Beginning Of School Year Research Articles

A Decodable Reader in Southern Sorsoganon for Grade One Pupils

This study developed and validated decodable reader in Southern Sorsoganon as a supplementary reading material for Grade One pupils at Bulusan Central Sachool, Bulusan District, Division of Sorsogon Province for the school year 2023-2024. The respondents of the study were twenty (20) Grade One pupils. Seventeen (17) pupils were from the last section who took the Modified Comprehensive Rapid Literacy Assessment (mCRLA) for the Beginning of School Year to determine their reading profile, while three (3) Grade One pupils were from the first section who took the field testing since they were identified as At Grade Level/fluent readers. Additionally, five (5) evaluators validated the said supplementary reading material. The study employed ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model instructional design in the development and validation of the material. The decodable reader covered Mother Tongue 1; Quarter 1 under the Most Essential Learning Competencies (MELCs). The validity of the decodable reader was evaluated by evaluators using Evaluation Sheet for Print Resources adopted from DepEd Learning Resource Development and Management (LRMDS) along with the following factors: Content, Format, Presentation and Organization, and Accuracy and Up-to-datedness. The decodable reader in Southern Sorsoganon for Grade One pupils passed DepEd Learning Resource Management and System (LRMDS) standards. Moreover, all evaluators agreed that the material should be approved for use in public schools if the necessary changes and revisions were made. The decodable reader, according to evaluators, would effectively supplement the teaching-learning process for the target pupils. In addition, based on the result of the field testing, the pupils regarded the decodable reader as relatable and interactive reading material.

Supporting Early Biliteracy in English‐Medium Classrooms: Initiatives for Family Engagement and Instructional Innovations

AbstractSince many bilingual students do not have access to bilingual education, this article illustrates how to collaborate with families and create instructional innovations to support biliteracy for all young bilinguals. The authors implemented a Biliteracy Jumpstart for 6 weeks at the beginning of school year culminating in Family Biliteracy Day with one linguistically diverse Pre‐K classroom.

‘Courageous and uncomfortable’: high school English language arts teachers using shared leadership qualities in virtual and hybrid classrooms during the COVID-19 pandemic

ABSTRACT Shared leadership research shows that it could be beneficial in the high school classroom. During the COVID-19 pandemic, teachers were looking for best-practice strategies to move their curriculum online and to hybrid. This worldwide crisis provided a moment in time to rethink traditional education in unprecedented mandatory mass virtual and hybrid learning. For this study, data was collected using a three-interview approach on Zoom in conjunction with virtual observations of classrooms, teacher and student artifacts, and researcher reflections. The selected teachers reported that they worked to foster an environment of trust, interdependence, collaboration, and collectivism at the beginning of school year 2020 which allowed aspects of shared leadership and student voice to flourish, even within multiple, changing modalities. Students felt more confident to take safe risks in discussion and thinking because everyone was experiencing change, a shared collectivism. The participants found success using student voice consistently to help create engagement, creativity, and other shared leadership qualities in the classroom. All of the qualities were reciprocal, as trust increased, student voice also increased, and likewise for many of the other qualities. Because of this reciprocity, students were able to discuss and reflect knowledge in new ways that many times they directed. Teachers reported a sense of self-efficacy through students’ engagement in their course work and their willingness to take risks. Many times, the teachers felt like students themselves as they took risks and adapted to the changing requirements.

Teachers’ First Meeting with Groups of Parents of Elementary Students at the Beginning of the School Year: Parents’ Expectations and Responses to these Expectations

This study examines the expectations of parents of elementary students with respect to the information evenings at the beginning of school year. The expectations are discussed in terms of welcoming, exchange of information and perceptions of the development of trust with their child’s teacher. Data collection was conducted with eight parents of fifth grade in the course of two interviews conducted with each participant, one before the group meeting, and a second one, a few days after. The results indicate that parents expect a warm and individualized reception, and information on strategies to support learning and work at home. Parents reported that there was no group discussion or exchange at the meeting which also did not serve to establish norms of collaboration based on educational goals or to identify actions aiming to develop the sharing of responsibilities. Parents, however, said that their child’s teacher inspires trust. Avenues for future research are discussed.

