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schoolchildren</title> <meta name="description" content="Search results for: schoolchildren"> <meta name="keywords" content="schoolchildren"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="schoolchildren"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 35</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: schoolchildren</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">35</span> The Differences in Normative Beliefs among Schoolchildren with Reactive, Proactive, Reactive-Proactive Aggression, and without Aggression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annis%20Lai%20Chu%20Fung">Annis Lai Chu Fung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is to fill up a research gap on examining the differences in normative beliefs (namely acceptance of weaknesses, acceptance of provoked aggression, and acceptance of unprovoked aggression) among different subtypes of aggressors and non-aggressors (reactive aggressors, proactive aggressors, reactive-proactive aggressors, and non-aggressors,). 2,236 students (1,372 males and 864 females), aged from 11 to 18, completed a self-reported questionnaire. Results revealed that (a) schoolchildren with reactive-proactive aggression have the highest acceptance of provoked aggression, the highest acceptance of unprovoked aggression, and the lowest acceptance of weakness; (b) schoolchildren with proactive aggression have higher acceptance of unprovoked aggression and lower acceptance of weakness than reactive aggressors; and (c) schoolchildren without aggression have the lowest acceptance of provoked aggression, the lowest acceptance of unprovoked aggression, and the highest acceptance of weakness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=normative%20belief" title="normative belief">normative belief</a>, <a href="https://publications.waset.org/abstracts/search?q=schoolchildren" title=" schoolchildren"> schoolchildren</a>, <a href="https://publications.waset.org/abstracts/search?q=reactive" title=" reactive"> reactive</a>, <a href="https://publications.waset.org/abstracts/search?q=proactive" title=" proactive"> proactive</a>, <a href="https://publications.waset.org/abstracts/search?q=aggression" title=" aggression "> aggression </a> </p> <a href="https://publications.waset.org/abstracts/18085/the-differences-in-normative-beliefs-among-schoolchildren-with-reactive-proactive-reactive-proactive-aggression-and-without-aggression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18085.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">34</span> Teacher’s Personality Potential Contributes to Personality Development and Well-being of Schoolchildren: A Longitudinal Study in Russia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20G.%20Diryugina">Elena G. Diryugina</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20A.%20Dovger"> Maria A. Dovger</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20V.%20Lunkina"> Maria V. Lunkina</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandra%20A.%20Ianchenko"> Alexandra A. Ianchenko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The personality development and well-being of children have become important focuses of school education and indicators of its quality. The studies show that academic success depends more on personality and motivation than on intelligence and giftedness. Those personality resources that help a person to maintain well-being both here and now and in the future constitute their personality potential. The development of schoolchildrens' personality potential can help them meet the challenges of the modern world and achieve new educational goals. At the same time, it is noted that the pedagogical factor is one of the most significant in relation to schoolchildrens' success and well-being. What is important for teachers to develop in order to make their students feel more competent and maintain well-being? As part of the Developmental Environment Programme of the Charitable Foundation ‘Investment in the Future’, a longitudinal study of the personality potential and well-being of educators and schoolchildren was conducted from 2018 to 2023. More than 2,500 teachers and over 4,000 students from Russia took part. It was found that behind a teacher's communication style, an important construct that influences the motivation of schoolchildren and the satisfaction of their basic psychological needs, is the personal potential of that teacher. Their personality potential correlates with the social-emotional development of schoolchildren in junior grades. A teacher's communication style with adolescents contributes to their academic motivation, self-esteem and satisfaction with life and learning. In addition, child well-being cannot be promoted in isolation from attention to the psychological well-being of teachers. Their social well-being and engagement are higher when they are included in professional learning communities. The results will be helpful for both positive education researchers and practitioners to identify an approach to child personality development and well-being that is achieved primarily through the personality development and well-being of school staff members and mostly teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Personality%20development" title="Personality development">Personality development</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20potential" title=" personality potential"> personality potential</a>, <a href="https://publications.waset.org/abstracts/search?q=schoolchildren" title=" schoolchildren"> schoolchildren</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20style" title=" teaching style"> teaching style</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a> </p> <a href="https://publications.waset.org/abstracts/188470/teachers-personality-potential-contributes-to-personality-development-and-well-being-of-schoolchildren-a-longitudinal-study-in-russia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188470.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">45</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">33</span> Dentofacial-Targeted Bullying: A Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mai%20Ashraf%20Talaat">Mai Ashraf Talaat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Bullying is an aggressive behavior and a serious issue that should be addressed by everyone and should be avoided at all costs. It is very common among adolescents and schoolchildren and the effects can be devastating and long-lasting. Students are most commonly bullied about physical appearance, race, gender, disability, ethnicity, religion, and sexual orientation. Appearance-targeted bullying is a form of bullying that targets an aspect of a person's appearance, which includes facial and dental features. Deviation from accepted dentofacial aesthetics leads to elevated incidences of bullying in schoolchildren. The aim of this review article is to assess the prevalence of bullying due to dentofacial characteristics and evaluate the importance of dentofacial appearance on perceived social attractiveness based on multiple studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dentofacial%20features" title="dentofacial features">dentofacial features</a>, <a href="https://publications.waset.org/abstracts/search?q=orthodontics" title=" orthodontics"> orthodontics</a>, <a href="https://publications.waset.org/abstracts/search?q=malocclusion" title=" malocclusion"> malocclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=bullying" title=" bullying"> bullying</a> </p> <a href="https://publications.waset.org/abstracts/166879/dentofacial-targeted-bullying-a-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166879.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">32</span> Influence of Maternal Factors on Growth Patterns of Schoolchildren in a Rural Health and Demographic Surveillance Site in South Africa: A Mixed Method Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Perpetua%20Modjadji">Perpetua Modjadji</a>, <a href="https://publications.waset.org/abstracts/search?q=Sphiwe%20Madiba"> Sphiwe Madiba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The growth patterns of children are good nutritional indicators of their nutritional status, health, and socioeconomic level. However, the maternal factors and the belief system of the society affect the growth of children promoting undernutrition. This study determined the influence of maternal factors on growth patterns of schoolchildren in a rural site. Methods: A convergent mixed method study was conducted among 508 schoolchildren and their mothers in Dikgale Health and Demographic Surveillance System Site, South Africa. Multistage sampling was used to select schools (purposive) and learners (random), who were paired with their mothers. Anthropometry was measured and socio-demographic, obstetrical, household information, maternal influence on children’s nutrition, and growth were assessed using an interviewer administered questionnaire (quantitative). The influence of the cultural beliefs and practices of mothers on the nutrition and growth of their children was explored using focus group discussions (qualitative). Narratives of mothers were used to best understand growth patterns of schoolchildren (mixed method). Data were analyzed using STATA 14 (quantitative) and Nvivo 11 (qualitative). Quantitative and qualitative data were merged for integrated mixed method analysis using a joint display analysis. Results: Mean age of children was 10 ± 2 years, ranging from 6 to 15 years. Substantial percentages of thinness (25%), underweight (24%), and stunting (22%) were observed among the children. Mothers had a mean age of 37 ± 7 years, and 75% were overweight or obese. A depressed socio-economic status indicated by a higher rate of unemployment with no income (82.3%), and dependency on social grants (86.8%) was observed. Determinants of poor growth patterns were child’s age and gender, maternal age, height and BMI, access to water supply, and refrigerator use. The narratives of mothers suggested that the children in most of their households were exposed to poverty and the inadequate intake of quality food. Conclusion: Poor growth patterns were observed among schoolchildren while their mothers were overweight or obese. Child’s gender, school grade, maternal body mass index, and access to water were the main determinants. Congruence was observed between most qualitative themes and quantitative constructs. A need for a multi sectoral approach considering an evidence based and feasible nutrition programs for schoolchildren, especially those in rural settings and educating mothers, cannot be over-emphasized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=growth%20patterns" title="growth patterns">growth patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=maternal%20factors" title=" maternal factors"> maternal factors</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20context" title=" rural context"> rural context</a>, <a href="https://publications.waset.org/abstracts/search?q=schoolchildren" title=" schoolchildren"> schoolchildren</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/118028/influence-of-maternal-factors-on-growth-patterns-of-schoolchildren-in-a-rural-health-and-demographic-surveillance-site-in-south-africa-a-mixed-method-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118028.