Percent Of Pupils Research Articles

Assessment of Obstacles to Handwashing Among Nursing Students

Introduction: Hand hygiene is crucial in the healthcare industry, since it helps reduce the spread of germs between patients and healthcare personnel. Our primary aim was to identify the obstacles that nursing students face when attempting to maintain proper hand hygiene. Aims: The goal of this research was to identify the obstacles that nursing students face when attempting to practise proper hand hygiene. Methods & Materials: Purposive sampling was utilised for this descriptive study of 196 undergraduates in their first and second years of basic BSc; the students themselves created and administered the study’s structured questionnaire, which was then expert-validated and approved for use. Researchers informed participants of the study’s goals before collecting any data. The levels of knowledge (bad, good, and outstanding) were utilised. The data analysis was carried out in accordance with the aims of the study. Result: According to the study’s findings, the majority of students (87%) are under the age of 19, the majority of female students (161) are between the ages of 81 and 19, the majority of students (51%) have completed at least 12 years of schooling, and the majority (96%) of students who are not married. 53.57 percent of pupils had demonstrated moderate difficulties in clinical procedures, according to the descriptive study. A total of 27.4% of the population planted their barriers while washing their hands. Only 19.39% of people ever do not feel the need to wash their hands. Conclusion: We conclude that educational and motivational intervention with students, coupled with seminars on the necessity of hand washing during clinical practises, is necessary to prevent the clinical hospital acquired infection.

The impact of water consumption on hydration and cognition among schoolchildren: Methods and results from a crossover trial in rural Mali

Adequate provision of safe water, basic sanitation, and hygiene (WASH) facilities and behavior change can reduce pupil absence and infectious disease. Increased drinking water quantity may also improve educational outcomes through the effect of hydration on attention, concentration, and short-term memory. A pilot study was conducted to adapt field measures of short-term cognitive performance and hydration, to evaluate levels of hydration, and to investigate the impact of providing supplementary drinking water on the cognitive performance of pupils attending water-scarce schools in rural Mali. Using a cross-over trial design, data were collected under normal school conditions (control condition) on one visit day; on the other, participants were given a bottle of water that was refilled throughout the day (water condition). Morning and afternoon hydration was assessed using specific gravity and urine color. Cognitive performance was evaluated using six paper-based tests. Three percent of pupils were dehydrated on the morning of each visit. The prevalence of dehydration increased in the afternoon, but was lower under the water condition. Although there was a trend indicating drinking water may improve cognitive test performance, as has been shown in studies in other settings, results were not statistically significant and were masked by a “practice effect.”

Family structure, socioeconomic position and utilization of oral health services among Nigerian senior secondary school pupils

To test the relationship between socioeconomic position (SEP), family composition, number of siblings, and birth position in the family, and the utilization of oral health services by senior secondary school pupils in Ile-Ife, Nigeria. A cross-sectional study design included senior secondary school pupils in the Central Local Government Area of Ile-Ife during 2007/2008. Sample size calculation was performed and 1,200 pupils were invited to participate. A multistage, stratified sampling technique was used. Data collection included a self-administered questionnaire. Data were analyzed using logistic regression. The response rate was 76 percent (n=1043). The mean age was 15.8 (standard deviation=1.9) and 49 percent were males. Only 22.5 percent of pupils had ever visited a dentist in their lives. Results from multivariate analyses showed that pupils attending free schools, those paying 1 to 10,000 naira (equivalent to US$ 63.31) and 10,000 to 19,000 naira (equivalent to US$ 120.29) were respectively 1.93, 1.87, and 2.74 times less likely to have attended a dentist in the past than pupils in more expensive schools. Pupils living with single mothers or without a parent were unlikely to have visited the dentist. Number of siblings and birth position in the family were not associated with utilization of oral health services. Adolescents from families with a low SEP growing up without their parents may need extra incentives to visit dentist.

Gabių vaikų situacija mokykloje: konfliktinė sąveika su bendraklasiais ir mokytojais ir jos korekcija

Socialinių mokslų (edukologijos) daktarėAnalizės ir duomenų apdorojimo skyriaus vedėjaNacionalinė mokyklų vertinimo agentūraDidlaukio g. 82, LT-08013 VilniusTel. (8 5) 277 90 23El. paštas: grazina.ciuladiene@nmva.smm.ltLektorė, Mykolo Romerio universiteto Mediacijos katedraAteities g. 20, LT-08303 VilniusTel. (8 5) 271 46 08Remiantis Nacionalinės mokyklų vertinimo agentūros tyrimų (išorės vertinimo ataskaitos / Mokinių nuomonių apie mokyklos veiklą apklausa) duomenimis apibūdinama gabių vaikų ugdymo situacija bendrojo ugdymo mokykloje. Kiekybinė ir kokybinė duomenų analizė atskleidžia gabių mokinių sąveikos su klasės draugais ir mokytojais bruožus, išryškina vertintose mokyklose taikomus gabių mokinių atpažinimo ir ugdymo organizavimo ypatumus. Išryškėjusios problemos interpretuojamos poreikio konflikto kontekste. Keliama prielaida, kad tinkamas dėmesys gabių vaikų poreikiams kreips konfliktą konstruktyvia linkme.

Paauglių poreikių konfliktai kaip aktuali dorinė problema

Straipsnyje aptariamas vienas iš ryškiausių paauglystės bruožų - konfliktiškumas. Psichologijos, sociologijos ir edukacijos literatūroje keliama mintis, kad viena iš esminių konfliktų priežasčių- nepatenkinami poreikiai. Straipsnyje siekiama atskleisti, kokių poreikių frustracija dažniausiai tampa paauglių konfliktų su bendraklasiais, mokytojais ir tėvais kilimo priežastimi. Kartu nagrinėjama, kokios vyrauja paauglių poreikių konfliktų apraiškos: agresyvios, regresyvios ar egresyvios.

