Older School Age Research Articles

Palatal surface development from 6 years of age to early adulthood: data modelling using 3D geometric morphometrics.

The study followed the modelling of postnatal growth of a healthy palate of the Central European (Czech) population sample based on transverse data on sex and age from 6 to 19 years. Digitised 3D models of 212 healthy palatal surfaces were evaluated using 3D geometric morphometrics and superimpositions. The individuals were grouped based on age (preschool, younger and older school age, younger and older adolescents, young adults) and sex (♂ n = 101, ♀ n = 111). Female palatal development was non-linear and was interrupted between the 10-12 years and then proceeded intensively until the age of 15 when it ceased. In contrast, male-modelled growth was consistent throughout the follow-up and continued linearly until at least 19 years of age. The palate did not widen further with increasing age, and primarily palatal vaulting and heightening were found. The characteristics and distribution of areas with extensive modelled growth changes were comparable in females and males, as confirmed by the location of principal components (PC1 and PC2) within modal space and growth trajectories. The extent of sexual dimorphism increased from 15 years of age due to pubertal spurt combined with earlier completion of palatal development in females. The study showed modelled healthy palatal development from 6 years of age to early adulthood, which might be utilised as reference standards for the Central European population sample. The comparison of normal reference subjects with patients with cranio-maxillo-facial dysmorphologies represents the first step in diagnosing and establishing effective therapy.

Predykcyjna rola modeli socjalizacji w przewidywaniu kompetencji młodzieży w starszym wieku szkolnym

<b>Wprowadzenie.</b> Oddziaływania socjalizacyjne rodziców przyczyniają się nie tylko do rozwoju sfery społeczno-kulturowej i psychologicznej dziecka, lecz także mogą kształtować jego umiejętności składające się na kompetencje. Postanowiono sprawdzić, które z modeli socjalizacji stosowane przez rodziców oddziałują na wzrost kompetencji u młodzieży w starszym wieku szkolnym. <b>Cel.</b> Celem artykułu jest określenie modelu predykcji kompetencji uczniów w starszym wieku szkolnym ze względu na modele socjalizacji stosowane przez ich rodziców. <b>Materiały i metody.</b> Badania wykonano po pierwszym okresie pandemii w publicznych szkołach podstawowych na terenie wschodniego Mazowsza. Analizy przeprowadzono na 166 osobach z klas szóstych, siódmych i ósmych. Posłużono się metodą sondażu diagnostycznego, jako technikę wykorzystano ankietę, na podstawie której skonstruowano dwa narzędzia badawcze. Pierwsze określało typ i stopień wykorzystywania przez rodziców modelu socjalizacji, drugie miało charakter samoopisowy i służyło do określenia skali umiejętności poznawczych, komunikacyjnych, społecznych i moralnych uczniów. <b>Wyniki.</b> W efekcie stwierdzono, że predyktorami przewidującymi wzrost kompetencji u młodzieży w starszym wieku szkolnym są dwa modele: zupełnej swobody i konfliktowy. Poziom kompetencji uczniów w starszym wieku szkolnym wzrasta o prawie 7%, jeżeli ich rodzice w procesie socjalizacji stosują model zupełnej swobody, a nie wykorzystują modelu konfliktowego.

Military parents' perceptions of separation for their younger children.

Many studies are available in the literature considering effects of deployment on older school age and adolescent children, but less is known about the effects on younger children. The purpose of this study was to describe the experience of deployment/separation for military children aged 4-10 years from both the deployed parent and stay-at-home parent's experiences. Parents completed demographics followed by an interview to describe the child's reaction to separation. Thematic analysis was used to identify children's reactions and intervention strategies. Thirty-eight families, encompassing 57 children aged 4-10 who experienced a separation or deployment within the past 2 years participated. Interviews included 24 military members and 34 spouses (most frequently the mothers) completed the interview and research instruments. Interview data revealed a turbulent experience for families resulting from frequent and repeated separations. Parents actively employed strategies garnered from military-provided materials and informal interaction with other military parents. The different perspectives provided new insights as to the strategies military families find successful during separations and will be useful in providing anticipatory guidance.