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">31</span> The Effect of Gas Flare on the Health of Schoolchildren in the Niger Delta Area of Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Uche%20Joyce%20Ogbonda">Uche Joyce Ogbonda</a>, <a href="https://publications.waset.org/abstracts/search?q=Yingchun%20Ji"> Yingchun Ji</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Coates"> Paul Coates </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The proximity of schools to gas flaring sites and the use of simple ventilation systems in school buildings with currently no regulation or laid down blueprint during design and construction in an environment prone to adverse environmental hazards caused by the continuous exploration of oil in the Niger Delta is worrisome. Although a wide health implication has been associated with inhalation of poor air, its effect on the performance of schoolchildren and staffs is poorly understood. Thus, the aim of this research is to explore from professionals around the region the issues surrounding the provision of clean air indoors even though, most developed and developing world are advancing in newer systems and technologies for clean indoor air. This study adopts both qualitative and quantitative approach using both open-ended and semi- structured interview techniques. This paper finds that indoor air quality is not considered during design, selection, and construction of schools. Analysis showed that rather than consider the health effect associated with the inhalation of ambient air by schoolchildren who spend 80% of their active time in schools due to the use of simple open windows and doors as source of breathable air. Advanced ventilation systems were therefore recommended to ensure supplying clean air for school buildings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=air%20quality" title="air quality">air quality</a>, <a href="https://publications.waset.org/abstracts/search?q=gas%20flare" title=" gas flare"> gas flare</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20implication" title=" health implication"> health implication</a>, <a href="https://publications.waset.org/abstracts/search?q=schools" title=" schools"> schools</a>, <a href="https://publications.waset.org/abstracts/search?q=ventilation%20system" title=" ventilation system"> ventilation system</a> </p> <a href="https://publications.waset.org/abstracts/77523/the-effect-of-gas-flare-on-the-health-of-schoolchildren-in-the-niger-delta-area-of-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77523.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">30</span> Realistic Study Discover Some Posture Deformities According to Some Biomechanical Variables for Schoolchildren</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Basman%20Abdul%20Jabbar">Basman Abdul Jabbar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The researchers aimed to improve the importance of the good posture without any divisions & deformities. The importance of research lied in the discovery posture deformities early so easily treated before its transformation into advanced abnormalities difficult to treat and may need surgical intervention. Research problem was noting that some previous studies were based on the discovery of posture deformities, which was dependent on the (self-evaluation) which this type did not have accuracy to discover deformities. The Samples were (500) schoolchildren aged (9-11 years, males) at Baghdad al Karak. They were students at primary schools. The measure included all posture deformities. The researcher used video camera to analyze the posture deformities according to biomechanical variables by Kinovea software for motion analysis. The researcher recommended the need to use accurate scientific methods for early detection of posture deformities in children which contribute to the prevention and reduction of distortions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biomechanics" title="biomechanics">biomechanics</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=deformities" title=" deformities"> deformities</a>, <a href="https://publications.waset.org/abstracts/search?q=posture" title=" posture "> posture </a> </p> <a href="https://publications.waset.org/abstracts/47798/realistic-study-discover-some-posture-deformities-according-to-some-biomechanical-variables-for-schoolchildren" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47798.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">285</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">29</span> Cyber Victimization: School Experience of Malaysian Cyberbullied Teenagers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shireen%20Simon">Shireen Simon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cyberbullying among schoolchildren and teenagers became a hot issue discussed by Malaysian society. Cyberbullying is a new age of bullying because it uses the modern digital technology intentionally to hurt and degrade someone in the cyber world. Cyberbullying is a problem affecting many teenagers as they embrace online communication and interaction whereby virtual world with no borders. By adopting a qualitative approach, this study has captured 8 cyberbullied victims’ school experience. Even years after leaving school, these 8 cyberbullied victims remember how it feels to be bullied in the cyber world. The principal investigator also tries to identify the possibility factors that contribute to cyberbullying among these 8 victims. The result shows that these victims were bullied differently in cyber world. This study not just primarily focuses on cyberbullying issues among schoolchildren and teenagers; it also addresses the motives and causes of cyberbullying. Lastly, this article will be served as guidance for school teachers, parents and teenagers to prepare to tackle cyberbullying together. Cyberbullying is no laughing matter in our community, and it is time to spread the seeds of peace inspires others to do the same. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cyberbullying" title="cyberbullying">cyberbullying</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20victimization" title=" cyber victimization"> cyber victimization</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20experience" title=" school experience"> school experience</a>, <a href="https://publications.waset.org/abstracts/search?q=teenagers" title=" teenagers"> teenagers</a> </p> <a href="https://publications.waset.org/abstracts/69991/cyber-victimization-school-experience-of-malaysian-cyberbullied-teenagers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69991.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">287</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28</span> Characterization of Genus Candida Yeasts Isolated from Oral Microbiota of Brazilian Schoolchildren with Different Caries Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20S.%20V.%20Barbieri">D. S. V. Barbieri</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20R.%20Gomes"> R. R. Gomes</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20D.%20Santos"> G. D. Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20F.%20Herkert"> P. F. Herkert</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Moreira"> M. Moreira</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20S.%20Trindade"> E. S. Trindade</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20A.%20Vicente"> V. A. Vicente</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of yeast infections has increased in recent decades. The monitoring of Candida yeasts has been relevant in the study of groups and populations. This research evaluated 31 Candida spp. isolates from oral microbiota of 12 Brazilian schoolchildren coinfected with Streptococcus mutans. The isolates were evaluated for their ability to form biofilm in vitro and molecularly characterized based on the sequencing of intergenic spacer regions ITS1-5,8S-ITS2 and variable domains of the large subunit (D1/D2) regions of the rDNA, as well as ABC system genotyping. The sequencing confirmed 26 lineages of Candida albicans, three Candida tropicalis, one Candida guillhermondii and one Candida glabrata. Genetic variability and differences on in biofilm formation were observed among Candida yeasts lineages. At least one Candida strain from each caries activity child was C.albicans genotype A or Candida non-albicans. C. tropicalis was associated with highest cavities rates. These results indicate that the presence of C. albicans genotype A or multi-colonization by non albicans species seem to be associates to the potentialization of caries risk. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biofilm" title="biofilm">biofilm</a>, <a href="https://publications.waset.org/abstracts/search?q=Candida%20albicans" title=" Candida albicans"> Candida albicans</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20microbiota" title=" oral microbiota"> oral microbiota</a>, <a href="https://publications.waset.org/abstracts/search?q=caries" title=" caries"> caries</a> </p> <a href="https://publications.waset.org/abstracts/22050/characterization-of-genus-candida-yeasts-isolated-from-oral-microbiota-of-brazilian-schoolchildren-with-different-caries-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22050.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">510</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27</span> Calcium Biochemical Indicators in a Group of Schoolchildren with Low Socioeconomic Status from Barranquilla, Colombia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carmi%C3%B1a%20L.%20Vargas-Zapata">Carmiña L. Vargas-Zapata</a>, <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa%20A.%20Conde-Sarmiento"> María A. Conde-Sarmiento</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Consuelo%20Maestre-Vargas"> Maria Consuelo Maestre-Vargas </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Calcium is an essential element for good growth and development of the organism, and its requirement is increased at school age. Low socio-economic populations of developing countries such as Colombia may have food deficiency of this mineral in schoolchildren that could be reflected in calcium biochemical indicators, bone alterations and anthropometric indicators. The objective of this investigation was to evaluate some calcium biochemical indicators in a group of schoolchildren of low socioeconomic level from Barranquilla city and to correlate with body mass index. 60 schoolchildren aged 7 to 15 years were selected from Jesus’s Heart Educational Institution in Barranquilla-Atlántico, apparently healthy, without suffering from infectious or gastrointestinal diseases, without habits of drinking alcohol or smoking another hallucinogenic substance and without taking supplementation with calcium in the last six months or another substance that compromises bone metabolism. The research was approved by the ethics committee at Universidad del Atlántico. The selected children were invited to donate a blood and urine sample in a fasting time of 12 hours, the serum was separated by centrifugation and frozen at ˗20 ℃ until analyzed and the same was done with the urine sample. On the day of the biological collections, the weight and height of the students were measured to determine the nutritional status by BMI using the WHO tables. Calcium concentrations in serum and urine (SCa, UCa), alkaline phosphatase activity total and of bone origin (SAPT, SBAP) and urinary creatinine (UCr) were determined by spectrophotometric methods using commercial kits. Osteocalcin and Cross-linked N-telopeptides of type I collagen (NTx-1) in serum were measured with an enzyme-linked inmunosorbent assay. For statistical analysis the Statgraphics software Centurium XVII was used. 63% (n = 38) and 37% (n = 22) of the participants were male and female, respectively. 78% (n = 47), 5% (n = 3) and 17% (n = 10) had a normal, malnutrition and high nutritional status, respectively. The averages of evaluated indicators levels were (mean ± SD): 9.50 ± 1.06 mg/dL for SCa; 181.3 ± 64.3 U/L for SAPT, 143.8 ± 73.9 U/L for SBAP; 9.0 ± 3.48 ng/mL for osteocalcin and 101.3 ± 12.8 ng/mL for NTx-1. UCa level was 12.8 ± 7.7 mg/dL that adjusted with creatinine ranged from 0.005 to 0.395 mg/mg. Considering serum calcium values, approximately 7% of school children were hypocalcemic, 16% hypercalcemic and 77% normocalcemic. The indicators evaluated did not correlate with the BMI. Low values were observed in calcium urinary excretion and high in NTx-1, suggesting that mechanisms such as increase in renal retention of calcium and in bone remodeling may be contributing to calcium homeostasis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=calcium" title="calcium">calcium</a>, <a href="https://publications.waset.org/abstracts/search?q=calcium%20biochemical" title=" calcium biochemical"> calcium biochemical</a>, <a href="https://publications.waset.org/abstracts/search?q=indicators" title=" indicators"> indicators</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20children" title=" school children"> school children</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20socioeconomic%20status" title=" low socioeconomic status"> low socioeconomic status</a> </p> <a href="https://publications.waset.org/abstracts/98801/calcium-biochemical-indicators-in-a-group-of-schoolchildren-with-low-socioeconomic-status-from-barranquilla-colombia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98801.