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Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on the results of an interventional research project involving professionals from schools and child psychiatry, this article examines what partnership work in mental health reveals about the different dimensions of the educational relationship. Thus, in what ways does the knowledge of education and care circulate within these partnerships to qualify the difficulties of the pupils? And how does a division of educational and health care work take place between these actors? In the first part of the article, the existence of a hierarchy of knowledge and professions in the field of mental health is underlined. In the second part, the negotiations of professionals to qualify and regulate children’s difficulties are questioned in this context. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Context and objective: Acne affects approximately 80% of adolescents and impacts their quality of life. Our Objective was to describe the quality of life of acne-prone schoolchildren in Kinshasa. Materials and method: This were a descriptive cross-sectional study conducted in schools in Kinshasa for 2 months. Every student aged from 10 to 19 years, regularly enrolled, who gave their verbal consent and for whom parental consent was obtained, were included. Sampling was random at 4 degrees. The ECLA and CADI grids were used to assess acne severity and quality of life. Data were analyzed using SPSS 21.0 software. Associations between variables were assessed using Pearson's chi-square test. A value of p = 0.05 was considered as the threshold of statistical significance. Results: The prevalence of acne was of 58%, with a female predominance (54%) and a sex ratio of 1.2. The average age was 15.3±2.2 years, with extremes ranging from 11 to 19 years. 53.4% of the students had a heredofamilial history of acne. The mean age at onset was 13.1±1.9 years. The mean age at menarche was 11.5±3.3 years. Inflammatory lesions were numerous on the face (96.6%). 10.3% of students had severe acne. The total score of the ECLA grid varied from 2 - 19, with an average of 7.3 and a median of 7. The quality of life was slightly impaired in 87.7% of the cases without being linked to sex but associated with acne severity (p = 0.022). The high frequency of severe acne was observed in students with a moderate quality of life (27.8%). Conclusion The alteration of the quality of life of a student with acne is effective in schools in Kinshasa, without proportionality with the seriousness of the pathology. The dermatologist to resort to the use of the ECLA and CADI grids for a comprehensive management of juvenile acne. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Universal, government-funded school food programs (SFPs) offer many benefits not only to the children they serve, but also to the communities that support them. To date, Canada does not have a national SFP. Thus, if one is to be considered, evaluations of current SFPs in a Canadian context are necessary. This study explored food providers’ experiences with the Centrally Procured School Food Program (CPSFP) in Southwestern Ontario, Canada. Twenty interviews were conducted with individuals involved in the production, procurement, and delivery of food to schools. Successes included improved economies of scale, increased profile and awareness of local food systems, and enhanced reach into schools. Challenges included inconsistent delivery times and unexpected food volumes that placed additional burdens on program implementation. Recommendations for program sustainability included enhanced engagement of partners, sustained funding to build capacity (including paid personnel), and more learning opportunities for students. Food providers gave insights on how the CPSFP can be improved and sustained into the future, as well as its potential to provide new opportunities for all stakeholders and have a positive impact on the local food system.

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Montessori method seems to be well established in the landscape of alternative pedagogies today. Its particularities: a heritage of the Progressive Education, a rupture of the formal schooling, but also through the intermediary of a mediating material, a change in the educational relationship between adults and children. How can it be qualified? What are its specificities, its invariants? Because it is based on values related to the development of the student, to his capacities, to his successes; but also on a very particular role of the adult educator, sufficiently step back in order not to disturb the pupil, while being a resource, a crutch, a source of motivation to start working, this method seems, for these reasons, to contribute to the well-being of the student in school. Should it be an educational ethic based on empathy? It is by putting into perspective some writings of the pedagogue with examples of class situations that we propose to reflect on this question, by adopting a research posture that mixes textual hermeneutics and ethnographic observation. [ABSTRACT FROM AUTHOR]

