UNSUR ESTETIKA DALAM MANGA GEKKAN SHOUJO NOZAKI-KUN DAN RELEVANSINYA DENGAN MATERI MENGGAMBAR EKSPRESIF KELAS V SD/MI

IntroductionIn Brazil, reading has been widely discussed, mainly due to the published results of national and international performance exams of Brazilian schoolchildren. Learning to read is therefore a continuous process, and the ability to make inferences while reading a text develops with age. The textual complexity involving the syntactic structuring, vocabulary and types of text progressively increases from the initial years of elementary school to high school students, also increasing the cognitive demand of the students; this occurs in parallel to their development and school advancement, which allows improvements in their teaching/learning processes. Based on the above, the following questions were raised: (1) How is the semantic process of reading established among elementary school students in elementary school (cycle II) and high school? Aim: to characterize the performance of elementary and senior high school students on semantic process tests from the Brazilian adaptation of the evaluation of reading processes (PROLEC-SE-R).MethodsA total of 436 students of both sexes, aged between 11 and 18 years, participated. They were evaluated with Assessment of Reading Processes-PROLEC-SE-R.Results and discussionThe results indicated that the semantic process was equally established among high school students, with a higher average performance compared with that of elementary school students. Among elementary school students, there was progression in the average correct answers with advancement in schooling. In the two levels of education, narrative texts allowed a greater number of correct answers, followed by multiple-choice and literal questions. The PROLEC-SE-R semantic process tests proved to be effective for assessing reading comprehension in elementary and high school students and reflected the Brazilian reality with regard to the gaps and weaknesses in the educational system.

Adi Sumarmo airport in Surakarta is an international airport located at Boyolali regency which is close to Surakarta city. The aesthetic aspects and elements of the architecture and interior of the airport as an international one should give a strong impression. The character, style and meaning of the aesthetic elements used to beautify the interior and exterior should be adjusted to the vision and mission of Adisumarmo airport, in this case Angasa Pura I. This research was carried out as an effort to discourse on an alternative design of a publick space. That’s why, this research studied the aesthetic elements of a public space and it aimed at providing Angkasa Pura I, Adi Sumarmo airport an alternative design of a public space. The other goal was that Adi Sumarmo airport would look more beautiful with the wisdom of local culture. This research is designed as a research studying the creation of a work of public art in a publick space located at Adi Sumarmo airport. The steps of the research are adjusted to the method for creating a work of art such as (1) an observation on the space form into which the work of art would be placed and the library study on public art and culture which would be an icon of Surakarta. (2) the data analysis and validation which would be used as the base or souce of creation, (3) the designing stage which brings out some alternative designs of a work of publick art which later become the aesthetic elements of the airport and a landmark of Surakarta as a city of culture. The result of this research is an alternative design of public art for the interior of Adi Sumarmo airport (Angkasa Pura I) consisting of a mural, reliefs of stone or brass/ bronze, threedimension statue, and a glass painting. The alternative design of public art for the interior of Adi Sumarmo airport (Angkasa Pura I) is adjusted to the image of the airport, the vision and mission of the airport as well as the aesthetic elements taken from the local culture, Javanese culture. Keywords: public art, publick space, Adi Sumarmo airport, cultural identity Â

The use of the Internet and modern technologies provide various benefits in daily life and are almost impossible to avoid. Many forms of social behavior have “moved” into the virtual world. In the same time, potential dangers and risks for children and young people and also adults got their online dimension. During the 2016 NZJZ SDŽ conducted quantitative study to identify patterns of behavior on the Internet with a particular focus on Internet security, participation in cyberbullying, Internet addiction and parental controls when using the Internet. The study involved elementary school students (N=286) and high school students (N=539) making a representative sample for the Split-Dalmatia County. The online survey questionnaire was applied. The aim of this manuscript is to present a part of the results of the mentioned research with focus on the use of security settings on social networks of children and young people. Almost an equal proportion of elementary and high school students know how to use additional security settings on social networks (elementary school 85,7% and high school 85%). When asked if they use additional security settings on social networks, high school students use security settings more often than elementary school students (elementary school 69,2% and high school 74%). Furthermore, 22,4% of elementary school students and 25,6% of high school students have a publicly available profile on social networks. This habit is more commonly reported by boys (boys 28,8% and girls 16,3% in elementary schools and boys 36,2% and girls 9,7% in high schools).

