9 research outputs found
Interventions for healthy eating and physical activity among obese elementary schoolchildren : observing changes of the combined effects of behavioral models
The aim of this experimental research was to examine the effectiveness of the SSII-Healthy Eating Intervention and Physical Activity intervention programs at the end of intervention implementation in term of combined effects. The sample of this study was 21 students in Sawadeewittaya School, aged 9-11 years, who met the inclusion criteria and consented to participate in the study. The dependent variables included knowledge about obesity-related Type 2 diabetes, healthy eating behavior, healthy eating self-efficacy, healthy eating self-control, and BMI. The study interventions were the SSII-Healthy Eating Intervention Program, and the SSII-Physical Activity Intervention Program. Each of the two interventions was created using the self-efficacy, self-control, and implementation intention principles. The sample was first implemented with the SSII-Healthy Eating Intervention Program, followed by the SSII-Physical Activity Intervention. Data analysis was performed using SPSS for Windows. The statistical tests were descriptive statistics and One-way repeated measures ANOVA. Results showed that: 1) after the individual SSII-Healthy Eating Intervention Program; mean scores of knowledge about obesity-related Type 2 diabetes, healthy eating self-efficacy, healthy eating self-control, and healthy eating behavior significantly increased from the baseline and BMI significantly decreased. 2) The combined effect of the SSII-Healthy Eating and Physical Activity Intervention Programs on healthy eating behavior was greater than that of the individual SSII-Healthy Eating Intervention, but not for BMI
āļāļēāļĢāļāļąāļāļāļēāļāļ§āļēāļĄāļŠāļēāļĄāļēāļĢāļāđāļĨāļ°āđāļāļāļāļāļīāđāļāļāļēāļĢāđāļāđāļāļąāļāļŦāļēāļāļĒāđāļēāļāļŠāļĢāđāļēāļāļŠāļĢāļĢāļāđ
(Development of Ability and Attitude in CreativeProblem Solving Among High School Students in The Enrichment Science ClassroomProject)Abstract Thisresearch aims to 1) study of the development of the creative problem solvingability and creative problem solving attitude of the experimental group andcontrol group before and after participation in the creative problem solvingdevelopment program; and 2) to compare the differences in the score of creativeproblem solving ability and creative problem solving attitude of theexperimental group and control group after the program participation. Theparticipants in this research consisted of the High school students inenrichment science classroom project of Loengnoktha School, Yasothon. The researchinstruments were creative problem solving development program, the creativeproblem solving ability test and the creative problem solving attitudequestionnaire. The research design was Randomized control group pretestposttest design. The data were analyzed using average, standard deviation,Dependent and Independent sample t-test. After participation in the creativeproblem solving development program, the results showed that;1)The creativeproblem solving ability, and the attitude toward creative problem solving of the experimental group was statisticallyhigher than before participation at the .05 level and 2)The creative problemsolving gain score, and the attitude toward creative problem solving of the experimentalgroup was statistically higher than that of the control group at the .005 level                        Keywords: Creativeproblem solving, Attitude, Enrichment science classroom student
