School Counselors: Closing Achievement Gaps and Writing Results Reports

Science.gov (United States)

Hartline, Julie; Cobia, Debra

2012-01-01

Charged with closing the achievement gap for marginalized students, school counselors need to be able to identify gaps, develop interventions, evaluate effectiveness, and share results. This study examined 100 summary results reports submitted by school counselors after having received four days of training on the ASCA National Model. Findings…

The concept of landscape education at school level with respect to the directions of the science of landscape

Science.gov (United States)

Szczęsna, Joanna

2010-01-01

School education is both a starting point for the development of various scientific disciplines (school educates future researchers) and the result of science. The landscape research is conducted within many scientific disciplines and has a long tradition. Lanscape education, which is the result of a scientific dimension, is implemented in primary school under the nature subject. Primary school education is the only level at which the geographical contents are carried out on landscape. The landscape is of interest to many disciplines: geography, architecture, social sciences and the arts. In recent years, there were many studies which contained an overview of the main strands of the science of landscape, presented the differences in the meaning of the concept and objectives of individual research disciplines. These studies have become the ground for the characterization of the concept of landscape education implemented in Polish school and its evaluation in terms of scientific achievements. A review of educational purposes, the basic content of education and achievements of students, demonstrate the influence of multiple scientific disciplines in school landscape education. The most significant share of the course content are achievements of geography disciplines, particularly: physical geography, environmental protection and landscape ecology. Other scientific fields: literature, art, psychology, sociology, and architecture do not have any impact on the school landscape education or their impact remains marginal.

Portuguese School Libraries Evaluation Model: An Analysis of Primary Schools' Results for the "Reading and Literacy" Domain

Science.gov (United States)

Martins, Jorge Tiago; Martins, Rosa Maria

2012-01-01

This paper reports the implementation results of the Portuguese School Libraries Evaluation Model, more specifically the results of primary schools self-evaluation of their libraries' reading promotion and information literacy development activities. School libraries that rated their performance as either "Excellent" or "Poor"…

The Use of School Self-Evaluation Results in the Netherlands and Flanders

Science.gov (United States)

Schildkamp, Kim; Vanhoof, Jan; van Petegem, Peter; Visscher, Adrie

2012-01-01

This article presents the results of two studies on the use of school self-evaluation in the Netherlands and Flanders. It focuses on which forms of instrumental use of school self-evaluation results can be found in schools, and how differences in self-evaluation use between schools can be explained. Results show that the instrumental use of…

A Framework for School Safety and Risk Management: Results from a Study of 18 Targeted School Shooters

Science.gov (United States)

Lenhardt, Ann Marie C.; Graham, Lemuel W.; Farrell, Melissa L.

2018-01-01

Targeted violence continues to pose a threat to school safety. Reported here are the results of a study of 18 cases of school shooters from 1996 to 2012. Variables examined are individual factors and behaviors, family dynamics, and triggering events. Results indicate the need for expanded school-based mental health services, threat assessment, and…

Inside the Black Box of School Reform: Explaining the How and Why of Change at "Getting Results" Schools

Science.gov (United States)

McDougall, Dennis; Saunders, William M.; Goldenberg, Claude

2007-01-01

This article reports key findings from a process-focused external evaluation that compared a subset of "Getting Results" project schools and comparison schools in order to understand the dynamics of school-wide reform efforts at these primary schools. Findings shed light on the "black box" of school reform and illuminate the…

Foods offered in Quebec school cafeterias: do they promote healthy eating habits? Results of a provincial survey.

Science.gov (United States)

Morin, Pascale; Demers, Karine; Gray-Donald, Katherine; Mongeau, Lyne

2012-06-05

A school environment that encourages students to opt for food with sound nutritional value is both essential and formative in ensuring that young people adopt healthy eating habits. The aim of this paper is to describe the food offered for lunch in the cafeteria service lines in Quebec schools on regular school days. A cross-sectional survey was conducted between November 2008 and June 2009 with a representative sample of 207 French-speaking schools in the province of Quebec. The response rate was 71%. The cafeteria food available from the service line was observed directly and systematically by research assistants trained in observational procedures. Bivariate and descriptive analyses were performed. While most schools offered a vegetable side dish, only 71% of primary schools, 71% of public secondary schools, and 54% of private secondary schools did not offer cold-cut dishes, stuffed pastry, or a fried food on their daily menus. The sandwiches available were rarely made with whole-grain bread. Public secondary schools had more cookies, biscuits, muffins, and chewing gum than private primary and secondary schools. Milk was available in 85% of the primary schools. Most of the schools had eliminated sodas but were still offering fruit cocktails instead of 100% fruit juice. The school eating environment changed significantly from 2002 to 2009, presumably as a result of the government action plan and the Framework Policy. Improvements must be made with respect to reducing added sugar in beverages and desserts and promoting baked rather than fried snacks. Vigilance is required since many new products are making their way into the market.

CONGESTION AS A RESULT OF SCHOOL AND SHOPPING CENTER ACTIVITY

Directory of Open Access Journals (Sweden)

Meike Kumaat

2015-12-01

Full Text Available Development of land use in public facilities such as shopping center and school gives an impact on transportation problem in Manado City, North Sulawesi.  To determine factors which have causal relationship with congestion  as a result of school and shopping center activity then it need to be assessed and studied.  Descriptive study with observational survey was used in this study. The study ran Structural Equation Modelling (SEM by using AMOS program. Estimated method was used to calculate sample size then found 300 repondents, comprised : visitors and mall managers, school visitors, parents, school managers, Public Works department, and urban planning department .The study yielded a statistically significant correlation between  school and shopping center activity with congestion s. The result  indicated that school activity was positively related to congestion with p value  at p=0,000 (p ≤ 0,05. Shopping center activity was positively related to congestion with p value  at p=0,000 (p ≤ 0,05. The closer proximity from school to shooping center will causes severe traffic congestion. The relationship between school facility with proximity was found in p value at  p=0,000 (p ≤ 0,05 . The relationship between shopping center facility with proximity was found in p value at  p= 0,020 (p ≤ 0,05. While, the relationship between proximity with congestion was p= 0,008 (p ≤ 0,05. Monastery school and Mega Mall activity were affecting congestion because a closer proximity of two facilities. This indicates that the occurence of traffic congestion in Monastery School  may be dependent on existence of  Piere Tendean road link

Radon in Irish schools: the results of a national survey

International Nuclear Information System (INIS)

Synnott, H; Hanley, O; Fenton, D; Colgan, P A

2006-01-01

This paper presents the results of a survey of radon concentrations in Irish primary and post-primary schools. The objective of this survey was to assess the distribution of radon in Irish schools and to identify those requiring remedial work to reduce radon exposure to children and staff. All primary and post-primary schools were invited to participate in the survey. Indoor radon concentrations were measured during the academic year using integrating passive alpha track-etch detectors with a measurement period from three to nine months. The survey was carried out on a phased basis from 1998 to 2004 and is one of the most comprehensive of its kind undertaken in Europe. Measurements were completed in 38 531 ground floor classrooms and offices in 3826 schools, representing over 95% of the approximate 4000 primary and post-primary schools in Ireland. Of these, 984 schools had radon concentrations greater than 200 Bq m -3 in 3028 rooms and 329 schools had radon concentrations in excess of 400 Bq m -3 in 800 rooms. The average radon concentration in schools was 93 Bq m -3 . This results in an annual average effective dose to an Irish child from exposure to radon of 0.3 mSv per year, assuming that the long-term radon concentration is equal to the radon concentration present during the working hours and that the annual average occupancy is 1000 h per year. A programme of remediation of schools with radon concentrations above 200 Bq m -3 has been put in place

Regular Meals at School as a Factor of Physical Development of Children and Adolescents: Results of a Cohort Study

Directory of Open Access Journals (Sweden)

Igor J. Esaulenko

2016-01-01

Full Text Available Background: In Russian schools, children are provided with meals, and certain categories of students get free meals. However, not all school students eat regularly.Objective: Our aim was to study the role of school meals in physical development of children and adolescents.Methods: The survey of schoolchildren aged 8–18 years (Voronezh revealed two groups of students who eat at school regularly (Group 1 and on occasions (Group 2. We calculated Z scores of body length and body mass index (BMI using ANTHROPlus software. Nutritional status was determined based on the values of standard BMI deviations ( +2, +2 to +1, -1 to -2, -2. Health groups were formed according to the Children Health Comprehensive Assessment Instruction.Results: 484 schoolchildren (students of grades 3–11 were examined. 251 (52% school students had regular meals at school. Regular meal frequency decreased from 69% in the group of 8–10 year old students to 30% in the group of 15–18-year-olds. Z scores of body length in students of Groups 1 and 2 did not differ (0.44 ± 1.00 and 0.30 ± 1.00, respectively; p = 0.124. At the same time, children in Group 1 had higher Z scores of BMI (0.44 ± 1.30 and 0.12 ± 1.30, respectively; p = 0.007. In Group 1, the incidence of overweight and obesity decreased from 40% in group of 8–10 year old students to 15% in 15–18-year-olds, in Group 2 — from 35 to 18%, respectively; incidence of malnutrition increased from 9 to 24% in Group 1 and from 11 to 15% in Group 2. In Group 1, the number of students with health group III or IV was smaller (30% compared to 42% in the control group; p = 0.005.Conclusion: Regular meals at school are an important, but not critical factor in the physical development of children. The absence of regular meals at school may be a risk factor for chronic diseases in schoolchildren.

Restorative Justice for Discipline with Respect

Science.gov (United States)

Chmelynski, Carol

2005-01-01

Expulsion is commonly schools' last resort to maintain discipline and keep schools safe. But increasingly, educators are turning to "restorative justice"--an alternative method from the field of criminology--with promising results. According to Randall Comfort, assistant upper-school director, Mounds Park Academy, St. Paul, Minnesota, using this…

Incorporating Human Rights into the Sustainability Agenda: A Commentary on "Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It"

Science.gov (United States)

Andrew, Jane

2013-01-01

In her commentary of McPhail's 2013 article "Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It: Incorporating Human Rights into the Sustainability Agenda," Jane Andrew begins by highlighting a number of McPhail's primary arguments. She points out that McPhail sets out to achieve two things…

Association of Sleep Groups and Sleep Survey Results of High School Students

Science.gov (United States)

Anderson, Stephen A.; MacDonald, Lawrence; Frost, Frederica C.

2006-01-01

In January 2003 the High School Late Start Committee of the Northville Public Schools sent surveys to all families, faculty, and middle and high school students. The descriptive results of this survey can be found at www.northville.k12.mi.us/hr/late_start_committee_surveysummary.htm. This study focuses on the responses of the high school students,…

School vending machine purchasing behavior: results from the 2005 YouthStyles survey.

Science.gov (United States)

Thompson, Olivia M; Yaroch, Amy L; Moser, Richard P; Finney Rutten, Lila J; Agurs-Collins, Tanya

2010-05-01

Competitive foods are often available in school vending machines. Providing youth with access to school vending machines, and thus competitive foods, is of concern, considering the continued high prevalence of childhood obesity: competitive foods tend to be energy dense and nutrient poor and can contribute to increased energy intake in children and adolescents. To evaluate the relationship between school vending machine purchasing behavior and school vending machine access and individual-level dietary characteristics, we used population-level YouthStyles 2005 survey data to compare nutrition-related policy and behavioral characteristics by the number of weekly vending machine purchases made by public school children and adolescents (N = 869). Odds ratios (ORs) and corresponding 95% confidence intervals (CIs) were computed using age- and race/ethnicity-adjusted logistic regression models that were weighted on age and sex of child, annual household income, head of household age, and race/ethnicity of the adult in study. Data were collected in 2005 and analyzed in 2008. Compared to participants who did not purchase from a vending machine, participants who purchased >or=3 days/week were more likely to (1) have unrestricted access to a school vending machine (OR = 1.71; 95% CI = 1.13-2.59); (2) consume regular soda and chocolate candy >or=1 time/day (OR = 3.21; 95% CI = 1.87-5.51 and OR = 2.71; 95% CI = 1.34-5.46, respectively); and (3) purchase pizza or fried foods from a school cafeteria >or=1 day/week (OR = 5.05; 95% CI = 3.10-8.22). Future studies are needed to establish the contribution that the school-nutrition environment makes on overall youth dietary intake behavior, paying special attention to health disparities between whites and nonwhites.

LEVEL OF SELF-RESPECT AND ASSERTIVENESS SKILLS AND TEACHERS’ EDUCATIONAL COMPETENCES

Directory of Open Access Journals (Sweden)

Anna Romanowska-Tolloczko

2015-05-01

Full Text Available Purpose: determining of self-respect level and assertiveness of teachers. Verification of whether there is a relationship between the measured trait and the correlation of educational competence. Material and methods: the study used three tools: Polish adaptation of SES M.Rosenberg's Self Esteem Scale, a questionnaire to determine the levels of assertiveness - P.Majewicz's Scale "I and others" and a questionnaire to examine the professional competence of teachers by A.Romanowska-Tołłoczko. The study examined 275 primary school teachers of different subjects. Results: after the statement of the research’s results in the field of self-respect and assertiveness, it turns out that there is some regularity in relation to the level of the studied traits. People with high self-respect also receive higher scores assertive skills compared with those of average and low self-respect. This pattern is seen in all groups of teachers. Conclusions: although the observed differences are not great and statistically significant, they show some evidence of the occurrence trend of interdependence in a range of predispositions. Moreover, a positive correlation between the level of self-respect and assertiveness and parental perception of their competence was noted.