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26</span> Breakfast Eating Pattern Associated with Nutritional Status of Urban Primary Schoolchildren in Iran and India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sahar%20Hooshmand">Sahar Hooshmand</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Reza%20Bagherzadeh%20Anasari"> Mohammad Reza Bagherzadeh Anasari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to examine the effect of breakfast eating pattern (between frequencies of breakfast consumers and non-consumers) on nutritional status (weight for age, height for age and weight for height). A total 4570 primary school children aged 6-9 years old constituted the sample. From these, 2234 Iranian school children (1218 girls and 1016 boys) and 2336 Indian school children (1096 girls and 1240 boys) were included in a cross sectional study. Breakfast frequency consumption was recorded through an interview with mothers of children. Height and wight of children were taken and body mass index were calculated. The World Health Organization’s (WHO) AnthroPlus software used to assess the nutritional status of the children. Weight for age z-scores were slightly associated with frequency of consuming breakfast in both India (χ2 = 60.083, p=0.000) and Iran (χ2 = 18.267, p=0.032). A significant association was seen between frequency of child‘s breakfast intake and the height z-scores in both India (χ2 = 31.334, p=0.000) and Iran (χ2 = 19.443, p=0.022). Most of children with normal height had breakfast daily in both countries. A significant association was seen with children‘s BMI z-scores of Indian children (χ2 = 31.247, p=0.000) but it was not significant in Iran (χ2 = 10.791, p=0.095). The present study confirms the observations of other studies that showed more frequency in having breakfast is associated with better nutritional status. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=breakfast" title="breakfast">breakfast</a>, <a href="https://publications.waset.org/abstracts/search?q=schoolchildren" title=" schoolchildren"> schoolchildren</a>, <a href="https://publications.waset.org/abstracts/search?q=nutritional%20status" title=" nutritional status"> nutritional status</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20food%20security" title=" global food security"> global food security</a> </p> <a href="https://publications.waset.org/abstracts/5364/breakfast-eating-pattern-associated-with-nutritional-status-of-urban-primary-schoolchildren-in-iran-and-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5364.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">516</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">25</span> Behavioral and EEG Reactions in Children during Recognition of Emotionally Colored Sentences That Describe the Choice Situation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tuiana%20A.%20Aiusheeva">Tuiana A. Aiusheeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Sergey%20S.%20Tamozhnikov"> Sergey S. Tamozhnikov</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexander%20E.%20Saprygin"> Alexander E. Saprygin</a>, <a href="https://publications.waset.org/abstracts/search?q=Arina%20A.%20Antonenko"> Arina A. Antonenko</a>, <a href="https://publications.waset.org/abstracts/search?q=Valentina%20V.%20Stepanova"> Valentina V. Stepanova</a>, <a href="https://publications.waset.org/abstracts/search?q=Natalia%20N.%20Tolstykh"> Natalia N. Tolstykh</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexander%20N.%20Savostyanov"> Alexander N. Savostyanov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Situation of choice is an important condition for the formation of essential character qualities of a child, such as being initiative, responsible, hard-working. We have studied the behavioral and EEG reactions in Russian schoolchildren during recognition of syntactic errors in emotionally colored sentences that describe the choice situation. Twenty healthy children (mean age 9,0±0,3 years, 12 boys, 8 girls) were examined. Forty sentences were selected for the experiment; the half of them contained a syntactic error. The experiment additionally had the hidden condition: 50% of the sentences described the children's own choice and were emotionally colored (positive or negative). The other 50% of the sentences described the forced-choice situation, also with positive or negative coloring. EEG were recorded during execution of error-recognition task. Reaction time and quality of syntactic error detection were chosen as behavioral measures. Event-related spectral perturbation (ERSP) was applied to characterize the oscillatory brain activity of children. There were two time-frequency intervals in EEG reactions: (1) 500-800 ms in the 3-7 Hz frequency range (theta synchronization) and (2) 500-1000 ms in the 8-12 Hz range (alpha desynchronization). We found out that behavioral and brain reactions in child brain during recognition of positive and negative sentences describing forced-choice situation did not have significant differences. Theta synchronization and alpha desynchronization were stronger during recognition of sentences with children's own choice, especially with negative coloring. Also, the quality and execution time of the task were higher for this types of sentences. The results of our study will be useful for improvement of teaching methods and diagnostics of children affective disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=choice%20situation" title="choice situation">choice situation</a>, <a href="https://publications.waset.org/abstracts/search?q=electroencephalogram%20%28EEG%29" title=" electroencephalogram (EEG)"> electroencephalogram (EEG)</a>, <a href="https://publications.waset.org/abstracts/search?q=emotionally%20colored%20sentences" title=" emotionally colored sentences"> emotionally colored sentences</a>, <a href="https://publications.waset.org/abstracts/search?q=schoolchildren" title=" schoolchildren"> schoolchildren</a> </p> <a href="https://publications.waset.org/abstracts/70367/behavioral-and-eeg-reactions-in-children-during-recognition-of-emotionally-colored-sentences-that-describe-the-choice-situation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">269</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24</span> The Family as an Agent for Change in Aerobic Activity and Obesity in Grade 2-3 Schoolchildren</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Goldstein">T. Goldstein</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Serok"> E. Serok</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20D.%20Kark"> J. D. Kark</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Aim: The prevalence of obesity is increasing worldwide and in Israel. To meet this challenge, our study tests a new educational approach through a controlled school-based trial to achieve an improvement in eating habits, aerobic activity, and reduced obesity in Grades 2-3. Methods and Design: A cluster randomized controlled trial allocated 4 elementary schools (3rd and 2nd-grade classes each) to intervention or control groups. This allocation was switched with the next cohort of children. Recruitment was in first grade, randomization at the beginning of second grade, evaluation of results at the end of second grade and the beginning of third grade — intervention: 5 joint parent-children classroom activities on health topics and 5 educational workshops for parents only. Alfred Adler's concepts were guiding principles. Subjects: Of 743 children in 23-second grade classes, parents provided informed consent for 508 (68%). Information of retention health habits continued for third grade. Additional parental approvals were required. Parents provided informed consent for third-grade follow-up for 432. Results: At the end of 2nd grade, the amount of aerobic activity increased in the intervention group in comparison with the control group, the difference being marginally statistically significant (p=0.061). There is a significant difference between the groups in the percentage of "no activity being done" reported at the end of second grade when in the experimental group, the percentage is lower than the control. There are differences between genders in the percentage of aerobic activity at the end of second grade (p=0.044) and in the third grade (p < 0.0001). Height increased significantly (p=0.030 ), and waist circumference declined significantly (p=0.021) in the intervention compared with the control group. There were no significant between-group differences in BMI and weight. Conclusion: There were encouraging changes in aerobic activity and in anthropometric measurements. To maintain changes over longer periods, refreshing these nutrition and activity themes annually in school using the model is required. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aerobic%20activity" title="aerobic activity">aerobic activity</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20obesity" title=" child obesity"> child obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=Alfred%20Adler" title=" Alfred Adler"> Alfred Adler</a>, <a href="https://publications.waset.org/abstracts/search?q=schoolchildren" title=" schoolchildren"> schoolchildren</a> </p> <a href="https://publications.waset.org/abstracts/118003/the-family-as-an-agent-for-change-in-aerobic-activity-and-obesity-in-grade-2-3-schoolchildren" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118003.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23</span> Are Oral Health Conditions Associated with Children’s School Performance and School Attendance in the Kingdom of Bahrain - A Life Course Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seham%20A.%20S.%20Mohamed">Seham A. S. Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20R.%20Baker"> Sarah R. Baker</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Deery"> Christopher Deery</a>, <a href="https://publications.waset.org/abstracts/search?q=Mario%20V.