Taste development from health education among schoolchildren: a two-year intervention study

It is necessary to develop a system of nutritional education which can be understood among schoolchildren who have not yet received a basic education. In the present study, we conducted an educational program for lower-grade schoolchildren, which contained dish selection, an agricultural experience, a cooking experience, and a lecture on digestive absorption. We evaluated the effect of this program on development by measuring taste sensitivity regarding sweet, sour, salty and bitter tastes. For the baseline period, there was no significant difference between the intervention school and the control school in each variable. At follow-up periods, both the intervention and the control schools showed an increasing sense of taste. In the intervention school, development of sensitivity to the sweet, the sour, and the bitter taste was significant. In the control school, development of sensitivity to the sweet and the bitter taste was significant. The increases in the sense of the sour and the bitter tastes and the sum of the four tastes for the intervention subjects were significantly larger than comparable values for the control subjects. These results suggest that the development of taste sensitivity is affected by nutritional education for lower-grade elementary schoolchildren.     

Infectious disease and the Unesco basic education initiative

As part of a Basic Education for All campaign, Unesco is exploring ways to improve health and nutrition in school-age children in order to help them take advantage of the only schooling they may ever receive. At the first international Unesco working meeting on health, nutrition and school performance, intestinal helminths were identified as more appropriate immediate targets than malaria and other infectious diseases. Prevalence and intensity of infection in school-age children, the schools as vehicles of intervention, and the availability of interventions contributed to this choice. However, there are still many gaps in our knowledge of the effects of infectious diseases in schoolchildren. Through the improvement of understanding in this area, the parasitology community may be able to contribute to the Unesco project.     

Specific features of mental work capacity in 11-to 13-year-old schoolchildren during puberty

Experimental physiological, psychological, and hygienic studies were conducted for three years in the same fifth to seventh grade schoolchildren from 11 to 13 years of age. The findings made it possible to evaluate health status, the intensity of daily academic and out-of-school loads, changes in mental work capacity (MWC), and the relationship between the MWC and other indices of body function in the schoolchildren under study. The highest functional tension was experienced by the fifth grade schoolchildren and can be explained by the onset of puberty and changes in both the academic load and study conditions as compared to those at the previous stage of school education.     

Schoolchildren's Self-education

The social demands that our society is making on our schools have posed the problem of self-education in secondary school. This means that we must not only transmit a sum total of knowledge to pupils but also cultivate in them the ability to replenish their knowledge independently, and independently to make their way in the rapid flow of scientific and political information (see: [Proceedings of the XXV session of the Communist Party Central Committee]). This means that even under conditions of universal mandatory secondary education, the school ceases to be the final stage of self-education, and becomes the foundation, or starting point, for constant, ongoing self-education, an education that continues after completion of elementary school and even after completion of secondary or higher education.     

Schoolchildren's earthquake knowledge,preparedness, and risk perception of a seismic-prone region of Mexico

The paper presents results of a cross-sectional study regarding schoolchildren's seismic risk perception, awareness, and preparedness in a sample size of 817 in the state of Oaxaca, Mexico. The approach is the application of a questionnaire survey. The main conclusion is that schoolchildren considered in the study are vulnerable to earthquakes due to the lack of a seismic education program. Some relevant results are summarized as follows: (1) over 50% of schoolchildren reported “little fear,” about 25% reported “a lot of fear” during earthquakes, and 19.4% reported low levels of perceived coping abilities; (2) male children get less afraid and show an increased degree of belief in their ability to cope emotionally with earthquakes than females; (3) about 50% of schoolchildren showed deficiencies in knowledge about earthquakes; (4) older schoolchildren (fifth to sixth grade) are more knowledgeable on earthquakes than younger ones (third to fourth grade); (5) a significant number of schoolchildren are not well prepared for what to do before, during, and after an earthquake; and (6) in general, urban schoolchildren are better prepared toward earthquakes than semi-rural schoolchildren.     