School Security: For Whom and with What Results?

Science.gov (United States)

Servoss, Timothy J.; Finn, Jeremy D.

2014-01-01

This study utilized school-level data from several combined national databases to address two questions regarding school security policy: (1) What are the school characteristics related to levels of security? (2) How does security relate to school suspension, dropout, and college attendance rates? Among the predictors of school security, having a…

School climate, peer victimization, and academic achievement: results from a multi-informant study.

Science.gov (United States)

Wang, Weijun; Vaillancourt, Tracy; Brittain, Heather L; McDougall, Patricia; Krygsman, Amanda; Smith, David; Cunningham, Charles E; Haltigan, J D; Hymel, Shelley

2014-09-01

School-level school climate was examined in relation to self-reported peer victimization and teacher-rated academic achievement (grade point average; GPA). Participants included a sample of 1,023 fifth-grade children nested within 50 schools. Associations between peer victimization, school climate, and GPA were examined using multilevel modeling, with school climate as a contextual variable. Boys and girls reported no differences in victimization by their peers, although boys had lower GPAs than girls. Peer victimization was related to lower GPA and to a poorer perception of school climate (individual-level), which was also associated with lower GPA. Results of multilevel analyses revealed that peer victimization was again negatively associated with GPA, and that lower school-level climate was associated with lower GPA. Although no moderating effects of school-level school climate or sex were observed, the relation between peer victimization and GPA remained significant after taking into account (a) school-level climate scores, (b) individual variability in school-climate scores, and (c) several covariates--ethnicity, absenteeism, household income, parental education, percentage of minority students, type of school, and bullying perpetration. These findings underscore the importance of a positive school climate for academic success and viewing school climate as a fundamental collective school outcome. Results also speak to the importance of viewing peer victimization as being harmfully linked to students' academic performance. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Improving the Management Style of School Principals: Results from a Randomized Trial

Science.gov (United States)

Lassibille, Gérard

2016-01-01

Using information from a randomized experiment carried out over the course of two school years in Madagascar, this paper evaluates the impact of specific actions designed to streamline and tighten the work processes of public primary school directors. The results show that interventions at the school level, reinforced by interventions at the…

School-Based Approaches to Affect Adolescents' Diets: Results from the TEENS Study

Science.gov (United States)

Lytle, Leslie A.; Murray, David M.; Perry, Cheryl L.; Story, Mary; Birnbaum, Amanda S.; Kubik, Martha Y.; Varnell, Sherri

2004-01-01

This article reports on the outcomes of the Teens Eating for Energy and Nutrition at School (TEENS) study, a 2-year intervention study conducted in 16 middle schools with a goal of increasing students' intakes of fruits, vegetables, and lower fat foods. Despite positive interim results for students randomized to intervention schools, the positive…

The High School Principal's Role with Respect to the Present Marihuana Problem.

Science.gov (United States)

Nostrand, Peter F.

This report indicates to principals that their schools probably have a marihuana problem; outlines measures necessary to the establishment of an effective marihuana prevention program; and suggests ways to handle the marihuana smoker once he has been identified. To help the principal focus upon, understand, and take constructive action with…

LGBT Coverage in U.S. Dental Schools and Dental Hygiene Programs: Results of a National Survey.

Science.gov (United States)

Hillenburg, Kenneth L; Murdoch-Kinch, Carol A; Kinney, Janet S; Temple, Henry; Inglehart, Marita R

2016-12-01

The aims of this study were to assess curricular coverage of lesbian, gay, bisexual, and transgender (LGBT) content in U.S. and Canadian dental schools and U.S. dental hygiene programs, including hours of LGBT content, pedagogy used, and assessment methods, and to determine whether respondents perceived their institution's coverage as adequate. Data were collected from academic deans at 32 U.S. and two Canadian dental schools and from program directors at 71 U.S. dental hygiene programs (response rates 49%, 20%, 23%, respectively). The results showed that 29% of responding dental schools and 48% of responding dental hygiene programs did not cover LGBT content. Among the respondents, dental schools dedicated on average 3.68 hours and dental hygiene programs 1.25 hours in required settings to LGBT content. Lectures (dental schools 68%, dental hygiene programs 45%) and small group instruction (43%, 25%) were reported as the most common methodology used in teaching this content. Most of the responding dental schools and dental hygiene programs covered HIV (85%, 53%), oral disease risk (63%, 54%), and barriers to accessing health care for LGBT people (58%, 38%). Up to a third reported no need for coverage of topics such as sexual orientation (21%, 32%), coming out (29%, 37%), transitioning (29%, 38%), and sex reassignment surgery (32%, 35%). Assessment was through written examinations (41%, 30%) and faculty-observed patient interactions (21%, 23%); some respondents (20%, 33%) reported no assessment of learning outcomes. The most frequently endorsed strategies for increasing LGBT content were receiving curricular material focusing on LGBT-related health issues and health disparities and having trained faculty to teach LGBT content.

Schools as potential vaccination venue for vaccines outside regular EPI schedule: results from a school census in Pakistan

Directory of Open Access Journals (Sweden)

Soofi Sajid

2012-01-01

Full Text Available Abstract Background Vaccines are the most effective public health intervention. Expanded Program on Immunization (EPI provides routine vaccination in developing countries. However, vaccines that cannot be given in EPI schedule such as typhoid fever vaccine need alternative venues. In areas where school enrolment is high, schools provide a cost effective opportunity for vaccination. Prior to start of a school-based typhoid vaccination program, interviews were conducted with staff of educational institutions in two townships of Karachi, Pakistan to collect baseline information about the school system and to plan a typhoid vaccination program. Data collection teams administered a structured questionnaire to all schools in the two townships. The administrative staff was requested information on school fee, class enrolment, past history of involvement and willingness of parents to participate in a vaccination campaign. Results A total of 304,836 students were enrolled in 1,096 public, private, and religious schools (Madrasahs of the two towns. Five percent of schools refused to participate in the school census. Twenty-five percent of schools had a total enrolment of less than 100 students whereas 3% had more than 1,000 students. Health education programs were available in less than 8% of public schools, 17% of private schools, and 14% of Madrasahs. One-quarter of public schools, 41% of private schools, and 43% of Madrasahs had previously participated in a school-based vaccination campaign. The most common vaccination campaign in which schools participated was Polio eradication program. Cost of the vaccine, side effects, and parents' lack of information were highlighted as important limiting factors by school administration for school-based immunization programs. Permission from parents, appropriateness of vaccine-related information, and involvement of teachers were considered as important factors to improve participation. Conclusions Health

The Impact of Poverty and School Size on the 2015-16 Kansas State Assessment Results

Science.gov (United States)

Carter, Ted

2017-01-01

Schools with higher percentages of students in poverty have lower student assessment results on the 2015-16 Kansas Math and ELA assessments, and larger schools have lower student achievement results than smaller schools. In addition, higher poverty schools are likely to have larger gaps in performance based on special education status and possibly…

Barriers to and Facilitators of Walking and Bicycling to School: Formative Results from the Non-Motorized Travel Study

Science.gov (United States)

Ahlport, Kathryn N.; Linnan, Laura; Vaughn, Amber; Evenson, Kelly R.; Ward, Dianne S.

2008-01-01

Barriers to and facilitators of walking and bicycling to school were explored through 12 focus groups made up of fourth- and fifth-grade students and their parents who lived near their respective schools. The barriers and facilitators reported by parents and children generally fell into one of three categories: intrapersonal and interpersonal…

The association between organic school food policy and school food environment: results from an observational study in Danish schools.

Science.gov (United States)

He, Chen; Mikkelsen, Bent E

2014-03-01

School food in many countries has become the object of change and innovation processes, not only in relation to policies for healthier eating but also in relation to policies for more sustainable food consumption and procurement. The purpose of this study was to examine the possible influence that organic food sourcing policies in Danish school meal systems may have on the development of healthier school food environments. The study was a cross-sectional analysis undertaken among 179 school food coordinators (SFCs) through a web-based questionnaire (WBQ) in a sample of Danish public primary schools. The 'organic' schools were compared to 'non-organic' schools. The questionnaire explored the attitudes, intentions/policies and actions in relation to organic and healthy foods served in the schools. Data indicates that 20 'organic' schools were associated with the indicators of healthier school environments, including adopting a Food and Nutrition Policy (FNP) in the school (p = .032), recommending children to eat healthily (p = .004). The study suggests that organic food policies in schools may have potential to support a healthier school food environment.

School Bullying in Urban China: Prevalence and Correlation with School Climate

Science.gov (United States)

Han, Ziqiang; Zhang, Guirong; Zhang, Haibo

2017-01-01

School violence and bullying in China is under investigated, though it has become a national concern recently. Using updated national representative survey data collected in 2016 from seven provinces across China, covering students from all pre-college school types (primary, middle, high and vocational schools), this paper analyzes the prevalence of school bullying and the correlation with several school attributes. The incidences of reported bullying, bullying others and witnessing bullying are 26.10%, 9.03% and 28.90%, respectively. Primary school students are more likely to be involved in bullying behaviors. Students from elite schools (leading schools) are also more likely to be involved. Relation with teachers, relation with peers and perceived academic achievement are protective factors. Being a boy is the only significant predictor of school bullying among the family and demographic characteristics used. The results highlight the importance of school climate on preventing school violence and bullying, and a whole-school intervention approach is needed for future intervention. PMID:28946682

School Bullying in Urban China: Prevalence and Correlation with School Climate.

Science.gov (United States)

Han, Ziqiang; Zhang, Guirong; Zhang, Haibo

2017-09-25

School violence and bullying in China is under investigated, though it has become a national concern recently. Using updated national representative survey data collected in 2016 from seven provinces across China, covering students from all pre-college school types (primary, middle, high and vocational schools), this paper analyzes the prevalence of school bullying and the correlation with several school attributes. The incidences of reported bullying, bullying others and witnessing bullying are 26.10%, 9.03% and 28.90%, respectively. Primary school students are more likely to be involved in bullying behaviors. Students from elite schools (leading schools) are also more likely to be involved. Relation with teachers, relation with peers and perceived academic achievement are protective factors. Being a boy is the only significant predictor of school bullying among the family and demographic characteristics used. The results highlight the importance of school climate on preventing school violence and bullying, and a whole-school intervention approach is needed for future intervention.

Advancing Child Protection through Respecting Children's Rights: A Shifting Emphasis for School Psychology

Science.gov (United States)

Fiorvanti, Christina M.; Brassard, Marla R.

2014-01-01

The moral imperative of the United Nations Convention on the Rights of the Child, backed by robust empirical findings, leads to the conclusion that the protection of children from violence and neglect and the promotion of their well-being should be major priorities in every society. This article argues that "School Psychology: A Blueprint for…

Improved diabetes management in Swedish schools: results from two national surveys.

Science.gov (United States)

Särnblad, Stefan; Åkesson, Karin; Fernström, Lillemor; Ilvered, Rosita; Forsander, Gun

2017-09-01

Support in diabetes self-care in school is essential to achieve optimal school performance and metabolic control. Swedish legislation regulating support to children with chronic diseases was strengthened 2009. To compare the results of a national survey conducted 2008 and 2015 measuring parents' and diabetes specialist teams' perceptions of support in school. All pediatric diabetes centers in Sweden were invited to participate in the 2015 study. In each center, families with a child being treated for T1DM and attending preschool class or compulsory school were eligible. The parents' and the diabetes teams' opinions were collected in two separate questionnaires. Forty-one out of 42 eligible diabetes centers participated and 568 parents answered the parental questionnaire in 2015. Metabolic control had improved since the 2008 survey (55.2 ± 10.6 mmol/mol, 7.2% ± 1.0%, in 2015 compared with 61.8 ± 12.4 mmol/mol, 7.8% ± 1.1% in 2008). The proportion of children with a designated staff member responsible for supporting the child's self-care increased from 43% to 59%, (P self-care in school in 2015 compared with 2008. More efforts are needed to implement the national legislation to achieve equal support in all Swedish schools. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

An Examination of Elementary School Students' Parental Style and Parental Internet Style with Respect to Various Variables

OpenAIRE

Deniz, Metin; Horzum, Mehmet Barış; Ayas, Tuncay; Koç, Mustafa

2016-01-01

Abstract: The aim of this study is to determine the relationship between parental style and internet parental style and find out whether student's parental style and parental internet style differ according to various variables. In this study, survey model was used. The study was performed with 296 students, attending at an elementary school in the second period of 2011-2012 academic years in Sakarya, Turkey. Parental style and parental internet style scales were used. Results indicated ...

United States private schools have higher rates of exemptions to school immunization requirements than public schools.