Background. Sleep difficulties, including insufficient sleep and inadequate sleep hygiene, have been prevalent among children. Sleep deprivation can lead to poor grades, sleepiness, and moodiness. We undertook this study to assess the prevalence of sleep abnormalities among elementary and middle school students in South Texas and how the groups compare with one another. Method. After approval from the appropriate school district for a sleep education program, a baseline survey was taken of elementary and middle school students, using the Children's Sleep Habit Questionnaire-Sleep Self-Report Form, which assessed the domains of bedtime resistance, sleep onset delay, sleep anxiety, sleep duration, night awakening, and daytime sleepiness. Results. The survey was completed by 499 elementary and 1008 middle school children. Trouble sleeping was reported by 43% in elementary school, compared with 29% of middle school children. Fifty percent of middle school children did not like sleeping, compared with 26% in elementary school. Bedtime resistance, sleep onset delay, and nighttime awakening were more common among elementary school students. Daytime sleepiness was more common among the middle school children when compared to elementary school children. Conclusions. Sleep abnormalities are present in elementary school children with changes in sleep habits into middle school.

During the Covid-19 pandemic, there was a very significant change in student teaching and learning methods.The government policy requires that almost all activities including learning activities at school be eliminated and replaced with online schools. One of the most used applications for learning in this pandemic era is WhatsApp. The general objective of this research is to conduct a comparative study on the use of the WhatsApp application as a learning application during the Covid-19 pandemic in elementary and junior high school students in English. While the specific purpose of this research is to find out the strengths and weaknesses as well as the constraints of using WhatsApp as a learning application. The research method used is through field observations using qualitative descriptive methods and also interview techniques to several elementary and junior high school students in the research environment. This is interesting to research further based on direct observations of researchers on the use of WhatsApp on school students directly. This study assumes that the advantages and disadvantages of the learning process using WhatsApp will be found for both elementary school students and junior high school students. That elementary school finds difficulty in using WhatsApp for learning. Because some of the elementary students are still not fluent in reading. Junior high school learners assume that learning by WhatsApp is efficient but still not comparable to face-to-face meetings. The research implications are as follows: that the students would be able to learn easily by using WhatsApp as a learning application. The teacher Would find another method that enhances the understanding of the students besides using WhatsApp by necessity.

Until now, there are still many elementary school students who do not know the true meaning of a work of art. Students who do not know the actual work of art will make it difficult for them to understand how the purpose of a work of art was created. Apart from knowing the purpose of creating a work of art, students will also be more creative and innovative in creating a work of art. Teachers play an important role in implementing fine arts learning for students. Because the teacher is the one who will teach art learning to students. Starting from explaining the meaning of craft art, its types, and even the practice of making craft art. This article attempts to explain the meaning of fine art from several existing sources, both writing and images. Not only understanding, learning about crafts is also presented in a simple way so that students can understand well the making of a work. So that they will create work that is very valuable for them, both in terms of aesthetic value and in terms of use value. It can be concluded that developing creativity in elementary school students through making craft works of art is very important. Teachers must be able to guide them in developing creativity and must also be appropriate to the abilities, interests and needs of each student. The author's hope is that students can develop their talents and creativity and also that they can understand the meaning of a work of art that is created and the purpose of making that work of art. For teachers or prospective teachers, this article will make it easier for elementary school students to learn craft arts.

The purpose of this paper is to provide a group music therapy intervention for elementary and middle school students with mood disorders through music therapy. To explore the improvement of group music therapy on the dysphoria and state of adolescent patients with mood disorders and to explore the relationship with self-identity. A music activity-based mental health education curriculum was designed based on the results of the current survey, while two homogenous classes were selected as the experimental and control classes; subsequently, the experimental teaching of the music activity-based mental health education curriculum was conducted in the experimental class, and the regular school mental health education curriculum was conducted in the control class, and the pre- and postexperimental scale tests were used to analyze that the curriculum of this study had a positive effect of this study's curriculum on elementary school students' positive emotions analyzed through pre- and postexperimental scale tests. The music activity-based mental health education program had a significant positive effect on the overall level of positive emotions of elementary school students, especially in the positive emotion index, happiness index, mental toughness, goal focus, and interpersonal assistance factor. The positive psychology-oriented music activity-based mental health education curriculum is well suited for elementary and middle school students, especially for upper elementary and middle school students. The music activity-based mental health education curriculum realizes the value of applying positive psychology to mental health education efforts at the elementary school level and flexibly uses a variety of related theories to promote positive emotional experiences for elementary and middle school students.

