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Related Concept Videos

Quality of Water01:19

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In concrete preparation, the quality of water is paramount as it affects the strength and durability of the concrete. Potable water is usually preferred; however, it must not have excessive sodium or potassium to prevent compromising the concrete's integrity. Water quality is typically evaluated based on impurities such as dissolved solids, chlorides, and sulfates, and its pH value is ideally between 6 and 8. Even slightly acidic natural water may be acceptable unless it contains harmful...
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When the quality of water for concrete preparation is uncertain, its impact on the setting time of cement and compressive strength of mortar is assessed by comparison with de-ionized or distilled water benchmarks. American Society for Testing and Materials (ASTM) C1602 requires the setting times to be within 90 minutes of the control, British Standard (BS) 3146:1980 allows a 30-minute variance in the initial setting, while British Standards European Norm (BS EN) 1008 specifies initial setting...
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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Water exists in any one of the three classical states: solid (ice), liquid (water), and gas (steam or water vapor). The state of water depends on i) the intermolecular forces that draw molecules together and ii) the kinetic energy that leads to movements that pull them apart.
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Evaluating water competency attainment among young children.

Stephen J Langendorfer1, William Dominic Ramos2, Angela Beale-Tawfeeq3

  • 1Bowling Green State University, Bowling Green, Ohio, USA slangen@bgsu.edu.

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Summary

Formal swim lessons improve water competency in young children. More lessons lead to greater skill acquisition, though optimal teaching methods for achieving unsupported water competency require further research.

Keywords:
ChildDrowningEducationRecreation / SportsTraining

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Area of Science:

  • Pediatrics
  • Aquatic Safety
  • Child Development

Background:

  • Swimming lessons may reduce drowning risk in children aged 1-5 years.
  • Understanding water competency development is crucial for child safety.
  • This study investigates age-related water competency and the impact of swim lesson volume.

Purpose of the Study:

  • To determine minimum and mean ages for unsupported water competency components in young children.
  • To assess the impact of varying numbers of formal swim lessons on skill development.
  • To identify age-related progression in water competency skills.

Main Methods:

  • Children aged 1-5 years participated in formal group swim lessons.
  • Two projects were conducted, offering 4-8 lessons (Project 1) and 12-18 lessons (Project 2).
  • Pre- and post-lesson observations categorized developmental levels of water competency components.

Main Results:

  • Significant improvements in water competency were observed across all components.
  • Unsupported water entry and exit were observed from 1-1.9 years; breath control and buoyancy from 2-2.9 years.
  • Children in more lessons (12-18) acquired more advanced skills than those in fewer lessons (4-8).

Conclusions:

  • Swim skills improved with instruction, but most children did not achieve full unsupported water competency.
  • Increased lesson volume positively correlated with skill acquisition.
  • Further research is needed on optimal swim lesson duration and teaching strategies for achieving unsupported water competency.