Since the French Law No. 2013-595 of 8 July 2013, on the direction and planning for reforming the school in the Republic, the use of the term kindness has increased in institutional texts and speeches without allowing professionals to subjectively embrace it. The analysis of clinical research interviews conducted with teachers on this term shows that the issue of real, symbolic or psychological boundaries within the relationship with pupils and their parents arises repeatedly. Drawing on material from these interviews, this article, which follows a psychoanalyticallyoriented clinical approach in education sciences, aims to demonstrate the relevance of questioning boundaries in order to reflect on educational relationships before offering group settings that could enable a peaceful and constructive relationship with pupils while respecting "the right distance". [ABSTRACT FROM AUTHOR]

This article focuses on the appreciation of collective work from pupils of three classes of primary schools, based on the observation of these classes and on the interviews of the 67 pupils of these classes. The article questions the role of interactions for the subjective experience of the students, from their own point of view: do the students appreciate the collective work and if so, do they appreciate it for the same reasons? First of all, the results show that collective work is very much appreciated by the pupils, but that the pupils with a high academic level value several modalities of it, whereas the pupils with a lower level value what's opposed the most from formalized exercises. A second part focuses on the experience of insecure students, who find in collective work a source of comfort, which protects them from unpleasant situations, in terms of facing their academic or relational difficulties. Finally, pupils with a high academic level and rather sure of their status within the class find some interest in interactions in terms of intellectual added value. Thus, it is possible to conclude that collective work improve the experience of students from their point of view, but for different reasons depending on their profiles. [ABSTRACT FROM AUTHOR]

With the aim of studying the importance of relationships in schoolchildren's well-being, we explore a methodological set-up called the "special moment box". This data collection tool, in the shape of notes anonymously written by the pupils, offers us a double access to the subjective well-being of fifth grade pupils, via the mention of others and relationships, and via the related emotions. We analyse our corpus through the mention of others in their diversity, involved in relationships as schoolmates, friends, towards the construction of the collective, in privileged relationships with the referring adults, around pedagogical scenarios highlighting performance, self-exposure, creation or humour. Different degrees of awareness of the added value of the relationship appear in the notes, which express in turn the benefits for the well-being of the individual pupil and/or for that of the class group. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Antropo is the property of Antropo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Enfances, Familles, Generations is the property of Enfances, Familles, Generations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Enfances, Familles, Generations is the property of Enfances, Familles, Generations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Enfances, Familles, Generations is the property of Enfances, Familles, Generations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Francophone de Recherche en Ergotherapie is the property of Communaute Pour l Avancement de la Recherche Appliquee Francophone en Ergotherapie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Enfances, Familles, Generations is the property of Enfances, Familles, Generations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

When Ces enfants de ma vie (Children of my Heart) was published in 1977, Gabrielle Roy was 68 years old and already had a world-wide following. In this collection, she reflects on a much earlier period of her life in which she had to face up to her progress from youth to adulthood and her transformation from teacher to writer. Throughout these changes, she was afraid of losing her youth, her idealism and her faith in life. She was equally concerned about the power of art to communicate the basic truths of life. Remembering this decisive time, she realizes that it was her own pupils who gave her the courage to make her vital decisions. The collection is a testimonial to the vital role that the school children played at a critical time in her life. [ABSTRACT FROM AUTHOR]

Malnutrition is a universal and an ever-rising problem due to changes in the lifestyle and eating habits among the children. The malnourished children are prone to illness. Hence, we planned to conduct a study in school children, both in Government set up and a private set up, to review their nutritional status and the influencing factors. Two thousand students in the age group of 8-17 years were interviewed for their food habits, asking them to fill up a proforma along with anthropometric measurements. Results: Among the children interviewed 72% were malnourished, but only 0.06% were obese. The nourishment was significantly better in private school children but still 58% were underweight. There was a strong liking for fast food among children from both the groups. The playing time was less than an hour in a majority of students. Conclusion: There is an alarming census of underweight children in a semi-urban Indian town, but obesity is not that alarming, with an incidence rate < 1%. There is an urgent need to promote games among children of all socioeconomic status. A blanket ban on fast food items in the school campus is the need of the hour. Undernourished children form majority of students going to school in India. This includes children attending private paid schools. The incidence of obesity is still so low so that anycommunity level action on the same is presently not needed in India. [ABSTRACT FROM AUTHOR]