%20Vettore"> Mario V. Vettore</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The link between oral health conditions and school performance and attendance remain unclear among Middle Eastern children. The association has been studied extensively in the Western region; however, several concerns have been raised regarding the reliability and validity of measures, low quality of studies, inadequate inclusion of potential confounders, and the lack of a conceptual framework. These limitations have meant that, to date, there has been no detailed understanding of the association or of the key social, clinical, behavioural and parental factors which may impact the association. Aim: To examine the association between oral health conditions and children’s school performance and attendance at Grade 2 in Muharraq city in the Kingdom of Bahrain using Heilmann et al.’s (2015) life course framework for oral health. Objectives: To (1) describe the prevalence of oral health conditions among 7-8 years old schoolchildren in the city of Muharraq; (2) analyse the social, biological, behavioural, and parental pathways that link early and current life exposures with children’s current oral health status; (3) examine the association between oral health conditions and school performance and attendance among schoolchildren; (4) explore the early and current life course social, biological, behavioural and parental factors associated with children’s school outcomes. Design: A time-ordered-cross-sectional study was conducted with 466 schoolchildren aged 7-8 years and their parents from Muharraq city in KoB. Data were collected through parents’ self-administered questionnaires, children’s face-face interviews, and dental clinical examinations. Outcome variables, including school performance and school attendance data, were obtained from the parents and school records. The data were analysed using structural equation modelling (SEM). Results: Dental caries, the consequence of dental caries (PUFA/pufa), and enamel developmental defects (EDD) prevalence were 93.4%, 25.7%, and 17.2%, respectively. The findings from the SEM showed that children born in families with high SES were less likely to suffer from dentine dental caries (β= -0.248) and more likely to earn high school performance (β= 0.136) at 7-8 years of age in Muharraq. From the current life course of children, the dental plaque was associated significantly and directly with enamel caries (β= 0.094), dentine caries (β= 0.364), treated teeth (filled or extracted because of dental caries) (β= 0.121), and indirectly associated with dental pain (β= 0.057). Further, dentine dental caries was associated significantly and directly with low school performance (β= -0.155). At the same time, the dental plaque was indirectly associated with low school performance via dental caries (β = −0.044). Conversely, treated teeth were associated directly with high school performance (β= 0.100). Notably, none of the OHCs, biological, SES, behavioural, or parental conditions was related to school attendance in children. Conclusion: The life course approach was adequate to examine the role of OHCs on children’s school performance and attendance. Birth and current (7-8-year-olds) social factors were significant predictors of poor OH and poor school performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dental%20caries" title="dental caries">dental caries</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20course" title=" life course"> life course</a>, <a href="https://publications.waset.org/abstracts/search?q=Bahrain" title=" Bahrain"> Bahrain</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20outcomes" title=" school outcomes"> school outcomes</a> </p> <a href="https://publications.waset.org/abstracts/157162/are-oral-health-conditions-associated-with-childrens-school-performance-and-school-attendance-in-the-kingdom-of-bahrain-a-life-course-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157162.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22</span> Self-Esteem and Emotional Intelligence’s Association to Nutritional Status in Adolescent Schoolchildren in Chile</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Mc%20Coll">Peter Mc Coll</a>, <a href="https://publications.waset.org/abstracts/search?q=Alberto%20Caro"> Alberto Caro</a>, <a href="https://publications.waset.org/abstracts/search?q=Chiara%20Gandolfo"> Chiara Gandolfo</a>, <a href="https://publications.waset.org/abstracts/search?q=Montserrat%20Labbe"> Montserrat Labbe</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisca%20Schnaidt"> Francisca Schnaidt</a>, <a href="https://publications.waset.org/abstracts/search?q=Michela%20Palazzi"> Michela Palazzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-esteem and emotional intelligence are variables that are related to people's nutritional status. Self-esteem may be at low levels in people living with obesity, while emotional intelligence can play an important role in the way people living with obesity cope. The objective of the study was to measure the association between self-esteem and emotional intelligence to nutritional status in adolescent population. Methodology: A cross-sectional study was carried out with 179 adolescent schoolchildren between 13 and 19 years old from a public school. The objective was to evaluate nutritional status; weight and height were measured by calculating the body mass index and Z score. Self-esteem was evaluated using the Coopersmith Self-esteem Inventory adapted by Brinkmann and Segure. Emotional intelligence was measured using the Emotional Quotient Inventory: short, by Bar On, adapted questionnaire, translated into Spanish by López Zafra. For statistical analysis: Pearson's Chi-square test, Pearson's correlation, and odd ratio calculation were used, with a p value at a significance level < 5%. Results: The study group was composed of 71% female and 29% male. The nutritional status was distributed as eutrophic 41.9%, overweight 20.1%, and obesity 21.1%. In relation to self-esteem, 44.1% presented low and very low levels, without differences by gender. Emotional intelligence was distributed: low 3.4%, medium 81%, and high 13.4% -no differences according to gender. The association between nutritional status (overweight and obesity) with low and very low self-esteem, an odds ratio of 2.5 (95% CI 1.12 – 5.59) was obtained with a p-value = 0.02. The correlation analysis between the intrapersonal sub-dimension emotional intelligence scores and the Z score of nutritional status presented a negative correlation of r = - 0.209 with a p-value < 0.005. The correlation between emotional intelligence subdimension stress management with Z score presented a positive correlation of r = 0.0161 with a p-value < 0.05. In conclusion, the group of adolescents studied had a high prevalence of overweight and obesity, a high prevalence of low self-esteem, and a high prevalence of average emotional intelligence. Overweight and obese adolescents were 2.5 times more likely to have low self-esteem. As overweight and obesity increase, self-esteem decreases, and the ability to manage stress increases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title="self-esteem">self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=nutritional%20status" title=" nutritional status"> nutritional status</a> </p> <a href="https://publications.waset.org/abstracts/183439/self-esteem-and-emotional-intelligences-association-to-nutritional-status-in-adolescent-schoolchildren-in-chile" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> Peer Group Approach: An Oral Health Intervention from Children for Children at Primary School in Klungkung, Bali, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Regina%20Tedjasulaksana">Regina Tedjasulaksana</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Martina%20Nahak"> Maria Martina Nahak</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Gede%20Agung"> A. A. Gede Agung</a>, <a href="https://publications.waset.org/abstracts/search?q=Ni%20Made%20Widhiasti"> Ni Made Widhiasti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Strategic effort to realize the empowerment of community in school is through the peer group approach so that it needs to choose the students who are trained as the’ little dentist’ in order to have the cognitive and skills to participate in the school dental health effort (UKGS) program, such as providing oral health education to the other students. Aim: To assessed the effectiveness of peer group approach to enhance the oral health knowledge level of schoolchildren at primary school in Klungkung, Bali. Methods: Experimental study using the pre-post test without control group design. The differences of knowledge levels, tooth brushing behavior and oral hygiene status (using PHP-M index) of 10 students before and after trained as the little dentists were analyzed using paired t-test. The correlations between knowledge level and tooth brushing behavior and correlations between tooth brushing behavior and oral hygiene before and after trained as the little dentists were analyzed using Spearman. Furthermore, the trained little dentists provide oral health education to 102 students of grade 1 to 5 at their school once a week for 3 months. The students’ knowledge level scores of each grade were taken every 21 days as many as three times The difference of it was analyzed using Repeated Measured. Result: The mean scores among all little dentists before and after training for each of knowledge level were each 63.05 + 5.62 and 85.00 + 7.81, tooth brushing behavior were each 31.00 + 14.49 and 100.00 + 0.00 and oral hygiene status using PHP-M index were each 32.80 + 10.17 and 11.40 + 8.01. The knowledge level, tooth brushing behavior and oral hygiene status of 10 students before and after trained as the little dentists were different significantly (p<0.05). Before and after trained as the little dentists it showed that significant correlations between knowledge level with tooth brushing behavior (p<0.05) and significant correlations between tooth brushing behavior and oral hygiene (p<0.05). The mean scores of knowledge level among all students before (pre-test) and after (post-test (1),(2),(3)) getting oral health education from little dentists for each, of grade 1 were 40.00 + 17.97; 67.85 + 18.88; 81.72 +26.48 and 70.00 + 22.87, grade 2 were 40.00 + 17.97; 67.85 + 18.88; 81.72 + 26.48 and 70.00 + 22.87, grade 3 were 65.83 + 23.94; 72.50 + 26.08; 80.41 + 24.93 and 83.75 + 19.74, grade 4 were 88.57 + 12.92; 90.71 + 9.97; 92.85 + 10.69 and 93.57 + 6.33 and grade 5 were 86.66 + 13.40; 93.33 + 9.16; 94.16 + 10.17 and 98.33 + 4.81. The students’ knowledge level of grade 1,2 and 3 before and after getting oral health education from little dentists showed significant different (p<0.05), meanwhile there was no significant different on grade 4 and 5 (p<0.05) although mean scores showed an increase. Conclusion: Peer group approach can be used to enhance the oral health knowledge level of schoolchildren at primary school in Klungkung, Bali. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=small%20dentists" title="small dentists">small dentists</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20health" title=" oral health"> oral health</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20group%20approach" title=" peer group approach"> peer group approach</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20children" title=" school children"> school children</a> </p> <a href="https://publications.waset.org/abstracts/41431/peer-group-approach-an-oral-health-intervention-from-children-for-children-at-primary-school-in-klungkung-bali-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">428</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> About the State of Students’ Career Guidance in the Conditions of Inclusive Education in the Republic of Kazakhstan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20Butabayeva">Laura Butabayeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Svetlana%20Ismagulova"> Svetlana Ismagulova</a>, <a href="https://publications.waset.org/abstracts/search?q=Gulbarshin%20Nogaibayeva"> Gulbarshin Nogaibayeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Maiya%20Temirbayeva"> Maiya Temirbayeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Aidana%20Zhussip"> Aidana Zhussip</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the years of independence, Kazakhstan has not only ratified international documents regulating the rights of children to Inclusive education, but also developed its own inclusive educational policy. Along with this, the state pays particular attention to high school students' preparedness for professional self-determination. However, a number of problematic issues in this field have been revealed, such as the lack of systemic mechanisms coordinating stakeholders’ actions in preparing schoolchildren for a conscious choice of in-demand profession, meeting their individual capabilities and special educational needs (SEN). The analysis of the state’s current situation indicates school graduates’ adaptation to the labor market does not meet existing demands of the society. According to the Ministry of Labor and Social Protection of the Population of the Republic of Kazakhstan, about 70 % of Kazakhstani school graduates find themselves difficult to choose a profession, 87 % of schoolchildren make their career choice under the influence of parents and school teachers, 90 % of schoolchildren and their parents have no idea about the most popular professions on the market. The results of the study conducted by KorlanSyzdykova in 2016 indicated the urgent need of Kazakhstani school graduates