Recommendations for school-going students post CoVid-19 in Bangladesh

The CoVid-19 pandemic caused by SARS-CoV-2 has taken more lives than any other pandemic so far, with non-pharmacological interventions such as lockdown, school closures, and travel bans, especially social distance, abounding around the world. With limited resources, these interventions pose the ultimate challenge to the education system in developing countries like Bangladesh, especially in providing uninterrupted education for all children in rural areas, where a significant number of students are enrolled in this area. However, the initiative to close schools for an extended period has affected children physically, emotionally, socially, and in various ways. Noteworthy, it demands to reopen to protect the future of children. Schools have reopened in many countries around the world. It is of interest to document recommendations for school-going students post CoVid-19 in Bangladesh using evidence-based data, information, and knowledge. We document such data in the context of Bangladesh to take such policy initiatives.     

Political efficacy and interest as mediators of expected political participation among Belgian adolescents

Abstract

Citizenship education intends to prepare students to become politically active citizens. However, studies investigating the relationship between citizenship education and political participation have largely neglected the mediating role of political attitudes. This study examines whether political efficacy and political interest are mediators of expected political participation, using the data of the Belgian (Flemish) sample of the ICCS 2016 study. The results indicate that three educational strategies (i.e., classroom discussions, civic learning opportunities, and student participation at school) are positively associated with expected political participation (i.e., institutionalized and noninstitutionalized participation) in a distinct way. A substantial part of this relationship is mediated by political interest and political efficacy. Future research should take this underlying mechanism into account when studying the development of civic engagement amongst adolescents in a school context. The findings of this study call for a broad approach to citizenship education for the development of political attitudes, as well as behavior.     

The Young Schoolchild's Self-Assessment in Learning Activity

The training of pupils to improve their knowledge independently is one of the key tasks of the school at the present time. It is an especially important problem in developing an active attitude on the part of pupils toward learning and in transforming the pupil into a genuine subject in learning activity. In order to be a truly independent learner, the student must learn to make a thorough and objective assessment of his/her own personal qualities and activity, i.e., it requires a certain level of development of self-assessment. Therefore, studies aimed at determining the psychological conditions and patterns of self-assessment at different developmental stages are of great importance.     

Visitor interest in zoo animals and the implications for collection planning and zoo education programmes

As zoos have sought to further their conservation missions, they have become powerful providers of environmental education. Outside of “formal” education initiatives, such as those designed for school and other organized groups, or structured public talks programmes, much of the learning potential that the zoo has to offer is around the viewing of animals and the response of visitors to them. In this, zoo learning is a very personal construct, develops from the previous knowledge, and experiences and motivations of each individual. In this article, we make the assertion that learning potential, although difficult to quantify, is very much related to the attractiveness of animal species and the interest that visitors show in them. Using standard behaviorist measures of attraction and interest (the proportion of visitors that stop and for how long), we analyzed the relative interest in 40 zoo species held in a modern UK zoo and the variables that are significant in predicting that popularity. Further to this, the suggestion is made that the zoo collection planning process could use such information to make more informed decisions about which species should be housed for their educational value. Taxonomic grouping was found to be the most significant predictor of visitor interest—that is, visitors were far more interested in mammals than any other group—although body size (length), increasing animal activity and whether the species was the primary or “flagship” species in an exhibit or not, were all found to have a significant bearing on visitor interest. Zoo Biol 29:715–731, 2010. © 2010 Wiley‐Liss, Inc.     