Résumé: L'évaluation des risques sanitaires nécessite l'utilisation de variables humaines d'exposition (VHE), appelées aussi facteurs d'exposition (FE), dans l'étape de caractérisation des expositions. Pour assurer une plus grande spécificité du résultat à la population étudiée, il est nécessaire de recourir à des données spécifiques de la population. Actuellement, il n'y a pas de données morpho-anthropométriques disponibles pour les populations guadeloupéennes et martiniquaises en termes de variables humaines d'exposition, la plupart des données pour les populations françaises étant disponibles uniquement pour la France hexagonale. Il est proposé d'exploiter les données anthropométriques de l'étude Kannari recueillies entre 2013 et 2014. Les résultats sont ici présentés pour permettre leur utilisation par les évaluateurs de risques (résultats par tranches d'âge de scolarisation pour les enfants et résultats hommes et femmes traités séparément et globalement). Exposure characterization in health risk assessments requires the use of exposure factors (FE). To ensure precise results for a given population, data specific to it must be used. Currently, data for deterministic and probabilistic health risk assessments are scarce. No anthropometric data are available for French West Indies populations. Most of the French data available cover only the mainland France. This article proposes to exploit the anthropometric data from the Kannari study collected between 2013 and 2014. The results are presented here for use by risk assessors (results by age for school children and results for men and women treated both separately and combined). [ABSTRACT FROM AUTHOR]

Copyright of Éducation et Francophonie is the property of Association Canadienne d'Education de Langue Francaise (ACELF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on the critical issue of medication-related deaths in France, which significantly outnumber fatalities from traffic accidents, prompting a discussion on the prudent cessation of unnecessary or potentially harmful medications. It highlights current debates and findings in therapeutic research, including the effectiveness of new drug molecules for type 2 diabetes and the relationship between smoking and suicide risk among elementary school children in the United States.

Child pedestrians are highly represented in fatal and severe road crashes and differ in their crossing behavior from adults. Child pedestrians are disproportionately vulnerable to road traffic injuries, but it is unclear which aspects of pedestrian safety behaviors develop at what age. To create effective intervention programs, research on which pedestrian safety risks occur among which age group and urban/rural areas, is needed. For these reasons, an experiment was conducted to examine the behavior of children on traffic playground and simulated traffic situations (STS). The key results this study showed children have a higher percentage of accurate responses to the STS environment, than on traffic playground. Thereby, it is important to take those findings in account when aiming to train children for road safety. The experiment represents a basis for the creation of individualized educational interventions to help children adapt to the basic traffic safety behavior rules.

INTRODUCTION: The problem of malnutrition among children is a phenomenon associated with a rapid nutrition transition in Morocco and all developing countries. Objectives: The objective of this study is to evaluate the nutritional status by anthropometry, food consumption and iron deficiency anemia among primary school children aged 6-12 years in Kenitra city (Morocco). METHODS: The survey covered 271 students (55% of boys and 45% girls) aged 6 to 12. Information concerning food consumption patterns, socioeconomic status and other lifestyle factors was obtained using questionnaires and interviews. Anemia was defined when haemoglobin 11.5g/dl. RESULTS: The results showed that, 6.3%, 2.2% and 17.3% children were stunted, thin and overweight respectively. No significant association was found between gender and nutritional status of children. 16.2% children were anemic and food consumption found to be not varied and below recommendations. CONCLUSION: The finding in this study showed that overweight and obesity occurred more frequently than the various forms of under nutrition in the population studied. the finding support the urgent need to improve the nutritional status of children by implementing preventive strategy for the problem of malnutrition among school aged children.

INTRODUCTION: Eosinophilia is seen in children infected with parasitic organisms. This study aimed at evaluating eosinophilia in children infected with Plasmodium falciparum, Schistosoma haematobium and intestinal helminths in the Volta Region of Ghana. METHODS: five hundred and fifty primary school children were selected for this study from 5 primary schools in 2 districts and a municipal area of the Volta Region of Ghana. Blood, stool and urine samples were obtained and screened for P. falciparum, intestinal helminths and S. haematobium respectively. Socio-demographic information were obtained using a standardized questionnaire administration. Pearson chi square analysis was used to evaluate the association between eosinophilia and parasitic infections, and multivariate logistics regression analysis was used to identify factors independently associated with increased risk of eosinophilia. RESULTS: a total of 145(26.36%) children had eosinophilia of which 107(73.79%) were infected with P. falciparum infection, (p=0.016); 18(12.41%) with S. haematobium infection, (p=0.016); and 3(2.07%) children were infected with intestinal helminth, (p=0.36). Children infected with P. falciparum had 2 times increased risk of eosinophilia (AOR=2.01, 95% CI, [1.29-3.2], p=0.02); while children from Davanu primary school had 4 times increased risk of eosinophilia (AOR=4.3, 95% [2.41-10.10], p=0.001). CONCLUSION: there was significantly high prevalence of eosinophilia among children infected with P. falciparum infection. A longitudinal study is needed to further understand the immune response of these children to parasitic infections.

INTRODUCTION: Conducting researches and estimating the prevalence of rheumatic heart disease in school children is crucial to develop school-based strategies targeted to decrease the prevalence of this disease. Therefore, this systematic review and meta-analysis were aimed to estimate the overall prevalence of rheumatic heart disease (RHD) among school children in East Africa. METHODS: PubMed/MEDLINE, Google Scholar, Cochrane review, African Journals Online and African Index Medicus databases were searched to identify relevant research articles. The overall prevalence of rheumatic heart disease was pooled based on the weighted inverse variance random-effects model at a 95% confidence interval. The presence of heterogeneity, sensitivity analysis and presence of publication bias was tested. Results were presented with narrative synthesis, tables and forest plots. RESULTS: a total of thirteen research articles were included in the final analysis. The pooled prevalence of rheumatic heart disease in East African school children was 1.79% (17.9 cases per 1000 children (95% CI=11.6, 24.2; I2=95.1%; p=0.001)). From the subgroup analysis conducted by publication year, a lower prevalence of RHD in school children was reported among studies published after 2015 (six studies; overall prevalence=1.17% (11.7 cases per 1000 school children); with 95% CI=0.60, 1.73%; I2=88.8%; p=0.001). Additionally, the horn of Africa was found to have the lowest prevalence of RHD in school children among East African countries (six studies; overall prevalence=1.59% (15.9 cases per 1000 school children); with 95% CI=0.68, 2.51%; I2=94.2%; p=0.001). CONCLUSION: the prevalence of rheumatic heart disease (RHD) among school children in East Africa was considerably higher than the results from high-income countries. Therefore, community education on strep throat and its complications should be implemented through mass media. Rheumatic heart disease preventive strategies should be integrated with schools to reduce the prevalence of RHD among school children.

Copyright of Éducation et Francophonie is the property of Association Canadienne d'Education de Langue Francaise (ACELF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

