Anemia among Primary School Children in Eastern Ethiopia

Background

Anemia during childhood impairs physical growth, cognitive development and school performance. Identifying the causes of anemia in specific contexts can help efforts to prevent negative consequences of anemia among children. The objective of this study was to assess prevalence and identify correlates of anemia among school children in Eastern Ethiopia.

Methods

A cross sectional study was conducted from January 2012 to February 2012 in Kersa, Eastern Ethiopia. The study included randomly selected primary school students. Hemoglobin concentration was measured using a Hemocue haemoglobinometer. A child was identified as anemic if the hemoglobin concentration was <11.5 g/dl for children (5–11 yrs) and < 12 g/dl for child older than 12 years age. Poisson regression model with robust variance was used to calculate prevalence ratios.

Result

The overall prevalence of anemia was 27.1% (95% CI: 24.98, 29.14): 13.8% had mild, 10.8% moderate, and 2.3% severe anemia. Children with in the age group of 5-9 years (APR, 1.083; 95% CI, 1.044- 1.124) were at higher risk for anemia. Paternal education (Illiterate, 1.109; 1.044 - 1.178) was positively associated with anemia. Children who had irregular legume consumption (APR, 1.069; 95% CI, 1.022 -1.118) were at higher risk for anemia.

Conclusion

About a quarter of school children suffer from anemia and their educational potential is likely to be affected especially for those with moderate and severe anemia. Child age, irregular legume consumption, and low paternal schooling were associated with anemia. Intervention programmes aimed to reduce anemia among school children are crucial to ensure proper growth and development of children.     

Belief in Animal Mind among Spanish Primary School Children

Beliefs concerning the mental experiences of nonhuman animals have been related to how people treat, see, and take care of nonhuman animals. Whereas this issue has been the subject of several studies on adults, few have been conducted with children. Taking advantage of a recently published scale, the Child-BAM questionnaire, we aimed to explore the beliefs in animal minds of Spanish primary school children. The study also considered the effects of a child's age, school year group, gender, and pet ownership on their beliefs in animal mind. The Child-BAM questionnaire, concerning the mental capabilities of eight different species (human, chimpanzee, dog, cow, otter, sparrow, frog, and fish), was distributed at a primary school sited in Cordoba, Spain. A total of 416 participants were included aged between 6 and 13 years. Each child provided scores for animals’ ability to have intelligence, experience pain, fear, happiness, and sadness, and total scores for the eight species were calculated. The results showed that children's beliefs about animal minds differed depending on the type of animal, and that children were more likely to believe in the emotional capacities of animals rather than their cognitive capabilities. Dogs achieved similar scores to humans regarding all capabilities, and higher than any other species, while the cow, fish, and frog generally scored the lowest. Age, school year group, and having a companion animal at home affected beliefs in animal minds, whereas gender had no effect. This study highlights cultural similarities in children's beliefs about animal minds and the potential importance of this variable for future research in child–animal interactions.     

The Influence of Texting Language on Grammar and Executive Functions in Primary School Children

When sending text messages on their mobile phone to friends, children often use a special type of register, which is called textese. This register allows the omission of words and the use of textisms: instances of non-standard written language such as 4ever (forever). Previous studies have shown that textese has a positive effect on children’s literacy abilities. In addition, it is possible that children’s grammar system is affected by textese as well, as grammar rules are often transgressed in this register. Therefore, the main aim of this study was to investigate whether the use of textese influences children’s grammar performance, and whether this effect is specific to grammar or language in general. Additionally, studies have not yet investigated the influence of textese on children’s cognitive abilities. Consequently, the secondary aim of this study was to find out whether textese affects children’s executive functions. To investigate this, 55 children between 10 and 13 years old were tested on a receptive vocabulary and grammar performance (sentence repetition) task and various tasks measuring executive functioning. In addition, text messages were elicited and the number of omissions and textisms in children’s messages were calculated. Regression analyses showed that omissions were a significant predictor of children’s grammar performance after various other variables were controlled for: the more words children omitted in their text messages, the better their performance on the grammar task. Although textisms correlated (marginally) significantly with vocabulary, grammar and selective attention scores and omissions marginally significantly with vocabulary scores, no other significant effects were obtained for measures of textese in the regression analyses: neither for the language outcomes, nor for the executive function tasks. Hence, our results show that textese is positively related to children’s grammar performance. On the other hand, use of textese does not affect—positively nor negatively—children’s executive functions.     

