monthly pocket- money with regard to the increase in the knowledge score (p =0.03. Conclusion: Overall, exception of monthly pocket money, the effect of education on the nutritional knowledge and attitude was independent from other variables. Only mother’s education associate with the difference of knowledge score means.

But I like PE: factors associated with enjoyment of physical education class in middle school girls.

Science.gov (United States)

Barr-Anderson, Daheia J; Neumark-Sztainer, Dianne; Schmitz, Kathryn H; Ward, Dianne S; Conway, Terry L; Pratt, Charlotte; Baggett, Chris D; Lytle, Leslie; Pate, Russell R

2008-03-01

The current study examined associations between physical education (PE) class enjoyment and sociodemographic, personal, and perceived school environment factors among early adolescent girls. Participants included 1,511 sixth-grade girls who completed baseline assessments for the Trial of Activity in Adolescent Girls, with 50% indicating they enjoyed PE class a lot. Variables positively associated with PE class enjoyment included physical activity level, perceived benefits of physical activity, self-efficacy for leisure time physical activity, and perceived school climate for girls' physical activity as influenced by teachers, while body mass index was inversely associated with PE class enjoyment. After adjusting for all variables in the model, PE class enjoyment was significantly greater in Blacks than in Whites. In model testing, with mutual adjustment for all variables, self-efficacy was the strongest correlate of PE class enjoyment, followed by perceived benefits, race/ethnicity, and teachers' support for girls' physical activity, as compared to boys, at school. The overall model explained 11% of the variance in PE class enjoyment. Findings suggest that efforts to enhance girls' self-efficacy and perceived benefits and to provide a supportive PE class environment that promotes gender equality can potentially increase PE class enjoyment among young girls.

Quantitative assessment of cervical vertebral maturation using cone beam computed tomography in Korean girls.

Science.gov (United States)

Byun, Bo-Ram; Kim, Yong-Il; Yamaguchi, Tetsutaro; Maki, Koutaro; Son, Woo-Sung

2015-01-01

This study was aimed to examine the correlation between skeletal maturation status and parameters from the odontoid process/body of the second vertebra and the bodies of third and fourth cervical vertebrae and simultaneously build multiple regression models to be able to estimate skeletal maturation status in Korean girls. Hand-wrist radiographs and cone beam computed tomography (CBCT) images were obtained from 74 Korean girls (6-18 years of age). CBCT-generated cervical vertebral maturation (CVM) was used to demarcate the odontoid process and the body of the second cervical vertebra, based on the dentocentral synchondrosis. Correlation coefficient analysis and multiple linear regression analysis were used for each parameter of the cervical vertebrae (P cervical vertebral body and odontoid process, respectively, for the multiple regression models. This suggests that quantitative analysis might be used to estimate skeletal maturation status.

Cultural Perspective on Parenting, Trait Emotional Intelligence and Mental Health in Taiwanese Children

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Huang, Ching-Yu; Shen, April Chiung-Tao; Hsieh, Yi-Ping; Feng, Jui-Ying; Wei, Hsi-Sheng; Hwa, Hsiao-Lin; Feng, Joyce Yen

2017-01-01

The current study aims to clarify the associations as well as the pathways through which parenting and children's emotional intelligence (EI) may influence children's mental health with a cross-sectional sample of 675 school pupils (fourth grade, mean age = 10.4 years, 310 boy, 356 girls and 9 unidentified) in Taiwan. Hierarchical regression and…

Toad-Ally Cool Math and Science Integration

Science.gov (United States)

Brkich, Katie; Allen, Melony; Huffling, Lacey; Matthews, Catherine

2017-01-01

"Hop to It," a week-long herpetology-focused summer STEM camp for rising fourth-, fifth-, and sixth-grade girls, provided young females with authentic, hands-on science experiences, allowing them to develop the habits of thought and processes of action used by STEM field experts while also engaging and sustaining their interest in the…

The Integration of the Big6 Information Literacy and Reading Strategies Instruction in a Fourth Grade Inquiry-Based Learning Course, “Our Aquarium”

Directory of Open Access Journals (Sweden)

Lin Ching Chen

2013-06-01

Full Text Available This study investigated the student performance in an inquiry learning course which integrated information literacy and reading strategies in a fourth-grade science class. The curriculum design was based on the Big6 model, which includes the stages of task definition, information seeking strategies, location & access, use of information, synthesis, and evaluation. The study duration was one semester. The data was gathered through participant observations, interviews, surveys, tests, and from documents generated in the course implementation. The results showed that the integration of information literacy and reading strategies instruction was feasible. The students performed well in information seeking strategies, locating & accessing information, using and synthesizing information. In contrast, their abilities in task definition and evaluation needed further improvement. Also, while the students did acquire various reading strategies during the inquiry process, they needed more exercises to internalize the skills. The performance on the acquisition of subject knowledge was also improved through the inquiry learning. The participating instructors considered that the collaboration between teachers of different subject matters was the key to a successful integrated instruction [Article content in Chinese

Knowledge on Reproductive Health Issues Among the Unmarried Adolescent Girls

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Nasreen Akther

2012-11-01

Full Text Available Objective: To assess the level of knowledge of the adolescent girls regarding reproductive health issues.Materials and methods: A cross sectional descriptive type of study was carried out among 150unmarried adolescent girls of Vashantek slum in Dhaka city by face to face interview using a semistructuredquestionnaire from January to June 2008.Results: The mean age of the respondents were 16.4±2.9 years ranging from 10-19 years. Out of 150respondents, 130 had history of menstruation and their median age of menarche was 13 years. Thecorrect knowledge was high among the adolescent having secondary level of education than the SSCand above or primary level of education and the difference was statistically significant (p<0.05. Aboutthree-fourths of the respondents had sufficient knowledge about hygienic menstrual practice. Majority ofthe girls could mention the legal age of marriage. Regarding the demerits of early marriage, majoritymentioned some of the demerits but not all. Three-fifths of the respondents had no knowledge onimportance of family planning and regarding the methods of family planning, majority of them had noknowledge. Majority of the respondents heard the disease AIDS but regarding the knowledge oncausative agent half of them had no knowledge. More than two-fifths had no knowledge on mode oftransmission of AIDS. It was also found that majority of the respondents had no knowledge on symptomsof AIDS and three-fifths had no knowledge on prevention of AIDS.Conclusion: So formal, informal and special educational program may be taken to educate theadolescent girls on reproductive health issues and government should be more concerned about this.

The Effect of Puberty Education on Knowledge, Attitude and Function of Girl's Students

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Shahrban Mehrabi

2016-07-01

Full Text Available Introduction: The study was examined effect of puberty education on knowledge, attitude and function in girl's student in Jiroft. Materials & Methods: this was a quasi experimental study and the target population was girl's student at grade 1 high school in jiroft city and 40 girls were selected and were educated in a 12 sessions. The content of the educational course including physical signs of puberty, physiologic change in menstrual period, nutrition, sleep and psychological changes. The subjects completed in pretest and posttest a researcher made questionnaire that measure knowledge, attitude and function. The data was analyzed using descriptive indexes, t- and F-tests. The significant level was considered in less than 0.05. Results: The results showed that the average difference between pre-test and post-test knowledge, attitude and function in both experimental and control groups was significant (p

Preadolescent girls with attention-deficit/hyperactivity disorder: I. Background characteristics, comorbidity, cognitive and social functioning, and parenting practices.

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Hinshaw, Stephen P

2002-10-01

This study investigated a diverse sample of girls (6-12 years of age) with attention-deficit/hyperactivity disorder (ADHD), combined type (n = 93) and inattentive type (n = 47), plus age- and ethnicity-matched comparison girls (n = 88), who participated in research summer programs. Speech and language problems, grade retention, and adoption characterized the ADHD sample; documented abuse characterized the combined type. Girls with ADHD showed dysfunction in terms of externalizing and internalizing behaviors and comorbidities, cognitive and academic performance, authoritarian parenting, and peer status. The inattentive type was more socially isolated but less rejected by peers than the combined type. ADHD-related impairment was independent of age and disruptive comorbidity. Further examination of processes related to psychopathology and competencies in girls with ADHD is needed.

Mathematics Learning Disability in Girls with Turner Syndrome or Fragile X Syndrome

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Murphy, Melissa M.; Mazzocco, Michele M. M.; Gerner, Gwendolyn; Henry, Anne E.

2006-01-01

Two studies were carried out to examine the persistence (Study 1) and characteristics (Study 2) of mathematics learning disability (MLD) in girls with Turner syndrome or fragile X during the primary school years (ages 5-9 years). In Study 1, the rate of MLD for each syndrome group exceeded the rate observed in a grade-matched comparison group,…

Predictors of vulnerability to reduced body image satisfaction and psychological wellbeing in response to exposure to idealized female media images in adolescent girls.

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Durkin, Sarah J; Paxton, Susan J

2002-11-01

Predictors of change in body satisfaction, depressed mood, anxiety and anger, were examined following exposure to idealized female advertising images in Grades 7 and 10 girls. Stable body dissatisfaction, physical appearance comparison tendency, internalization of thin ideal, self-esteem, depression, identity confusion and body mass index (BMI) were assessed. One week later, participants viewed magazine images, before and after which they completed assessments of state body satisfaction, state depression, state anxiety and state anger. Participants were randomly allocated to view either images of idealized females (experimental condition) or fashion accessories (control condition). For both grades, there was a significant decrease in state body satisfaction and a significant increase in state depression attributable to viewing the female images. In Grade 7 girls in the experimental condition, decrease in state body satisfaction was predicted by stable body dissatisfaction and BMI, while significant predictors of decreases in the measures of negative affect included internalization of the thin-ideal and appearance comparison. In Grade 10 girls, reduction in state body satisfaction and increase in state depression was predicted by internalization of the thin-ideal, appearance comparison and stable body dissatisfaction. These findings indicate the importance of individual differences in short-term reaction to viewing idealized media images. Copyright 2002 Elsevier Science Inc.

Non-Hodgkin's lymphoma presenting with uterine and renal enlargement in a young girl

International Nuclear Information System (INIS)

Moon, L.D.; Brenner, C.; McHugh, K.; DeBruyn, R.; Ancliff, P.

2004-01-01

Non-Hodgkin's lymphoma (NHL) is the fourth most common childhood malignancy. Uterine involvement with NHL is well described in adults, rare in children and has not been described in the first 2 years of life. While renal involvement in NHL is well recognised, diffuse renal enlargement is an uncommon finding. We report a unique case of B-cell lymphoma of primitive phenotype in a 15-month-old girl with uterine and renal involvement at presentation. We describe the US and MRI features at presentation that helped in the prospective diagnosis of this condition. (orig.)

Involvement of African-American Girls in Science, Technology, Engineering, and Mathematics (STEM) Education

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Nkere, Nsidi

2016-01-01

A qualitative case study was conducted by examining the perceptions of fifth-grade African American girls about their experiences with science, technology, engineering and mathematics (STEM) education and potential for STEM as a future career. As the United States suffers from waning participation across all demographics in STEM and a high level…

Digital Media and "Girling" at an Elite Girls' School

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Charles, Claire

2007-01-01

In this article, I draw on Judith Butler's notion of performativity to investigate the role of digital technologies in processes of gendered subjectification (or "girling") in elite girls' education. Elite girls' schooling is a site where the potential of digital technologies in mediating student-led constructions and explorations of…

[Status of exercise and sedentary activities in the leisure time among third and fourth grade pupils in three cities of Shandong province].

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Song, Chao; Yu Xinping; Ding, Caicui; Zhen, Baojie; Chen, Jian; Wang, Yanyong; Li, Li; Liu, Ailing

2015-05-01

To analyze the status and the influence factors of exercise and sedentary activities in the leisure time among third and fourth grade pupils in Qingdao, Tai' an and Yantai city of Shandong province. With random cluster sampling, a total of 2283 primary students were selected from three cities of Shandong province. Questionnaires were used to collect the information on their exercise, sedentary activities. In the past week the participation rate of exercise in the leisure time among the pupils was 65.9%. Among the pupils who participated exercise, the average days of moderate and high-intensity exercise was four, and the average daily exercise time was 30 minutes. The average time of sedentary activities in the leisure time was 0.9 h/d, and the rate of 2 hours and over per day of sedentary activities was 13.6%. Pupils participating the exercise was related to their area, gender, their satisfaction of their body image and their parents' exercise. Their sedentary patterns was related to their understanding of their own body weight and their parents' sedentary behavior. Intervention related to physical activity should be strengthened among pupils and their parents to promote their physical activity level.

Reaching Girls

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Jacobs, Charlotte E.; Kuriloff, Peter J.; Cox, Amanda B.

2014-01-01

If educators want to engage girls in learning, they must align teaching practices with girls' specific needs. In a study modeled after Reichert and Hawley's study of boys, the authors learned that lessons with hands-on learning, elements of creativity, multimodal projects, and class discussions all worked to stimulate girls'…

AWARENESS AND ATTITUDE OF RURAL ADOLESCENT GIRLS REGARDING REPRODUCTIVE HEALTH ISSUES IN NORTHERN INDIA

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Monika Agarwal

2009-06-01

Full Text Available Background: Since adolescent girls comprise a major reproductive age group, their role is critical in determining the India's future population goal. This apart, evidence ofchange in sexual behavior and growing spread of HIV infection, has generatedfresh reproductive health concerns, which need to be accountedfor by policy makers to develop appropriate family life educational strategies.Objectives:To assess the level of knowledge ofoubertal changes, reproductive tract infections and HIV/AIDS among adolescents.To assess the attitude of adolescent girls regarding age at marriage, age at first birth, small family concept.To identify the preferred source of information by adolescents on reproductive health.Study design: cross- sectional studySampling Technique: thirty cluster methodology Study setting: Rural areas of Luc knowParticipants: 455 unmarried adolescent girls of (10-19 years age                                                                                           .Statistical A nalysis: Chi square test and Fischer exact testResult: Three fourth of the girls were aware of at least one pubertal change. In spite of being aware that RTI is a curable disease, only 8.5% of the girls having RTI sought treatmentfor it. About 80% ofadolescent girls had heard of HIV/AIDS. 47.7% ofadolescents were unaware that it is incurable. Heterosexual relation was cited by most (73.2% ofthe girls as mode oftransmission of HIV. Sex with partner only and use ofcondom as a preventive measure was identified by 52.6% and 39.2% girls respectively. Early marriage and early child bearing (<2I years was preferred by 10.7% and 33.6% of girls respectively. Family size oftwo or less was preferred by 69.2%> Irrespective ofany age group, majority of the girls preferred afamily member to get information on reproductive health problems

Third and Fourth Grade Teacher's Classroom Practices in Writing: A National Survey

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Brindle, Mary; Graham, Steve; Harris, Karen R.; Hebert, Michael

2016-01-01

A random sample of teachers in grades 3 and 4 (N = 157) from across the United States were surveyed about their use of evidence-based writing practices, preparation to teach writing, and beliefs about writing. Teachers' beliefs included their efficacy to teach writing, their orientations to teach writing, their attitude about teaching writing, and…

The Impact of Success Maker Software on Grade 4 Math Proficiency on State Tests

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Geer, Brandon Terrell

2014-01-01

Success Maker is an educational software that differentiates and personalizes K-8 reading and math. Limited research has been conducted on the impact of Success Maker on Grade 4 math state tests. At the research site, located in southeastern United States, 33.7% of fourth grade students did not pass the Palmetto Assessment of State Standards…

Encouraging Girls into Science and Technology with Feminine Role Model: Does This Work?

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Bamberger, Yael M.

2014-01-01

This study examines the effect of a program that aimed to encourage girls to choose a science, technology, engineering, and mathematics (STEM) career in Israel. The program involved school visits to a high-tech company and meeting with role model female scientists. Sixty ninth-grade female students from a Jewish modern-orthodox single-sex…

Sex differences in mathematical achievement: Grades, national test, and self-confidence

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Egorova, Marina S.

2016-09-01

Full Text Available Academic achievement, which is inherently an indicator of progress in the curriculum, can also be viewed as an indirect measure of cognitive development, social adaptation, and motivational climate characteristics. In addition to its direct application, academic achievement is used as a mediating factor in the study of various phenomena, from the etiology of learning disabilities to social inequality. Analysis of sex differences in mathematical achievement is considered particularly important for exploring academic achievement, since creating an adequate educational environment with equal opportunities for boys and girls serves as a prerequisite for improving the overall mathematical and technical literacy that is crucial for modern society, creates balanced professional opportunities, and destroys traditional stereotypes about the roles of men and women in society. The objective of our research was to analyze sex differences in mathematical achievement among high school students and to compare various methods for diagnosing academic performance, such as school grades, test scores, and self-concept. The results were obtained through two population studies whose samples are representative of the Russian population in the relevant age group. Study 1 looked at sex differences in math grades among twins (n = 1,234 pairs and singletons (n = 2,227 attending high school. The sample of Study 2 comprised all twins who took the Unified State Examination in 2010–2012. The research analyzed sex differences in USE math scores across the entire sample and within the extreme subgroups. It also explored differences between boys and girls in opposite-sex dizygotic (DZ twin pairs. The key results were as follows. No difference in mathematical achievement was observed between twins and singletons. Sex differences were found in all measures of mathematical achievement. Girls had higher school grades in math than boys, while boys outperformed girls in USE math

The Effect of Constructivist Learning Using Scientific Approach on Mathematical Power and Conceptual Understanding of Students Grade IV

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Kusmaryono, Imam; Suyitno, Hardi

2016-02-01

This study used a model of Concurrent Embedded with the aim of: (1) determine the difference between the conceptual understanding and mathematical power of students grade fourth who take the constructivist learning using scientific approach and direct learning, (2) determine the interaction between learning approaches and initial competence on the mathematical power and conceptual of understanding, and (3) describe the mathematical power of students grade fourth. This research was conducted in the fourth grade elementary school early 2015. Data initial competence and mathematical power obtained through tests, and analyzed using statistical tests multivariate and univariate. Statistical analysis of the results showed that: (1) There are differences in the concept of understanding and mathematical power among the students who follow the scientifically-based constructivist learning than students who take the Direct Learning in terms of students initial competency (F = 5.550; p = 0.007 problem solving and contributes tremendous increase students' math skills. Researcher suggested that the learning of mathematics in schools using scientifically- based constructivist approach to improve the mathematical power of students and conceptual understanding.

Fourth quantization

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Faizal, Mir

2013-12-18

In this Letter we will analyze the creation of the multiverse. We will first calculate the wave function for the multiverse using third quantization. Then we will fourth-quantize this theory. We will show that there is no single vacuum state for this theory. Thus, we can end up with a multiverse, even after starting from a vacuum state. This will be used as a possible explanation for the creation of the multiverse. We also analyze the effect of interactions in this fourth-quantized theory.

Mixed-Method Research on Learning Vocabulary through Technology Reveals Vocabulary Growth in Second-Grade Students

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Huang, SuHua

2015-01-01

A mixed-method embedded research design was employed to investigate the effectiveness of the integration of technology for second-grade students' vocabulary development and learning. Two second-grade classes with a total of 40 students (21 boys and 19 girls) were randomly selected to participate in this study for the course of a semester. One…

Listening to Girls and Boys Talk about Girls' Physical Activity Behaviors

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Vu, Maihan B.; Murrie, Dale; Gonzalez, Vivian; Jobe, Jared B.

2006-01-01

As part of the formative assessment for the Trial of Activity for Adolescent Girls (TAAG), a multicenter study to reduce the decline of physical activity in adolescent girls, girls and boys with diverse ethnicity from six states participated in focus groups and semistructured interviews. Data from 13 girls' focus groups (N = 100), 11 boys' focus…

Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills

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Wolter, Ilka; Braun, Edith; Hannover, Bettina

2015-01-01

According to gender stereotypes, reading is for girls. In this study, we investigated the role of preschool teachers in transmitting such gendered expectations. We suggest that boys are less motivated to read in preschool, and less competent in reading 1 year later in primary school, if their preschool teacher holds a traditional gender role attitude than if the teacher has egalitarian beliefs. In 135 independent dyads of a female preschool teacher (N = 135) and one boy (n = 65) or one girl (n = 70) we measured teacher's gender role attitude, child's reading related motivation as well as precursors of reading skills in preschool, and child's reading skills at the end of first grade in primary school. As expected, the more traditional preschool teachers' gender role attitude was, the weaker was boys' motivation to (learn to) read while girls' motivation was unrelated to teachers' gender role attitude. In either gender, motivation in preschool predicted reading skills at the end of first grade. PMID:26379592

Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills.

Science.gov (United States)

Wolter, Ilka; Braun, Edith; Hannover, Bettina

2015-01-01

According to gender stereotypes, reading is for girls. In this study, we investigated the role of preschool teachers in transmitting such gendered expectations. We suggest that boys are less motivated to read in preschool, and less competent in reading 1 year later in primary school, if their preschool teacher holds a traditional gender role attitude than if the teacher has egalitarian beliefs. In 135 independent dyads of a female preschool teacher (N = 135) and one boy (n = 65) or one girl (n = 70) we measured teacher's gender role attitude, child's reading related motivation as well as precursors of reading skills in preschool, and child's reading skills at the end of first grade in primary school. As expected, the more traditional preschool teachers' gender role attitude was, the weaker was boys' motivation to (learn to) read while girls' motivation was unrelated to teachers' gender role attitude. In either gender, motivation in preschool predicted reading skills at the end of first grade.

Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills.

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Ilka eWolter

2015-08-01

Full Text Available According to gender stereotypes, reading is for girls. In this study, we investigated the role of preschool teachers in transmitting such gendered expectations. We suggest that boys are less motivated to read in preschool, and less competent in reading one year later in primary school, if their preschool teacher holds a traditional gender role attitude than if the teacher has egalitarian beliefs. In 135 independent dyads of a female preschool teacher (N=135 and one boy (n=65 or one girl (n=70 we measured teacher's gender role attitude, child's reading related motivation as well as precursors of reading skills in preschool, and child's reading skills at the end of first grade in primary school. As expected, the more traditional preschool teachers' gender role attitude was, the weaker was boys' motivation to (learn to read while girls' motivation was unrelated to teachers' gender role attitude. In either gender, motivation in preschool predicted reading skills at the end of first grade.

Stepping It Up: Walking Behaviors in Children Transitioning from 5th to 7th Grade

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Sharon E. Taverno Ross

2018-02-01

Full Text Available The purpose of this study was to (1 describe children’s walking behaviors in 5th to 7th grade and change over time and (2 examine associations between walking behaviors and Walk Score®. Participants consisted of n = 586 students from the Transitions and Activity Changes in Kids (TRACK Study. Children reported any walking behavior (e.g., exercise and transportation over the past five days. Walk Score was calculated based on children’s home address. Descriptive statistics summarized walking behaviors by gender and time, and repeated measure mixed models examined the relationship between walking behaviors and Walk Score. Approximately 46.8% and 19.2% of 5th grade children reported walking for exercise and transportation, respectively, and these percentages declined through 7th grade. Girls reported higher levels of total walking behavior and walking for exercise than boys (p < 0.001. Girls with a higher Walk Score had 63% higher odds of reporting walking for transportation than girls with a lower Walk Score (OR = 1.63, 95% CI = 1.02, 2.62. Walking behaviors among children were infrequent with significant declines over time, and of the nine associations examined with Walk Score, only one was significant. Efforts should prioritize frequent walking behavior and community design to increase children’s physical activity.

Using a socioecological approach to examine participation in sport and physical activity among rural adolescent girls.

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Casey, Meghan M; Eime, Rochelle M; Payne, Warren R; Harvey, Jack T

2009-07-01

Adolescence is a critical time for developing lifelong healthy behaviors, including active lifestyles. Participation in sport and physical activity, however, declines during adolescence, and few studies have comprehensively identified why, particularly among rural girls. This article identifies a range of independent and interacting factors that influence sport and physical activity participation of rural adolescent girls. The socioecological model of health was used to guide four focus group discussions with Grade 7 girls (n = 34). The results showed that adolescent girls were positively influenced when sports or physical activities were fun, when they involved being with friends, and when they were supported by families and teachers through role modeling and positive feedback. A range of intrapersonal and organizational factors affected perceived self-competence, particularly the coeducational nature of school physical education classes and peer teasing, which supported social comparisons of skill level. In promoting sport and physical activity to rural adolescent girls, focus must be directed on developmentally appropriate activities that are fun, offering opportunities for single-sex classes, and generating cultural changes that encourage noncompetitive and self-referencing activities.

Final Environmental Assessment to Renovate Fourth Cliff Recreational Area at Hanscom Air Force Base, Massachusetts

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2014-11-17

Renovate Fourth Cliff Recreational Annex Grading and topography changes may be necessary to design an appropriate drainage system at the site...goals: 1) Increase safety for personnel and patrons at the site; 2) Provide protection of the exposed cliff face from rainwater runoff; 3) Provide...be followed. Drainage design must meet Massachusetts Stormwater Management Standards, as well as comply with the Federal Clean Water Act. Solid

Explaining Why Early-Maturing Girls Are More Exposed to Sexual Harassment in Early Adolescence

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Skoog, Therése; Bayram Özdemir, Sevgi

2016-01-01

In this study, we tested two competing explanations of the previously established link between early female puberty and sexual harassment in early adolescence. The sample included 680 seventh-grade Swedish girls (M[subscript age] = 13.40, SD = 0.53). Findings revealed that looking more sexually mature and being sexually active mediated the link…

Depressive Symptoms among Fourth Form Students in St. Kitts and Nevis High Schools

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Gillian A. Lowe

2009-01-01

Full Text Available There has been limited research on depressive symptoms among high school students in St. Kitts and Nevis. This project examines levels of depressive symptoms among fourth form (grade 10 students attending all high schools in St. Kitts and Nevis. Students enrolled in the fourth form during the 2006/2007 academic year in all high schools were administered the Beck Depression Inventory II (BDI-II. A near census of the students was conducted (n = 744 students; 50.4% females, 47.6% males, and 2% no gender reported; age 13–19 years, mean = 15.5 ± 0.8 years. Six in every ten students (62.1% reported some symptoms of depression, with 14.8% reporting moderate to severe and 9.7% reporting severe symptoms of depression. Females reported significantly higher BDI-II scores (t(727 = 7.11, p < 0.01 with 70% of females reporting some level of depressive symptoms compared with 52% of their male counterparts (X2(1 = 24.6, p < 0.05. Additionally, 34% of females were in the moderate to severe or severe range of depressive symptoms, while 15% of males were in the same range. Students who were older than expected for their grade (i.e., 17 years or older reported significantly higher BDI-II scores (F(2,740 = 2.88, p < 0.05 than students who were younger or at the expected age (i.e., 14–16 years. Students whose mothers had a high school or postsecondary education reported significantly lower levels of depressive symptoms than students whose mothers had less than a high school education (F(3, 637, = 4.23, p < 0.05. Symptoms of depression among fourth form students in St. Kitts and Nevis are a prevalent problem that is influenced by students’ age, gender, and social class as indicated by maternal education.

The Psychosocial Experience of High School Girls Highly Susceptible to Stereotype Threat: A Phenomenological Study

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Picho, Katherine

2016-01-01

The author used phenomenology to explore the subjective experience of ninth-grade girls susceptible to mathematics-related stereotype threat in their authentic learning environments. The sample constituted students categorized as either having low or high susceptibility to stereotype threat (SST) enrolled in Honors mathematics classes at an urban…

Relationship between phonological awareness and spelling proficiency in first-grade students

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Nasibe Soltaninejad

2014-12-01

Full Text Available Background and Aim: Phonological awareness (consisting of phoneme, syllable and intra-syllable awareness is an important part of receptive and expressive language; it facilitates reading and writing skills through phonological re-coding. Multiple studies in several languages have studied the relationship between phonological awareness and dictation. This research is based on a study of the relationship between phonological skill and spelling score in first-grade Persian students.Methods: Four hundred first-grade students participated in the study, including 209 girls and 191 boys. A phonological awareness test was individually administered for each student and then a spelling exam was administered in groups. The correlation between the two tests was studied using a simple regression model. The comparison of mean scores of girls and boys was evaluated employing an independent t-test.Results: A correlation coefficient of 0.82 was obtained between phonological awareness and spelling proficiency (p<0.001. Phonological skill sub-tests also showed a significant correlation with spelling proficiency (highest for phoneme awareness r=0.34 and lowest for rhyme awareness r=0.12. The mean scores of girls and boys differed significantly (p<0.05.Conclusion: There is a strong positive association between phonological awareness and spelling proficiency. Therefore, if phonological skill is improved, spelling score can be enhanced.

Math Manipulatives to Increase 4th Grade Student Achievement

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Couture, Katie

2012-01-01

This research project was completed with twenty-nine fourth grade students from Shawnee Elementary, a school in the Chippewa Valley School District. It began in April 2012 and the data collection was completed by June 2012. The purpose of this project was to see if utilizing math manipulatives in an elementary classroom will increase student…

Contribution of beverages to energy, macronutrient and micronutrient intake of third- and fourth-grade schoolchildren in Quetzaltenango, Guatemala.

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Montenegro-Bethancourt, Gabriela; Vossenaar, Marieke; Doak, Colleen M; Solomons, Noel W

2010-04-01

Beverages are selected based on availability, culture, taste preference, health, safety and social context. Beverages may be important to energy and to the macronutrient and micronutrient quality of overall intake. The aim of this study was to determine the contribution of beverages to the dietary energy and estimated macro- and micronutrient intake to the diet of young schoolchildren. We analyzed data from third- and fourth-grade urban Guatemalan school-children aged predominantly 8-10 years old. One-day pictorial registries of all beverages, foods and snacks consumed over a 24-h period were collected from children from private (n = 219) and public (n = 230) schools. Food composition nutrient values were assigned to the items consumed. Eleven main categories of beverages were identified. The contribution of each of the 11 beverage categories to energy, macro- and micronutrients was evaluated. The estimated intake of beverages was 475,300 mL, as reported by the 449 children. As a group, the beverage consumed in the greatest quantity was coffee (126,500 mL), followed by plain water (62,000 mL). Beverages represented a mean energy contribution of 418 +/- 26 kcal (21.5% of total dietary energy). The beverages varied in energy density from 0 (water) to 1.5 kcal mL(-1) (thin gruels). Beverages contributed one-third of the dietary carbohydrate. Through the contribution of fortified drinks, beverages were important sources of vitamin A (55%), vitamin C (38%), zinc (21%) and calcium (19%). Milk was an important source for vitamin D (10%). These results show the importance of drinks to nutrition and the balance of concerns of overweight/obesity with micronutrient quality.

Why Play Sports? How Organized Sports Participation Can Contribute to the Healthy Development of Adolescent Hispanic Girls

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Megan A. Horst

2008-12-01

Full Text Available This study addressed the research question, “What is meaningful to Hispanic girls about their organized sports participation during the first year of high school?” Purposeful sampling (Maxwell, 1996 was used to select 15 9th-grade girls to participate in individual interviews about their organized sport participation. Transcripts were analyzed via inductive coding. Findings showed that organized sports offered Hispanic girls in this sample a venue for healthy youth development, including opportunities for the “5 C’s” – competence, confidence, connection, character, and caring (Lerner, Fisher, & Weinberg, 2000. This article highlights the salience of connection, caring, and competence in adolescent Hispanic girls’ organized sports experiences. Insights from girls’ narratives may help coaches and other educators structure athletic programs to best meet the needs of Hispanic girls during adolescence (AAUW, 1991; Brown & Gilligan, 1992; Erkut, Fields, Sing, & Marx, 1996; Gil & Vazquez, 1996; Sadker & Sadker, 1994.

Development of the reciprocity of self-disclosure.

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Rotenberg, K J; Chase, N

1992-03-01

This study was designed to assess whether children demonstrate covariant and equivalent forms of the reciprocity of self-disclosure, and if so, at what age. Twenty-one kindergarten, 23 second-grade, 24 fourth-grade, and 24 sixth-grade children were shown videotapes of three children (partners) who provided pre-established low-, medium-, and high-intimate disclosures. The subjects were required to send a message to the partners on topics varying in personal content. Fourth-grade children showed evidence of covariant reciprocity of self-disclosure by disclosing higher intimacy to high-intimate partners than to low-intimate partners. Sixth-grade children showed equivalent reciprocity of self-disclosure by providing a greater number of high- and medium-intimate disclosures to high- and medium-intimate partners, respectively, than to low-intimate partners. By contrast, neither form of reciprocity of self-disclosure was shown by kindergarten and second-grade children. Consistent with our expectations, girls provided a greater number of high-intimate disclosures than did boys in three of the four grades. The findings are discussed in terms of interplay between the development of the reciprocity of self-disclosure and the norm of the reciprocity of self-disclosure.

Persuading Girls to Take Elective Physical Science Courses in High School: Who Are the Credible Communicators?

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Koballa, Thomas R., Jr.

1988-01-01

Identifies communicators whom eighth-grade girls perceive as credible regarding reasons for taking elective physical science courses in high school. Finds that father, woman science teacher, mother, and boy high school student are ranked highly. Attributes associated with the communicators were classified as prestige, trustworthiness, similarity,…

Mesenteric teratoma associated with acute perforated appendicitis in a 2-year-old girl

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Jihoon Jang

2016-07-01

Full Text Available Mesenteric teratoma is a rare tumor, with few cases reported in the literature. Because mesenteric teratomas have no specific signs or symptoms, their clinical manifestations depend on their size and location. This report describes a mesenteric teratoma associated with acute perforated appendicitis in a 2-year-old girl who presented with abdominal pain and high grade fever.

Explaining the positive relationship between fourth-grade children's body mass index and energy intake at school-provided meals (breakfast and lunch).

