A cross-sectional study on AIDS-related knowledge and demands for health education among first-grade students of senior high schools in Tianjin / 中华流行病学杂志

Objective@#To understand the AIDS awareness and related factors as well as the demands for AIDS-related health education programs, among first-grade students from three senior high schools in Tianjin.@*Methods@#A cross-sectional study using both stratified cluster and convenient sampling methods was conducted. Anonymous questionnaires including social demographic characteristics, AIDS-related knowledge and needs for AIDS health education were distributed to the first-grade students from two general middle schools and one vocational senior middle school in Tianjin.@*Results@#A total of 1 082 students were responding to the questionnaires. Among them, the overall awareness rates of AIDS-related knowledge were 34.3%(371/1 082), 71.9%(778/1 082) of the students had received knowledge about AIDS and 59.4% (643/1 082) of the students had received knowledge about sexual health in the past, from the three schools. There appeared statistical differences among the two types of schools. 7.0% (76/1 082) of the students reported having had sexual behaviors. Results from the multivariate logistic regression analysis showed that, in vocational senior middle school, the awareness rate of AIDS knowledge was lower (compared with general middle school, OR=0.41, 95%CI: 0.29-0.59) and in the following items, including no need in receiving safe sex health knowledge (compared with needs of safe sex health knowledge, OR=0.62, 95%CI: 0.43-0.91), no interests in reading AIDS-related health education materials (compared with attention to AIDS health education materials, OR=0.41, 95%CI: 0.30-0.56), not aware of safe sex behavior (compared with aware of safe sex behavior, OR=0.55, 95%CI: 0.39-0.77), not aware of correct condom use, compared with aware of correct condom use (OR=0.33, 95%CI: 0.24-0.46).@*Conclusions@#The overall awareness rate of AIDS knowledge was low among the first-grade students in Tianjin. Some students reported of already having had insertive sex, sexual health knowledge has a significant impact on AIDS knowledge, suggesting that sexual health education and AIDS health education among high school students be strengthened in Tianjin.

Vulnerabilidad socioeconómica y obesidad en escolares chilenos de primero básico: comparación entre los años 2009 y 2013 / Socioeconomic vulnerability and obesity in Chilean schoolchildren attending first grade: comparison between 2009 and 2013

INTRODUCCIÓN: Estudios que han mostrado asociación entre obesidad y nivel socioeconómico no son concluyentes. OBJETIVOS: Determinar el riesgo de estudiantes chilenos de primero básico de presentar obesidad según vulnerabilidad socioeconómica (VSE) en los años 2009 y 2013 y verificar el cambio observado en el riesgo en ese período, por sexo y área geográfica. PACIENTES Y MÉTODO: Estudio trans versal (N= 175.462 en 2009) y (N= 189.055 en 2013) que incluyó: peso, talla, rural/urbano, sexo y VSE, datos provenientes de encuesta JUNAEB. Se determinaron ZIMC/edad, % obesidad y 3 grupos según VSE (muy vulnerables, moderados, no vulnerables). Para comparar ZIMC entre grupos, se utilizó test t y para las variables predictoras (grado de VSE) y respuesta (obesidad), por sexo y área, se utilizó C2. Regresión logística determinó OR de presentar obesidad según VSE. RESULTADOS: % de obesidad fue 19,6% y 24,1% en 2009 y 2013, mayor en hombres. OR de presentar obesidad en el 2009 fue: 0,85 (0,82-0,88) y 0,70 (0,64-0,75) en estudiantes más vulnerables, y 0,94 (0,91-0,97) y 0,81 (0,74-0,88) en aquellos con vulnerabilidad moderada; en 2013, 0.96 (0,93-0,98) y 0,89 (0,82-0,96) en estudiantes más vulnerables, y 0,99 (0,96-1,02) y 0,94 (0,86-1,02) en estudiantes con vulnerabilidad moderada, en áreas urbanas y rurales respectivamente. El mayor incremento en obesidad se observó en los más vulnerables de zona rural (de 16,6 a 24,3%). CONCLUSIÓN: El mayor % de obesidad fue observado en niños no vulnerables. Aun cuando los estudiantes más vulnerables de zonas rurales presentan el menor % de obesidad en ambos años, el mayor incremento en el período se observó en este grupo.