Longitudinal Study of the Development of Higher Mental Functions in Primary School Children

This article presents the results of a longitudinal population-based neuropsychological study of the development of higher mental functions (HMFs) in primary school children from grades 1 through 3 at a Moscow public school (n = 84). We monitored changes in HMFs in the total sample and in groups of children with different baseline HMFs (high, medium, low), as measured in the first grade, using seven indexes that reflect individual HMF components such as executive functions (voluntary regulation of activity), serial organization of movements and actions, processing of kinesthetic, auditory, visual, and visual-spatial information, and regulation of activation, at three time points (first, second, and third grades). The study found a generally positive trend in the structural and functional components of HMFs in the children who were tested. Groups of children with different baseline levels of HMFs steadily maintained their differences in the degree of development of the HMFs at each evaluation time point, although the greatest change in HMF components was found in children with initially low scores, and the least change was in children with initially high HMF scores. Among the components with the least change was voluntary regulation—that is, the programming, regulation, and control of one's activity. The fact that children with high baseline functioning did not change significantly in a given function from first to third grades may be related to a decline in learning motivation, insofar as their learning is then occurring in the zone of actual and not proximal development.     

Study of Salivary Strontium and Silver Concentrations in Primary School Children Related to Dental Caries

To investigate the relationship between the salivary Sr and Ag concentrations and tooth conditions, saliva was collected from 521 primary school children in Kitakyushu. The salivary Sr and Ag levels were determined using an atomic absorption spectrophotometry. The salivary Sr and Ag levels were 7.73 +/- 3.62 and 0.03 +/- 0.15 ng/ml, respectively, in the sound teeth group. No sex differences were noted in either element level, nor were there differences between the lower and upper grade groups. In the caries teeth group, the Sr and Ag levels were significantly higher than those in the sound teeth group. The Sr level was significantly increased by caries experience regardless caries being treated or untreated. In second to third grade children, in whom the fluoride experience rate was high, the Sr level tended to be lower than that in the other grades. The salivary Ag level increased as the number of teeth treated with silver alloy rose. These findings suggested that the salivary Sr level increases because of caries susceptibility, and F inhibits Sr dissolution from the teeth. The salivary Ag level varied depending on the type of dental filling and was dependent on the amount of silver alloy in children treated with low-fusing silver alloy.     

The Personal and Contextual Contributors to School Belongingness among Primary School Students

School belongingness has gained currency among educators and school health professionals as an important determinant of adolescent health. The current cross-sectional study presents the 15 most significant personal and contextual factors that collectively explain 66.4% (two-thirds) of the variability in 12-year old students’ perceptions of belongingness in primary school. The study is part of a larger longitudinal study investigating the factors associated with student adjustment in the transition from primary to secondary school. The study found that girls and students with disabilities had higher school belongingness scores than boys, and their typically developing counterparts respectively; and explained 2.5% of the variability in school belongingness. The majority (47.1% out of 66.4%) of the variability in school belongingness was explained by student personal factors, such as social acceptance, physical appearance competence, coping skills, and social affiliation motivation; followed by parental expectations (3% out of 66.4%), and school-based factors (13.9% out of 66.4%) such as, classroom involvement, task-goal structure, autonomy provision, cultural pluralism, and absence of bullying. Each of the identified contributors of primary school belongingness can be shaped through interventions, system changes, or policy reforms.     

Childhood Obesity Prevention: An Intervention Targeting Primary Caregivers of School Children

Community‐based participatory research (CBPR) was used to design and evaluate the effectiveness of a culturally relevant, science‐based intervention for the prevention of childhood obesity in the Commonwealth of the Northern Mariana Islands (CNMI), a US Commonwealth in the western Pacific. This cognitive behavioral lifestyle intervention, Project Familia Giya Marianas (PFGM), was offered during the 2005–2007 school years in all CNMI public elementary schools over eight sessions to primary caregivers of 3rd grade children (N = 407). A crossover design was utilized with half of the schools offering the intervention in the Fall term, while the other half delivered the sessions in the Spring term. The primary outcome measure was change in BMI z‐score. There was an intervention‐dependent effect on BMI z‐score, with program impact being a function of baseline BMI and the number of lessons attended. This effect was most apparent in students whose baseline BMI z‐score was in healthy range (≥5 to <85 percentile). In both Asian and Pacific Island groups, children whose caregivers completed 5–8 lessons experienced a significant change in BMI z‐score as compared to those with 0 lessons (P < 0.05). Research that integrates multidisciplinary and multimethod approaches is effective in identifying and/or devising solutions to address a complex condition such as childhood obesity. PFGM demonstrated that community participation can be successfully utilized in the development and implementation of childhood obesity prevention programs.     