Meningkatkan Hasil Belajar PAK Materi Diriku Melalui Discovery Learning Bagi Siswa Kelas I SDN 11 Sanggau

At the beginning of school year, researcher always face the same classic problem in carrying out learning., especially for grade 1 elementary school students. The problem in question is the lack of independence of students in participating in learning and also the lack of student learning results. This case motivates the researchers to find the right solution. One of the solutions that reseachers use is to apply the Discovery Learning model. The selection of this lerning model is based on the syntaxs which places the students as the learning centers and the subject which facilitated by the teacher, try to find their own knowledge with the scientific steps, such as getting stimulation, problem statement, data collecting, data processing, verrification, and generalization. In addition, there are many previous researches have shown that by applying the Discovery Learning model, there is an increase in both learning activities and student learning results. Those are some the reasons that made the researcher decide to conduct this research with the title Improving Learning Results on “Myself” material in Catholic Religion Education with Discovery Learning Model for Grade 1 Students at SDN 11 Sanggau.

The specific of methodology for studying adaptation at Schoolchildren in modern educational space

The article is devoted to the problem of psychodiagnostic of school adaptation, and it’s specific in different period of education (at the beginning of school year, during school year and after school holidays). There are a particularities of school adaptation depending on the education cycle (elementary school, gymnasium or lyceum). The article contains a review of tests and methods aimed directly on appreciation of the level of child adaptation at school. Also we underlined the psychological components that influence on school adaptation. In this context we present the test which examine motivation, cognitive process which ensure a good assimilation of school curriculum emotional process that accompany in a balanced way learning activities and psychological climate in classroom that influence children well-being and socialization.

Uswatun Hasanah Guru Perspektif Syekh Al-Zarnuji dalam Kitab Ta’lim Al Muta’allim

The research is focuses on how the habituation of behavior through good examplary of teacher in the view of Syekh Imam al-Zarnuji, and how are the espousals and obstacles to make the habituation of the students’ behavior through ‘uswatun hasanah’ from the teacher at SMP Al-Ikhlash Lumajang. The research method is qualitative using Grounded Theory, the data collection is using observation, interview and documentation, and the analysis data is using inductive, deductive and descriptive. Based on the data analysis shown that the students’ behavior in perspective of Syekh Al-Zarnuji, it has been mostly impelemented at SMP Al-Ikhlash Lumajang. Firstly, the students’ behavior toward their teachers; they are honor deeply relating to the whole teachers’ thing. Secondly, they are honeor deeply of the knowledges such as make the books are neat in the bookshelves. Thirdly, the competencies of teacher were needed as the figure of uswatun hasanah perspective of Syekh al-Zarnuji has been the characteristics of each teacher at SMP al-Ikhlash Lumajang. The espousal factors of such habitual behavior are the recruitment of quality teachers from Lemdik al-Ikhlash, upgrading teachers, the bahavior has been the characteristic of teachers, adequate facilities, and continuity. While, the obstacles factors such as the input of students were from the various educational background in the beginning of school year.

Pembiayaan Pendidikan Alternatif di Madrasah Tsanawiyah PPTQ Assalam Bandung Perspektif Analisis School Levy

This research aims to describe education financing in Madrasah Tsanawiyah Pondok Pesantren Tahfiz Qur'an Assalaam Bandung using the School Levy analysis. School Levy is a concept of education financing in which the community (property tax) is set as the main source of the additional fund. This is a qualitative study. Data were collected by observations, in-depth interviews, and documentation then analyzed through data categorization and data interpretation. The results are 1) Alternative sources of education financing in MTs-PPTQ Assalaam were acquired through the funds from middle-high income communities in the form of zakat, infak, sedekah and Wakaf (ZISWAF); 2).The acquisition of the education financing sourced from ZISWAF is obtained in several ways. The first, Madrasa obligates students from the middle-high income family to pay certain amount of donation at the beginning of school year. The second, madrasa offers the parents to channel ZISWAF for educational financing tailored at the initial contract. Third, madrasa applies auction system for the Development Fund addressed for classrooms or other facilities improvement. 3) The Further utilization of this fund is used for madrasa’s development as well as facilities improvement, such as Wakaf land, Free Scholarship for 30% of orphans and duafa students, and as madrasa saving.

