Primary School Kids Research Articles

It's a big world out there. By Caveman.

![Figure][1] We are in science to do science. We live, breathe, eat – and occasionally pass out comatose on the bench tangled up in electrophoresis leads with our head pressed into a stale, half-eaten vending machine sandwich – science. We signed up for science because doing experiments

Prevalencia disímil de trastornos respiratorios del sueño en escolares

Prevalence of sleep-disordered breathing among schoolchildren in two communes of Santiago Objective: To compare the prevalence of habitual snoring as cardinal symptom of sleep-disordered breathing (SDB) in schoolchildren from two communes of Santiago, presenting different levels of socioeconomic status and exposure to environmental pollution. Methods: Cross-sectional ecological study. A sleep questionnaire was administered to parents of primary school kids from 1st through 3rd grade, from two schools, one located in the district of Puente Alto (south-east, subsidized school) and the other in Providencia (east area, private school). Pollution data were obtained from monitoring stations. Socioeconomic characterization was performed based on government sources. Results: The levels of air pollution were higher in the south-east area, compared to the eastern sector of Santiago. Indicators of socioeconomic level were higher in the Providencia commune. The prevalence of snoring in students was higher in the school located in Puente Alto (18.2%, 95% CI 14.0 to 21.6) compared to the school located in Providencia (0.7%, 95% CI 0.1 - 2.4). Conclusion: The prevalence of SDB was different in the communities studied and could be attributed to environmental and socioeconomic factors. This study is a starting point for further studies on individual basis. (Key words: Sleep apnea, snoring, pollution, smog, schools). Rev Chil Pediatr 2013; 84 (2): 145-151

Serious fun in computer science

Computer Science has been in crisis for several years. Interest in studying it has dropped dramatically. We can wring our hands, or we can do something about it. Computer Science needs to engage with pure outreach: selling the subject (for free). Our approach has been to do this by just going out and having innovative fun. This is more effective than selling specific courses or institutions. CS is after all a naturally exciting, innovative and thought-provoking subject (Oh, and by the way there are good jobs at the end too). We see it as a Renaissance subject (so who cares what it's called or which variation the future depends on). It sits in a unique position, centrally connected to all of the sciences, arts and humanities. We are passionate about science generally, so we go out and spread that enthusiasm about it all. What have we been doing? There is cs4fn (www.cs4fn.org) a website and magazine that we've been writing for the sheer enjoyment of it; Sodarace (www.sodarace.net) where over 130 000 registered humans and computers compete in an online Olympics; Brain Academy (www.brainacademy.qmul.ac.uk), the Compute-Ability competition with career enhancing prizes; research talks for kids on Artificial Intelligence, women in technology, disability and mutant super-hero powers (actually its about search algorithms) and so on; a Computer Science Magic show (you have to promise not to tell anyone the secrets); and exhibits at the Royal Society Summer Exhibition on mathematical illusions and their link to computer science (www.cs4fn.org/illusions). We build brains that play Snap from rope and toilet roll, and introduce a piece of paper more intelligent than anyone in the room. Kids act out Turing Tests (can you tell the human from the robot?), and we challenge them to solve puzzles with CS twists. We do real research too of course: a spin-out of our EPSRC funded research project on Human Error and Interactive Systems includes an online SpaceInvaders game-experiment (www.cs4fn.org/humanerror) the data from which helps us understand the causes of human error: can you consistently avoid making the mistake that will blow up your ship and lose all your points?. What age group should we be targeting? Sixth formers? A major issue is that school ICT, vital as it is, gives a poor impression of how being a computer scientist is about being an innovative, creative, computational thinker. By the sixth form it is too late. It is the younger kids we have to get the message to. An early experiment has been teaching a version of a graduate level course on usability evaluation to primary school kids (www.cs4fn.org/manorside). They proved to be very innovative and "amazing", "will stay in my mind forever", "I want to teach others in the school what we did" were some of their comments. Our approach works: teachers, industry and the International Review of ICT have commended us & and we have seen an increase in undergraduate applications of over 130% in 2 years. Not bad when we are just having fun: serious fun.

Physical Fitness of Primary School Kids at the Ministry of Education in Kingdom of Bahrain

Physical Fitness of Primary School Kids at the Ministry of Education in Kingdom of Bahrain

Asthma increase in primary school kids

Asthma increase in primary school kids