DERMOID AND EPIDERMOID CYSTS OF THE MAXILLOFACIAL AREA AND THE NECK AMONG CHILDREN

It is generally accepted that dermoid and epidermoid cysts are the result of malformation of the ectoderm. The asymptomatic course, absence of pathognomonic symptoms and similarity of clinical manifestations at separate stages of growth, despite nosological form and place of occurrence, give this pathology of particular relevance in the practice of pediatric maxillofacial surgery.
 However, if there are no significant issues regarding the etiology and pathogenesis of dermoids and epidermoids, there is a problem of constant monitoring of their prevalence and structure for the formation of administrative organizational measures for the planning of specialized care for this category of patients. Special attention should also be given to the development of new, minimally invasive surgical interventions, given the increasing aesthetic demands and requirements of patients.
 The aim of the study is to study in a comparative aspect their own experience on the clinical and morphological features and principles of treatment of dermoid and epidermoid cysts of the maxillofacial area and neck in children with the results of scientific studies, covered in literature.
 A thorough analysis of fundamental scientific works and publications in periodicals devoted to the scientific development of various directions in relation to these issues is carried out.
 The clinical section of the work concerns 15 children with dermoids and 8 children with epidermoids who have been treated for 8 years in the surgical ward of the children's clinical hospital in Poltava. General clinical, additional, and specific examination methods were used to establish clinical diagnosis, including diagnostic puncture, ultrasound, and MRI examination, which was performed in complex and questionable cases. If it is necessary, the patients are consulted by doctors of related specialties.
 The microscopic structure of the postoperative material was studied on preparations made by conventional methods.
 An objective study found that the clinical picture of the dermoid and epidermoid cysts is similar, differing only in slight subjective sensations on palpation.
 Comparison of clinical diagnosis and results of postoperative morphological verification of removed soft tissue bones showed that in 23.9% of patients the clinical diagnosis did not coincide with pathohistological. The difference in dermoids was the largest (75.0%), which confirms the need for expanded use of additional examination methods both at the pre-hospital stage and under inpatient conditions immediately before surgery.
 In general, the obtained morphological picture of the postoperative material coincided with the literature data on the classical structure of the dermoid and epidermoid cysts of the soft tissues of the maxillofacial area.
 Thus, the dermoid and epidermoid cysts of the maxillofacial area in children, having a dysontogenic origin, are most often diagnosed at younger and older school age. Despite their classic clinical picture, a considerable number of discrepancies between clinical and pathohistological diagnoses are traced , requiring a careful examination at both the hospital and hospital stages using modern, informative supplementary and special methods of investigation in complex and doubtful cases of cases and complex cases.
 These materials may be the basis for further in-depth scientific studies on immunohistochemical structural features dermoids and epidermoids to determine immunocompetence layers cystic membranes and determine their probable role in causing acute inflammation depending on the type of formation.