MANAJEMEN BIMBINGAN KARIR PESERTA DIDIK MANAGEMENT OF STUDENT CAREER GUIDANCE

Career guidance is given to the student in planning, developing and career problem solving. Therefore the implementation of career guidance management needed to be formatted as right and true as planning of career guidance program, organizing, implementation and program evaluation has been conducted in order to assist the school to improve graduate students quality in state vocational school in Bogor city. This study aims to describe the function of student career guidance management regarding to planning, organizing, implementation and supervising. The data is collected through observation, interview and documentation. The study used qualitative approach through case study method. The data validation uses in this study credibility test of data triangulation, technical and time. This study have result the representation about the function of student career management in state vocational school 2 Bogor city consisted of : 1) planning of career guidance was conducted in beginning of school year in agency meeting. 2) organizing of guidance career consisted of some personnel and have main duty and various function. 3) implementation of career guidance had run well through some planned program in agency meeting even there was still obstacle. In form of classical and individual. 4) program evaluating was implemented by principle in the end of material of arranging program in the next year

As EpiPen shortage continues, clinicians and patients turn to alternatives

With the summer winding down and the academic year in full swing, school-age severe allergy sufferers have to cope with more than just purchasing requisite school supplies and cool-weather gear. They should also be sure to have their emergency epinephrine treatment on hand and ready for use, particularly in light of its seemingly scarce availability. The Pfizer/Mylan supply shortage of brand and generic EpiPen and EpiPen Jr that was first announced in 2018 is ongoing as of September 2019, with no end in sight. “EpiPens, especially at the beginning of school years, can be difficult to find for patients,” said Ryan Israelsen, MD, a board-certified allergist and immunologist from the Allergy and Asthma Center of Southern Oregon. “If they can't find an EpiPen at their pharmacy, [they should] ask if there's a generic available,” he said. Yet, the shortage has affected both the Pfizer EpiPen and its generic alternative from Mylan. “We share in the frustration over the fluctuating availability, but, as with many sterile injectable medicines, EpiPen requires a highly complex and technical manufacturing and assembly process,” said Pfizer spokesperson Kim Bencker. “Despite our significant efforts, we do anticipate further supply shortages over the coming months,” she said, adding, “We are committed to resolving this availability issue as quickly as possible.” Kaléo, which manufactures a competitor auto-injector, Auvi-Q, has no such availability concerns. “Kaléo has not been impacted by the supply issues reported by other epinephrine auto-injector manufacturers,” said Caryn Foster Durham, director of corporate communications at Kaléo. Kaléo partnered with Walgreens in 2018 to offer its 0.15-mg and 0.3-mg products—corresponding to the EpiPen Jr and EpiPen doses, respectively—either at no cost or via a patient assistance program. A newly approved 0.1-mg dose, the first specifically designed for use in infants and toddlers, is also included in the Walgreens collaboration. Whether Auvi-Q use or sales have increased due to the EpiPen shortage is unknown, however. “Kaléo does not share specific sales information related to our products,” said Durham. Symjepi, another contender in the field of emergency epinephrine delivery systems, also has 0.15-mg and 0.3-mg doses currently available. Symjepi is a prefilled syringe and device combination rather than an auto-injector, but its size and ease of use make it a viable alternative, said Allison Schneider, director of communications at Sandoz, which markets Symjepi. “It's small … has an intuitive, user-friendly design, a smaller needle than the auto-injectors, and fits into the palm of your hand,” she said. Symjepi, which has been available in retail pharmacies since July 2019, also has a savings program that allows eligible patients to obtain it at no cost, Schneider noted. Patients who prefer the EpiPen brand or its generic alternative can safely use many lots of these products for 4 months beyond their expiration dates, according to research findings on their stability, Pfizer announced in a 2018 statement. Since then, Amneal, which manufactures generic EpiPen and EpiPen Jr, provided data to support the use of specific lots of both products for 2 months beyond their listed expiration dates.1www.fda.gov/drugs/drug-shortages/search-list-extended-use-dates-assist-drug-shortagesGoogle Scholar Israelsen agrees that when a patient's preferred product is unavailable, “they can carry an old epinephrine auto-injector, and if there's no crystallization or ‘floaties,’ it's safer to use than nothing.” For new patients, however, “I try to show them the options and let them choose,” he said. Kari Trotter Wall, PharmD, a director of pharmacy at both University of Southern California (USC) Pharmacy and USC Health Center Pharmacy in Los Angeles, generally recommends against using expired products. “I don't usually advise people [to use] past expiration dates because I like to do whatever I can to get the product for them,” Wall said. She described how staff at her pharmacies, which mainly serve college students, faculty, and staff, will call around if a prescribed product is unavailable at their location. “The priority is that [patients] get something in hand,” she said. “Ideally I would like it to be from me, but if I don't have it, I'm going to try to get it.”

Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese students

For Chinese students, learning is seen as their duty and obligation to the society and their parents. Thus, in contrast to the Western students, the effects of extrinsic motivation on academic performance may not necessarily be always negative. The present study examined the effects of intrinsic and extrinsic motivation, as well as their multiplicative effect among Chinese students. A total of 13,799 students in China were followed longitudinally in three waves (Grade 10, beginning of school year, midyear, and end-of-year; 5-month interval each). The main and multiplicative effects of intrinsic and extrinsic motivations were used to predict academic growth in a latent growth model. The multiplicative effect between intrinsic and extrinsic motivations showed that extrinsic motivation was detrimental to academic performance for students with high intrinsic motivation. For students with low intrinsic motivation, however, the extrinsic motivation helped to improve academic performance. Worth noting, intrinsic motivation also had a moderate positive effect on academic performance. For Chinese learners, interest is not the only key motive to learn. Extrinsic reasons could facilitate students' learning when they are not interested in the subject. Extrinsic motivation harms only for highly intrinsically motivated students.

Psychosocial Mechanism of Adolescents’ Physical and Mental Health: A Self-Determination Health Behavior Perspective

PURPOSE: Research indicates that adolescents’ health can be promoted by satisfying their basic psychological needs through a supportive social environment in school physical education (PE; Ryan & Deci, 2017). Guided by the Self-Determination Health Behavior Model (SDHBM; Ryan et al., 2008), this study aimed to examine the relations among perceived need support (i.e., autonomy support, competence support, and relatedness support), need satisfaction (i.e., autonomy, competence, and relatedness), physical health (i.e., physical fitness [PF]), and mental health (i.e., health-related quality of life [HRQOL]) among adolescents. The mediation models were conducted to specify relations among psychosocial processes toward PE, adolescents’ PF and HRQOL, respectively. METHODS: A prospective correlational design was used across one academic school year. Participants were 198 adolescents (58.6% female; Mage = 12.63) recruited from three schools in the south region of the U.S. At the beginning of school year, participants completed previously validated questionnaires assessing their perceived need support and need satisfaction toward PE. At the end of school year, they self-reported their HRQOL using the PedsQLTM inventory, which included measures of physical, emotional, school, and social functioning. Finally, FitnessGram® test battery was used to measure their PF including body composition, aerobic fitness, and muscular fitness. RESULTS: Correlation analysis revealed positive associations among the study variables (rs ranged from .19 to .83). Using structural equation modelling (AMOS 22.0), the hypothesized model resulted with a good fit to the data (χ2/df =130.46/61; IFI = .93; CFI = .93; RMSEA = .076; 90% CI [.058, .094]). The need support had a direct influence on need satisfaction (β = .79, p < .01), and need satisfaction had a direct contribution on PF (β = .23, p < .05). The psychosocial process from need support to need satisfaction had no direct influence on HRQOL, but had an indirect influence through PF (β = .34, p < .01). CONCLUSION: The findings supported the theoretical tenets of SDHBM in adolescents, particular on their physical health. Creating a need-supportive environment in PE is critical in order to enhance adolescents’ need satisfaction, which ultimately indirectly influence their HRQOL.

