Efeitos da educação postural nas mudanças de hábitos em escolares das 1ª a 4ª séries do ensino fundamental
Bibliographic record
Abstract
Gravura 2 ilustração dos músculos do corpo humano 5) Cadastro de pesquisa para a escola SummaryRebolho MCT.Effects of posture education on the habit changes of 1 st to 4 th grades elementary school students [thesis].São Paulo: "Faculdade de Medicina, Universidade de São Paulo"; 2005.92p.The perspective of physiotherapists who develop posture education programs for young children is that these primary prevention procedures can reduce the long term existence of backpain among them.This experimental study verified the effects of posture education in the retention of information about correct posture habits, comparing two educational strategies using the pedagogy of a comic story (CO) and a demonstrative circuit (CD), in which the children experienced each correct and incorrect posture.This posture education program was applied on students aged 7-11 from the 2 nd and 3 rd grades of a school maintained by the city of São Paulo, SP, in three educational sessions.The sample consisted of 80 children in both groups, CO and CD.The sessions lasted one hour each, and intended to teach basic notions of anatomy, biomechanics, and physiopathology of pain in the spinal column and the correct postural habits in the following situations: sitting, standing, laying, carrying a backpack, when lifting and transferring objects.Questionnaires were applied before the beginning of the program and six months after the ending of the research to assess the postural habits of the participants.The results indicated that there were no significant differences in the learning and memorization of the correct postural habits by boys and girls who were subject to the different learning methodologies in any of the variables observed, except for the sleeping posture.This presented an increase of the correct responses of 23% in the CD group, while it was only 7% in the CO group.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".