INTRODUCTION: Although obesity is related to socioeconomic level, studies are inconclusive. OBJECTIVES: To determine obesity risk according to socioeconomic vulnerability among Chilean children (1st grade) in 2009 and 2013 and assess its change during that period, by sex and geographical area. PATIENTS AND METHOD: Cross-sectional study (N = 175,462 in 2009) and (N = 189,055 in 2013) which included: weight, height, rural / urban, gender and vulnerability obtained from JUNAEB's survey. BMI Z, % obesity and 3 categories of vulnerability (very vulnerable, moderate, non-vulnerable) were determined. For the descriptive analyses, we used t tests and for predictor variables (2 categories of vulnerability) and outcome (obesity) by sex and area, we used %2. Logistic regression models determined OR to develop obesity by. RESULTS: % obesity was 19.6% and 24.1% in 2009 and 2013, higher in boys. In urban and rural areas respectively, OR to develop obesity were: 0.85 (0.82-0.88) and 0.70 (0.64-0.75) in the most vulnerable students and 0.94 (0.91-0.97) and 0.81 (0.74-0.88) in those with moderate vulnerability in 2009 and 0.96 (0.93-0.98) and 0.89 (0.82-0.96) in the most vulnerable students and 0.99 (0.96-1.02) and 0.94 (0.86-1.02) in students with moderate vulnerability in 2013. The highest increase in obesity was observed among the most vulnerable group from rural areas (16, 6 to 24.3%). vulnerability. CONCLUSION: The non-vulnerable group had the highest % obesity. Although the most vulnerable students in rural areas had the lowest obesity risk in both years, the highest increase in obesity during the period, occurred in that group.

The clinical study about the exposed therapy of the male's perineum and the circumstances of the germ infection and the heals of the wound after the operation / 中国基层医药

Objective To study the possibility of the exposed therapy of the male's perineum after operation.Methods 450 male patients with perineum surgical operation were chosen,250 among whom were adopted the exposed therapy ,200 were adopted the traditional tie-up therapy after the operation.Calculation with the statistic software SPSS 17.0 were adopted to observe the wound germ infection and heal circumstance,to statisfy the first grade heal rate and the wound germ infection rate.x2 examinations were used, too.Results The rate of the first grades healing of the exposed therapy group was obviously higher than the tie-up therapy.There was obvious difference.(x2 = 12.2,P <0.01).The rate of the germ infection of the exposed therapy set was closed to that of the tie-up therapy without obvious difference(x2 =0.06 ,P >0.05 ).Conclusion The rate of the wound germ infection would not increase if adopted the exposed therapy of the male's perineum after operation and the rate of the wound first grade heals leads to an obvious exaltation.

Estado nutricional, conocimientos y conductas en escolares de kínder y primer año básico en 3 escuelas focalizadas por obesidad infantil en la comuna de Valparaíso, Chile / Nutritional status, knowledge and nutritional behaviourin school children from kindergarten and first grade from three schools identified for child obesity in the zone of Valparaiso, Chile

In 2008, under the National Plan for Health Promotion and Community Plan for the Promotion of Health, actions to address school obesity by intervening with the Global Strategy Against Obesity schools with the highest obesity prevalence focusing on kindergarten levels (school children between 5-6years) and first grade (students between 6-7 years). The actions of the Community Plan for the Promotion of Health in selected schools of Valparaiso were evaluated. The objectives of this intervention were: 1) assess the nutritional status of children from the participating levels, 2) gather background information on knowledge and behaviors related to food, nutrition and lifestyle in school and 3) identify strengths and difficulties facing the implementation of health policies at local level. We performed a descriptive, non-experimental, non-random convenience sample, which included 267 schools. Results: It was detected 18.8 percent obesity in the transition level (kindergarten and 27 percent in the first grade evaluated according to Technical Standards of the Ministry of Health of Chile based on 2006 WHO reference tables. In order to assess knowledge and behavior, we developed and applied the tools "Caritas" and "Healthier Snacks" observing 77 percent and 87 percent and 90 percent and 64 percent of correct associations for knowledge and behaviors, respectively. Facilitators: cooperative work and valuation from education. Barriers: outdated actions altering school curriculum planning. Figures of malnutrition by excess and the difficulty to reverse this reality require programs to in identify nutritional knowledge and eating behaviors of the population.