Microsoft Word - 0 āļŠāđāļ§āļāļŦāļāđāļē JBS
The aim of this experimental research was to examine the effectiveness of the SSII-Healthy Eating Intervention and Physical Activity intervention programs at the end of intervention implementation in term of combined effects. The sample of this study was 21 students in Sawadeewittaya School, aged 9-11 years, who met the inclusion criteria and consented to participate in the study. The dependent variables included knowledge about obesity-related Type 2 diabetes, healthy eating behavior, healthy eating self-efficacy, healthy eating self-control, and BMI. The study interventions were the SSII-Healthy Eating Intervention Program, and the SSII-Physical Activity Intervention Program. Each of the two interventions was created using the self-efficacy, self-control, and implementation intention principles. The sample was first implemented with the SSII-Healthy Eating Intervention Program, followed by the SSII-Physical Activity Intervention. Data analysis was performed using SPSS for Windows. The statistical tests were descriptive statistics and One-way repeated measures ANOVA. Results showed that: 1) after the individual SSII-Healthy Eating Intervention Program; mean scores of knowledge about obesity-related Type 2 diabetes, healthy eating self-efficacy, healthy eating self-control, and healthy eating behavior significantly increased from the baseline and BMI significantly decreased. 2) The combined effect of the SSII-Healthy Eating and Physical Activity Intervention Programs on healthy eating behavior was greater than that of the individual SSII-Healthy Eating Intervention, but not for BMI
A review of patient safety in Thailand and Malaysia
This review explores the significance of patient safety in the two ASEAN nations of Thailand and Malaysia. It discusses the implications of upholding patient safety in the context of health care and also for developing medical tourism in both the countries. The relevance of human factors in patient safety is examined from the multi-level perspective of individuals, teams and organizations, and the overall health care systems. The article examines the research work in patient safety; with a discussion about the indigenous researches from both the countries. Further research areas are recommended that maybe of importance to both health care practitioners and researchers
The relationships between sexual risk behaviors and general health risk behaviors among unmarried youth in Thailand