The trajectories of the supratemporal and infratemporal retinal arteries are associated with the position of the nerve fiber layer defects of glaucomatous eyes. However, no reports have thus far been published on changes in the retinal artery trajectory (RA trajectory) along with growth. Thus, the purpose of this study was to investigate the differences in the RA trajectories of elementary and junior high school students and the associations with axial length (AL). Prospective cross-sectional observational study. In total, 122 right eyes of healthy elementary school students (61 boys, 61 girls) and 170 right eyes of healthy junior high school students (83 boys, 87 girls) were studied. The AL was measured and color fundus photographs were taken, and used for the analysis. The RA trajectory was plotted in the color fundus photographs and fitted to a second-degree polynomial equation, [Formula: see text], using ImageJ. The coefficient "a" represented the steepness of the trajectories. The differences in the RA trajectories and ALs of elementary and junior high school students were determined using the Mann-Whitney test. The association between the RA trajectory and AL was determined using the Spearman rank correlation. The AL and the RA trajectory of the junior high school students were significantly greater than those of the elementary school students (P < 0.001). The RA trajectory was significantly associated with the AL in both elementary (r = 0.26, P = 0.005) and junior high (r = 0.32, P < 0.001) school students. Junior high school students have a longer AL and narrower RA trajectory than do elementary school students. A longer AL is associated with a narrower RA trajectory in both elementary and junior high school students.

Objective: Early elementary school health education is often lacking due to resource constraints. This quality-improvement project evaluated the impact of a medical student-directed elementary school health education programme. Design: Elementary school students participated in health education sessions led by medical students. Pre- and post-surveys were administered to both elementary school and medical school students to evaluate their health knowledge or self-reported growth, respectively. Elementary school teachers completed a post-survey after observing the curriculum. Setting: The study was conducted in 2024 in third- to fifth-grade classrooms of an elementary school in Cleveland, Ohio, USA. Method: Elementary school students ( n = 54) participated in a series of four, 1-hour health education sessions taught by medical students. The four core topics – nutrition, hygiene, exercise and relaxation and growth and development – were presented over several weeks. Pre- and post-tests were used to evaluate changes in elementary school students’ understanding of the material. Medical students ( n = 26) completed pre- and post-surveys to measure changes in their personal and professional development. Elementary school teachers ( n = 4) were queried at the programme’s conclusion to provide an overall assessment of the health education initiative. Results: Elementary school students showed significant improvement in health education knowledge from pre-test to post-test (+11.1%, p = .003). Medical students reported growth in engagement and motivational strategies (+13.8%, p = .006), lesson planning and educational skills (+12.2%, p = .01) and ability to convey complex health information (+12.0%, p = .03). Elementary school teachers rated the programme 94.0 ± 9.4 on a 100-point scale. Conclusion: A medical student-led health education programme may improve health education knowledge among elementary school students while also enhancing medical students’ personal and professional development.

Background For optimal health benefits, the Canadian 24-Hour Movement Guidelines for Children and Youth (aged 5-17 years) recommend an achievement of ≥ 60 minutes of moderate-to-vigorous physical activity (MVPA), &amp;lt;2 h of recreational screen time (ST), and 9-11 h for 5-13 years or 8-10 h for 14-17 years of sleep time (SLT) each day. There is little evidence showing the proportion of the recommendation in Japan, so we need to investigate. The aim of this study thus was to reveal the compliance to the recommendation with a large sample of Japanese elementary and junior high school children. Methods This study included 2408 students enrolled in fifth grade (aged 10-11 years) in 31 elementary schools, and 4360 students enrolled in eighth grade (aged 13-14 years) in 30 junior high schools. Each behaviour was assessed by a self-reported questionnaire. To analyze the differences in adherence to the recommendation between the school-aged group, we conducted a chi-analysis. Results Overall, only 4% of participants complied with all three recommendations, and 20% of the students did not comply with any of the recommendations (χ2=1390.87;p&amp;lt;.001). Compared with MVPA and ST, SLT had a trend to be likely to achieve the recommendation in each school-age group. Elementary school students had a higher percentage of non-adherence to all recommendations (39%) than junior high school students (10.3%). The adherence to the recommendation of the ST &amp; SLT simultaneously had no differences in each age group (11.5% for elementary schoolers and 12.7% for junior high schoolers). However, adherence to the recommendation of MVPA only, ST only, and MVPA &amp; ST were higher in elementary schoolers, and the adherence to the recommendation of SLT only and MVPA &amp; SLT were higher in junior high schoolers. Conclusions The proportion of adherence to at least one of the three recommendations is better in junior high school students than elementary school students in Okinawa, Japan. Key messages Health behaviour required improvement may differ by age group. It is necessary for particularly elementary school children in Okinawa to take proper countermeasures to improve the movement behaviours.

