タイ国ウボン県における子どもの伝統遊びの消失とスポーツの普及

In this research in qualitative model, it is aimed to examine the secondary school Turkish textbooks prepared within the framework of the Turkish Lesson Curriculum, which was renewed in 2017 and is still in force with various updates, in terms of including traditional children's games. In this context, secondary school Turkish textbooks published by the Ministry of National Education, which have been decided to be taught by the Board of Education since the 2017-2018 academic year, are the study objects of the research. The textbooks mentioned within the scope of the document analysis method were subjected to descriptive analysis separately by three different field experts in terms of including traditional children's games. Since the preferences in determining the contents of traditional children's games are subjective, Miles and Huberman's (2016) reliability formula was used in order to ensure unity among the three researchers and to increase the coding reliability, and the reliability of the research was found to be 0.87 at the end of the calculation. At the end of this process, consensus among researchers was achieved. Based on the findings, it was concluded that the textbooks were insufficient in terms of referring to traditional children's games, the games in the books did not comply with any standards or plans, the traditional games were included in the 5th grade textbooks at most, and very few and sloppy visuals were added. Suggestions for curriculum developers, textbook authors and teachers were presented at the end of the study. It is thought that the data and results obtained from the research will contribute to the researchers working in the fields of folklore and Turkish education in terms of presenting data.

This study aims to define whether geometry teaching was carried out with the help of traditional children's games for middle school 5th-grade students. In other words, it was tried to understand if it affected students' attitudes towards geometry while keeping traditional children's games alive and their importance in general education and teaching activities. This study was quantitative, and "a pretest-posttest quasi-experimental design with paired control group" was used. The results were handed with the "Attitude Scale Towards Geometry" in the 2021 and 2022 education year. The scale was developed by Ozmen (2019), and while operating this scale, Ozmen benefited from Bindak's (2004) "examination of students' attitudes and behaviors towards geometry." The study group of the research was composed of 42 5th-grade students in total in two classes, including 21 students each. They had education at a state secondary school in the Nusaybin district of Mardin. One of these classes was defined as the experimental group, and the other one as the control group. In the experimental group of the research, the geometry subject of measuring area and length was handled with 5 traditional children's games, and the same subject was taught by using traditional/old methods in the control group. Dependent and independent t-test was used to reveal if the application to the experimental group significantly affected students' attitudes toward geometry. According to the t-tests' result, it may be said that the use of traditional and cultural children's games used in the experimental group developed academic success more than the control group in which the traditional/old methods were used. So, it can be thought that using traditional and cultural child games in geometry lessons developed students' academic success. Keywords: Traditional child games, Attitude, Game, Geometry.

The effect of traditional children's games on internet addiction, social skills and stress level

Formal educational institutions are responsible for the character education of students as the next generation of the nation, for which students need to be prepared for education as early as possible to have character, as in traditional games. Along with the times, traditional children's games have shifted with modern games, namely virtual world games with advanced technology. The 21st St skills early learning framework supports the integration of skills (critical thinking, collaboration, communication, creativity, technology literacy, and socio-emotional. Traditional games have many benefits in all aspects of student development which include physical-motor, socio-emotional, moral, cognitive, and language development. Through the 2013 curriculum, it is expected to be able to provide life skills during the Covid-19 pandemic. Cultural literacy developed is very diverse, among others with traditional game literacy. The introduction and preservation of traditional game culture in addition to government support is certainly also highly expected the role of parents and the community. Play is a very important and fun activity in the child's learning process, so it will be encouraged to experiment and grow well in life. Traditional games have so many different forms and variations and tend to take advantage of tools or facilities that exist in the school environment without having to buy them so that it requires high imagination and creativity. In addition, traditional games also have noble values and certain moral messages such as the values of togetherness, honesty, responsibility, airy attitude (if lost), encouragement of achievement, and adherence to rules. All that can be done if the player really enjoys, enjoys and understands the essence of the game. By sticking to Indonesian cultural literacy has an honest identity about culture. It is hoped that the Indonesian nation can become a developed and civilized nation.

The uniqueness of culture and traditions in Bali are diverse, one of which is traditional children's games that have been played by children in Bali for generations. Of the many traditional Balinese children's games, one of them is Kelik-Kelikan. But as time goes by and the development of increasingly advanced technology, the traditional Kelik-Kelikan games are increasingly being abandoned and replaced with modern games that do not contain noble values such as the Kelik-Kelikan game. The purpose of this study was to determine the value of character education contained in tradition games in Pasraman Budi Pekerti Sri Tanjung Desa Bunutin Bangli. This research method uses a qualitative approach and phenomenological methods. Research data obtained through observation, interviews and documentation. In order to gain valid and reliable data, this research uses qualitative research methods. To produce data that is logical, this article conducts several stages of data sorting in the form of: 1). Reducing data, 2). Displaying data, 3). Verifying data and, 4). Interpreting article data. Related references greatly support the validity of a scientific work, therefore library techniques are also used through exploring literature. The results of the research found that through the application of the model, namely the democracy model, modeling model and demonstration model during the game there are Hindu religious education values that can shape student character. This research was conducted at the Budi Pekerti Pasraman Sri Tanjung, Bunutin Bangli Village, as one of the Moral-based Pasraman which still teaches traditional games as a learning medium.