Objectives: The prevalence and correlates of sexual risk behaviors among unmarried youth in Thailand are poorly documented. The objectives of this study were to compare the differences in sexual behaviors across age groups and gender and to identify the relationships between sexual risk behaviors and general health risk behaviors among unmarried Thai youth. Methods: A population-based, nationally representative, cross-sectional survey was conducted between January and March 2013. The Thai version of the Youth Risk Behavior Survey questionnaire was used to collect data from 800 unmarried Thai youth. Results: Majority of the respondents (65.9%) had not engaged in any sexual risk behavior, 18.7% had engaged in 2â3 sexual risk behaviors, and only 5.5% had engaged in a single sexual risk behavior. Current sexually active youth had higher risk of participating in physical fights (odds ratioâ=â3.41, 95% confidence intervalâ=â1.53â7.57), smoking cigarette (odds ratioâ=â4.05, 95% confidence intervalâ=â1.89â8.67), and drinking alcohol (odds ratioâ=â2.17, 95% confidence intervalâ=â1.08â4.36). Conclusion: Thai youth were more likely to be involved in multiple sexual risk behaviors than a single sexual risk behavior. Physical fighting was the strongest general health risk behavior associated with the sexual risk behaviors, followed by substance abuse
āļāļĨāļāļāļāđāļāļĢāļāļŠāļĢāđāļēāļāđāļāđāļēāļŦāļĄāļēāļĒāļāļāļāļāļąāđāļāđāļĢāļĩāļĒāļāļāļĩāđāļĄāļĩāļāđāļāđāļāđāļēāļŦāļĄāļēāļĒāđāļāļīāļāļŠāļąāļĄāļĪāļāļāļīāđāļāļāļāļāļīāļŠāļīāļ(The Effect of Classroom Goal Structure on Studentâs Achievement Goals)
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āļāļ§āļēāļĄāđāļāļĢāļāđāļāļāļĢāļīāļāļāļŠāļāļēāļāļāļ§āļāļāļļāļĄ :āļĄāļļāļĄāļĄāļāļāļāļāļāļāļāđāļ (Anger in Correctional Context : An Insiderâs View)
The objectives of this research were to understand the anger among the youth offence that occurred in the correctional context and to find the meaning of anger from the point of view of a juvenile in the correctional centre. The Developmental Research Sequence (DRS Method) of Ethnosemantic study by Spradley (1979) was used in this research. Five juveniles in the correctional centre correctional were key informants. The results showed that anger in the correctional context was caused as systematic process, started from anger causes were effected to anger, and anger was effected to anger expressing. The anger  in this context was unique because of the interpretation of the condition and the meaning given by the juvenile in the correctional context, which depended on the inequality in social relations. The significant causes of anger were disparagement, persecution, exploitation, disturbance during strain, wrongdoing disclosure, irrational profit-sharing, antagonism, provocation and dislike. Disparagement and wrongdoing disclosure induced the highest level of anger. Keywords: anger , juvenile delinquency , correctional context, insiderâs view ethnosemantic approach , DRS method
āļāļĢāļ°āļŠāļāļāļēāļĢāļāđāļāļāļāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđ: āļāļēāļĢāļĻāļķāļāļĐāļēāđāļāļīāļāļāļĢāļēāļāļāļāļēāļĢāļāđāļ§āļīāļāļĒāļē(Experience of Spirituality in Teachers: A Phenomenological Study)