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Guinn, Caroline H; Baxter, Suzanne D; Royer, Julie A; Hitchcock, David B

2013-05-01

A 2010 publication showed a positive relationship between children's body mass index (BMI) and energy intake at school-provided meals (as assessed by direct meal observations). To help explain that relationship, we investigated 7 outcome variables concerning aspects of school-provided meals: energy content of items selected, number of meal components selected, number of meal components eaten, amounts eaten of standardized school-meal portions, energy intake from flavored milk, energy intake received in trades, and energy content given in trades. Fourth-grade children (N = 465) from Columbia, SC, were observed eating school-provided breakfast and lunch on 1 to 4 days per child. Researchers measured children's weight and height. For daily values at school meals, a generalized linear model was fit with BMI (dependent variable) and the 7 outcome variables, sex, and age (independent variables). BMI was positively related to amounts eaten of standardized school-meal portions (p kcal consumed. BMI was negatively related to energy intake received in trades (p = .0003) and decreased 0.468 kg/m(2) for every 100 kcal received. BMI was not significantly related to 4 outcome variables. Knowing that relationships between BMI and actual consumption, not selection, at school-provided meals explained the (previously found) positive relationship between BMI and energy intake at school-provided meals is helpful for school-based obesity interventions. © 2013, American School Health Association.

Parenting practices, parents' underestimation of daughters' risks, and alcohol and sexual behaviors of urban girls.

Science.gov (United States)

O'Donnell, Lydia; Stueve, Ann; Duran, Richard; Myint-U, Athi; Agronick, Gail; San Doval, Alexi; Wilson-Simmons, Renée

2008-05-01

In urban economically distressed communities, high rates of early sexual initiation combined with alcohol use place adolescent girls at risk for myriad negative health consequences. This article reports on the extent to which parents of young teens underestimate both the risks their daughters are exposed to and the considerable influence that they have over their children's decisions and behaviors. Surveys were conducted with more than 700 sixth-grade girls and their parents, recruited from seven New York City schools serving low-income families. Bivariate and multivariate analyses examined relationships among parents' practices and perceptions of daughters' risks, girls' reports of parenting, and outcomes of girls' alcohol use, media and peer conduct, and heterosexual romantic and social behaviors that typically precede sexual intercourse. Although only four parents thought that their daughters had used alcohol, 22% of the daughters reported drinking in the past year. Approximately 5% of parents thought that daughters had hugged and kissed a boy for a long time or had "hung out" with older boys, whereas 38% of girls reported these behaviors. Parents' underestimation of risk was correlated with lower reports of positive parenting practices by daughters. In multivariate analyses, girls' reports of parental oversight, rules, and disapproval of risk are associated with all three behavioral outcomes. Adult reports of parenting practices are associated with girls' conduct and heterosexual behaviors, but not with their alcohol use. Creating greater awareness of the early onset of risk behaviors among urban adolescent girls is important for fostering positive parenting practices, which in turn may help parents to support their daughters' healthier choices.

Adolescent girls in Denmark use oral contraceptives at an increasingly young age, and with more pauses and shifts

DEFF Research Database (Denmark)

Løkkegaard, Ellen; Nielsen, A. K.

2014-01-01

was to describe the use of hormonal contraceptives among the Danish adolescent female population, focusing on age, period and cohort effects and including types of hormonal contraceptives. MATERIAL AND METHODS: All women aged 14-50 years during the 1995-2012 period were identified through the Central Person...... Register. Furthermore, the National Registry of Medicinal Products Statistics provided information on redeemed prescriptions for hormonal contraceptives characterised by Anatomical-Therapeutic-Chemical (ATC) classification codes. RESULTS: At the age of 17 years, more than 50% of the Danish adolescent......, adolescent girls have more pauses and shifts between types of hormonal contraceptives. Since 2010 there has been a shift toward use of second generation oral contraceptives away from third and fourth generation contraceptives. CONCLUSION: Adolescent girls tend to initiate their use of oral contraceptives...

Girl Talk: A Smartphone Application to Teach Sexual Health Education to Adolescent Girls

Science.gov (United States)

Brayboy, Lynae M.; Schultz, Lucy; Landgren Mills, Benedict S.; Spencer, Noelle; Sepolen, Alexandra; Mezoian, Taylor; Wheeler, Carol; Clark, Melissa A.

2017-01-01

Study Objective Produce Girl Talk, a free smartphone application containing comprehensive sexual health information, and determine the application’s desirability and appeal among teenage girls. Design, Setting and Participants 39 girls ages 12–17 from Rhode Island participated in a two-phase prospective study. In Phase I, 22 girls assessed a sexual health questionnaire in focus groups. In Phase 2, 17 girls with iPhones® used Girl Talk for two weeks and answered the revised sexual health questionnaire and interview questions before and after use. Main Outcome Measures Participants’ responses to the sexual health questionnaire, interviews and time viewing the application were used to determine feasibility and desirability of Girl Talk. Results Girl Talk was used on average for 48 minutes during participants’ free time on weekends for 10–15 minute intervals. Reported usefulness of Girl Talk as a sexual health application increased significantly from baseline to follow-up (35.3% vs. 94.1%; p < .001). Knowledge improved most in topics related to Anatomy and Physiology (4.2%), Sexuality and Relationships (3.5%) and STI Prevention (3.4%). Most participants (76.5%) were exposed to sexual health education prior to using Girl Talk, but 94.1% of participants stated that the application provided new and/or more detailed information than health classes. Conclusion Girl Talk can potentially connect teenage girls to more information about sexual health versus traditional methods, and participants recommended the application as a valuable resource to learn about comprehensive sexual health. PMID:27393638

Developmental Growth Trajectories in Understanding of Fraction Magnitude from Fourth through Sixth Grade

Science.gov (United States)

Resnick, Ilyse; Jordan, Nancy C.; Hansen, Nicole; Rajan, Vinaya; Rodrigues, Jessica; Siegler, Robert S.; Fuchs, Lynn S.

2016-01-01

Development of fraction number line estimation was assessed longitudinally over 5 time points between 4th and 6th grades. Although students showed positive linear growth overall, latent class growth analyses revealed 3 distinct growth trajectory classes: Students who were highly accurate from the start and became even more accurate (n = 154);…

Girl Talk: A Smartphone Application to Teach Sexual Health Education to Adolescent Girls.

Science.gov (United States)

Brayboy, Lynae M; Sepolen, Alexandra; Mezoian, Taylor; Schultz, Lucy; Landgren-Mills, Benedict S; Spencer, Noelle; Wheeler, Carol; Clark, Melissa A

2017-02-01

Produce Girl Talk, a free smartphone application containing comprehensive sexual health information, and determine the application's desirability and appeal among teenage girls. Thirty-nine girls ages 12 to 17 years from Rhode Island participated in a 2-phase prospective study. In phase I, 22 girls assessed a sexual health questionnaire in focus groups. In phase II, 17 girls with iPhones used Girl Talk for 2 weeks and answered the revised sexual health questionnaire and interview questions before and after use. Participants' responses to the sexual health questionnaire, interviews, and time viewing the application were used to determine feasibility and desirability of Girl Talk. Girl Talk was used on average for 48 minutes during participants' free time on weekends for 10- to 15-minute intervals. Reported usefulness of Girl Talk as a sexual health application from baseline (6 participants) to follow-up (16 participants) increased significantly (35.3% vs 94.1%; P sexuality and relationships (76.5% to 80.0% out of 10 questions), and STI prevention (75.6% to 79.0% out of 7 questions). Most phase II participants (13 out of 17, or 76.5%) were exposed to sexual health education before using Girl Talk, but 16 out of 17 participants (94.1%) stated that the application provided new and/or more detailed information than health classes. Girl Talk can potentially connect teenage girls to more information about sexual health vs traditional methods, and participants recommended the application as a valuable resource to learn about comprehensive sexual health. Copyright © 2016 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

Heterosocial involvement, peer pressure for thinness, and body dissatisfaction among young adolescent girls.

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Gondoli, Dawn M; Corning, Alexandra F; Salafia, Elizabeth H Blodgett; Bucchianeri, Michaela M; Fitzsimmons, Ellen E

2011-03-01

The purpose of this study was to examine longitudinal connections among young adolescent heterosocial involvement (i.e., mixed-sex interactions), peer pressure for thinness, and body dissatisfaction. Three years of self-report questionnaire data were collected from 88 adolescent girls as they completed 6th through 8th grades. Results indicated that the relation between heterosocial involvement and body dissatisfaction was mediated by perceived peer pressure for thinness. Within this model, heterosocial involvement was associated with greater peer pressure for thinness. In turn, peer pressure for thinness was associated with greater body dissatisfaction. Results are discussed in terms of their implications for prevention and intervention efforts aimed at girls during their middle-school years. Copyright © 2010 Elsevier Ltd. All rights reserved.

The Ethnic Context and Attitudes toward 9th Grade Math

Science.gov (United States)

Graham, Sandra; Morales-Chicas, Jessica

2015-01-01

The present study examined the relations between ethnic context and attitudes about 9th grade math in youth from different ethnic groups who had recently transitioned to high school. The large sample comprised African American, Latino, White, and Asian youth (n = 2,265, 55% girls, M[subscript age] = 14.6 yrs.) A new questionnaire was developed…

Educating girls.

Science.gov (United States)

Bellew, R; Raney, L; Subbarao, K

1992-03-01

20 years of research has established that the economic and social benefits of women's primary and secondary schooling are far reaching. The more educated a population's women are, the fewer children they have, and the ones they do have are healthier. However, social tradition and other economic considerations often force families to exclude young girls from education in favor of boys. The safety of young girls is one consideration as well as their value as household labor. There is also a false impression that the good of the community is served if boys are educated, but not so the same for girls. Evidence has been complied to show that in populations where women are more educated, the level of poverty is lower. Because society gains by educating its girls, how can governments change the traditions that have educating its girls, how can governments change the traditions that have previously kept girls under educated? The government of Bangladesh and Guatemala have been very successful with scholarship programs at the primary and secondary level. In Bangladesh the enrollment of females in secondary school almost doubled. The program is also credited with increasing attendance of primary schools, increasing labor force participation, postponing the age of marriage and reducing fertility. Between 1972-80 there were 105 Bank assisted primary and secondary school programs. Of these 20% identified the presence of genderissues, but only 10% included significant actions to improve females enrollment. Between 1981-1991 about half of the Bank assisted programs identified the presence of gender issues, and a quarter included significant actions to improve female enrollment.

Interpreting the relationships between single gender science classes and girls' academic motivation and interest

Science.gov (United States)

Johnson, Sonya L.

The purpose of this study was to determine how and to what extent single gender science classes affect motivation to learn scientific concepts, interest in science, and college major intent among high school and middle school girls. This study was designed to determine whether students' motivation to learn science changes when they are placed in a single gender science class. The study also measured whether the students' level of interest in science and desire to major in science changes based on their enrollment in a single gender class. Finally, the study investigated the career and college major intentions of the sample population used in the study. Girls in single gender groupings engage in more academic risk taking and participate more than girls in coeducational classes. This benefit alone responds to reform efforts and supports the abolition of gender-based obstacles. Single gender grouping could help encourage more girls to take interest in majoring in science, a field that is considered to be masculine. By increasing students' interest in science while enrolled in single gender classes, students may become more motivated to learn science. This study was conducted using seven, eighth, ninth and tenth grade girls from single sex and coeducational science classes. The students participated in 2 surveys, the Science Motivational Survey and the Test of Science Related Attitudes, at the beginning of the semester and at the end of the semester. In respect to girls in high school single gender science classes, results were contrary to recent studies that state that girls who received science education in a single gender setting have an increase in motivation and attitude towards science. The results did show that middle school girls in single gender science classes did show an increase in motivation.

Examining the Physical Self in Adolescent Girls Over Time: Further Evidence against the Hierarchical Model.

Science.gov (United States)

Kowalski, Kent C.; Crocker, Peter R. E.; Kowalski, Nanette P.; Chad, Karen E.; Humbert, M. Louise

2003-01-01

Examined the direction of causal flow between global and specific dimensions of self-concept. Adolescent girls completed the Physical Self-Perception Profile and a global self-esteem scale in 9th and 10th grade. Results showed little support for top-down or bottom-up effects over the year. When self-concept was examined over time, there was…

Knowledge, attitudes and practice of secondary school girls towards contraception in Limpopo Province

Directory of Open Access Journals (Sweden)

Dorah U. Ramathuba

2012-07-01

Full Text Available Unplanned teenage pregnancy constitutes an important health problem, whilst contraceptive services are free throughout South Africa and the number of Termination of Pregnancy (TOP services is increasing. The purpose of this study was to assess the knowledge, attitudes and practices of secondary school girls towards contraception in Thulamela Municipality of Limpopo Province, South Africa. A quantitative descriptive study design was used and respondents were selected by convenience sampling from a population of secondary school girls, the sample consisting of 273 girls in Grades 10–12. A self-administered questionnaire was used to collect data and analysed by computing frequencies and percentages using the Statistical Package for Social Sciences. Findings showed that respondents were aware of different contraceptive methods that can prevent pregnancy. However, most did not have knowledge of the emergency contraceptive, intra-uterine device and female condom. Pressure from male partners, fear of parental reaction to the use of contraceptives, reluctance to use contraceptives, poor contraceptive education and lack of counselling were seen as the main causes of ineffective contraceptive use and non-utilisation. Possible modalities of intervention deal with providing contraceptive counselling and care to empower these school girls to make informed choices on reproductive health.

Acculturation, Enculturation, Ethnic Identity, and Conscientiousness as Predictors of Latino Boys' and Girls' Career Decision Self-Efficacy

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Ojeda, Lizette; Pina-Watson, Brandy; Castillo, Linda G.; Castillo, Rosalinda; Khan, Noshaba; Leigh, Jennifer

2012-01-01

This study examined the role of culture and personality on the career decision self-efficacy of 338 Latino seventh-grade public middle school students. Specifically, we examined the role of acculturation, enculturation, ethnic identity, and conscientiousness on career decision self-efficacy. Findings indicated Latina girls were more acculturated…

Peer violence perpetration and victimization: Prevalence, associated factors and pathways among 1752 sixth grade boys and girls in schools in Pakistan.

Science.gov (United States)

Karmaliani, Rozina; Mcfarlane, Judith; Somani, Rozina; Khuwaja, Hussain Maqbool Ahmed; Bhamani, Shireen Shehzad; Ali, Tazeen Saeed; Gulzar, Saleema; Somani, Yasmeen; Chirwa, Esnat D; Jewkes, Rachel

2017-01-01

Child peer violence is a global problem and seriously impacts health and education. There are few research studies available in Pakistan, or South Asia. We describe the prevalence of peer violence, associations, and pathways between socio-economic status, school performance, gender attitudes and violence at home. 1752 children were recruited into a cluster randomized controlled trial conducted on 40 fairly homogeneous public schools (20 for girls and 20 for boys), in Hyderabad, Pakistan. This was ranging from 20-65 children per school. All children were interviewed with questionnaires at baseline. Few children had no experience of peer violence in the previous 4 weeks (21.7% of girls vs.7% of boys). Some were victims (28.6%, of girls vs. 17.9% of boys), some only perpetrated (3.3% of girls vs. 2.5%) but mostly they perpetrated and were victims (46.4%.of girls vs 72.6%. of boys). The girls' multivariable models showed that missing the last school day due to work, witnessing her father fight a man in the last month and having more patriarchal gender attitudes were associated with both experiencing violence and perpetration, while, hunger was associated with perpetration only. For boys, missing two or more days of school in the last month, poorer school performance and more patriarchal attitudes were associated with both victimization and perpetration. Witnessing father fight, was associated with peer violence perpetration for boys. These findings are additionally confirmed with structural models. Peer violence in Pakistan is rooted in poverty and socialization of children, especially at home. A critical question is whether a school-based intervention can empower children to reduce their violence engagement in the context of poverty and social norms supportive of violence. In the political context of Pakistan, reducing all violence is essential and understanding the potential of schools as a platform for intervention is key.

School grade and sex differences in domain-specific sedentary behaviors among Japanese elementary school children: a cross-sectional study

Directory of Open Access Journals (Sweden)

Kaori Ishii

2017-04-01

Full Text Available Abstract Background It is vital to reduce the proportion of sedentary behavior in children. Understanding the duration and behavioral context is needed. The present study examined school-grade and sex differences in domain-specific sedentary times and concurrence with screen-time guidelines among Japanese elementary school children. Methods A total of 625 children (330 boys were surveyed in 2010 and 2014. Using a questionnaire, data regarding participants’ grade (first through third grades: lower grades; fourth through six grades: higher grades, sex, weight, and height were collected in addition to the time spent per day engaging in each specific sedentary behavior separately: (1 reading or listening to music, (2 TV or video viewing, (3 TV game use, (4 internet use excluding class, (5 homework, and (6 car travel. Two-way analysis of covariance and logistic regression analyses, adjusted for BMI and moderate to vigorous physical activity, were used to examine school-grade and sex differences in sedentary behaviors and the independent risk of exceeding recommended total daily screen time (< 2 h. Results On 625 children, mean minutes (SD of sedentary behavior per week in (1 – (6 were 90.3 (123.4, 535.0 (356.6, 167.3 (222.1, 23.9 (70.9, 264.9 (185.3, and 33.4 (61.2 in weekdays and 42.1 (70.0, 323.9 (232.0, 123.0 (96.4, 15.8 (49.9, 74.4 (96.4, and 71.3 (84.9 in weekends, respectively. There were differences in the minutes of sedentary behavior between participants of 2010 and 2014; e.g., TV game use and homework in weekdays and weekdays and car travel in weekends. Boys spent more time in TV game use, and girls spent more time reading, listening to music, doing homework, and car travel. Higher-grade students spent more time reading or listening to music, using a computer, and doing homework. Higher-grade students were 2.09 times (95% CI: 1.32 − 3.30 in whole week, 2.08 times (95% CI: 1.45 − 3.00 in weekday, and 1.88 times (95% CI: 1.29�

El Apoyo a las Ninas en la Temprana Adolescencia (Supporting Girls in Early Adolescence). ERIC Digest.

Science.gov (United States)

Rothenberg, Dianne

Results of national studies suggest that for girls, the middle grades can be a time of significant decline in self-esteem and academic achievement. Reasons for this decline are not clearly indicated by research, but it is likely that multiple factors are involved. One factor is the preferential treatment boys receive in the classroom.…

Non-Hodgkin's lymphoma presenting with uterine and renal enlargement in a young girl

Energy Technology Data Exchange (ETDEWEB)

Moon, L.D.; Brenner, C.; McHugh, K.; DeBruyn, R. [Dept. of Radiology, Great Ormond Street Hospital for Children NHS Trust, London (United Kingdom); Ancliff, P. [Dept. of Host Defence, Great Ormond Street Hospital for Children NHS Trust, London (United Kingdom)

2004-03-01

Non-Hodgkin's lymphoma (NHL) is the fourth most common childhood malignancy. Uterine involvement with NHL is well described in adults, rare in children and has not been described in the first 2 years of life. While renal involvement in NHL is well recognised, diffuse renal enlargement is an uncommon finding. We report a unique case of B-cell lymphoma of primitive phenotype in a 15-month-old girl with uterine and renal involvement at presentation. We describe the US and MRI features at presentation that helped in the prospective diagnosis of this condition. (orig.)

The Effects of the Davis Symbol Mastery System to Assist a Fourth Grader with Dyslexia in Spelling: A Case Report

Science.gov (United States)

Amsberry, Gianna; McLaughlin, T. F.; Derby, K. Mark; Waco, Teresa

2012-01-01

The purpose of this study was to determine the effectiveness of using the Davis Symbol Mastery Procedure for Words (Davis, 1994) for improving spelling skills. The participant was a fourth-grade male diagnosed with a significant learning disability. The intervention consisted of having the participant write each word, its definition, the word in a…

Child Characteristics, Parent Education and Depressive Symptoms, and Marital Conflict Predicting Trajectories of Parenting Behavior from Childhood Through Early Adolescence in Taiwan.

Science.gov (United States)

Hsieh, Yi-Ping; Dopkins Stright, Anne; Yen, Lee-Lan

2017-09-01

The study examined how child and parent characteristics, and contextual sources of stress, such as marital conflict predict initial status and trajectories of parent involvement, support, and harsh control, over a 4-year period in families in Taiwan (n = 4,754). Based on Belsky's (1984) ecological model of parenting, three domains predicting parenting were tested, child characteristics (age cohort and gender), father and mother characteristics (education and depressive symptoms), and contextual sources of stress (marital conflict). The study followed two cohorts of children; the younger cohort was followed from first to fourth grade and the older cohort from fourth to seventh grade. Initially, fourth graders reported more parental involvement, support, and harsh control than first graders. However, involvement, support, and harsh control decreased across the 4 years for the older cohort as they transitioned to early adolescence. In the first year, girls reported more parental involvement and support and less harsh control than boys. Across the 4 years, involvement and support increased, and harsh control decreased for boys; whereas involvement stayed the same, support slightly decreased, and harsh control slightly increased for girls. Children whose parents were more educated reported more parent involvement, support, and harsh control in the first year. Children whose fathers were chronically depressed and whose parents were experiencing marital conflict reported decreasing parent involvement and support over the years. © 2016 Family Process Institute.

The Effects of Translanguaging on the Bi-Literate Inferencing Strategies of Fourth Grade Learners

Science.gov (United States)

Mgijima, Vukile Desmond; Makalela, Leketi

2016-01-01

Previous research suggests that enhanced cognitive and metacognitive skills are achieved when translanguaging techniques are applied in a multilingual classroom. This paper presents findings on the effects of translanguaging techniques on teaching grade 4 learners how to apply relevant background knowledge when drawing inferences during reading.…

Mental and somatic health complaints associated with school bullying between 10th and 12th grade students; results from cross sectional studies in Oslo, Norway.

Science.gov (United States)

Lien, Lars; Green, Kristian; Welander-Vatn, Audun; Bjertness, Espen

2009-03-23

Bullying is a widespread and serious problem that might influence both mental and psychical well being as well as school performance and social life. The aim of this study was to describe the prevalence of bullying, mental health problems and psychical complaints among 10th and 12th grade students and to analyze the association between bullying, mental health problems and muscle and skeletal complaints. Two cross sectional studies of adolescents living in Oslo, Norway the first conducted in 2001 among 10th grade students (15/16 years old) and the second in 2004 among 12th grade students (18/19 years old). Both surveys were based on self report, were mostly school based and had almost identical questionnaires. There were around 3700 participants in both surveys, but the participation rate was lower in the latter survey (88 versus 80%). The Hopkins Symptoms Check List (HSCL-10) and the Strength and Difficulties Questionnaire (SDQ) were used to measure mental health problems. Bullying is decreasing both among boys and girls while the prevalence of internalized mental health problems are increasing from 10th to 12th grade. For muscle and skeletal pain there is a diverging trend between boys and girls, with an increase among girls and a decrease among boys. The highest Odds Ratios, as a measure for the association between bullying, mental health problems and pain, were found for internalized mental health problems at both 10th and 12th grade both for boys and girls. Both internalized and externalized mental health problems together with pain seem to be associated with bullying irrespective of school type and gender.

Weighing in on risk factors for body dissatisfaction: a one-year prospective study of middle-adolescent girls.

Science.gov (United States)

Wojtowicz, Amy E; von Ranson, Kristin M

2012-01-01

Body dissatisfaction is a common problem among adolescent girls that is linked to serious outcomes, including the development of eating disorders. This study tested to what degree five theorized risk factors (weight-related teasing, thin-ideal internalization, body mass index [BMI], self-esteem, and perfectionism) predicted prospective changes in body dissatisfaction. At baseline, 393 10th and 11th grade girls (M=15.8 years) completed questionnaires and had their height and weight measured. One year later, 316 participants' body dissatisfaction was reassessed (80.4% retention). Results suggested that self-esteem was the most potent risk factor, followed by BMI, when used to categorize girls into high- and low-risk groups for body dissatisfaction at follow-up. However, weight-related teasing, thin-ideal internalization, and perfectionism did not prove to be risk factors. These results suggest self-esteem and BMI are relevant variables for helping to identify middle-adolescent girls who may be at risk for subsequent increases in body dissatisfaction. Copyright © 2011 Elsevier Ltd. All rights reserved.

Because They Are Girls

Institute of Scientific and Technical Information of China (English)

Ming; Zhao

2015-01-01

<正>"The emotional,sexual,and psychological stereotyping of females begins when the doctor says,‘It’s a girl,’"says Shirley Chisholm(Nasreen 2012),an American politician.Gender bias exists in the United States,but in China,it is more serious.When a fetus is determined as a girl,she is more likely to be aborted;when an infant is known as a girl,she is more likely to be abandoned;when a child is accepted as a girl,she is more

Girl child and family in Maharashtra.

Science.gov (United States)

Pandey, D

1995-01-01

This article discusses the problems of the girl child at the family level in India. Analysis is based on a field study in Maharashtra state and other studies included in a government report on the "Girl Child and the Family." The family context strongly impacts child growth and development. Evidence indicates that a girl child faces discrimination and inequality. Every sixth female death is attributed to gender discrimination. Household tasks prevent girls' school enrollment. Children learn role expectations at home. Daughters are taught their duties and obligations as if they were a piece of property. 25% of the parents in the sample considered a girl's birth with indifference and unhappiness. In 11% of cases, girls were not immunized at all. Breast feeding was short. 31.8% of mothers and 25% of in-laws expected the girl's birth to be a boy. 98.2% of mothers did not rely on sex determination of the fetus. Almost 60% of households did not restrict smiling or crying among boys or girls. 70% restricted laughing loudly. 42.4% restricted only girls' laughing out loud. 17% restricted girls' smiling or crying. 46.5% restricted girls' movement to the house. 42% did not allow daughters to speak to the opposite sex. 17% restricted access to the market for daughters. Girls were encouraged to cook, stitch, and dance. 60% of girls preferred to spend time with girl friends. Boys had better access to movies. 57% of girls spent time on housework. 47% became gender aware from mass media. Most felt frightened at menstruation. 88% of girls thought that all should equally attain the same level of education. Girls received an equal share of food and health care. 87% of girls did not work for wages. Those who worked did not control their income.

A Girl Is No Girl Is a Girl_: Girls-Work after Queer Theory

Science.gov (United States)

Busche, Mart

2013-01-01

This contribution gives an overview over 40 years of girls-work in Germany. It highlights certain topics and theoretical implications and emphasises especially the realisation of queer theory and deconstructivism in the last 10 years. (Contains 4 notes.)

Charge It! Translating Electric Vehicle Research Results to Engage 7th and 8th Grade Girls

Science.gov (United States)

Egbue, Ona; Long, Suzanna; Ng, Ean-Harn

2015-01-01

Despite attempts to generate interest in science and technology careers, US students continue to show reduced interest in science, technology, engineering and mathematics (STEM) majors at the collegiate level. If girls are not engaged in STEM learning by the middle school level, studies show that they are even less likely to choose a science- or…

Girls' access to education in a developing country.

Science.gov (United States)

Geissinger, H

1997-10-01

This article provides an overview of girls' access to education in Papua New Guinea (PNG). PNG is a nation state formed by groups speaking over 800 languages. In 1990, population, except in the North Solomons, numbered about 3.5 million. Life expectancy is about 56.1 years. 43% are aged under 15 years. PNG has one of the highest rates of subsistence living in the world. Most live in villages. Fees are charged for schooling. European style education was brought by the missionaries and was directed mainly to boys. Girls could be included in Bible studies. In 1906, Australia began building schools for boys to work in colony administrative jobs. Colonial control was expanded through development of schools. PNG is mountainous and has few roads, bus routes, or trains. Secondary schools must offer dormitories. In 1988, at least 50% of children were in primary school in all 19 provinces and the area comprising the National Capital District. The government became independent in 1975. Statistical data were unreliably collected. North Solomons was known for having high female primary school enrollments, high status for women, and limited data. Physical location of schools depends on availability of land and resources. Tribal fighting interferes with access. Lotteries determine entrance to secondary school. There are bottlenecks in advancing from one grade to the next. Girls in remote villages may not see women role models and have little desire to obtain any education. Parents may prevent female schooling. Cultural and historical factors are key obstacles to female schooling. Female schooling may not equate with job options.

The emerging fourth sector

OpenAIRE

Friis, Andreas

2009-01-01

The Fourth Sector is a new phenomenon related to dual social and financial value creation, until now not clearly defined with crisp sectoral boundaries and an operationalized definition. The phenomenon is getting increased attention in media, conferences, business schools and by organizations all over the world, and this study intends to explain the macroenvironmental changes that led to the rise of the fourth sector, describe new trends of social value creation in the private ...

Teaching the Third World Girl: "Girl Rising" as a Precarious Curriculum of Empathy

Science.gov (United States)

Desai, Karishma

2016-01-01

This article examines the recently released "Girl Rising" film and associated campaign to analyze how the guarantee that girls' education is panacea for local, national and global solutions is sedimented through affective logics. I view Girl Rising as a curriculum inclusive of the film, accompanying packaged lesson plans for educators,…

Changing Girls' Education in Peru.

Science.gov (United States)

Heyman, Cory; Brush, Lorie; Provasnik, Stephen; Fanning, Marina; Lent, Drew; De Wilde, Johan

Access to quality education is a problem for all rural children in Peru, but especially for rural girls, who complete primary school at far lower rates than other Peruvian children. In 1998, USAID launched the Girls' Education Activity (GEA) in Peru, also known as New Horizons for Girls' Education, which aims to increase girls' completion of…

Girl prostitution in India.

Science.gov (United States)

Mukhopadhyay, K K

1995-01-01

This article discusses the nature, magnitude, causes, and consequences of female child prostitution in India and offers measures for control and prevention of girl prostitution. Data are obtained from the 6-city study of prostitution and the author's own research. An estimated 85% of all prostitutes in Calcutta and Delhi entered the work at an early age. The numbers are rising. The promotion of tourism is linked with prostitution. Girl prostitutes are primarily located in low-middle income areas and business districts and are known by officials. Brothel keepers regularly recruit young girls. An estimated 33% of prostitutes are young girls. In Bangalore, Calcutta, Delhi, and Hyderabad, there are an estimated 10,000 girl prostitutes. UNICEF estimates about 300,000 child prostitutes. Girl prostitutes are grouped as common prostitutes, singers and dancers, call girls, religious prostitutes or devdasi, and caged brothel prostitutes. Religious prostitutes are mainly found in the South. Caged ones are found in Bombay. A little over 50% of prostitutes come from other countries, such as Nepal and Bangladesh. The girls tend to come from urban slums and poor rural areas. High prostitute supply regions include Andhra Pradesh, Karnataka, Maharashtra, Uttar Pradesh, Tamil Nadu, and West Bengel states. About 85% are Hindus, and about 66% are from scheduled castes and tribes. Bangalore and Bombay have a higher proportion of girl prostitutes. The causes of prostitution include ill treatment by parents, bad company, family prostitutes, social customs, inability to arrange marriage, lack of sex education, media, prior incest and rape, early marriage and desertion, lack of recreational facilities, ignorance, and acceptance of prostitution. Economic causes include poverty and economic distress. Psychological causes include desire for physical pleasure, greed, and dejection. Most enter involuntarily. A brief profile is given of the life of a prostitute.

Gender differences in the causal relation between adolescents' maths self-concept and scholastic performance

Directory of Open Access Journals (Sweden)

Cristina Antunes

2007-05-01

Full Text Available Mathematics is a core subject in every school curriculum and it is strongly correlated with maths self-concept, which is defined as the subjective feelings and beliefs about one's competence in maths. In general, boys tend to report higher maths self-concept than girls, but the difference between boys and girls' maths scholastic performance is low or even inexistent. Some authors maintain that academic self-concept can play an important role as a motivational variable, promoting self-confidence and investment in the learning process. This study examined the causal relations between maths self-concept and maths scholastic performance in four cohorts of boys and girls within a three-wave longitudinal study. The first two cohorts were composed of 187 girls and 139 boys attending grades 7 and 8 at Time 1 and the third and fourth cohorts were composed of 167 girls and 123 boys attending grades 9 and 10 at Time 1. Structural Equation Modelling was used to test the fit of several models of causal relations. The results revealed that for the first two cohorts the best models were reciprocal and skill-development for both boys and girls. However, for the older students, a reciprocal model gave a best fit for the boys, but for the girls there was only one significant effect from maths self-concept to maths scholastic performance. Results are discussed on the basis of gender-related differential learning expectancies.

Perceived Demands of Schooling, Stress and Mental Health: Changes from Grade 6 to Grade 9 as a Function of Gender and Cognitive Ability.

Science.gov (United States)

Giota, Joanna; Gustafsson, Jan-Eric

2017-08-01

The link between perceived demands of school, stress and mental health in relation to gender is complex. The study examined, with two waves of longitudinal data at age 13 and age 16, how changes in perceived academic demands relate to changes in perceived stress, taking into account gender and cognitive ability, and to investigate how these factors affect the level of psychosomatic and depressive symptoms at the age of 16. A nationally representative sample including about 9000 individuals from the Swedish longitudinal Evaluation Through Follow up database born in 1998 was included. A growth modelling approach was applied to examine relations over time. The results show girls to have a considerably higher self-reported level of mental health problems at the end of compulsory school than boys. This gender difference is entirely accounted for by perceived school demands and stress in grades 6 and 9. Students who were stronger in inductive than vocabulary ability reported lower levels of perceived academic demands and less stress in grade 6. There is a need to develop interventions for minimizing the consequences of stress among adolescents and modify those particular aspects of academic demands which cause stress and poor mental health, especially among girls. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

RELATIONS BETWEEN GENERAL MOTOR SKILLS AND HANDBALL SPECIFIC TEST "BALL SLALOM" IN STUDENTS OF THE IV GRADE OF PRIMARY SCHOOL

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Dragan Branković

2012-09-01

Full Text Available Teaching physical education and physical training of children, should be appropriate to their age abilities and needs. Acquire the diversified movement experience is a priority of physical education in junior school age. Students fourth grade of primary school - age 10-11 years, in the sensitive period for developing coordination and speed capabilities. Sports game handball and mode of the game "mini-handball", which is adapted to students age abilities and spatial characteristics of the majority of primary schools, abundant with various tasks, specifically dominated by natural forms of movement - running, jumping, throwing. Therefore, handball has a significant role in solving the tasks of physical education. The specific motor tests and relations with the general motor skills are particularly important for continuous monitoring of motor development of children. The survey was conducted on 79 boys fourth grade of primary school who participated in the electoral sport of handball in the regular physical education classes. The results of the handball test "ball slalom" and its relation with general motor skills of students fourth grade of primary school, should contribute to the perception of the value of handball as the content of physical education, but also to contribute to the selection and forecast performance of children in handball.