Science.gov (United States)

Shaw, Jana; Tserenpuntsag, Boldtsetseg; McNutt, Louise-Anne; Halsey, Neal

2014-07-01

To compare medical, religious, and personal belief immunization exemption rates between private and public schools in US. Exemption rates were calculated using the Centers for Disease Control and Prevention School Immunization Assessment Surveys for the 2009-2010 school year excluding states with incomplete survey data. Standardized exemption rates weighted on enrollments in public and private schools were calculated. Differences in exemption rates between public and private schools were tested using Wilcoxon signed rank test. The overall state exemption rate was higher in US private than public schools, 4.25% (SD 4.27) vs 1.91% (1.67), P = .0001 and private schools had higher exemption rates for all types of exemptions; medical 0.58% (0.71) vs 0.34% (0.34) respectively (P = .0004), religious 2.09% (3.14) vs 0.83% (1.05) respectively (P = .0001), and personal belief 6.10% (4.12) vs 2.79% (1.57), respectively (P = .006). Overall exemption rates were significantly higher in states that allowed personal belief exemptions. Exemption rates were significantly higher in US private than in public schools. Children attending private schools may be at higher risk of vaccine-preventable diseases than public school children. Copyright © 2014 Elsevier Inc. All rights reserved.

[Stress and Burnout Risk in Nursery School Teachers: Results from a Survey].

Science.gov (United States)

Jungbauer, J; Ehlen, S

2015-06-01

This article presents results from a study of 834 nursery school teachers in Germany, investigating working conditions, stress, and stress-related health problems. In order to evaluate the extent of mental and psychosomatic troubles, as well as the risk of burnout, we used the standardised questionnaire "Burnout Screening Scales" (BOSS I). Data analysis yielded a high percentage of nursery school teachers who reported a remarkably high stress level; nearly 20% can be considered as a high-risk group for burnout. Poor staff conditions in many nurseries turned out to be the crucial stress source, along with large groups, insufficient teacher-child ratio, time pressure and multitasking. In the concluding discussion of the study results, we consider possible measures to reduce stress and to improve working conditions for nursery school teachers. © Georg Thieme Verlag KG Stuttgart · New York.

Cross-Sequential Results on Creativity Development in Childhood Within two Different School Systems: Divergent Performances in Luxembourg Versus German Kindergarten and Elementary School Students

Directory of Open Access Journals (Sweden)

Günter Krampen

2012-08-01

Full Text Available The aim of the study is conducting methodologically sound, cross-sequential analyses of the creativity development of children attending different school systems. Culture-free tests of creativity (ideational fluency and flexibility and intelligence were administered in 5 cohorts (two kindergarten and first three elementary school years, which were retested in three consecutive years. Samples include 244 Luxembourg and 312 German children enrolled in educational systems with obligatory kindergarten and 6-year comprehensive elementary school versus optional kindergarten, 4-year comprehensive elementary school and educational placement thereafter. Results demonstrate (1 linear increases in intelligence, (2 declines of divergent performances after school enrollment in both samples, (3 increases in divergent performances up to the 5th elementary school year in Luxembourg and up to the 3rd elementary school year in Germany (i.e., the next to last school year before educational placement followed by a second creativity slump. Cross-sequential results confirm discontinuities in the development of divergent productions in childhood.

Household responses to school closure resulting from outbreak of influenza B, North Carolina.

Science.gov (United States)

Johnson, April J; Moore, Zack S; Edelson, Paul J; Kinnane, Lynda; Davies, Megan; Shay, David K; Balish, Amanda; McCarron, Meg; Blanton, Lenee; Finelli, Lyn; Averhoff, Francisco; Bresee, Joseph; Engel, Jeffrey; Fiore, Anthony

2008-07-01

School closure is a proposed strategy for reducing influenza transmission during a pandemic. Few studies have assessed how families respond to closures, or whether other interactions during closure could reduce this strategy's effect. Questionnaires were administered to 220 households (438 adults and 355 children) with school-age children in a North Carolina county during an influenza B virus outbreak that resulted in school closure. Closure was considered appropriate by 201 (91%) households. No adults missed work to solely provide childcare, and only 22 (10%) households required special childcare arrangements; 2 households incurred additional costs. Eighty-nine percent of children visited at least 1 public location during the closure despite county recommendations to avoid large gatherings. Although behavior and attitudes might differ during a pandemic, these results suggest short-term closure did not cause substantial hardship for parents. Pandemic planning guidance should address the potential for transmission in public areas during school closure.

Online system for knowledge assessment enhances students' results on school knowledge test.

Science.gov (United States)

Kralj, Benjamin; Glazar, Sasa Aleksej

2013-01-01

Variety of online tools were built to help assessing students' performance in school. Many teachers changed their methods of assessment from paper-and-pencil (P&P) to online systems. In this study we analyse the influence that using an online system for knowledge assessment has on students' knowledge. Based on both a literature study and our own research we designed and built an online system for knowledge assessment. The system is evaluated using two groups of primary school teachers and students (N = 686) in Slovenia: an experimental and a control group. Students solved P&P exams on several occasions. The experimental group was allowed to access the system either at school or at home for a limited period during the presentation of a selected school topic. Students in the experimental group were able to solve tasks and compare their own achievements with those of their coevals. A comparison of the P&P school exams results achieved by both groups revealed a positive effect on subject topic comprehension for those with access to the online self-assessment system.

Promoting walking to school: results of a quasi-experimental trial.

Science.gov (United States)

McKee, Rosie; Mutrie, Nanette; Crawford, Fiona; Green, Brian

2007-09-01

To assess the impact of a combined intervention on children's travel behaviour, stage of behavioural change and motivations for and barriers to actively commuting to school. A quasi-experimental trial involving pre- and post-intervention mapping of routes to school by active and inactive mode of travel and surveys of "stage of behaviour change" and motivations for and barriers to actively commuting to school. The intervention school participated in a school-based active travel project for one school term. Active travel was integrated into the curriculum and participants used interactive travel-planning resources at home. The control school participated in before and after measurements but did not receive the intervention. Two primary schools in Scotland with similar socioeconomic and demographic profiles. Two classes of primary 5 children and their families and teachers. Post intervention, the mean distance travelled to school by walking by intervention children increased significantly from baseline, from 198 to 772 m (389% increase). In the control group mean distance walked increased from 242 to 285 m (17% increase). The difference between the schools was significant (t (38) = -4.679, pschool by car by intervention children reduced significantly from baseline, from 2018 to 933 m (57.5% reduction). The mean distance travelled to school by car by control children increased from baseline, from 933 to 947 m (1.5% increase). The difference in the change between schools was significant (t (32) = 4.282, peffective in achieving an increase in the mean distance travelled by active mode and a reduction in the mean distance travelled by inactive mode on school journey.

Help seeking in school by Israeli Arab minority adolescents with emotional and behavioral problems: results from the Galilee Study.

Science.gov (United States)

Daeem, Raida; Mansbach-Kleinfeld, Ivonne; Farbstein, Ilana; Khamaisi, Raseem; Ifrah, Anneke; Sheikh Muhammad, Ahmad; Fennig, Sylvana; Apter, Alan

2016-01-01

Many distressed minority adolescents with little access to professional mental health services use teachers and school counselors as their main consultation sources. This paper presents data from the Galilee study on factors that may increase the probability of adolescents' help-seeking in school and discusses the needed linkage between the school mental health services and those provided by other agencies, in the framework of the Mental Health Reform in Israel. This cross-sectional survey included 1639, 9th grade students living in 5 Arab localities in the Galilee in northern Israel, representative of the Muslim and Druze populations. The study was carried out in two stages: in the screening stage, the Strengths and Difficulties Questionnaire (SDQ) was completed in the classroom. During the follow-up stage 704 students were selected and interviewed at home regarding service use in school and wellbeing at home. Their mothers were interviewed as well providing information on sociodemographic traits of the family. Total response rate was 69.3 % during the screening stage and 84.4 % during the follow-up. Students were categorized according to their SDQ scores and all students in the higher 25th percentile (high risk) and a simple systematic sample without replacement of those in the lower 75 % (low risk) were included in the follow-up study. Significantly more high risk than low risk students reported having felt the need to seek professional help (14.0 and 6.5 % respectively) and more high risk than low risk consulted a school source (27.1 and 15.2 %, respectively). Bivariate analyses show that among Muslim adolescents more high risk than low risk consulted a school source (30 vs. 16.2 % respectively) and among high risk students more Muslim than Druze sought help from a school source (30 vs. 18 %). Higher consultation rates were found among adolescents who felt uncomfortable at home, than among those who felt very comfortable. Binary logistic regression

Challenging Segregational Practices in a Spanish Secondary School: Results from an Ethnographic Research

Science.gov (United States)

Sanchez-Valero, Joan-Anton; Padilla-Petry, Paulo

2016-01-01

This article presents partial results of a multi-sited ethnographic study about the role of multiple literacies in young people's learning in and outside school. In one of the five participant secondary schools, fourth grade students were segregated in groups according to their special needs. We start with a critical review on segregated and…

Missing Links in Middle School: Developing Use of Disciplinary Relatedness in Evaluating Internet Search Results.

Directory of Open Access Journals (Sweden)

Frank C Keil

Full Text Available In the "digital native" generation, internet search engines are a commonly used source of information. However, adolescents may fail to recognize relevant search results when they are related in discipline to the search topic but lack other cues. Middle school students, high school students, and adults rated simulated search results for relevance to the search topic. The search results were designed to contrast deep discipline-based relationships with lexical similarity to the search topic. Results suggest that the ability to recognize disciplinary relatedness without supporting cues may continue to develop into high school. Despite frequent search engine usage, younger adolescents may require additional support to make the most of the information available to them.

Impact of ventilation/pressurization on indoor air contaminants in schools

International Nuclear Information System (INIS)

Shaughnessy, R.J.; Levetin, E.; Fisher, E.J.; Ligman, B.K.

1993-01-01

As part of a continuing technology development effort to control radon in schools, The U.S. Environmental Protection Agency's (EPA) School Evaluation Program (SEP) team in cooperation with U.S. EPA's Region 6 office has performed radon mitigation in two Southwestern United States schools utilizing the method of ventilation/pressurization control technology. Schools were inspected and IAQ measurements made with respect to carbon dioxide, bioaerosols, volatile organic compounds, and respirable particles. Premitigation results indicated poor ventilation conditions existed throughout the school buildings. Elevated levels of respirable particles were measured, yet no conclusions with respect to health could be implied. Post-mitigation results support, but do not prove the hypothesis that improved ventilation to control radon will also reduce other indicator indoor air contaminants. (orig.). (9 refs., 4 tabs.)

Design, Baseline Results of Irbid Longitudinal, School-Based Smoking Study

Science.gov (United States)

Mzayek, Fawaz; Khader, Yousef; Eissenberg, Thomas; Ward, Kenneth D.; Maziak, Wasim

2011-01-01

Objective: To compare patterns of water pipe and cigarette smoking in an eastern Mediterranean country. Methods: In 2008, 1781 out of 1877 seventh graders enrolled in 19 randomly selected schools in Irbid, Jordan, were surveyed. Results: Experimentation with and current water pipe smoking were more prevalent than cigarette smoking (boys: 38.7% vs…

Evaluation of implementation of a healthy food and drink supply strategy throughout the whole school environment in Queensland state schools, Australia.

Science.gov (United States)

Dick, M; Lee, A; Bright, M; Turner, K; Edwards, R; Dawson, J; Miller, J

2012-10-01

This paper reports on the evaluation of the Smart Choices healthy food and drink supply strategy for Queensland schools (Smart Choices) implementation across the whole school environment in state government primary and secondary schools in Queensland, Australia. Three concurrent surveys using different methods for each group of stakeholders that targeted all 1275 school Principals, all 1258 Parent and Citizens' Associations (P&Cs) and a random sample of 526 tuckshop convenors throughout Queensland. Nine hundred and seventy-three Principals, 598 P&Cs and 513 tuckshop convenors participated with response rates of 78%, 48% and 98%, respectively. Nearly all Principals (97%), P&Cs (99%) and tuckshop convenors (97%) reported that their school tuckshop had implemented Smart Choices. The majority of Principals and P&Cs reported implementation, respectively, in: school breakfast programs (98 and 92%); vending machine stock (94 and 83%); vending machine advertising (85 and 84%); school events (87 and 88%); school sporting events (81 and 80%); sponsorship and advertising (93 and 84%); fundraising events (80 and 84%); and sporting clubs (73 and 75%). Implementation in curriculum activities, classroom rewards and class parties was reported, respectively, by 97%, 86% and 75% of Principals. Respondents also reported very high levels of understanding of Smart Choices and engagement of the school community. The results demonstrated that food supply interventions to promote nutrition across all domains of the school environment can be implemented successfully.

Equal Partners. Austin Teenagers Learn To Expect Respect in Dating Relationships.

Science.gov (United States)

Harrison, Mary M.

1997-01-01

Describes the Teen Dating Violence Project, a 24-week program in the Austin (Texas) schools that offers single sex support groups for young men and women involved in violent relationships. Learning to build equitable and respectful relationships often involves unlearning gender stereotypes, but the program shows that attitudes can change. (SLD)

Factors relating to the feeling of school avoidance among elementary school children: Results from the MEXT (Ministry of Education, Culture, Sports, Science and Education) Super Shokuiku School Project.

