SEARCH · Search PubMed
Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.
Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.
Development of functional abilities of senior pupils in 10-12 classes is terminated. Functional stress during education process was not even distributed. These data obtained on 46 persons.
The purpose of this descriptive pilot study was to begin an exploration of the role determinants that facilitate or cause barriers to the implementation of the school nurse practitioner (SNP) role. Utilizing a two-step design, 16 SNPs from different school districts were surveyed to determine if their assignment included doing school physical exams. Thirteen indicated that they were functioning as SNPs. The three "no" districts were matched with three of the "yes" districts. An SNP, a school health administrator and a school physician from each district were interviewed individually using a structured questionnaire. The focus of the questions was on organizational structure of the school health services, indicators of administrative support for SNPs and the assigned function of the SNP. Responses were matched for the "yes" and "no" districts and for the three types of professionals. The major facilitator of SNP role implementation was if the idea had originated with the administrator or physician decision maker. Role change and boundary encroachment were the main barriers identified.
Systolic time intervals (STI) are non-invasive and sensitive tests for measuring the ventricular performance. It has been reported that practice of pranayam modulates cardiac autonomic status and improves cardio-respiratory functions. Keeping this in view, the present study was designed to determine whether pranayam training has any effect on ventricular performance as measured by STI and cardiac autonomic function tests (AFT). Twenty four school children were randomly divided into two groups of twelve each. Group I (pranayam group) subjects were given training in nadishuddhi, mukh-bhastrika, pranav and savitri pranayams and practiced the same for 20 minutes daily for a duration of 3 months. Group II (control group) subjects were not given any pranayam training. STI (QS2, LVET and PEP) and AFT (RRIV and QT/QS2) were measured in both the groups at the beginning and again at the end of three months study period. Pranayam training produced an increase in RRIV and a decrease in QT/QS2, suggesting an enhanced parasympathetic and blunted sympathetic activity respectively. QS2, PEP and PEP/LVET increased significantly, whereas LVET was reduced significantly in pranayam group. In contrast, the changes in STI and AFT were much less marked in the control group. Our study shows that three months of pranayam training modulates ventricular performance by increasing parasympathetic activity and decreasing sympathetic activity. Further studies on a larger sample size may illustrate the underlying mechanism(s) involved in this alteration.
UNLABELLED: Proper diet with regard to quantity and quality of meals is of vital importance for normal development and functioning of the organism. There are many proofs that environmental factors play an important role in the pathogenesis of goiter. Iodine deficit in diet is best known of all factors contributing to goiter. Deficit of other elements like, iron, selenium, copper and zinc is also essential. The purpose of this study was to evaluate the influence of chosen environmental factors, i.e., iron and trace elements of selenium, zinc and copper--essential for the thyroid functioning on the development of goiter in school children aged 6-13 years with normal ioduria in the Polish population. MATERIAL AND METHODS: In 2002, the study was performed in 4 elementary schools chosen randomly in Białystok and in the Children's Outpatient Clinic of Endocrinology of the Specialist Regional Hospital. The study included 400 children aged 7-13 years from schools and 120 patients at the same age treated with KJ and/or tyroxine for minimum 12 months due to goiter in the Out-patient Clinic of Endocrinology. Basing on the assessment of the thyroid size as well as the criteria of WHO from 1997 year for body surface and sex, children were divided into 2 subgroups: with goiter and the thyroid gland within the norm. Children aged 9-11 years were qualified and chosen from subgroups to further examinations. In both subgroups, blood samples were taken to determine concentrations of iron, selenium, copper and zinc. RESULTS: The mean concentration of selenium in the blood was statistically significantly lower in children with goiter in comparison with children with the thyroid gland within the norm (44.4 +/- 7.8 microg/L vs. 49.2 +/- 9.1 microg/L, p = 0.044) in the study population of school children and the Outpatient Clinic of Endocrinology. No differences of serum iron concentrations were observed in children with goiter and with the thyroid gland within the norm. However, nearly the half (45.5%) of patients with the lower serum concentration of iron (< 60 microg/dL) had goiter despite average 22-month therapy with KJ and/or tyroxine. CONCLUSION: Observed, in spite of proper iodine prophylaxis, 7% rate of goiter occurring in school children suggests other than iodine deficiency factors that influence goiter development. The study proved that the low concentration of iron and/or selenium deficit found in the serum of children with goiter in spite of their treatment with KJ and/or tyroxine may be additional factors influencing the effectiveness of this treatment.