En el 2008, en el marco del Plan Nacional de Promoción de la Salud y del Plan Comunal de Promoción de la Salud se priorizan acciones para abordar la obesidad escolar interviniendo con la Estrategia Global contra la Obesidad las escuelas con los más altos índices de obesidad a nivel comunal, focalizando en escolares de kinder (escolares entre 5-6 años de edad) y primer año básico (escolares entre 6-7 años de edad). En Valparaíso, se evaluaron las acciones del Plan Comunal de Promoción de la Salud en 3 de las 4 Escuelas seleccionadas. Los objetivos de esta intervención fueron; 1) evaluar el estado nutricional de los niños/niñas de los niveles participantes; 2) recopilar antecedentes sobre conocimientos y conductas asociadas a la alimentación y nutrición y estilos de vida en los escolares de kinder y primer año básico y 3) identificar dificultades y fortalezas que enfrentan la implementación de las políticas sanitarias a nivel local. Se realizó un estudio descriptivo, diseño no experimental, muestra intencionada no aleatoria. La muestra incluyó a 267 escolares. Resultados; se detectó 18,8 por ciento obesidad en el nivel de transición mayor y 27 por ciento en el primer año básico evaluados según Normas Técnicas del Ministerio de Salud de Chile (MTNSAL) en base a la referencia de la OMS 2006; para evaluar conocimientos y conductas los autores elaboraron y aplicáronlos instrumentos "Caritas" y "Colaciones más saludables". Se observó un 77 por ciento y 87 por ciento; y 90 por ciento y 64 por ciento de asociaciones correctas para conocimientos y conductas, respectivamente. Facilitadores; trabajo intersectorial y valoración desde educación; obstaculizadores; acciones desfasadas que alteran la planificación curricular de las escuelas. Las cifras de malnutrición por exceso y la dificultad para revertir esta realidad, requiere avanzar en identificar conocimientos y conductas alimentarias nutricionales en la población.

Tensões cotidianas na transição da primeira série: um enfoque de desenvolvimento / Tensiones cotidianas en la transición del primer año de la enseñanza primaria: un enfoque de desarrollo / Daily hassles during the transition period to the first grade of the primary school: a developmental view

Tensões cotidianas na transição da 1ª série do ensino fundamental são o foco deste artigo. Seu objetivo é formular, com base no conhecimento disponível sobre estresse psicossocial na infância, um esquema teórico para gerar hipóteses e integrar resultados de pesquisas sobre o estresse da transição, em uma perspectiva de desenvolvimento. O texto está subdividido em três seções. A primeira focaliza o estresse psicossocial na infância, em quatro áreas de pesquisa: relação entre estresse psicossocial e ajustamento; tensões cotidianas; enfoque de desenvolvimento no estudo da relação entre estresse e ajustamento; a escola como fonte de estresse. Na segunda, apresentam-se pesquisas sobre a transição da primeira série que contribuem com achados indiretos sobre o enfrentamento da transição por parte das crianças. Na última seção, apresenta-se o esquema conceitual, articulando tarefas adaptativas da transição e domínios de tensões cotidianas, com previsões sobre o impacto da transição no desenvolvimento. Temas de pesquisa são sugeridos a partir do esquema proposto.

This paper focuses on daily hassles during the transition to first grade. A theoretical framework has been posited to generate hypotheses and integrate research results on the stress of this transition. Framework is based on current knowledge on psychosocial stress during childhood, followed by a developmental view of child stress. The paper comprises three sections. The first one focuses on childhood psychosocial stress in four research fields: relationship between psychosocial stress and adjustment; daily hassles; a developmental view of the stress-adjustment relation; school as a source of daily hassles. In the second section, results on the first grade transition are given and contribute through indirect evidence towards the children's coping with the transition. The conceptual framework is presented in the last section, comprising an articulation between adaptive tasks and daily hassle domains, as well as hypotheses on the impact of transition on development. Relevant research issues are suggested on the basis of the proposed framework.

