Limited literature exists on how to improve classroom concentration (CC) of survivors of kidnapping. The current study extends the literature in this direction through a quasi-experiment involving 470 schoolchildren (SC) who survived kidnapping in the last one year. The result of the study showed that SC who received counseling through a visual multimedia (VM) package reported more CC than their counterparts who received counseling through face-to-face setting. The study concludes that VM is a cost-effective way of improving CC of SC who are survivors of kidnapping.
Der neue Schimmelpilzleitfaden des Umweltbundesamtes (UBA) weist darauf hin, dass die Anwesenheit flüchtiger organischer Verbindungen mikrobiellen Ursprungs (microbial volatile organic compounds, MVOC) in der Raumluft ein Indikator für einen verdeckten Schimmelbefall sein kann. Zudem wurde eine Standardmethode für das Messen von MVOC veröffentlicht. Dies war Anlass, die Aussagekraft von MVOC-Messungen unter dem Aspekt von Schimmelpilzbelastungen in Räumen anhand der Messergebnisse aus der Studie "Gesunde Luft in Schulen" der Unfallkasse Nordrhein-Westfalen (UK NRW) noch einmal kritisch zu hinterfragen. Im Ergebnis wurden in 370 der 381 untersuchten Klassenräumen MVOC nachgewiesen. Eine Korrelation zu den gemessenen Schimmelpilzkonzentrationen im Sedimentationsstaub konnte allerdings nicht festgestellt werden. Auch war keine Korrelation zu den Raumklimaparametern oder der Ausstattung der Räume erkennbar. Die gemessenen (M)VOC werden wohl eher aus Bauprodukten und Einrichtungen emittiert als durch Schimmelpilze erzeugt. Summary The new mould fungi guidance document issued by the German Federal Environment Agency (UBA) states that the presence of microbial volatile organic compounds (MVOCs) in indoor air can be an indicator of hidden mould infestation. A standard method for measuring MVOCs has also been published. This prompted a critical review of the validity of MVOC measurements for determining exposure to mould fungi in rooms. The review was based on results of measurements obtained during the "Healthy air in schools" study conducted by the German Social Accident Insurance Institution for the public sector in North Rhine-Westphalia (UK NRW). MVOCs were detected in 370 of the 381 classrooms examined. However, a correlation to the measured mould fungi concentrations in the deposited dust was not established, nor were correlations observed to the room climate parameters or the furnishings of the rooms. The (M)VOCs measured are more likely to be emitted from building products and furnishings than to be produced by mould.
ABSTRACTThis study focuses on the flow experience in business education. Flow experience, characterized by concentration, control, and enjoyment, can lead to better learning outcomes. Leading preconditions of flow include the balance of challenge and skill, feedback, and goal clarity. Other situational factors affect the flow experience through the mediating effects of these three factors. In this article, we extend an existing framework linking flow and learning. Using the model as a guide, we start our research effort of flow in business education by conducting a field survey of student learning experience in terms of flow and influential factors. Data were collected using business students taking an introductory Operations Management course. The analysis reveals that flow does exist in classroom learning. Its key dimensions are concentration, sense of control, and enjoyment. The more important leading factor is having clear feedback. Characteristics of both the instructor and students play a role in the flow experience of students during lecture. It is evident that flow theory offers a useful framework for business education research. Suggestions for future research are made.
Educators around the world acknowledge the fact that we live in the knowledge society and ability to think systematically is one of the necessary skills in order to function effectively in the 21st century. In the past two decades, popular culture introduced digital games as part of leisure activities for children and adults. Today playing computer games is routine activity for children of all ages. Many have agreed that interactive computer games enhance concentration, promote thinking, increase motivation and encourage socialisation. Educators found their way in introducing game-based learning in science education to entice the students in teaching difficult concepts. Simulation games provide authentic learning experience and virtual world excites the students to learn new phenomena and enliven their inquisitive mind. This book presents recent studies in game-based learning and reports continuing attempts to use games as new tool in the classrooms.
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This paper examined influence of classroom management on instructional process and its implications in post primary education in Ekeremor Local Government Area of Bayelsa State. A sample of 100 teachers was drawn from a population of 261 teachers in five selected government owned post primary schools. Three research questions based on classroom management and effective instructional process (CMEIPQ) was the main instrument adopted. The percentage and mean are the statistical tools employed to analyze data collected from the respondents. Mean score above the criterion mean score of 2.50 were accepted while Mean score below the criterion mean score 2.50 were rejected. It was discovered that classroom management has great implication for effective delivery in the instructional process having a grand mean total of. Effective classroom management was also discovered to provide a calm environment for effective teaching and instructional process in post primary schools, while ineffective poor classroom management affects the instructional process negatively and this was traced to some certain factors such as, poor seating and setting arrangement, teachers inability to handle discipline any problems faced in the classroom, teachers been non-professionally trained, lack of teachers preparation, also lack of student concentration were seen to be another factor among many others. In light of this, ICT complaint strategies were recommended so as to enable learners from the comfort of their homes in some cases so as to eliminate issues such as poor seating and setting arrangement which are avoidable in this digital age.