Peer harassment at primary school: gender and school grade differences

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Gema Martín Seoane

2013-05-01

Full Text Available The aim of the present study was to study the relationship among gender, school grade and peer harassment at Primary School. The participants were 2.050 children aged 8 to 13. The overall sample was designed to represent all students in grades 3th through 6th in both public and private schools. A self-report questionnaire on peer harassment situations was administered to the participants. Factor analysis revealed two different dimensions: ‘physical violence and property attacks’ and ‘verbal violence and social exclusion’. Boys reported higher levels of peer harassment among classmates than girls. No effect of the school grade on the gender differences CONTEXTOS EDUCATIVOS, 13 (2010, 11-26 11 Contextos Educ., 13 (2010, 11-26 was found. This paper provides a better understanding of peer harassment as well as some prevention indications.

Knowledge and self-care practices in adolescent girls living in Nablus district during menstruation: a cross-sectional study.

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Shalabi-Abbas, Eatimad; Dweikat, Saba; Al Gazawy, Israa; Draghmah, Sajeda

2018-02-21

Menstruation is a natural phenomenon that occurs throughout the reproductive life of every woman. The aim of this study was to explore knowledge and self-care practices among Palestinian adolescent girls during their menstrual period. Reproductive health issues in adolescent girls is an important but neglected area of Palestinian research. For this cross-sectional study we recruited girls from grades seven, eight, and nine in the three biggest schools for girls in Nablus district. Participants were given a self-administered questionnaire that included questions about diet habits, daily activity, medication usage, and social norms related to the menstrual period. Data were analysed using SPSS version 17. The study protocol was approved ethically by Ibn Sina College for Health Sciences board. Verbal informed consent was obtained from the participants. 100 girls completed the questionnaire. 68 (68%) respondents referred to their mothers as the main source of information about dealing with menstrual periods. 52 (52%) respondents believed that salty food affects adversely on their health during the menstrual period, and 85 (85%) answered that showering is important during menstruation and that no harm comes from touching things during menstruation. 38 (38%) girls did not change food quality or quantity during menstruation, and 36 (36%) girls often take hot herbal drinks to relieve menstrual pain, whereas 63 (63%) girls reported use of analgesics. 94 (94%) respondents had a proper way of disposing of dirty pads. 45 (45%) girls said they used school toilets, 70 (70%) mentioned the availability of private doors, and 60 (60%) reported the availability of soap and water. Self-care practices during menstruation could be improved in adolescent Palestinian girls by establishing comprehensive puberty education programmes in schools and providing appropriate sanitation conditions in school toilets. None. Copyright © 2018 Elsevier Ltd. All rights reserved.

NetGirls: the Internet, Facebook, and body image concern in adolescent girls.

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Tiggemann, Marika; Slater, Amy

2013-09-01

The primary aim of the study was to examine the relationship between Internet exposure and body image concern in adolescent girls, with a particular focus on the social networking site of Facebook. A sample of 1,087 girls in the first two years (Years 8 and 9) of high school (aged 13-15 years) completed questionnaire measures of Internet consumption and body image concerns. The overwhelming majority of girls (95.9%) had access to the Internet in their home. Time spent on the Internet was significantly related to internalization of the thin ideal, body surveillance, and drive for thinness. Further, 75% of the girls had a Facebook profile, and spent an average of 1.5 hours there daily. Facebook users scored significantly more highly on all body image concern measures than non-users. It was concluded that the Internet represents a potent socio-cultural medium of relevance to the body image of adolescent girls. Copyright © 2013 Wiley Periodicals, Inc.

Enhancing On-Task Behavior in Fourth-Grade Students Using a Modified Color Wheel System

Science.gov (United States)

Blondin, Carolyn; Skinner, Christopher; Parkhurst, John; Wood, Allison; Snyder, Jamie

2012-01-01

The authors used a withdrawal design to evaluate the effects of a modified Color Wheel System (M-CWS) on the on-task behavior of 7 students enrolled in the 4th grade. Standard CWS procedures were modified to include a 4th set of rules designed to set behavioral expectation for cooperative learning activities. Mean data showed that immediately…

Student with dyslexia at second grade of primary school

OpenAIRE

Heřmánková, Marie

2011-01-01

This bachelor thesis focuses on one of specific disorders of learning, namely the problem of dyslexia in second grade of primary school in relation to pupil self-concept. The practical part presents case studies of three girls and Q-technique as well as their self-image. The findings summarised in the concluding part may be useful for workers pedagogic-psychological counselling and for all those involved in the education of children with dyslexia.

Intelligence Strategy for Fourth Generation Warfare

National Research Council Canada - National Science Library

Jamison, Edward P

2006-01-01

...." They have named this new era of war "fourth generation warfare." Currently the Department of Defense's intelligence strategy is designed to defeat conventional adversaries vise a fourth generation warfare opponent...

Concerns Girls Have about Puberty

Science.gov (United States)

... Stages Listen Español Text Size Email Print Share Concerns Girls Have About Puberty Page Content Article Body Girls have pubertal concerns and worries, too, including: Breast Development Some girls ...

Using children's literature to enhance views of nature of science and scientific attitude in fourth graders

Science.gov (United States)

Hampton, Kathryn Walker

This project was an effort to study the effect of integrating children's trade books into the fourth grade science curriculum on the students' views of the nature of science and their scientific attitude. The effect on the students' reading and language achievement, and science content knowledge was also analyzed. This was done by comparing the nature of science views and scientific attitudes, reading and language achievement scores, and the science grades of the treatment group, prior to and immediately following the intervention period, with the control group which did not participate in the integration of children's books. The science teacher's views on the nature of science and her attitude towards teaching science were also evaluated prior to and after the intervention. The selected trade books were evaluated for their coverage of nature of science aspects. Three intact classes of fourth grade students from a local elementary school were involved in the study along with their science and reading teacher. Two of the classes made up the experimental group and the remaining class served as the control group. All students were assessed prior to the intervention phase on their views of the nature of science and scientific attitudes. The experimental group was engaged in reading selected science trade books during their science class and study hall over a semester period. The results of the study showed a significant difference in the groups' initial reading and language achievement, which may have affected the lack of an effect from the intervention. The instrument selected to assess the student's views on the nature of science and scientific attitude (SAI II) was not reliable with this group. There was no significant difference on the students' science content knowledge as measured by their semester grade averages. The results from the teacher's response on the STAS II did indicate slight changes on her views on the nature of science. Sixty-nine of the eighty

Girl child in rural India.

Science.gov (United States)

Devendra, K

1995-01-01

This article discusses the status of the girl child in rural India. Rural children lack the advantages of modern amenities and facilities, such as transportation, electricity, media, hygiene, health care, and access to education. A young girl's status is related to her mother's status. Women are valued the most when a son is born. Girl children are considered an economic liability in child care costs, dowry costs, and marriage support. Since the 1970s, dowry demands have increased. Daughters must meet the demands of prospective in-law for education and dowry even after marriage. The attitudes of parents, families, and society encourage sex-selective abortion, infanticide, abuse in childhood, and domestic violence in adulthood. It was reported in 1994 that a woman is molested every 26 minutes and raped every 52 minutes. The government of India developed an action plan in 1992 for developing the girl child. Rural girl children spend their time cooking, cleaning, fetching wood and water, caring for children, and working in the fields sowing, transplanting, and weeding. Girl children contribute over 20% of total work at home. The only advantage a girl child has in rural areas is visibility. The greatest disadvantage is that her mother, who faced neglect herself, discriminates against her. Increasingly girl children contribute income to their household from Beedi making, gem polishing, embroidering, or paper bag making. Sometimes girls and boys work in hazardous occupations. Gender disparity is evident in school enrollment, drop out rates, literacy, and employment. In 1994, India passed a universal female education bill that offers parents incentives for access and punishment for keeping a girl out of school. Communities need to create a demand for rural girl children's education.

Einstein girls: Exploring STEM careers, interest, and identity in an online mentoring community

Science.gov (United States)

Scott, Jill Rice

The purpose of this project was to create and study an online mentoring community that connected fifth and sixth grade girls and female STEM mentors. The project was designed to give girls who were interested in science the chance to communicate online with women who were successful STEM professionals. The community provided the girls a venue to ask the women questions about their careers, their interests, and their science identities. Through this venue the girls were able to explore various STEM careers, be exposed to role models, and potentially increase their interest in science for the future. Mentoring has been shown to have a positive impact on girls and help improve their attitudes toward science and interests in STEM. The project examined the nature of the online mentoring process as well as the participants' perceptions of the opportunities and constraints of the community. The girls were members of an afterschool academy and the mentoring took place through the Internet using a secure educational social networking program. The program spanned a four-week period between April and May 2013. The main purpose of this study was formative since online mentoring is a relatively new area of research. This investigation produced detailed accounts of activities between the girls and the mentors. Findings revealed that the participants approached the community uniquely and explored many aspects of career exploration, STEM interest, and science identity. The participants also identified what they perceived as the opportunities afforded by the community as well as the constraints posed by the community. The research represented by this study was practitioner research with the work connecting theory with practice. The knowledge gained through the intentional reflection on and study of the Einstein Girls online mentoring community was useful in the production of knowledge that is transformative for the researcher's professional practice and transferable to other

Cultural Perspective on Parenting, Trait Emotional Intelligence and Mental Health in Taiwanese Children

OpenAIRE

Huang, Ching Yu; Shen, A.C.T.; Hsieh, Y.P.; Feng, J.Y.; Wei, H.S.; Hwa, H.L.; Feng, J.Y.

2017-01-01

The current study aims to clarify the associations as well as the pathways through which parenting and children's emotional intelligence (EI) may influence children's mental health with a cross-sectional sample of 675 school pupils (fourth grade, mean age = 10.4 years, 310 boy, 356 girls and 9 unidentified) in Taiwan. Hierarchical regression and path analyses were used to examine the relationships between parenting styles, children's trait EI, and their psychological symptoms, wit...

Changes in Psychosocial Factors and Physical Activity Frequency among Third- to Eighth-Grade Girls Who Participated in a Developmentally Focused Youth Sport Program: A Preliminary Study

Science.gov (United States)

Debate, Rita D.; Gabriel, Kelley Pettee; Zwald, Marissa; Huberty, Jennifer; Zhang, Yan

2009-01-01

Background: Despite the numerous physiological, psychological, and academic benefits of physical activity (PA), declines in PA levels among girls have been observed over the last decade. The purpose of this preliminary study was to assess the short-term changes pertaining to Girls on the Run and Girls on Track developmentally focused youth sport…

Structure and distribution of gynaecological diseases for girls and teenage girls in the Zaporizhzhia area

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N. V. Avramenko

2016-08-01

Full Text Available Background. In recent years the question of gynecological diseases in women and teenage girls becomes more and more relevance. Girls of pubertal age should become mothers of new generation, but the health of adolescents continues to deteriorate. Aim. To study the structure of gynecological diseases among children and teens in the Zaporizhzhia region, to develop the main ways of improving the provision of specialized gynecological medical care in the region. Methods. The analysis of major morbidity, prevalence and patterns of gynecological diseases among girls and adolescent girls in the Zaporozhye region over the past 5 years has been done. Results. The analysis showed that the indicator of gynecological morbidity remain high and increases. Main gynecologic pathologies are: menstrual function disorders, sexual development disorders, inflammatory diseases of external and internal genitalia. Detection of pathology among girls who turned to the doctor meets in average 23-24% of cases. In girls, of the youngest age (under 10 years inflammatory diseases of the external genitalia (vulvovaginitis, vulvitis dominate in most cases. In teenage girls the menstrual dysfunction is prevalent. Among menstrual dysfunction the hypomenstrual syndrome is prevalent in 70% (oligomenorrhea, opsomenorrhea, amenorrhea. The Department of Health of Zaporizhzhia Regional State Administration has prepared the order of 15.02.2016r. №158 «On improvement of specialized gynecological care for children of the region", which provides specialized gynecological care to girls and teenage girls, and indications for gynecologist consultation of children and adolescent. Conclusions: In the analysis of morbidity during 5 years a significant increase in the incidence of gynecological morbidity of girls and teenage girls has revealed. Risk factors of menstrual function disorders are: thyreiod gland pathology, diabetis mellitas, bronchial asthma, congenital heart diseases, chronic

[Vulvovaginitis in young girls].

Science.gov (United States)

Olejek, Anita; Kellas-Sleczka, Sylwia; Kozak-Darmas, Iwona; Bilska, Anna; Zamłyński, Jacek; Horak, Stanisław; Nowak, Leszek

2009-12-01

Vulvovaginitis is the most common cause of gynecological complaints in young girls. Factors which cause vulvovaginitis include, among other things, low level of sexual hormones (hypoestrogenism), the anatomical proximity of the rectum and delicate vulvar skin and vaginal mucosa. Usually vulvovaginitis in young girls is caused by non-specific factors. The aim of the study was to present the most frequent causes of vulvovaginitis in young girls.

The Effect of the Conceptual Change Oriented Instruction through Cooperative Learning on 4th Grade Students' Understanding of Earth and Sky Concepts

Science.gov (United States)

Celikten, Oksan; Ipekcioglu, Sevgi; Ertepinar, Hamide; Geban, Omer

2012-01-01

The purpose of this study was to compare the effectiveness of the conceptual change oriented instruction through cooperative learning (CCICL) and traditional science instruction (TI) on 4th grade students' understanding of earth and sky concepts and their attitudes toward earth and sky concepts. In this study, 56 fourth grade students from the…

Sexual Assertiveness Skills and Sexual Decision-Making in Adolescent Girls: Randomized Controlled Trial of an Online Program.

Science.gov (United States)

Widman, Laura; Golin, Carol E; Kamke, Kristyn; Burnette, Jeni L; Prinstein, Mitchell J

2018-01-01

To evaluate the efficacy of an interactive, Web-based sexual health program (Health Education and Relationship Training [HEART]) for developing sexual assertiveness skills and enhancing sexual decision-making in adolescent girls. Participants were 222 tenth-grade girls (mean age = 15.2; 38% White, 29% Hispanic, 25% Black) in the Southeastern United States who were randomized in fall 2015 to the HEART intervention or an attention-matched control. We assessed participants at pretest, immediate posttest, and 4-month follow-up. Both groups had similar demographic and sexual behavior characteristics at pretest. At immediate posttest, girls who completed the HEART program demonstrated better sexual assertiveness skills measured with a behavioral task, higher self-reported assertiveness, intentions to communicate about sexual health, knowledge regarding HIV and other sexually transmitted diseases (STDs), safer sex norms and attitudes, and condom self-efficacy compared with the control condition. At 4-month follow-up, group differences remained in knowledge regarding HIV and other STDs, condom attitudes, and condom self-efficacy. This brief online sexual health program can improve short-term outcomes among adolescent girls and offers an exciting new option in the growing array of digital health interventions available to youths. NCT02579135.

O desenvolvimento do texto dissertativo em crianças da 4ª série The development of argumentative text by fourth grade children

Directory of Open Access Journals (Sweden)

Sérgio Antonio da Silva Leite

2000-03-01

Full Text Available Esta pesquisa analisa o desenvolvimento da habilidade de produzir textos dissertativos em crianças da 4ª. série, relacionando com o contexto em que foram produzidos. Este estudo justifica-se devido à escassez de trabalhos lingüísticos na área, bem como ao alto índice de fracasso dos alunos nesta modalidade de texto. Coletou-se a produção escrita de crianças de rede pública, durante um período de três meses. O material foi analisado buscando-se identificar os operadores argumentativos, os tipos de argumentos utilizados e o estágio da capacidade argumentativa dessas crianças. O estudo sugere que a introdução do texto argumentativo nas séries iniciais do 1º grau, além de proporcionar mais chances de sucesso aos alunos na produção deste tipo de texto ao término do 2º grau, certamente facilitará o desenvolvimento de uma postura crítica, possibilitando aos alunos refletirem sobre a realidade social onde vivem.This reaserch analysed the developmental stage of fourth grade (primary school children in ability of writting argumentative texts joint with their context. The reason of this reaserch is the lack of new studies in linguistical area and high ratio of unable students to make this kind of text. It will be showed the analysis of making text by public schools children for three months. These data were analysed trying identify argumentative operators, the kinds of arguments used and the stage of the argumentative ability of these children. The study showed that the introduction of argumentative text in first grades give them more chances of succeed, preparing these pupils in their finishing high school. This fact obviously will make easier the development of their critical point of view, helping the students to think about their living social reality.

The Impact of a Cooperative Learning Program on the Academic Achievement in Mathematics and Language in Fourth Grade Students and its Relation to Cognitive Style

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Mery Luz Vega-Vaca

2015-07-01

Full Text Available This study is expected to determine the impact of a program based on the cooperative learning methodology. This, in comparison to a traditional learning situation in both mathematics and language achievement. The study was carried out on a group of fourth grade students of primary school. In addition, it tried to find the differential impact according to the cognitive style in the field dependence-independence dimension. This work was carried out with 76 students of the Colegio José Martí I.E.D. (Bogotá-Colombia ranging from 8-12 years of age. The control group received a traditional teaching methodology and the experimental group received the cooperative learning program, composed of 35 sessions (from July to November 2009. All the participants were tested in mathematics and language performance, before and after the intervention. All of them were tested in cognitive style as well. The results suggested that the cooperative learning methodology benefited importantly the academic achievement of the students in mathematics in contrast to the competitive and individualist situations. The results also suggested that the three cognitive style groups were positively affected from the cooperative learning situation. These results were not found in the language area.

Evaluation of school-based reproductive health education program for adolescent girls.

Science.gov (United States)

Golbasi, Zehra; Taskin, Lale

2009-01-01

To evaluate the effectiveness of school-based reproductive health education for adolescent girls on the reproductive knowledge level of the girls. This research was carried out as a quasi-experimental study at two vocational girls high schools, one of which was used as the study school and the other as the control school. The study group (97 students) consisted of three classes representing every grade. The control group consisted of students selected likewise (92 students). Reproductive health education was given to students in the study group for 10 weeks; the control group was not subjected to any educational program. The impact of the program was evaluated with reproductive health knowledge test designed for this study. A pretest evaluated baseline knowledge, and a posttest measured the gain in knowledge. Baseline knowledge score of students in study and control group were similar and low (p > 0.05). We found that the reproductive health knowledge level of students in the study group increased significantly after the program of education. Post-test knowledge scores (75.03 +/- 13.82) of the students in the study group were higher than those of the control group (36.65 +/- 14.17). The results showed students' low baseline knowledge and a good ability to learn. A school-based reproductive health education is needed to promote knowledge and prevention in reproductive health among teenagers.

Fourth sound in relativistic superfluidity theory

International Nuclear Information System (INIS)

Vil'chinskij, S.I.; Fomin, P.I.

1995-01-01

The Lorentz-covariant equations describing propagation of the fourth sound in the relativistic theory of superfluidity are derived. The expressions for the velocity of the fourth sound are obtained. The character of oscillation in sound is determined

Human papillomavirus immunization uptake among girls with a refugee background compared with Danish-born girls

DEFF Research Database (Denmark)

P. Møller, Sanne; Kristiansen, Maria; Norredam, Marie

2018-01-01

Refugee children and their families may experience impaired access to healthcare; therefore, we aimed to uncover human papillomavirus (HPV) immunization patterns among a large group of refugee girls compared with Danish-born girls. We also examined possible predictors of uptake among refugee girls....... We used aregister-based cohort design where refugee girls (n = 3264) who, between 1 January 1994 and 31 December 2010, obtained residency permits in Denmark, were included and matched on age and sex with Danish-born girls (n = 19 584). Personal identification numbers were cross-linked to the National...... Danish Health Service Register, identifying all contacts for HPV-immunization in both the ordinary HPV-immunization program and in a catch-up program. We applied logistic regression to estimate the odds ratios (OR) of uptake. We found that refugee girls had significantly lower HPV-immunization uptake...

Future Girls, Transcendent Femininities and New Pedagogies: Toward Girls' Hybrid Bodies?

Science.gov (United States)

Azzarito, Laura

2010-01-01

Media provides a material site for girls' identity formation and presents conflicting images of femininity, which challenge young women's self-expression and physicality development. The "problem" with girls' physicality has not been resolved, but rather complicated by discourses of new femininities in sport, fitness and health promoted…

Protecting Black Girls

Science.gov (United States)

Morris, Monique W.

2016-01-01

Statistics show that black girls in U.S. K-12 public schools are overrepresented among students who face disciplinary approaches (such as suspensions) that exclude or even criminalize them. Morris explains how black girls face conditions that make them vulnerable to a phenomenon she calls "school to confinement pathways"--conditions like…

Longitudinal Change in the Relationship between Fundamental Motor Skills and Perceived Competence: Kindergarten to Grade 2

Directory of Open Access Journals (Sweden)

Jeff R. Crane

2017-08-01

Full Text Available As children transition from early to middle childhood, the relationship between motor skill proficiency and perceptions of physical competence should strengthen as skills improve and inflated early childhood perceptions decrease. This study examined change in motor skills and perceptions of physical competence and the relationship between those variables from kindergarten to grade 2. Participants were 250 boys and girls (Mean age = 5 years 8 months in kindergarten. Motor skills were assessed using the Test of Gross Motor Development-2 and perceptions were assessed using a pictorial scale of perceived competence. Mixed-design analyses of variance revealed there was a significant increase in object-control skills and perceptions from kindergarten to grade 2, but no change in locomotor skills. In kindergarten, linear regression showed that locomotor skills and object-control skills explained 10% and 9% of the variance, respectively, in perceived competence for girls, and 7% and 11%, respectively, for boys. In grade 2, locomotor skills predicted 11% and object-control skills predicted 19% of the variance in perceptions of physical competence, but only among the boys. Furthermore, the relationship between motor skills and perceptions of physical competence strengthened for boys only from early to middle childhood. However, it seems that forces other than motor skill proficiency influenced girls’ perceptions of their abilities in grade 2.

Transtentorial herniation of the fourth ventricle

International Nuclear Information System (INIS)

Rosenfeld, D.L.; Lis, E.; DeMarco, K.

1995-01-01

Transtentorial herniation (TTH) of the fourth ventricle is the result of a progressive enlargement of an isolated fourth ventricle which herniates through the tentorial incisure into the middle cranial fossa. The characteristic CT-MR and neurosonographic findings are described. (orig.)

Physical and Social Contexts of Physical Activity Behaviors of Fifth and Seventh Grade Youth

Science.gov (United States)

Saunders, Ruth P.; Dowda, Marsha; Mciver, Kerry; McDonald, Samantha M.; Pate, Russell R.

2018-01-01

Background: The purpose of this study was to characterize the temporal, social, and physical contexts for physical activities commonly reported in a diverse cohort of 753 boys and girls from fifth to seventh grade. Methods: Data were obtained from a multilevel longitudinal study, the Transitions and Activity Changes in Kids. The Physical Activity…

ITEAMS: Increasing the Self-Identification for Girls and Underserved Youth in Pursuing STEM Careers

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R. Bruce Ward

2012-02-01

Full Text Available We report early findings on the efficacy of a technology-based project in increasing self-identification for girls and underserved youth to self-select STEM (science, technology, engineering, and mathematics careers. ITEAMS (Innovative Technology- Enabled Astronomy for Middle Schools – an out-of-schooltime program with online, robotic telescopes as its central focus – targets girls and minority students underrepresented in STEMrelated vocations. The participating students attend urban schools in Eastern Massachusetts. ITEAMS’ twofold goal is to: a provide inspiration for the participants to pursue STEM careers, and b increase the students’ mastery of foundational subject matter so they are prepared for the rigor of further STEM study. We use an online system for surveys and assessments, the former to capture attitudinal changes about career choices, and the latter to assess the students’ subject matter knowledge. Participating students take pre-, intermediate, and post subject-matter tests and career-interest surveys. While we find statistically significant gains in subject matter knowledge free of gender, race, or school bias, we also find girls profess less interest than boys in STEM careers as early as grades five and six, although other attitudinal indicators suggest ways to reverse that trend.

"Sport Guts" in Japanese Girl Anime

OpenAIRE

Miho Tsukamoto

2015-01-01

"Sport Guts" in Japanese anime developed not only to strengthen mentality but also to challenge for objectives. This paper helps to understand the development of Japanese girl anime, and its philosophical concepts of Japanese amine. This paper focuses on girls' sport anime "Sport Guts,", which is the major philosophy of Japanese girl anime and centers on a girl who is enthusiastic about volleyball and makes an effort to compete in the World Series by focusing on girl anime b...

Girls, Boys, and Bots: Gender Differences in Young Children’s Performance on Robotics and Programming Tasks

Directory of Open Access Journals (Sweden)

Amanda Sullivan

2016-08-01

Full Text Available Prior work demonstrates the importance of introducing young children to programming and engineering content before gender stereotypes are fully developed and ingrained in later years. However, very little research on gender and early childhood technology interventions exist. This pilot study looks at N=45 children in kindergarten through second grade who completed an eight-week robotics and programming curriculum using the KIWI robotics kit. KIWI is a developmentally appropriate robotics construction set specifically designed for use with children ages 4 to 7 years old. Qualitative pre-interviews were administered to determine whether participating children had any gender-biased attitudes toward robotics and other engineering tools prior to using KIWI in their classrooms. Post-tests were administered upon completion of the curriculum to determine if any gender differences in achievement were present. Results showed that young children were beginning to form opinions about which technologies and tools would be better suited for boys and girls. While there were no significant differences between boys and girls on the robotics and simple programming tasks, boys performed significantly better than girls on the advanced programming tasks such as, using repeat loops with sensor parameters. Implications for the design of new technological tools and curriculum that are appealing to boys and girls are discussed.

Girls Leading Outward

Science.gov (United States)

Hamed, Heather; Reyes, Jazmin; Moceri, Dominic C.; Morana, Laura; Elias, Maurice J.

2011-01-01

The authors describe a program implemented in Red Bank Middle School in New Jersey to help at-risk, minority middle school girls realize their leadership potential. The GLO (Girls Leading Outward) program was developed by the Developing Safe and Civil Schools Project at Rutgers University and is facilitated by university students. Selected middle…

Predictive factors for early menarche in Taiwan.

Science.gov (United States)

Chie, W C; Liu, Y H; Chi, J; Wu, V; Chen, A

1997-06-01

The rapid increase of breast cancer in Taiwan has prompted the authors to evaluate the predictive factors of early menarche among contemporary Taiwanese girls. A total of 895 four-grade girls from eight elementary schools in Taipei City and County were identified as a closed cohort from the first semester of 1993. Data were collected from self-administered questionnaires and school records. A total of 799 girls who had not menstruated in the first year remained in the group through 1994. The effects of potential predictive factors were assessed by logistic regression. Among the 799 girls followed, 69 (8.6%) had first menstruation between the fourth and fifth grades. Height, weight, body mass index and maternal early onset of menarche were positively related to the onset of menarche within the preceding year. Energy consumption during exercise showed only moderate association after being adjusted for age and weight. Calorie intake from junk food was not associated with early menarche within the preceding year. Poor interpersonal family relationships and stressful life events also showed a moderate association with early menarche. The data obtained supported the hypothesis that height, weight, body mass index and maternal early menarche are positive predictive factors of early menarche. The effects of exercise and childhood stress are less prominent.

Understanding Middle School Students' Perceptions of Physics Using Girl-Friendly and Integrated STEM Strategies: A Gender Study

Science.gov (United States)

Dare, Emily Anna

According to the American Physical Society, women accounted for only 20% of bachelor's degrees in the fields of physics and engineering in 2010. This low percentage is likely related to young girls' K-12 education experiences, particularly their experiences prior to high school, during which time young women's perceptions of Science, Technology, Engineering, and Math (STEM) and STEM careers are formed (Catsambis, 1995; Maltese & Tai, 2011; National Research Council, 2012; Sadler, Sonnert, Hazari, & Tai, 2012; Tai, Liu, Maltese, & Fan, 2006; Scantlebury, 2014; Sikora & Pokropek, 2012). There are no significant gender differences in academic achievement in middle school, yet young women have less positive attitudes towards careers in science than their male peers (Catsambis, 1995; Scantlebury, 2014). This suggests that the low female representation in certain STEM fields is a result of not their abilities, but their perceptions; for fields like physics where negative perceptions persist (Haussler & Hoffman, 2002; Labudde, Herzog, Neuenschander, Violi, & Gerber, 2000), it is clear that middle school is a critical time to intervene. This study examines the perceptions of 6th grade middle school students regarding physics and physics-related careers. A theoretical framework based on the literature of girl-friendly and integrated STEM strategies (Baker & Leary, 1995; Halpern et al., 2007; Haussler & Hoffman, 2000, 2002; Labudde et al., 2000; Moore et al., 2014b; Newbill & Cennamo, 2008; Rosser, 2000; Yanowitz, 2004) guided this work to understand how these instructional strategies may influence student's perceptions of physics for both girls and boys. The overarching goal of this work was to understand similarities and differences between girls' and boys' perceptions about physics and physics-related careers. This convergent parallel mixed-methods study uses a series of student surveys and focus group interviews to identify and understand these similarities and

Systems Prototyping with Fourth Generation Tools.

Science.gov (United States)

Sholtys, Phyllis

1983-01-01

The development of information systems using an engineering approach that uses both traditional programing techniques and fourth generation software tools is described. Fourth generation applications tools are used to quickly develop a prototype system that is revised as the user clarifies requirements. (MLW)

The Greening of Girls' Sports

Science.gov (United States)

Engle, Kathleen M.

1973-01-01

Examines the current nationwide drive to eliminate sexism in school sports. Discusses expenditures for boys' and girls' athletic programs, coaching salaries, facilities, and programs offered. A physician discusses the potentials for girls in competitive sports, and a girl who joined a high school all-male team is interviewed. (DN)

Gilmore Girls generations

DEFF Research Database (Denmark)

Petersen, Line Nybro

2018-01-01

This article is a study of fans of the television series Gilmore Girls (2000–2007) in the context of the revival series Gilmore Girls: A Year in the Life (2016), when the series returned with a four-episode special on Netflix after being off the air for nine years. The series revolves around...

Sarcoma Botryoides of Uterine Cervix in a 16-Year-Old Girl

Directory of Open Access Journals (Sweden)

Shamsun Nahar

2018-01-01

Full Text Available Sarcoma botryoides of uterine cervix is a malignant neoplasm of cervix which accounts 0.2% of all the malignant tumours of the uterus and its peak incidence is between 14−18 years. Here we report a case of a 16-year-old newly married girl who presented with the complaint of vaginal bleeding for one and half months. Histopathology from cervical tissue revealed sarcoma botryoides grade 2, score 5. She was treated by neo-adjuvant chemotherapy and surgery. She was alive for three years from diagnosis and died due to lung metastasis.

Younger Children's Changing Self-Concepts: Boys and Girls from Preschool through Second Grade

Science.gov (United States)

Mantzicopoulos, Panayota

2006-01-01

The author investigated age- and gender-related changes in self-evaluative judgments of 87 children followed from preschool through 2nd grade. Focusing on cognitive, physical, and peer competence assessed by the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA; S. Harter & R. Pike, 1984), the author tested PSPCSA subscale…

Ramifications of Giftedness for Girls.

Science.gov (United States)

Lovecky, Deirdre V.

1995-01-01

Gifted girls (n=30) who participated in psychotherapy tended to focus on either social relationships or achievement. Girls who focused on achievement tended to be the brightest and exhibited the cognitive styles of divergent thinking, integrative thinking, or perceptive thinking. These girls also tended to exhibit problems dealing with peers and…

An exploration of the relationship between teacher beliefs and practices: Lessons from a self-study of a fourth- and fifth-grade science teacher

Science.gov (United States)

Connell, Shelley Sha'ron

2007-12-01

This study was an investigation of the relationship between teacher beliefs and teaching practices. The relationship was explored to address reported inconsistencies among teacher beliefs, teaching practices and reform goals reported over the past 30 years. A self-study methodology was employed to collect data in a fourth-grade (n = 12) and a fifth-grade (n = 7) class at a private elementary school. Data were collected using a reflective journal and the Traditional Versus Inquiry-Based Classroom Behaviors instrument. Self-data were triangulated with critical judgment data from focus groups and interviews with students, parents, and a peer teacher observer. Data were collected and analyzed in four segments: (a) teacher beliefs, (b) teaching practices, (c) congruency between teacher beliefs and teaching practices, and (d) factors that influence congruency. Teacher beliefs were listed at the start of the school year and analyzed in narrative format. Teaching practices were recorded in the journal and analyzed through coding. The relationship between beliefs and practices was explored on two levels, following Haney & McArthur's (2002) modified theory of planned behavior. First, congruency between beliefs and practices was determined, yielding beliefs that were either central (congruent with practices) or peripheral (incongruent with practices) to the author's belief system. Second, congruency between central beliefs and two categories of teaching principles was determined, yielding three subdivisions: constructivist core (congruent with constructivist principles), emerging core (congruent with general principles) and conflict core (incongruent with constructivist principles) beliefs. Data analysis showed 16 central beliefs (those congruent with practice) in operation. The study finding was that teacher beliefs and practices were largely congruent for this one teacher. This contrasted most published reports. Coupling application of the TPB and modified TPB, congruence

Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students with Learning Disabilities

Science.gov (United States)

Sharp, Emily; Shih Dennis, Minyi

2017-01-01

This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem-solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction…

Lepton sector of a fourth generation

International Nuclear Information System (INIS)

Burdman, G.; Da Rold, L.; Matheus, R. D.