Lines, Bars and Circles: How William Playfair Invented Graphs by H. Becker

Becker, Helaine. Lines, Bars and Circles: How William Playfair Invented Graphs. Illustrated by Marie-Ève Tremblay. Kids Can Press, 2017.Lines, Bars and Circles follows the life story of William Playfair. William was a dreamer and he saw the world differently than most people. Born in 1759 in Scotland, William was a joker with a unique sense of humour as a child. As he grew up, his independent spirit led him to leave home at fourteen to seek his fortune. He worked for inventors like William Watt and longed to invent something or make a discovery that would make him rich. Unfortunately, William’s dreaming and scheming did not yield much success and most of his ideas and businesses failed.William wrote books to make money and while doing so, used his unique way of thinking to describe the information he was writing about. His use of a vertical and horizontal line system to plot results, demonstrated a visual way of displaying numeric values, and thus invented the first line chart. Later he invented the bar graph and the pie chart. Despite interest from the King of France, William’s charts were not taken seriously at first, mostly because of his reputation. It was not until a hundred years after his death that his charts were revisited for their value. In our time, charts and graphs are used in infographics every day, and are greatly valued for their ability to make information easier to understand.Lines, Bars, and Circles is a great way to introduce both history and mathematics to young readers. The digitally drawn, textured illustrations by Marie-Ève Tremblay bring the 18th century to life with simplicity and whimsy. The Playfair caricature in the book reflects both his creativity and his self-involved personality, aspects of his character that led him to be viewed as uncommitted, ambitious to a fault, and an occupational drifter. Playfair’s story is an interesting one, as it shows how a unique independent spirit can be both a blessing and a curse. The book also shows how not all inventors are fabulously successful, and that one can never know which ideas will be the most impactful. Given the richness of topics in this book it would most suitable for older school age children ages 8-12. Small snippets of historical information are distributed throughout the narrative, about the people William knew and the times he lived in. The end of the book also provides a comprehensive biography of William Playfair. I would recommend this book for children with interests in math and/or history. Recommended: 3 out of 4 starsReviewer: Hanne PearceHanne Pearce has worked at the University of Alberta Libraries since 2004. She holds a BA and MLIS and is currently working towards her Master of Arts in Communications and Technology. Her research interests include: visual communication, digital literacy, information literacy and the intersections between communication work and information work. She is also a freelance photographer and graphic designer.

Selected aspects of lifestyle of active boys in the older school age

Selected aspects of lifestyle of active boys in the older school age

Value Preferences of Czech and Slovak Students of Older School Age

The need to examine the value orientations resulted from current requirements in practice. At present, the paradigm of education is changing. Contradictions of today's civilization are naturally reflected in the education and training systems worldwide. The crisis of our civilization and the current systems of education are based on a crisis of value systems, a crisis of value orientations. Value systems represent an important regulator of social behaviour as value orientations influence the expression of a personality in its actions and behaviour, in identifying and achieving life goals. This is another reason why it is important to address this issue. In this paper we deal with an analysis of research findings related to preference of values ​​in older school age students from Slovakia and the Czech Republic.

Význam preventivních programů a opatření zaměřených na snížení výskytu onemocnění dutiny ústní včetně zubní traumatologie u dětí mladšího a staršího školního věku

Obsah clanku je zaměřen na definici oralniho zdravi, ktere je velice významnou soucasti výchovy ke zdravi. Kvalitni pece v teto oblasti zvysuje životni uroveň populace po vsech strankach. Reserse popisuje kompetence zubniho lekaře a dentalni hygienistky, zdůrazňuje nutnost pravidelne a systematicke pece o dutinu ustni, zmiňuje typy prevence s vyzdviženim prevence primarni, jelikož jeji nedostatek způsobuje nevratne skody v oblasti oralniho zdravi. Dale se v clanku upozorňuje na význam preventivnich prohlidek dutiny ustni u děti, nalezneme zde definice zubniho plaku a dispozice k jeho vzniku. Autorka zdůrazňuje metody a formy primarni a sekundarni pece o parodont, způsoby vzniku zubniho kazu a předchazeni vzniku zubniho kazu, popisuje onemocněni dasni a nasledne možne postiženi celeho zavěsneho aparatu zubu, kde zdůrazňuje opět metody, jak předchazet různým druhům onemocněni zavěsneho aparatu zubu. Autorka rovněž uvadi způsoby vysetřovani dutiny ustni, zmiňuje detekci zubniho povlaku a plakove indexy, ktere slouži k motivaci pacienta, vysetřovani intenzity krvacivosti dasni a indexy, ktere hodnoti stav parodontu jako celku. Opomenuta neni ani uloha fluoru v lidskem organismu a jeho pozitivni role v předchazeni vzniku zubniho kazu spolu s možnými negativnimi ucinky při jeho předavkovani. Soucasti reserse je tež upozorněni na nebezpeci a dopady, ktere vyplývaji z urazů vzniklých v dutině ustni.Vhodnou motivaci a ziskanim spravných navyků pece o dutinu ustni od utleho mladi lze dosahnout vyhovujici urovně dentalni hygieny a oralniho zdravi ve vsech věkových skupinach.

