الفهرس 
مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 45 |  |  |
| | | from | 45 | | |
المستخلص
Children represent the actual wealth for any society, they are the present and future. Therefor taking care of them in many aspects to be useful and productive in their society is a basic essential.
The childhood of the most important stages in human life if the child is the weak aspects of physical and mental, psychological and severe vulnerability factors different surrounding, Childhood are the stages of the basis of age, they are preparation stage and qualify for entry into the world of adults, as they represent the future, children of today they are young men of tomorrow, and in the light of this that stage should be given the utmost care and protection and to inform the children through a healthy environment, and ensure their proper growth integrated in all its dimensions.
There are dozens of factors that may affect the cells and chromosomes in the child’s brain and nervous system that grows and consists that can cause damage to cells and chromosomes, so remember Diamond, that build the brain affected appears in multiple images and multiple sources and chemical effects that children may be exposed and of toxic chemical compounds that could freeze the growth of
the brain and this in turn determines the extent of available the brain alert, excitation, and how much can be achieved from the growth of the cortex.
The pesticide testing done by manufacturers, does not test for effects on the brain. There are numerous scientific studies that raise concern over the use of pesticides, including the potential harm they can cause to the human brain.
Pesticide exposure has been linked to behavioral problems and brain damage in children and fetuses. Fetuses and children seem to be most affected. Scientific research shows that pesticide exposure in humans may cause damage to the brain. Children are at a higher risk than adults from pesticide exposure. Their immature metabolisms cannot process the chemicals out of their systems as well as an adult’s metabolism can. Fetuses and young children seem to be most affected. Pesticide exposure has been linked to behavioral problems and brain damage in young children and fetuses. Many pesticides are neurotoxins that are designed to damage an insect’s nervous system. According to Philippe Grandjean from the Environmental Health Department at Harvard University, the human nervous system is similar to an insect’s nervous system. Meaning the human brain may be harmed by a pesticide designed to harm an insect’s nervous system.
Aims of the Study:
1. know the relationship of exposure to agricultural pesticides directly in children based pesticide spraying and indirectly in children sons working in the field of cognitive spraying operations for these children.
2. Contact know the sources from which derives the non-working parents of children in the area usually spraying their knowledge about the use of pesticides in a safe way.
3. Determine whether and how the practice of knowledge and information and application.
4. Identify the working conditions of children and parents based spraying of pesticides in terms of (working age - job training - work hazards - the needs of the child Working).
5. Identify the cognitive processes most affected by exposure to pesticides in a sample direct exposure, and indirect pesticides.
6. Identify the relationship of exposure to pesticides (form directly and indirectly) academic achievement in children.
Hypotheses of the Study:
1. Different degrees sample of children who are directly exposed to pesticides for grades sample of children in the control group on the cognitive assessment system CAS cognitive processes PASS (planning, simultaneous, attention, successive).
2. Different degrees of a sample of children exposed indirectly to pesticides for grades sample of children in the control group on the cognitive assessment system CAS cognitive processes PASS (planning, simultaneous, attention, successive).
3. Different degrees of cognitive processes PASS on the CAS cognitive assessment system depending on the type of exposure (direct - or indirect) in a sample of children exposed to pesticides.
4. Influenced by different cognitive processes in children exposed to pesticides depending on the type of exposure (direct - and indirect) than among a sample of children in the control group.
5. Different degrees sample of children who are directly exposed to pesticides for grades sample of children from the control group in academic achievement.
6. Different degrees of a sample of children exposed indirectly to pesticides for grades sample of children from the control group in academic achievement.
7. Different degrees of a sample of children exposed to pesticides in the Academic Achievement depending on the type of exposure (direct - or indirect).
Sample of the Study:
The sample consisted of (90) pupils between the ages of (13 - 16) years, and they are students of both the preparatory (grade II and III) and secondary industries (the first row and the second section of electricity) (system three years) of the four schools of various government governorates Cairo and Qalyubia, and the sample is divided into three groups:
1 - The first group: consisted of 30 students are from children who are directly vulnerable to pesticide contamination of agricultural work in agriculture in the area of pesticide spraying, were chosen in a manner intentionally provided interview the child alone during application so as not to be under the influence of others, both of within or outside the family to ensure the achievement of the objectives of the study.
2 - The second group: consisted of 30 students who are children exposed indirectly to agricultural pesticide contamination through the work of their parents in the field of pesticide spraying, has been selected intentional way.
3 - The control group: consisted of 30 students who are children who were not exposed at all, either directly or indirectly, to these pesticides pollution into the study, where selected a purposive sample. And a control sample is to take a test to compare the experimental samples.
The sample also included a group of parents of children exposed to pesticides pollution of agricultural indirectly’s (30) working in the field of pesticides spraying. Ages ranged from 42 to 45 years.
Tools of the Study:
6. Cognitive Assessment System CAS of Cognitive Processes PASS, Jack A. Naglieri & Das, 1995 - Translated by: Safaa El-Assar, & Ayman El-Deeb, 2001.
7. Questionnaire Concerning the Economical, Social and Cultural Level. Prepared by: Omaima Mahmoud El Sherbini, (2001).
8. Academic Achievement scores for children.
9. Questionnaire for children working in the field of pesticide spraying, prepared by the researcher.
10. Questionnaire for parents working in the field of pesticide spraying, prepared by the researcher.
The Statistical Methods:
The data was statistically treated according to the study’s hypotheses & the sample, where the following statistical methods were used:
Mean, Median, Standard deviation, and Skewness.
T.Test, to discover the significant of differences.
The effect size.
Results of the Study:
There are differences with statistical significance between the scores of a sample of children who are directly exposed to pesticides and sample scores of children in the control group on the Cognitive Assessment System CAS of the Cognitive Processes PASS (planning, simultaneous, attention, successive).
There are differences with statistical significance between the scores of a sample of children exposed indirectly to pesticides and scores of a sample of children in the control group on the Cognitive Assessment System CAS of the Cognitive Processes PASS (planning, simultaneous, attention, successive).
- There are differences between the degrees of cognitive processes PASS on the CAS cognitive assessment system depending on the type of exposure (direct - or indirect) in a sample of children exposed to pesticides.
-There are differences between the cognitive processes affected in children exposed to pesticides depending on the type of exposure (direct - and indirect) than among a sample of children in the control group.
There are differences between the scores of a sample of children who are directly exposed to pesticides and scores of a sample of children from the control group in academic achievement..
There are differences between the scores of a sample of children children from the control group in academic achievement.
There are differences between the scores of a sample of children exposed to pesticides in the Academic Achievement depending on the type of exposure (direct - or indirect