Sex Differences in General Knowledge: Meta-Analysis and New Data on the Contribution of School-Related Moderators among High-School Students

Research from various countries consistently reported an advantage of boys over girls in general knowledge and was also suggestive of some overall trends regarding specific domains of general knowledge that were speculated to stem from biologically differentiated interests. However, results were heterogeneous and, as of yet, had not been evaluated meta-analytically. Moreover, previous research drew on overly homogeneous high-school or undergraduate samples whose representativeness appears problematic; mostly, likely moderators, such as school type, student age or parental education, were also not directly investigated or controlled for. We provide a meta-analytical aggregation of available results regarding sex differences in general knowledge and present new data, investigating the psychometric properties of the General Knowledge Test (GKT), on which previous research primarily relied, and explored sex differences in a large and heterogeneous Austrian high-school student sample (N = 1088). The aggregated sex effect in general knowledge was of medium size in previous research, but differences in specific domains were heterogeneous across countries and only modest at best. Large sex differences in our data could be explained to a large part by school-related moderators (school type, school, student age, parental education) and selection processes. Boys had a remaining advantage over girls that was only small in size and that was consistent with the magnitude of sex differences in general intelligence. Analysis of the GKT yielded no evidence of biologically differentiated interests, but of a specific interest in the humanities among girls. In conclusion, previous research likely overestimated sex differences in general knowledge.     

Insects on Hog weed Flowers: a Suggestion for a Student Project

The current Bullock debate has focused attention on the role of language in learning and challenges us to consider the linguistic competence of our pupils. This article describes how students' knowledge and interest in their own subject was used to start them thinking through ideas about language. For a group of biology graduates taking a postgraduate education course, biology became the vehicle for integrating more widely ranging educational issues.

After a preliminary introduction to the topic, opportunities were created for the students to gather school experience, and then in the light of this to extend their appreciation of available theory. The value of such an approach is discussed, and also the problems inherent in it, for example the division of tutorial responsibilities within the university department.     

The importance of the “Gegenbaur school” for German morphology

Summary The school Carl Gegenbaur cultivated at Heidelberg (1873–1901) was critical to the history of German morphology in multiple ways. During and after his lifetime, the school carried out detailed comparative anatomical and embryological investigations in an evolutionary framework, thereby contributing substantially to the project of vertebrate evolutionary morphology. Its members also defended their mentor when his ideas came under attack. After his death, they labored to perpetuate his program and his memory in the increasingly unwelcoming environment of medical education and research. While the senior members of the school did this largely through institutional means-seeking to place Gegenbaur sympathizers in academic and editorial positions-its junior members absorbed some of the criticisms of the school to develop a modified, more functional approach to evolutionary morphology. The school thus kept the Gegenbaur program alive and active in the German-speaking lands for over fifty years. This paper is drawn largely from Nyhart (1995), esp. chapter 7 (supported by NSF award no. 8910873). Information not otherwise documented derives from this book.     

Children prioritize virtual exotic biodiversity over local biodiversity

Environmental education is essential to stem current dramatic biodiversity loss, and childhood is considered as the key period for developing awareness and positive attitudes toward nature. Children are strongly influenced by the media, notably the internet, about biodiversity and conservation issues. However, most media focus on a few iconic, appealing, and usually exotic species. In addition, virtual activities are replacing field experiences. This situation may curb children knowledge and concerns about local biodiversity. Focusing our analyses on local versus exotic species, we examined the level of knowledge and the level of diversity of the animals that French schoolchildren are willing to protect, and whether these perceptions are mainly guided by information available in the internet. For that, we collected and compared two complementary data sets: 1) a questionnaire was administered to schoolchildren to assess their knowledge and consideration to protect animals, 2) an internet content analysis (i.e. Google searching sessions using keywords) was performed to assess which animals are the most often represented. Our results suggest that the knowledge of children and their consideration to protect animal are mainly limited to internet contents, represented by a few exotic and charismatic species. The identification rate of local animals by schoolchildren was meager, suggesting a worrying disconnection from their local environment. Schoolchildren were more prone to protect "virtual" (unseen, exotic) rather than local animal species. Our results reinforce the message that environmental education must also focus on outdoor activities to develop conservation consciousness and concerns about local biodiversity.     