This research had two main objectives: 1) to describe and narrate the experience of spirituality inteachers who received awards from the ideological and spiritual teacher project and 2) tounderstand the process of development of spirituality among teachers who were awarded. Thiswas a phenomenology study using the Empirical existential-phenomenology of Amedeo Giorgi.Key Informants in this study were 3 teachers who are in service teachers and received awards bythe Office of Basic Education for being ideological and spiritual teacher. The method used waspurposive sampling. In addition, 15 secondary key informants were selected for interviewing witha view to support information.The study results showed core structure, which is the essence of the experience of teacherspirituality included of 3 stages: 1) The development of teacher spirituality is related to thedevelopment of five themes, including a model of teacher spirituality, incentives to enter teaching,experience in coping and facing difficult conditions in life, relationship between teacher and pupil,and basic psychological features. 2) Being a teacher who has spirituality is an emerging of themental state and behavior of spirituality within the person himself. The meaning of âBeing aspiritual teacherâ includes awareness of being a teacher and practice as a teacher with the goal ofworking for children, and treat them with love and compassion. 3) The sustaining of teacherspirituality is founded to be composed of happiness and pride, relationship between teacher andpupil, and faith on individuals who believe in the value of the homeland.Keywords: spiritual teachersâ experience, teacher spiritual, the spiritual development process,phenomenologyāļāļāļāļąāļāļĒāđāļāļāļēāļĢāļ§āļīāļāļąāļĒāļāļĩāđāļĄāļĩāļāļļāļāļĄāļļāđāļāļŦāļĄāļēāļĒāđāļāļ·āđāļāļāļĢāļĢāļāļāļēāđāļĨāļ°āļāļĢāļĢāļĒāļēāļĒāļāļĢāļ°āļŠāļāļāļēāļĢāļāđāļāļāļāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđāļāļāļāļāļĨāļļāđāļĄāļāļĢāļđāļāļĩāđāđāļāđāļĢāļąāļāļĢāļēāļāļ§āļąāļĨāđāļāđāļāļĢāļāļāļēāļĢāļāļĢāļđāļāļđāđāļĄāļĩāļāļļāļāļĄāļāļēāļĢāļāđāđāļĨāļ°āļāļīāļāļ§āļīāļāļāļēāļāļāļĢāļđ āđāļĨāļ°āđāļāļ·āđāļāļāļģāļāļ§āļēāļĄāđāļāđāļēāđāļāđāļāļĩāđāļĒāļ§āļāļąāļāļāļĢāļ°āļāļ§āļāļāļēāļĢāļāļąāļāļāļēāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđāļāļāļāļāļĨāļļāđāļĄāļāļĢāļđāļāļĩāđāđāļāđāļĢāļąāļāļĢāļēāļāļ§āļąāļĨāđāļāđāļāļĢāļāļāļēāļĢāļāļĢāļđāļāļđāđāļĄāļĩāļāļļāļāļĄāļāļēāļĢāļāđāđāļĨāļ°āļāļīāļāļ§āļīāļāļāļēāļāļāļĢāļđāđāļāđāļāļāļēāļĢāļĻāļķāļāļĐāļēāđāļāļĒāđāļāđāđāļāļ§āļāļīāļāļāļĢāļēāļāļāļāļēāļĢāļāđāļ§āļīāļāļĒāļē āđāļĨāļ°āđāļāđāļāļĢāļ°āļĒāļļāļāļāđāđāļāļ§āļāļēāļ āļāļēāļĢāļ§āļīāđāļāļĢāļēāļ°āļŦāđāļāđāļāļĄāļđāļĨāļāļēāļĄāđāļāļāļāļĢāļēāļāļāļāļēāļĢāļāđāļ§āļīāļāļĒāļē-āļāļąāļāļāļīāļ āļēāļ§āļ°āđāļāļīāļāļāļĢāļ°āļāļąāļāļĐāđāļāļēāļĄāđāļāļ§āļāļāļ Amedeo Giorgi āļāļđāđāđāļŦāđāļāđāļāļĄāļđāļĨāļŦāļĨāļąāļ āļāļ·āļ āļāđāļēāļĢāļēāļāļāļēāļĢāļāļĢāļđāđāļāļŠāļēāļĒāļŠāļāļāļāļĩāđāđāļāđāļĢāļēāļāļ§āļąāļĨāđāļāđāļāļĢāļāļāļēāļĢāļāļēāļĄāļĢāļāļĒāđāļāļĩāļĒāļĢāļāļīāļĒāļĻāļāļĢāļđāļāļđāđāļĄāļĩāļāļļāļāļĄāļāļēāļĢāļāđāđāļĨāļ°āļāļīāļāļ§āļīāļāļāļēāļāļāļĢāļđ āļāļāļāļŠāļģāļāļąāļāļāļēāļāļāļāļ°āļāļĢāļĢāļĄāļāļēāļĢāļāļēāļĢāļĻāļķāļāļĐāļēāļāļąāđāļāļāļ·āđāļāļāļēāļāļāļģāļāļ§āļ 3 āļāļ āļāļđāđāđāļŦāđāļāđāļāļĄāļđāļĨāļĢāļāļ āļāļģāļāļ§āļ 15 āļāļ āļāļĨāļāļēāļāļāļēāļĢāļĻāļķāļāļĐāļēāļāļāļ§āđāļē āđāļāļĢāļāļŠāļĢāđāļēāļāļāļąāļāđāļāđāļāđāļāđāļāļŠāļēāļĢāļ°āļāļāļāļāļĢāļ°āļŠāļāļāļēāļĢāļāđāļāļāļāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđ āļāļĢāļ°āļāļāļ 3 āļāđāļ§āļ āđāļāđāđāļāđ 1) āļāđāļ§āļāļāļēāļĢāļāļąāļāļāļēāļŠāļđāđāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđ āļāļ·āļ āļĢāļ°āļĒāļ°āļāļĩāđāđāļāļīāļāļāļēāļĢāđāļāļĨāļĩāđāļĒāļāđāļāļĨāļāļŠāļ āļēāļ§āļ°āļāļēāļāļāļīāļāđāļĨāļ°āļāļĪāļāļīāļāļĢāļĢāļĄāļāļēāļāļāļēāļĢāļāļģāļāļēāļāđāļāļāļēāļāļĩāļāļāļĢāļđāđāļāļŠāļđāđāļŠāļ āļēāļ§āļ°āļāļēāļāļāļīāļāđāļĨāļ°āļāļĪāļāļīāļāļĢāļĢāļĄāļāļāļāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđ āļāļķāđāļāļāļēāļāļāļĨāļāļāļāļāļēāļĢāļĻāļķāļāļĐāļēāļāļāļĄāļđāļĨāđāļŦāļāļļāļāļĩāđāđāļāļĩāđāļĒāļ§āļāđāļāļāļāļąāļāļāļēāļĢāļāļąāļāļāļēāļŠāļđāđāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđ āđāļĢāļĩāļĒāļāļ§āđāļē āļŠāđāļ§āļāđāļŠāļĢāļīāļĄāļŠāļĢāđāļēāļāļāļēāļĢāļāļąāļāļāļēāļŠāļđāđāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđ5 āļāļĢāļ°āđāļāđāļ āđāļāđāđāļāđ āļāļēāļĢāļĄāļĩāļāļąāļ§āđāļāļāļāļīāļāļ§āļīāļāļāļēāļ āđāļĢāļāļāļđāļāđāļāđāļāļāļēāļĢāđāļāđāļēāļŠāļđāđāļāļēāļāļĩāļāļāļĢāļđ āļĄāļĩāļāļĢāļ°āļŠāļāļāļēāļĢāļāđāđāļāļāļēāļĢāđāļāļāļīāļāđāļĨāļ°āļāļāđāļŦāđāļāļŠāļ āļēāļāļāļĩāļ§āļīāļāļāļĩāđāļĒāļēāļāļĨāļģāļāļēāļ āļāļ§āļēāļĄāļāļđāļāļāļąāļāļĢāļ°āļŦāļ§āđāļēāļāļāļĢāļđāļāļąāļāļĻāļīāļĐāļĒāđ āđāļĨāļ°āļāļļāļāļĨāļąāļāļĐāļāļ°āļāļ·āđāļāļāļēāļāļāļēāļāļāļīāļāļ§āļīāļāļĒāļē 2) āļāđāļ§āļāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđ āļāļ·āļ āļāļēāļĢāđāļāļīāļāļŠāļ āļēāļ§āļ°āļāļēāļāļāļīāļāđāļĨāļ°āļāļĪāļāļīāļāļĢāļĢāļĄāļāļāļāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđāļāļķāđāļāļ āļēāļĒāđāļāļāļąāļ§āļāļļāļāļāļĨ āđāļŠāļāļāđāļŦāđāđāļŦāđāļāļāļķāļāļāļ§āļēāļĄāļŦāļĄāļēāļĒāļāļāļ âāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđâ āļāļķāđāļāļāļĢāļ°āļāļāļāļāđāļ§āļĒāļāļēāļĢāļāļĩāđāļāļļāļāļāļĨāļĄāļĩāļāļ§āļēāļĄāļāļĢāļ°āļŦāļāļąāļāļĢāļđāđāđāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđ āļāļāļīāļāļąāļāļīāļāļāļāļĒāļđāđāļāļāļ§āļīāļāļĩāđāļŦāđāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđ āļĄāļĩāđāļāđāļēāļŦāļĄāļēāļĒāđāļāļāļēāļĢāļāļģāļāļēāļāđāļāļ·āđāļāđāļāđāļ āđāļĨāļ°āļāļēāļĢāļāļāļīāļāļąāļāļīāļāđāļāđāļāđāļāļāđāļ§āļĒāļāļ§āļēāļĄāļĢāļąāļāđāļĨāļ°āļāļ§āļēāļĄāđāļĄāļāļāļē 3) āļāđāļ§āļāļāļēāļĢāļāļāļāļĒāļđāđāļāļāļāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđ āļāļ·āļ āļĢāļ°āļĒāļ°āļāļĩāđāļŠāļ āļēāļ§āļ°āļāļēāļāļāļīāļāđāļĨāļ°āļāļĪāļāļīāļāļĢāļĢāļĄāļāļāļāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđāļāļāļāļĒāļđāđāđāļāļāļąāļ§āļāļļāļāļāļĨ āļāļķāđāļāļāļēāļāļāļĨāļāļāļāļāļēāļĢāļĻāļķāļāļĐāļēāļāļāļĄāļđāļĨāđāļŦāļāļļāļāļĩāđāđāļāļĩāđāļĒāļ§āļāđāļāļāļāļąāļāļāļēāļĢāļāļāļāļĒāļđāđāļāļāļāļŠāļ āļēāļ§āļ°āļāļēāļāļāļīāļāđāļĨāļ°āļāļĪāļāļīāļāļĢāļĢāļĄāļāļāļāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđ āđāļĢāļĩāļĒāļāļ§āđāļēāļŠāđāļ§āļāļāļĩāđāļāđāļ§āļĒāļāđāļģāļāļļāļāļāļēāļĢāđāļāđāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđ 4 āļāļĢāļ°āđāļāđāļ āđāļāđāđāļāđ āļāļ§āļēāļĄāļŠāļļāļ āļāļ§āļēāļĄāļ āļēāļāļ āļđāļĄāļīāđāļ āļāļ§āļēāļĄāļāļđāļāļāļąāļāļĢāļ°āļŦāļ§āđāļēāļāļāļĢāļđāļāļąāļāļĻāļīāļĐāļĒāđāđāļĨāļ°āļĻāļĢāļąāļāļāļēāļāđāļāļāļļāļāļāļĨāļāļđāđāļāļĢāļāļāļļāļāļāđāļēāļāļāļāđāļāđāļāļāļīāļāļāļģāļŠāļģāļāļąāļ: āļāļĢāļ°āļŠāļāļāļēāļĢāļāđāļāļāļāļāļĢāļđāļāļđāđāļĄāļĩāļāļīāļāļ§āļīāļāļāļēāļ āļāļīāļāļ§āļīāļāļāļēāļāļāļĢāļđ āļāļĢāļ°āļāļ§āļāļāļēāļĢāļāļąāļāļāļēāļāļ§āļēāļĄāđāļāđāļāļāļĢāļđ āļāļēāļĢāļĻāļķāļāļĐāļēāđāļāļīāļāļāļĢāļēāļāļāļāļēāļĢāļāđāļ§āļīāļāļĒ