Autonomic regulaton in chldren of older school age with a different level of anxiety

The state of the autonomic nervous system with the use of the technique of a 5-minute registration of ECG has been studied in 57 children of older school age with low, median and high anxiety. It has been established that with low anxiety a vegetative balance is provided at the expense of the parasympathetic nervous system. The role of the suprasegmental portions of the autonomic nervous system (ANS) increases sympathetic influence enhances with medianxiety. A transformation of the regulation of the heart rate into the humoral-metabolic one, a depletion of the adaptive system and a reduction of the functional condition of the organism are marked in girls with the high level of anxiety.

P25-14 Autonomic tone, autonomic reactivity and autonomic maintenance of activity features in older school age children with type I diabetes mellitus

P25-14 Autonomic tone, autonomic reactivity and autonomic maintenance of activity features in older school age children with type I diabetes mellitus

P01-199 - Developmental lag in ADHD - cross sectional study with continous performance test

ObjectivesSeveral clinical and neuroimaging studies suggest developmental lag in children with ADHD, which normalizes in late adolescence. However, studies using dimensional behavioral and neuropsychological assessment point to the persistent nature of deficits.MethodsTwo hundred five children with diagnosis of ADHD (187 boys, 18 girls; age 10.9±2.7) and 155 healthy controls (80 boys, 75 girls; age 10.3±2.3) were recruited. Both (unmedicated for 48 hours) patients and healthy controls were assessed with Continous Performance Test (CPT).ResultsPatients with ADHD made more errors and less hits than healthy control children, respectively (19.9±17.4 vs. 16.0±16.2; p=0.02) and (38.0±8.6 vs. 41.4±6.2; p< 0.001). In early school age (7-9 years) children with ADHD performed worse than healthy children in terms of reaction time, number of errors and number of hits, respectively (864.9±111.0 vs. 799.9±116.2; p< 0.001), (32.7±20.2 vs. 23.4±19.6; p< 0.001), (33.1±9.0 vs. 39.0±6.1; p< 0.001). In older school age (10-12 years) and in adolescence (13-17 years) significant differences were observed only in number of hits, respectively (40.3±7.5 vs. 43.0±6.0; p=0.002) and (41.3±6.7 vs. 44.9±2.0; p=0.03).ConclusionsYoung children with ADHD may show more pervasive cognitive deficits, than older children and adolescents. More specific neuropsychological dysfunction may be a trait of ADHD patients, irrespectively of age. These results may suggest existence of several attentional systems, which mature in different developmental periods.

Valia ir jos reikšmė vertybių internalizacijai

Žvelgiant į valią, kaip į vertybių internalizacijos mechanizmą, straipsnyje aktualizuojama valios esmė ir funkcijos, atskleidžiamos valios sklaidos ypatybės, išryškinamas geros valios vaidmuo šiame procese. Šalia to analizuojami kai kurie X-XI klasių mokinių valingų siekimų ypatumai ir jų įtaka doriniam elgesiui.

A NEW LOOK AT MEASLES

Since the measles vaccine was licensed in the United States in 1963, the number of measles cases has declined by 98%. Nevertheless, measles has not been eliminated as had been hoped, and, in fact, has started to increase in incidence. The increase in the number of cases has been accompanied by a change in measles epidemiology; the highest attack rate now occurs in preschool-age children and in older school-age and college students. The latter is the basis for the adoption of a two-dose measles immunization schedule by the ACIP and AAP. In preschool-age children, however, the problem is more disturbing and reflects low rates of immunization, particularly among inner-city populations. A major public health effort must be directed to achieve and maintain high vaccination rates if measles elimination is to be accomplished. Otherwise, measles outbreaks, with their accompanying morbidity and mortality, will continue to occur.

Screening and remediation of preschool children from low income families.

A preschool intervention screening, diagnosis and remediation program for 100 3- and 4-yr.-olds administered by a Community Mental Health Center is evaluated. Statistically significant improvement by project children compared with non-project controls indicated prevention techniques applicable to older school age children are also applicable to 3- and 4-yr.-old preschoolers.