Indices of mental working ability in school students learning some subjects by advanced educational programs

The study enrolled 390 schoolchildren attending classes of general, humanitarian, and mathematical education profiles. Mental working ability, memory, and speed and level of cognitive processes were examined. Lower indices were revealed in pupils attending mathematical classes which may be a manifestation of greater fatigue characteristic of this group of pupils. The education in classes of humanitarian profile was associated with significantly higher volume of the operative memory. This finding suggests that the advanced learning of humanities promotes the development of memory. Higher speed of cognitive processes and accuracy of solution of mental tasks were shown to be characteristic of the pupils of mathematical classes.     

Longitudinal Neurostimulation in Older Adults Improves Working Memory

An increasing concern affecting a growing aging population is working memory (WM) decline. Consequently, there is great interest in improving or stabilizing WM, which drives expanded use of brain training exercises. Such regimens generally result in temporary WM benefits to the trained tasks but minimal transfer of benefit to untrained tasks. Pairing training with neurostimulation may stabilize or improve WM performance by enhancing plasticity and strengthening WM-related cortical networks. We tested this possibility in healthy older adults. Participants received 10 sessions of sham (control) or active (anodal, 1.5 mA) tDCS to the right prefrontal, parietal, or prefrontal/parietal (alternating) cortices. After ten minutes of sham or active tDCS, participants performed verbal and visual WM training tasks. On the first, tenth, and follow-up sessions, participants performed transfer WM tasks including the spatial 2-back, Stroop, and digit span tasks. The results demonstrated that all groups benefited from WM training, as expected. However, at follow-up 1-month after training ended, only the participants in the active tDCS groups maintained significant improvement. Importantly, this pattern was observed for both trained and transfer tasks. These results demonstrate that tDCS-linked WM training can provide long-term benefits in maintaining cognitive training benefits and extending them to untrained tasks.     

Impact of Health Education on Soil-Transmitted Helminth Infections in Schoolchildren of the Peruvian Amazon: A Cluster-Randomized Controlled Trial

Background

To control soil-transmitted helminth (STH) infections, the World Health Organization recommends school-based deworming programs with a health hygiene education component. The effect of such health hygiene interventions, however, has not been adequately studied. The objective of the present study was to determine the effectiveness of a health hygiene education intervention on the occurrence of STH re-infection four months post-de-worming.

Methodology/Principal Findings

An open-label pair-matched cluster-randomized trial was conducted in Grade 5 schoolchildren of 18 primary schools (9 intervention and 9 control) in the Peruvian Amazon. Baseline assessment included interview with a pre-tested questionnaire and collection of single stool specimens that were examined using the single Kato-Katz thick smear. All schoolchildren were then treated with single-dose albendazole (400 mg). Schoolchildren in intervention schools then received 1) an initial one hour in-class activity on health hygiene and sanitation and 30-minute refresher activities every two weeks over four months; and 2) a half-day workshop for teachers and principals, while children in control schools did not. Four months later, STH infection was re-assessed in all schools by laboratory technologists blinded to intervention status. From April 21–October 20, 2010, a total of 1,089 schoolchildren (518 and 571 from intervention and control schools, respectively) participated in this study. Intervention children scored significantly higher on all aspects of a test of STH-related knowledge compared with control children (aOR = 18·4; 95% CI: 12·7 to 26·6). The intensity of Ascaris lumbricoides infection at follow-up was statistically significantly lower (by 58%) in children in intervention schools compared with children in control schools (aIRR = 0·42; 95% CI = 0·21 to 0·85). No significant changes in hookworm or Trichuris trichiura intensity were observed.

Conclusions/Significance

A school-based health hygiene education intervention was effective in increasing STH knowledge and in reducing Ascaris lumbricoides infection. The benefits of school-based periodic deworming programs are likely to be enhanced when a sustained health hygiene education intervention is integrated into school curricula.     