INTRODUCTION: Prevalence of smoking in school children is alarming in Saudi Arabia and little is well-known about the aspects stimulating such behaviours in secondary school children. The aim of this study was to assess the association between influence of parent/sibling/peer smoking and future intentions to initiate smoke among 13-15 years old school children in Al Ras town, Saudi Arabia. METHODS: a cross sectional survey was conducted in Al Ras city during first quarter of 2019. Data was collected from 492 secondary school children who were selected through multistage stratified cluster sampling. Pretested, self-administered Arabic questionnaire was used to collect data about socio-demographic and prevalence of current smoking behaviours and associated factors. Descriptive statistics was done initially, following by binomial regression to assess the predictors of current smoking and future smoking intentions. RESULTS: the overall prevalence of smoking in respondents was 22.7% and statistically significant difference in smoking prevalence´s between boys and girls was observed (40% vs 5.6%). Among the predictors of current smoking, smoking habits in siblings and getting pocket money over 200 Saudi riyals are found to be significant. Siblings smoking (odds ratio: 6.4) and poor academic performance (odds ratio: 3.2) were the two most important factors influencing children´s intentions of smoking. CONCLUSIONS: smoking prevalence in secondary school children of Al Ras was similar to national data. Since, influence of siblings, getting more pocket money and poor academic performance were found to important predictors of children smoking behaviours and attitudes, health education programs should address these factors to be effective.

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Chili is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Résumé: Des campagnes nationales de mesure de champs électromagnétiques ont été réalisées dans les établissements scolaires et médico-sociaux en France métropolitaine entre 2014 et 2019. Elles visaient à évaluer l'exposition aux champs électromagnétiques dans les établissements accueillant des populations sensibles, mettre en perspective les niveaux mesurés par rapport aux valeurs limites réglementaires et identifier les déterminants des niveaux intérieurs de champs électromagnétiques. Les niveaux de champs électromagnétiques sont significativement différents dans les établissements scolaires : ils sont plus faibles dans les écoles, intermédiaires dans les collèges et plus élevés dans les lycées, avec des médianes respectivement égales à 0,16 V/m, 0,30 V/m et 0,41 V/m. Les niveaux sont comparables dans les hôpitaux et les établissements d'hébergement pour personnes âgées, où un niveau médian de 0,31 V/m est observé. Dans l'ensemble des établissements, les valeurs mesurées sont très inférieures aux valeurs limites réglementaires. Les mesures identifient davantage de sources de champs électromagnétiques en milieu urbain qu'en milieu rural. La téléphonie mobile est le contributeur principal de l'exposition mesurée dans les établissements. Les déterminants des niveaux intérieurs de champs électromagnétiques ont été recherchés à partir d'informations descriptives de l'environnement des établissements. La présence d'antennes repérées visuellement depuis l'établissement et le nombre d'installations radioélectriques à proximité de l'établissement sont les principaux facteurs influençant les niveaux de champs électromagnétiques dans les établissements scolaires et médico-sociaux. Nationwide surveys to assess electromagnetic fields (EMF) in schools, hospitals and senior citizens' homes were carried out in mainland France between 2014 and 2019. We aimed to assess the exposure levels to EMF in buildings hosting vulnerable populations, to compare these measurements to regulatory limit values, and to identify the determinants of indoor levels. Levels of EMF varied significantly in different types of educational facilities: they were lower in nursery and elementary schools, intermediate in middle schools and higher in high schools with medians of 0.16 V/m, 0.30 V/m and 0.41 V/m, respectively. They were similar in hospitals and residences for senior citizens, where the same median level of 0.31 V/m was observed. In all the buildings, the measured levels were below the French regulatory limit values. More sources of EMF were identified in buildings located in urban areas than in rural ones. Mobile phones were the main contributors to the measured levels. The determinants of the indoor levels of EMF were studied from the data describing the building and its outdoor environment. The presence of radio antennas seen from the building and the number of broadcasting facilities near the building were the main factors influencing the electromagnetic field levels in schools, healthcare facilities, and nursing homes. [ABSTRACT FROM AUTHOR]