Science.gov (United States)

Akimoto, Masahiro; Sekine, Michikazu; Yamada, Masaaki; Tatsuse, Takashi

2017-01-01

Purpose　This study aims to evaluate whether lifestyle factors including media use and social and family environments are associated with elementary school children's feeling of school avoidance.Methods　Total study population for this study was 2,057 children in 5 elementary schools in Takaoka city, Toyama prefecture, which participated in the MEXT Super Shokuiku School Project. A questionnaire survey was conducted in July 2014 and 1,936 students responded (Response rate: 94.1%). Of those who responded, data from 1,698 respondents were relevant for this study. The questionnaire included questions on lifestyle factors (e.g., eating habits, media use, exercise habits, and sleep), health status, and the social and family environments. Children responded to questions on lifestyle factors, health status, and feeling of school avoidance with their parents. Parents were asked to only respond to the questions on social and family environments. Logistic regression analysis was performed to evaluate whether the feeling of avoiding school, as the dependent variable, is associated with the independent variables such as social and family environment factors and lifestyle factors. The odds ratios (OR) and their 95% confidence intervals (95%CI) were calculated.Results　The percentage of children who had the feeling of avoiding school was 32.2% in the study sample. In comparison with the 6 th graders, the 1 st , 3 rd , 4 th , and 5 th graders were more likely to have this feeling. Relevant adjusted ORs [95%CI] for Grades 1-5 were found to be 1.48 [1.02-2.13], 1.63 [1.10-2.42], 1.60 [1.08-2.39], and 1.56 [1.03-2.35], respectively. Other factors positively correlated with this feeling were skipping breakfast (OR 1.76, 95%CI [1.12-2.75]), daily snacking (OR 1.64, 95%CI [1.21-2.22]), watching TV for 3 hours or longer (OR 1.55, 95%CI [1.05-2.28]), video gaming for 0.5-2 hours (OR 1.37, 95%CI [1.08-1.74]), feeling sleepy (OR 1.51, 95%CI [1.14-1.99]), not feeling well upon waking up

[Evolution of a quality assurance programme for physiotherapy schools - results of the first quality inspections].

Science.gov (United States)

Kainz, B; Schlag, B; Jäckel, W H

2004-02-01

In cooperation with the Hochrhein-Institute for Research in Rehabilitation (HRI), the Association for Assuring the Quality of Education in Physiotherapy Schools in Germany (ISQ) has developed a quality assurance programme for physiotherapy schools. It aims at assessing the quality of physiotherapy schools in Germany, and to award a quality seal based on compliance with defined criteria. First, a catalogue of quality features and criteria relevant for education in physiotherapy was developed. It is based on the analysis of questionnaires that had been sent to all German physiotherapy schools, to selected physiotherapists and leading physiotherapists in hospitals, to competent federal authorities, and to three school-classes with group discussions. The persons addressed named 360 different quality features. They were collected in a catalogue, revised in a multi-stage Delphi procedure, and approved consensually. The final criteria were transformed into basic quality requirements, and formulated as a check-list. Assessment of the quality features is carried out by trained visitors. In addition, the satisfaction of students is assessed with a questionnaire. The results of the interviews and the questionnaires are fed back to the schools in a quality report. Schools meeting all basic quality requirements are awarded the seal of quality. The seal is valid for three years. Since January 2003, this procedure is available for all schools in Germany. Until September 2002, a pretest of visitations and student questionnaires had been carried out with 31 member schools of the ISQ; according to the resulting quality reports, none of these schools would instantly be awarded the quality seal. In all, more than half of the schools do not meet 10 of the 42 basic criteria. Fundamental deficiencies have been found in the documentation pertaining to supervision of practical training. In terms of training, further training and professional development of their teachers and associated

Promoting oral health of children through schools--results from a WHO global survey 2012

DEFF Research Database (Denmark)

Jürgensen, N; Petersen, P E

2013-01-01

This paper reviews the range of school-based approaches to oral health and describes what is meant by a Health Promoting School. The paper then reports the results of a World Health Organization global survey of school-based health promotion. Purposive sampling across 100 countries produced 108...... evaluations of school oral health projects spread across 61 countries around the globe. The Ottawa Charter for Health Promotion noted that schools can provide a supportive environment for promoting children's health. However, while a number of well-known strategies are being applied, the full range of health...... promoting actions is not being used globally. A greater emphasis on integrated health promotion is advised in place of narrower, disease- or project-specific approaches. Recommendations are made for improving this situation, for further research and for specifying an operational framework for sharing...

Supervision Duty of School Principals

Directory of Open Access Journals (Sweden)

Kürşat YILMAZ

2009-04-01

Full Text Available Supervision by school administrators is becoming more and more important. The change in the roles ofschool administrators has a great effect on that increase. At present, school administrators are consideredmore than as technical directors, but as instructional leaders. This increased the importance of schooladministrators’ expected supervision acts. In this respect, the aim of this study is to make a conceptualanalysis about school administrators’ supervision duties. For this reason, a literature review related withsupervision and contemporary supervision approaches was done, and the official documents concerningsupervision were examined. As a result, it can be said that school administrators’ supervision duties havebecome very important. And these duties must certainly be carried out by school administrators.

Patient safety education at Japanese medical schools: results of a nationwide survey

Directory of Open Access Journals (Sweden)

Maeda Shoichi

2012-05-01

Full Text Available Abstract Background Patient safety education, including error prevention strategies and management of adverse events, has become a topic of worldwide concern. The importance of the patient safety is also recognized in Japan following two serious medical accidents in 1999. Furthermore, educational curriculum guideline revisions in 2008 by relevant the Ministry of Education includes patient safety as part of the core medical curriculum. However, little is known about the patient safety education in Japanese medical schools partly because a comprehensive study has not yet been conducted in this field. Therefore, we have conducted a nationwide survey in order to clarify the current status of patient safety education at medical schools in Japan. Results Response rate was 60.0% (n = 48/80. Ninety-eight-percent of respondents (n = 47/48 reported integration of patient safety education into their curricula. Thirty-nine percent reported devoting less than five hours to the topic. All schools that teach patient safety reported use of lecture based teaching methods while few used alternative methods, such as role-playing or in-hospital training. Topics related to medical error theory and legal ramifications of error are widely taught while practical topics related to error analysis such as root cause analysis are less often covered. Conclusions Based on responses to our survey, most Japanese medical schools have incorporated the topic of patient safety into their curricula. However, the number of hours devoted to the patient safety education is far from the sufficient level with forty percent of medical schools that devote five hours or less to it. In addition, most medical schools employ only the lecture based learning, lacking diversity in teaching methods. Although most medical schools cover basic error theory, error analysis is taught at fewer schools. We still need to make improvements to our medical safety curricula. We believe that this

Schools as potential vaccination venue for vaccines outside regular EPI schedule: results from a school census in Pakistan.

Science.gov (United States)

Soofi, Sajid Bashir; Haq, Inam-Ul; Khan, M Imran; Siddiqui, Muhammad Bilal; Mirani, Mushtaq; Tahir, Rehman; Hussain, Imtiaz; Puri, Mahesh K; Suhag, Zamir Hussain; Khowaja, Asif R; Lasi, Abdul Razzaq; Clemens, John D; Favorov, Michael; Ochiai, R Leon; Bhutta, Zulfiqar A

2012-01-06

Vaccines are the most effective public health intervention. Expanded Program on Immunization (EPI) provides routine vaccination in developing countries. However, vaccines that cannot be given in EPI schedule such as typhoid fever vaccine need alternative venues. In areas where school enrolment is high, schools provide a cost effective opportunity for vaccination. Prior to start of a school-based typhoid vaccination program, interviews were conducted with staff of educational institutions in two townships of Karachi, Pakistan to collect baseline information about the school system and to plan a typhoid vaccination program. Data collection teams administered a structured questionnaire to all schools in the two townships. The administrative staff was requested information on school fee, class enrolment, past history of involvement and willingness of parents to participate in a vaccination campaign. A total of 304,836 students were enrolled in 1,096 public, private, and religious schools (Madrasahs) of the two towns. Five percent of schools refused to participate in the school census. Twenty-five percent of schools had a total enrolment of less than 100 students whereas 3% had more than 1,000 students. Health education programs were available in less than 8% of public schools, 17% of private schools, and 14% of Madrasahs. One-quarter of public schools, 41% of private schools, and 43% of Madrasahs had previously participated in a school-based vaccination campaign. The most common vaccination campaign in which schools participated was Polio eradication program. Cost of the vaccine, side effects, and parents' lack of information were highlighted as important limiting factors by school administration for school-based immunization programs. Permission from parents, appropriateness of vaccine-related information, and involvement of teachers were considered as important factors to improve participation. Health education programs are not part of the regular school curriculum

RESPECT

DEFF Research Database (Denmark)

Teyeb, Oumer; Boussif, Malek; Sørensen, Troels Bundgaard

2005-01-01

the performance from an end-2-end (E2E), user-perceived Quality Of Service (QoS) point of view. In this paper, the design and implementation of RESPECT, an easily configurable network emulator is described. RESPECT was originally geared towards Universal Mobile Communications System (UMTS) networks, but thanks...... to its modular and scalable design, it is being extended for generic heterogeneous networks. Using RESPECT, QoS studies can be carried out to study the behavior of different services in different network conditions, identify generalized service dependent performance metrics for already existing services...

Assessing the Awareness and Behaviors of U.S. High School Nurses with Respect to the Female Athlete Triad

Science.gov (United States)

Kroshus, Emily; Fischer, Anastasia N.; Nichols, Jeanne F.

2015-01-01

Female high school athletes are an at-risk population for the Female Athlete Triad--a syndrome including low energy availability (with or without disordered eating), menstrual dysfunction, and low bone mineral density. School nurses can play an important role in reducing the health burden of this syndrome, by educating coaches and athletes, and by…

Radon in Irish primary and post-primary schools. The results of a national survey

International Nuclear Information System (INIS)

Synnott, H.; Fennell, S.; Pollard, D.; Colgan, P.A.; Hanley, O.; O'Colmain, M.; Maloney, L.

2004-05-01

This report presents the results of a survey of radon concentrations in schools in the Republic of Ireland. The survey was carried out by the Radiological Protection Institute of Ireland (RPII) on behalf of the Department of Education and Science. A workplace Reference Level of 400 Bq/m3 is set down in national legislation. However, in the case of schools the RPII has recommended that, wherever possible, radon concentrations should be reduced to below 200 Bq/m3. The objective of the survey was to assess the distribution of radon in Irish schools and to identify those requiring remedial work to reduce radon exposure to children and staff. The survey was carried out on a phased basis from 1998 to 2002. All schools in the Free Education System were invited to participate. Indoor radon concentrations were measured using passive alpha track-etch detectors with a measurement period of one academic year from September to the following June. Measurements were completed in the ground floor classrooms and offices of 3444 schools, representing over 85% of the approximate 4000 primary and post-primary schools in Ireland. Of these, 898 had radon concentrations greater than 200 Bq/m3 and 307 had radon concentrations in excess of the national Reference Level for workplaces of 400 Bq/m3 in one or more ground floor rooms. The average radon concentration in the schools surveyed was 93 Bq/m3. Different remediation strategies have been adopted for schools with maximum radon concentrations between 200 and 400 Bq/m3 and for schools with radon concentrations in excess of 400 Bq/m3. In schools with radon concentrations below 400 Bq/m3, passive remediation through increased background ventilation is, where practicable, being used to reduce the radon concentrations. Where the initial radon concentration exceeded 400 Bq/m3, a remediation consultant assessed the school and remedial measures specific to each school have been designed. In the majority of these cases active remediation in the

[BEO'S - physical activity and healthy eating at schools in Oberfranken, Bavaria concept and first results of a resource-oriented, systemic approach in school-based health promotion].

Science.gov (United States)

Eichhorn, C; Bodner, L; Liebl, S; Scholz, U; Wozniak, D; Möstl, M; Ungerer-Röhrich, U; Nagel, E; Loss, J

2012-02-01

The high prevalence of overweight among children and adolescents has led to an increase in school-based prevention programmes. The aim of the present paper is to present the concept of an initiative called "BEO'S" as well as the experience made with the implementation und acceptance of this programme in the participating schools. Different from the majority of school-based projects for healthy eating and physical activity, BEO'S pursues a systemic approach that includes the whole school and is tailored to the school's respective resources. Characteristics are (1) the participation of teachers, students, parents, and caretakers, (2) the motivation and empowerment of schools to plan and implement activities by themselves, (3) the focus on environmental approaches, and (4) addressing and considering the individual school's needs and resources. The university project team supports the schools by individual counselling as well as providing information materials, trainings and workshops for teachers, an internet page, newsletters, and financial support. In the school years 2007/08 and 2008/09, BEO'S was conducted at 14 primary and secondary schools in the district of Oberfranken, Bavaria. It was extended to other schools in 2009/10. The short- and mid-term goals are the improvement of the school's environments as well as the eating behaviour and physical activity of the students. In the long run, it is intended to prevent obesity and improve the students' health and school performance. The implementation processes showed that the teachers for physical education and domestic science as well as the headmasters were especially committed. The participation of the teaching staff, the students and the parents proved to be difficult, however. The schools implemented many activities for healthy eating and physical activity, but the planning process was not very systematic: needs assessment, status quo analysis, identification of successful strategies and definition of aims was

School nutritional capacity, resources and practices are associated with availability of food/beverage items in schools

Science.gov (United States)

2013-01-01

Background The school food environment is important to target as less healthful food and beverages are widely available at schools. This study examined whether the availability of specific food/beverage items was associated with a number of school environmental factors. Methods Principals from elementary (n = 369) and middle/high schools (n = 118) in British Columbia (BC), Canada completed a survey measuring characteristics of the school environment. Our measurement framework integrated constructs from the Theories of Organizational Change and elements from Stillman’s Tobacco Policy Framework adapted for obesity prevention. Our measurement framework included assessment of policy institutionalization of nutritional guidelines at the district and school levels, climate, nutritional capacity and resources (nutritional resources and participation in nutritional programs), nutritional practices, and school community support for enacting stricter nutritional guidelines. We used hierarchical mixed-effects logistic regression analyses to examine associations with the availability of fruit, vegetables, pizza/hamburgers/hot dogs, chocolate candy, sugar-sweetened beverages, and french fried potatoes. Results In elementary schools, fruit and vegetable availability was more likely among schools that have more nutritional resources (OR = 6.74 and 5.23, respectively). In addition, fruit availability in elementary schools was highest in schools that participated in the BC School Fruit and Vegetable Nutritional Program and the BC Milk program (OR = 4.54 and OR = 3.05, respectively). In middle/high schools, having more nutritional resources was associated with vegetable availability only (OR = 5.78). Finally, middle/high schools that have healthier nutritional practices (i.e., which align with upcoming provincial/state guidelines) were less likely to have the following food/beverage items available at school: chocolate candy (OR = .80) and sugar

Spatial Thinking Ability Assessment in Rwandan Secondary Schools: Baseline Results

Science.gov (United States)

Tomaszewski, Brian; Vodacek, Anthony; Parody, Robert; Holt, Nicholas

2015-01-01

This article discusses use and modification of Lee and Bednarz's (2012) Spatial Thinking Ability Test (STAT) as a spatial thinking assessment device in Rwandan secondary schools. After piloting and modifying the STAT, 222 students total from our rural and urban test schools and one control school were tested. Statistical analysis revealed that…

Effectiveness of an Intervention Program for Improving School Atmosphere: Some Results

Science.gov (United States)

Sanchez, A. M.; Rivas, M. T.; Trianes, M. V.