in obtaining extensive information about in- demand professions and receiving professional assistance in choosing a profession in accordance with their individual skills, abilities, and preferences. The results of the survey, conducted by Information and Analytical Center among heads of colleges in 2020, showed that despite significant steps in creating conditions for students with SEN, they face challenges in studying because of poor career guidance provided to them in schools. The results of the study, conducted by the Center for Inclusive Education of the National Academy of Education named after Y. Altynsarin in the state’s general education schools in 2021, demonstrated the lack of career guidance, pedagogical and psychological support for children with SEN. To investigate these issues, the further study was conducted to examine the state of students’ career guidance and socialization, taking into account their SEN. The hypothesis of this study proposed that to prepare school graduates for a conscious career choice, school teachers and specialists need to develop their competencies in early identification of students' interests, inclinations, SEN and ensure necessary support for them. The state’s 5 regions were involved in the study according to the geographical location. The triangulation approach was utilized to ensure the credibility and validity of research findings, including both theoretical (analysis of existing statistical data, legal documents, results of previous research) and empirical (school survey for students, interviews with parents, teachers, representatives of school administration) methods. The data were analyzed independently and compared to each other. The survey included questions related to provision of pedagogical support for school students in making their career choice. Ethical principles were observed in the process of developing the methodology, collecting, analyzing the data and distributing the results. Based on the results, methodological recommendations on students’ career guidance for school teachers and specialists were developed, taking into account the former’s individual capabilities and SEN. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20guidance" title="career guidance">career guidance</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20special%20educational%20needs" title=" children with special educational needs"> children with special educational needs</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazakhstan" title=" Kazakhstan"> Kazakhstan</a> </p> <a href="https://publications.waset.org/abstracts/156648/about-the-state-of-students-career-guidance-in-the-conditions-of-inclusive-education-in-the-republic-of-kazakhstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156648.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> Correlation between Body Mass Index and Blood Sugar/Serum Lipid Levels in Fourth-Grade Boys in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kotomi%20Yamashita">Kotomi Yamashita</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiromi%20Kawasaki"> Hiromi Kawasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Satoko%20Yamasaki"> Satoko Yamasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Susumu%20Fukita"> Susumu Fukita</a>, <a href="https://publications.waset.org/abstracts/search?q=Risako%20Sakai"> Risako Sakai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lifestyle-related diseases develop from the long-term accumulation of health consequences from a poor lifestyle. Thus, schoolchildren, who have not accumulated long-term lifestyle habits, are believed to be at a lower risk for lifestyle-related diseases. However, schoolchildren rarely receive blood tests unless they are under treatment for a serious disease; without such data on their blood, the impacts of their young lifestyle could not be known. Blood data from physical measurements can help in the implementation of more effective health education. Therefore, we examined the correlation between body mass index (BMI) and blood sugar/serum lipid (BS/SL) levels. From 2014 to 2016, we measured the blood data of fourth-grade students living in a city in Japan. The present study reported on the results of 281 fourth-grade boys only (80.3% of total). We analyzed their BS/SL levels by comparing the blood data against the criteria of the National Center for Child Health and Development in Japan. Next, we examined the correlation between BMI and BS/SL levels. IBM SPSS Statistics for Windows, Version 25 was used for analysis. A total of 69 boys (24.6%) were within the normal range for BMI (18.5–24), whereas 193 (71.5%) and 8 boys (2.8%) had lower and higher BMI, respectively. Regarding BS levels, 280 boys were within the normal range (70–90 mg/dl); 1 boy reported a higher value. All the boys were within the normal range for glycated Hemoglobin (HbA1c) (4.6–6.2%). Regarding SL levels, 271 boys were within the normal range (125–230 mg/dl) for total cholesterol (TC), whereas 5 boys (1.8%) had lower and 5 boys (1.8%) had higher levels. A total of 243 boys (92.7%) were within the normal range (36-138mg/dL) for triglycerides (TG), whereas 19 boys (7.3%) had lower and 19 boys (7.3%) had higher levels. Regarding high-density lipoprotein cholesterol (HDL-C), 276 boys (98.2%) were within the normal range (40-mg/dl), whereas 5 boys (1.8%) reported lower values. All but one boy (280, 99.6%) were within the normal range (-170 mg/dl) for low-density lipoprotein cholesterol (LDL-C); the exception (0.4%) had a higher level. BMI and BS didn’t show a correlation. BMI and HbA1c were moderately positively correlated (r = 0.139, ｐ＝0.019). We also observed moderate positive correlations between BMI and TG (r = 0.328, p < 0.01), TC (r=0.239, p< 0.01), LDL-C (r = 0.324, p < 0.01), respectively. BMI and HDL-C were low correlated (r = -0.185, p = 0.002). Most of the boys were within the normal range for BS/SL levels. However, some boys exceeded the normal TG range. Fourth graders with a high TG may develop a lifestyle-related disease in the future. Given its relation to TG, food habits should be improved in this group. Our findings suggested a positive correlation between BMI and BS/SL levels. Fourth-grade schoolboys with a high BMI may be at high risk for developing lifestyle-related diseases. Lifestyle improvement may be recommended to lower the BS/SL levels in this group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blood%20sugar%20level" title="blood sugar level">blood sugar level</a>, <a href="https://publications.waset.org/abstracts/search?q=lifestyle-related%20diseases" title=" lifestyle-related diseases"> lifestyle-related diseases</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20students" title=" school students"> school students</a>, <a href="https://publications.waset.org/abstracts/search?q=serum%20lipid%20level" title=" serum lipid level"> serum lipid level</a> </p> <a href="https://publications.waset.org/abstracts/133020/correlation-between-body-mass-index-and-blood-sugarserum-lipid-levels-in-fourth-grade-boys-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133020.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> The Development of the Coherence of Moral Thinking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hui-Tzu%20Lin">Hui-Tzu Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Wen-Ying%20Lin"> Wen-Ying Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jenn-Wu%20Wang"> Jenn-Wu Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of present research is to investigate whether the global coherence of moral thinking is increased by age. The author utilized two kinds of moral situations to evaluate the subjects’ responses to two contradictive arguments concerning behavior of stealing, cheating in an exam, each with two stories. The two stories will be focused on the main lead and provided two contradictory moral evaluations. Participants were 596 primary schoolchildren in Taiwan. The three age groups were 201 in grade two, 183 in grade three, and 212 in grade six. The result showed that sixth graders’ moral judgment is more coherent than third graders’. The coherence of moral thinking is increased by age which support the implication by Piaget and Kohlberg’s theoretical hypothesis. This indicates that people higher ability to detect contradiction may be involved in the development of the coherence of moral thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moral%20thinking" title="moral thinking">moral thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=coherence" title=" coherence"> coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20coherence" title=" local coherence"> local coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=contradiction" title=" contradiction"> contradiction</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20coherence" title=" global coherence"> global coherence</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title=" cognitive development"> cognitive development</a> </p> <a href="https://publications.waset.org/abstracts/61766/the-development-of-the-coherence-of-moral-thinking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61766.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">369</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> Associations Between Executive Function and Physical Fitness in Preschool Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aleksander%20Veraksa">Aleksander Veraksa</a>, <a href="https://publications.waset.org/abstracts/search?q=Alla%20Tvardovskaya"> Alla Tvardovskaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Margarita%20Gavrilova"> Margarita Gavrilova</a>, <a href="https://publications.waset.org/abstracts/search?q=Vera%20Yakupova"> Vera Yakupova</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Mus%C3%A1lek"> Martin Musálek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Considering the current agreement on the significance of executive functions, there is growing interest in determining factors that contribute to the development of these skills, especially during the preschool period. Although multiple studies have been focusing on links between physical activity, physical fitness and executive functions, this topic was more investigated in schoolchildren and adults than in preschoolers. The aim of the current study was to identify different levels of physical fitness among pre-schoolers, followed by an analysis of differences in their executive functions. Participants were 261 5-6-years old children. Inhibitory control and working memory were positively linked with physical fitness. Cognitive flexibility was not associated with physical fitness. The research findings are considered from neuropsychological grounds, Jean Piaget's theory of cognitive development, and the cultural-historical approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20flexibility" title="cognitive flexibility">cognitive flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=inhibitory%20control" title=" inhibitory control"> inhibitory control</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activity" title=" physical activity"> physical activity</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title=" physical fitness"> physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory." title=" working memory."> working memory.</a> </p> <a href="https://publications.waset.org/abstracts/143584/associations-between-executive-function-and-physical-fitness-in-preschool-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143584.