Foreign

In the study of narinemovsisyan (2011) was done in a Armenian hospital that

invested the barriers to an effective education from the physicians and nurses in
teaching their clients towards smoking cessation. The survey response rate is that there
were 58.5% physicians and 72.2% nurses smoking, showing the prevalence almost five
times higher in physicians compared to nurses, they have concluded that nurses. They
have concluded that nurses have more positive attitudes toward cessation counseling
compared to physicians and more often reported having cessation training. Nurses are
the untapped resources that could be more actively engaged in smoking cessation
interventions in health care setting.

Elizabeth Mendez (2013) Most Americans born into the generations that came
after the Baby Boom have gone their entire lives aware that smoking can cause lung
cancer. But this fact not always been well known and at one time it wasn`t at all.

Actually, it wasn`t even until cigarettes ware mass produced and popularized by
manufacturers in the first part of the 20 th century that there was cause for alarm. Prior to
the 1900s, lung cancer was a rare decease. Turn-of-the-century changes though, gave
way to an era of rapidly increasing lung cancer rates. New technology allowed
cigarettes to be produced on a large scale, and advertising glamorized smoking. The
military got in on it too – giving cigarettes out for free to soldiers during world war’s I and
II.

Cigarette smoking Increased rapidly through the 19501s, becoming much more .
widespread. Per capital cigarette consumtion scared from 54 per year in 1900, to 4,345
per year in 1963. And lung cancer went form rarity to more common place – by the early
1950s it became “the most common diagnosed in American men,” writes American
cancer Society Chief Medical Otis Brawley, M.D., in an article published November
2013 in CA: A Cancer journal for Clinicians , Elizabeth Mendes (2013).
 Panalkon (2002) According to a study conducted by panalkon entitled Smoking
Habits as related to performance of Students ang Faculty at Rajabhat Institute suan
Dusit.

Bangkok, Thailand , (2002) found that 84% of students are non-smokers, 13.5%
are light smokers,2% are average smokers and 0.5% is heavy smoker, For the
Teachers 71.43% are non- smokers , 8.57% are light smokers, 15.71% are average
smokers and 4.97% are non- smokers ang 4.97% are heavy smokers.

The Person Product Moment Method of Correlation between the smoking habits
of the students and GPA is 0.032. It is concluded thet there is no significant
Realationship between the smoking habits of the students and their GPA.

Kuzma(2014) Children needs positive attention . Criticism, complaining and

negative comments are discouraging and often result in more misbehavior. But
encouragement ,positive strokes are to kids as fertillizer is to plants It’s the stuff that
really makes them flourish as Rudolf Drelkers statement that – each needs continous
encouragement just as a plant needs waters.

The lack of positive attention can cause tremendous behavior problems in

children. And how surprising is it when one child is so good and the next so- slow and
having bad performance even though we treat bith of them the same. You seem to get
oppsite results. The reason for this is that children are born with different characteristics
that make them either easy ordifficult to learn with. The involvement of parents as
teachers to their children play an important role to contribute to a good performance like
in reading development and formation of habits of the children utilizing various
stimulating techniques. It is importan that they`re most likely prepared with reading
experiences to fell enjoyment , satistaction, confidence and appreciation of the different
school activities. Parents misconstrue that it is teacher’s abligatin to teach everything to
their children and not theirs. It is more significant if they always find time for their
children to read to make their childre become efficient and skilled readers and for them
to develop high reading performance (Digelio) Remember , a positive stroke doesn’t
always have to be given in words. Smile , wink, and ruffle their hair and your children
will get the message that you turned into them and you will be filling their love cups.
 Researchers have been studying the connection between social development
and academic achievement for decades and have come to a starling conclusion; the
single best predictor of adult adaptation is not academic achiievement ir intelligence, but
rather the ability of the child to get along with other children. Additionally, wentley found
that prosocial and antisocial behavior are significantly related to grade point avarage
and standardized test scores, as well as teacher preferences for the students. These
studes, and others like them indicate that a socially adjusted child is more likely to be
the academically succesful child. As an explanation for why social development is
important to the academic learning process, Carpara, Barbanelli, Pastorelli, Bandura
and Zimbardo noted that aggression and Others maladaptive behaviors detract from
acadamic success by undermining academic pursuits and creating socially alienating
conditions for the aggressive child. Studies show also that if children are delayed in
social development in early childhood they are more likely to be at-risk for maladaptive
behaviors such as antisocial behavior, criminality, and drug use later in life(Greer-
Chase, Rhodes, &Kellam). In fact, Kazdin note that he correlations between preschool-
aged aggression and aggression at age 10 is higher than the correlation between IQ
and aggression. Studies done with students at the ages of middle childhood and
adolescence support the notion that those social skills acquired in early education are
related to social skills and academic performance throughout school-aged years. One
such longitudinal study done with third- and fourth-grade students found that social skills
were predictive of both current and future academic performance (Malecki & Elliot),
Mitchell and Elias (as cited in Elias, Zins, Graczy, & Weissberg,) found similar results;
they showed that academic achievement in the third grade was most strongly related to
social competence, rather than academic achievement, in the second grade. Similarly,
Capara, Barbanelli, Pastorelli, Bandura, and Zimbardo (2012) found that changes in
achievement in the eighth grade could be predicted from children’s social competence
in third grade. At the high school level, Scales etc. a measured students level of
developmental assets (positive relationships, opportunities, skills, values and self-
perceptions) and its relationship to academic achievement. In the study, seventh, eighth
and ninth grade students with more increased devellopmental assets had higher GPAs
intent through twelfth grade than those with fewer assets. These findings support the
view that a broad focus on social and emotional development promotes academic
achievement through the middle and high school.

Bengston, Door, Stinchfield, (2012) Acccording to the Annenberg Public Policy

Center at the University of Pennsylvania, more than 15.4% of males of college or post-
secondary programs reported betting on cards at least once a week, up from 7.3% that
had reported the same activity. Weekly female card playing, within the same subset,
remained relatively stable from 1.1% to 1.6% for the same years. According to the Dan
Romer, Director of the Adolescent Risk Communication Institute at the University of
Pennsylvania, the rise in both teen and young adult card playing is cause for concern
that more young people will experience gambling problems as they age (The
Annenberg Public Policy Center at the University of Pennsylvania). The study cautioned
that weekly card players report more symptoms of problem gambling than other
gamblers, including greater preoccupation with gambling and the tendency to spend
more money than planned. The card players were also more likely to gamble frequently
on the Internet, with 4% of the males reportedly participating in the activity on a weekly
basis. The Annenberg study found that more than half (52.6%) of college-age people
report that they gamble at least once in an average month with one in for (26%)
gambling in an average week; 65% of the post high school men surveyed said they
gambled at least once a moth with half (50.4%) of these men reporting monthly card
play and one in four (26.6%) reporting monthly Internet gambling. This compares to a
lower incidence of females reporting gambling on a monthly basis at 40.2%, with 26.6%
of them playing cards and 15% of them gambling on the Internet (Table 5). 39 Winters
and colleagues surveyed college students from two Minnesota universities. Their
investigation found gambling to be a common experience among the students, with 87%
having participated at least once in the previous year. Twelve percent of the participants
reported gambling at least weekly or daily for at least one activity, with nearly four times
more men (19%) than women (5%) doing so at this level. Of those who bet weekly or
daily, games of skill were cited by men as the most often played; for women it was
lottery play witers, Bengston, Door, Stinchfield, (2012).