14 research outputs found

    Substitution Program in Indonesia and Australia as Health Promotion Model at Schools

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    Obesity has been increasing as much as twice on age 6-12 years. The increase is happening both in Indonesia and Australia. The objective of this research is to construct a program model in Australia that can be substituted to be a health promotion model at School in effort to suppress child obesity. Research was conducted in 2014 with qualitative approach. Instruments used are as follow 1) Secondary data filling form 2) In depth interview guidence instrument 3) FGD (Focus Group Discussion) and BST (Brain Storming Technique). The informations were obtained by purposive and snowball technique. Data analysis by Miles and Huberman model. Substitution model is based on consideration that applied model has potential to be developed and other models whether internal or external ones in Indonesia. The model will be substituted by considering school condition and situation. School Health Unit (SKU) is a potential platform to promote health by these activities 1) Formal health education as taken place curricullum 2) Informal health education in forms of (1) health education information (2) Self health behaviour monitoring and control (3) Health promotion by doing healthy life (4) distribution of health education booklet to teachers and parents

    Gold remobilisation and formation of high grade ore shoots driven by dissolution-reprecipitation replacement and Ni substitution into auriferous arsenopyrite

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    Both gold-rich sulphides and ultra-high grade native gold oreshoots are common but poorly understood phenomenon in orogenic-type mineral systems, partly because fluids in these systems are considered to have relatively low gold solubilities and are unlikely to generate high gold concentrations. The world-class Obuasi gold deposit, Ghana, has gold-rich arsenopyrite spatially associated with quartz veins, which have extremely high, localised concentrations of native gold, contained in microcrack networks within the quartz veins where they are folded. Here, we examine selected samples from Obuasi using a novel combination of quantitative electron backscatter diffraction analysis, ion microprobe imaging, synchrotron XFM mapping and geochemical modelling to investigate the origin of the unusually high gold concentrations. The auriferous arsenopyrites are shown to have undergone partial replacement (~15%) by Au-poor, nickeliferous arsenopyrite, during localised crystal-plastic deformation, intragranular microfracture and metamorphism (340-460 °C, 2 kbars). Our results show the dominant replacement mechanism was pseudomorphic dissolution-reprecipitation, driven by small volumes of an infiltrating fluid that had relatively low fS2 and carried aqueous NiCl2. We find that arsenopyrite replacement produced strong chemical gradients at crystal-fluid interfaces due to an increase in fS2 during reaction, which enabled efficient removal of gold to the fluid phase and development of anomalously gold-rich fluid (potentially 10 ppm or more depending on sulphur concentration). This process was facilitated by precipitation of ankerite, which removed CO2 from the fluid, increasing the relative proportion of sulphur for gold complexation and inhibited additional quartz precipitation. Gold re-precipitation occurred over distances of 10 µm to several tens of metres and was likely a result of sulphur activity reduction through precipitation of pyrite and other sulphides. We suggest this late remobilisation process may be relatively common in orogenic belts containing abundant mafic/ultramafic rocks, which act as a source of Ni and Co scavenged by chloride-bearing fluids. Both the preference of the arsenopyrite crystal structure for Ni and Co, rather than gold, and the release of sulphur during reaction, can drive gold remobilisation in many deposits across broad regions

    International approaches to health-oriented physical education: Local health debates and differing conceptions of health

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    Physical education's place in school curricula has been justified in different ways over the last 150 years. Health in a general sense has always been part of this rationalisation, and within current cultural contexts, health has gained increasing significance. However, a global look at health reveals that it has been approached in different ways - both as justification and in practice. The broad aims of this paper are to map out some of the ways that health is conceptualized and practiced and to identify underlying assumptions that frame these approaches. We begin by briefly examining the existing literature that links health with physical education. We then introduce the voices of four advocates of health from three different countries. These scholars respond to a set of questions concerning public health debates; current theories of health; research and evidence; practical approaches in physical education; problems, and 'best practice'. These commentaries are treated as empirical material and are considered in the final section of the paper. The specific aim here is to consider and locate the commentaries within their cultural environments. We conclude with some reflective questions for thinking about approaches to health in physical education

    Physical activity-academic achievement: student and teacher perspectives on the 'new' nexus

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    Background: The association between physical activity/fitness with cognitive and academic functioning has become a topic of considerable research interest. Increasingly, schooling systems are being expected to respond to these relationships through curricular and extra-curricular interventions.Purpose: This paper reports on the qualitative findings of the impact of the Active Kids Active Minds (AKAM) intervention that included one hour of moderate to vigorous daily physical activity for the promotion of learning in a regional primary school in Australia. It gives student and teacher voice to the corpus of literature on physical activity and academic performance intervention studies that are gaining momentum in the bid to justify and promote forms of school-based physical activity.Participants: Twelve Year 5 students, their classroom teachers, and the school principal's perspectives are shared in this paper. They were key informants from 107 students and 5 teachers who participated in the intervention.Data collection: Students, their classroom teachers, and the school principal were interviewed individually or in groups by a member of the research team. Researcher field observations, along with a diary kept by the dedicated AKAM teacher, were used to interrogate the complexity and pragmatics of both delivering the intervention and succeeding in the intervention.Data analysis: Transcribed interviews were reviewed independently by the authors for recurring themes. Field observations and the AKAM teacher diary were used to triangulate interview data.Findings: Data suggested that the intervention group benefited from and welcomed the additional daily physical activity when it offered high time-on-task, fun, and reflected students' interests. The intervention design with a dedicated physical activity leader and professional development support seemingly promoted teachers' confidence and enthusiasm.Conclusions: While this intervention was designed to complement physical education, we raise questions about how physical activity in schools may be channelled towards a new wave of instrumental outcomes. © 201
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