scholarly journals Family Functioning and Anxiety in School Age Children: The Mediating Role of Control Cognitions

2010 ◽  
Vol 3 (3) ◽  
pp. 228-244 ◽  
Author(s):  
Lata K. McGinn ◽  
Yael Jerome ◽  
Kate B. Nooner
Keyword(s):  
Family Functioning ◽  
School Age Children ◽  
School Age ◽  
Mediating Role

Role of a nurse in the rehabilitation of children using ReviMotion hardware and software complex

2020 ◽  
pp. 49-56
Author(s):  
T. Shirshova
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
School Age Children ◽  
Equipment Management ◽  
School Age ◽  
Rehabilitation Process ◽  
Software Complex ◽  
Trained Personnel ◽  
The Central Nervous System

Disorders of the musculoskeletal system in school-age children occupy 1-2 places in the structure of functional abnormalities. Cognitive impairment without organic damage to the central nervous system is detected in 30-56% of healthy school children. Along with the increase in the incidence rate, the demand for rehabilitation systems, which allow patients to return to normal life as soon as possible and maintain the motivation for the rehabilitation process, is also growing. Adaptation of rehabilitation techniques, ease of equipment management, availability of specially trained personnel and availability of technical support for complexes becomes important.

scholarly journals On the relative role of different age groups during influenza A epidemics in Germany, 2002-2017

2017 ◽  
Author(s):  
Edward Goldstein
Keyword(s):  
Influenza A ◽  
Communicable Disease ◽  
Age Groups ◽  
School Age Children ◽  
Relative Role ◽  
School Age ◽  
Limited Information ◽  
School Students ◽  
Using Data

AbstractBackgroundThere is limited information about the role of different age groups, particularly subgroups of school-age children and younger adults in propagating influenza epidemics.MethodsFor a communicable disease outbreak, some subpopulations may play a disproportionate role during the ascent of the outbreak due to increased susceptibility and/or contact rates. Such subpopulations can be identified by considering the proportion that cases in a subpopulation represent among all cases in the population occurring before the epidemic peak (Bp), the corresponding proportion after the epidemic peak (Ap), to calculate the relative risk for a subpopulation, RR=Bp/Ap. We estimated RR for several age groups using data on reported influenza A cases in Germany between 2002-2017.ResultsChildren aged 14-17y had the highest RR estimates for 7 out of 15 influenza A epidemics in the data, including the 2009 pandemic, and the large 2016/17, 2008/09, and 2006/07 seasons. Children aged 10-13y had the highest RR estimates during 3 epidemics, including the large 2014/15 and 2004/05 seasons. Children aged 6-9y had the highest RR estimates during two epidemics, including the large 2012/13 season. Children aged 2-5y had the highest RR estimate during the moderate 2015/16 season; adults aged 18-24y had the highest RR estimate during the small 2005/06 season; adults aged 25-34y had the highest RR estimate during the large, 2002/03 season.ConclusionsOur results support the prominent role of all school-age children, particularly the oldest ones, in propagating influenza epidemics in the community. We note that national vaccination coverage levels among older school-age children were lower than among younger school-age children during the recent influenza seasons in the US, and influenza vaccination program in England has not been phased in yet for secondary school students.

Mental State Language Use in Children with Down Syndrome and the Role of Caregivers

2021 ◽  
Vol 42 (04) ◽  
pp. 318-329
Author(s):  
Marie Moore Channell ◽  
Rebekah Bosley
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Mental State ◽  
Social Communication ◽  
School Age Children ◽  
School Age ◽  
Children With Down Syndrome ◽  
Mental State Language ◽  
State Language

AbstractChildren with Down syndrome (DS) have both strengths and difficulties in speech, language, and social communication. Mental state language—the ability to discuss others' perspectives such as their thoughts, feelings, and intentions—represents a foundational social communicative skill that is delayed in many children with DS, even into the school-age years. The purpose of this article is to review the evidence base on mental state language development in school-age children with DS, focusing in particular on assessment and intervention. We discuss assessment procedures that are both age appropriate and developmentally appropriate for this population. We also present preliminary data highlighting the role of caregivers in supporting mental state language development in school-age children with DS through shared storytelling. We propose that interventions aimed at supporting mental state language development in DS should include a focus on caregiver–child shared storybook reading, even in the school-age years. Therefore, we discuss key considerations for clinicians when teaching caregivers strategies for supporting mental state language and social communication in children with DS.

Leadership Role of Adult Education Departments in the Practice of Adult Education in Nigeria

2015 ◽  
pp. 23-50
Author(s):  
Idowu Biao
Keyword(s):  
Adult Education ◽  
Formal Education ◽  
Leadership Role ◽  
School Age Children ◽  
School Age ◽  
Girl Child ◽  
University Departments ◽  
Academic Personnel

This chapter briefly describes the challenges faced by the Nigerian education system as from 1983 after it had performed well between 1960 and 1980. It follows this description with the discussion of the innovative and ingenious educational devise that kept about one third of the number of school age children and youths in school between 1990 and the early part of the 21st century. That innovative educational sub-system was known as non-formal education for the Girl-Child, the out-of-school boy and Quranic school learners and it was developed, nurtured and implemented by academic personnel drawn from the eight existing university departments of adult education in Nigeria at the time. The chapter finally discusses how these departments of adult education worked for the establishment of national structures of adult education which ultimately came to promote both the visibility and popularisation of the modern practice of adult education in Nigeria from the 1980s.

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