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> Children's Participation in the Everyday Life of the Early Childhood Institution - Action Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=lidija%20Vuji%C4%8Di%C4%87">lidija Vujičić</a>, <a href="https://publications.waset.org/abstracts/search?q=Akvilina%20%C4%8Camber%20Tambolas"> Akvilina Čamber Tambolas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasinginterest of ECCE policyandpractice in the issue of children'sparticipation in theirownlivesis a consequence of the changingimage of the childand the shift in focus to thechild as anactive participant in socio-culturalrealityinstead of theearlierfocus on thechild'sindividual development.TheConvention on the Rights of theChild (1989) stronglysupportstheimage of thechild as a competent participant in education - capable of formingopinions, withtheright to expressthemselves on allmattersaffectingthe mand with the right to haveadultsaroundthemrespectthis. Notwithstandingthecontemporaryparadigm of ECCE, however, achievements in thisarea are still in theirinfancy. This is evident in thepractices of ECCE, whereearlyyearsandpre-schoolchildren are stillseen as users of systemsandservicesratherthanagents of change in theirsocialcommunities. Recent literature identifiestheneed for lifelong, continuouslearning of preschoolteachersthroughresearchintotheirownpedagogicalpractice as aneffectiveway of bridgingthegapbetweentheoryandpracticeandcontinuouslyimprovingthequality of ECCE institutions. Notwithstandingthecontemporaryparadigm of ECCE, however, achievements in thisarea are still in theirinfancy. Recent literature identifiestheneed for lifelong, continuouslearning of preschoolteachersthroughresearchintotheirownpedagogicalpractice as aneffectiveway bridgingthegapbetweentheoryandpracticeandcontinuouslyimprovingthequality of ECCE institutions. Thispaperpresentstheprocess of actionresearchaimed at increasingchildren'sparticipation in (co-)designingthekindergartencurriculumandparticipation in decision-making on issuesaffectingtheirstay in theinstitution. Thisactionresearchtook place in 2 facilities of theinstitution ECCE - DV Rijeka. In thisresearchparticipated 5 preschoolteachersworking in 4 pedagogicalgroups, where childrenfrom 2 to 7 yearsold are enrolled. Also, the process of development of reflexivepractice of preschoolteacherswhoparticipated in thisresearchispresented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=co-construction%20of%20curriculum" title=" co-construction of curriculum"> co-construction of curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=participation%20of%20children" title=" participation of children"> participation of children</a>, <a href="https://publications.waset.org/abstracts/search?q=reflexive%20practice" title=" reflexive practice"> reflexive practice</a> </p> <a href="https://publications.waset.org/abstracts/142890/childrens-participation-in-the-everyday-life-of-the-early-childhood-institution-action-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142890.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> Pilot Study of Overweight and Obesity among 8-9 Year Old Schoolchildren in the Republic of Kazakhstan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Z.%20E.%20Battakova">Z. E. Battakova </a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Z.%20Tokmurziyeva"> G. Z. Tokmurziyeva</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Z.%20Abdrakhmanova"> S. Z. Abdrakhmanova</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Akimbaeva"> A. A. Akimbaeva</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Adaeva"> A. A. Adaeva </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: In the Republic of Kazakhstan few studies have quantified overweight rates among children. Assessment of overweight and obesity in school children based on measured inter country comparable data has not been implemented. In this regard, in a pilot region, Aktobe oblast, prevalence of obesity among school children was studied based on the protocol of the World Health Organization (WHO) European Childhood Obesity Surveillance Initiative. Methods: The study was conducted on sample of 800 children of 2-3 grades in September 2014. The anthropometric variables were measured by standardized equipment to calculate body mass index. Prevalence of overweight and obesity was determined for 8 and 9 year old children by gender using WHO growth reference 2007. Results: 21,4% of children aged 8 years old were overweight, and 8,7% were obese. Among 8 year old boys the prevalence of overweight and obesity was 23,7% and 10,6% respectively, among girls 18,9% and 6,7% respectively. The prevalence of overweight was 25,7% and obesity was 10,8% for 9 year old children. 29,6% boys of 9 years of age were overweight and 8,6% were obese respectively.20,9% of 9 year old girls were overweight and 13,4% were obese. Conclusion: Thus, 22,6% of children 8-9 years of age at the study population were overweight and 9,3% obese. The results of the survey demonstrate the need for further study of indicators at the national level for internationally comparable data and actions to tackle childhood obesity epidemic as well as the need for monitoring trends of overweight and obesity among children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=8-9%20year%20old%20school%20children" title="8-9 year old school children">8-9 year old school children</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=overweight" title=" overweight"> overweight</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20mass%20index" title=" body mass index"> body mass index</a> </p> <a href="https://publications.waset.org/abstracts/29301/pilot-study-of-overweight-and-obesity-among-8-9-year-old-schoolchildren-in-the-republic-of-kazakhstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29301.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">344</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Philosophy and Value Education for Children in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merina%20Islam">Merina Islam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, an attempt is made to draw out the contemporary relevance of philosophy in school education of India. This paper attempt is made to inquire into the importance of philosophy for schoolchildren in the Indian cultural context. As education in philosophy for children is useful for teaching the acquisition of knowledge from the information provided, for questioning of rules in different contexts, and for the analysis of facts encountered in daily life. Ethical attitudes can neither be derived from the information provided about the moral rules, nor do they result from a practice of unquestioning obedience It includes some studies done in this field and also reports on philosophy. Many European countries emphasise on the above said theme. There are lots of work and research done by many philosophers on philosophy for children. Indian values system is different from the West and more important than others. Education has become a tool to achieve efficiency in all walks of human life whether social, political, religious or philosophical. Every nation started developing its own specific set of educational values. For India it is very necessary to increase philosophical thinking study and research. Philosophy could make significant contribution, particularly in relation to children's moral development because the Indian curriculum currently neglects this aim. A teacher can play an important role in promoting this discussion because a teacher has the capacity to influence students with their thoughts and personality and engages them in these activities. Philosophy needs to be included in the curriculum and have demonstrated cognitive and social gains in children who were explored to philosophy in their schooling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20attitude" title=" ethical attitude"> ethical attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20value" title=" moral value"> moral value</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy" title=" philosophy "> philosophy </a> </p> <a href="https://publications.waset.org/abstracts/51393/philosophy-and-value-education-for-children-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51393.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">291</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Translation and Adaptation of Computer Assisted ASPIRA Smoking Prevention Program in Romania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Z.%20Abram">Z. Abram</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Nadasan"> V. Nadasan</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Balint"> J. Balint</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20L.%20Ferencz"> J. L. Ferencz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Online smoking prevention programs became popular in the last time. In order to extend the use of such programs, existing applications can be adapted and translated in the native languages of the target groups. It is the first time that in Romania such a software was implemented. Our goal was to provide a computer-aided intervention with attractive content targeting high school students who are familiar with information and communication technology. Material and methods: ASPIRA is the Romanian/Hungarian adapted version of a smoking prevention program created in USA. Prior to apply the questionnaire and ASPIRA online program which contains five modules that include tests, videos and interactive games, the program was tested in some IT laboratories on a group of schoolchildren and students. The pilot study questionnaires were completed considering the opinions of young people and the functionality of the software. Results: Above 90% of participants reported a good or very good impression about the ASPIRA program. Only a small minority found that the program included some parts which were too long or reported the existence of any technical problems regarding the functionality of the software. 76% of the participants had little or very little difficulty in understanding the messages presented by the English speaking characters. Only 7.5% of the participants thought that the program included content that was not appropriate for the local culture. Conclusions: The vast majority of students reported favorite impressions about ASPIRA online program. High school students and boys were more critical. Language and cultural barriers did not have the potential to reduce in a significant manner the effectiveness of the tested program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smoking%20prevention" title="smoking prevention">smoking prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=ASPIRA%20online%20program" title=" ASPIRA online program"> ASPIRA online program</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20opinions" title=" youth opinions"> youth opinions</a>, <a href="https://publications.waset.org/abstracts/search?q=language%2Fcultural%20barriers" title=" language/cultural barriers "> language/cultural barriers </a> </p> <a href="https://publications.waset.org/abstracts/24492/translation-and-adaptation-of-computer-assisted-aspira-smoking-prevention-program-in-romania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24492.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">260</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Relationship between Physical Activity Level and Functional Movement in 16-years old Schoolchildren: A Multilevel Modelling Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Josip%20Karuc">Josip Karuc</a>, <a href="https://publications.waset.org/abstracts/search?q=Marjeta%20Mi%C5%A1igoj-Durakovi%C4%87"> Marjeta Mišigoj-Duraković</a>, <a href="https://publications.waset.org/abstracts/search?q=Goran%20Markovi%C4%87"> Goran Marković</a>, <a href="https://publications.waset.org/abstracts/search?q=Vedran%20Had%C5%BEi%C4%87"> Vedran Hadžić</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20J.