國小「社區藝術地圖」課程與創新教學之行動研究

The Third School Nutrition Dietary Assessment Study: Summary and Implications

目的探究不同学段学生在有无非自杀性自伤（non-suicidal self-injury, NSSI）行为的积极心理资源方面的差异。方法2023年9–10月，收集四川省成都市56870名9至18岁学生测评数据。利用R软件程序包评估网络结构和症状中心性，对比不同学段有无NSSI行为学生网络全局强度和结构差异。结果中小学生NSSI发生率为12.21%，初中最高（14.22%），高中次之（13.66%），小学最低（10.17%）。小学网络结构中无论有无NSSI行为，网络强度最强均为主观支持，接近中心性最强均为家庭功能；初中无NSSI行为学生网络强度最强为主观支持，有NSSI行为学生为自尊水平，接近中心性最强均为主观支持；高中有无NSSI行为学生网络强度最强均为自尊水平，高中无NSSI行为学生接近中心性最强为主观支持，有NSSI行为学生为表达抑制。小学边权重差异较大为家庭功能-自尊（E=0.093）、家庭功能-客观支持（E=0.087），初中差异较大为客观支持-主观支持（E=0.131）、家庭功能-冲动控制（E=0.109），高中差异较大为冲动控制-家庭功能（E=0.133）、主观支持-支持利用度（E=0.130）（P<0.05）。结论小学家庭过度介入和高中表达抑制可能是NSSI行为重要影响因素，缺少社会支持对初高中学生影响程度更高，主观支持、客观支持和对支持利用度联系强度是重要指标。

Experimental study on knee and hand crawling evacuation for different age group students

To share the implementation experience of hierarchical first aid training scheme for elementary and middle school students in Baoan District of Shenzhen City and evaluate its effect of training. During August 2018 and August 2019, elementary and middle schools students who participated in the first aid training held by emergency rescue training center of Baoan District were enrolled. Baseline information including the number of students, the number of attending tutors, the number of cardiopulmonary resuscitation (CPR) training models, automated external defibrillator (AED) models were recorded. According to hierarchical levels of three age, students received different courses with content from simple to hard: the course of elementary school students was consisting of dialing 120, smart animation on how to identify accidental damage, demonstration of AED and Hemlick techniques, CPR practise (40 minutes). The course of junior high school students was consisted of how to dial 120, how to identify accidental damage and simple disposal, application of CPR and AED, practice CPR and AED and Hemlick techniques (90 minutes). The course of high school students was consisted of how to dial 120, identify accidental damage and right disposal, identification of out-of-hospital cardiac arrest, the key-point of CPR and AED, practice CPR and AED, Hemlick techniques and hemostatic bandage (120 minutes). At the end of course, elementary school students were voluntary for skill assessment; junior high school students only were compulsory for skill assessment in small classes but not required in large classes, just for demonstration; additionally, the whole high school students were compulsory for skill assessment. The characteristics of first aid training students at different levels were collected in order to compare the differences on the usage of CPR training model and AED training model, the distribution of emergency resource, the ratio for passing examination. A total of 12 896 students and 2 086 training instructors took parted in 200 lists of first aid training courses, 8 557 CPR models and 8 493 AED models were used. On average, there are 65.27±5.61 students in each session, and 10.52±10.43 training instructors. There are 43.09±19.06 CPR training models and 42.77±18.61 AED training models. The mean ratio of student to tutor was 6.07±1.47, student to CPR model was 1.54±1.02, and student to AED model was 1.54±1.03. In the end of course, 10 494 students participated in the examination with the participation rate of 81.37%; 10 114 students passed the examination with the passing rate of 96.38%. Hierarchical analysis showed: compare to elementary school students, the average number of junior high school students in every training session significantly increased (cases: 69.94±8.77 vs. 58.69±6.12, P < 0.05), but the average number of high school students in every training session significantly decreased (cases: 57.35±5.79 vs. 58.69±6.12, P < 0.05). The proportion of instructors in junior high school students' training significantly reduced (5.94±1.39 vs. 6.48±2.02, P < 0.05). The examination ratio of junior high school students and high school students was increased significantly [81.07% (6 667/8 224), 100% (2 313/2 313) vs. 64.18% (1 514/2 359), both P < 0.05], but the ratio of passing the examination was significantly reduced [95.47% (6 365/6 667), 96.88% (2 241/2 313) vs. 99.60%(1 508/1 514), both P < 0.01]. This might be related to the low difficulty of elementary school students' assessment and the low proportion of compulsory examination. Hierarchical scheme is feasible for first aid training in elementary and middle school students, the content of course should be desighed from easy to hard. Synchronously, sufficient training instructors and training models should be equipped to ensure the quality.