2010-01-01

In extensions of the standard model with a heavy fourth generation, one important question is what makes the fourth-generation lepton sector, particularly the neutrinos, so different from the lighter three generations. We study this question in the context of models of electroweak symmetry breaking in warped extra dimensions, where the flavor hierarchy is generated by choosing the localization of the zero-mode fermions in the extra dimension. In this setup the Higgs sector is localized near the infrared brane, whereas the Majorana mass term is localized at the ultraviolet brane. As a result, light neutrinos are almost entirely Majorana particles, whereas the fourth-generation neutrino is mostly a Dirac fermion. We show that it is possible to obtain heavy fourth-generation leptons in regions of parameter space where the light neutrino masses and mixings are compatible with observation. We study the impact of these bounds, as well as the ones from lepton flavor violation, on the phenomenology of these models.

NASA Science4Girls: Engaging Girls in STEM at Their Local Library

Science.gov (United States)

Meinke, B.; Smith, D.; Bleacher, L.; Hauck, K.; Soeffing, C.; NASA SMD EPO Community

2014-07-01

The NASA Science Mission Directorate (SMD) Science Education and Public Outreach Forums coordinate the participation of SMD education and public outreach (EPO) programs in Women's History Month through the NASA Science4Girls and Their Families initiative. The initiative partners NASA science education programs with public libraries to provide NASA-themed hands-on education activities for girls and their families. The initiative has expanded from the successful 2012 Astro4Girls pilot to engage girls in all four NASA science discipline areas, which broadens the impact of the pilot by enabling audiences to experience the full range of NASA science topics and the different career skills each requires. The events focus on engaging underserved and underrepresented audiences in Science, Technology, Engineering, and Mathematics (STEM) via use of research-based best practices, collaborations with libraries, partnerships with local and national organizations, and remote engagement of audiences.

Academic Self-Efficacy, Faculty-Student Interactions, and Student Characteristics as Predictors of Grade Point Average

Science.gov (United States)

Gosnell, Joan C.

2012-01-01

The purpose of the study was to explore student characteristics, academic self-efficacy, and faculty-student interactions as predictors of grade point average for upper-division (college level third and fourth year) education students at a public 4-year degree-granting community college. The study examined the effects of student characteristics…

Delayed puberty in girls

Science.gov (United States)

... sexual development - girls; Pubertal delay - girls; Constitutional delayed puberty ... In most cases of delayed puberty, growth changes just begin later than usual, sometimes called a late bloomer. Once puberty begins, it progresses normally. This pattern runs ...

Sixty Girls, Three Nuns, One Home.

Science.gov (United States)

Smeltzer, Carolyn Hope

2016-04-01

This article describes the experience of a nurse volunteer working with girls in India who had been trafficked and/or were children of mothers who were (are) prostitutes. The article describes how nuns who care, provide values and a safe home give the girls opportunities. The article illustrates how, with little recourse, three nuns care for 60 girls living in one home. The girls range in age from 4 to 18 years. The girls are motivated to live happily, work hard, study often, and play together. Lessons learned from the nurse volunteer who worked and lived with the girls are described. This article illustrates how nurses in retirement can still fulfill their passion of helping others. © 2015 Wiley Periodicals, Inc.

Encouraging Girls into Science and Technology with Feminine Role Model: Does This Work?

Science.gov (United States)

Bamberger, Yael M.

2014-08-01

This study examines the effect of a program that aimed to encourage girls to choose a science, technology, engineering, and mathematics (STEM) career in Israel. The program involved school visits to a high-tech company and meeting with role model female scientists. Sixty ninth-grade female students from a Jewish modern-orthodox single-sex secondary school in the same city as the company participated in the study. The control group contained 30 girls from the same classes who did not participate in the program. Data were collected through pre-post questionnaires, observations, and focus group interviews. It was analyzed for three main themes: perceptions of scientists and engineers, capability of dealing with STEM, and future career choice. Findings indicated respect toward the women scientists as being smart and creative, but significant negative change on the perceptions of women scientists/engineers, the capability of dealing with STEM, and the STEM career choices. Possible causes for these results are discussed, as well as implications for education.

The Fourth Revolution

Science.gov (United States)

Abelson, Philip H.

1972-01-01

Comments on the conclusions of the Carnegie Commission on Higher Education's report, The Fourth Revolution: Instructional Technology in Higher Education,'' and advocates effort in exploiting the new technology and in assessing the possible adverse effects. (AL)

A Nutrition Education Intervention Trial for Adolescent Girls in Isfahan: Study Design and Protocol

Directory of Open Access Journals (Sweden)

Morvarid Ghasab Shirazi

2016-11-01

Full Text Available BackgroundNutrition behaviors of adolescent girls is of serious health concerns. Although nutrition education interventions in Iran have met with some success, most of them could not promote nutrition behavioral changes. The aim of our study is to determine a school-based nutrition education intervention to improve adolescents’ nutrition behaviors and behavioral mediators based on the social cognitive theory (SCT.Materials and MethodsThis study is a single-blind randomized controlled trial. Eligible participants will be all student girls in grade 6 and 7, their parents and teachers in Isfahan governmental schools. This multi com­ponent school-based intervention include adolescents’ nutrition education package, parents’ nutrition massages, participatory homework, parents and teachers nutrition education package, supportive group, and collaboration with decision makers. Changing in nutrition behaviors including breakfast, fruit and vegetable, snack and fast food consumption will be examined, as primary outcome. Secondary outcome will be behavioral mediators such as knowledge, self-efficacy, intention, situation, self-regulation, social support, outcome expectations and expectancies, in adolescent girls. The outcomes will be assessed at baseline, and after 3 and 6-month follow-up.DiscussionThis study evaluates a school-based, guided SCT intervention, designed to improve healthy dietary behaviors, nutrition knowledge of adolescent girls. Few behavioral interventions have targeted this high-risk population in Iran. The intervention seems to be promising and has the potential to bridge the gap of the limited program outcomes of nutrition education in Iranian adolescents.

Chondrosarcoma of the Proximal Phalanx of the Fourth Digit: A Rare Location

Directory of Open Access Journals (Sweden)

Thivi Vasilakaki

2012-10-01

Full Text Available Introduction: Cartilaginous tumors involving the small bones of the hands and feet are usually benign such as enchondroma, chondromyxoid fibroma and chondroblastoma. The small bones of the hands and feet are rarely involved by primary chondrosarcoma. Proximal phalanges are the most common sites in the hands, but the fourth digit is the least common site. Case Presentation: We report a case of a 76-year-old Greek female who presented to our hospital with a painful swollen mass measuring 4.5 × 2.6 cm on the fourth digit of the left hand. The radiograph showed a destructive, permeative lytic tumor of the proximal phalanx with extension into soft tissue. The patient underwent curettage, and the microscopic examination of the specimen revealed grade 2 chondrosarcoma. Conclusion: Cartilaginous tumors involving the small bones of the hands and feet are usually benign such as enchondroma, chondromyxoid fibroma and chondroblastoma. Primary chondrosarcoma is the third most common malignancy of bone after myeloma and osteosarcoma, but the small bones of the hands and feet are very rarely involved by chondrosarcoma (1% of all chondrosarcoma. However, in these cases differentiation between a benign lesion and chondrosarcoma may be difficult. Occasionally chondrosarcoma of the hands and feet is associated with multiple recurrences or distal metastasis.

Danish method study on cervical screening in women offered HPV vaccination as girls (Trial23)

DEFF Research Database (Denmark)

Thamsborg, Lise Holst; Andersen, Berit; Larsen, Lise Grupe

2018-01-01

arm) or present screening plus an HPV test (HPV arm). The study started 1 February 2017 and will run over three screening rounds corresponding to 7-8 years. ANALYSES: The primary endpoint is cervical intraepithelial neoplasia grade 3 or above. The trial is undertaken as a non-inferiority study......INTRODUCTION: The first birth cohorts of women offered human papillomavirus (HPV) vaccination as girls are now entering cervical screening. However, there is no international consensus on how to screen HPV vaccinated women. These women are better protected against cervical cancer and could...... vaccination as girls. METHODS: Trial23 is a method study embedded in the existing cervical screening programme in four out of five Danish regions. Without affecting the screening programme, women born in 1994 are randomised to present screening with liquid-based cytology every third year (present programme...

Boys and girls smoking within the Danish elementary school classes: a group-level analysis

DEFF Research Database (Denmark)

Rasmussen, Mette; Damsgaard, Mogens T; Due, Pernille

2002-01-01

smokers within school classes does not correlate. There is high variation in male and female smoking behaviour between school classes. CONCLUSIONS: The influence of social classroom environment on the processes causing smoking behaviour may be different for boys and girls. This paper illustrates......AIMS: To quantify the correlation between male and female smoking prevalence in elementary school classes by group-level analysis. METHODS: This study was the Danish contribution to the cross-national study Health Behaviour in School-Aged Children (HBSC) 1998. Ninety school classes at grade nine (1......,515 students) from a random sample of schools in Denmark took part. The proportion of male and female "at all" smokers and daily smokers in the school class was calculated. RESULTS: The mean "at all" smoking proportion in the school classes is 39% for girls and 32% for boys. The proportion of male and female...

7 CFR 51.2296 - Three-fourths half kernel.

Science.gov (United States)

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Three-fourths half kernel. 51.2296 Section 51.2296 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards...-fourths half kernel. Three-fourths half kernel means a portion of a half of a kernel which has more than...

Information Science Instruction and Changes in Girls' and Boy's Expectancy and Value Beliefs: In Search of Gender-Equitable Pedagogical Practices

Science.gov (United States)

Vekiri, Ioanna

2013-01-01

In this study, which was situated in the context of information science instruction, data were collected twice using student self-reports to examine the effects of pedagogical practices on changes in boys' and girls' expectancy and value beliefs about computing. Participants were 326 7th-grade students, enrolled in three middle schools that were…

Basic Education for Girls in Yemen: Country Case Study and Analysis. Mid-Decade Review of Progress towards Education for All.

Science.gov (United States)

Beatty, Sharon

In 1995, the International Consultative Forum on Education for All (EFA) commissioned case studies in developing countries as part of a mid-decade review of progress in expanding access to basic education. This paper examines provision of basic education (grades 1-9) in Yemen, focusing on obstacles to girls' education in rural areas. The report…

Seeing and Being Seen: Predictors of Accurate Perceptions about Classmates’ Relationships

Science.gov (United States)

Neal, Jennifer Watling; Neal, Zachary P.; Cappella, Elise

2015-01-01

This study examines predictors of observer accuracy (i.e. seeing) and target accuracy (i.e. being seen) in perceptions of classmates’ relationships in a predominantly African American sample of 420 second through fourth graders (ages 7 – 11). Girls, children in higher grades, and children in smaller classrooms were more accurate observers. Targets (i.e. pairs of children) were more accurately observed when they occurred in smaller classrooms of higher grades and involved same-sex, high-popularity, and similar-popularity children. Moreover, relationships between pairs of girls were more accurately observed than relationships between pairs of boys. As a set, these findings suggest the importance of both observer and target characteristics for children’s accurate perceptions of classroom relationships. Moreover, the substantial variation in observer accuracy and target accuracy has methodological implications for both peer-reported assessments of classroom relationships and the use of stochastic actor-based models to understand peer selection and socialization processes. PMID:26347582

Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth grade.

Science.gov (United States)

Berninger, Virginia W; Abbott, Robert D; Swanson, H Lee; Lovitt, Dan; Trivedi, Pam; Lin, Shin-Ju Cindy; Gould, Laura; Youngstrom, Marci; Shimada, Shirley; Amtmann, Dagmar

2010-04-01

The purpose of this study was to evaluate the contribution of working memory at the word and sentence levels of language to reading and writing outcomes. Measures of working memory at the word and sentence levels, reading and writing, were administered to 2nd (N = 122), 4th (N = 222), and 6th (N = 105) graders. Structural equation modeling was used to evaluate whether the 2 predictor working memory factors contributed unique variance beyond their shared covariance to each of 5 outcome factors: handwriting, spelling, composing, word reading, and reading comprehension. At each grade level, except for handwriting and composing in 6th grade, the word-level working memory factor contributed unique variance to each reading and writing outcome. The text-level working memory factor contributed unique variance to reading comprehension in 4th and 6th grade. The clinical significance of these findings for assessment and intervention is discussed.

Girl child: her rights and law.

Science.gov (United States)

Gokhale, S D

1995-01-01

This article points out the disparity between India's laws to protect female children and their actual living conditions. It is asserted that the role of women needs to be strengthened and that equal rights are executed to the advantage of children. Equality must come at the very beginning of life. Girl children need access to health, nutrition, education, and other basic services. In India, girls are guaranteed an equal right to education, but fewer girls are enrolled in primary school, and very few girls go on to secondary schools. There is no enforcement of compulsory laws, which particularly disadvantage girls from poor families. Girls marry below the legal minimum age. Early childbearing shortens women's life expectancy and adversely affects their health, nutrition, education, and employment opportunities. Prevention of early child marriage should be strictly enforced. Amniocentesis is performed in order to determine the sex of the child and abort female fetuses. The Juvenile Justice Act of 1986 includes special provisions for the protection, treatment, and rehabilitation of girls under 18 years old and of boys younger than 16. This act protects girls trapped in brothels for child prostitution and protects any person engaged in an immoral, drunken, or depraved life. Juvenile Welfare Boards address the problem of neglected girls and offer special protective homes and supervision by probation officers. The act needs to strengthen noninstitutional services, such as sponsorship, family assistance, foster care, and adoption. Girl children grow to womanhood. Effective social development in childhood reaps rewards in adulthood.

Analyzing the Reliability of the easyCBM Reading Comprehension Measures: Grade 4. Technical Report #1203

Science.gov (United States)

Park, Bitnara Jasmine; Irvin, P. Shawn; Alonzo, Julie; Lai, Cheng-Fei; Tindal, Gerald

2012-01-01

In this technical report, we present the results of a reliability study of the fourth-grade multiple choice reading comprehension measures available on the easyCBM learning system conducted in the spring of 2011. Analyses include split-half reliability, alternate form reliability, person and item reliability as derived from Rasch analysis,…

Fourth-generation storage rings

International Nuclear Information System (INIS)

Galayda, J. N.

1999-01-01

It seems clear that a linac-driven free-electron laser is the accepted prototype of a fourth-generation facility. This raises two questions: can a storage ring-based light source join the fourth generation? Has the storage ring evolved to its highest level of performance as a synchrotrons light source? The answer to the second question is clearly no. The author thinks the answer to the first question is unimportant. While the concept of generations has been useful in motivating thought and effort towards new light source concepts, the variety of light sources and their performance characteristics can no longer be usefully summed up by assignment of a ''generation'' number

The tribal girl child in Rajasthan.

Science.gov (United States)

Bhanti, R

1995-01-01

This article describes the status of the girl child among tribes in India. Tribes have son preference but do not discriminate against girls by female infanticide or sex determination tests. Girls do not inherit land, but they are not abused, hated, or subjected to rigid social norms. Girls are not veiled and are free to participate in dancing and other recreational programs. There is no dowry on marriage. The father of the bridegroom pays a brideprice to the father of the girl. Widowed or divorced women are free to marry again. Daughters care for young children, perform housework, and work in the field with their brothers. In the tribal village of Choti Underi girls were not discriminated against in health and nutrition, but there was a gender gap in education. Both girls and boys were equally exposed to infection and undernourishment. Tribals experience high rates of infant and child mortality due to poverty and its related malnutrition. Child labor among tribals is a way of life for meeting the basic needs of the total household. A recent report on tribals in Rajasthan reveals that 15-20% of child labor involved work in mines that were dangerous to children's health. Girl children had no security provisions or minimum wages. Tribal children were exploited by human service agencies. Child laborers were raped. Government programs in tribal areas should focus on improving living conditions for children in general. Special programs for girls are needed for providing security in the workplace and increasing female educational levels. More information is needed on the work burden of tribal girls that may include wage employment as well as housework.

Britney, Beyonce, and Me--Primary School Girls' Role Models and Constructions of the "Popular" Girl

Science.gov (United States)

Read, Barbara

2011-01-01

This paper looks at the ways in which the gendered social construction of the "popular girl" infuses girls' ideas as to their role models: those representing who they would like to be when they "grow up". It will look at the ways in which the gendered characteristics that are seen to be of most value to girls (often embodied by "celebrities" such…

An Inaugural Girl Scout Destinations Astronomy Camp

Science.gov (United States)

Lebofsky, Larry A.; McCarthy, Donald W.; Wright, Joe; Wright, Rita; Mace, Mikayla; Floyd, Charmayne

2017-10-01

The University of Arizona (UA) conducted its first teenage Girl Scout Destinations Astronomy Camp. This program was preceded by 24 Leadership Workshops for Adult Girl Scout Leaders, initially supported by EPO funding from NIRCam for JWST. For five days in late June, 24 girls (ages 13-17 years) attended from 16 states. The Camp was led by UA astronomers and long-term educators. Representing Girl Scouts of the USA (GSUSA) were a husband/wife amateur astronomer team who are SOFIA Airborne Astronomy and NASA Solar System Ambassadors. Other leaders included a Stanford undergraduate engineering student who is a lifelong Girl Scout and Gold Award recipient and a recent UA Master’s degree science journalist. The Camp is a residential, hands-on “immersion” adventure in scientific exploration using telescopes in southern Arizona’s Catalina Mountains near Tucson. Under uniquely dark skies girls become real astronomers, operating telescopes (small and large) and associated technologies, interacting with scientists, obtaining images and quantitative data, investigating their own questions, and most importantly having fun actually doing science and building observing equipment. Girls achieve a basic understanding of celestial objects, how and why they move, and their historical significance, leading to an authentic understanding of science, research, and engineering. Girls can lead these activities back home in their own troops and councils, encouraging others to consider STEM field careers. These programs are supported by a 5-year NASA Collaborative Agreement, Reaching for the Stars: NASA Science for Girl Scouts (www.seti.org/GirlScoutStars), through the SETI Institute in collaboration with the UA, GSUSA, Girl Scouts of Northern California, the Astronomical Society of the Pacific, and Aries Scientific, Inc. The Girl Scout Destinations Astronomy Camp aligns with the GSUSA Journey: It’s Your Planet-Love It! and introduces the girls to some of the activities being

Evaluation of the Effect of Physical Activity Programs on Self-Esteem and Body Mass Index of Overweight Adolescent Girls, based on Health Belief Model with School-Centered Approach

OpenAIRE

Leili Rabiei; Akbar Babaei Heydarabadi; Elahe Tavassoli; Mohammad Abbasi; Fereydoon Khayeri; Reza Masoudi

2018-01-01

Background: Obesity in adolescents leads to physical and mental complications. Exercise is one of the main components of weight control programs. This study aimed to evaluate the effect of physical activity programs on self-esteem and Body Mass Index of overweight adolescent girls. Materials and Methods: This study was a semi experimental study.The subjects were 140 second grade student girls from two high schools in 5th district of Isfahan. Data collection scales included: tape measure, carr...

It's Not Easy Being a Girl in a Man's World: The Daily Experience of Sexual Harassment for Adolescent Girls

OpenAIRE

Spears Brown, Christia

2007-01-01

Girls experience sexual harassment every day in middle school. This harassment does not just affect a few girls- 90 percent of girls share this experience. More than half of all girls have been called a nasty or demeaning name or teased about their appearance by a male. Slightly fewer girls have been told a mean or embarrassing joke about their gender or sexuality. By high school, the harassment is more frequent and more extreme. By the end of high school, one-quarter of all girls have been t...

Food swamps and food deserts in Baltimore City, MD, USA: associations with dietary behaviours among urban adolescent girls.

Science.gov (United States)

Hager, Erin R; Cockerham, Alexandra; O'Reilly, Nicole; Harrington, Donna; Harding, James; Hurley, Kristen M; Black, Maureen M

2017-10-01

To determine whether living in a food swamp (≥4 corner stores within 0·40 km (0·25 miles) of home) or a food desert (generally, no supermarket or access to healthy foods) is associated with consumption of snacks/desserts or fruits/vegetables, and if neighbourhood-level socio-economic status (SES) confounds relationships. Cross-sectional. Assessments included diet (Youth/Adolescent FFQ, skewed dietary variables normalized) and measured height/weight (BMI-for-age percentiles/Z-scores calculated). A geographic information system geocoded home addresses and mapped food deserts/food swamps. Associations examined using multiple linear regression (MLR) models adjusting for age and BMI-for-age Z-score. Baltimore City, MD, USA. Early adolescent girls (6th/7th grade, n 634; mean age 12·1 years; 90·7 % African American; 52·4 % overweight/obese), recruited from twenty-two urban, low-income schools. Girls' consumption of fruit, vegetables and snacks/desserts: 1·2, 1·7 and 3·4 servings/d, respectively. Girls' food environment: 10·4 % food desert only, 19·1 % food swamp only, 16·1 % both food desert/swamp and 54·4 % neither food desert/swamp. Average median neighbourhood-level household income: $US 35 298. In MLR models, girls living in both food deserts/swamps consumed additional servings of snacks/desserts v. girls living in neither (β=0·13, P=0·029; 3·8 v. 3·2 servings/d). Specifically, girls living in food swamps consumed more snacks/desserts than girls who did not (β=0·16, P=0·003; 3·7 v. 3·1 servings/d), with no confounding effect of neighbourhood-level SES. No associations were identified with food deserts or consumption of fruits/vegetables. Early adolescent girls living in food swamps consumed more snacks/desserts than girls not living in food swamps. Dietary interventions should consider the built environment/food access when addressing adolescent dietary behaviours.

Microbiological findings of vulvovaginitis in prepubertal girls.

Science.gov (United States)

Bumbulienė, Žana; Venclavičiūtė, Karolina; Ramašauskaite, Diana; Arlauskiene, Audrone; Bumbul, Elžbieta; Drąsutiene, Gražina

2014-01-01

To compare vaginal culture results between prepubertal girls with and without vulvovaginitis, and obtain an overview of the most commonly encountered microbes. Prospective descriptive study. Outpatient clinic of Vilnius University Hospital Santariskiu Klinikos during September 2011-December 2012. 115 prepubertal girls with vulvovaginitis symptoms and additionally 20 age-matched asymptomatic girls. Each girl had a vaginal smear carried out using a sterile swab from the introitus or lower third of the vagina. All samples were referred to the microbiology laboratory where standard microbiological diagnostic procedures were performed. Positive microbiological findings were seen in all 115 (100%) symptomatic girls and in 12 (60%) control group girls (pvulvovaginitis and from 5 (25%) girls without vaginal inflammation (pvulvovaginitis. The main causative premenarchal vulvovaginitis agents are faecal in origin.

Urinary tract infection in girls - aftercare

Science.gov (United States)

... improve within 1 to 2 days in most girls. The advice below may not be as accurate for girls with more complex problems. ... The following steps can help prevent UTIs in girls: Avoid giving your child bubble baths. Have your ...

Girls and war: an extra vulnerability.

Science.gov (United States)

Black, M

1998-01-01

It is no longer possible to consider the raping of girls as an isolated atrocity of war. In Uganda, guerrilla forces have kidnapped 6000-10,000 children and have forced the "most desirable" girls to become "wives" of warlords. Girls who manage to escape are deeply traumatized and suffer ill health as well as possible social ostracism. In refugee camps, recognition that adolescent girls face special risks of rape and of engaging in the informal prostitution that may expose them to HIV/AIDS has led to the introduction of new measures to increase female security. Families in refugee camps in Burundi and Somalia protect female honor by submitting their daughters to very early marriage, which also abuses the girls' rights. Girls conscripted to military groups are forced to transport materials, cook, or help loot villages. In conditions of war, even girls who remain at home protected by their families must assume extra responsibilities, especially if men go off to fight leaving women with the agricultural and livestock burdens. Girls will be the first children withdrawn from school to help keep the household afloat. Girls and women are also expected to tend those wounded by the very war that destroys the health care services that are vital to meet women's reproductive needs. Efforts are being made to identify rape as a specific war crime, and these efforts should be extended to the kidnapping and forced recruitment of children into combat roles. Moral codes must be reestablished, even if they are only nominal at present.

Choctaw Nation Youth Sun Exposure Survey

Directory of Open Access Journals (Sweden)

Dorothy A. Rhoades

2017-09-01

Full Text Available The incidence of skin cancer is rising among American Indians (AI but the prevalence of harmful ultraviolet light (UVL exposures among AI youth is unknown. In 2013, UVL exposures, protective behaviors, and attitudes toward tanning were assessed among 129 AI and Non-Hispanic (NHW students in grades 8–12 in Southeastern Oklahoma. Sunburn was reported by more than half the AI students and most of the NHW students. One-third of AI students reported never using sunscreen, compared to less than one-fifth of NHW students, but racial differences were mitigated by propensity to burn. Less than 10% of students never covered their shoulders when outside. Girls, regardless of race, wore hats much less often than boys. Regardless of race or sex, more than one-fourth of students never stayed in the shade, and more than one-tenth never wore sunglasses. The prevalence of outdoor tanning did not differ by race, but more than three-fourths of girls engaged in this activity compared to less than half the boys. Indoor tanning was reported by 45% of the girls, compared to 20% of girls nationwide, with no difference by race. Nearly 10% of boys tanned indoors. Among girls, 18% reported more than ten indoor tanning sessions. Over one-quarter of participants agreed that tanning makes people look more attractive, with no significant difference by race or sex. Investigations of UVL exposures should include AI youth, who have not been represented in previous studies but whose harmful UVL exposures, including indoor tanning, may place them at risk of skin cancer.

Menarcheal age of girls from dysfunctional families

Directory of Open Access Journals (Sweden)

Alma Toromanović

2004-08-01

Full Text Available The objective of the present study was to determine median age at menarche and the influence of familial instability on maturation. The sample included 7047 girls between the ages of 9 and 17 years from Tuzla Canton. The girls were divided into two groups. Group A (N=5230 comprised girls who lived in families free of strong traumatic events. Group B (N=1817 included girls whose family dysfunction exposed them to prolonged distress. Probit analysis was performed to estimate mean menarcheal age using the Probit procedure of SAS package. The mean menarcheal age calculated by probit analysis for all the girls studied was 13.07 years. In girls from dysfunctional families a very clear shift toward earlier maturation was observed. The mean age at menarche for group B was 13.0 years, which was significantly lower that that for group A, 13.11 years (t=2.92, P<0.01. The results surveyed here lead to the conclusion that girls from dysfunctional families mature not later but even earlier than girls from normal families. This supports the hypothesis that stressful childhood life events accelerate maturation of girls.

Use of an Analytical Grading Rubric for Self-Assessment: A Pilot Study for a Periodontal Oral Competency Examination in Predoctoral Dental Education.

Science.gov (United States)

Satheesh, Keerthana M; Brockmann, Lorraine B; Liu, Ying; Gadbury-Amyot, Cynthia C

2015-12-01

While educators agree that using self-assessment in education is valuable, a major challenge is the poor agreement often found between faculty assessment and student self-assessment. The aim of this study was to determine if use of a predefined grading rubric would improve reliability between faculty and dental student assessment on a periodontal oral competency examination. Faculty members used the grading rubric to assess students' performance on the exam. Immediately after taking the exam, students used the same rubric to self-assess their performance on it. Data were collected from all third- and/or fourth-year students in four classes at one U.S. dental school from 2011 to 2014. Since two of the four classes took the exam in both the third and fourth years, those data were compared to determine if those students' self-assessment skills improved over time. Statistical analyses were performed to determine agreement between the two faculty graders and between the students' and faculty assessments on each criterion in the rubric and the overall grade. Data from the upper and lower performing quartiles of students were sub-analyzed. The results showed that faculty reliability for the overall grades was high (K=0.829) and less so for individual criteria, while student-faculty reliability was weak to moderate for both overall grades (Spearman's rho=0.312) and individual criteria. Students in the upper quartile self-evaluated themselves more harshly than the faculty (p<0.0001), while the lower quartile students overestimated their performance (p=0.0445) compared to faculty evaluation. No significant improvement was found in assessment over time in the students who took the exam in the third and fourth years. This study found only limited support for the hypothesis that a grading rubric used by both faculty and students would increase correspondence between faculty and student assessment and points to a need to reexamine the rubric and instructional strategies to help

Fostering emotional, social, physical and educational wellbeing in rural India: the methods of a multi-arm randomized controlled trial of Girls First.

Science.gov (United States)

Leventhal, Katherine Sachs; DeMaria, Lisa M; Gillham, Jane; Andrew, Gracy; Peabody, John W; Leventhal, Steve

2015-10-26

There are 600 million girls in low and middle income countries (LMICs), many of whom are at great risk for poor health and education. There is thus great need for programs that can effectively improve wellbeing for these girls. Although many interventions have been developed to address these issues, most focus on health and education without integrating attention to social and emotional factors. This omission is unfortunate, as nascent evidence indicates that these factors are closely related to health and education. This paper describes the methods of a 4-arm randomized controlled trial among 3,560 adolescent girls in rural Bihar, India that tested whether adding an intervention targeting social-emotional issues (based on a "resilience framework") to an adolescent health intervention would improve emotional, social, physical, and educational wellbeing to a greater extent than its components and a control group. Study arms were: (1) Girls First, a combination of the Girls First Resilience Curriculum (RC) and the Girls First Health Curriculum (HC); (2) Girls First Resilience Curriculum (RC) alone; (3) Girls First Health Curriculum (HC) alone; and (4) a school-as-usual control group (SC). Seventy-six schools were randomized (19 per condition) and 74 local women with a tenth grade education were trained and monitored to facilitate the program. Quantitative data were collected from 3,560 girls over 4 assessment points with very low rates of participant attrition. Qualitative assessments were conducted with a subset of 99 girls and 27 facilitators. In this article, we discuss guiding principles that facilitated trial implementation, including integrating diverse local and non-local sources of knowledge, focusing on flexibility of planning and implementation, prioritizing systematic measurement selection, and striking a balance between scientific rigor and real-world feasibility. Clinicaltrials.gov NCT02429661 . Registered 24 April 2015.

Girls Talk Math - Engaging Girls Through Math Media

Science.gov (United States)

Bernardi, Francesca; Morgan, Katrina

2017-11-01

``Girls Talk Math: Engaging Girls through Math Media'' is a free two-week long summer day camp for high-school girls in the Triangle area of NC. This past June the camp had its second run thanks to renewed funding from the Mathematical Association of America Tensor Women and Mathematics Grant. The camp involved 35 local high-school students who identify as female. Campers complete challenging problem sets and research the life of a female scientist who worked on similar problems. They report their work in a blog post and record a podcast about the scientist they researched. The curriculum has been developed by Mathematics graduate students at UNC from an inquiry based learning perspective; problem sets topics include some theoretical mathematics, but also more applied physics-based material. Campers worked on fluid dynamics, special relativity, and quantum mechanics problem sets which included experiments. The camp has received positive feedback from the local community and the second run saw a large increase in the number of participants. The program is evaluated using pre and post surveys, which measure campers' confidence and interest in pursuing higher level courses in STEM. The results from the past two summers have been encouraging. Mathematical Association of America Tensor Women and Mathematics Grant.

Can the implementation of aerospace science in elementary school help girls maintain their confidence and engagement in science as they transition to middle school?

Science.gov (United States)

Solberg, Margot

2018-06-01

There is a global crisis due to a lack of qualified applicants entering STEM careers, especially in science. Add the fact that women are greatly underrepresented in science, and the solution becomes obvious. Go to the source, and find out why girls as young as 12 years old are losing an interest in scientific endeavors that they once found to be captivating. This action research project sought to find out if the implementation of aerospace science, embedded both in the classroom and in an after school Space Club, could assist girls in maintaining their confidence and engagement in science overall as they transition to middle school. Furthermore, girls in fifth through seventh grade, who had previously been the teacher researcher's students, were included in the study in order to discover if their previous participation in a variety of authentic and ongoing aerospace activities had any impact upon their engagement in science as they entered the notable years of declined interest. The research took place at an international American school, Academia Cotopaxi, in Quito, Ecuador from September 2015 through April 2016. Data was collected through both qualitative and quantitative sources, and included attitude surveys, parent questionnaires, a writing prompt, photos, video, interviews and observations. Additionally, a control group was utilized in grades five to seven for purposes of comparison. Innovative activities included engaging and first-hand experiences with the Ecuadorian Civilian Space Agency (EXA), the National Aeronautics Space Administration (NASA), Space X and the Canadian Space Agency (CSA). Inquiry-based activities included, but were not limited to, experiences with: speaking live with both astronauts and cosmonauts on the International Space Station, robotics, rocketry, Skype chats with aerospace professionals, utilizing the Design Process, online resources and more. Findings suggested that embedding aerospace science in grade four, both during and after

Searches for Fourth Generation Fermions

Energy Technology Data Exchange (ETDEWEB)

Ivanov, A.; /Fermilab

2011-09-01

We present the results from searches for fourth generation fermions performed using data samples collected by the CDF II and D0 Detectors at the Fermilab Tevatron p{bar p} collider. Many of these results represent the most stringent 95% C. L. limits on masses of new fermions to-date. A fourth chiral generation of massive fermions with the same quantum numbers as the known fermions is one of the simplest extensions of the SM with three generations. The fourth generation is predicted in a number of theories, and although historically have been considered disfavored, stands in agreement with electroweak precision data. To avoid Z {yields} {nu}{bar {nu}} constraint from LEP I a fourth generation neutrino {nu}{sub 4} must be heavy: m({nu}{sub 4}) > m{sub Z}/2, where m{sub Z} is the mass of Z boson, and to avoid LEP II bounds a fourth generation charged lepton {ell}{sub 4} must have m({ell}{sub 4}) > 101 GeV/c{sup 2}. At the same time due to sizeable radiative corrections masses of fourth generation fermions cannot be much higher the current lower bounds and masses of new heavy quarks t' and b' should be in the range of a few hundred GeV/c{sup 2}. In the four-generation model the present bounds on the Higgs are relaxed: the Higgs mass could be as large as 1 TeV/c{sup 2}. Furthermore, the CP violation is significantly enhanced to the magnitude that might account for the baryon asymmetry in the Universe. Additional chiral fermion families can also be accommodated in supersymmetric two-Higgs-doublet extensions of the SM with equivalent effect on the precision fit to the Higgs mass. Another possibility is heavy exotic quarks with vector couplings to the W boson Contributions to radiative corrections from such quarks with mass M decouple as 1/M{sup 2} and easily evade all experimental constraints. At the Tevatron p{bar p} collider 4-th generation chiral or vector-like quarks can be either produced strongly in pairs or singly via electroweak production, where the

Microbiological aspects of vulvovaginitis in prepubertal girls.