Abstract There is a growing need for valid measures that can be administered efficiently in school settings to assess the impact of school-based preventive interventions. The current article aimed to establish a balance among assessment efficiency, reliability, and the measurement properties of an instrument widely used to assess the impact of school-based programs, called the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C). We leveraged item response theory (IRT) analyses to create a shortened, more focused checklist version of the TOCA-C that is both valid and efficient for large-scale use in schools to track students' behavioral, social–emotional, and family factors over the course of elementary school. The sample included 17,456 children in kindergarten through grade 5 (47.7 percent female, 54.2 percent African American). IRT analyses resulted in the retention of 33 of the original 39 items comprising seven subscales: (1) Concentration Problems, (2) Aggressive/Disruptive Behavior, (3) Prosocial Behavior, (4) Emotion Regulation Problems, (5) Internalizing Problems, (6) Family Problems, and (7) Family Involvement. IRT, item difficulty estimates, and confirmatory factor analyses revealed limited evidence of bias based on gender, race, or grade; together, the findings suggested that the 33-item TOCA-C is a highly valid and reliable measure.
AbstractPolicymakers advocating for later school starting times argue that increased sleep duration may generate important schooling benefits. Using data from the National Longitudinal Study of Adolescent Health, this study examines the relationship between sleep duration and academic performance, while carefully controlling for difficult‐to‐measure characteristics at the family and individual levels. We find that increased sleep time is associated with improvements in classroom concentration as well as increased educational attainment. However, we also find evidence of diminishing returns to increased sleep. We estimate an "academic optimum" number of sleep hours of, on average, 8.5 hours per night. Turning to sleep quality, we find that the onset of insomnia‐like symptoms is associated with diminished contemporaneous academic concentration, but little change in long‐run educational attainment. (JEL I12)
Recently, the requirement to continuously collect bioaerosol samples using shorter response times has called for the use of real-time detection. The decreased cost of this technology makes it available for a wider application than military use, and makes it accessible to pharmaceutical and academic research. In this case study, real-time bioaerosol monitors (RBMs) were applied in elementary school classrooms—a densely occupied environment—along with upper-room ultraviolet germicidal irradiation (UVGI) devices. The classrooms were separated into a UVGI group and a non-UVGI control group. Fluorescent bioaerosol counts (FBCs) were monitored on 20 visiting days over a four-month period. The classroom with upper-room UVGI showed significantly lower concentrations of fine size (<3 μm) and total FBCs than the control classroom during 13 of the 20 visiting days. The results of the study indicate that the upper-room UVGI could be effective in reducing FBCs in the school environment, and RBMs may be applicable in reflecting the transient conditions of the classrooms due to the dynamic activity levels of the students and teachers.
We performed comparative analysis of regulatory documents, which relate to ventilation of school premises and operate in European countries at present. We showed the essential difference of the recommended air exchange values. We assessed sanitary and hygienic conditions formed in classrooms at different efficiency of a ventilation system both by analytical calculations and by subjective monitoring of microclimate of experimental measurements conducted in school classrooms, when every pupil-participant performed an assessment of the internal environment in the form of a questionnaire. We measured carbonic acid gas contents emitted in a room and determined the required ventilation intensity in the evaluated school premises. We compared the multiplication factor of air exchange of the ventilation system determined in this way with the values obtained by analytical calculations carried out in accordance with current legislation and standards, which are active in Europe. We made calculations based on known analytical dependencies. We determined performance of the ventilation system of the classroom based on СО2 concentrations in internal and inflow air at various values of the multiplication factor of air exchange. It made possible to state that we can achieve the optimal microclimate parameters at air exchange of 30 m3/h per person.We presented the results of field studies and analytical calculations in the form of tables and visual graphic dependencies. The proposed research method makes it possible to increase accuracy and reliability of air quality control in classrooms by direct measurement of СО2 concentration in a serviced area of a room. The study results provide an opportunity to improve ventilation systems of school buildings. This creates prerequisites for obtaining a social effect due to an increase in labor and learning efficiency ; Проведен сравнительный анализ нормативных документов, касающихся вентиляции школьных помещений, действующих сегодня европейских странах. Показано существенное отличие рекомендуемых значений воздухообмена. Оценка санитарно-гигиенических условий, формируемых в классных помещениях при разной производительности системы вентиляции, проводилась как путем аналитических расчетов, так и путем субъективного мониторинга микроклимата экспериментальных измерений, проводимых в школьных кабинетах и классах, во время которого каждый ученик-участник совершил оценку внутренней среды в форме анкеты. Было проведено измерение содержания углекислого газа, который выделялся в помещении и определено необходимую интенсивность вентиляции в оцениваемых школьных помещениях. Определенная таким