a bstract This study aims to describe the planting of the value of social solidarity early on in children in the family. The approach used is descriptive qualitative to reveal the instillation of the value of social solidarity in children in the family. The study was conducted in the Village of Panggungharjo, Sewon District, Bantul Regency with the setting of a family family that has elementary school age children. Panggungharjo Village was chosen as a research location because it is unique in the organization of social welfare services, especially in preserving local culture that is related to children's traditional games. The village government also provides a location for implementing traditional children's games called Kampong Dolanan. The data source was determined purposively namely the village apparatus and the community of Desa Panggungharjo. Data obtained using interview techniques, observation, and document review, then the data are analyzed descriptively with exposure in the form of narration. The results showed that the attention of the village government in instilling the value of social solidarity for children was very good with the availability of kampong dolanan as a means of playing children and socializing with their peers. The existence of the traditional playground is a means of growing social solidarity values for children. Instilling the value of social solidarity by parents by providing understanding and exemplary children in life in the family. It is recommended to local governments to conduct guidance and outreach to teaching staff related to the value of social solidarity in schools, then the teaching staff can help direct their students to understand, and behave according to the values of social solidarity.

The traditional games of kaili children, nogarata, nomaca, and gunrece, are formed from socio-cultural processes influenced by the spirit of Islam. His paradigm of play shifted from the sacred and mystical to the educational and Islamic paradigm that positioned traditional games as a vehicle for educating and shaping morals. The purpose of this study is to find, identify, and explain the traditional game paradigm of the Kaili tribe in the context of sociocultural, educational, and Islamic (Islamic ethnoeducation). The method used in this study is a qualitative descriptive method that aims to obtain and obtain the results of phenomena in aspects of Islamic ethnoeducation in the traditional game of the Kaili Tribe. Intensive data collection is carried out with engaged observation, interviews and documentation. Data analysis is performed using ethnographic principles through domain analysis, taxonomic analysis, and component analysis. The result of his research is that the traditional games of the Kaili people, nogarata, nomaca, and gunrece, are formed and distributed in socio-cultural, educational, and Islamic dynamics. Socio-culture is a source of creation and value systems; education becomes the pragmatics of the use of traditional children's games for teaching or educational purposes; while Islam became an identity that changed the socio-cultural paradigm and became an important value system in the traditional game of the Kaili Tribe. With the Islamic paradigm, the traditional game of Kaili tribe children becomes a game carried out with the aim of distributing and internalizing Islamic values, especially in the good morals of children.

There is little media coverage or research on children in Africa who have succeeded beyond the hardships of conflict, natural disasters, AIDS and poverty, and managed to secure appropriate schooling and play environments. This field report describes traditional children's games played in Mwanza, Tanzania. Data were collected over a five-year period through questionnaires, field testing with children, and ongoing correspondence. The traditional games we have identified provide important opportunities for Tanzanian children to use movement and problem-solving skills, develop teamwork and creativity skills, challenge themselves, and connect with their heritage.

The research objective was to examine learning plans, learning activities, and the impact of learning by using traditional games sesiku in building character values in Kindergartens in Bengkulu City. The children's character values that emerge from the traditional games sesiku are the character values of honesty, discipline, sportsmanship, cooperation, and help. The method used in this study was experimental. The instrument for the observation of character values was tested on 30 children aged 5-6 years. The validity used the character value of the observation guideline sheet with product-moment correlation and the reliability of the character value of the observation guideline sheet with Cronbach's Alfa. The T-test is used to see a significant difference between the two average parameters in the same sample group between the initial and final test scores. The research findings indicated that the format of the daily learning implementation plan had followed the appropriate format. The learning process integrates Bengkulu's traditional children's games into early activities outside the classroom. Bengkulu's traditional children's games are internalized into the lesson plan and teacher's lesson plan to contribute to developing character values in early childhood. In the teaching and learning process and after the end of the teaching and learning process, the character values of children can be observed from the behavior that appears, such as the character values of honesty, discipline, sportsmanship, cooperation, and help.