Science.gov (United States)

Ranđelović, Gordana; Mladenović, Vesna; Ristić, Ljiljana; Otašević, Suzana; Branković, Sofija; Mladenović-Antić, Snežana; Bogdanović, Milena; Bogdanović, Dragan

2012-08-01

This study aimed to establish the vaginal introitus microbial flora in girls with and without symptoms of vulvovaginitis, and to present the distribution of isolated microorganisms by age groups in girls with vulvovaginitis. We enrolled 500 girls with vulvovaginitis symptoms, aged 2-12 years, referred by their pediatricians for microbiological examination of the vaginal introitus swabs, and 30 age-matched asymptomatic girls. Similar microbial flora was isolated in both groups, but the symptomatic girls had significantly more common positive microbiological findings compared to controls (p vulvovaginitis symptoms. The microbial ecosystem in girls with clinical signs of vulvovaginitis is complex and variable, and the presence of a microorganism does not necessarily imply that it is the cause of infection. The diagnosis of vulvovaginitis in prepubertal girls requires a complex and comprehensive approach, and microbiological findings should be interpreted in the context of clinical findings.

Persuading girls to take elective physical science courses in high school: Who are the credible communicators?

Science.gov (United States)

Koballa, Thomas R., Jr.

Eighth-grade girls (N=257) randomly selected from nine different public junior high schools in central Texas were questioned in order to identify the communicators whom they perceive as highly credible regarding reasons for taking elective physical science courses in high school and the attributes associated with these communicators. Four persons were each identified by better than 10 percent of the sample as the best person to try to convince junior high school girls to take elective physical science courses in high school. In order of perceived credibility, these persons are father, woman science teacher, mother, and boy high school student. Slight variations in the order of perceived credibility were found when the responses from girls of the different ethnic groups represented in the sample (Caucasian, Hispanic, Black, and Asian) were examined separately. Attributes listed by the respondents for father, woman science teacher, mother, and boy high school student were examined and classified into the categories of prestige, trustworthiness, similarity, attractiveness, and power. Prestige and trustworthiness are the attributes associates most frequently with communicators identified as highly credible. Implications of the present study and suggestions for further research are discussed.

A longitudinal study of school connectedness and academic outcomes across sixth grade.

Science.gov (United States)

Niehaus, Kate; Rudasill, Kathleen Moritz; Rakes, Christopher R

2012-08-01

The current longitudinal study examines the extent to which school connectedness (i.e., students' perceptions of school support and the number of adults with whom they have a positive relationship) is associated with academic outcomes across sixth grade for students from high poverty neighborhoods. Data were collected from 330 sixth-grade students attending two middle schools in a large public school district. Specifically, students completed a survey to assess their perceived connection to the school environment, and academic information regarding students' grades, attendance, and discipline referrals was obtained from school records. Results from latent growth curve modeling showed that, on average, students' perceptions of school support declined significantly across the sixth-grade year. However, students who reported less decline, or growth, in school support across sixth grade had higher academic achievement at the end of the year than students who reported more decline in school support. Sixth-grade boys were at a greater risk for negative outcomes (i.e., lower school support, lower GPAs, and more discipline referrals) across the school year than girls. Results point to the importance of perceived connectedness to school in helping economically disadvantaged students experience a safe and successful transition to middle school. Copyright © 2012 Society for the Study of School Psychology. All rights reserved.

The fourth family of quarks and leptons

International Nuclear Information System (INIS)

Cline, D.B.; Soni, A.

1987-01-01

This book presents the proceedings of The Fourth Family of Quarks and Leptons. Topics covered include: Missing Transverse Energy Events and a Search for Additional Neutrino Families and a Fourth-Generation Lepton; Cosmological Limit on the Number of Families; and Charmed Baryon Decay

Relationship between irritable bowel syndrome, worry and stress in adolescent girls.

Science.gov (United States)

Song, Sang-Wook; Park, Seo-Jin; Kim, Se-Hong; Kang, Sung-Goo

2012-11-01

The aim of this study is to investigate prevalence of irritable bowel syndrome (IBS) among adolescents and difference in worry and stress between normal and IBS groups. Questionnaire survey was conducted at a girl's middle and high school. Students from seventh to eleventh grade participated in the examination on Rome II criteria, lifestyle and dietary habits. Worry and stress were measured with the Korean version Penn State Worry Questionnaire-Children and the Korean version Brief Encounter Psychosocial Instrument. Worry score was significantly higher in the IBS group (22.07 ± 9.38, P high school students than in middle school students (P = 0.02). Stress score also was higher in the IBS group than in the normal group (P high school girls than in the middle school ones (P = 0.04). Of all the lifestyle factors influencing IBS preference for fatty foods, preference for salty foods, drinking alcohol and sleeping for less than six hours a day were found to be significant. Worry and stress seem to be associated with IBS symptoms. The findings of this study draw a clue that less worry and stress will help decrease IBS symptoms.

The effects of educating mothers and girls on the girls' attitudes toward puberty health: a randomized controlled trial.

Science.gov (United States)

Afsari, Atousa; Mirghafourvand, Mojgan; Valizadeh, Sousan; Abbasnezhadeh, Massomeh; Galshi, Mina; Fatahi, Samira

2017-04-01

The attitude of a girl toward her menstruation and puberty has a considerable impact on her role during motherhood, social adjustment, and future marital life. This study was conducted in 2014 with the aim of comparing the effects of educating mothers and girls on the attitudes of adolescent girls of Tabriz City, Iran, towards puberty health. This randomized control clinical trial was conducted on 364 adolescent girls who experienced menstruation. Twelve schools were selected randomly among 107 secondary schools for girls. One-third of the students of each school were selected randomly using a table of random numbers and socio-demographic and each participant was asked to answer the attitude questionnaires. The schools were randomly allocated to the groups of mother's education, girl's education, and no-intervention. The attitude questionnaire was filled out by the participants again 2 months after intervention. The general linear model, in which the baseline values were controlled, was employed to compare the scores of the three groups after the intervention. No significant differences were observed among the three groups in terms of the attitude score before intervention (p>0.05). Attitude score improvement after intervention in the girl's education group was significantly higher than the one of both mother's education (adjusted mean difference [AMD]: 1.8; [95% confidence interval (CI): 0.4-1.3]) and no-intervention groups (AMD: 1.3; [95% CI: 0.0-2.6]) by controlling the attitude score before intervention. Based on the findings, it is more effective to educate girls directly about puberty health to improve adolescent girls' attitudes than educating mothers and asking them to transfer information to the girls. Nevertheless, studies with longer training period and follow-up are proposed to determine the effects of educating girls (through their mothers) on their attitudes about puberty health.

Fourth lepton family is natural in technicolor

International Nuclear Information System (INIS)

Frandsen, Mads T.; Masina, Isabella; Sannino, Francesco

2010-01-01

Imagine discovering a new fourth family of leptons at the Large Hadron Collider (LHC) but no signs of an associated fourth family of quarks. What would that imply? An intriguing possibility is that the new fermions needed to compensate for the new leptons gauge anomalies simultaneously address the big hierarchy problem of the standard model. A natural way to accomplish such a scenario is to have the Higgs itself be a composite of these new fermions. This is the setup we are going to investigate in this paper using as a template minimal walking technicolor. We analyze a general heavy neutrino mass structure with and without mixing with the standard model families. We also analyze the LHC potential to observe the fourth lepton family in tandem with the new composite Higgs dynamics. We finally introduce a model uniting the fourth lepton family and the technifermion sector at higher energies.

The difficulties of Indonesian fourth graders in learning fractions: An early exploration of TIMSS 2015 results

Science.gov (United States)

Wijaya, Ariyadi

2017-08-01

The present study investigates Indonesian fourth-graders low performance in dealing with fractions in TIMSS 2015. Furthermore, the present study also explores possible reasons for this low performance. The data for this study was drawn from TIMSS 2015 data which included test results and responses to Teacher Questionnaire. Descriptive statistics was used to analyze the data. Indonesian textbooks were also analyzed to portrait a broader scope of possible reasons for students' low performance. The analysis of TIMSS test result reveals that Indonesian students, in comparison to students from other countries, had low understanding of the basic concepts of fractions. From the Teacher Questionnaire it was found that a possible reason for this low understanding was the Indonesian curriculum for third grade which gave low emphasis on the basic concepts of fractions and introduced operations of fractions rather early. Furthermore, the result of textbook analysis shows that Indonesian textbooks restricted only to one definition of fractions, i.e. fractions as parts of wholes. This finding might also explain Indonesian fourth graders' low understanding of fractions.

Educating the girl child in rural areas.

Science.gov (United States)

Tandon, S

1995-01-01

This article discusses the importance of educating female children in India. There is ample evidence worldwide that improvements in girls' education benefit the status of the family and empower women. The World Declaration of Education for All was adopted in Jomtein, Thailand in 1990. It urged access to and improvement in the quality of education of girls and women to remove obstacles that hamper active participation. 1990 was the Year of Literacy and the Year of the Girl Child. Girls lag in education worldwide. The gender gap is widest in India in levels of literacy, school enrollment, school dropouts, and opportunities for vocational training. There is a need to educate the public, particularly mothers, about the value of girls. In rural and backward areas of India, there is fear of educating girls that is related to prevalent practices of exploitation and violence against women. Education and vocational training should be linked with anti-poverty programs. Adult literacy should be linked with girls' education. The National Policy on Education in 1986 targeted removal of sex stereotyping from school curricula and promoted diversified curricula and access of girls to vocational and professional training programs. The policy recommended integrated child care services and primary education. The national action plan for the 1990s focuses on protection, survival, and development of the girl child in India. Special schools for developing skills in nutrition, cooking, sewing, home economics, and child development should be set up in villages for girls 12-20 years old. The gap in girls' education is attributed to apathy and resistance of parents, unfavorable attitudes toward coeducation, poverty of parents, shortages of schools, and poor quality instruction. Girls' continuing education should be ensured by incentives, such as free books and clothes; time tables conducive to work; support systems; and work schemes.

Menarcheal age of girls from dysfunctional families.

Science.gov (United States)

Toromanović, Alma; Tahirović, Husref

2004-07-01

The objective of the present study was to determine median age at menarche and the influence of familial instability on maturation. The sample included 7047 girls between the ages of 9 and 17 years from Tuzla Canton. The girls were divided into two groups. Group A (N=5230) comprised girls who lived in families free of strong traumatic events. Group B (N=1817) included girls whose family dysfunction exposed them to prolonged distress. Probit analysis was performed to estimate mean menarcheal age using the Probit procedure of SAS package. The mean menarcheal age calculated by probit analysis for all the girls studied was 13.07 years. In girls from dysfunctional families a very clear shift toward earlier maturation was observed. The mean age at menarche for group B was 13.0 years, which was significantly lower that that for group A, 13.11 years (t=2.92, Pdysfunctional families mature not later but even earlier than girls from normal families. This supports the hypothesis that stressful childhood life events accelerate maturation of girls.

Properties of bound states containing fourth family quarks

International Nuclear Information System (INIS)

Bashiry, V; Azizi, K; Sultansoy, S

2012-01-01

The heavy fourth generation of quarks that have sufficiently small mixing with the three known SM families form hadrons. In the present work, we calculate the masses and decay constants of mesons containing either both quarks from the fourth generation or one from fourth family and the other from observed SM quarks, namely charm or bottom quark, in the framework of the QCD sum rules. In the calculations, the two gluon condensate diagrams as nonperturbative contributions are taken into account. The obtained numerical results are reduced to the known masses and decay constants of the b-bar b and c-bar c quarkonia, when the fourth family quark is replaced by the bottom or charm quark.

Barriers for recess physical activity: a gender specific qualitative focus group exploration

DEFF Research Database (Denmark)

Pawlowski, Charlotte Skau; Tjørnhøj-Thomsen, Tine; Schipperijn, Jasper

Background: Many children, in particular girls, do not reach the recommended amount of daily physical activity. School recess provides an opportunity for both boys and girls to be physically active, but barriers to recess physical activity are not well understood. This study explores gender...... (53 boys) from fourth grade, with a mean age of 10.4 years. The focus groups included an open group discussion, go-along group interviews, and a gender segregated post-it note activity. A content analysis of the post-it notes was used to prioritize the children´s perceived barriers. This was verified...... barriers, there were both inter- and intra-gender differences in the children´s perceptions of these barriers. Weather was a barrier for all children, apart from the most active boys. Conflicts were perceived as a barrier particularly for those boys who played ballgames. Girls said they would like to have...

Exploratory and Confirmatory Factor Analyses in Reading-Related Cognitive Component among Grade Four Students in Thailand

Science.gov (United States)

Liao, Chen-Huei; Kuo, Bor-Chen; Deenang, Exkarach; Mok, Magdalena Mo Ching

2016-01-01

This study aimed to investigate the structure and the validity of the cognitive components of reading in Thai, which is a language with a high degree of grapheme-phoneme correspondence. The participants were 1181 fourth-grade students in 29 schools in Thailand, divided into two subsamples for data analysis. Phoneme isolation, rapid colour naming,…

Photoshopping the selfie: Self photo editing and photo investment are associated with body dissatisfaction in adolescent girls.

Science.gov (United States)

McLean, Siân A; Paxton, Susan J; Wertheim, Eleanor H; Masters, Jennifer

2015-12-01

Social media engagement by adolescent girls is high. Despite its appeal, there are potential negative consequences for body dissatisfaction and disordered eating from social media use. This study aimed to examine, in a cross-sectional design, the relationship between social media use in general, and social media activities related to taking "selfies" and sharing specifically, with overvaluation of shape and weight, body dissatisfaction, and dietary restraint. Participants were 101 grade seven girls (M(age)  = 13.1, SD = 0.3), who completed self-report questionnaires of social media use and body-related and eating concerns measures. Results showed that girls who regularly shared self-images on social media, relative to those who did not, reported significantly higher overvaluation of shape and weight, body dissatisfaction, dietary restraint, and internalization of the thin ideal. In addition, among girls who shared photos of themselves on social media, higher engagement in manipulation of and investment in these photos, but not higher media exposure, were associated with greater body-related and eating concerns, including after accounting for media use and internalization of the thin ideal. Although cross-sectional, these findings suggest the importance of social media activities for body-related and eating concerns as well as potential avenues for targeted social-media-based intervention. © 2015 Wiley Periodicals, Inc.

Horse-Girl Assemblages: Towards a Post-Human Cartography of Girls' Desire in an Ex-Mining Valleys Community

Science.gov (United States)

Renold, Emma; Ivinson, Gabrielle

2014-01-01

The paper works with queer and feminist post-human materialist scholarship to understand the way young teen valleys' girls experienced ubiquitous feelings of fear, risk, vulnerability and violence. Longitudinal ethnographic research of girls (aged 12-15) living in an ex-mining semi-rural community suggests how girls are negotiating complex…

Central precocious puberty in girls

International Nuclear Information System (INIS)

Argyropoulou, M.; Malandry, F.; Perignon, F.; Brunelle, F.; Brauner, R.; Rappaport, R.

1990-01-01

The treatment of central precocious puberty (CPP) in girls depends on its etiology and evolution, the latter based on the degree of accelerated bone maturation. The goal of this paper is to assess the diagnostic value of MR imaging in studying CPP in girls. Thirty-four girls with CPP were studied with MR imaging. Pituitary gland height (PGH) was measured on a sagittal midline image and compared with normal measurements. Correlations among clinical presentation, PGH, estradiol levels, and LH/FSH ratio were evaluated

Menstrual hygiene among adolescent girls

Directory of Open Access Journals (Sweden)

Rakesh Sharma

2015-09-01

Full Text Available Background: Menstruation and menstrual practices are still clouded by taboos and socio-cultural restrictions resulting in adolescent girls remaining ignorant of the scientific facts and hygienic health practices, which sometimes result into adverse health outcomes. Objective: To assess knowledge and practice regarding menstrual hygiene before and after teaching program among adolescent girls. Materials and Methods: A true experimental study was conducted among 50 adolescent girls of a secondary school situated in the Bhaniyawala of Dehradun district, Uttarakhand, with the help of a pre-designed and pre-tested questionnaire. Participants were randomly assigned into control (n=25 and experimental group (n=25. Adolescent girls from both groups were assessed for knowledge and practice regarding menstrual hygiene on day 1 and on 15th day.  Participants of experimental group were administered educational programme regarding menstrual hygiene on day 1 after assessment for knowledge and practice regarding menstrual hygiene. Data were analysed statistically by simple proportions. Results: The mean age of the adolescent girl was 13.88± 1.5 and age of menarche 12.74±0.98. Out of 50, 32 (64% mothers’ of adolescent girls were educated at graduate level.  The mean pre-test knowledge and practice in experimental group 8.04±1.54, 3.52±1.0 and control group 8.02±2.0, 3.24±1.0 respectively. The level of knowledge and practice regarding menstrual hygiene of subjects who participated in educational program was significantly better than that of the control group. Conclusions: Menstrual hygiene, a very important risk factor for reproductive tract infections, is a vital aspect of health education for adolescent girls. Educational television programmes, trained school nurses/health personnel, motivated school teachers and knowledgeable parents can play a very important role in transmitting the vital message of correct menstrual hygiene to the

Girls' Workplace Destinations in a Changed Social Landscape: Girls and Their Mothers Talk

Science.gov (United States)

Walshaw, Margaret

2006-01-01

Changes in participation and achievement patterns mark a turning point for girls in schooling and place female empowerment squarely in the public domain. Using data from a longitudinal study of girls, this paper looks at female empowerment by exploring the relationship between the production of female subjectivity and the processes operating in…

Fourth Lepton Family is Natural in Technicolor

DEFF Research Database (Denmark)

T. Frandsen, Mads; Masina, Isabella; Sannino, Francesco

2010-01-01

Imagine to discover a new fourth family of leptons at the Large Hadron Collider (LHC) but no signs of an associated fourth family of quarks. What would that imply? An intriguing possibility is that the new fermions needed to compensate for the new leptons gauge anomalies simultaneously address...

Solving Variable Coefficient Fourth-Order Parabolic Equation by ...

African Journals Online (AJOL)

Solving Variable Coefficient Fourth-Order Parabolic Equation by Modified initial guess Variational ... variable coefficient fourth order parabolic partial differential equations. The new method shows rapid convergence to the exact solution.

Cooperative learning and algebra performance of eighth grade students in United Arab Emirates.

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Alkhateeb, Haitham M; Jumaa, Mustafa

2002-02-01

This study investigated the effect of cooperative learning on eighth grade students' performance in algebra. 54 boys and 57 girls in four middle-school mathematics classes of Grade 8 in the UAE participated. Over a 3-wk. period, two classes (57 students) were taught using a cooperative learning method, and the other two classes (54 students) were taught using the traditional lecture method. Analysis of covariance using pretest scores as a covariant showed no statistically significant increase in the algebra performance for students in the cooperative learning groups compared with the traditional groups. However, boys in the cooperative setting improved significantly on the performance test compared with boys in the traditional setting.

Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status.

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Schumacher, Robin F; Malone, Amelia S

2017-09-01

The goal of the present study was to describe fraction-calculation errors among 4 th -grade students and determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low- vs. average- vs. high-achieving). We specifically addressed whether mathematics-achievement status was related to students' tendency to operate with whole number bias. We extended this focus by comparing low-performing students' errors in two instructional settings that focused on two different types of fraction understandings: core instruction that focused on part-whole understanding vs. small-group tutoring that focused on magnitude understanding. Results showed students across the sample were more likely to operate with whole number bias on problems with unlike denominators. Students with low or average achievement (who only participated in core instruction) were more likely to operate with whole number bias than students with low achievement who participated in small-group tutoring. We suggest instruction should emphasize magnitude understanding to sufficiently increase fraction understanding for all students in the upper elementary grades.

Mine or Yours? Development of Sharing in Toddlers in Relation to Ownership Understanding

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Brownell, Celia A.; Iesue, Stephanie S.; Nichols, Sara R.; Svetlova, Margarita

2013-01-01

To examine early developments in other-oriented resource sharing, fifty-one 18- and 24-month-old children were administered 6 tasks with toys or food that could be shared with an adult playmate who had none. On each task the playmate communicated her desire for the items in a series of progressively more explicit cues. Twenty-four-month-olds…

Synthesis, Characterization And Modeling Of Functionally Graded Multifunctional Hybrid Composites For Extreme Environments

Science.gov (United States)

2017-04-04

Conference on Advanced Computational Engineering and Experimenting(ACE-X2010) July 8-9, 2010, Hotel Concordia La Fayette, Paris, France. 4. J. N...Multifunctional and Functionally Graded Materials, Oct. 19-22, 2014, Taua Resort, SP, Brazil . 25. Reddy, J. N., “Non-classical Theories of Beams...Guest and Plenary Lecture, the Fourth International Symposium on Solid Mechanics - MecSol 2013, Porto Alegre, Rio Grande do Sul, Brazil , 18-19 April

Investigating Changing in Social Studies Textbooks of Public Review (Basic Fourth and Fifth) Based on the Emphasis on Critical Thinking Skills Facione in the Last Three Decades

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Aghababaeian, Parinaz; Moghaddam, Shams Aldin Hashemi; Nateghi, Faezeh; Faghihi, Alireza

2017-01-01

This study investigated the changes in public school social studies textbooks in general period of Iran (fourth and fifth grades) based on the emphasis on Facione critical thinking skills in the past three decades. In this study, content analysis of qualitative and quantitative methods was used to evaluate changes in textbook. For this purpose,…

Description of Sexual Orientation and Sexual Behaviors among High School Girls in New York City.

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Coble, Chanelle A; Silver, Ellen J; Chhabra, Rosy

2017-08-01

Examination of the association of sexual orientation to the sexual practices and health behaviors of high school girls in New York City (NYC). Data were drawn from the 2013 Youth Risk Behavior Surveillance System survey of public high school students in grades 9-12 in NYC. None. Independent variables included sexual orientation and gender of sexual partners. Dependent variables include sexual/health risk behaviors. We used t tests to compare mean ages and χ 2 tests to compare distributions according to sexual orientation, gender of sexual partners, and differences in risk behaviors. The survey was completed by 4643 girls; mean age, 15.5 years; (1103 + 1842)/4254 (69%) black or Latina; 1101/4000 (27.5%) sexually active; 3574/4412 (81%) heterosexual; and (92 + 526)/4412 (14%) sexual minorities; 24.1% were heterosexual, 52.1% lesbian, and 49.4% were bisexual girls and were sexually active; 247 were classified as women who have sex with women (WSW) or WSW and men (WSWM). Of the sexually active girls, (65 + 182)/1081 (23%) were WSW/WSWM. The WSW/WSWM reported earlier sexual debut, more sexual partners, higher pregnancy rate, use of alcohol at last sex, history of intimate partner violence, and less likelihood of having an HIV test. Almost one in four of sexually active high school girls in NYC can be classified as WSW, who are vulnerable to increased sexual and health risk-taking behaviors leading to adverse health outcomes. The discordance between sexual behavior and sexual orientation emphasizes the importance of the provider sharing protective strategies in the sexual health counseling session for their patients who engage in sex with female partners regardless of sexual orientation. Copyright © 2017 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

Leadership Workshops for Adult Girl Scout Leaders

Science.gov (United States)

Lebofsky, Larry A.; McCarthy, Donald; DeVore, Edna; Harman, Pamela; Reaching Stars Team

2016-10-01

This year, the University of Arizona is conducting its first two Leadership Workshops for Girl Scout adult leaders. These workshops are being supported by a five-year NASA Collaborative Agreement, Reaching for the Stars: NASA Science for Girl Scouts (www.seti.org/GirlScoutStars), through the SETI Institute in collaboration with the University of Arizona, Girl Scouts of the USA (GSUSA), the Girl Scouts of Northern California, the Astronomical Society of the Pacific, and Aries Scientific, Inc. These workshops are an outgrowth of Astronomy Camp for Girl Scout Leaders, a 14-year "Train the Trainer" program funded by NASA through the James Webb Space Telescope's Near Infrared Camera (NIRCam) education and outreach team. We are continuing our long-term relationship with all Girl Scout Councils to engage girls and young women not only in science and math education, but also in the astronomical and technological concepts relating to NASA's scientific mission. Our training aligns with the GSUSA Journey: It's Your Planet-Love It! and introduces participants to some of the activities that are being developed by the Girl Scout Stars team for GSUSA's new space science badges for all Girl Scout levels being developed as a part of Reaching for the Stars: NASA Science for Girl Scouts.The workshops include hands-on activities in basic astronomy (night sky, stars, galaxies, optics, telescopes, etc.) as well as some more advanced concepts such as lookback time and the expansion of the Universe. Since the inception of our original Astronomy Camp in 2003, our team has grown to include nearly 280 adult leaders, staff, and volunteers from over 79 Councils in 43 states and the District of Columbia so they can, in turn, teach young women essential concepts in astronomy, the night sky environment, applied math, and engineering. Our workshops model what astronomers do by engaging participants in the process of science inquiry, while equipping adults to host astronomy-related programs with

Why do girls persist in science? A qualitative study of the decision-making processes of pre-adolescent and adolescent girls

Science.gov (United States)

James, Holly Mcdonnell

2002-09-01

Girls are often found to drop out of science in greater numbers and sooner than boys. Because previous research has focused on gender differences, rather than examining differences and similarities among girls, little is known about why some girls choose to pursue science, particularly the physical sciences, rather than drop it. Specifically, little is known about how and why girls make their decisions to persist or not in specific science careers and the courses leading up to them. Through the use of semi-structured, in-depth, qualitative, interviews conducted over the span of a year, this thesis explored the choice of classes and career decisions of twelve elementary through high school girls who participated in an engineering camp. The purpose was to gain an understanding of why these girls chose to persist or not in a science and engineering career over time. Age-related differences were found in the reasons the girls gave for wanting to take future classes. The elementary school girls believed that interest would be their only reason while the high school girls gave multiple reasons, including interest, utility, perceptions of ability, and who would be teaching the class. The implications of these findings for Eccles' model of academic choice are discussed. Overall, the girls in this study liked their science classes because they involved hands-on activities. By high school they showed a preference for and a greater knowledge of biology rather than physics. All of the girls were unsure about what kinds of science information they would need to know for future jobs. Half of the girls were considering biology-based careers, such as doctors and veterinarians, because they wanted to help and take care of people and animals. Only one girl was considering engineering, a physics-based career, and only because her parents required it. Despite believing that they were doing well in school in general, at least half of the girls believed they were doing poorly in math

Holocord low grade astrocytoma - Role of radical irradiation and chemotherapy

International Nuclear Information System (INIS)

Goyal, S.; Puri, T.; Julka, R.K.

2015-01-01

Spinal intradural tumors, especially those extending along the entire length of the spinal cord, termed as ‘holocord’ tumors are uncommon. Most of these are gliomas, with astrocytomas (low grade) predominating in children and ependymomas in adults. Other histologies, though reported, are even rarer. Management is debatable, with both surgery and radiotherapy of such extensive tumors posing challenges. We describe a case of a 14-year-old girl with holocord astrocytoma extending from cervicomedullary junction till lumbar spine, who recovered full neurological function following radical irradiation of entire spine followed by temozolomide-based chemotherapy. No grade 3/4 bone marrow morbidity was seen. Five years following treatment, she maintained normal neurological function and apparently normal pubertal and skeletal growth despite residual disease visible on imaging. Literature review of existing reports of holocord astrocytomas highlighting management and outcome is presented.

Crime rates and sedentary behavior among 4th grade Texas school children

Directory of Open Access Journals (Sweden)

Hoelscher Deanna M

2008-05-01

multivariate Poisson regression. Results 4th grade boys were more likely to play video games in communities with increased per 100 population rates of larceny and burglary as well as in communities with increased per capita sexual offenders; 4th grade girls were more likely to watch television in communities with increased per capita sexual offenders. While 4th grade girls were more likely to watch TV in communities with increased per capita sex offenders, they were less likely to use computers. Per capita sexual offenders were negatively related to computer use amongst 4th grade girls. Conclusion By combining community crime and cross-sectional individual level data on indoor sedentary behavior, we found that there is an association between community crimes/sex offender rates and certain types of indoor sedentary behavior. The development of technologies in recent decades which makes supervising children easier indoors, where children are much less vulnerable to crime, may be contributing to the epidemic of childhood obesity.

Fourth sound of holographic superfluids

International Nuclear Information System (INIS)

Yarom, Amos

2009-01-01

We compute fourth sound for superfluids dual to a charged scalar and a gauge field in an AdS 4 background. For holographic superfluids with condensates that have a large scaling dimension (greater than approximately two), we find that fourth sound approaches first sound at low temperatures. For condensates that a have a small scaling dimension it exhibits non-conformal behavior at low temperatures which may be tied to the non-conformal behavior of the order parameter of the superfluid. We show that by introducing an appropriate scalar potential, conformal invariance can be enforced at low temperatures.

United States History: From Community to Society. Unit Four: Revolutionary America. Grade Six. Project Social Studies.

Science.gov (United States)

Minnesota Univ., Minneapolis. Project Social Studies Curriculum Center.

Revolution is the theme of this resource unit, which is the fourth in a social studies series designed for sixth grade students. In the first part of the unit, case studies are used to examine 18th century Boston, Williamsburg, and Philadelphia, contrasting them to 17th century Jamestown and Plymouth settlements. Emphasis is upon examining causes…

Fourth branchial complex anomalies: a case series.

Science.gov (United States)

Shrime, Mark; Kacker, Ashutosh; Bent, John; Ward, Robert F

2003-11-01

Anomalies of the fourth branchial arch complex are exceedingly rare, with approximately forty cases reported in the literature since 1972. The authors report experience with six fourth arch anomalies. Retrospective chart review of six consecutive patients presenting to the pediatric otolaryngology service at a tertiary care center with anomalies referable to the fourth branchial arch. All six patients presented within the first or second decade of life. All six had left-sided disease. Four patients presented with recurrent neck infection, one with asymptomatic cervical masses, and one with a neck mass and respiratory compromise. One patient had prior surgery presented with a recurrence. Diagnosis of fourth arch anomalies was suggested or confirmed by computed tomography and flexible laryngoscopy. Treatment was surgical in five patients; one patient is awaiting surgery. Surgical procedures included resection of the mass and endoscopic cauterization of the inner opening of the cyst. The presentation of a cervical mass, especially with recurrent infections and especially on the left side, in a child in the first or second decade of life heightens suspicion for an anomaly of the fourth branchial arch. Diagnosis can be difficult, but is aided by the use of flexible laryngoscopy, Computed tomography (CT) scanning and ultrasonography. Surgical resection of the cyst and cauterization of its pyriform sinus opening should be undertaken to minimize recurrence.

Girl child and gender bias.

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Chowdhry, D P

1995-01-01

This article identifies gender bias against female children and youth in India. Gender bias is based on centuries-old religious beliefs and sayings from ancient times. Discrimination is reflected in denial or ignorance of female children's educational, health, nutrition, and recreational needs. Female infanticide and selective abortion of female fetuses are other forms of discrimination. The task of eliminating or reducing gender bias will involve legal, developmental, political, and administrative measures. Public awareness needs to be created. There is a need to reorient the education and health systems and to advocate for gender equality. The government of India set the following goals for the 1990s: to protect the survival of the girl child and practice safe motherhood; to develop the girl child in general; and to protect vulnerable girl children in different circumstances and in special groups. The Health Authorities should monitor the laws carefully to assure marriage after the minimum age, ban sex determination of the fetus, and monitor the health and nutrition of pre-school girls and nursing and pregnant mothers. Mothers need to be encouraged to breast feed, and to breast feed equally between genders. Every village and slum area needs a mini health center. Maternal mortality must decline. Primary health centers and hospitals need more women's wards. Education must be universally accessible. Enrollments should be increased by educating rural tribal and slum parents, reducing distances between home and school, making curriculum more relevant to girls, creating more female teachers, and providing facilities and incentives for meeting the needs of girl students. Supplementary income could be provided to families for sending girls to school. Recreational activities must be free of gender bias. Dowry, sati, and devdasi systems should be banned.

Attracting girls to physics

Science.gov (United States)

Borg, Anne; Sui, Manling

2013-03-01

Large regional differences remain in the number of girls studying physics and the number of female physicists in academic positions. While many countries struggle with attracting female students to university studies in physics, climbing the academic ladder is the main challenge for these women. Furthermore, for many female physicists the working climate is not very supportive. The workshop Attracting Girls to Physics, organized as part of the 4th IUPAP International Conference on Women in Physics, South Africa 2011, addressed attitudes among education-seeking teenagers and approaches for attracting young girls to physics through successful recruitment plans, including highlighting the broad spectrum of career opportunities for those with physics qualifications. The current paper presents findings, examples of best practices, and recommendations resulting from this workshop.