INTRODUCTION: Hemodialysis has a major influence on the quality of life of chronic renal failure patients. Great attention is currently paid to the development of supporting programmes for this patient group. Aim of this study was to evaluate the quality of life in maintenance dialysis and to research the influence of various factors related to treatment and ESRD on quality of life, taking into account also the level of school instruction. PATIENTS AND METHODS: Reduced functional abilities, as measured by the Sickness Impact Profile (SIP), and Functional Living Test (FLT), derived by Karnofsky Activity Scale were assessed; Hospital Anxiety and Depression Scale (HAD) and semistructured interviews, including a clinical grading of symptoms were considered vs. age, duration of dialysis, level of school instruction. The study was performed with 40 hemodialysis patients, aged 57.4 +/- 14.9 years (range 22-79), treated since at least three years. RESULTS: Significant (P < 0.05) independent correlates with higher SIP scores (greater disability) and Functional Living Test were lower educational level, and the score of Hospital Anxiety and Depression Scale (HAD). No correlation was found for any of the three scales vs. age and vs. dialytic age; no gender difference was observed. DISCUSSION: A greater care in considering Quality of Life questionnaires is warranted, especially for the severe interference of instruction level of patients on results. QALY (Quality Adjusted Life Years), used as a tool for decision-making in clinical and political subsets, can include critical bias that invalidate conclusion.
The authors used mortality data for 1982 to 1991 linked to survey records from the 1982, 1984, and 1989 National Long Term Care Surveys to calculate gender differences over age in mortality and functional status for high (8 or more years of schooling) and low (less than 8 years of schooling) education subgroups. Males and females with high education maintained better functioning at later ages than those with low education. The authors also found that mortality was higher, after conditioning on disability, in both the male and female low-education than the male and female high-education groups. The size of the education effect on both disability and mortality was large, for example, about 7.6 years difference in female life expectancy at age 65; a roughly 2-year difference for males.
Considerable debate still ensues on whether or not the so-called "mortality crossover," the intersection of age curves of mortality at the older ages, is artifactual or real. One school of thought argues that it is a function of misreporting of ages, greater for one population than another. The other school of thought counters that it persists apart from age misreporting and is due to selective frailty processes as age increases. An historical review of the debate is reported, after which an attempt at a balanced conclusion is offered.
We studied age dynamics of function of short optic memory, condition of evolution its depending on volume of functional mobility and power of nervous processes in school pupil from 14 to 17 years old. It was shown that in school pupil from 14 to 17 years old take place quick growth of functional of memory. We established positive of correlation dependence between typological qualities of highest nervous activity and volume of memory.
In light of evidence that the effects of attachment security on subsequent development may be contingent on the social context in which the child continues to develop, we examined the effect of attachment security at age 15 months, cumulative contextual risk from 1 to 36 months, and the interaction of attachment and cumulative risk to predict socioemotional and cognitive linguistic functioning at age 3 years, using data from the National Institute of Child Health and Human Development Study of Early Child Care. Results indicated that early attachment predicts both socioemotional development and language skills, but not cognitive functioning as indexed by a measure of school readiness, and that the effect of attachment on socioemotional development and expressive language varied as a function of social-contextual risk. Insecure-avoidant infants proved most vulnerable to contextual risk, not children classified as secure or insecure more generally, although in one instance security did prove protective with respect to the adverse effects of cumulative contextual risk. Findings are discussed in terms of risk and resilience and in light of the probabilistic nature of the relation between early attachment and later development.