%20Duncan"> Michael J. Duncan</a>, <a href="https://publications.waset.org/abstracts/search?q=Hrvoje%20Podnar"> Hrvoje Podnar</a>, <a href="https://publications.waset.org/abstracts/search?q=Maroje%20Sori%C4%87"> Maroje Sorić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a part of the CRO-PALS longitudinal study, this investigation aimed to examine the association between different levels of physical activity (PA) and movement quality in 16-years old school children. The total number of participants in this research was 725. Movement quality was assessed via the Functional Movement Screen (FMSTM), and the PA level was estimated using the School Health Action, Planning, and Evaluation System (SHAPES) questionnaire. In addition, body fat and socioeconomic status (SES) were assessed. In order to investigate the association between total FMS score and different levels of PA, multilevel modeling was employed for boys (n=359) and girls (n=366) separately. All models were adjusted for age, body fat, and SES. Among boys, MVPA, MPA, and VPA were not significant predictors of the total FMS score (β=0.000, p=0.78; β=-0.002, p=0.455; β=0.004, p=0.158, respectively). On the contrary, among girls, VPA and MVPA showed significant effects on the total FMS score (β=0.011, p=0.001, β=0.005, p=0.006, respectively). The findings of this research provide evidence that the intensity of PA is a minor but relevant factor in describing the association between PA and movement quality in adolescent girls but not in boys. This means that the PA level does not guarantee optimal functional movement patterns. Therefore, practicing functional movement patterns in an isolated manner and at moderate to vigorous intensity could be beneficial in order to reduce the risk of injury incidence and potential orthopedic abnormalities in later life. This work was supported by the Croatian Science Foundation, grant no: IP-2016-06-9926 and grant no: DOK-2018-01-2328. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=functional%20movement%20screen" title="functional movement screen">functional movement screen</a>, <a href="https://publications.waset.org/abstracts/search?q=fundamental%20movement%20patterns" title=" fundamental movement patterns"> fundamental movement patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=movement%20quality" title=" movement quality"> movement quality</a>, <a href="https://publications.waset.org/abstracts/search?q=pediatric" title=" pediatric"> pediatric</a> </p> <a href="https://publications.waset.org/abstracts/128056/relationship-between-physical-activity-level-and-functional-movement-in-16-years-old-schoolchildren-a-multilevel-modelling-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128056.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Water Resources and Sanitation in Public Schools of Datu Odin Sinsuat, Maguindanao</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lahaina%20U.%20Dilangalen">Lahaina U. Dilangalen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using descriptive-experimental research methods, this study aimed to identify the main resources of water, assessed the water quality, sanitation and hygiene practices, and extent of implementation. Complete enumeration was done in 28 elementary public schools of Datu Odin Sinsuat Municipality. Questionnaires were given to the school advisers. Water samples were obtained from the same schools and were submitted to the Department of Science and Technology (DOST) Region XII for microbial analysis, specifically the presence of fecal coliform bacteria. Four water resources such as hand pump, faucet, deep well and spring were found being used in the 28 schools. Of water resources, the only treated was from the faucet. Most of the schools used the water for drinking and washing. Two schools strongly agreed, nine schools agreed and seventeen schools disagreed that they implemented DepEd Order no.56 s. 2009. In addition, two schools strongly agreed and twenty six agreed that they implemented DepEd Order No. 65 s. 2009. Five schools had water supply that were safe to drink while sixteen schools had water supply that were not safe to drink due to high fecal coliform count and did not undergo chemical treatment. The only safe for drinking were water resources that came from faucet because they were chemically treated. Seven out of 28 schools did not have water supply due to their location in mountainous areas. More than half of the schools did not comply with the DepEd Order No. 56 s. 2009 due to the lack of funds and support from the PTA and LGU. It is recommended that the Department of Education must have an urgent assessment of implementing both DepEd Orders No.56 and 65, to assure that the schoolchildren be protected from water and sanitation related ailments. Also, all water resources that are not treated must be used for washing only. Ideally, all the water resources must be treated to assure the safety of all school constituents. Moreover, the school administrators and teachers in the municipality must be provided copies of the results of this study for reference in implementing the said programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=drinking%20water" title=" drinking water"> drinking water</a>, <a href="https://publications.waset.org/abstracts/search?q=fecal%20coliform" title=" fecal coliform"> fecal coliform</a>, <a href="https://publications.waset.org/abstracts/search?q=groundwater" title=" groundwater"> groundwater</a> </p> <a href="https://publications.waset.org/abstracts/42825/water-resources-and-sanitation-in-public-schools-of-datu-odin-sinsuat-maguindanao" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42825.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">252</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Identification of Rare Mutations in Genes Involved in Monogenic Forms of Obesity and Diabetes in Obese Guadeloupean Children through Next-Generation Sequencing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lydia%20Foucan">Lydia Foucan</a>, <a href="https://publications.waset.org/abstracts/search?q=Laurent%20Larifla"> Laurent Larifla</a>, <a href="https://publications.waset.org/abstracts/search?q=Emmanuelle%20Durand"> Emmanuelle Durand</a>, <a href="https://publications.waset.org/abstracts/search?q=Christine%20%20Rambhojan"> Christine Rambhojan</a>, <a href="https://publications.waset.org/abstracts/search?q=Veronique%20Dhennin"> Veronique Dhennin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jean-Marc%20Lacorte"> Jean-Marc Lacorte</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippe%20%20Froguel"> Philippe Froguel</a>, <a href="https://publications.waset.org/abstracts/search?q=Amelie%20Bonnefond"> Amelie Bonnefond</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the population of Guadeloupe Island (472,124 inhabitants and 80% of subjects of African descent), overweight and obesity were estimated at 23% and 9% respectively among children. High prevalence of diabetes has been reported (~10%) in the adult population. Nevertheless, no study has investigated the contribution of gene mutations to childhood obesity in this population. We aimed to investigate rare genetic mutations in genes involved in monogenic obesity or diabetes in obese Afro-Caribbean children from Guadeloupe Island using next-generation sequencing. The present investigation included unrelated obese children, from a previous study on overweight conducted in Guadeloupe Island in 2013. We sequenced coding regions of 59 genes involved in monogenic obesity or diabetes. A total of 25 obese schoolchildren (with Z-score of body mass index [BMI]: 2.0 to 2.8) were screened for rare mutations (non-synonymous, splice-site, or insertion/deletion) in 59 genes. Mean age of the study population was 12.4 ± 1.1 years. Seventeen children (68%) had insulin-resistance (HOMA-IR > 3.16). A family history of obesity (mother or father) was observed in eight children and three of the accompanying parent presented with type 2 diabetes. None of the children had gonadotrophic abnormality or mental retardation. We detected five rare heterozygous mutations, in four genes involved in monogenic obesity, in five different obese children: MC4R p.Ile301Thr and SIM1 p.Val326Thrfs*43 mutations which were pathogenic; SIM1 p.Ser343Pro and SH2B1 p.Pro90His mutations which were likely pathogenic; and NTRK2 p.Leu140Phe that was of uncertain significance. In parallel, we identified seven carriers of mutation in ABCC8 or KCNJ11 (involved in monogenic diabetes), which were of uncertain significance (KCNJ11 p.Val13Met, KCNJ11 p.Val151Met, ABCC8 p.Lys1521Asn and ABCC8 p.Ala625Val). Rare pathogenic or likely pathogenic mutations, linked to severe obesity were detected in more than 15% of this Afro-Caribbean population at high risk of obesity and type 2 diabetes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood%20obesity" title="childhood obesity">childhood obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=MC4R" title=" MC4R"> MC4R</a>, <a href="https://publications.waset.org/abstracts/search?q=monogenic%20obesity" title=" monogenic obesity"> monogenic obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=SIM1" title=" SIM1"> SIM1</a> </p> <a href="https://publications.waset.org/abstracts/86920/identification-of-rare-mutations-in-genes-involved-in-monogenic-forms-of-obesity-and-diabetes-in-obese-guadeloupean-children-through-next-generation-sequencing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86920.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">193</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> The Relationship between Mobile Phone Usage and Secondary School Students’ Academic Performance: Work Experience at an International School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20N.%20P.%20Wedikandage">L. N. P. Wedikandage</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Razmi%20Zahir"> Mohamed Razmi Zahir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology is a global imperative because of its contributions to human existence and because it has improved global socioeconomic relations. As a result, the mobile phone has become the most important mode of communication today. Smartphones, Internet-enabled devices with built-in computer software and applications, are one of the most significant inventions of the twenty-first century. Technology is advantageous to many people, especially those involved in education. It is an important learning tool for today's schoolchildren. It enables students to access online learning platforms and course resources and interact digitally. Senior secondary students, in particular, have some of the most expensive and sophisticated mobile phones, tablets, and iPads capable of connecting to the internet and various social media platforms, other websites, and so on. At present, the use of mobile phones' potential for effective teaching and learning is growing. This is due to the benefits of mobile learning, including the ability to share knowledge without any limits in space or Time and the capacity to facilitate the development of critical thinking, participatory learning, problem-solving, and the development of lifelong communication skills. However, it is yet unclear how mobile devices may affect education and how they may affect opportunities for learning. As a result, the purpose of this research was to ascertain the relationship between mobile phone usage and the academic Performance of secondary-level students at an international school in Sri Lanka. The study's sample consisted of 523 secondary-level students from an international school, ranging from Form 1 to Upper 6. For the study, a survey research design and questionnaires were used. Google Forms was used to create the students' survey. There were three hypotheses tested to find out the relationship between mobile phone usage and academic preference. The findings show that there is a positive relationship between mobile phone usage and academic performance among secondary school students (the number of students obtaining simple passes is significantly higher when mobile phones are being used for more than 7 hours), no relationship between mobile phone usage and academic performance among secondary school students of different parents' occupations, and a relationship between the frequency of mobile phone usage and academic performance among secondary school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20phone" title="mobile phone">mobile phone</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20level" title=" secondary level"> secondary level</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20schools" title=" international schools"> international schools</a> </p> <a href="https://publications.waset.org/abstracts/161952/the-relationship-between-mobile-phone-usage-and-secondary-school-students-academic-performance-work-experience-at-an-international-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161952.