Memória de trabalho, consciência fonológica e hipótese de escrita / Working memory, phonological awareness and spelling hypothesis

TEMA: memória de trabalho, consciência fonológica e hipótese de escrita. OBJETIVO: verificar a relação entre a memória de trabalho, a consciência fonológica e a hipótese de escrita em alunos de pré-escola e primeira série. MÉTODO: a amostra foi composta de 90 alunos da rede estadual de ensino que apresentavam desenvolvimento lingüístico típico. Destes, 40 alunos eram da pré-escola, com idade média de seis anos e cinco meses, e 50 eram da primeira série, com idade média de sete anos e dois meses. A amostra selecionada foi submetida à avaliação das habilidades de memória de trabalho com base no Modelo de Memória de Trabalho de Baddeley (2000), envolvendo o componente fonológico. O componente fonológico foi avaliado através do subteste cinco, Memória Seqüencial Auditiva, do Teste Illinois de Habilidades Psicolinguísticas (ITPA), adaptação brasileira realizada por Bogossian e Santos (1977), e da Prova de Repetição de Palavras sem Significado, elaborado por Kessler (1997). As habilidades de consciência fonológica foram estudadas a partir do teste Consciência Fonológica: Instrumento de Avaliação Seqüencial (CONFIAS), elaborado por Moojen et al. (2003), considerando tarefas de consciência silábica e fonêmica. A escrita foi caracterizada conforme a proposta de Ferreiro e Teberosky (1999). RESULTADOS: os pré-escolares apresentaram capacidade de repetir seqüências de 4,80 dígitos e 4,30 sílabas; em consciência fonológica, o desempenho em nível de sílabas foi de 19,68 e 8,58, em nível de fonemas; e hipótese de escrita pré-silábica, em sua maioria. Os alunos de primeira série repetiram, em média, seqüências de 5,06 dígitos e 4,56 sílabas, apresentaram desempenho de 31,32, em consciência fonológica em nível de sílabas, e 16,18, em nível de fonemas; e hipótese alfabética de escrita. CONCLUSÃO: o desempenho em memória de trabalho, consciência fonológica e nível de escrita se inter-relacionam, bem como estão relacionados com a idade cronológica, a maturidade...

BACKGROUND: working memory, phonological awareness and spelling hypothesis. AIM: to verify the relationship between working memory, phonological awareness and spelling hypothesis in pre-school children and first graders. METHOD: participants of this study were 90 students, belonging to state schools, who presented typical linguistic development. Forty students were preschoolers, with the average age of six and 50 students were first graders, with the average age of seven. Participants were submitted to an evaluation of the working memory abilities based on the Working Memory Model (Baddeley, 2000), involving phonological loop. Phonological loop was evaluated using the Auditory Sequential Test, subtest 5 of Illinois Test of Psycholinguistic Abilities (ITPA), Brazilian version (Bogossian & Santos, 1977), and the Meaningless Words Memory Test (Kessler, 1997). Phonological awareness abilities were investigated using the Phonological Awareness: Instrument of Sequential Assessment (CONFIAS - Moojen et al., 2003), involving syllabic and phonemic awareness tasks. Writing was characterized according to Ferreiro & Teberosky (1999). RESULTS: preschoolers presented the ability of repeating sequences of 4.80 digits and 4.30 syllables. Regarding phonological awareness, the performance in the syllabic level was of 19.68 and in the phonemic level was of 8.58. Most of the preschoolers demonstrated to have a pre-syllabic writing hypothesis. First graders repeated, in average, sequences of 5.06 digits and 4.56 syllables. These children presented a phonological awareness of 31.12 in the syllabic level and of 16.18 in the phonemic level, and demonstrated to have an alphabetic writing hypothesis. CONCLUSION: the performance of working memory, phonological awareness and spelling level are inter-related, as well as being related to chronological age, development and scholarity.