高中生网络使用状况与网络成瘾知识调查与分析

目的：对高中生网络使用状况和网络成瘾知识进行调查,为学校网络教育提供依据。方法：采用问卷调查法,对北京某高中高二学生进行整群抽样。结果：学生上网目的主要依次为游戏、听歌看电影、获取信息、学习,对网络成瘾有关的知识知晓率较高,但也存在一些网络成瘾的不良行为。结论：调查对象对网络使用较为健康,网络教育尚需加强。     

The ability of A-level students to name plants

he ability of A level students to recognise and name common wild flowers was shown to be very poor. Traineeteachers performed little better and nearly a third of the practising A-level biology teachers tested were able toname only three or fewer wild flowers.

Although opportunities exist at primary level for children to learn about the environment, most enter sec-ondary school with a poor knowledge of the organisms around them, particularly plants. At secondary level thedecrease in the importance of whole organism biology in the curriculum, declining opportunities for fieldworkand the concentration of A-level fieldwork on techniques and course assessment allow little time for training inidentification skills. Many A-level students feel that being able to recognise and name organisms is not important. In teaching students to be responsible citizens and to care about their environment, a knowledge of atleast the common organisms around them is vital.Initiatives are needed to engage the interest of primaryschool children and to provide more opportunities for fieldwork at secondary level, including time to teach students to recognise organisms. Training for teachers would be valuable and the role of organisations outside formal education in educating the wider public is also recognised.     

The role of school medicine doctors in health education in Croatia--past, present and future

Croatia never had a separate vocation (occupation) of a health educator. Health education is one of the main tasks in the long tradition of preventive work of doctors-school medicine specialists. Additionally, in the school curriculum in the Republic of Croatia the health-educational contents are integrated into various subjects, and are conducted by teachers. However, there are requests to introduce a new subject into schools called Health Education. We asked physicians of school medicine their opinion on the introduction of this new subject. 30% of the physicians were dissatisfied with the current condition, 10% were satisfied, while there were no very satisfied school medicine doctors. They believe that health education goals are oriented solely to passing on knowledge (facts), while efforts are not done to change habits and attitudes of young people. They recognize themselves as persons mostly involved in health education in schools. Half of the school medicine doctors believe that the school curriculum should contain both a separate subject as well as integration of health education into other subjects. Before introducing any changes into healthcare or education system, it is necessary to examine the attitudes of students and parents, to direct the changes towards the promotion of the cooperation between the healthcare system, education, civil society, school and community where investing into the health of young people is done through comprehensive and holistic programmes.     

Prevalence of nonspecific low back pain in schoolchildren in north-eastern Slovenia

The aim of the study was to investigate the prevalence of the nonspecific low back pain (LBP) in a population of schoolchildren in Maribor, north-eastern Slovenia. 100 children from an elementary school (age 11-15 y) and 90 children from a secondary school (age 17-18 y) were included in the study and investigated with a structured Watson questionnaire to assess low back pain prevalence, symptom characteristics, psychosocial factors, demographic, and anthropometric items. The data was statistically analysed using the SPSS software. 43% of children from elementary schools and 44% of children from secondary schools experienced back pain which lasted more than one day. No correlations between LBP and anthropometric items were found. Schoolchildren spend approximately 2 hours for learning, 2-3 hours for watching TV and approximately 2 hours for playing or working with the computer. Among important reasons for LBP, 44% of children mentioned carrying a school bag, 28% sitting on school chairs, and 18% intensive sport activity. Clinical examination of cervical, thoracic, and lumbar spine has shown that 12% of primary children and 12% of secondary children have increased cervical lordosis and 15% of primary schoolchildren have increased lumbar lordosis. In 5% of schoolchildren we found mild spinal scoliotic changes. Among our schoolchildren sedentary behaviour and low physical activity dominate. LBP may have an impact on their daily life, therefore it is important to recognise and treat it as soon as possible.