PURPOSE: To collect baseline data and describe how medical schools handle faculty affairs and faculty development responsibilities. METHOD: In January 2000, the authors surveyed faculty affairs designees at 125 U.S. medical schools, using a questionnaire developed in consultation with a group of faculty affairs professionals. RESULTS: The responding 76 medical schools (61%) support over four times as many offices of faculty affairs as faculty development offices. Core functions of faculty affairs offices include administrative support for appointments, promotions, and tenure committees; faculty information and policies; faculty governance processes; and department chairs' recruitment support and personnel management issues. CONCLUSION: While a consensus is emerging about the functions of a faculty affairs office, no school has a comprehensive faculty development system, in contrast to most industries, which must be more forward-looking to compete for talent.
The Dandy-Walker syndrome is said to be associated with a high incidence of mental retardation and motor dysfunction leading some to suggest termination of the affected fetus in utero. Since this view seemed contrary to our experience, we reviewed 19 patients with the Dandy-Walker syndrome diagnosed from 1966 to 1983. Thirteen patients with Dandy-Walker syndrome were diagnosed before 6 months of age and followed for more than 2 years (mean: 10 years). In the absence of other associated major abnormalities, 7 of 8 (88%) are functioning well and have attended regular schools. Two of these seven have had special help with isolated learning problems. None of these patients have significant motor disability. One additional patient with normal intellectual and motor function died of acute shunt malfunction. In the remaining 4 patients with Dandy-Walker-associated abnormalities, 3 (75%) have severe intellectual retardation and spastic cerebral palsy. Five of six patients (83%) with Dandy-Walker syndrome diagnosed after 6 months of age are normal. The outcome of patients with Dandy-Walker syndrome appears far better than previously reported.
The evaluation of visual and auditive functions of students entering the first degree of elementary school is considered a basic action of the student health. The child, upon entering the elementary school, begins or continues learning the alphabet which is considered one of the most important process of the educational area. The child needs normal vision and hearing (or with adequate correction) to carry on this process in the easiest way. In this paper, we tried to study the visual and auditive problems in elementary school students in the city of Ribeirão Preto, from different social layers concerning early detection of cases and resolution of problems (or not) found by the family and school.
The purpose of this study was to examine the extent to which family cohesion, a functional characteristic of family life, is related to school achievement. It is already established in the international literature that such a relationship does exist between school achievement and a number of structural characteristics of the family, particularly socioeconomic status (SES). Demographic data were collected from all the ninth grade students of two Greek Cypriot high schools, one serving a suburban and the other serving a rural population. The students (N = 391) completed a self report questionnaire that was designed to measure the degree of their family cohesion or the emotional togetherness that they felt existing among the members of their family. It was found that the degree of family cohesion was as able to discriminate them in terms of school achievement as their family's SES. Both variables produced statistically significant differences, in contrast to gender and place of residence (urban vs rural). The results are discussed in relation to the Greek Cypriot family context.
A study is carried out on 64 first grade school children for establishing the effect of computer training on the functional status of principally engaged systems with the purpose to determine the optimum duration of work with video terminal during the school day. The examinations are performed before and after computer lessons in mathematics and Bulgarian language in days with one and two lessons, and with the same subjects taught in the traditional way (control group). Traced are the changes in the accommodation, the eye rheobase, critical frequency of fusing the light flickers, resistance, volume and accuracy of the visual perception, static tremor and excretion of sodium and potassium in the saliva. The data point out to relatively higher pressure at work on video terminal in comparison with the traditional education. This imposes restriction in the duration of the lesson up to 20 minutes. The inclusion of second inconsistent computer lessons in the educational programme has no unfavourable effect on the functional status of the organism.