2006-01-01

This work describes the results of the "Programa de Desarrollo Social y Afectivo" [Social and Affective Development Program] (Trianes & Munoz, 1994; Trianes, 1996), under way during four years at a public school in a disadvantaged area Malaga, earmarked for special educational resources. The intervention is meant to improve classroom…

Assessment of Changes in School Nutrition Programs and the School Environment as a Result of Following the HealthierUS School Challenge Program

Science.gov (United States)

Brown, Jennifer S.; Bednar, Carolyn; DiMarco, Nancy M.; Connors, Priscilla L.

2012-01-01

Purpose/Objectives: The purpose of this study was to determine changes in school nutrition programs and the school environment as reported by school nutrition directors who are following the U.S. Department of Agriculture's HealthierUS School Challenge (HUSSC) program. The objective was to determine before and after changes in the average lunch…

School environment and sanitation in rural India

Directory of Open Access Journals (Sweden)

J P Majra

2010-01-01

Full Text Available Context : A school child educated about the benefits of sanitation and good hygiene behavior is a conduit for carrying those messages far beyond the school walls, bringing lasting improvement to community hygienic practices. Aims : To study the status of school environment and sanitation in rural India. Settings and Design: Government schools in rural Karnataka, cross sectional study. Materials and Methods: Twenty schools were randomly selected for the study. Informed consent was taken from the Heads of the schools. A pre tested close ended questionnaire was used to get the information. The minimum standards for sanitation of the school and its environment in India were used as the guiding principles to evaluate the appropriateness/ adequacy of the various attributes. Statistical analysis used: Percentages and proportions. Results : Out of 20 schools selected, one fourth of the schools were located/ sited at inappropriate places. Only half of the schools had appropriate/ adequate structure. Eighteen (90% of the schools were overcrowded. Ventilation and day light was adequate for 12(60% and 14(70% of the schools respectively. Cleanliness of school compound/classrooms was adequate in 80% of the schools. There were no separate rooms for serving the midday meals in any of the schools under study. Eighteen (90% of the schools were having drinking water points. Liquid and solid waste disposal was insanitary in six (30% and eight (40% of the schools respectively. Only half of the schools had adequate latrines for boys and 60% for girls. Only two (10% of the schools had adequate hand washing points with soap. Conclusions : Environment and sanitation facilities at many of the schools are not fully satisfactory.

A school-based human papillomavirus vaccination program in barretos, Brazil: final results of a demonstrative study.

Directory of Open Access Journals (Sweden)

José Humberto Tavares Guerreiro Fregnani

Full Text Available The implementation of a public HPV vaccination program in several developing countries, especially in Latin America, is a great challenge for health care specialists.To evaluate the uptake and the three-dose completion rates of a school-based HPV vaccination program in Barretos (Brazil.THE STUDY INCLUDED GIRLS WHO WERE ENROLLED IN PUBLIC AND PRIVATE SCHOOLS AND WHO REGULARLY ATTENDED THE SIXTH AND SEVENTH GRADES OF ELEMENTARY SCHOOL (MEAN AGE: 11.9 years. A meeting with the parents or guardians occurred approximately one week before the vaccination in order to explain the project and clarify the doubts. The quadrivalent vaccine was administered using the same schedule as in the product package (0-2-6 months. The school visits for regular vaccination occurred on previously scheduled dates. The vaccine was also made available at Barretos Cancer Hospital for the girls who could not be vaccinated on the day when the team visited the school.Among the potential candidates for vaccination (n = 1,574, the parents or guardians of 1,513 girls (96.1% responded to the invitation to participate in the study. A total of 1,389 parents or guardians agreed to participate in the program (acceptance rate = 91.8%. The main reason for refusing to participate in the vaccination program was fear of adverse events. The vaccine uptake rates for the first, second, and third doses were 87.5%, 86.3% and 85.0%, respectively. The three-dose completion rate was 97.2%.This demonstrative study achieved high rates of vaccination uptake and completion of three vaccine doses in children 10-16 years old from Brazil. The feasibility and success of an HPV vaccination program for adolescents in a developing country may depend on the integration between the public health and schooling systems.

Noise exposure at school and blood pressure in adolescents

Directory of Open Access Journals (Sweden)

Fadhilah Ihsani

2017-01-01

Full Text Available Background The increasing prevalence of primary hypertension has motivated researchers to identify influencing factors, one of which is noise. There have been few studies on a relationships between noise exposure and blood pressure in children, and none have dealt exclusively with adolescents. Objective To assess for an association between noise exposure at school and blood pressure in adolescents.   Methods To identify noisy and quiet schools, the mean noise levels of 192 senior high schools in Medan were measured using sound level meters. One noisy school and one quiet school were randomly selected for inclusion (mean noise levels of  68.2 and  53.8 dB, respectively. Students from both schools underwent blood pressure measurements by mercury sphygmomanometer. Their Body weights and heights were obtained for body mass index calculations. Subjects filled questionnaires and their parents were interviewed regarding history of illnesses. Results Of the 271 adolescents recruited, 136 (50.2% were from the noisy school. Adolescents from the noisy school had higher mean systolic and diastolic blood pressures [121.6 (SD 13.87 mmHg and 71.1 (SD 8.15 mmHg, respectively], than those from the quiet school [111.8 (SD 12.61 mmHg and 63.8 (SD 8.05 mmHg, respectively]. After adjusting for other factors, noise had a significant, moderate, positive association with systolic and diastolic blood pressures [β = 0.452; B = 6.21 (95% CI 3.86-8.55 mmHg; and β = 0.473; B = 4.18 (95% CI 2.41 to 5.94 mmHg, respectively]. Conclusion Adolescents from a noisy school have a greater risk of higher systolic and diastolic blood pressures than those from a quiet school.

Effects of seasonal and pandemic influenza on health-related quality of life, work and school absence in England: Results from the Flu Watch cohort study.

Science.gov (United States)

Fragaszy, Ellen B; Warren-Gash, Charlotte; White, Peter J; Zambon, Maria; Edmunds, William J; Nguyen-Van-Tam, Jonathan S; Hayward, Andrew C

2018-01-01

Estimates of health-related quality of life (HRQoL) and work/school absences for influenza are typically based on medically attended cases or those meeting influenza-like-illness (ILI) case definitions and thus biased towards severe disease. Although community influenza cases are more common, estimates of their effects on HRQoL and absences are limited. To measure quality-adjusted life days and years (QALDs and QALYs) lost and work/school absences among community cases of acute respiratory infections (ARI), ILI and influenza A and B and to estimate community burden of QALY loss and absences from influenza. Flu Watch was a community cohort in England from 2006 to 2011. Participants were followed up weekly. During respiratory illness, they prospectively recorded daily symptoms, work/school absences and EQ-5D-3L data and submitted nasal swabs for RT-PCR influenza testing. Average QALD lost was 0.26, 0.93, 1.61 and 1.84 for ARI, ILI, H1N1pdm09 and influenza B cases, respectively. 40% of influenza A cases and 24% of influenza B cases took time off work/school with an average duration of 3.6 and 2.4 days, respectively. In England, community influenza cases lost 24 300 QALYs in 2010/11 and had an estimated 2.9 million absences per season based on data from 2006/07 to 2009/10. Our QALDs and QALYs lost and work and school absence estimates are lower than previous estimates because we focus on community cases, most of which are mild, may not meet ILI definitions and do not result in healthcare consultations. Nevertheless, they contribute a substantial loss of HRQoL on a population level. © 2017 The Authors. Influenza and Other Respiratory Viruses. Published by John Wiley & Sons Ltd.

The Evaluation of the Adequacy of PRA Results for Risk-informed Decision Makings With Respect to Incompleteness

International Nuclear Information System (INIS)

Kang, Kyungmin; Jae, Moosung

2007-01-01

PRA(Probabilistic Risk Assessment), as a quantitative tool, has many strengths as well as weaknesses. There are several limitations on the use of PRA techniques for risk modeling and analysis. First, the true values of most model inputs are unknown. Ideally, probability distribution models are well developed and assigned to the unknown input parameters to reflect the analyst's state of knowledge of the values of this input parameter. The problem of overconfidence and lack of confidence in the values of certain model input parameters can lead to inaccurate PRA results. Secondly, the analyst's lack of knowledge of a system's practical application as opposed to its theoretical operation can lead to modeling errors. The quality of PRAs has been addressed by a number of regulatory and industry organizations Some have argued that a good PRA should be a complete, full scope, three level PRA, while others have claimed that the quality of a PRA should be measured with respect to the application and decision supported. we show by way of an example that the adequacy of a PRA results is important to risk-informed decision making process and should be measured with respect to the application and decision supported

School nutritional capacity, resources and practices are associated with availability of food/beverage items in schools.

Science.gov (United States)

Mâsse, Louise C; de Niet, Judith E

2013-02-19

The school food environment is important to target as less healthful food and beverages are widely available at schools. This study examined whether the availability of specific food/beverage items was associated with a number of school environmental factors. Principals from elementary (n=369) and middle/high schools (n=118) in British Columbia (BC), Canada completed a survey measuring characteristics of the school environment. Our measurement framework integrated constructs from the Theories of Organizational Change and elements from Stillman's Tobacco Policy Framework adapted for obesity prevention. Our measurement framework included assessment of policy institutionalization of nutritional guidelines at the district and school levels, climate, nutritional capacity and resources (nutritional resources and participation in nutritional programs), nutritional practices, and school community support for enacting stricter nutritional guidelines. We used hierarchical mixed-effects logistic regression analyses to examine associations with the availability of fruit, vegetables, pizza/hamburgers/hot dogs, chocolate candy, sugar-sweetened beverages, and french fried potatoes. In elementary schools, fruit and vegetable availability was more likely among schools that have more nutritional resources (OR=6.74 and 5.23, respectively). In addition, fruit availability in elementary schools was highest in schools that participated in the BC School Fruit and Vegetable Nutritional Program and the BC Milk program (OR=4.54 and OR=3.05, respectively). In middle/high schools, having more nutritional resources was associated with vegetable availability only (OR=5.78). Finally, middle/high schools that have healthier nutritional practices (i.e., which align with upcoming provincial/state guidelines) were less likely to have the following food/beverage items available at school: chocolate candy (OR= .80) and sugar-sweetened beverages (OR= .76). School nutritional capacity, resources

The Effect of Family and School Cultural Environment Through Self Efficacy on Student Learning Result

Directory of Open Access Journals (Sweden)

Ely Rizky Amaliyah

2017-11-01

Full Text Available This study aims to explain the relationship between environmental variables out g a, school culture, self-efficacy and student learning outcomes Administrative Program Program at SMK. This research includes quantitative research type with the explanatory descriptive method. The sampling technique was proportionate stratified random sampling, the study sample consisted of 114 students. Data analysis in this research using path analysis. Results research shows that there is a positive and significant influence of family environment on self-efficacy, there is the positive and significant influence of school culture on self-efficacy, there is a direct positive and significant influence between the environment to the family on the results of learning. While the school culture The air does not directly influence the learning outcomes, but the air of self-efficacy ng driving direct effect on learning outcomes, and the family environment is not aired directly influence the outcome through self-efficacy jar arts students, and school culture has an indirect effect on learning outcomes through students' self-efficacy.