Copyright of Antropo is the property of Antropo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Head lice (HL) is still signifying problem, its incidence is greater in crowded places like schools and day cares. Material and Methods: A total of 1791 school children, from five schools (three elementary and two intermediate) in Kirkuk province, Iraq, were eligible for screening of head lice. The heads were examined carefully by naked eye or with assistance of magnifying lens. After detecting the infected heads, natural and chemical products were used for treating the infection. Results: 255 samples were found to be positive for head lice, with rate of 14.2 %. Females were significantly more infected than males. The most age group which was infected in both genders was 7-8 and 9-10 years old. parents occupation or the educational status of the infected children, were not associated with the incidence of the infection. The effect of the natural plant oils were intensified when used with head cap. The most effective plant oil was olive and anise followed by thyme and sesame they were effective at 48 hours after usage. Very little effect had resulted with garlic oil. Petrol was effective in killing the lice with or without head cap. The anti-lice shampoos were effective after repeating treatment for four to five days. The ordinary hair shampoos were effective at killing the lice only when used with head cap. Olive oil and sesame are effective for head lice treating, but the commercial normal hair shampoos are better for completely removing the infection, if used with hair cap. Conclusion: The recommendation is that, the ordinary hair shampoos can be used instated of natural oils or anti-lice shampoos that contain insecticides and may have side effects.

Copyright of Éducation et Francophonie is the property of Association Canadienne d'Education de Langue Francaise (ACELF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Éducation et Francophonie is the property of Association Canadienne d'Education de Langue Francaise (ACELF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La présente étude examine l'influence de la valence émotionnelle de textes (positive, négative, et neutre) sur la compréhension et l'apprentissage de mots nouveaux auprès de 139 élèves de 5éme année de primaire (âge moyen : 10,9 ans). Huit histoires ont été construites selon trois versions -- positive, négative et neutre. Les élèves étaient répartis aléatoirement dans l'une des trois conditions expérimen- tales. Chaque histoire comportait un pseudo-mot qui apparaissait trois fois, correspondant a un nouvel exemplaire d'une catégorie sémantique connue des élèves. Des indices étaient présents dans le texte afin de conférer a chaque pseudo-mot un sens spécifique. Le but de la lecture des textes n'était pas explicitement focalisé sur l'apprentissage des nouveaux mots, mais sur la compréhension du texte. Après la lecture de chacun des huit textes, la compréhension des textes ainsi que l'apprentissage des pseudo- mots cibles étaient évalués (reconnaissance orthographique et définition). Des tests évaluant le vocabulaire réceptif, le décodage, la compréhension en lecture et la mémoire verbale a court terme ont également été administrés. Les résultats ont révélé des scores de compréhension significativement inférieurs après la lecture des textes a valence positive plutôt que négative ou neutre, sans différence entre ces deux dernières conditions. L'effet de la valence émotionnelle des textes sur l'apprentissage des mots nouveaux n'a pu être démontré. Les résultats sont interprétés en termes d'effet distrayant du contenu émotionnel positif du support écrit sur la compréhension des textes. [ABSTRACT FROM AUTHOR]

This work, which is part of a PhD research about the transition period between Grade 6 (students of age 10-11) and Grade 7 (students of age 11-12) in the Brazilian educational system, concerns of an analysis of Grade 5 and Grade 6 textbooks, with the help from magnitude's filters, the idea of reprise and the levels of co-determination. The occasions responsible for reprise contained in the textbooks analyzed do not seem enough to assure the favorable conditions for the transition between the sub-levels and the learning of new objects presented in Grade 7. [ABSTRACT FROM AUTHOR]

Learning disabilities in mathematics (in 1 to 10% of school children) cover a broad range of specific difficulties and represent a major handicap for academic achievement, social and professional integration. The response-to-intervention model is centred on the prevention of learning difficulties and the differentiation of remedial interventions. One component of this approach is the assessment of the mathematical skills. The aim of this article is to present a systematic approach to assess mathematical skills in order to highlight the child's strengths and weaknesses and provide relevant information for guiding a remedial intervention. We present: 1) a short critical synthesis of the tools available to professionals for assessing mathematical skills and their psychometric properties; 2) an approach for the assessment of mathematical and cognitive skills; and 3) a case study. [ABSTRACT FROM AUTHOR]

