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Synopsis. Simon Gunner (Clayton Williamson), is a starstruck kid who aspires to become a circus clown. With the help of veteran funster Jack Merrick (Ernie Dingo), Simon ultimately fulfills his leondumoulin.nlg: III.
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But he is also a loving father of triplets, a talented musician who plays four different kinds of stringed instruments, a singer, a compassionate medical missionary to third world countries, and a professional clown. Family Medicine practitioners are doctors who specialize in treating people of all ages, at all stages of life. These medical professionals do not focus on just one type of medical condition, illness, or disease — but rather they help many types of people for many different kinds of health concerns.
Everything from health screenings, common ailments, chronic diseases, minor injuries, checkups, illness prevention, and more, are managed by a family medicine doctor. Whenever it is necessary, family practitioners may provide referrals to specific medical specialists for conditions that require further focused care.
MedSend equips qualified healthcare professionals to the mission field, where they serve to train indigenous health care providers, and to influence the direction of healthcare of the nations. Papotto supports this organization that sends physicians and other healthcare professionals to serve internationally and domestically — providing high-quality specialized training to indigenous Christian medical workers to help them become the agents of long-term transformation in their countries. Papotto has been doing short-term medical mission work around the World for over 17 years.
He is a board member of Island Impact Ministries which has a targeted outreach to the poor and needy in the Dominican Republic and Haiti. If you are interested in donating time, funds, sponsoring a child, or even going on a trip, please click the button below. Home Dr.
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Initial conditional models included four potential covariates experience in preschool, number of brothers and sisters, birth order however none of these variables was a significant predictor of any of the outcome scores. Since these controls failed to reach statistical significance for all measures, they were excluded from final model construction to maintain parsimony. The spline or piecewise extension of HLM Raudenbush et al. As in typical piecewise regression frameworks, the specification allowed for separate slope estimates for each grade.
To explore changes from one grade to the next we constructed the two time intervals of first to second grade interval one , and second to third grade interval two. At Levels 1 within children and 2 between children , the predictor variables of playfulness continuous and sex dichotomous were person-centered and grand mean-centered, respectively Raudenbush and Bryk, Person-centering afforded the opportunity of assessing change within the child from one grade to the next, as it reflects deviations from each child's own score.
Grand mean-centering at Level 2 focused instead on how the child differed from other children on each outcome variable. In the event of a significant interaction, recommended procedures Raudenbush and Bryk, involving dismantling the interaction into its component parts was followed to facilitate interpretation.
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Procedures proposed by Hochberg were adopted, as they'd been shown to be the most appropriate for repeated measures designs with correlated outcome variables Lix and Sajobi, , and involved making an adjustment to conventional alpha levels 0. The 0. Calculations of skewness and kurtosis were conducted for all measures and inspected for deviations from normality.
None of the outcome measures had skew or kurtosis indices that exceeded accepted values skew ranged from 0. Means and standard deviations for all outcome variables are shown in Table 1 by sex and grade. Correlations between the total playfulness score and all measures were calculated for boys and girls separately across grades, and are provided in Table 2.
They reveal a number of distinct differences between boys and girls in their perceptions of playfulness and their classroom clowning peers. Boys perceived the playful characteristic to relate positively to sociability and to awarding of the class clown label, and not to disruptiveness in the classroom. Girls, in contrast, recognized few associations between these variables and playfulness or class clown qualities. For teachers, playfulness was strongly correlated with all of the outcome variables, however, many showed inverse relationships, in contrast to the opinions held by the children.
None of these significant interrelationships presented an impediment to statistical analyses, as HLM accommodates a lack of independence between variables Raudenbush and Bryk, Table 1. Means and standard deviations for boys and girls at each grade on all outcome variables. Table 2. Kindergarten playfulness data was inspected for initial sex differences to provide some insight into whether the teachers evaluated playfulness differently in the boys and girls when they were of preschool age and began participation in this study.
Preliminary analyses utilizing HLM were conducted to explore the influence of classroom- and school- level variability since it can be argued that children enter school varying widely in their abilities, which may differ by their classroom or school Christian et al. HLM analyses for all outcome variables thus proceeded without further testing for classroom or school differences, and these levels were eliminated in subsequent models.
Table 3. Children's social competence and status were explored by examining their own assessments as well as those of their peers and teachers. The findings revealed that children's self-perceptions of their social competence were predicted by how playful they were in first and second grades, and sex was a further consideration in third grade Table 4A. Playful boys and girls viewed themselves as more socially competent than their less playful counterparts in first and second grades, while in third grade more playful boys viewed themselves as least socially competent.