Role of optometry school in single day large scale school vision testing

Science.gov (United States)

Anuradha, N; Ramani, Krishnakumar

2015-01-01

Background: School vision testing aims at identification and management of refractive errors. Large-scale school vision testing using conventional methods is time-consuming and demands a lot of chair time from the eye care professionals. A new strategy involving a school of optometry in single day large scale school vision testing is discussed. Aim: The aim was to describe a new approach of performing vision testing of school children on a large scale in a single day. Materials and Methods: A single day vision testing strategy was implemented wherein 123 members (20 teams comprising optometry students and headed by optometrists) conducted vision testing for children in 51 schools. School vision testing included basic vision screening, refraction, frame measurements, frame choice and referrals for other ocular problems. Results: A total of 12448 children were screened, among whom 420 (3.37%) were identified to have refractive errors. 28 (1.26%) children belonged to the primary, 163 to middle (9.80%), 129 (4.67%) to secondary and 100 (1.73%) to the higher secondary levels of education respectively. 265 (2.12%) children were referred for further evaluation. Conclusion: Single day large scale school vision testing can be adopted by schools of optometry to reach a higher number of children within a short span. PMID:25709271

Do 'school coaches' make a difference in school-based mental health promotion? Results from a large focus group study.

Science.gov (United States)

Corrieri, Sandro; Conrad, Ines; Riedel-Heller, Steffi G

2014-12-01

Mental disorders in children and adolescents are common and have serious consequences. Schools present a key opportunity to promote mental health and implement prevention measures. Four school coaches in five German schools were enlisted to engage students, teachers and parents in building a sustainably healthy school and classroom climate. Altogether, 58 focus groups with students (N=244), parents (N=54) and teachers (N=62) were conducted longitudinally. Topics included: (1) the development of the school and classroom climate, (2) the role of mental health in the regular curriculum, and (3) the role of school coaches in influencing these aspects. Over time, school coaches became trusted reference persons for an increasing number of school system members. They were able to positively influence the school and classroom climate by increasing the awareness of students, teachers and parents of mental health in daily routines. Nevertheless, topics like bullying and student inclusion remained an issue at follow-up. Overall, the school coach intervention is a good model for establishing the topic of mental health in everyday school life and increasing its importance. Future efforts will focus on building self-supporting structures and networks in order to make these efforts sustainable.

Changes in School Food Preparation Methods Result in Healthier Cafeteria Lunches in Elementary Schools.

Science.gov (United States)

Behrens, Timothy K; Liebert, Mina L; Peterson, Hannah J; Howard Smith, Jennifer; Sutliffe, Jay T; Day, Aubrey; Mack, Jodi

2018-05-01

The purpose of this study is to examine the impact of a districtwide food best practices and preparation changes in elementary schools lunches, implemented as part of the LiveWell@School childhood obesity program, funded by LiveWell Colorado/Kaiser Permanente Community Health Initiative. Longitudinal study examining how school changes in best practices for food preparation impacted the types of side items offered from 2009 to 2015 in elementary school cafeterias in a high-need school district in southern Colorado. Specifically, this study examined changes in side items (fruits, vegetables, potatoes, breads, and desserts). In Phase 1 (2009-2010), baseline data were collected. During Phase 2 (2010-2011), breaded and processed foods (e.g., frozen nuggets, pre-packaged pizza) were removed and school chefs were trained on scratch cooking methods. Phase 3 (2011-2012) saw an increased use of fresh/frozen fruits and vegetables after a new commodity order. During Phase 4 (2013-2015), chef consulting and training took place. The frequency of side offerings was tracked across phases. Analyses were completed in Fall 2016. Because of limited sample sizes, data from Phases 2 to 4 (intervention phases) were combined for potatoes and desserts. Descriptive statistics were calculated. After adjusting for length of time for each phase, Pearson chi-square tests were conducted to examine changes in offerings of side items by phase. Fresh fruit offerings increased and canned fruit decreased in Phases 1-4 (p=0.001). A significant difference was observed for vegetables (p=0.001), with raw and steamed vegetables increasing and canned vegetables decreasing from Phase 1 to 4. Fresh potatoes (low in sodium) increased and fried potatoes (high in sodium) decreased from Phase 1 to Phases 2-4 (p=0.001). Breads were eliminated entirely in Phase 2, and dessert changes were not significant (p=0.927). This approach to promoting healthier lunch sides is a promising paradigm for improving elementary

High School Physics Availability: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

Science.gov (United States)

White, Susan; Tesfaye, Casey Langer

2014-01-01

In this report, the authors share their analysis of the data from over 3,500 high schools in the U.S. beginning with an examination of the availability of physics in U.S. high schools. The schools in their sample are a nationally-representative random sample of the almost 25,000 high schools in forty-nine of the fifty states. Table 1 shows the…

ART restorations and sealants placed in Chinese school children--results after three years.

Science.gov (United States)

Holmgren, C J; Lo, E C; Hu, D; Wan, H

2000-08-01

These were to assess whether ART restorations and sealants could be provided to children in a school environment in China, to assess patient acceptability of the ART approach, and to evaluate on a longitudinal basis the treatments performed. This study was conducted in Deyang, Sichuan Province, in western China. A total of 294 ART restorations were placed in 197 children and 191 fissure sealants were placed in 140 children by five middle-level dentists in four secondary schools. Standard instruments and procedures for ART were used. The restorative material used was a high-strength glass-ionomer (Ketac-Molar, ESPE). The treatments were evaluated annually after placement by the same examiner who had not been involved in the placement of the restorations nor sealants using explorers and mouth-mirrors. At the 3-year examination an independent external examiner evaluated the restorations using USPHS criteria. Most of the children did not report discomfort during treatment and 92% were willing to receive ART restorations again. The cumulative 1-year and 3-year survival rates of small Class I restorations were 99% and 92% respectively. The corresponding figures for large Class I restorations were 90% and 77%. After 3 years, 72% of the sealants were either partially or completely retained. Only 2% of the sealed teeth developed fissure caries and these involved teeth where the sealants had been lost. Similar success rates were found using USPHS criteria. The ART approach for preventing and treating tooth decay in Chinese school children was shown to be appropriate, effective and acceptable. The 3-year survival rates of the restorations were high but were related to the size and type of the restoration.

High School Physics Courses & Enrollments: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

Science.gov (United States)

White, Susan; Tesfaye, Casey Langer

2014-01-01

This report examines enrollments in high school physics during the 2012-13 school year. Based on data from the most recent survey (which includes both public and private high schools in the U.S.), it is estimated that 39% of the class of 2013 took high school physics before graduating. During the 2012-13 school year, 1.38 million students were…

The St.Petersburg school of oncogynecology, certain results and perspectives

International Nuclear Information System (INIS)

Bokhman, Ya.V.; Bishnevskij, A.S.; Maksimov, S.Ya.

1997-01-01

Basic results on studies, accomplished at the St.Petersburg school of oncogynecology, relative to the most frequent cases of Timor process localization (uterus cervix cancer, endometritis cancer, ovary cancer). It is shown that results of improved gynecological cancer treatment and decrease in mortality cases may be achieved not because of improving the surgical and radiation methods, the possibilities whereof are to a certain degree exhausted, but due to introduction of screening programs, enabling identification of early preclinical forms of cancer. Computerized and magnetoresonance tomography, USI and mammography are among the most efficient diagnostical methods. The perspectives of chemiohormone therapy and immunotherapy are also noted

Perspectives of Speech-Language Pathologists on the Use of Telepractice in Schools: Quantitative Survey Results

Directory of Open Access Journals (Sweden)

Janice K. Tucker

2012-12-01

Full Text Available This research surveyed 170 school-based speech-language pathologists (SLPs in one northeastern state, with only 1.8% reporting telepractice use in school-settings. These results were consistent with two ASHA surveys (2002; 2011 that reported limited use of telepractice for school-based speech-language pathology. In the present study, willingness to use telepractice was inversely related to age, perhaps because younger members of the profession are more accustomed to using technology.  Overall, respondents were concerned about the validity of assessments administered via telepractice; whether clinicians can adequately establish rapport with clients via telepractice; and if therapy conducted via telepractice can be as effective as in-person speech-language therapy. Most respondents indicated the need to establish procedures and guidelines for school-based telepractice programs.

The influence of school culture and school climate on violence in ...

African Journals Online (AJOL)

Hinde (2004) views school culture as norms, beliefs, traditions and customs that deve ... not static, but a self-perpetuating cycle which reflects the collective ideas, ... violence is therefore negative behavioural patterns which can harm the .... school climate and school violence scales were 0.709, 0.760, and 0.815, respectively ...

Tuberculosis Infection in Urban Adolescents: Results of a School-Based Testing Program.

Science.gov (United States)

Barry, M. Anita; And Others

1990-01-01

Discusses a tuberculosis skin testing program introduced for seventh and tenth grade students in Boston (Massachusetts) public schools. Positivity rate was significantly higher in tenth grade students. Among those testing positive, the majority were born outside the United States. Results suggest that testing may identify a significant number of…

The School Children Mental Health in Europe (SCMHE) Project: Design and First Results.

Science.gov (United States)

Kovess, Viviane; Carta, Mauro Giovanni; Pez, Ondine; Bitfoi, Adina; Koç, Ceren; Goelitz, Dietmar; Kuijpers, Rowella; Lesinskiene, Sigita; Mihova, Zlatka; Otten, Roy

2015-01-01

Background : The School Children Mental Health in Europe (SCMHE) project aims to build up a set of indicators to collect and monitor children's mental health in an efficient and comparable methodology across the EU countries. It concerns primary schools children aged 6 to 11 years a range where few data are available whereas school interventions are promising. Methods : Three informants were used: parents, teachers and children. In selecting instruments language, instruments were selected according to the easiness to translate them: SDQ (Strengths and Difficulties Questionnaire) for parents and teachers and DI (Dominic Interactive). A two-step procedure was used: schools randomization then six children by class in each grade. Results : 9084 children from seven countries (Italy, Netherlands, Germany, Romania, Bulgaria, Lithuania, and Turkey) completed the Dominic Interactive in their own language. 6563 teachers and 6031 parents completed their questionnaire, and a total of 5574 interviews have been completed by the 3 informants. The participation rate of the children with parents in the participating schools was about 66.4%. As expected teachers report more externalised problems and less internalised problems than parents. Children report more internalised problems than parents and teachers. Boys have consistently more externalised problems than girls and this is the reverse for internalised problems. Combining the diverse informants and impairment levels children with problems requiring some sort of mental health care were about 9.9%: 76% did not see any mental health professional: 78.7% In Eastern countries 63.1% in Western Europe.

Charter Schools and Market Segmentation

Science.gov (United States)

Batie, Michael

2009-01-01

This dissertation was undertaken to examine the effect(s) of charter school marketing on the Los Angeles Unified School District (LAUSD) education landscape with respect to the stratification of charter schools. Information from four sources: school websites, a survey of charter school parents, existing online statistics and data, and various…

Variation in exemptions to school immunization requirements among New York State private and public schools.

Science.gov (United States)

Lai, Yun-Kuang; Nadeau, Jessica; McNutt, Louise-Anne; Shaw, Jana

2014-12-12

School immunization requirements have ensured high vaccination rates and have helped to control vaccine-preventable diseases. However, vaccine exemptions have increased in the last decade. This study compared New York State private versus public schools with respect to medical and religious exemption rates. This retrospective study utilizes New York State Department of Health Immunization Survey data from the 2003 through 2012 academic years. Schools were categorized as private or public, the former further categorized by religious affiliation. Rates of medical and religious vaccine exemptions were compared by school category. From 2003 to 2012, religious exemptions increased in private and public schools from 0.63% to 1.35% and 0.17% to 0.29% (Spearman's R: 0.89 and 0.81), respectively. Among private schools, increases in religious exemption rates during the study period were observed in Catholic/Eastern Orthodox, Protestant/Other Christian, Jewish, and secular schools (Spearman's R=0.66, 0.99, 0.89, and 0.93), respectively. Exemption rate ratios in private schools compared to public schools were 1.39 (95% CI 1.15-1.68) for medical and 3.94 (95% CI: 3.20-4.86) for religious exemptions. Among private school students, all school types except for Catholic/Eastern Orthodox and Episcopal affiliates were more likely to report religious exemptions compared to children in public schools. Medical and religious exemption rates increased over time and higher rates were observed among New York State private schools compared to public schools. Low exemption rates are critical to minimize disease outbreaks in the schools and their community. Copyright © 2014 Elsevier Ltd. All rights reserved.

The causes of bullying: results from the National Survey of School Health (PeNSE

Directory of Open Access Journals (Sweden)

Wanderlei Abadio de Oliveira

2015-04-01

Full Text Available Objective: to identify the characteristics and reasons reported by Brazilian students for school bullying. Method: this cross-sectional study uses data from an epidemiological survey (National Survey of School Health conducted in 2012. A total of 109,104 9th grade students from private and public schools participated. Data were collected through a self-applied questionnaire and the analysis was performed using SPSS, version 20, Complex Samples Module. Results: the prevalence of bullying was 7.2%, most frequently affecting Afro-descendant or indigenous younger boys, whose mothers were characterized by low levels of education. In regard to the reasons/causes of bullying, 51.2% did not specify; the second highest frequency of victimization was related to body appearance (18.6%; followed by facial appearance (16.2%; race/color (6.8%; sexual orientation 2.9%; religion 2.5%; and region of origin 1.7%. The results are similar to those found in other sociocultural contexts. Conclusion: the problem belongs to the health field because it gathers aspects that determine the students' health-disease-care continuum.