Personality Type and Persuasive Strategies in Writing of Junior High School Students

Workplace demands professionals with desirable personalities and influential persuasive ability. This research determined the personality type and persuasive strategies employed by Grade 9 students of San Pedro National High School, Philippines. It aimed to find its implication to the teaching of K to 12 English and persuasive writing. Using descriptive method and utilizing questionnaire as the principal tool for gathering data, the results revealed that majority of the respondents are female, had an Approaching Proficiency General Weighted Average GWA and are in the middle income. Also, both traits of extroversion and introversion are dominant among the respondents with extroversion as the more dominant. It was also revealed that significant difference exists between the persuasive strategies of the respondents when grouped according to their personality type. The study recommends a Personality Inventory Test to be distributed at the beginning of school year. Also, the research calls for inclusion of persuasive writing in K to 12 English instruction and providing students with real-based and consistent activities which can enhance their persuasive skills. Informative colloquiums dealing with personality and persuasive strategies awareness are also encouraged to hone not just personality-oriented students but also persuasive individuals required in the competitive real-life arena.

Characteristics Associated With Parent–Teacher Concordance on Child Behavior Problem Ratings in Low-Income Preschoolers

ObjectiveAssessment of pediatric behavior problems often requires rating scales from multiple reporters in different settings (eg, home and school); however, concordance between reporters may be low. Pediatricians must reconcile differences to inform treatment. We sought to examine characteristics predicting parent–teacher concordance on ratings of preschoolers' behavior problems. MethodsData from 562 preschoolers were used from the Growing Healthy study, an obesity prevention trial in Head Start programs (2011–2015). Parents and teachers completed the Eyberg Child Behavior Inventory (ECBI)/Student Behavior Inventory (SBI) and the Social Competence and Behavior–Evaluation (SCBE). Outcome variables were: parent–teacher concordance (teacher minus parent score on each subscale of ECBI/SBI and SCBE); teacher reports problem behavior, parent does not (children rated in the top quintile of challenging behavior by teacher but not parent); and parent reports problem behavior, teacher does not (children rated in the top quintile of challenging behavior by parent but not teacher). Multiple linear and logistic regression models were created for each subscale outcome, including the following covariates: child sex, child race/ethnicity, parent age, parent education, family structure, parent depressive symptoms, and parenting self-efficacy, and time of school year. ResultsLower concordance was associated with child female sex, and child black or Hispanic race/ethnicity; parent older age, lower education, more depressive symptoms, and greater self-efficacy; and beginning of school year. ConclusionsLow parent–teacher concordance may reflect different perceptions of child behavior. Pediatricians could consider parent depressive symptoms, culture, and implicit bias when interpreting differences in behavior ratings by parents and teachers.

Self-Reported Change in Physical Activity and Screen Time in 4th Graders Shows Gender, Seasonal and Weight Status Differences Even in Absence of an Intervention Effect