образом кратность воздухообмена системы вентиляции сравнивалась с величинами, полученными путем аналитических расчетов, проводимых в соответствии с действующим законодательством и стандартами, действующими в странах Европы. Расчеты, проведенные на основании известных аналитических зависимостей, при которых производительность системы вентиляции классных помещений определялась на основании концентраций СО2 во внутреннем и приточном воздухе при различных значениях кратности воздухообмена, позволяют утверждать, что оптимальные параметры микроклимата достигаются при воздухообмене в размере 30 м3/ч на человека. Результаты натурных исследований и аналитических расчетов представлены в виде таблиц и наглядных графических зависимостей. Предложенная методика исследований позволяет повысить точность и достоверность контроля качества воздуха в классных комнатах за счет прямого измерения концентрации СО2 в обслуживаемой зоне помещения. Результаты исследований дают возможность совершенствования систем вентиляции школьных зданий. Это создает предпосылки для получения социального эффекта при повышении производительности труда и обучения ; Проведено порівняльний аналіз нормативних документів, які стосуються вентиляції шкільних приміщень, що діють сьогодні європейських країнах. Показано суттєву відмінність рекомендованих значень повітрообміну. Оцінка санітарно-гігієнічних умов, які формуються у класних приміщеннях при різній продуктивності системи вентиляції, проводилась як шляхом аналітичних розрахунків, так і шляхом суб'єктивного моніторингу мікроклімату експериментальних вимірювань, що проводились у шкільних кабінетах та класах, під час якого кожен учень-учасник здійснив оцінку внутрішнього середовища у формі анкети. Було проведено заміри вмісту вуглекислого газу, що виділявся в приміщенні, і визначено необхідну інтенсивність вентиляції в оцінюваних шкільних приміщеннях. Визначена таким чином кратність повітрообміну системи вентиляції порівнювалася з величинами, отриманими шляхом аналітичних розрахунків, що проводилися відповідно до чинного законодавства та стандартів, що діють в країнах Європи. Розрахунки, проведені на підставі відомих аналітичних залежностей, при яких продуктивність системи вентиляції класних приміщень визначалася на підставі концентрацій СО2 у внутрішньому та припливному повітрі при різних значеннях кратності повітрообміну дозволяють стверджувати, що оптимальні параметри мікроклімату досягаються при повітрообміні в розмірі 30 м3/год на особу. Результати натурних досліджень та аналітичних розрахунків представлено у вигляді таблиць і наочних графічних залежностей. Запропонована методика досліджень дозволяє підвищити точність та достовірність контролю якості повітря в класних кімнатах за рахунок прямого вимірювання концентрації СО2 в обслуговуваній зоні приміщення. Результати досліджень дають можливість вдосконалення систем вентиляції шкільних будівель. Це створює передумови для отримання соціального ефекту при підвищенні продуктивності праці та навчання
Oral storytelling and humor, rooted in the history of humanity, stand out as powerful pedagogical tools in classrooms, promoting productive and pleasant study environments. The present research focused on the perception of an educational community on the impact of oral storytelling and humor on the creativity and concentration of basic education children. With a hermeneutic phenomenological qualitative approach, teachers, parents and third and fourth grade children from a subsidized school were involved. Data collection includes semi-structured interviews, observation and focus groups. The results highlight a positive perception and beneficial impact of oral storytelling and humor on creativity and concentration. The conclusion highlights that effectiveness depends on teachers' mastery of these tools.
AbstractThis study investigates the current situation and possible health risks due to pharmaceutically active compounds (PhACs) including analgesics, antibiotics, antifungals, anti-inflammatories, psychiatric and cardiovascular drugs, and metabolites, in indoor environments. To achieve this objective, a total of 85 dust samples were collected in 2022 from three different Spanish indoor environments: homes, classrooms, and offices. The analytical method was validated meeting SANTE/2020/12830 and SANTE/12682/2019 performance criteria. All indoor dust samples except one presented at least one PhAC. Although concentration levels ranged from < LOQ to 18 µg/g, only acetaminophen, thiabendazole, clotrimazole, and anhydroerythromycin showed quantification frequencies (Qf %) above 19% with median concentrations of 166 ng/g, 74 ng/g, 25 ng/g and 14 ng/g, respectively. The PhAC distribution between dust deposited on the floor and settled on elevated (> 0.5 m) surfaces was assessed but no significant differences (p > 0.05, Mann–Whitney U-test) were found. However, concentrations quantified at the three types of locations showed significant differences (p < 0.05, Kruskal–Wallis H-test). Homes turned out to be the indoor environment with higher pharmaceutical concentrations, especially acetaminophen (678 ng/g, median). The use of these medicines and their subsequent removal from the body were identified as the main PhAC sources in indoor dust. Relationships between occupant habits, building characteristics, and/or medicine consumption and PhAC concentrations were studied. Finally, on account of concentration differences, estimated daily intakes (EDIs) for inhalation, ingestion and dermal adsorption exposure pathways were calculated for toddlers, adolescents and adults in homes, classrooms and offices separately. Results proved that dust ingestion is the main route of exposure, contributing more than 99% in all indoor environments. Moreover, PhAC intakes for all studied groups, at occupational locations (classrooms and offices) are much lower than that obtained for homes, where hazard indexes (HIs) obtained for acetaminophen (7%—12%) and clotrimazole (4%-7%) at the worst scenario (P95) highlight the need for continuous monitoring.