Educating Students with Disabilities in Inclusive Schools: Results from Two Schools in Tanzania

Directory of Open Access Journals (Sweden)

Joseph Reginard Milinga

2016-12-01

Full Text Available The quest for equal access, participation and success in education for persons with disabilities is paramount in today’s global education context, and Tanzania is no exception. Since the ages of “denial” to “full inclusion”, educating students with disabilities in inclusive classrooms has had been responded differently by teachers and students alike across countries. Confronted by different challenges in their education, students with disabilities are to devise mechanisms to excel in such restrictive learning environments. Informed by interpretive research traditions with 59 purposefully selected participants, this paper explores challenges that students with disabilities are faced with and coping strategies used by these students in their schooling in two inclusive secondary schools in Tanzania. The findings indicate that, students with disabilities are faced with challenges which are teacher and environment-related. Consequently, the students with disabilities use complaints, assistance seeking, self-initiatives, isolation and despair, and assertiveness to cope with the challenges. The study concludes that; educational stakeholders should work collaboratively in order to lessen the impact of the restrictive nature of learning environments for students with disabilities. The paper recommends on improved teacher preparation and continued professional development in order to cater for the learning needs of students with disabilities in inclusive schools.

Evaluation of the School Environment of Public and Private Schools in Enugu to Ensure Child Health Promotion.

Science.gov (United States)

Bisi-Onyemaechi, A I; Akani, N A; Ikefuna, A N; Tagbo, B N; Chinawa, J M

2018-02-01

Poor maintenance of school environment can cause or worsen illnesses among schoolchildren. The objective of this study was to assess the healthfulness of school environments of primary schools in Enugu East, Nigeria, and to compare the difference if any between public and private schools. This was a cross-sectional noninterventional study of the school environments in Enugu East, Nigeria. Multistage sampling method was used to select the sample population. The participating schools were inspected and their head teachers were interviewed using a questionnaire. Scores were awarded using the School Health Program Evaluation scale. Results: Thirty-three schools were studied. The most common source of water for most schools was well. Eleven schools dump refuse openly. Three public schools only had functional toilets. All public schools were adequately ventilated and lit. One private school had a foodservice area. Ten schools did not have a play field, while three public schools had soaps for handwashing. The mean scores for public and private schools were 33.00 and 37.86, respectively. Three schools only attained the minimum score of 57 of a maximum of 66. The environment of primary schools in Enugu east, Nigeria, is unhealthy and unfriendly and currently cannot promote and protect the health of the schoolchildren.

Prevalence and correlates of being bullied among in-school adolescents in Malawi: results from the 2009 Global School-Based Health Survey.

Science.gov (United States)

Kubwalo, H W; Muula, A S; Siziya, S; Pasupulati, S; Rudatsikira, E

2013-03-01

Physical and emotional violence against adolescents is a neglected, but growing problem globally. Violence against adolescents negatively affects the victim in terms of physical health, school attendance and performance and social adjustment. The literature on the prevalence and associated factors of bullying against adolescents is sparse in southern Africa outside South Africa. Such data are even sparser for Malawi. The current study was conducted to estimate the prevalence of self-reported bullying and its personal and social correlates. A secondary analysis of the Malawi School-Based Student Health Survey (2009) was done. Descriptive analyses were done to describe the sample and estimate the prevalence of reporting history of bullying in the past 30 days preceding the survey. Logistic regression analysis was done to assess the association between several factors and being a victim of bullying. Crude and adjusted odds ratios are reported. A total of 2,264 in-school adolescents participated in the Malawi School-Based Student Health Survey of 2009. Just under half (44.5%) reported having been bullied in the previous month to the survey (44.1% among boys versus 44.9% among girls). Compared to adolescents of age 16 years or older, those who were 12 years old or younger and those who were 14 years of age were more likely to be bullied (AOR=1.54; 95% CI [1.41, 1.76]) and OR=1.26; 95% CI [1.21, 1.31]) respectively. The other risk factors that were identified in the analysis were loneliness (AOR = 2.23; 95% CI [2.20, 2.27]), and being worried (AOR = 2.80; 95% CI [2.76, 2.85[). Adolescents who had no close friends were 14% (AOR = 1.14; 95% CI [1.11-1.17]) more likely to be reporting bullied compared to adolescents who reported having close friends. Adolescents who smoked cigarettes were more than three times more likely to reporting be bullied compared to non-smokers (AOR=3.97; 955 CI [3.83, 4.10]), while those who drank alcohol were more than twice as likely to be

Some Aspects of Early School Leaving in Sweden, Denmark, Norway and Finland

Science.gov (United States)

Cederberg, Margareta; Hartsmar, Nanny

2013-01-01

This article describes early school leaving in Sweden, Denmark, Norway and Finland, using examples to show a complex representation of early school leaving and its consequences for young people's subsequent access to the labour market. We show how measures taken by governments and school authorities in the respective countries have resulted in…

Hacker School.

Science.gov (United States)

Hutchins, Leonard

1993-01-01

The author reminisces about his educational experience at a small school in Maine during the late 1930s, revealing the respect he extended toward his teachers, what it was like to grow up during this time period, and his feelings upon returning to the now vacant school. (LP)

Psychoticism and disruptive behavior can be also good predictors of school achievement.

Science.gov (United States)

Flores-Mendoza, Carmen; Widaman, Keith; Mansur-Alves, Marcela; Bacelar, Tatiane Dias; Saldanha, Renata

2013-01-01

The relations of Gf (Standard Progressive Matrices Raven), Gc (verbal scale of Wechsler Intelligence Scale for Children-Third Version), personality dimensions (Eysenck Personality Questionnaire-Junior Version), and disruptive behavior (TDAH scale) with school achievement (measured by TDE test and PISA test) were investigated. Two samples of students (total N = 534) representing a broad range of socioeconomic status (SES) participated in this study. Path models were conducted. The results demonstrated that (1) in both samples no sex differences related to school achievement were found; (2) in the first sample, after controlling for age and SES differences, Gf and psychoticism predicted (.38 and -.13, respectively) school achievement (measured by TDE test); (3) in the second sample, after controlling for SES differences to which additional measures were administered, Gf and Gc positively predicted (.22 and .40, respectively) school achievement (measured by PISA test). In addition, psychoticism and disruptive behavior also predicted school performance (-.14 and -.28, respectively). Some theoretical and practical implications are discussed.

Respecting the Grapevine.

Science.gov (United States)

Carroll, David J.

2001-01-01

Administrators can create word-of-mouth communication that dispels negative attitudes and build good school reputations by discovering what parents and students are saying, targeting employee satisfaction and retention, providing excellent customer service, actively seeking and handling complaints, nurturing champions, and integrating "grapevine"…

The Impact of School Community Partnerships on the Success of Elementary Schools

Science.gov (United States)

Grady, Kevin Richard

2010-01-01

This study employed multiple regression modeling to examine the success of 63 California elementary schools in terms of (a) school-community social capital, (b) student academic performance, (c) student behavioral incident rate, and (d) teacher turnover rate with respect to the extent of school-community partnership programs. Also of interest to…

A provincial study of opportunities for school-based physical activity in secondary schools.

Science.gov (United States)

Dwyer, John J M; Allison, Kenneth R; LeMoine, Karen N; Adlaf, Edward M; Goodman, Jack; Faulkner, Guy E J; Lysy, Daria C

2006-07-01

Adolescents spend considerable time at school and thus it is important to understand their opportunities for school-based physical activity. This study surveyed Ontario secondary schools to identify the range of structured opportunities and their engagement by students. A questionnaire was mailed to key informants in 600 randomly selected secondary schools in Ontario, for which 474 respondents (79%) returned completed questionnaires. Curriculum-based physical education (PE) classes in grade nine were reported to be offered in all schools and these classes in grades 10, 11 and 12 were offered in almost all schools. Student enrollment in PE decreased from grades 9 to 12 (97.9%, 49.6%, 43.3% and 35.9%, respectively). Respondents reported that funding, timetable, facilities and resources made it somewhat difficult to implement the health and physical education curriculum in their schools. About two-thirds (65.5%) of the schools had an intramural program and 15.0% of students participated in it, whereas 97.2% of the schools had an inter-school sports program and 25.0% of students participated in it. Supervision issues made it difficult to provide intramural programs and funding made it difficult to provide inter-school sports programs. Although provision of physical activity opportunities in Ontario appears satisfactory, actual engagement by students is low. The results suggest that strategies to increase student participation in PE, intramural programs, and inter-school sports programs need further consideration.

[Hearing screening at nursery schools: results of an evaluation study].

Science.gov (United States)

Weichbold, Viktor; Rohrer, Monika; Winkler, Cornelia; Welzl-Müller, Kunigunde

2004-07-31

This study aimed to evaluate the hearing screening of pre-school children at nursery schools in Tyrol, Austria. 47 nursery schools with a total of 2199 enrolled children participated in the study. At the screening, the children were presented a series of tones at frequencies 0.5 kHz (25dB), 1 kHz, 2 kHz, 3 kHz, and 4 kHz (20 dB each) from portable audiometers. The tones were presented over headphones for each ear separately and at irregular intervals. Failure to respond to any of the frequencies was considered failure of the screening. Parents were then advised in written form to have the child examined by an ENT-specialist. 1832 individuals were screened (coverage: 83% of nursery school children; corresponding to at least 63% of all Tyrolean children aged 3 to 5 years). Of these, 390 failed the test (referral rate: 21% of all screened). Examination through an ENT-specialist occurred with 217 children, and this confirmed the positive test in 139 children (hit rate: 64%). In most cases, a temporary conductive hearing loss due to external or middle ear problems (glue ear, tube dysfunction, cerumen, otitis media) was diagnosed. A sensorineural hearing loss was found in 4 children (in 3 of them bilateral). The need for therapy was recognized in 81 children (4% of all screened). Pre-school hearing screening identifies children with ear and hearing problems that need therapeutical intervention. Although the hearing problems are mostly of a temporary nature, some may require monitoring over some period. Also some children with permanent sensorineural hearing loss may be detected through this measure. Hearing screening is an efficient means of assessing ear and hearing problems in pre-school children. However, the follow-up rate needs to be improved for optimizing the efficacy.

Association between attempted suicide and academic performance indicators among middle and high school students in Mexico: results from a national survey.

Science.gov (United States)

Orozco, Ricardo; Benjet, Corina; Borges, Guilherme; Moneta Arce, María Fátima; Fregoso Ito, Diana; Fleiz, Clara; Villatoro, Jorge Ameth

2018-01-01

Students' mental health is associated to academic performance. In high income countries, higher students' grades are related to lower odds of suicidal behaviors, but studies on other indicators of academic performance are more limited, specially in middle income countries. Data from 28,519 middle and high school students selected with multistage clustered sampling in the Mexican National Survey of Student's Drug Use. Using a self-administered questionnaire, lifetime suicidal attempt and four indicators of academic performance were assessed: age inconsistency with grade level, not being a student in the last year, perceived academic performance and number of failed courses. Multiple logistic regression models were used to control for sociodemographic and school characteristics. The lifetime prevalence of attempted suicide was 3.0% for middle school students and 4.2% for high school students. Among middle school students, statistically adjusted significant associations of suicide attempt with academic performance indicators were: not being a student the year before, worse self-perceived performance and a higher number of failed courses; among high school students, predictors were failed courses and self-perceived academic performance, with ORs of 1.65 and 1.96 for the categories of good and fair/poor respectively, compared to those who reported very good performance. Self-perceived academic performance was the main indicator for suicide in both school levels. Suicide prevention efforts in Mexico's schools should include asking students about the perception they have about their own academic performance.

Mixed Schools versus Single-Sex Schools: Are There Differences in the Academic Results for Boys and Girls in Catalonia?

Science.gov (United States)

Garcia-Gracia, Maribel; Donoso Vázquez, Trinidad

2016-01-01

This study carries out a comparative analysis of achievement according to gender between mixed and single-sex schools in the region of Catalonia, Spain, for the subjects of Spanish, Catalan, English and Mathematics. After a brief contextualisation, a review of the main findings from international studies on differences in results for mixed schools…

Teaching Basic Programming Concepts to Young Primary School Students Using Tablets: Results of a Pilot Project

Science.gov (United States)

Fokides, Emmanuel

2018-01-01

The study presents the results of a project in which tablets and a ready-made application were used for teaching basic programming concepts to young primary school students (ages 7-9). A total of 135 students participated in the study, attending primary schools in Athens, Greece, divided into three groups. The first was taught conventionally. The…

Internet-based prevention for alcohol and cannabis use: final results of the Climate Schools course.

Science.gov (United States)

Newton, Nicola C; Teesson, Maree; Vogl, Laura E; Andrews, Gavin

2010-04-01

To establish the long-term efficacy of a universal internet-based alcohol and cannabis prevention programme in schools. A cluster-randomized controlled trial was conducted to assess the effectiveness of the Climate Schools: Alcohol and Cannabis Course. The evidence-based course, aimed at reducing alcohol and cannabis use, is facilitated by the internet and consists of 12 novel and curriculum consistent lessons delivered over 6 months. A total of 764 year 8 students (13 years) from 10 Australian secondary schools were allocated randomly to the internet-based prevention programme (n = 397, five schools), or to their usual health classes (n = 367, five schools). Participants were assessed at baseline, immediately post, and 6 and 12 months following completion of the intervention, on measures of alcohol and cannabis knowledge, attitudes, use and related harms. This paper reports the final results of the intervention trial, 12 months following the completion of the Climate Schools: Alcohol and Cannabis Course. The effectiveness of the course 6 months following the intervention has been reported previously. At the 12-month follow-up, compared to the control group, students in the intervention group showed significant improvements in alcohol and cannabis knowledge, a reduction in average weekly alcohol consumption and a reduction in frequency of drinking to excess. No differences between groups were found on alcohol expectancies, cannabis attitudes or alcohol- and cannabis-related harms. The course was found to be acceptable by teachers and students as a means of delivering drug education in schools. Internet-based prevention programs for school-age children can improve student's knowledge about alcohol and cannabis, and may also reduce alcohol use twelve months after completion.