Examine changes in student self-reported mild (MPA), moderate (MoPA), and strenuous (SPA) physical activity (PA) and screen time (ST) as part of the Fuel for Fun (FFF) intervention. Two cohorts were enrolled in a controlled study with measures at baseline (BL, beginning of school year), follow-up-1 (FU1, end of school year), and follow-up-2 (FU2, beginning of following school year). Cohort one (C1, n=288) served as control; cohort two (C2, n=278) participated in FFF, an elementary school-based nutrition and PA education program including SPARK active recess targeting 4th graders. PA and ST were measured with an adapted version of the Godin Leisure-Time Exercise Questionnaire. 2x3 repeated measure ANOVA’s considered the effect of gender, baseline weight status (overweight/obese; healthy weight), and cohort. Cohorts did not differ in baseline PA, ST or weight status. All PA levels were significantly lower at BL than FU1 and FU2 (MPA BL 130±146, FU1 163±159, FU2 175±165; MoPA BL 156±139, FU1 189±145, FU2 183±147; SPA BL 229±141, 246±140, 234±137 minutes/week; all P<.05) with no significant differences between FU1 and FU2. Patterns of change did not differ between cohorts. Overweight/obese students reported significantly higher levels of ST than healthy weight students (3.4±3.1, 3.4±2.8, 2.5±2.3 vs. 2.5±2.4, 2.7±2.3, 2.5±2.1 hours/week; p<.001). Males reported significantly higher levels of SPA (247±147, 269±140, 248±136 vs 210±135, 224±137, 220±136 minutes/week; p<.01). A non-significant decrease in ST was noted for overweight/obese in c2, but not in c1. Findings demonstrated seasonal, weight, and gender differences in PA and ST. Further analyses to investigate subjects that responded to the FFF intervention are warranted.

Why We Teach!

> Teachers affect eternity; no one can tell where their influence stops. > > Henry Brooks Adams Teaching has been one of the most important and honored professions since the beginning of history. Through observation, trial and error, and experimentation, teachers—including elders and others—have passed down vital information from generation to generation. This is still true today and this month, August 2015, marks the beginning of another school year here in the US where over 250,000 science teachers (approximately 78,000* of these being high school life science and biology teachers) will enter their classrooms. Why do we teach? We do it for the same reasons that so many generations have done before us—to pass on crucial information we have gathered in our lifetime. We want to share knowledge about life, living organisms and their interconnections. We want our students to understand why it's so important to take care of our environment. This was such an important topic that we asked the NABT Board of Directors to share their thoughts on why they teach. Their responses are found below. > ### President-Elect Bob Melton > > The beginning of a new school year has always been an exciting time for me. It is always full of hope, promise, and the allure of the challenge ahead. The real challenge is that of reaching out to a diverse set of individuals and discerning the ways to engage each one of them in the practices of science and immerse them in the thinking and discourse that is modern science. How can I develop independent thinkers, creative problems solvers, and functional collaborators in a group of individuals who are connected only by time, place and the common requirement for a credit in Biology I? This is the excitement that wakes me up in the middle of each night for two weeks prior to the start of school and …

Back-to-school upper respiratory infection in preschool and primary school-age children in Israel.

Increased upper respiratory infection (URI) among children at the beginning of school year is well known to parents and pediatricians. However, this phenomenon is not well documented or characterized. Computerized datasets from a large health maintenance organization in Israel were used to calculate the weekly rates of URI among children 3-14 years old for the years 2007-2012. In addition, nasopharyngeal swabs were collected in 2010-2012 from children with URI symptoms and controls during school opening time. Swabs were tested by real-time polymerase chain reaction for the presence of respiratory viruses. Time-series analysis demonstrated a peak of URI in September each year. The peaks reached their height 2 weeks after school opening and returned to baseline within 4-7 weeks. The main 3 viruses detected both in URI patients and in healthy controls during the first weeks of school opening were rhinovirus, adenovirus and enterovirus. The detection rate of any respiratory virus, and of rhinovirus in particular, was significantly higher among cases than among controls (54% vs. 16%, P < 0.001 for any virus, and 35% vs. 6.0%, P < 0.01 for rhinovirus). When adjusting for age and sex cases had 5.8 times more viral detection when compared with controls. Upper respiratory symptoms were significantly more prevalent among the virus-positive cases when compared with negative ones. Back-to-school illness consisting of URI has a distinct epidemiological pattern demonstrating a rapid rise peaking within 2 weeks of school opening and is associated predominantly with rhinovirus.