OBJECTIVE: To determine the long-term outcome after severe brain injury at preschool age. DESIGN: Follow-up until adult life. SETTING: A centralized guidance center for all traffic-associated injuries. PATIENTS: Children with severe brain injury at preschool age between January 1959 and December 1969. MAIN OUTCOME MEASURE: Final evaluation in adulthood was performed by our team. The capability to work and live independently was rated. RESULTS: Twenty three (59%) of 39 children attended a typical school, eight (21%) attended a school for the physically disabled, and seven (18%) attended a school for the mentally retarded; information was not available for one child. In adulthood, nine patients (23%) were able to work full-time, 10 (26%) worked at sheltered workplaces, 14 (36%) lived independently at home, and six (15%) needed physical and/or psychotherapeutic support. The difference between normal school performance (59%) and capability to work full-time (23%) was significant (P < .05). In evaluating different aspects after the severe brain injury, the sense of identity was the best indicator of final outcome. CONCLUSIONS: The final evaluation of severe brain injury at preschool age should be performed in adulthood. Normal school performance or normal intelligence functioning is not a guarantee for good long-term prognosis. To let the child develop a firm identity is essential for good outcome.
Investigated the classroom teacher's ability to identify which students are at-risk for future school failure and how students so identified differ from their most able classmates. The intelligence, academic ability, and cognitive and affective competence of 337 Grade Six students, age 11 to 13, were assessed with standard group measures. Two hundred and eighty-four of these students had been identified previously by their teachers as being at-risk for failure to cope with Grade Seven because of a history of problems in school. The remaining 53 had been selected by their teachers as the most able students in their classes. Correlations between the teachers' ratings and standard measures of intelligence, cognitive ability, anxiety, self-concept, and academic achievement were all highly significant, as were correlations between these ratings and grades earned the following year in high school. Discriminant Analysis generated a function that separated the groups with 95.6% accuracy. The at-risk students, although of normal intelligence, were significantly less intellectually, cognitively and academically able, were more anxious, and had lower self-concepts.
The distribution pattern of cerebral blood flow (CBF) was evaluated in 13 children with moyamoya disease after revascularization. Combined surgery involving encephaloduroarteriosynangiosis and encephalomyosynangiosis was performed in 21 hemispheres. CBF was assessed by dynamic imaging using N-isopropylp[123I]iodoamphetamine-single photon emission CT (IMP-SPECT) at 46 months on average after revascularization. None of the patients suffered recurrent ischemic attacks after the bilateral combined surgery, and 62% showed excellent active daily life. However, 70% showed poor school performance with impaired cognitive function. Although the superficial temporal artery was dilated in follow-up angiograms, the revascularized area was confined to the craniotomy field. CBF images disclosed a low-perfusion state with a noninfarcted ischemic pattern in 71% of the revascularized hemispheres, especially in the frontal lobe. These findings show that although potentially beneficial effects can be expected following revascularization, it should be recognized that, in most patients, increased blood flow is gained only in a limited area around the surgical field. For patients who show progressive reduction of regional CBF, additional revascularization procedures are recommended.
Teacher attitudes about the acceptability of classroom intervention strategies were evaluated in two experiments. In both, teachers read descriptions of an intervention that was applied to a child with a behavior problem. In Experiment 1, an evaluation of six interventions for reducing inappropriate behavior suggested that one was highly acceptable (DRO), one was highly unacceptable (corporal punishment), and four ranged from mildly acceptable to mildly unacceptable (DRL, reprimands, time-out, and staying after school). In Experiment 2, the acceptability of the same intervention (staying after school) was evaluated as a function of who implemented it (teacher vs. principal). Analyses suggested that the teacher-implemented intervention was perceived as more acceptable. In both experiments, interventions were rated as less acceptable by highly experienced teachers versus those newer to the teaching profession. In addition, there was a trend for the acceptability of an intervention to vary as a function of the severity of the behavior problem to which it was applied.