Problem Statement: The educational recourses available for postgraduate education are limited compared with the resources for undergraduate education.An academic advisor is required for each graduate student.The academic staff allocates an important portion of his/her time for graduate studies of his/her students.Since the number of academic staff is limited, the number of graduate students should be limited, too.While a large number of students may attend an undergraduate course, this may not be possible for some graduate courses, which are designed especially for small student groups.Hence, the selection of postgraduate students is an important problem.The postgraduate student selection problem can be defined as selecting a subset of

Head injuries in adolescents in Taiwan: a comparison between urban and rural groups

Differences of cigarette smoking and alcohol consumption by sex and region in China: a population-based, multi-stage, cluster sampling survey

ObjectivesThe objective of the study was to measure food security among Syrian refugees residing in urban and rural areas in Florida. Women's education, English proficiency, and nutrition knowledge were assessed to indicate their effects on food security in this population.MethodsOne-on-one interview questionnaires were administered to Syrian refugee households residing in Florida (n=80: n=43 in rural areas and n=37 in urban areas). The main outcomes were food insecurity, nutrition knowledge, English adequacy, and women's education.ResultsThe main outcome of this study was the food security status among Syrian refugees residing in Florida. Among the total households, 80% were food insecure, and food insecurity was greater in rural areas (60.9%) than in urban areas (39.1%). The majority (57.5%) of participants scored fair nutrition knowledge. One-way frequency analysis showed that 75% of households had inadequate English. Around 23.7% of Syrian refugee women had a high school diploma or higher. Among these women, 68.4% were residing in urban areas. The chi-squared test showed significant differences in women's education in rural and urban areas (p=0.03). Nutrition knowledge was higher in urban areas compared to rural areas. The chi-squared test showed a significant difference in nutrition knowledge in urban and rural areas (p=0.04). The result of the multivariate logistic regression model indicated that the type of residence, rural vs urban areas, had an inverse significant effect on food security after controlling for our variables. Syrian refugees in rural areas had 79.9 greater odds of being food insecure compared with urban areas (odds ratio: 0.201, 95% CI: 0.053-0.758, p=0.01).ConclusionsNutrition knowledge, English adequacy, and women's education may be less important than types of residence. The type of residence is a contributing factor to food insecurity in Syrian refugees residing in Florida. A larger sample size would allow a clearer understanding of the relation of our variables with food insecurity.

Compared to modern sport, that is to say the highly standardized Olympic disciplines that are practised in many parts of the world, traditional sports and games tend to be confined to a limited geographical area and are often referred to as `national' or `local'. They are often regarded as symbols of ethnic or regional identity and are therefore called `folk games'. Although these traditional sports and games are at the origin of almost all modern sports, they are too often treated as the Cinderellas of modern sports. Their participants may be local heroes, but the cultural stereotype of these `folk-gamesters' is that of an elderly rustic working-class male. To test this popular belief, the social profile was studied of the participants in 30 different traditional games in Flanders, Belgium. The data available in the Flemish Folk Games File in Leuven were analysed according to age, sex, socioprofessional status and degree of urbanization of the dwelling area. The results show a variegated picture, the profiles varying strongly from one traditional game to another. They show nevertheless that the above mentioned stereotype is confirmed for three out of the four assumptions. These participants are indeed elderly, lower-class males, but they stem from an urban environment rather than from the rural milieu.

Wild-growing fungi in Finland have been investigated with regard to their contents of lead, cadmium and mercury. A total of 326 samples was studied, 242 being from the urban area of Helsinki and 84 from unpolluted rural areas. One group of fungi were lawn decomposers, the rest mycorrhizal symbionts of trees. More than 40 species were included in the study, most of these being edible species commonly used as food. The lead content ranged from < 0.5 to 78 mg/kg of dry matter. In the control areas the mean contents for the different species ranged from < 0.5 to 13 mg/kg, and in the urban area from 0.5 to 16.8 mg/kg. The difference between the urban and rural areas was significant for both the decomposers and the mycorrhizal fungi. The difference between the decomposers and the mycorrhizal fungi was highly significant in the urban area, but in the rural area it was not significant. The amount of lead was highest inAgaricus species and in theGasteromycetes. The cadmium content ranged from <0.2 to 101 mg/kg of dry matter. In the control areas the mean contents for the different species ranged from < 0.2 to 16.8 mg/kg, and in the urban area from <0.2 to 17.3 mg/kg. The difference between the urban and rural areas for the decomposers was not significant, for the mycorrhizal fungi it was almost significant. The difference between the decomposers and mycorrhizal fungi was almost significant in the urban area, but in the control area it was not significant. The highest values were found in Agaricus species andAmanita muscaria. The mercury content ranged from < 0.01 to 95 mg/kg of dry matter. In the rural areas the mean contents for the different species ranged from 0.03 to 4.2 mg/kg, and in the urban area from 0.02 to 14.1 mg/kg. The difference between the urban and rural areas was highly significant for the decomposers, but for the mycorrhizal fungi it was not significant. The difference between the decomposers and mycorrhizal fungi was highly significant in both the urban and rural areas. The values were highest inAgaricus species, and next inLyophyllum connatum, Coprinus comatus, Marasmius oreades andBoletus edulis. In conclusion, consumption of those fungi that grow in unpolluted rural areas carries no risk, particularly when they belong to mycorrhizal species. In urban areas the risk is somewhat greater. TheAgaricus species show the highest contents of the metals studied and their use as food requires caution.