Streptococcus pneumoniae in Saliva of Dutch Primary School Children

While nasopharyngeal sampling is the gold standard for the detection of Streptococcus pneumoniae carriage, historically seen, saliva sampling also seems highly sensitive for pneumococcal detection. We investigated S. pneumoniae carriage in saliva from fifty schoolchildren by conventional and molecular methods. Saliva was first culture-enriched for pneumococci, after which, DNA was extracted from all bacterial growth and tested by quantitative-PCR (qPCR) for pneumococcus-specific genes lytA and piaA. Next, serotype composition of the samples was determined by serotype-specific qPCRs, conventional-PCRs (cPCR) and sequencing of cPCR amplicons. Although only 2 (4%) of 50 samples were positive by conventional diagnostic culture, 44 (88%) were positive for pneumococci by qPCR. In total, we detected the presence of at least 81 pneumococcal strains representing 20 serotypes in samples from 44 carriers with 23 carriers (52%) positive for multiple (up to 6) serotypes. The number of serotypes detected per sample correlated with pneumococcal abundance. This study shows that saliva could be used as a tool for future pneumococcal surveillance studies. Furthermore, high rates of pneumococcal carriage and co-carriage of multiple pneumococcal strains together with a large number of serotypes in circulation suggests a ubiquitous presence of S. pneumoniae in saliva of school-aged children. Our results also suggest that factors promoting pneumococcal carriage within individual hosts may weaken competitive interactions between S. pneumoniae strains.     

Investigating the Evolution and Development of Biological Systems from the Perspective of Thermo-Kinetics and Systems Theory

Origins of Life and Evolution of Biospheres - Life itself is grander than the sum of its constituent molecules. Any living organism may be regarded as a part of a dissipative process that connects...     

Seroprevalence of Toxoplasma gondii Among Primary School Children in Shandong Province,China

Although Toxoplasma gondii infection in primary school children has been investigated in many countries, limited surveys have been available in primary school children in China. In the present study, we report the seroprevalence of T. gondii infection in primary school children in Shandong province, China. Sera from 6,000 primary school children were evaluated for T. gondii antibodies with ELISA. The overall seroprevalence of T. gondii infection was 16.0% (961/6,000), of which 14.5% (870/6,000) were positive for anti-T. gondii IgG antibodies, 3.4% (206/6,000) positive for IgM, and 1.9% (115/6,000) were positive for both IgG and IgM. The results of the present investigation indicated a high seroprevalence of T. gondii infection in primary school children in Shandong province, China. Therefore, effective measures should be taken to prevent and control T. gondii infection in primary school children in this province. To the best of our knowledge, this is the first report of T. gondii seroprevalence in primary school children in Shandong province, China.     

Assessing Effectiveness of a Nonhuman Animal Welfare Education Program for Primary School Children

Nonhuman animal welfare education aims to promote positive relationships between children and animals and thus improve animal welfare, yet few scientific evaluations of these programs exist. This study aimed to evaluate the effectiveness of an education program developed by the Scottish Society for the Prevention of Cruelty to Animals (SPCA) that included 4 interventions focusing on pets (companion animals), wild animals, farm animals, and general animal rescues. Knowledge, attachment to pets, and attitudes and beliefs about animal minds were assessed at pretest, posttest, and delayed posttest using a questionnaire administered to 1,217 Scottish children aged 7 to 13 years old. Results showed a significant positive impact of the program on knowledge about animals and the Scottish SPCA for all interventions. The pet and farming interventions significantly impacted children’s beliefs about animal minds. There were trends toward improvements in a range of other measures. This study highlights the importance of teaching animal welfare education to children for early prevention of animal cruelty, discusses the need to base this education on theory and research to find effective change, and demonstrates how evidence-based practice can inform future education programs.     

Taking Sides: To School or Not to School Squatters' Children

Families of squatters who had settled in a quiet neighborhood of Paris wished to send their children to the local school. Our ethnohistorical inquiry explores how the mobilization in favor of schooling the children was embedded in other controversies and mobilizations that arose from the squatters' presence in the occupied building. Many collective social actors (associations, unions, administrations, and politicians) were involved in conflicting mobilizations in an ongoing struggle of competing arguments. The contemporary crisis of the French model of political representation has enabled the emergence of new forms of collective protest: new ways of defining social problems and a new repertory of civil actions, that is, the "mediatization" of social action and the recourse to litigation. Our study suggests some of the possible extensions and limitations of this movement, especially in the context of action taken by teachers' unions and parents' associations.