Relationship between social phobia and depression differs between boys and girls in mid-adolescence.

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Väänänen, Juha-Matti; Fröjd, Sari; Ranta, Klaus; Marttunen, Mauri; Helminen, Mika; Kaltiala-Heino, Riittakerttu

2011-09-01

Earlier studies suggest that social phobia (SP) and depression (DEP) often have their onset in adolescence, and are highly comorbid, with SP mainly preceding depression. There is a lack of population-based prospective studies among adolescents vulnerable to both disorders, taking into account possible gender differences in the relationship between the two. This study is part of a prospective Adolescent Mental Health Cohort (AMHC) study. Subjects are 9th grade pupils (mean age 15.5 years (sd 0.39)) responding to a survey conducted 2002-2003 (T1) and a 2-year follow-up 2004-2005 (T2) (N=2038). Social phobia was measured by the Social Phobia Inventory (SPIN) and depression by the 13-item Beck Depression Inventory (BDI-13). Risk for depression at T2 by SP at T1 was elevated only among boys (OR 3.6, 95% C.I. 1.507-8.579, p=0.004), whereas among girls, risk for SP at T2 by DEP at T1 was elevated (OR 7.8, 95% CI 4.529-13.391, pdepression in adolescence seems different for boys and girls. Further studies are needed to explore factors explaining the different course of these disorders among boys and girls. Clinicians need to be alert to comorbidity when examining an adolescent with SP or depression. Copyright © 2011 Elsevier B.V. All rights reserved.

The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452

Science.gov (United States)

National Center for Education Statistics, 2011

2011-01-01

Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. Eighteen of the districts participating in the 2011 NAEP Trial Urban District Assessment (TUDA) participated in earlier assessment years, while three districts…

Counseling Girls for Equal Opportunity.

Science.gov (United States)

Gaskell, Jane

1983-01-01

Suggests that the unequal position of women in the labor force is a critical issue for guidance counselors. Counselors should encourage girls to try different areas and counteract stereotypes that both students and teachers have concerning education and careers for girls. (JAC)

The meaning of running away for girls.

Science.gov (United States)

Peled, Einat; Cohavi, Ayelet

2009-10-01

The aim of this qualitative research was to understand how runaway girls perceive the processes involved in leaving home and the meaning they attribute to it. Findings are based on in-depth interviews with 10 Israeli girls aged 13-17 with a history of running away from home. The meaning of running away as it emerged from the girls' descriptions of their lives prior to leaving home was that of survival - both psychological and physical. The girls' stories centered on their evolving experiences of alienation, loneliness and detachment, and the failure of significant relationships at home and outside of home to provide them with the support they needed. These experiences laid the ground for the "final moments" before leaving, when a feeling of "no alternative," a hope for a better future, and various particular triggers led the girls to the decision to leave home. Participants' insights about the dynamics leading to running-away center on the meaning of family relationships, particularly those with the mother, as constituting the girl's psychological home. The girls seemed to perceive running away as an inevitability, rather than a choice, and even portrayed the running away as "living suicide." Yet, their stories clearly demonstrate their ability to cope and the possession of strengths and skills that enabled them to survive in extremely difficult home situations. The findings of this research highlight the importance of improving services for reaching out and supporting girls who are on the verge of running away from home. Such services should be tailored to the needs of girls who experience extreme but often silenced distress at home, and should facilitate alternative solutions to the girls' plight other than running away. An understanding of the dynamics leading to running away from the girls' perspective has the potential to improve the efficacy of services provided by contributing to the creation of a caring, empowering, understanding and trustful professional

Menstrual hygiene: How hygienic is the adolescent girl?

Directory of Open Access Journals (Sweden)

Dasgupta A

2008-01-01

Full Text Available Background: Menstruation and menstrual practices are still clouded by taboos and socio-cultural restrictions resulting in adolescent girls remaining ignorant of the scientific facts and hygienic health practices, which sometimes result into adverse health outcomes. Objectives: (i To elicit the beliefs, conception and source of information regarding menstruation among the study population and (ii to find out the status of menstrual hygiene among adolescent girls. Materials and Methods: A descriptive, cross-sectional study was conducted among 160 adolescent girls of a secondary school situated in the field practice area of Rural Health Unit and Training Center, Singur, West Bengal, with the help of a pre-designed and pre-tested questionnaire. Data were analyzed statistically by simple proportions. Results: Out of 160 respondents, 108 (67.5% girls were aware about menstruation prior to attainment of menarche. Mother was the first informant regarding menstruation in case of 60 (37.5% girls. One hundred and thirty-eight (86.25% girls believed it as a physiological process. Seventy-eight (48.75% girls knew the use of sanitary pad during menstruation. Regarding practices, only 18 (11.25% girls used sanitary pads during menstruation. For cleaning purpose, 156 (97.5% girls used both soap and water. Regarding restrictions practiced, 136 (85% girls practised different restrictions during menstruation. Conclusions: Menstrual hygiene, a very important risk factor for reproductive tract infections, is a vital aspect of health education for adolescent girls. Educational television programmes, trained school nurses/health personnel, motivated school teachers and knowledgeable parents can play a very important role in transmitting the vital message of correct menstrual hygiene to the adolescent girl of today.

Quantitative Assessment of Cervical Vertebral Maturation Using Cone Beam Computed Tomography in Korean Girls

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Bo-Ram Byun

2015-01-01

Full Text Available This study was aimed to examine the correlation between skeletal maturation status and parameters from the odontoid process/body of the second vertebra and the bodies of third and fourth cervical vertebrae and simultaneously build multiple regression models to be able to estimate skeletal maturation status in Korean girls. Hand-wrist radiographs and cone beam computed tomography (CBCT images were obtained from 74 Korean girls (6–18 years of age. CBCT-generated cervical vertebral maturation (CVM was used to demarcate the odontoid process and the body of the second cervical vertebra, based on the dentocentral synchondrosis. Correlation coefficient analysis and multiple linear regression analysis were used for each parameter of the cervical vertebrae (P<0.05. Forty-seven of 64 parameters from CBCT-generated CVM (independent variables exhibited statistically significant correlations (P<0.05. The multiple regression model with the greatest R2 had six parameters (PH2/W2, UW2/W2, (OH+AH2/LW2, UW3/LW3, D3, and H4/W4 as independent variables with a variance inflation factor (VIF of <2. CBCT-generated CVM was able to include parameters from the second cervical vertebral body and odontoid process, respectively, for the multiple regression models. This suggests that quantitative analysis might be used to estimate skeletal maturation status.

American Immigrant Girls' Understanding of Female Body Image in Disney: A Critical Analysis of Young Korean Girls' Perspectives

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Lee, Lena

2009-01-01

This paper discusses young Korean immigrant girls' understanding of American popular culture in a small-scale qualitative study in order to disclose young American immigrant girls' perspectives on such culture. In particular, this paper explores how these Korean girls (age five to eight) perceive female body images in American popular culture -…

Fourth-quarter Economic Growth and Time-varying Expected Returns

DEFF Research Database (Denmark)

Møller, Stig V.; Rangvid, Jesper

not predict returns. Fourth-quarter economic growth rates contain considerably more information about expected returns than standard variables used in the literature, are robust to the choice of macro variable, and work in-sample, out-of-sample, and in subsamples. To help explain these results, we show...... that economic growth and growth in consumer confidence are correlated during the fourth quarter, but not during the other quarters: When economic growth is low during the fourth quarter, confidence in the economy is also low such that investors require higher future returns. We discuss rational and behavioral...... reasons why fourth-quarter economic growth, growth in consumer confidence, and expected returns are related....

Fourth annual report 1991

International Nuclear Information System (INIS)

1991-01-01

The Independent Radiation Monitoring Scheme for Clwyd began its monitoring programme in Clwyd in 1988. This is the fourth report on the results of the radiation monitoring carried out within Clwyd. The historical reasons for the conception of the Radiation Monitoring Scheme are given in the First Annual Report together with the protocol of operation and detailed sampling and monitoring information. The fourth Annual Report identifies any changes in techniques that have occurred in the last twelve months together with the latest monitoring and analytical data. Samples of air, beach materials, coastal sand and silt, seaweed, meat, fish and milk were taken from various locations within the county. No significant charges in radiation levels were found when compared with data from previous years. The values have remained within the range currently being expected throughout the United Kingdom. (author)

Body Image and the Appearance Culture Among Adolescent Girls and Boys: An Examination of Friend Conversations, Peer Criticism, Appearance Magazines, and the Internalization of Appearance Ideals

Science.gov (United States)

Jones, Diane Carlson; Vigfusdottir, Thorbjorg Helga; Lee, Yoonsun

2004-01-01

This research evaluates the contributions of three dimensions of appearance culture (appearance magazine exposure, appearance conversations with friends, and peer appearance criticism) and body mass index (BMI) to internalization of appearance ideals and body image dissatisfaction. Four hundred thirty-three girls and 347 boys in Grades 7 through…

The Relationship between the Second-to-Fourth Digit Ratio and Behavioral Sexual Dimorphism in School-Aged Children.

Directory of Open Access Journals (Sweden)

Takahiko Mitsui

Full Text Available Sexually dimorphic brain development and behavior are known to be influenced by sex hormones exposure in prenatal periods. On the other hand, second-to forth digit ratio (2D/4D has been used as an indirect method to investigate the putative effects of prenatal exposure to androgen. In the present study, we herein investigated the relationship between gender-role play behavior and the second-to-fourth digit ratio (2D/4D, which has been used as an indirect method to investigate the putative effects of prenatal exposure to androgens, in school-aged children. Among 4981 children who became 8 years old by November 2014 and were contactable for this survey by The Hokkaido Study of Environment and Children's Health, 1631 (32.7%, who had data for 2D/4D and Pre-school Activities Inventory (PSAI as well as data for the survey at baseline, were available for analysis. Parents sent reports of PSAI on the sex-typical characteristics, preferred toys, and play activities of children, and black and white photocopies of the left and right hand palms via mail. PSAI consisted of 12 masculine items and 12 feminine items, and a composite score was created by subtracting the feminine score from the masculine score, with higher scores representing masculine-typical behavior. While composite scores in PSAI were significantly higher in boys than in girls, 2D/4D was significantly lower in boys than in girls. Although the presence or absence of brothers or sisters affected the composite, masculine, and feminine scored of PSAI, a multivariate regression model revealed that 2D/4D negatively correlated with the composite scores of PSAI in boys, whereas no correlation was found in girls. Although 2D/4D negatively correlated with the masculine score in boys and girls, no correlation was observed between 2D/4D and the feminine score. In conclusion, although social factors, such as the existence of brother or sisters, affect dimorphic brain development and behavior in childhood

Girls' Attitudes Towards Science in Kenya

Science.gov (United States)

Chetcuti, Deborah A.; Kioko, Beriter

2012-07-01

This study investigated girls' attitudes towards science in Kenya. It was carried out with 120 girls from four secondary schools in the Eastern province of Kenya. These were an urban single-sex (SS) and co-educational (Co-Ed) school and a rural SS and Co-Ed school. Different schools were chosen in order to explore whether there are any differences in attitudes in SS and Co-Ed schools and in schools in rural and urban areas. The methodology included the use of both questionnaires and focus group interviews. The main aim was to gain insight into the extent and depth of students' attitudes towards science. The findings of the study showed that the majority of Kenyan girls who participated in the study have a favourable attitude towards science. Girls in SS schools were found to have a more favourable attitude than those in Co-Ed schools, while girls in rural area schools were found to find science more relevant than those in urban schools. It emerged from this study that the attitudes of Kenyan girls are influenced by their perceptions of the relevance of science, enjoyment of studying science, perceptions of the suitability of science for a career, and their perceptions of subject difficulty.

The Associations between Seventh Grade Finnish Students' Motivational Climate, Perceived Competence, Self-Determined Motivation, and Fundamental Movement Skills

Science.gov (United States)

Kalaja, Sami; Jaakkola, Timo; Watt, Anthony; Liukkonen, Jarmo; Ommundsen, Yngvar

2009-01-01

The aim of the study was to investigate the relationships between motivational climate, perceived competence, self-determined motivation towards physical education (PE) and the fundamental movement skills of Finnish secondary school students. A sample of 370 seventh-grade PE students (girls n = 189; boys n = 181; mean age = 13.08; SD = 0.25)…

Django fun for Girls!

CERN Multimedia

CERN. Geneva

2016-01-01

Nowadays there is a gender gap in the IT world. Django Girls is a non-profit organization and a community that empowers and helps women to organize free, one-day programming workshops by providing tools, resources and support. Through Django Girls, we want to show our motivation in the IT world, how much fun is to code, and the things they are able to create coding. How is CERN getting involved?

Explaining Academic-Track Boys' Underachievement in Language Grades: Not a Lack of Aptitude but Students' Motivational Beliefs and Parents' Perceptions?

Science.gov (United States)

Heyder, Anke; Kessels, Ursula; Steinmayr, Ricarda

2017-01-01

Background: Boys earn lower grades in languages than girls. The expectancy-value model by Eccles" et al." (1983, "A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches," W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender…

Family TXT: Feasibility and Acceptability of a mHealth Obesity Prevention Program for Parents of Pre-Adolescent African American Girls.

Science.gov (United States)

Callender, Chishinga; Thompson, Deborah

2018-06-19

Obesity prevalence is greater in African American girls than their non-Hispanic white peers. Obesity prevention programs are needed to help parents create an obesity-preventive home environment. This paper reports the feasibility and acceptability of a mHealth child obesity prevention program consisting of self-determination theory-grounded text messages promoting a healthy home food and activity environment to parents of 8⁻10-year-old African American girls. A one-group design with baseline and immediate post-intervention assessments was utilized. Mothers ( n = 19) received 36 text messages over 12 weeks. Feasibility and acceptability were assessed through staff logs and post-intervention surveys and an interview. Feasibility and acceptability criteria were met. Mothers reported positive reactions to the intervention; they liked the program, used the information, and all but one gave it an A or B grade. The majority made changes and shared the text messages with others. This research provides evidence that a theoretically grounded mHealth child obesity prevention intervention is feasible and acceptable to parents of African American girls.

Fifth-grade children's daily experiences of peer victimization and negative emotions: moderating effects of sex and peer rejection.

Science.gov (United States)

Morrow, Michael T; Hubbard, Julie A; Barhight, Lydia J; Thomson, Amanda K

2014-10-01

This study examined the relations of fifth-grade children's (181 boys and girls) daily experiences of peer victimization with their daily negative emotions. Children completed daily reports of peer victimization and negative emotions (sadness, anger, embarrassment, and nervousness) on up to eight school days. The daily peer victimization checklist was best represented by five factors: physical victimization, verbal victimization, social manipulation, property attacks, and social rebuff. All five types were associated with increased negative daily emotions, and several types were independently linked to increased daily negative emotions, particularly physical victimization. Girls demonstrated greater emotional reactivity in sadness to social manipulation than did boys, and higher levels of peer rejection were linked to greater emotional reactivity to multiple types of victimization. Sex and peer rejection also interacted, such that greater rejection was a stronger indicator of emotional reactivity to victimization in boys than in girls.

The Fourth Way in Finland

Directory of Open Access Journals (Sweden)

Vesa Iitti

2008-01-01

Full Text Available This article focuses on the general history of the Fourth Way in Finland. The Fourth Way, or simply ‘the Work’, began as a Greco-Armenian man named Georges Ivanovich Gurdjieff (1866?–1949 gathered groups of pupils in St Petersburg and Moscow in 1912. To these groups, Gurdjieff started to teach what he had learned and synthesized between ca 1896 and 1912 during his travels on spiritual search of Egypt, Crete, Sumeria, Assyria, the Holy Land, Mecca, Ethiopia, Sudan, India, Afghanistan, the northern valleys of Siberia, and Tibet. Neither Gurdjieff nor any of his disciples called themselves a church, a sect, or anything alike, but referred to themselves simply as ‘the Work’, or as ‘the Fourth Way’. The name ‘the Fourth Way’ originates in a Gurdjieffian view that there are essentially three traditional ways of spiritual work: those of a monk, a fakir, and a yogi. These ways do not literally refer to the activities of a monk, a fakir, and a yogi, but to similar types of spiritual work emphasizing exercise of emotion, body, or mind. Gurdjieff’s teaching is a blend of various influences that include Suf­ism, orthodox Christianity, Buddhism, Kabbalah, and general elem­ents of various occult teachings of both the East and the West. Gurdjieff’s teaching is a blend of various influences that include Suf­ism, orthodox Christianity, Buddhism, Kabbalah, and general elem­ents of various occult teachings of both the East and the West. It is a unique combination of cosmology, psychology, theory of evolution, and overall theory and practise aiming to help individ­uals in their efforts towards what is called ‘self-remembering’.

"Go Girls!": psychological and behavioral outcomes associated with a group-based healthy lifestyle program for adolescent girls.

Science.gov (United States)

Dowd, A Justine; Chen, Michelle Y; Jung, Mary E; Beauchamp, Mark R

2015-03-01

The objective of this study was to assess changes in adolescent girls' health-enhancing cognitions and behaviors targeted by the Go Girls! group-based mentorship lifestyle program. Three hundred and ten adolescent girls (nested within 40 Go Girls! groups) completed questionnaires that assessed cognitions (attitudes, self-regulatory efficacy, and intentions) and behaviors (physical activity and dietary) at four time points (two pre-program, one at the end of the program, and one at 7-week follow-up). Hierarchical linear modeling was used to examine changes in the outcome variables among Go Girls! participants (M age = 11.68 years, SD = 0.80). No significant changes occurred in the outcome variables during the baseline comparison period (Time 1-2). When compared to the average of the baseline assessments, 7 weeks after completing the program, girls reported significant improvements in physical activity (M Baseline PAtotal = 3.82, SD = 3.49; M T4 PAtotal = 4.38, SD = 3.75) and healthy eating (M Baseline = 10.71, SD = 1.13; M T4 = 11.35, SD = 1.05) behavior and related cognitions (d values ≥0.65). Findings provide preliminary support for programs that foster belongingness and target health behaviors through mentorship models.

Girls and Computer Technology: Barrier or Key?

Science.gov (United States)

Gipson, Joella

1997-01-01

Discusses the disparity in numbers of girls and boys taking math, science, and computer classes in elementary and secondary schools, and examines steps being taken to better prepare girls, especially minority girls, for an increasingly technical society. A program in Michigan is described that involved a school and business partnership. (LRW)

How Israeli social workers perceive adolescent girls in prostitution.

Science.gov (United States)

Peled, Einat; Lugasi, Reut

2015-04-01

The phenomenon of girls in prostitution poses great challenges to professionals who work with adolescent girls at risk and in distress. Prostitution is socially stigmatized and seen as something shameful. However, current theory and research show adolescent girls in prostitution to be victims of violence, exploitation and trauma. This naturalistic qualitative study examined the views of 15 social workers at six Adolescent Girls Treatment Units in Israel on prostitution and on adolescent girls in prostitution. Data was collected through in-depth semi-structured interviews. The participants struggled to link the term "prostitution" with the adolescent girls in their care. The findings explore the source this perceived conflict, and its manifestation in the participants' professional intervention with the girls. The discussion examines the participants' professional discourse about adolescent girls in prostitution, and offers explanations for their difficulty in associating the adolescent girls in their care with prostitution. Copyright © 2014 Elsevier Ltd. All rights reserved.

Effect of social desirability on adolescent girls' responses to an eating disorders prevention program.

Science.gov (United States)

Tilgner, Linda; Wertheim, Eleanor H; Paxton, Susan J

2004-03-01

The current study examined whether a social desirability response bias is a source of measurement error in prevention research. Six hundred and seventy-seven female students in Grade 7 (n = 345) and Grade 8 (n = 332) were divided into either an intervention condition, in which participants watched a videotape promoting body acceptance and discouraging dieting and then discussed issues related to the video, or a control condition. Questionnaires were completed at baseline, postintervention, and at 1-month follow-up. Social desirability scores were correlated at a low but significant level with baseline body dissatisfaction, drive for thinness, bulimic tendencies, intention to diet, and size discrepancy for intervention participants. Social desirability did not correlate significantly with change over time in the outcome measures. The findings suggested that changes in girls' self-reports related to a prevention program were relatively free of social desirability response bias. Copyright 2004 by Wiley Periodicals, Inc. Int J Eat Disord 35: 211-216, 2004.

GeoGirls: A Geology and Geophysics Field Camp for Middle School Girls at Mount St. Helens

Science.gov (United States)

Samson, C.; Allstadt, K.; Melander, S.; Groskopf, A.; Driedger, C. L.; Westby, E.

2015-12-01

The August 2015 GeoGirls program was a project designed to inspire girls to gain an appreciation and enthusiasm for Earth sciences using Mount St. Helens as an outdoor volcanic laboratory. Occupations in the field of science and engineering tend to be held by more males than females. One way to address this is to introduce girls to possible opportunities within the geosciences and encourage them to learn more about the dynamic environment in which they live. In 2015, the GeoGirls program sought to accomplish this goal through organizing a five day-long field camp for twenty middle school-aged girls, along with four high school-aged mentors and two local teachers. This group explored Mount St. Helens guided by female scientists from the USGS Cascade Volcano Observatory (CVO), the Mount St. Helens Institute (MSHI), UNAVCO, Boise State, Georgia Tech, University of Washington and Oregon State University. To introduce participants to techniques used by volcanologists, the girls participated in hands-on experiments and research projects focusing on seismology, GPS, terrestrial lidar, photogrammetry, water and tephra. Participants also learned to collect samples, analyze data and use microscopes. Through this experience, participants acquired strategies for conducting research by developing hypotheses, making observations, thinking critically and sharing their findings with others. The success of the GeoGirls program was evaluated by participant and parent survey questionnaires, which allowed assessment of overall enthusiasm and interest in pursuing careers in the geosciences. The program was free to participants and was run jointly by MSHI and CVO and funded by NSF, the American Association of University Women, the Association for Women Geoscientists, the Association of Environmental & Engineering Geologists and private donors. The program will run again in the summer of 2016.

Prevention des Toxicomanies Aupres des Filles avec des Problemes de Comportement: Effets a Court Terme (Prevention of Drug Addiction in Girls with Behavior Problems: Short-Term Effects).

Science.gov (United States)

Vitaro, Frank; And Others

1992-01-01

This article, written in French, describes and evaluates the first phase of a program to prevent drug addiction among 110 fifth-grade girls with behavior problems in Montreal (Quebec, Canada). Evaluation of the instructional program showed positive results for student knowledge level, attitudes, and behaviors and supported program continuation…

Fourth-rank gravity and cosmology

International Nuclear Information System (INIS)

Marrakchi, A.L.; Tapia, V.

1992-07-01

We consider the consequences of describing the metric properties of space-time through a quartic line element. The associated ''metric'' is a fourth-rank tensor G μυλπ . In order to recover a Riemannian behaviour of the geometry it is necessary to have G μυλπ = g (μυ g λπ) . We construct a theory for the gravitational field based on the fourth-rank metric G μυλπ . In the absence of matter the fourth-rank metric becomes separable and the theory coincides with General Relativity. In the presence of matter we can maintain Riemmanianicity, but now gravitation couples, as compared to General Relativity, in a different way to matter. We develop a simple cosmological model based on a FRW metric with matter described by a perfect fluid. For the present time the field equations are compatible with k OBS = O and Ω OBS t CLAS approx. 10 20 t PLANCK approx. 10 -23 s. Our final and most important result is the fact that the entropy is an increasing function of time. When interpreted at the light of General Relativity the treatment is shown to be almost equivalent to that of the standard model of cosmology combined with the inflationary scenario. (author). 16 refs, 1 fig

Computer Assisted Educational Material Preparation for Fourth Grade Primary School Students' English Language Class in Teaching Numbers

Science.gov (United States)

Yüzen, Abdulkadir; Karamete, Aysen

2016-01-01

In this study, using ADDIE instructional design model, it is aimed to prepare English language educational material for 4th grade primary students to teach them numbers. At the same time, ARCS model of motivation's attention, relevance and satisfaction phases are also taken into consideration. This study also comprises of Design Based Research…

Giving a Little Help to Girls? Evidence on Grade Discrimination and Its Effect on Students' Achievement. CEP Discussion Paper No. 1341

Science.gov (United States)

Terrier, Camille

2015-01-01

This paper tests if gender-discrimination in grading affects pupils' achievements and course choices. I use a unique dataset containing grades given by teachers, scores obtained anonymously by pupils at different ages, and their course choice during high school. Based on double-differences, the identification of the gender bias in grades suggests…

The Essence, Classification and Quality of the Different Grades of Information

Directory of Open Access Journals (Sweden)

Kun Wu

2012-09-01

Full Text Available I define information from a philosophical perspective as a category that indicates the presence of indirect existence, which is a self-display by material entities (with direct existence of the status and trajectory of that existence. In this paper, based in part on articles published only in Chinese over the last 30 years, information is shown to include three basic forms: In-itself, for-itself and regenerated information, which is constituted by the first two. Information in these three basic forms establishes the essence of information which is further developed in a fourth form—social information. Information is further characterized by the qualities of its three different grades, corresponding to these forms: The quality of first-grade information demonstrates direct objective existence and indirect objective existence; the quality of second-grade information demonstrates multiple levels of direct objective and indirect objective existence; the quality of third-grade information is that of the subjective relationships in human understanding that are encoded as information. The grounding of information in the ontological structure of the world gives it a central role in the approach to knowledge, constituting a new and necessary critique of the classical separation of the academic disciplines and the bases of modern philosophy.

Toward a Theoretical Model of Text Complexity for the Early Grades: Learning from the Past, Anticipating the Future

Science.gov (United States)

Mesmer, Heidi Anne; Cunningham, James W.; Hiebert, Elfrieda H.

2012-01-01

In this conceptual essay, we offer rationales and evidence for critical components of a working model of text complexity for the early grades. In the first three sections of the article, we examine word-level, syntax-level, and discourse-level features of text, posing questions for future research. In the fourth section, we address elements of…

Maternal Characteristics Predicting Young Girls' Disruptive Behavior

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van der Molen, Elsa; Hipwell, Alison E.; Vermeiren, Robert; Loeber, Rolf

2011-01-01

Little is known about the relative predictive utility of maternal characteristics and parenting skills on the development of girls' disruptive behavior. The current study used five waves of parent- and child-report data from the ongoing Pittsburgh Girls Study to examine these relationships in a sample of 1,942 girls from age 7 to 12 years.…

The Meaning of Home for Runaway Girls

Science.gov (United States)

Peled, Einat; Muzicant, Amit

2008-01-01

This naturalistic qualitative study examines the concept of "home" for runaway girls. Through the "home story" of girls who run away from home, the authors hoped to understand the many facets of home, as well as broaden the existing knowledge-base about the phenomenon of adolescent runaway girls. Data consisted of in-depth interviews with 15 girls…

Engaging Girls in STEM: How to Plan or Revamp Your EPO Resources or Activities to be More Effective for Girls

Science.gov (United States)

Bleacher, Lora V.; Peterson, Karen A.; Sharma, Mangala; Smith, Denise

2012-01-01

This two-hour workshop, which was held as a follow-on to the plenary session "Engaging Girls in STEM: A Discussion of Foundational and Current Research on What Works," offered research-based insights, resources, and tips to help participants plan or revamp programs and resources aimed at encouraging girls in science. Led by Karen Peterson, PI for the National Girls Collaborative Project,1 the workshop included: a brief discussion about effective strategies recommended for encouraging girls in STEM; hands-on experience, where participants-availing of the expert's guidance-applied the recommended strategies to alter or tailor an existing or planned program/resource to be more girl-friendly; and a sharing out, where the participants reflected on the results of the hands-on exercise and developed action items to continue carrying out the girl-friendly best practices in science, technology, engineering, and math education and public outreach.

Engaging Girls in STEM: How to Plan or Revamp Your EPO Resources or Activities to be More Effective for Girls

Science.gov (United States)

Bleacher, L. V.; Peterson, K. A.; Sharma, M.; Smith, D.

2012-08-01

This two-hour workshop, which was held as a follow-on to the plenary session "Engaging Girls in STEM: A Discussion of Foundational and Current Research on What Works," offered research-based insights, resources, and tips to help participants plan or revamp programs and resources aimed at encouraging girls in science. Led by Karen Peterson, PI for the National Girls Collaborative Project,1 the workshop included: a brief discussion about effective strategies recommended for encouraging girls in STEM; hands-on experience, where participants - availing of the expert's guidance - applied the recommended strategies to alter or tailor an existing or planned program/resource to be more girl-friendly; and a sharing out, where the participants reflected on the results of the hands-on exercise and developed action items to continue carrying out the girl-friendly best practices in science, technology, engineering, and math education and public outreach.

Magnetic resonance imaging of low-grade fibromyxoid sarcoma

International Nuclear Information System (INIS)

Torriani, Martin; Ouellette, Hugue; Etchebehere, Mauricio; Amstalden, Eliane M.I.

2006-01-01

Low-grade fibromyxoid sarcoma (LGFMS) is a rare soft-tissue tumor with a deceptively benign histologic appearance affecting predominantly young adults during the fourth decade of life. (MR) imaging features of a surgically confirmed case of LGFMS, affecting the shoulder is presented. A 30-year-old man presented with a 20-year history of a painless slow-growing mass in the right shoulder. Magnetic resonance images were obtained on a 2.0T scanner (Elscint, Haifa, Israel), demonstrating a well-defined soft tissue mass measuring 12.0 x 7.0 x 9.0 cm located between the deltoid muscle, rotator-cuff muscles, and proximal humerus. The differential diagnosis of LGFMS includes several benign and malignant neoplasms containing variable amounts of myxoid and fibrous tissue. Histologically, the most important differential diagnosis is with myxofibrosarcoma. Low-grade fibromyxoid sarcoma is a rare soft tissue tumor with slow growth and deceptively benign histologic appearance. The possibility of LGFMS must be considered when elaborating differential diagnostic possibilities for young adults with a large soft tissue mass exhibiting MR imaging characteristics of intermixed fibrous and myxoid tissue

Magnetic resonance imaging of low-grade fibromyxoid sarcoma

Energy Technology Data Exchange (ETDEWEB)

Torriani, Martin; Ouellette, Hugue [Massachusetts General Hospital and Harvard Medical School, Boston, MA (United States). Dept. of Radiology. Div. of Musculoskeletal Radiology; Etchebehere, Mauricio [Universidade Estadual de Campinas, SP (Brazil). Faculdade de Ciencias Medicas. Dept. de Ortopedia; Amstalden, Eliane M.I. [Universidade Estadual de Campinas, SP (Brazil). Faculdade de Ciencias Medicas. Dept. de Patologia

2006-06-15

Low-grade fibromyxoid sarcoma (LGFMS) is a rare soft-tissue tumor with a deceptively benign histologic appearance affecting predominantly young adults during the fourth decade of life. (MR) imaging features of a surgically confirmed case of LGFMS, affecting the shoulder is presented. A 30-year-old man presented with a 20-year history of a painless slow-growing mass in the right shoulder. Magnetic resonance images were obtained on a 2.0T scanner (Elscint, Haifa, Israel), demonstrating a well-defined soft tissue mass measuring 12.0 x 7.0 x 9.0 cm located between the deltoid muscle, rotator-cuff muscles, and proximal humerus. The differential diagnosis of LGFMS includes several benign and malignant neoplasms containing variable amounts of myxoid and fibrous tissue. Histologically, the most important differential diagnosis is with myxofibrosarcoma. Low-grade fibromyxoid sarcoma is a rare soft tissue tumor with slow growth and deceptively benign histologic appearance. The possibility of LGFMS must be considered when elaborating differential diagnostic possibilities for young adults with a large soft tissue mass exhibiting MR imaging characteristics of intermixed fibrous and myxoid tissue.