Investigating the Relationship between Food Pairings and Plate Waste from Elementary School Lunches

Plate waste, defined as the quantity of edible food left uneaten after a meal, is a challenge for schools participating in the National School Lunch Program (NSLP). The new nutrition standards in the NSLP of United States Department of Agriculture (USDA) were implemented at the beginning of school year (SY) 2012-2013. School foodservice authorities were concerned that the new standards would result in increased plate waste and reduced participation, especially by students who paid full prices for lunch. There are many reasons for plate waste, including students’ dislike of the foods served, the composition of meals, the environment in which students are eating, the lack of time to eat, or perhaps other factors. The objective of this study was to examine the relationship between entree/vegetable “pairings” and plate waste by elementary school students pre- and post-implementation of the new school meal standards. Plate waste was measured to determine which entree/vegetable pairs produced the least amount of waste. Plate waste of 144 and 305 entree/vegetable pairings was analyzed, pre- and post-implementation, respectively. Our results indicated that more nutritious meals were offered during the post-implementation period. The new school meal standards led to no significant changes in entree plate waste, but vegetable plate waste increased by 5.6%. As such, increases in the combined entree/vegetable plate waste were evident from 40.4% pre-implementation to 43.5% post-implementation. The top five vegetables in terms of popularity were all starchy vegetables, the majority of which were potatoes in various processed forms. The least popular vegetables were dark-green leafy vegetables, such as steamed broccoli, both pre- and post-implementation. Chicken nuggets were the most popular entree and were wasted the least. Understanding the dynamics of food pairings and providing desirable entree and vegetable pairings can help reduce waste from school lunches.

Determining Information Literacy Competency of Faculty Members in Using Medical Information Resources

Introduction: Information literacy (IL) is a set of abilities requiring individuals to identify when information is needed and have the competency to retrieve, evaluate, and efficiently use the required information. The aim of this study was to recognize to what extent faculty members are able to use the variety of information resources. The study was done in Tabriz University of Medical Sciences (Iran) from October to December 2012.Methods: This study used the cross sectional method. The participants of this study were 80 faculty members who referred to the central university library within the first two weeks of October (beginning of school year) for information seeking. All of the participants in the study were selected. Data were gathered through distribution of a standard questionnaire of information literacy. Data were analyzed through SPSS/16 and one-way ANOVA Independent t-test was applied, too.Results: Information literacy competency was classified in three levels: low, moderate, and high. The majority of faculty members had moderate information literacy level and a minority of them had a high information literacy level.Conclusion: Information literacy competency of faculty members was moderate to low. Academia had higher level of retrieving information and evaluating than ethics and rights of information resource and abilities in knowledge. There was a statically significant relationship between ageand level of academia with information literacy level.

527 Evaluation of the September Epidemic of Asthma Exacerbation in Children in Our Practice

BackgroundKnow that the rate of asthma exacerbations are increased in September after summer vacation with the beginning of school year. Investigators have been studied this problem and it was supposed that the main cause could be the stress associated with school return what can worsen asthma symptoms. Beside this children returning to school after summer vacation are reexposed to respiratory viral infections, sensitizing allergens in the school enviroment, and can be connected with poor compliance in the medication in the summer period.MethodsWe stared to investigate that what could be the causative factors in children who suffered dyspnoe and other signs of asthmatic exacerbation from September 2008, could we present the increasing number of these patients in hospitalization rate, and could we confirm the changing compliance of the regular medication during the summer period? A short questionaire was constructed and was given the patients who were admitted to hospital (162) with asthma exacerbation symptoms. Then 45 patients were selected for a longer follow up to investigate their compliance in medication. We investigate from the database of our Hospital the asthmatic patient's admission rate from 2006.ResultsWe could present from 2006 the increasing number of patients admitted because of asthma exacerbation in September in every year. We could present the increased number of schoolage patient among all of the admitted patients in the fall season. We compared the genders which were similar. We found that the symptom of asthma was worse in the fall season. We confirmed the higher number of patients suffering from viral infections. But the changing rate among patient who stopped the medication during summer was low as 13%.ConclusionsWe could confirm the September epidemic of asthma exacerbation among our patients as well. Compare the international investigations the main cause of the September epidemic of asthma connecting with the beginning of the school year and the increasing number of viral infections at this period of the year. Fortunately our patient compliance was good but we have to continue our patients’ education from time to time.