In this study, we examine the use of grammatical vocabulary by pupils (in the fourth grade at a French secondary school) during interviews about helping procedures and metagraphic representations for writing in French. The vocabulary in use comes from academic grammar, and its density and relevance are highly variable. Surprisingly, some words that have been in use since primary school are mastered by only a few students. Thus, only 76.2% of the occurrences are relevant for the word adjective, only 58.3% for pronoun and 51.4% for determiner. We created correlation tests in order to assess the function of grammatical vocabulary in spelling analysis by students. We tested the link between spelling success and three variables: the diversity of relevant grammatical words, the number of substitution procedures, and the number of syntactical analyses. All correlations were positive and significant, but syntactic analyses were more strongly correlated to spelling success. The use of grammatical vocabulary doesn't appear to be essential, as some pupils spell correctly without it, but we noticed that all pupils using relevant vocabulary made some mistakes. Therefore, the results validate the interest of using a precise grammar vocabulary in support of syntactic analyzes to develop spelling performance. [ABSTRACT FROM AUTHOR]

The school is subject to special attention in terms of its architecture which is intended to be innovative. In the sociology of childhood, it is more the effects of the development of the school space on children and in particular on their processes of socialization that interest us. We hypothesized that changing school play spaces challenges the social organization of children. To demonstrate it, we have been investigating a rural school with children aged 6 to 11. Two situations of play directly and indirectly induced by adults are the subject of an in-depth study to identify elements of understanding on processes of socialization between children. We have shown that children, as actors, are appropriating the spaces to create territories in which the social group sets up stable standards and variable socialisation processes according to the intervention more or less direct adults and space available. [ABSTRACT FROM AUTHOR]

In the new French school curriculum, the period which overlaps primary and secondary education calls for a change in teaching practices to ensure continuity of pupil's learning. In synchronic (between disciplines) and diachronic (throughout the period) ways, the regular implementation of the same pedagogical designs can be a vector for stabilizing learning in the transition between primary and secondary school. Grounded on a socio-cultural conception of learning and development processes, this paper reports on a collaborative research which aimed to support primary and secondary school teachers to build and implement innovative cooperative learning environments within classrooms on the foundations of a common model. From a methodological point of view, qualitative and quantitative data have been carried out to examine the impact of this pedagogical approach on the teacher activity and pupils' psychosocial well-being, respectively. On the one hand, the results underlined the importance of considering the implementation of cooperative arrangements in their dimensions both generic and disciplinary. On the other hand, significant effects of this type of design on pupils' self-determined motivation were observed. Finally, proposals are brought forward to optimize the collaborative research approach and its impact on pupils' acquisitions. [ABSTRACT FROM AUTHOR]

Introduction: obesity is a serious public health problem having a direct impact on physical and psychological health of individuals. The purpose of this study was to determine the prevalence of obesity and overweight in a child population attending urban and rural schools in the oasis of Tafilalet. Methods: we conducted a cross-sectional descriptive study within the urban and rural public schools in of the oasis of Tafilalet. We recruited a representative sample of 3,684 children attending 39 public primary schools. Results: the average age of patients was 9.81 ± 2.13 years. The total sample was divided into 1,794 boys (48.70%) and 1,890 girls (51.30%). Two thousand three hundred and nine lived in an urban area (62.70%) and 1,375 in a rural area (37.30%). According to the World Health Organization References, our study showed a rate of obesity of 1.9% and of 10.8% for overweight. Overweight and obesity were not significantly associated with children sex. Conclusion: the prevalence of obesity in the oasis of Tafilalet is less than the national and international values; lifestyle and dietary habits of this population appear to be a protective factor against overweight and obesity. [ABSTRACT FROM AUTHOR]

Copyright of Synergies Afrique des Grands Lacs is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Afrique des Grands Lacs is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Afrique des Grands Lacs is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue des Sciences de l'Education is the property of Revue des Sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)