Paauglių konfliktai: vertybinis aspektas ir raiškos tendencijos

Šiame straipsnyje aptariamas vienas ryškiausių paauglystės bruožų – konfliktiškumas. Sociologinėje ir edukacinėje literatūroje keliama mintis, kad esminė konfliktų priežastis - vertybės: neturėjimas galimybių praktiškai jų įkūnyti, prieštaringas požiūris į jas ir kt. Straipsnyje siekiama atskleisti, kokių vertybių frustracija dažniausiai tampa paauglių konfliktų su bendraklasiais, mokytojais ir tėvais kilimo priežastimi. Kartu nagrinėjama, kokios vyrauja paauglių vertybių konfliktų apraiškos: agresyvios, regresyvios ar egresyvios.

Counting at nursery school and at primary school: Toward an instrument for diagnostic assessment

For about ten years, new research data have led us to enlarge the Piagetian model of the learning of the concept of number. Research investigations of counting have especially emphasized the importance of some abilities related to the construction of the concept of number. We think these researches should more greatly influence the practice of assessment. But valid tests should be available for psychologists and teachers to appraise the child development of the mastery of counting. For this purpose, we developed a set of tasks on the base of a critical analysis of Gelman and Gallistel counting principles. In a first step of our research, we used these tasks in a large sample of children from the French-speaking community of Belgium. This sample was composed of pupils from the third year of the nursery school (N=439) and from the first year of the primary school (N=103). Some of our results are quite different from those of previous investigations. We observe that many 5-year-old children are far from mastering and to coordinating the counting principles. A significant percent of pupils in the first year of the primary school are in the same situation. The implications of these difficulties for the beginning of the learning of arithmetic are emphasized.

The Comprehensive School—A Reform Model in Contradiction

A few figures will give a quick orientation on the comprehensive schools: the first integrated comprehensive school in the Federal Republic was opened in 1968. There are currently (1986) 243 integrated comprehensive schools (ICS) in the state school system (see [2, p. 32]). If in addition one includes the 200 cooperative comprehensive schools (CCS) (see [1, p. 235]) the number of state comprehensive schools in the Federal Republic will soon be 450.1 If at the same time one also considers that in 1986 there were more than 32,000 schools providing general education in the Federal Republic, the minority position of the comprehensive school becomes clear: 5.7 percent of all seventh graders attended an integrated comprehensive school in 1984-1985, and 4.4 percent attended a cooperative one. This means, in other words, as before, 90 percent of pupils in the Federal Republic attend a school of the traditional type (Hauptschule, Realschule, and Gymnasium). The table shows how the Federal states diverge from these...

White Views of Black Minds: Schooling in King Leopold's Congo

RESEARCH on the educability of Africans in the past focused narrowly on the learning process: could blacks learn as well as whites? Did they learn in the same manner? (1) More recently attention has turned to broader themes. One recent interpretation of white views about black minds holds that philosophical and psychological preconceptions influenced both the amount and the type of schooling provided for blacks in the late nineteenth and early twentieth centuries. (2) Other recent works suggest the past psychological focus has obscured the basic question of who should be educated and for what purposes? (3) Thus, one may ask, were white views about black minds only philosophical and psychological guides to pedagogical practice or were they also bulwarks to perpetuate class and caste structures? Moreover, how did such white views serve the self-interests of those who expounded them? This essay examines these questions during the formative years of the educational system in Belgian Africa-the Leopoldian Period (1879-1908). The educational system then established underwent little change until after World War II. As elsewhere in Africa, Christian missionaries operated almost all of the schools in the Belgian Congo until 1960, the year of political independence for Zaire. Missionaries opened the first western-type school in 1879; in 1908 (when King Leopold's Congo Independent State was annexed by the Belgian Parliament) 99 percent of pupils attended Protestantand Catholic-run schools and in 1960 the percentage had declined to only 97 percent. Starting with a survey of missionary views concerning African educability this essay traces the influence of those views upon educational practices and concludes with a discussion of the pragmatic functions of white views. The conclusions are based upon the reading of some five-hundred volumes of missionary letters, diaries, autobiographies, and annual reports, together with relevant sections of the Belgian colonial archives.

Do open space environments encourage children to seek immediate gratification?

This study evaluated the effects of 14 months' exposure to open space environments on preference for delayed reward. Three hundred eighty-nine pupils in open space and conventional classes in grades 4 and 5 were individually administered one of four tests for delay of gratification. These tests consisted of a choice between an immediate, smaller reward and a delayed, larger reward. Each of the four independent studies found that approximately the same percent of pupils from each educational environment selected the delayed alternative.

The Relative Efficiency of the Various Approaches to Writing with the Left Hand

A PREVIOUS report, taken from an unpublished dissertation by the writer,1 c o v e r ed the extent of the use of the left hand in handwriting. It was found that 11 percent of pupils in grades one through six preferred the left hand. Among boys, 12. 5 percent used the left hand, and among girls, 9. 7percent. This second report will deal with the relative ef ficiency of the various approaches to writing with the left hand.

The Need for a Reorientation of Secondary School Mathematics from the High School View Point

Three years ago a prominent professor of education in a large eastern University published a book entitled, “Secondary Schools in 1960.” The author assumes the role of prophet, and among his predictions for 1960 are the following: “A very few students in eleventh and twelfth grades take a course in Pre-engineering Mathematics. (But in practice most prospective engineers take all their vocational mathematics in professional schools—as do the followers of nearly all other vocations.…) In marked contrast to the earlier time, it is found that commonly not more than twenty percent of pupils take any mathematics in grades seven to twelve.”