As they progressed from first to second grade they didn't perceive there to be much change, however, the dramatic downturn was evident in moving from second to third grade for the playful boys. Table 4. Classmates provided another perspective on the popularity of more and less playful children. Peers were found to perceive more playful children in the first two grades as higher in social status compared to their less playful peers, with a particularly large distinction shown for boys Table 4B.
In third grade, a significant playfulness x sex interaction was found, with more playful boys viewed as lower in social status than all of their classmates. In contrast, no differences in social status as a function of the degree of playfulness were detected for girls in third grade. As children advanced from first to second grade, boys and girls who were regarded to be more playful continued to enjoy higher social status, however, this trend changed with promotion to third grade.
In this latter progression, there was a decline in social status for the more playful boys, while their classmates showed an increase.
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In stark contrast, teachers viewed more playful children as least socially competent in second and third grades but equivalent to their peers in first grade Table 4C. Post-hoc tests for the significant interactions in the two upper grades revealed that more playful boys were judged by teachers as consistently lower in social competence compared to boys who were less playful and all girls.
No such distinctions were found for playfulness in girls, and girls were consistently viewed by their teachers as more socially competent than boys in all grades. Promotion from first to second grade witnessed a significant increase in teachers' perceptions of social competence for all but the more playful boys, with a more substantial gain for all girls compared to less playful boys.
For more playful boys, no change in teacher ratings of their social competence was evident from first to second grade, and they were the only children who were perceived as declining from second to third grades. To address the first research question, we tested whether playfulness was related to each of the perceptions of the extent to which the child was seen as disruptive in the classroom. The analyses were conducted to examine whether the relationships differed as a function of the child's sex within and across grades with the child characteristics of birth order, number of siblings, and preschool experience partialed out , and any changes in these scale means across grades.
The HLM analyses indicated that self-rated disruptive behavior Table 5A was unrelated to playfulness, but boys regarded themselves as more disruptive than girls in in all three grades.
Peers similarly saw no differences between more and less playful children in the first two grades, and they also thought boys showed more disruptive acts in second grade compared to girls Table 5B. In third grade, however, they appeared attentive to the combination of playfulness and sex, in regarding playful boys as more disruptive than all other children. As children progressed from one grade to the next, this was the only relationship with playfulness noted by peers.
Table 5. Teachers readily perceived differences in disruptive classroom behavior between more and less playful children, and between boys and girls, in all three grades Table 5C. They consistently viewed less playful boys and all girls as least disruptive, and by third grade this tendency became more pronounced. As children moved from first to second grade, more playful boys were regarded as more disruptive by their teachers compared to their female counterparts and less playful others, whose assessments instead showed no significant change.
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When progressing to third grade, decreases in teachers' ratings of classroom disruption for almost all children were shown, the exception being playful boys whose ratings continued to increase even more sharply from second to third grades. In second and third grades there was an increasing tendency for boys to be viewed as a class clown compared to girls, particularly those who were more playful.
Table 6. At all grades, more playful boys were predictive of higher teacher scores as a class clown, while no relationship was found with playfulness for girls at any grade. Teachers consistently assigned the class clown moniker to boys more than girls, and to particularly playful ones compared to those who were less playful. The data are compelling in revealing that playful children are perceived by their teachers and peers very differently than their less playful classmates.
In first and second grades, children who were more playful were seen by their classmates as desired playmates, inclined to be ascribed the label of class clown, but not seen as disruptive to themselves or their classroom decorum. In these same grades, the children perceived themselves to be popular among their peers, and adept in social skills. They did not see any of their playful antics as disturbances in the classroom, although they were less hesitant to assign the class clown moniker to themselves.
Children did not see playful boys and girls as very different, viewing them all as more preferred play partners to their less playful peers. In third grade, however, things took a dramatic turn. While children continued to view more and less playful children differently, they now paid careful attention to their gender, and constructed a sharp distinction between playful boys and playful girls.
Most significantly, their views of boys who were very playful completely reversed, in that they now came to view them as least preferred playmates with lowest social status.
Dr. Joseph Papotto III, DO, FAOBFP
And while they continued to assign them the label of class clown, peers came to view their associated clowning behaviors as disruptive activities in their classroom. In third grade, more playful girls were not any different than girls who were less playful, although the subgroup of playful boys took on their own persona, which was now predominantly negative and contrasted dramatically with how they were seen in the two prior years. The most startling and alarming finding was that the children themselves—most notably the playful boys—who shifted to hold increasingly negative perceptions of themselves as well by third grade.