Combined search for the quarks of a sequential fourth generation

CERN Document Server

Chatrchyan, Serguei; Sirunyan, Albert M; Tumasyan, Armen; Adam, Wolfgang; Aguilo, Ernest; Bergauer, Thomas; Dragicevic, Marko; Erö, Janos; Fabjan, Christian; Friedl, Markus; Fruehwirth, Rudolf; Ghete, Vasile Mihai; Hammer, Josef; Hörmann, Natascha; Hrubec, Josef; Jeitler, Manfred; Kiesenhofer, Wolfgang; Knünz, Valentin; Krammer, Manfred; Krätschmer, Ilse; Liko, Dietrich; Mikulec, Ivan; Pernicka, Manfred; Rahbaran, Babak; Rohringer, Christine; Rohringer, Herbert; Schöfbeck, Robert; Strauss, Josef; Taurok, Anton; Waltenberger, Wolfgang; Walzel, Gerhard; Widl, Edmund; Wulz, Claudia-Elisabeth; Mossolov, Vladimir; Shumeiko, Nikolai; Suarez Gonzalez, Juan; Bansal, Monika; Bansal, Sunil; Cornelis, Tom; De Wolf, Eddi A; Janssen, Xavier; Luyckx, Sten; Mucibello, Luca; Ochesanu, Silvia; Roland, Benoit; Rougny, Romain; Selvaggi, Michele; Staykova, Zlatka; Van Haevermaet, Hans; Van Mechelen, Pierre; Van Remortel, Nick; Van Spilbeeck, Alex; Blekman, Freya; Blyweert, Stijn; D'Hondt, Jorgen; Gonzalez Suarez, Rebeca; Kalogeropoulos, Alexis; Maes, Michael; Olbrechts, Annik; Van Doninck, Walter; Van Mulders, Petra; Van Onsem, Gerrit Patrick; Villella, Ilaria; Clerbaux, Barbara; De Lentdecker, Gilles; Dero, Vincent; Gay, Arnaud; Hreus, Tomas; Léonard, Alexandre; Marage, Pierre Edouard; Mohammadi, Abdollah; Reis, Thomas; Thomas, Laurent; Vander Marcken, Gil; Vander Velde, Catherine; Vanlaer, Pascal; Wang, Jian; Adler, Volker; Beernaert, Kelly; Cimmino, Anna; Costantini, Silvia; Garcia, Guillaume; Grunewald, Martin; Klein, Benjamin; Lellouch, Jérémie; Marinov, Andrey; Mccartin, Joseph; Ocampo Rios, Alberto Andres; Ryckbosch, Dirk; Strobbe, Nadja; Thyssen, Filip; Tytgat, Michael; Verwilligen, Piet; Walsh, Sinead; Yazgan, Efe; Zaganidis, Nicolas; Basegmez, Suzan; Bruno, Giacomo; Castello, Roberto; Ceard, Ludivine; Delaere, Christophe; Du Pree, Tristan; Favart, Denis; Forthomme, Laurent; Giammanco, Andrea; Hollar, Jonathan; Lemaitre, Vincent; Liao, Junhui; Militaru, Otilia; Nuttens, Claude; Pagano, Davide; Pin, Arnaud; Piotrzkowski, Krzysztof; Schul, Nicolas; Vizan Garcia, Jesus Manuel; Beliy, Nikita; Caebergs, Thierry; Daubie, Evelyne; Hammad, Gregory Habib; Alves, Gilvan; Correa Martins Junior, Marcos; De Jesus Damiao, Dilson; Martins, Thiago; Pol, Maria Elena; Henrique Gomes E Souza, Moacyr; Aldá Júnior, Walter Luiz; Carvalho, Wagner; Custódio, Analu; Melo Da Costa, Eliza; De Oliveira Martins, Carley; Fonseca De Souza, Sandro; Matos Figueiredo, Diego; Mundim, Luiz; Nogima, Helio; Oguri, Vitor; Prado Da Silva, Wanda Lucia; Santoro, Alberto; Soares Jorge, Luana; Sznajder, Andre; Souza Dos Anjos, Tiago; Bernardes, Cesar Augusto; De Almeida Dias, Flavia; Tomei, Thiago; De Moraes Gregores, Eduardo; Lagana, Caio; Da Cunha Marinho, Franciole; Mercadante, Pedro G; Novaes, Sergio F; Padula, Sandra; Genchev, Vladimir; Iaydjiev, Plamen; Piperov, Stefan; Rodozov, Mircho; Stoykova, Stefka; Sultanov, Georgi; Tcholakov, Vanio; Trayanov, Rumen; Vutova, Mariana; Dimitrov, Anton; Hadjiiska, Roumyana; Kozhuharov, Venelin; Litov, Leander; Pavlov, Borislav; Petkov, Peicho; Bian, Jian-Guo; Chen, Guo-Ming; Chen, He-Sheng; Jiang, Chun-Hua; Liang, Dong; Liang, Song; Meng, Xiangwei; Tao, Junquan; Wang, Jian; Wang, Xianyou; Wang, Zheng; Xiao, Hong; Xu, Ming; Zang, Jingjing; Zhang, Zhen; Asawatangtrakuldee, Chayanit; Ban, Yong; Guo, Shuang; Guo, Yifei; Li, Wenbo; Liu, Shuai; Mao, Yajun; Qian, Si-Jin; Teng, Haiyun; Wang, Dayong; Zhang, Linlin; Zhu, Bo; Zou, Wei; Avila, Carlos; Gomez, Juan Pablo; Gomez Moreno, Bernardo; Osorio Oliveros, Andres Felipe; Sanabria, Juan Carlos; Godinovic, Nikola; Lelas, Damir; Plestina, Roko; Polic, Dunja; Puljak, Ivica; Antunovic, Zeljko; Kovac, Marko; Brigljevic, Vuko; Duric, Senka; Kadija, Kreso; Luetic, Jelena; Morovic, Srecko; Attikis, Alexandros; Galanti, Mario; Mavromanolakis, Georgios; Mousa, Jehad; Nicolaou, Charalambos; Ptochos, Fotios; Razis, Panos A; Finger, Miroslav; Finger Jr, Michael; Assran, Yasser; Elgammal, Sherif; Ellithi Kamel, Ali; Khalil, Shaaban; Mahmoud, Mohammed; Radi, Amr; Kadastik, Mario; Müntel, Mait; Raidal, Martti; Rebane, Liis; Tiko, Andres; Eerola, Paula; Fedi, Giacomo; Voutilainen, Mikko; Härkönen, Jaakko; Heikkinen, Mika Aatos; Karimäki, Veikko; Kinnunen, Ritva; Kortelainen, Matti J; Lampén, Tapio; Lassila-Perini, Kati; Lehti, Sami; Lindén, Tomas; Luukka, Panja-Riina; Mäenpää, Teppo; Peltola, Timo; Tuominen, Eija; Tuominiemi, Jorma; Tuovinen, Esa; Ungaro, Donatella; Wendland, Lauri; Banzuzi, Kukka; Karjalainen, Ahti; Korpela, Arja; Tuuva, Tuure; Besancon, Marc; Choudhury, Somnath; Dejardin, Marc; Denegri, Daniel; Fabbro, Bernard; Faure, Jean-Louis; Ferri, Federico; Ganjour, Serguei; Givernaud, Alain; Gras, Philippe; Hamel de Monchenault, Gautier; Jarry, Patrick; Locci, Elizabeth; Malcles, Julie; Millischer, Laurent; Nayak, Aruna; Rander, John; Rosowsky, André; Shreyber, Irina; Titov, Maksym; Baffioni, Stephanie; Beaudette, Florian; Benhabib, Lamia; Bianchini, Lorenzo; Bluj, Michal; Broutin, Clementine; Busson, Philippe; Charlot, Claude; Daci, Nadir; Dahms, Torsten; Dobrzynski, Ludwik; Granier de Cassagnac, Raphael; Haguenauer, Maurice; Miné, Philippe; Mironov, Camelia; Naranjo, Ivo Nicolas; Nguyen, Matthew; Ochando, Christophe; Paganini, Pascal; Sabes, David; Salerno, Roberto; Sirois, Yves; Veelken, Christian; Zabi, Alexandre; Agram, Jean-Laurent; Andrea, Jeremy; Bloch, Daniel; Bodin, David; Brom, Jean-Marie; Cardaci, Marco; Chabert, Eric Christian; Collard, Caroline; Conte, Eric; Drouhin, Frédéric; Ferro, Cristina; Fontaine, Jean-Charles; Gelé, Denis; Goerlach, Ulrich; Juillot, Pierre; Le Bihan, Anne-Catherine; Van Hove, Pierre; Fassi, Farida; Mercier, Damien; Beauceron, Stephanie; Beaupere, Nicolas; Bondu, Olivier; Boudoul, Gaelle; Chasserat, Julien; Chierici, Roberto; Contardo, Didier; Depasse, Pierre; El Mamouni, Houmani; Fay, Jean; Gascon, Susan; Gouzevitch, Maxime; Ille, Bernard; Kurca, Tibor; Lethuillier, Morgan; Mirabito, Laurent; Perries, Stephane; Sordini, Viola; Tschudi, Yohann; Verdier, Patrice; Viret, Sébastien; Tsamalaidze, Zviad; Anagnostou, Georgios; Beranek, Sarah; Edelhoff, Matthias; Feld, Lutz; Heracleous, Natalie; Hindrichs, Otto; Jussen, Ruediger; Klein, Katja; Merz, Jennifer; Ostapchuk, Andrey; Perieanu, Adrian; Raupach, Frank; Sammet, Jan; Schael, Stefan; Sprenger, Daniel; Weber, Hendrik; Wittmer, Bruno; Zhukov, Valery; Ata, Metin; Caudron, Julien; Dietz-Laursonn, Erik; Duchardt, Deborah; Erdmann, Martin; Fischer, Robert; Güth, Andreas; Hebbeker, Thomas; Heidemann, Carsten; Hoepfner, Kerstin; Klingebiel, Dennis; Kreuzer, Peter; Magass, Carsten; Merschmeyer, Markus; Meyer, Arnd; Olschewski, Mark; Papacz, Paul; Pieta, Holger; Reithler, Hans; Schmitz, Stefan Antonius; Sonnenschein, Lars; Steggemann, Jan; Teyssier, Daniel; Weber, Martin; Bontenackels, Michael; Cherepanov, Vladimir; Erdogan, Yusuf; Flügge, Günter; Geenen, Heiko; Geisler, Matthias; Haj Ahmad, Wael; Hoehle, Felix; Kargoll, Bastian; Kress, Thomas; Kuessel, Yvonne; Nowack, Andreas; Perchalla, Lars; Pooth, Oliver; Sauerland, Philip; Stahl, Achim; Aldaya Martin, Maria; Behr, Joerg; Behrenhoff, Wolf; Behrens, Ulf; Bergholz, Matthias; Bethani, Agni; Borras, Kerstin; Burgmeier, Armin; Cakir, Altan; Calligaris, Luigi; Campbell, Alan; Castro, Elena; Costanza, Francesco; Dammann, Dirk; Diez Pardos, Carmen; Eckerlin, Guenter; Eckstein, Doris; Flucke, Gero; Geiser, Achim; Glushkov, Ivan; Gunnellini, Paolo; Habib, Shiraz; Hauk, Johannes; Hellwig, Gregor; Jung, Hannes; Kasemann, Matthias; Katsas, Panagiotis; Kleinwort, Claus; Kluge, Hannelies; Knutsson, Albert; Krämer, Mira; Krücker, Dirk; Kuznetsova, Ekaterina; Lange, Wolfgang; Lohmann, Wolfgang; Lutz, Benjamin; Mankel, Rainer; Marfin, Ihar; Marienfeld, Markus; Melzer-Pellmann, Isabell-Alissandra; Meyer, Andreas Bernhard; Mnich, Joachim; Mussgiller, Andreas; Naumann-Emme, Sebastian; Olzem, Jan; Perrey, Hanno; Petrukhin, Alexey; Pitzl, Daniel; Raspereza, Alexei; Ribeiro Cipriano, Pedro M; Riedl, Caroline; Ron, Elias; Rosin, Michele; Salfeld-Nebgen, Jakob; Schmidt, Ringo; Schoerner-Sadenius, Thomas; Sen, Niladri; Spiridonov, Alexander; Stein, Matthias; Walsh, Roberval; Wissing, Christoph; Autermann, Christian; Blobel, Volker; Draeger, Jula; Enderle, Holger; Erfle, Joachim; Gebbert, Ulla; Görner, Martin; Hermanns, Thomas; Höing, Rebekka Sophie; Kaschube, Kolja; Kaussen, Gordon; Kirschenmann, Henning; Klanner, Robert; Lange, Jörn; Mura, Benedikt; Nowak, Friederike; Peiffer, Thomas; Pietsch, Niklas; Rathjens, Denis; Sander, Christian; Schettler, Hannes; Schleper, Peter; Schlieckau, Eike; Schmidt, Alexander; Schröder, Matthias; Schum, Torben; Seidel, Markus; Sola, Valentina; Stadie, Hartmut; Steinbrück, Georg; Thomsen, Jan; Vanelderen, Lukas; Barth, Christian; Berger, Joram; Böser, Christian; Chwalek, Thorsten; De Boer, Wim; Descroix, Alexis; Dierlamm, Alexander; Feindt, Michael; Guthoff, Moritz; Hackstein, Christoph; Hartmann, Frank; Hauth, Thomas; Heinrich, Michael; Held, Hauke; Hoffmann, Karl-Heinz; Honc, Simon; Katkov, Igor; Komaragiri, Jyothsna Rani; Lobelle Pardo, Patricia; Martschei, Daniel; Mueller, Steffen; Müller, Thomas; Niegel, Martin; Nürnberg, Andreas; Oberst, Oliver; Oehler, Andreas; Ott, Jochen; Quast, Gunter; Rabbertz, Klaus; Ratnikov, Fedor; Ratnikova, Natalia; Röcker, Steffen; Scheurer, Armin; Schilling, Frank-Peter; Schott, Gregory; Simonis, Hans-Jürgen; Stober, Fred-Markus Helmut; Troendle, Daniel; Ulrich, Ralf; Wagner-Kuhr, Jeannine; Wayand, Stefan; Weiler, Thomas; Zeise, Manuel; Daskalakis, Georgios; Geralis, Theodoros; Kesisoglou, Stilianos; Kyriakis, Aristotelis; Loukas, Demetrios; Manolakos, Ioannis; Markou, Athanasios; Markou, Christos; Mavrommatis, Charalampos; Ntomari, Eleni; Gouskos, Loukas; Mertzimekis, Theodoros; Panagiotou, Apostolos; Saoulidou, Niki; Evangelou, Ioannis; Foudas, Costas; Kokkas, Panagiotis; Manthos, Nikolaos; Papadopoulos, Ioannis; Patras, Vaios; Bencze, Gyorgy; Hajdu, Csaba; Hidas, Pàl; Horvath, Dezso; Sikler, Ferenc; Veszpremi, Viktor; Vesztergombi, Gyorgy; Beni, Noemi; Czellar, Sandor; Molnar, Jozsef; Palinkas, Jozsef; Szillasi, Zoltan; Karancsi, János; Raics, Peter; Trocsanyi, Zoltan Laszlo; Ujvari, Balazs; Beri, Suman Bala; Bhatnagar, Vipin; Dhingra, Nitish; Gupta, Ruchi; Kaur, Manjit; Mehta, Manuk Zubin; Nishu, Nishu; Saini, Lovedeep Kaur; Sharma, Archana; Singh, Jasbir; Kumar, Ashok; Kumar, Arun; Ahuja, Sudha; Bhardwaj, Ashutosh; Choudhary, Brajesh C; Malhotra, Shivali; Naimuddin, Md; Ranjan, Kirti; Sharma, Varun; Shivpuri, Ram Krishen; Banerjee, Sunanda; Bhattacharya, Satyaki; Dutta, Suchandra; Gomber, Bhawna; Jain, Sandhya; Jain, Shilpi; Khurana, Raman; Sarkar, Subir; Sharan, Manoj; Abdulsalam, Abdulla; Choudhury, Rajani Kant; Dutta, Dipanwita; Kailas, Swaminathan; Kumar, Vineet; Mehta, Pourus; Mohanty, Ajit Kumar; Pant, Lalit Mohan; Shukla, Prashant; Aziz, Tariq; Ganguly, Sanmay; Guchait, Monoranjan; Maity, Manas; Majumder, Gobinda; Mazumdar, Kajari; Mohanty, Gagan Bihari; Parida, Bibhuti; Sudhakar, Katta; Wickramage, Nadeesha; Banerjee, Sudeshna; Dugad, Shashikant; Arfaei, Hessamaddin; Bakhshiansohi, Hamed; Etesami, Seyed Mohsen; Fahim, Ali; Hashemi, Majid; Hesari, Hoda; Jafari, Abideh; Khakzad, Mohsen; Mohammadi Najafabadi, Mojtaba; Paktinat Mehdiabadi, Saeid; Safarzadeh, Batool; Zeinali, Maryam; Abbrescia, Marcello; Barbone, Lucia; Calabria, Cesare; Chhibra, Simranjit Singh; Colaleo, Anna; Creanza, Donato; De Filippis, Nicola; De Palma, Mauro; Fiore, Luigi; Iaselli, Giuseppe; Lusito, Letizia; Maggi, Giorgio; Maggi, Marcello; Marangelli, Bartolomeo; My, Salvatore; Nuzzo, Salvatore; Pacifico, Nicola; Pompili, Alexis; Pugliese, Gabriella; Selvaggi, Giovanna; Silvestris, Lucia; Singh, Gurpreet; Venditti, Rosamaria; Zito, Giuseppe; Abbiendi, Giovanni; Benvenuti, Alberto; Bonacorsi, Daniele; Braibant-Giacomelli, Sylvie; Brigliadori, Luca; Capiluppi, Paolo; Castro, Andrea; Cavallo, Francesca Romana; Cuffiani, Marco; Dallavalle, Gaetano-Marco; Fabbri, Fabrizio; Fanfani, Alessandra; Fasanella, Daniele; Giacomelli, Paolo; Grandi, Claudio; Guiducci, Luigi; Marcellini, Stefano; Masetti, Gianni; Meneghelli, Marco; Montanari, Alessandro; Navarria, Francesco; Odorici, Fabrizio; Perrotta, Andrea; Primavera, Federica; Rossi, Antonio; Rovelli, Tiziano; Siroli, Gian Piero; Travaglini, Riccardo; Albergo, Sebastiano; Cappello, Gigi; Chiorboli, Massimiliano; Costa, Salvatore; Potenza, Renato; Tricomi, Alessia; Tuve, Cristina; Barbagli, Giuseppe; Ciulli, Vitaliano; Civinini, Carlo; D'Alessandro, Raffaello; Focardi, Ettore; Frosali, Simone; Gallo, Elisabetta; Gonzi, Sandro; Meschini, Marco; Paoletti, Simone; Sguazzoni, Giacomo; Tropiano, Antonio; Benussi, Luigi; Bianco, Stefano; Colafranceschi, Stefano; Fabbri, Franco; Piccolo, Davide; Fabbricatore, Pasquale; Musenich, Riccardo; Tosi, Silvano; Benaglia, Andrea; De Guio, Federico; Di Matteo, Leonardo; Fiorendi, Sara; Gennai, Simone; Ghezzi, Alessio; Malvezzi, Sandra; Manzoni, Riccardo Andrea; Martelli, Arabella; Massironi, Andrea; Menasce, Dario; Moroni, Luigi; Paganoni, Marco; Pedrini, Daniele; Ragazzi, Stefano; Redaelli, Nicola; Sala, Silvano; Tabarelli de Fatis, Tommaso; Buontempo, Salvatore; Carrillo Montoya, Camilo Andres; Cavallo, Nicola; De Cosa, Annapaola; Dogangun, Oktay; Fabozzi, Francesco; Iorio, Alberto Orso Maria; Lista, Luca; Meola, Sabino; Merola, Mario; Paolucci, Pierluigi; Azzi, Patrizia; Bacchetta, Nicola; Bisello, Dario; Branca, Antonio; Carlin, Roberto; Checchia, Paolo; Dorigo, Tommaso; Dosselli, Umberto; Gasparini, Fabrizio; Gasparini, Ugo; Gozzelino, Andrea; Kanishchev, Konstantin; Lacaprara, Stefano; Lazzizzera, Ignazio; Margoni, Martino; Meneguzzo, Anna Teresa; Pazzini, Jacopo; Pozzobon, Nicola; Ronchese, Paolo; Simonetto, Franco; Torassa, Ezio; Tosi, Mia; Vanini, Sara; Zotto, Pierluigi; Zumerle, Gianni; Gabusi, Michele; Ratti, Sergio P; Riccardi, Cristina; Torre, Paola; Vitulo, Paolo; Biasini, Maurizio; Bilei, Gian Mario; Fanò, Livio; Lariccia, Paolo; Lucaroni, Andrea; Mantovani, Giancarlo; Menichelli, Mauro; Nappi, Aniello; Romeo, Francesco; Saha, Anirban; Santocchia, Attilio; Spiezia, Aniello; Taroni, Silvia; Azzurri, Paolo; Bagliesi, Giuseppe; Boccali, Tommaso; Broccolo, Giuseppe; Castaldi, Rino; D'Agnolo, Raffaele Tito; Dell'Orso, Roberto; Fiori, Francesco; Foà, Lorenzo; Giassi, Alessandro; Kraan, Aafke; Ligabue, Franco; Lomtadze, Teimuraz; Martini, Luca; Messineo, Alberto; Palla, Fabrizio; Rizzi, Andrea; Serban, Alin Titus; Spagnolo, Paolo; Squillacioti, Paola; Tenchini, Roberto; Tonelli, Guido; Venturi, Andrea; Verdini, Piero Giorgio; Barone, Luciano; Cavallari, Francesca; Del Re, Daniele; Diemoz, Marcella; Fanelli, Cristiano; Grassi, Marco; Longo, Egidio; Meridiani, Paolo; Micheli, Francesco; Nourbakhsh, Shervin; Organtini, Giovanni; Paramatti, Riccardo; Rahatlou, Shahram; Sigamani, Michael; Soffi, Livia; Amapane, Nicola; Arcidiacono, Roberta; Argiro, Stefano; Arneodo, Michele; Biino, Cristina; Cartiglia, Nicolo; Costa, Marco; De Remigis, Paolo; Demaria, Natale; Mariotti, Chiara; Maselli, Silvia; Migliore, Ernesto; Monaco, Vincenzo; Musich, Marco; Obertino, Maria Margherita; Pastrone, Nadia; Pelliccioni, Mario; Potenza, Alberto; Romero, Alessandra; Sacchi, Roberto; Solano, Ada; Staiano, Amedeo; Vilela Pereira, Antonio; Belforte, Stefano; Candelise, Vieri; Cossutti, Fabio; Della Ricca, Giuseppe; Gobbo, Benigno; Marone, Matteo; Montanino, Damiana; Penzo, Aldo; Schizzi, Andrea; Heo, Seong Gu; Kim, Tae Yeon; Nam, Soon-Kwon; Chang, Sunghyun; Kim, Dong Hee; Kim, Gui Nyun; Kong, Dae Jung; Park, Hyangkyu; Ro, Sang-Ryul; Son, Dong-Chul; Son, Taejin; Kim, Jae Yool; Kim, Zero Jaeho; Song, Sanghyeon; Choi, Suyong; Gyun, Dooyeon; Hong, Byung-Sik; Jo, Mihee; Kim, Hyunchul; Kim, Tae Jeong; Lee, Kyong Sei; Moon, Dong Ho; Park, Sung Keun; Choi, Minkyoo; Kim, Ji Hyun; Park, Chawon; Park, Inkyu; Park, Sangnam; Ryu, Geonmo; Cho, Yongjin; Choi, Young-Il; Choi, Young Kyu; Goh, Junghwan; Kim, Min Suk; Kwon, Eunhyang; Lee, Byounghoon; Lee, Jongseok; Lee, Sungeun; Seo, Hyunkwan; Yu, Intae; Bilinskas, Mykolas Jurgis; Grigelionis, Ignas; Janulis, Mindaugas; Juodagalvis, Andrius; Castilla-Valdez, Heriberto; De La Cruz-Burelo, Eduard; Heredia-de La Cruz, Ivan; Lopez-Fernandez, Ricardo; Magaña Villalba, Ricardo; Martínez-Ortega, Jorge; Sánchez-Hernández, Alberto; Villasenor-Cendejas, Luis Manuel; Carrillo Moreno, Salvador; Vazquez Valencia, Fabiola; Salazar Ibarguen, Humberto Antonio; Casimiro Linares, Edgar; Morelos Pineda, Antonio; Reyes-Santos, Marco A; Krofcheck, David; Bell, Alan James; Butler, Philip H; Doesburg, Robert; Reucroft, Steve; Silverwood, Hamish; Ahmad, Muhammad; Ansari, Muhammad Hamid; Asghar, Muhammad Irfan; Hoorani, Hafeez R; Khalid, Shoaib; Khan, Wajid Ali; Khurshid, Taimoor; Qazi, Shamona; Shah, Mehar Ali; Shoaib, Muhammad; Bialkowska, Helena; Boimska, Bozena; Frueboes, Tomasz; Gokieli, Ryszard; Górski, Maciej; Kazana, Malgorzata; Nawrocki, Krzysztof; Romanowska-Rybinska, Katarzyna; Szleper, Michal; Wrochna, Grzegorz; Zalewski, Piotr; Brona, Grzegorz; Bunkowski, Karol; Cwiok, Mikolaj; Dominik, Wojciech; Doroba, Krzysztof; Kalinowski, Artur; Konecki, Marcin; Krolikowski, Jan; Almeida, Nuno; Bargassa, Pedrame; David Tinoco Mendes, Andre; Faccioli, Pietro; Ferreira Parracho, Pedro Guilherme; Gallinaro, Michele; Seixas, Joao; Varela, Joao; Vischia, Pietro; Belotelov, Ivan; Bunin, Pavel; Gavrilenko, Mikhail; Golutvin, Igor; Kamenev, Alexey; Karjavin, Vladimir; Kozlov, Guennady; Lanev, Alexander; Malakhov, Alexander; Moisenz, Petr; Palichik, Vladimir; Perelygin, Victor; Savina, Maria; Shmatov, Sergey; Smirnov, Vitaly; Volodko, Anton; Zarubin, Anatoli; Evstyukhin, Sergey; Golovtsov, Victor; Ivanov, Yury; Kim, Victor; Levchenko, Petr; Murzin, Victor; Oreshkin, Vadim; Smirnov, Igor; Sulimov, Valentin; Uvarov, Lev; Vavilov, Sergey; Vorobyev, Alexey; Vorobyev, Andrey; Andreev, Yuri; Dermenev, Alexander; Gninenko, Sergei; Golubev, Nikolai; Kirsanov, Mikhail; Krasnikov, Nikolai; Matveev, Viktor; Pashenkov, Anatoli; Tlisov, Danila; Toropin, Alexander; Epshteyn, Vladimir; Erofeeva, Maria; Gavrilov, Vladimir; Kossov, Mikhail; Lychkovskaya, Natalia; Popov, Vladimir; Safronov, Grigory; Semenov, Sergey; Stolin, Viatcheslav; Vlasov, Evgueni; Zhokin, Alexander; Belyaev, Andrey; Boos, Edouard; Bunichev, Viacheslav; Dubinin, Mikhail; Dudko, Lev; Gribushin, Andrey; Klyukhin, Vyacheslav; Kodolova, Olga; Lokhtin, Igor; Markina, Anastasia; Obraztsov, Stepan; Perfilov, Maxim; Petrushanko, Sergey; Popov, Andrey; Sarycheva, Ludmila; Savrin, Viktor; Snigirev, Alexander; Andreev, Vladimir; Azarkin, Maksim; Dremin, Igor; Kirakosyan, Martin; Leonidov, Andrey; Mesyats, Gennady; Rusakov, Sergey V; Vinogradov, Alexey; Azhgirey, Igor; Bayshev, Igor; Bitioukov, Sergei; Grishin, Viatcheslav; Kachanov, Vassili; Konstantinov, Dmitri; Korablev, Andrey; Krychkine, Victor; Petrov, Vladimir; Ryutin, Roman; Sobol, Andrei; Tourtchanovitch, Leonid; Troshin, Sergey; Tyurin, Nikolay; Uzunian, Andrey; Volkov, Alexey; Adzic, Petar; Djordjevic, Milos; Ekmedzic, Marko; Krpic, Dragomir; Milosevic, Jovan; Aguilar-Benitez, Manuel; Alcaraz Maestre, Juan; Arce, Pedro; Battilana, Carlo; Calvo, Enrique; Cerrada, Marcos; Chamizo Llatas, Maria; Colino, Nicanor; De La Cruz, Begona; Delgado Peris, Antonio; Domínguez Vázquez, Daniel; Fernandez Bedoya, Cristina; Fernández Ramos, Juan Pablo; Ferrando, Antonio; Flix, Jose; Fouz, Maria Cruz; Garcia-Abia, Pablo; Gonzalez Lopez, Oscar; Goy Lopez, Silvia; Hernandez, Jose M; Josa, Maria Isabel; Merino, Gonzalo; Puerta Pelayo, Jesus; Quintario Olmeda, Adrián; Redondo, Ignacio; Romero, Luciano; Santaolalla, Javier; Senghi Soares, Mara; Willmott, Carlos; Albajar, Carmen; Codispoti, Giuseppe; de Trocóniz, Jorge F; Brun, Hugues; Cuevas, Javier; Fernandez Menendez, Javier; Folgueras, Santiago; Gonzalez Caballero, Isidro; Lloret Iglesias, Lara; Piedra Gomez, Jonatan; Brochero Cifuentes, Javier Andres; Cabrillo, Iban Jose; Calderon, Alicia; Chuang, Shan-Huei; Duarte Campderros, Jordi; Felcini, Marta; Fernandez, Marcos; Gomez, Gervasio; Gonzalez Sanchez, Javier; Graziano, Alberto; Jorda, Clara; Lopez Virto, Amparo; Marco, Jesus; Marco, Rafael; Martinez Rivero, Celso; Matorras, Francisco; Munoz Sanchez, Francisca Javiela; Rodrigo, Teresa; Rodríguez-Marrero, Ana Yaiza; Ruiz-Jimeno, Alberto; Scodellaro, Luca; Sobron Sanudo, Mar; Vila, Ivan; Vilar Cortabitarte, Rocio; Abbaneo, Duccio; Auffray, Etiennette; Auzinger, Georg; Bachtis, Michail; Baillon, Paul; Ball, Austin; Barney, David; Benitez, Jose F; Bernet, Colin; Bianchi, Giovanni; Bloch, Philippe; Bocci, Andrea; Bonato, Alessio; Botta, Cristina; Breuker, Horst; Camporesi, Tiziano; Cerminara, Gianluca; Christiansen, Tim; Coarasa Perez, Jose Antonio; D'Enterria, David; Dabrowski, Anne; De Roeck, Albert; Di Guida, Salvatore; Dobson, Marc; Dupont-Sagorin, Niels; Elliott-Peisert, Anna; Frisch, Benjamin; Funk, Wolfgang; Georgiou, Georgios; Giffels, Manuel; Gigi, Dominique; Gill, Karl; Giordano, Domenico; Giunta, Marina; Glege, Frank; Gomez-Reino Garrido, Robert; Govoni, Pietro; Gowdy, Stephen; Guida, Roberto; Hansen, Magnus; Harris, Philip; Hartl, Christian; Harvey, John; Hegner, Benedikt; Hinzmann, Andreas; Innocente, Vincenzo; Janot, Patrick; Kaadze, Ketino; Karavakis, Edward; Kousouris, Konstantinos; Lecoq, Paul; Lee, Yen-Jie; Lenzi, Piergiulio; Lourenco, Carlos; Magini, Nicolo; Maki, Tuula; Malberti, Martina; Malgeri, Luca; Mannelli, Marcello; Masetti, Lorenzo; Meijers, Frans; Mersi, Stefano; Meschi, Emilio; Moser, Roland; Mozer, Matthias Ulrich; Mulders, Martijn; Musella, Pasquale; Nesvold, Erik; Orimoto, Toyoko; Orsini, Luciano; Palencia Cortezon, Enrique; Perez, Emmanuelle; Perrozzi, Luca; Petrilli, Achille; Pfeiffer, Andreas; Pierini, Maurizio; Pimiä, Martti; Piparo, Danilo; Polese, Giovanni; Quertenmont, Loic; Racz, Attila; Reece, William; Rodrigues Antunes, Joao; Rolandi, Gigi; Rovelli, Chiara; Rovere, Marco; Sakulin, Hannes; Santanastasio, Francesco; Schäfer, Christoph; Schwick, Christoph; Segoni, Ilaria; Sekmen, Sezen; Sharma, Archana; Siegrist, Patrice; Silva, Pedro; Simon, Michal; Sphicas, Paraskevas; Spiga, Daniele; Tsirou, Andromachi; Veres, Gabor Istvan; Vlimant, Jean-Roch; Wöhri, Hermine Katharina; Worm, Steven; Zeuner, Wolfram Dietrich; Bertl, Willi; Deiters, Konrad; Erdmann, Wolfram; Gabathuler, Kurt; Horisberger, Roland; Ingram, Quentin; Kaestli, Hans-Christian; König, Stefan; Kotlinski, Danek; Langenegger, Urs; Meier, Frank; Renker, Dieter; Rohe, Tilman; Sibille, Jennifer; Bäni, Lukas; Bortignon, Pierluigi; Buchmann, Marco-Andrea; Casal, Bruno; Chanon, Nicolas; Deisher, Amanda; Dissertori, Günther; Dittmar, Michael; Donegà, Mauro; Dünser, Marc; Eugster, Jürg; Freudenreich, Klaus; Grab, Christoph; Hits, Dmitry; Lecomte, Pierre; Lustermann, Werner; Marini, Andrea Carlo; Martinez Ruiz del Arbol, Pablo; Mohr, Niklas; Moortgat, Filip; Nägeli, Christoph; Nef, Pascal; Nessi-Tedaldi, Francesca; Pandolfi, Francesco; Pape, Luc; Pauss, Felicitas; Peruzzi, Marco; Ronga, Frederic Jean; Rossini, Marco; Sala, Leonardo; Sanchez, Ann - Karin; Starodumov, Andrei; Stieger, Benjamin; Takahashi, Maiko; Tauscher, Ludwig; Thea, Alessandro; Theofilatos, Konstantinos; Treille, Daniel; Urscheler, Christina; Wallny, Rainer; Weber, Hannsjoerg Artur; Wehrli, Lukas; Amsler, Claude; Chiochia, Vincenzo; De Visscher, Simon; Favaro, Carlotta; Ivova Rikova, Mirena; Millan Mejias, Barbara; Otiougova, Polina; Robmann, Peter; Snoek, Hella; Tupputi, Salvatore; Verzetti, Mauro; Chang, Yuan-Hann; Chen, Kuan-Hsin; Kuo, Chia-Ming; Li, Syue-Wei; Lin, Willis; Liu, Zong-Kai; Lu, Yun-Ju; Mekterovic, Darko; Singh, Anil; Volpe, Roberta; Yu, Shin-Shan; Bartalini, Paolo; Chang, Paoti; Chang, You-Hao; Chang, Yu-Wei; Chao, Yuan; Chen, Kai-Feng; Dietz, Charles; Grundler, Ulysses; Hou, George Wei-Shu; Hsiung, Yee; Kao, Kai-Yi; Lei, Yeong-Jyi; Lu, Rong-Shyang; Majumder, Devdatta; Petrakou, Eleni; Shi, Xin; Shiu, Jing-Ge; Tzeng, Yeng-Ming; Wan, Xia; Wang, Minzu; Adiguzel, Aytul; Bakirci, Mustafa Numan; Cerci, Salim; Dozen, Candan; Dumanoglu, Isa; Eskut, Eda; Girgis, Semiray; Gokbulut, Gul; Gurpinar, Emine; Hos, Ilknur; Kangal, Evrim Ersin; Karaman, Turker; Karapinar, Guler; Kayis Topaksu, Aysel; Onengut, Gulsen; Ozdemir, Kadri; Ozturk, Sertac; Polatoz, Ayse; Sogut, Kenan; Sunar Cerci, Deniz; Tali, Bayram; Topakli, Huseyin; Vergili, Latife Nukhet; Vergili, Mehmet; Akin, Ilina Vasileva; Aliev, Takhmasib; Bilin, Bugra; Bilmis, Selcuk; Deniz, Muhammed; Gamsizkan, Halil; Guler, Ali Murat; Ocalan, Kadir; Ozpineci, Altug; Serin, Meltem; Sever, Ramazan; Surat, Ugur Emrah; Yalvac, Metin; Yildirim, Eda; Zeyrek, Mehmet; Gülmez, Erhan; Isildak, Bora; Kaya, Mithat; Kaya, Ozlem; Ozkorucuklu, Suat; Sonmez, Nasuf; Cankocak, Kerem; Levchuk, Leonid; Bostock, Francis; Brooke, James John; Clement, Emyr; Cussans, David; Flacher, Henning; Frazier, Robert; Goldstein, Joel; Grimes, Mark; Heath, Greg P; Heath, Helen F; Kreczko, Lukasz; Metson, Simon; Newbold, Dave M; Nirunpong, Kachanon; Poll, Anthony; Senkin, Sergey; Smith, Vincent J; Williams, Thomas; Basso, Lorenzo; Bell, Ken W; Belyaev, Alexander; Brew, Christopher; Brown, Robert M; Cockerill, David JA; Coughlan, John A; Harder, Kristian; Harper, Sam; Jackson, James; Kennedy, Bruce W; Olaiya, Emmanuel; Petyt, David; Radburn-Smith, Benjamin Charles; Shepherd-Themistocleous, Claire; Tomalin, Ian R; Womersley, William John; Bainbridge, Robert; Ball, Gordon; Beuselinck, Raymond; Buchmuller, Oliver; Colling, David; Cripps, Nicholas; Cutajar, Michael; Dauncey, Paul; Davies, Gavin; Della Negra, Michel; Ferguson, William; Fulcher, Jonathan; Futyan, David; Gilbert, Andrew; Guneratne Bryer, Arlo; Hall, Geoffrey; Hatherell, Zoe; Hays, Jonathan; Iles, Gregory; Jarvis, Martyn; Karapostoli, Georgia; Lyons, Louis; Magnan, Anne-Marie; Marrouche, Jad; Mathias, Bryn; Nandi, Robin; Nash, Jordan; Nikitenko, Alexander; Papageorgiou, Anastasios; Pela, Joao; Pesaresi, Mark; Petridis, Konstantinos; Pioppi, Michele; Raymond, David Mark; Rogerson, Samuel; Rose, Andrew; Ryan, Matthew John; Seez, Christopher; Sharp, Peter; Sparrow, Alex; Stoye, Markus; Tapper, Alexander; Vazquez Acosta, Monica; Virdee, Tejinder; Wakefield, Stuart; Wardle, Nicholas; Whyntie, Tom; Chadwick, Matthew; Cole, Joanne; Hobson, Peter R; Khan, Akram; Kyberd, Paul; Leggat, Duncan; Leslie, Dawn; Martin, William; Reid, Ivan; Symonds, Philip; Teodorescu, Liliana; Turner, Mark; Hatakeyama, Kenichi; Liu, Hongxuan; Scarborough, Tara; Charaf, Otman; Henderson, Conor; Rumerio, Paolo; Avetisyan, Aram; Bose, Tulika; Fantasia, Cory; Heister, Arno; St John, Jason; Lawson, Philip; Lazic, Dragoslav; Rohlf, James; Sperka, David; Sulak, Lawrence; Alimena, Juliette; Bhattacharya, Saptaparna; Cutts, David; Ferapontov, Alexey; Heintz, Ulrich; Jabeen, Shabnam; Kukartsev, Gennadiy; Laird, Edward; Landsberg, Greg; Luk, Michael; Narain, Meenakshi; Nguyen, Duong; Segala, Michael; Sinthuprasith, Tutanon; Speer, Thomas; Tsang, Ka Vang; Breedon, Richard; Breto, Guillermo; Calderon De La Barca Sanchez, Manuel; Chauhan, Sushil; Chertok, Maxwell; Conway, John; Conway, Rylan; Cox, Peter Timothy; Dolen, James; Erbacher, Robin; Gardner, Michael; Houtz, Rachel; Ko, Winston; Kopecky, Alexandra; Lander, Richard; Miceli, Tia; Pellett, Dave; Ricci-tam, Francesca; Rutherford, Britney; Searle, Matthew; Smith, John; Squires, Michael; Tripathi, Mani; Vasquez Sierra, Ricardo; Andreev, Valeri; Cline, David; Cousins, Robert; Duris, Joseph; Erhan, Samim; Everaerts, Pieter; Farrell, Chris; Hauser, Jay; Ignatenko, Mikhail; Jarvis, Chad; Plager, Charles; Rakness, Gregory; Schlein, Peter; Traczyk, Piotr; Valuev, Vyacheslav; Weber, Matthias; Babb, John; Clare, Robert; Dinardo, Mauro Emanuele; Ellison, John Anthony; Gary, J William; Giordano, Ferdinando; Hanson, Gail; Jeng, Geng-Yuan; Liu, Hongliang; Long, Owen Rosser; Luthra, Arun; Nguyen, Harold; Paramesvaran, Sudarshan; Sturdy, Jared; Sumowidagdo, Suharyo; Wilken, Rachel; Wimpenny, Stephen; Andrews, Warren; Branson, James G; Cerati, Giuseppe Benedetto; Cittolin, Sergio; Evans, David; Golf, Frank; Holzner, André; Kelley, Ryan; Lebourgeois, Matthew; Letts, James; Macneill, Ian; Mangano, Boris; Padhi, Sanjay; Palmer, Christopher; Petrucciani, Giovanni; Pieri, Marco; Sani, Matteo; Sharma, Vivek; Simon, Sean; Sudano, Elizabeth; Tadel, Matevz; Tu, Yanjun; Vartak, Adish; Wasserbaech, Steven; Würthwein, Frank; Yagil, Avraham; Yoo, Jaehyeok; Barge, Derek; Bellan, Riccardo; Campagnari, Claudio; D'Alfonso, Mariarosaria; Danielson, Thomas; Flowers, Kristen; Geffert, Paul; Incandela, Joe; Justus, Christopher; Kalavase, Puneeth; Koay, Sue Ann; Kovalskyi, Dmytro; Krutelyov, Vyacheslav; Lowette, Steven; Mccoll, Nickolas; Pavlunin, Viktor; Rebassoo, Finn; Ribnik, Jacob; Richman, Jeffrey; Rossin, Roberto; Stuart, David; To, Wing; West, Christopher; Apresyan, Artur; Bornheim, Adolf; Chen, Yi; Di Marco, Emanuele; Duarte, Javier; Gataullin, Marat; Ma, Yousi; Mott, Alexander; Newman, Harvey B; Rogan, Christopher; Spiropulu, Maria; Timciuc, Vladlen; Veverka, Jan; Wilkinson, Richard; Xie, Si; Yang, Yong; Zhu, Ren-Yuan; Akgun, Bora; Azzolini, Virginia; Calamba, Aristotle; Carroll, Ryan; Ferguson, Thomas; Iiyama, Yutaro; Jang, Dong Wook; Liu, Yueh-Feng; Paulini, Manfred; Vogel, Helmut; Vorobiev, Igor; Cumalat, John Perry; Drell, Brian Robert; Edelmaier, Christopher; Ford, William T; Gaz, Alessandro; Heyburn, Bernadette; Luiggi Lopez, Eduardo; Smith, James; Stenson, Kevin; Ulmer, Keith; Wagner, Stephen Robert; Alexander, James; Chatterjee, Avishek; Eggert, Nicholas; Gibbons, Lawrence Kent; Heltsley, Brian; Khukhunaishvili, Aleko; Kreis, Benjamin; Mirman, Nathan; Nicolas Kaufman, Gala; Patterson, Juliet Ritchie; Ryd, Anders; Salvati, Emmanuele; Sun, Werner; Teo, Wee Don; Thom, Julia; Thompson, Joshua; Tucker, Jordan; Vaughan, Jennifer; Weng, Yao; Winstrom, Lucas; Wittich, Peter; Winn, Dave; Abdullin, Salavat; Albrow, Michael; Anderson, Jacob; Bauerdick, Lothar AT; Beretvas, Andrew; Berryhill, Jeffrey; Bhat, Pushpalatha C; Bloch, Ingo; Burkett, Kevin; Butler, Joel Nathan; Chetluru, Vasundhara; Cheung, Harry; Chlebana, Frank; Elvira, Victor Daniel; Fisk, Ian; Freeman, Jim; Gao, Yanyan; Green, Dan; Gutsche, Oliver; Hanlon, Jim; Harris, Robert M; Hirschauer, James; Hooberman, Benjamin; Jindariani, Sergo; Johnson, Marvin; Joshi, Umesh; Kilminster, Benjamin; Klima, Boaz; Kunori, Shuichi; Kwan, Simon; Leonidopoulos, Christos; Linacre, Jacob; Lincoln, Don; Lipton, Ron; Lykken, Joseph; Maeshima, Kaori; Marraffino, John Michael; Maruyama, Sho; Mason, David; McBride, Patricia; Mishra, Kalanand; Mrenna, Stephen; Musienko, Yuri; Newman-Holmes, Catherine; O'Dell, Vivian; Prokofyev, Oleg; Sexton-Kennedy, Elizabeth; Sharma, Seema; Spalding, William J; Spiegel, Leonard; Tan, Ping; Taylor, Lucas; Tkaczyk, Slawek; Tran, Nhan Viet; Uplegger, Lorenzo; Vaandering, Eric Wayne; Vidal, Richard; Whitmore, Juliana; Wu, Weimin; Yang, Fan; Yumiceva, Francisco; Yun, Jae Chul; Acosta, Darin; Avery, Paul; Bourilkov, Dimitri; Chen, Mingshui; Cheng, Tongguang; Das, Souvik; De Gruttola, Michele; Di Giovanni, Gian Piero; Dobur, Didar; Drozdetskiy, Alexey; Field, Richard D; Fisher, Matthew; Fu, Yu; Furic, Ivan-Kresimir; Gartner, Joseph; Hugon, Justin; Kim, Bockjoo; Konigsberg, Jacobo; Korytov, Andrey; Kropivnitskaya, Anna; Kypreos, Theodore; Low, Jia Fu; Matchev, Konstantin; Milenovic, Predrag; Mitselmakher, Guenakh; Muniz, Lana; Remington, Ronald; Rinkevicius, Aurelijus; Sellers, Paul; Skhirtladze, Nikoloz; Snowball, Matthew; Yelton, John; Zakaria, Mohammed; Gaultney, Vanessa; Hewamanage, Samantha; Lebolo, Luis Miguel; Linn, Stephan; Markowitz, Pete; Martinez, German; Rodriguez, Jorge Luis; Adams, Todd; Askew, Andrew; Bochenek, Joseph; Chen, Jie; Diamond, Brendan; Gleyzer, Sergei V; Haas, Jeff; Hagopian, Sharon; Hagopian, Vasken; Jenkins, Merrill; Johnson, Kurtis F; Prosper, Harrison; Veeraraghavan, Venkatesh; Weinberg, Marc; Baarmand, Marc M; Dorney, Brian; Hohlmann, Marcus; Kalakhety, Himali; Vodopiyanov, Igor; Adams, Mark Raymond; Anghel, Ioana Maria; Apanasevich, Leonard; Bai, Yuting; Bazterra, Victor Eduardo; Betts, Russell Richard; Bucinskaite, Inga; Callner, Jeremy; Cavanaugh, Richard; Evdokimov, Olga; Gauthier, Lucie; Gerber, Cecilia Elena; Hofman, David Jonathan; Khalatyan, Samvel; Lacroix, Florent; Malek, Magdalena; O'Brien, Christine; Silkworth, Christopher; Strom, Derek; Varelas, Nikos; Akgun, Ugur; Albayrak, Elif Asli; Bilki, Burak; Clarida, Warren; Duru, Firdevs; Griffiths, Scott; Merlo, Jean-Pierre; Mermerkaya, Hamit; Mestvirishvili, Alexi; Moeller, Anthony; Nachtman, Jane; Newsom, Charles Ray; Norbeck, Edwin; Onel, Yasar; Ozok, Ferhat; Sen, Sercan; Tiras, Emrah; Wetzel, James; Yetkin, Taylan; Yi, Kai; Barnett, Bruce Arnold; Blumenfeld, Barry; Bolognesi, Sara; Fehling, David; Giurgiu, Gavril; Gritsan, Andrei; Guo, Zijin; Hu, Guofan; Maksimovic, Petar; Rappoccio, Salvatore; Swartz, Morris; Whitbeck, Andrew; Baringer, Philip; Bean, Alice; Benelli, Gabriele; Grachov, Oleg; Kenny Iii, Raymond Patrick; Murray, Michael; Noonan, Daniel; Sanders, Stephen; Stringer, Robert; Tinti, Gemma; Wood, Jeffrey Scott; Zhukova, Victoria; Barfuss, Anne-Fleur; Bolton, Tim; Chakaberia, Irakli; Ivanov, Andrew; Khalil, Sadia; Makouski, Mikhail; Maravin, Yurii; Shrestha, Shruti; Svintradze, Irakli; Gronberg, Jeffrey; Lange, David; Wright, Douglas; Baden, Drew; Boutemeur, Madjid; Calvert, Brian; Eno, Sarah Catherine; Gomez, Jaime; Hadley, Nicholas John; Kellogg, Richard G; Kirn, Malina; Kolberg, Ted; Lu, Ying; Marionneau, Matthieu; Mignerey, Alice; Pedro, Kevin; Peterman, Alison; Skuja, Andris; Temple, Jeffrey; Tonjes, Marguerite; Tonwar, Suresh C; Twedt, Elizabeth; Apyan, Aram; Bauer, Gerry; Bendavid, Joshua; Busza, Wit; Butz, Erik; Cali, Ivan Amos; Chan, Matthew; Dutta, Valentina; Gomez Ceballos, Guillelmo; Goncharov, Maxim; Hahn, Kristan Allan; Kim, Yongsun; Klute, Markus; Krajczar, Krisztian; Li, Wei; Luckey, Paul David; Ma, Teng; Nahn, Steve; Paus, Christoph; Ralph, Duncan; Roland, Christof; Roland, Gunther; Rudolph, Matthew; Stephans, George; Stöckli, Fabian; Sumorok, Konstanty; Sung, Kevin; Velicanu, Dragos; Wenger, Edward Allen; Wolf, Roger; Wyslouch, Bolek; Yang, Mingming; Yilmaz, Yetkin; Yoon, Sungho; Zanetti, Marco; Cooper, Seth; Dahmes, Bryan; De Benedetti, Abraham; Franzoni, Giovanni; Gude, Alexander; Kao, Shih-Chuan; Klapoetke, Kevin; Kubota, Yuichi; Mans, Jeremy; Pastika, Nathaniel; Rusack, Roger; Sasseville, Michael; Singovsky, Alexander; Tambe, Norbert; Turkewitz, Jared; Cremaldi, Lucien Marcus; Kroeger, Rob; Perera, Lalith; Rahmat, Rahmat; Sanders, David A; Avdeeva, Ekaterina; Bloom, Kenneth; Bose, Suvadeep; Butt, Jamila; Claes, Daniel R; Dominguez, Aaron; Eads, Michael; Keller, Jason; Kravchenko, Ilya; Lazo-Flores, Jose; Malbouisson, Helena; Malik, Sudhir; Snow, Gregory R; Baur, Ulrich; Godshalk, Andrew; Iashvili, Ia; Jain, Supriya; Kharchilava, Avto; Kumar, Ashish; Shipkowski, Simon Peter; Smith, Kenneth; Alverson, George; Barberis, Emanuela; Baumgartel, Darin; Chasco, Matthew; Haley, Joseph; Nash, David; Trocino, Daniele; Wood, Darien; Zhang, Jinzhong; Anastassov, Anton; Kubik, Andrew; Mucia, Nicholas; Odell, Nathaniel; Ofierzynski, Radoslaw Adrian; Pollack, Brian; Pozdnyakov, Andrey; Schmitt, Michael Henry; Stoynev, Stoyan; Velasco, Mayda; Won, Steven; Antonelli, Louis; Berry, Douglas; Brinkerhoff, Andrew; Hildreth, Michael; Jessop, Colin; Karmgard, Daniel John; Kolb, Jeff; Lannon, Kevin; Luo, Wuming; Lynch, Sean; Marinelli, Nancy; Morse, David Michael; Pearson, Tessa; Planer, Michael; Ruchti, Randy; Slaunwhite, Jason; Valls, Nil; Wayne, Mitchell; Wolf, Matthias; Bylsma, Ben; Durkin, Lloyd Stanley; Hill, Christopher; Hughes, Richard; Kotov, Khristian; Ling, Ta-Yung; Puigh, Darren; Rodenburg, Marissa; Vuosalo, Carl; Williams, Grayson; Winer, Brian L; Adam, Nadia; Berry, Edmund; Elmer, Peter; Gerbaudo, Davide; Halyo, Valerie; Hebda, Philip; Hegeman, Jeroen; Hunt, Adam; Jindal, Pratima; Lopes Pegna, David; Lujan, Paul; Marlow, Daniel; Medvedeva, Tatiana; Mooney, Michael; Olsen, James; Piroué, Pierre; Quan, Xiaohang; Raval, Amita; Safdi, Ben; Saka, Halil; Stickland, David; Tully, Christopher; Werner, Jeremy Scott; Zuranski, Andrzej; Acosta, Jhon Gabriel; Brownson, Eric; Huang, Xing Tao; Lopez, Angel; Mendez, Hector; Oliveros, Sandra; Ramirez Vargas, Juan Eduardo; Zatserklyaniy, Andriy; Alagoz, Enver; Barnes, Virgil E; Benedetti, Daniele; Bolla, Gino; Bortoletto, Daniela; De Mattia, Marco; Everett, Adam; Hu, Zhen; Jones, Matthew; Koybasi, Ozhan; Kress, Matthew; Laasanen, Alvin T; Leonardo, Nuno; Maroussov, Vassili; Merkel, Petra; Miller, David Harry; Neumeister, Norbert; Shipsey, Ian; Silvers, David; Svyatkovskiy, Alexey; Vidal Marono, Miguel; Yoo, Hwi Dong; Zablocki, Jakub; Zheng, Yu; Guragain, Samir; Parashar, Neeti; Adair, Antony; Boulahouache, Chaouki; Ecklund, Karl Matthew; Geurts, Frank JM; Padley, Brian Paul; Redjimi, Radia; Roberts, Jay; Zabel, James; Betchart, Burton; Bodek, Arie; Chung, Yeon Sei; Covarelli, Roberto; de Barbaro, Pawel; Demina, Regina; Eshaq, Yossof; Garcia-Bellido, Aran; Goldenzweig, Pablo; Han, Jiyeon; Harel, Amnon; Miner, Daniel Carl; Vishnevskiy, Dmitry; Zielinski, Marek; Bhatti, Anwar; Ciesielski, Robert; Demortier, Luc; Goulianos, Konstantin; Lungu, Gheorghe; Malik, Sarah; Mesropian, Christina; Arora, Sanjay; Barker, Anthony; Chou, John Paul; Contreras-Campana, Christian; Contreras-Campana, Emmanuel; Duggan, Daniel; Ferencek, Dinko; Gershtein, Yuri; Gray, Richard; Halkiadakis, Eva; Hidas, Dean; Lath, Amitabh; Panwalkar, Shruti; Park, Michael; Patel, Rishi; Rekovic, Vladimir; Robles, Jorge; Rose, Keith; Salur, Sevil; Schnetzer, Steve; Seitz, Claudia; Somalwar, Sunil; Stone, Robert; Thomas, Scott; Cerizza, Giordano; Hollingsworth, Matthew; Spanier, Stefan; Yang, Zong-Chang; York, Andrew; Eusebi, Ricardo; Flanagan, Will; Gilmore, Jason; Kamon, Teruki; Khotilovich, Vadim; Montalvo, Roy; Osipenkov, Ilya; Pakhotin, Yuriy; Perloff, Alexx; Roe, Jeffrey; Safonov, Alexei; Sakuma, Tai; Sengupta, Sinjini; Suarez, Indara; Tatarinov, Aysen; Toback, David; Akchurin, Nural; Damgov, Jordan; Dragoiu, Cosmin; Dudero, Phillip Russell; Jeong, Chiyoung; Kovitanggoon, Kittikul; Lee, Sung Won; Libeiro, Terence; Roh, Youn; Volobouev, Igor; Appelt, Eric; Delannoy, Andrés G; Florez, Carlos; Greene, Senta; Gurrola, Alfredo; Johns, Willard; Johnston, Cody; Kurt, Pelin; Maguire, Charles; Melo, Andrew; Sharma, Monika; Sheldon, Paul; Snook, Benjamin; Tuo, Shengquan; Velkovska, Julia; Arenton, Michael Wayne; Balazs, Michael; Boutle, Sarah; Cox, Bradley; Francis, Brian; Goodell, Joseph; Hirosky, Robert; Ledovskoy, Alexander; Lin, Chuanzhe; Neu, Christopher; Wood, John; Yohay, Rachel; Gollapinni, Sowjanya; Harr, Robert; Karchin, Paul Edmund; Kottachchi Kankanamge Don, Chamath; Lamichhane, Pramod; Sakharov, Alexandre; Anderson, Michael; Belknap, Donald; Borrello, Laura; Carlsmith, Duncan; Cepeda, Maria; Dasu, Sridhara; Friis, Evan; Gray, Lindsey; Grogg, Kira Suzanne; Grothe, Monika; Hall-Wilton, Richard; Herndon, Matthew; Hervé, Alain; Klabbers, Pamela; Klukas, Jeffrey; Lanaro, Armando; Lazaridis, Christos; Leonard, Jessica; Loveless, Richard; Mohapatra, Ajit; Ojalvo, Isabel; Palmonari, Francesco; Pierro, Giuseppe Antonio; Ross, Ian; Savin, Alexander; Smith, Wesley H; Swanson, Joshua