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Decrease of Aerobic Capacity in Twenty Years in Lithuanian 11–18 Years-Old Youth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arunas%20Emeljanovas">Arunas Emeljanovas</a>, <a href="https://publications.waset.org/abstracts/search?q=Brigita%20Mieziene"> Brigita Mieziene</a>, <a href="https://publications.waset.org/abstracts/search?q=Tomas%20Venckunas"> Tomas Venckunas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background statement: Level of aerobic capacity in school age children provides important information about the current and future cardiovascular, skeletal and mental health. It is widely recognised that risk factors for modern chronic diseases of the adults have their origins in childhood and adolescence. The aim of the study was to analyse the trends of aerobic capacity across decades within groups of gender and age. Methods. The research included data of participants from the three nationally representative cohort studies performed in Lithuania in the years 1992, 2002 and 2012 among 11 to 18-years-old school children. Total of 18,294 school children were recruited for testing. Only those who had their body weight and height measured and completed 20 m shuttle endurance test were included in the analysis. The total number of students included in the analyses was 15,213 (7608 boys and 7605 girls). The permission to conduct the study was obtained from the Lithuanian Bioethics Committee (permission number BE-2-45). Major findings: Results are performed across gender and age groups. The comparison of shuttle endurance test, controlling for body mass index, indicated that in general there is a constant decrease of aerobic capacity across decades in both genders and age groups. The deterioration in aerobic capacity in boys accounted for 17 to 43 percent across age groups within decades. The biggest decrease was in 14 years-old boys. The deterioration in girls accounted for 19 to 37 percent across age groups with the highest decrease in 11 years-old girls. Though, girls had lower levels of aerobic capacity through all age groups and across three decades. Body mass index, as a covariate, accounted for up to six percent in deterioration of aerobic capacity. Final statement: The detected relationships may reflect the level and pattern of engagement in physical activity and sports where increased activity associates with superior performance in the tests because of the upregulated physiological function and instigated competitive/motivational level. The significance of the decade indirectly supports the importance of the recently changed activity among schoolchildren for this relationship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aerobic%20capacity" title="aerobic capacity">aerobic capacity</a>, <a href="https://publications.waset.org/abstracts/search?q=cardiovascular%20health" title=" cardiovascular health"> cardiovascular health</a>, <a href="https://publications.waset.org/abstracts/search?q=endurance" title=" endurance"> endurance</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20age%20children" title=" school age children"> school age children</a> </p> <a href="https://publications.waset.org/abstracts/101955/decrease-of-aerobic-capacity-in-twenty-years-in-lithuanian-11-18-years-old-youth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101955.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">185</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> UKIYO-E: User Knowledge Improvement Based on Youth Oriented Entertainment, Art Appreciation Support by Interacting with Picture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haruya%20Tamaki">Haruya Tamaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Tsugunosuke%20Sakai"> Tsugunosuke Sakai</a>, <a href="https://publications.waset.org/abstracts/search?q=Ryuichi%20Yoshida"> Ryuichi Yoshida</a>, <a href="https://publications.waset.org/abstracts/search?q=Ryohei%20Egusa"> Ryohei Egusa</a>, <a href="https://publications.waset.org/abstracts/search?q=Shigenori%20Inagaki"> Shigenori Inagaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Etsuji%20Yamaguchi"> Etsuji Yamaguchi</a>, <a href="https://publications.waset.org/abstracts/search?q=Fusako%20Kusunoki"> Fusako Kusunoki</a>, <a href="https://publications.waset.org/abstracts/search?q=Miki%20Namatame"> Miki Namatame</a>, <a href="https://publications.waset.org/abstracts/search?q=Masanori%20Sugimoto"> Masanori Sugimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroshi%20Mizoguchi"> Hiroshi Mizoguchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Art appreciation is important as part of children education. Art appreciation can enrich sensibility and creativity. To enrich sensibility and creativity, the children have to learning knowledge of picture such as social and historical backgrounds and author intention. High learning effect can acquire by actively learning. In short, it is important that encourage learning of the knowledge about pictures actively. It is necessary that children feel like interest to encourage learning of the knowledge about pictures actively. In a general art museum, comments on pictures are done through writing. Thus, we expect that this method cannot arouse the interest of the children in pictures, because children feel like boring. In brief, learning about the picture information is difficult. Therefore, we are developing an art-appreciation support system that will encourage learning of the knowledge about pictures actively by children feel like interest. This system uses that Interacting with Pictures to learning of the knowledge about pictures. To Interacting with Pictures, children have to utterance by themselves. We expect that will encourage learning of the knowledge about pictures actively by Interacting with Pictures. To more actively learning, children can choose who talking with by information that location and movement of the children. This system must be able to acquire real-time knowledge of the location, movement, and voice of the children. We utilize the Microsoft’s Kinect v2 sensor and its library, namely, Kinect for Windows SDK and Speech Platform SDK v11 for this purpose. By using these sensor and library, we can determine the location, movement, and voice of the children. As the first step of this system, we developed ukiyo-e game that use ukiyo-e to appreciation object. Ukiyo-e is a traditional Japanese graphic art that has influenced the western society. Therefore, we believe that the ukiyo-e game will be appreciated. In this study, we applied talking to pictures to learn information about the pictures because we believe that learning information about the pictures by talking to the pictures is more interesting than commenting on the pictures using only texts. However, we cannot confirm if talking to the pictures is more interesting than commenting using texts only. Thus, we evaluated through EDA measurement whether the user develops an interest in the pictures while talking to them using voice recognition or by commenting on the pictures using texts only. Hence, we evaluated that children have interest to picture while talking to them using voice recognition through EDA measurement. In addition, we quantitatively evaluate that enjoyed this game or not and learning information about the pictures for primary schoolchildren. In this paper, we summarize these two evaluation results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=actively%20learning" title="actively learning">actively learning</a>, <a href="https://publications.waset.org/abstracts/search?q=art%20appreciation" title=" art appreciation"> art appreciation</a>, <a href="https://publications.waset.org/abstracts/search?q=EDA" title=" EDA"> EDA</a>, <a href="https://publications.waset.org/abstracts/search?q=Kinect%20V2" title=" Kinect V2"> Kinect V2</a> </p> <a href="https://publications.waset.org/abstracts/48592/ukiyo-e-user-knowledge-improvement-based-on-youth-oriented-entertainment-art-appreciation-support-by-interacting-with-picture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48592.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">285</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Using a Mobile App to Foster Children Active Travel to School in Spain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20P%C3%A9rez-Mart%C3%ADn">P. Pérez-Martín</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Pedr%C3%B3s"> G. Pedrós</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Mart%C3%ADnez-Jim%C3%A9nez"> P. Martínez-Jiménez</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Varo-Mart%C3%ADnez"> M. Varo-Martínez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent decades, family habits related to children’s displacements to school have changed, increasing motorized travels against active modes. This entails a major negative impact on the urban environment, road safety in cities and the physical and psychological development of children. One of the more common actions used to reverse this trend is Walking School Bus (WSB), which consists of a predefined adult-scorted pedestrian route to school with several stops along the path where schoolchildren are collected. At Tirso de Molina School in Cordoba (Spain), a new ICT-based methodology to deploy WSB has been tested. A mobile app that allows the geoposition of the group, the notification of the arrival and real-time communication between the WSB participants have been presented to the families in order to organize and register the daily participation. After an initial survey to know the travel mode and the spatial distribution of the interested families, three WSB routes have been established and the families have been trained in the app usage. During nine weeks, 33 children have joined the WSB and their parents have accompanied the groups in turns. A high recurrence in the attendance has been registered. Through a final survey, participants have valued highly the tool and the methodology designed, emphasizing as most useful features of the mobile app: notifications system, chat and real-time monitoring. It has also been found that the tool has had a major impact on the degree of confidence of parents regarding the autonomous on foot displacement of their children to school. Moreover, 37,9% of the participant families have reported a total or partial modal shift from car to walking, and the benefits more reported are an increment of the parents available time and less problems in the travel to school daily organization. As a consequence, It has been proved the effectiveness of this user-centric innovative ICT-based methodology to reduce the levels of private car drop offs, minimize barriers of time constraints, volunteer recruitment, and parents’ safety concerns, while, at the same time, increase convenience and time savings for families. This pilot study can offer guidance for community coordinated actions and local authority interventions to support sustainable school travel outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20travel" title="active travel">active travel</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20app" title=" mobile app"> mobile app</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20mobility" title=" sustainable mobility"> sustainable mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20transportation%20planning" title=" urban transportation planning"> urban transportation planning</a>, <a href="https://publications.waset.org/abstracts/search?q=walking%20school%20bus" title=" walking school bus"> walking school bus</a> </p> <a href="https://publications.waset.org/abstracts/41067/using-a-mobile-app-to-foster-children-active-travel-to-school-in-spain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41067.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">336</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=schoolchildren&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=schoolchildren&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div 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