2012-01-01

Results are presented from a search for a fourth generation of quarks produced singly or in pairs in a data set corresponding to an integrated luminosity of 5 inverse femtobarns recorded by the CMS experiment at the LHC in 2011. A novel strategy has been developed for a combined search for quarks of the up- and down-type in decay channels with at least one isolated muon or electron. Limits on the mass of the fourth-generation quarks and the relevant CKM matrix elements are derived in the context of a simple extension of the standard model with a sequential fourth generation of fermions. The existence of mass-degenerate fourth-generation quarks with masses below 685 GeV is excluded at 95% confidence level for minimal off-diagonal mixing between the third- and the fourth-generation quarks. With a mass difference of 25 GeV between the quark masses, the obtained limit on the masses of the fourth-generation quarks shifts by about +/- 20 GeV. This result significantly reduces the allowed parameter space for a fourt...

Gender, Previous Knowledge, Personality Traits and Subject-Specific Motivation as Predictors of Students' Math Grade in Upper-Secondary School

Science.gov (United States)

Peklaj, Cirila; Podlesek, Anja; Pecjak, Sonja

2015-01-01

The aim of the study was to examine the relationships between gender, previous knowledge, different personality traits, subject-specific motivational dimensions and students' math grade in secondary school. A total of 386 first-year students (142 boys and 244 girls) from secondary schools in Slovenia (mean age was 15.7 years) participated in the…

Middle school-aged child enjoyment of food tastings predicted interest in nutrition education on osteoporosis prevention.

Science.gov (United States)

Cheng, Feon W; Monnat, Shannon M; Lohse, Barbara

2015-07-01

NEEDs for Bones (NFB), based on the Health Belief Model, is a 4-lesson osteoporosis-prevention curriculum for 11- to 14-year-olds. This study examined the relationship between enjoyment of food tastings and interest in NFB. NFB was administered by teachers as part of standard practice and evaluated after the fourth lesson using a 21-item survey. Significant clustering of students within classrooms required use of random-intercept multilevel ordinal regression models in SAS proc GLIMMIX, with students nested within classrooms. Analyses considered tasting experience, eating attitudes, sex, grade, and cohort. Students (N = 1619; 50% girls) participated from 85 fourth to eighth grade classrooms (47% sixth grade and 31% seventh grade) in 16 Pennsylvania SNAP-Ed eligible schools over 2 academic years. For all foods tasted, students who did not enjoy the food tasting were less interested in the lesson than students who did enjoy the food tasting (all p < .001); refried beans (odds ratio [OR] = 0.30), soy milk (OR = 0.55), cranapple juice (OR = 0.51), sunflower kernels (OR = 0.48), and Swiss cheese (OR = 0.49). The relationship persisted net of covariates. Enjoyment of food tasting activities can predict interest in nutrition education on osteoporosis prevention, supporting resource allocation and inclusion of food tasting activities in school-age nutrition education. © 2015, American School Health Association.

Influence of gender role attitudes on smoking and drinking among girls from Jujuy, Argentina.

Science.gov (United States)

Mejia, Raul; Kaplan, Celia P; Alderete, Ethel; Gregorich, Steven E; Pérez-Stable, Eliseo J

2013-09-01

Evaluate effect of gender role attitudes on tobacco and alcohol use among Argentinean girls. Cross-sectional survey of 10th grade students attending 27 randomly selected schools in Jujuy, Argentina. Questions about tobacco and alcohol use were adapted from global youth surveys. Five items with 5-point response options of agreement-disagreement assessed attitude towards egalitarian (higher score) gender roles. 2133 girls, aged 13-18 years, 71% Indigenous, 22% mixed Indigenous/European, and 7% European responded. Of these, 60% had ever smoked, 32% were current smokers, 58% ever drinkers, 27% drank in previous month, and 13% had ≥5 drinks on one occasion. Mean response to the gender role scale was 3.49 (95% Confidence Intervals = 3.41-3.57) out of 5 tending toward egalitarian attitudes. Logistic regression models using the gender role scale score as the main predictor and adjusting for demographic and social confounders showed that egalitarian gender role was associated with ever smoking (Odds Ratio = 1.25; 95% Confidence Intervals 1.09-1.44), ever drinking (Odds Ratio = 1.24; 95% Confidence Intervals 1.10-1.40), drinking in prior month (Odds Ratio = 1.21; 95% Confidence Intervals 1.07-1.37) and ≥5 drinks on one occasion (Odds Ratio = 1.15; 95% Confidence Intervals 1.00-1.33), but was not significant for current smoking. Girls in Jujuy who reported more egalitarian gender role attitudes had higher odds of smoking or drinking. Copyright © 2013 Elsevier Inc. All rights reserved.

Predictors for physical activity in adolescent girls using statistical shrinkage techniques for hierarchical longitudinal mixed effects models.

Directory of Open Access Journals (Sweden)

Edward M Grant

Full Text Available We examined associations among longitudinal, multilevel variables and girls' physical activity to determine the important predictors for physical activity change at different adolescent ages. The Trial of Activity for Adolescent Girls 2 study (Maryland contributed participants from 8th (2009 to 11th grade (2011 (n=561. Questionnaires were used to obtain demographic, and psychosocial information (individual- and social-level variables; height, weight, and triceps skinfold to assess body composition; interviews and surveys for school-level data; and self-report for neighborhood-level variables. Moderate to vigorous physical activity minutes were assessed from accelerometers. A doubly regularized linear mixed effects model was used for the longitudinal multilevel data to identify the most important covariates for physical activity. Three fixed effects at the individual level and one random effect at the school level were chosen from an initial total of 66 variables, consisting of 47 fixed effects and 19 random effects variables, in additional to the time effect. Self-management strategies, perceived barriers, and social support from friends were the three selected fixed effects, and whether intramural or interscholastic programs were offered in middle school was the selected random effect. Psychosocial factors and friend support, plus a school's physical activity environment, affect adolescent girl's moderate to vigorous physical activity longitudinally.

Written in Skin: SuicideGirls

Directory of Open Access Journals (Sweden)

Steen Christiansen

2009-03-01

Full Text Available Suicidegirls.com is a website which is both an online community, but also a softcore pin-up site, where the models feature extensive body modifications in the form of tattoos and piercings. The website promotes a democratic approach to the photo shoots, as the models remain in control, not the photographer. Marked by their body modifications, the Suicide Girls (as they call themselves, they actively attempt to subvert the typical pin-up conventions, by transgressing mainstream standards of beauty. In what seems remarkably similar to Judith Butler's account of subversive bodily acts, the pin-up shoots of the Suicide Girls mount a critique of a culture's view of the body as a natural entity. Cultural borders are crossed, as the bodies of the Suicide Girls embed ink into their bodies in the form of tattoos, and gender is played as a subversive game against the expectations of pin-up conventions. Acting as different and impure bodies, the Suicide Girls represent a threat to conventional conceptions of the body.

Girls Helping Girls: Assessing the Influence of College Student Mentors in an Afterschool Engineering Program

Science.gov (United States)

Holmes, Stephanie; Redmond, Adrienne; Thomas, Julie; High, Karen

2012-01-01

Current data suggest fewer females than males continue to be interested in engineering and that this gender gap is first evidenced during middle school years. One might expect that female engineering role models would encourage adolescent girls to pursue future careers in engineering and thereby increase the girls' interests in and attitudes…

[Dietary patterns and its relation with overweight and obesity in Chilean girls of medium-high socioeconomic level].

Science.gov (United States)

Lera Marqués, Lydia; Olivares Cortés, Sonia; Leyton Dinamarca, Bárbara; Bustos Zapata, Nelly

2006-06-01

The aim of the present study was to identify dietary patterns in girls and to assess their association with obesity or overweight. A school-based sample of 108 girls between 8 and 11 years of medium-high socioeconomic level was selected in Santiago, Chile. The body mass index was calculated and a quantified food frequency and physical activity questionnaires (validated in the FAO/MINEDUC/INTA Project Nutritional Education in primary schools) were applied. Four distinct dietary factors or patterns were obtained explaining 54% of the total variation using factorial analysis. The first factor was characterized by an energy-dense diet (high consumption of fat foods, ice creams, chocolates, French fries, snacks). The second factor represented a healthy diet (dairy products, fruits and salads). The third factor represented intake of soft drinks (either with or without sugar). The fourth factor represented a diet rich in calories and sugars (bread, sausages, sweets). The association between the four dietary factors and overweight/obesity was assessed through logistic regression models. The first factor, energy-dense foods, was the only one significantly associated with the presence of obesity (OR = 1.86; 95% CI: 1.12 - 3.09). The results of this research about dietary patterns are consistent with studies carried out in other countries.

Tween Girls' Perception of Gender Roles and Gender Identities

DEFF Research Database (Denmark)

Tufte, Birgitte; Chan, Kara; Cappello, Gianna

2011-01-01

Purpose – The present study aims to examine girls' perception of gender roles and gender identities in Hong Kong. Design/methodology/approach – A total of 16 girls aged 10 to 12 were asked to take pictures from the media that could illustrate “what girls or women should or should not be; and what...... girls or women should or should not do”. Qualitative interviews were conducted. Findings – Analysis of interviews and images captured found that tween girls' perceived gender roles for females were based on a mixture of traditional and contemporary role models. Girls in Hong Kong demonstrated...

The "Right" Sexuality for Girls

Science.gov (United States)

Lamb, Sharon

2008-01-01

Feminist researchers in psychology and education have been theorizing about the kind of sexuality girls ought to have. They are not afraid to investigate morality and what makes a good life. While they explore the meaning and cultural context of girls' sexual development, the good sexual life they describe may be an elusive ideal that, in the end,…

Girls in Distress in Israel.

Science.gov (United States)

Steiner, Yosepha

The typical girl in distress in Israel comes from a Jewish family of oriental origin. Her distress is partially due to the strains of immigrating to Israel from, in most cases, North Africa. Authority models in distressed girls' families feature either the role of the father as the commanding familial authority figure; the mother as the dominant…

Characteristics of violence among high-risk adolescent girls.

Science.gov (United States)

Secor-Turner, Molly; Garwick, Ann; Sieving, Renee; Seppelt, Ann

2014-01-01

Recent evidence demonstrates increasing rates of involvement with violence among adolescent girls. The objective of this study was to describe the types and sources of violence experienced within social contexts of adolescent girls at high risk for pregnancy. Qualitative data for this analysis are drawn from intervention summary reports of 116 girls participating in Prime Time, a youth development intervention for adolescent girls. Descriptive content analysis techniques were used to identify types and sources of violence experienced by girls within their daily contexts. Types of violence included physical fighting, witnessing violence, physical abuse, gang-related violence, verbal fighting, verbal abuse, and sexual abuse. Sources of violence included family, peers and friends, romantic partners, community violence, and self-perpetrated violence. Many girls in this study experienced violence in multiple contexts. It is imperative that efforts to assess and prevent violence among adolescent girls include paying attention to the social contexts in which these adolescents live. Copyright © 2014 National Association of Pediatric Nurse Practitioners. Published by Mosby, Inc. All rights reserved.