Introducing the USAYPT--Do Research in Your High School then Debate Your Results with Other Schools

Science.gov (United States)

Oldaker, Bruce G.; Jacobs, Greg; Bibilashvili, Tengiz

2010-01-01

We introduce the USAYPT--the United States Association for Young Physicists Tournaments, Inc. Our motto is "Better teaching and learning by doing research in your high school." We believe that all high school teachers can improve their knowledge of physics by forming small groups that perform non-trivial--but not cutting edge--research. In order…

Are School Absences Correlated with Influenza Surveillance Data in England? Results from Decipher My Data—A Research Project Conducted through Scientific Engagement with Schools

Science.gov (United States)

Aldridge, Robert W.; Hayward, Andrew C.; Field, Nigel; Warren-Gash, Charlotte; Smith, Colette; Pebody, Richard; Fleming, Declan; McCracken, Shane

2016-01-01

Background School aged children are a key link in the transmission of influenza. Most cases have little or no interaction with health services and are therefore missed by the majority of existing surveillance systems. As part of a public engagement with science project, this study aimed to establish a web-based system for the collection of routine school absence data and determine if school absence prevalence was correlated with established surveillance measures for circulating influenza. Methods We collected data for two influenza seasons (2011/12 and 2012/13). The primary outcome was daily school absence prevalence (weighted to make it nationally representative) for children aged 11 to 16. School absence prevalence was triangulated graphically and through univariable linear regression to Royal College of General Practitioners (RCGP) influenza like illness (ILI) episode incidence rate, national microbiological surveillance data on the proportion of samples positive for influenza (A+B) and with Rhinovirus, RSV and laboratory confirmed cases of Norovirus. Results 27 schools submitted data over two respiratory seasons. During the first season, levels of influenza measured by school absence prevalence and established surveillance were low. In the 2012/13 season, a peak of school absence prevalence occurred in week 51, and week 1 in RCGP ILI surveillance data. Linear regression showed a strong association between the school absence prevalence and RCGP ILI (All ages, and 5–14 year olds), laboratory confirmed cases of influenza A & B, and weak evidence for a linear association with Rhinovirus and Norovirus. Interpretation This study provides initial evidence for using routine school illness absence prevalence as a novel tool for influenza surveillance. The network of web-based data collection platforms we established through active engagement provides an innovative model of conducting scientific research and could be used for a wide range of infectious disease studies

Walking school bus programs in U.S. public elementary schools.

Science.gov (United States)

Turner, Lindsey; Chriqui, Jamie F; Chaloupka, Frank J

2013-07-01

Active transportation to school provides an important way for children to meet physical activity recommendations. The "walking school bus" (WSB) is a strategy whereby adults walk with a group of children to and from school along a fixed route. This study assessed whether school-organized WSB programs varied by school characteristics, district policies, and state laws. School data were gathered by mail-back surveys in nationally representative samples of U.S. public elementary schools during the 2008-2009 and 2009-2010 school years (n = 632 and 666, respectively). Corresponding district policies and state laws were obtained. Nationwide, 4.2% of schools organized a WSB program during 2008-2009, increasing to 6.2% by 2009-2010. Controlling for demographic covariates, schools were more likely to organize a WSB program where there was a strong district policy pertaining to safe active routes to school (OR = 2.14, P law requiring crossing guards around schools (OR = 2.72, P laws are associated with an increased likelihood of elementary schools organizing these programs. Policymaking efforts may encourage schools to promote active transportation.

Ranking Spain's medical schools by their performance in the national residency examination.

Science.gov (United States)

Lopez-Valcarcel, B G; Ortún, V; Barber, P; Harris, J E; García, B

2013-12-01

Medical school graduates in Spain must take a uniform national exam (called "examen MIR") in order to enter postgraduate training in a specialty. Its results offer a unique opportunity to rank medical schools according to this exam. We measured differences in the MIR exam results among Spanish medical schools and assessed the stability of the MIR-based rankings for the period 2003-2011. In the year 2011 a total of 6873 residency positions nationwide were offered by the Spanish Ministry of Health, Social Services and Equality. These positions covered 47 specialties distributed over 231 training centers. A total of 11,550 medical graduates (including 1997 foreign graduates) took the MIR examination. Marked differences among medical schools were evident. The median graduate from medical school #1 and #29 occupied the positions 1477 and 5383, respectively. These figures correspond to a standardized ranking of 21 out of 100 for medical school #1 (that is, 1477/6873; half of medical school #1 obtained better [below position 21%] and half worse [over position 21%] results) and a standardized ranking of 70 out of 100 for medical school #29. While 81% of the medical school #1 graduates were amongst the best 3000 MIR exams and only 5% above the 5000 position the corresponding figures for medical school #29 graduates were 21% and 44%, respectively. The ranking position of the 29 medical schools was very stable between the years 2003 and 2011. There are marked differences in medical schools in Spain and these differences are very consistent over the years 2003-2011. Copyright © 2013 Elsevier España, S.L. All rights reserved.

Glass ionomer ART sealants in Chinese school children-6-year results.

Science.gov (United States)

Holmgren, Christopher J; Lo, Edward C M; Hu, Deyu

2013-09-01

To evaluate longitudinally ART sealants placed in Chinese school children under field conditions. 191 ART sealants were placed in 140 children, aged 11-14 years, by five assistant dentists in four secondary schools in Deyang, Sichuan Province, China. Teeth selected for sealing were those with pits and fissures that were deep or showing early enamel caries. Teeth were excluded if there was obvious cavitation extending into dentine. Standard instruments and procedures for ART sealants were used. The material used was a high-viscosity glass-ionomer (Ketac-Molar, 3MESPE) that was inserted into the pits and fissures with the "press-finger" technique. The status of the sealants was evaluated annually over 6 years after placement by the same examiner who was not involved in the placement of the sealants using explorers, mouth-mirrors and an intra-oral fibre-optic light. No missing sealants were replaced during the study. 107 sealants (56% of the original) were examined after 6 years. The cumulative survival rates of the sealants (partially or fully retained) after 2, 4 and 6 years were 79%, 68% and 59%, respectively. Caries prevention lagged the fall in sealant survival but remained high throughout the study period, being over 90% in the first 4 years and 85% after 6 years. ART sealants placed under field conditions in Chinese schoolchildren have a high retention rate. Missing sealants should be replaced to maintain their preventive efficacy. The sealing of pits and fissures can be an effective caries preventive approach. Resin-based sealants have the disadvantage in that they require an optimal level of moisture control during placement. In children and in outreach situations glass ionomer ART sealants, which are more moisture tolerant, can offer a viable alternative. Copyright © 2013 Elsevier Ltd. All rights reserved.

Results of a multibehavioral health-promoting school pilot intervention in a Dutch secondary school.

Science.gov (United States)

Busch, Vincent; De Leeuw, Rob J J; Schrijvers, Augustinus J P

2013-04-01

Recent studies increasingly show adolescent health-related behaviors to be interrelated, interacting synergistically and sharing several common determinants. Therefore, research increasingly focuses on studying interventions that target a range of health behaviors simultaneously. This report describes the results of a pilot study of a secondary school-based, health-promoting intervention that simultaneously targets a range of adolescent health behaviors via a whole-school approach. We collected self-reported behavioral data via an annual online questionnaire to 336 students. We collected data before the intervention implementation and after the intervention's first completed, 3-year curriculum cycle on the fourth-grade students (15- to 16-year-olds). We analyzed differences between pre- and postintervention groups. Significant behavioral changes were reported for extreme alcohol use, smoking, sedentary time, and bullying behaviors. Certain behaviors were significantly different only in girls: namely, weekly alcohol use, ever having used cannabis, compulsive Internet or computer use score, compulsive gaming score, and recent bully victimization. Differences in several sedentary time behaviors (television watching and Internet or computer use) were significant only in boys. No changes were reported regarding body mass index; physical activity; or the time spent on, or the compulsiveness of, video game playing. In addition, the postintervention group showed significantly fewer psychosocial problems. The intervention successfully changed student health behaviors on many accounts. It remains largely unclear as to what causes the different effects for boys and girls. Further studies regarding multiple health behavior targeting interventions for adolescents are required. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

U.S. Students, Poverty, and School Libraries: What Results of the 2009 Programme for International Student Assessment Tell Us

Science.gov (United States)

Adkins, Denice

2014-01-01

This paper looks at results from the 2009 Programme for International Student Assessment to examine the effects of school libraries on students' test performance, with specific focus on the average of students' family wealth in a school. The paper documents students' school library use and students' home possessions to indicate how school…

School Climate, Peer Victimization, and Academic Achievement: Results from a Multi-Informant Study

Science.gov (United States)

Wang, Weijun; Vaillancourt, Tracy; Brittain, Heather L.; McDougall, Patricia; Krygsman, Amanda; Smith, David; Cunningham, Charles E.; Haltigan, J. D.; Hymel, Shelley

2014-01-01

School-level school climate was examined in relation to self-reported peer victimization and teacher-rated academic achievement (grade point average; GPA). Participants included a sample of 1,023 fifth-grade children nested within 50 schools. Associations between peer victimization, school climate, and GPA were examined using multilevel modeling,…

Increased sexual abstinence among in-school adolescents as a result of school health education in Soroti district, Uganda.

Science.gov (United States)

Shuey, D A; Babishangire, B B; Omiat, S; Bagarukayo, H

1999-06-01

A school health education programme in primary schools aimed at AIDS prevention in Soroti district of Uganda emphasized improved access to information, improved peer interaction and improved quality of performance of the existing school health education system. A cross-sectional sample of students, average age 14 years, in their final year of primary school was surveyed before and after 2 years of interventions. The percentage of students who stated they had been sexually active fell from 42.9% (123 of 287) to 11.1% (31 of 280) in the intervention group, while no significant change was recorded in a control group. The changes remained significant when segregated by gender or rural and urban location. Students in the intervention group tended to speak to peers and teachers more often about sexual matters. Increases in reasons given by students for abstaining from sex over the study period occurred in those reasons associated with a rational decision-making model rather than a punishment model. A primary school health education programme which emphasizes social interaction methods can be effective in increasing sexual abstinence among school-going adolescents in Uganda. The programme does not have to be expensive and can be implemented with staff present in most districts in the region.

The Role of Research in School Project Work and Teacher Development: Results from Project "Schools Ethics Technology."

Science.gov (United States)

Wellensiek, Anneliese; Lembens, Anja; Schallies, Michael

"Schools Ethics Technology" was a German interdisciplinary research project with the Centre of Ethics in the Sciences at the University of Tubingen. The project highlighted the new topic of biotechnology and genetic engineering, involving the formation of active project groups within schools. This study examined teaching activities…

Potential life-threatening events in schools involving rescue inhalers, epinephrine autoinjectors, and glucagon delivery devices: reports from school nurses.

Science.gov (United States)

Allen, Katherine; Henselman, Kimbra; Laird, Brian; Quiñones, Ana; Reutzel, Thomas

2012-02-01

The purpose of this research is to use the reports of school nurses to facilitate the understanding of how schools experience and manage asthmatic, anaphylactic, and diabetic emergencies by quantitative and qualitative analysis of online surveys. E-mails with a link to SurveyMonkey® were sent to all U.S. members of the National Association of School Nurses (13,695). Subjects were asked to describe their self-reported knowledge, opinions, practices, and experiences with such emergencies and the devices used to manage them. Regarding the frequency of emergencies in a given school year, the medians were 8 for asthma, 0 for anaphylaxis, and 10 for hypoglycemia. Twenty-two, five, and one subjects, respectively, reported that events like these resulted in deaths during their careers as school nurses. These diseases create substantial potential for emergencies in schools, and the schools represented by these nurses appear to be somewhat, but not ideally, equipped to handle such crises.

Nutrition Services and Foods and Beverages Available at School: Results from the School Health Policies and Programs Study 2006

Science.gov (United States)

O'Toole, Terrence P.; Anderson, Susan; Miller, Clare; Guthrie, Joanne

2007-01-01

Background: Schools are in a unique position to promote healthy dietary behaviors and help ensure appropriate nutrient intake. This article describes the characteristics of both school nutrition services and the foods and beverages sold outside of the school meals program in the United States, including state- and district-level policies and…

Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students.

Science.gov (United States)

Li, Ping; Zhou, Nan; Zhang, Yuchi; Xiong, Qing; Nie, Ruihong; Fang, Xiaoyi

2017-01-01

School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students' school engagement on their academic achievement, considerably less research has investigated the effect of high school students' prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck's social-cognitive theory of motivation, we further examined the moderating effect of students' theories of intelligence (TOIs) on this relationship. A total of 4036 (2066 girls) students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a) students' prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b) the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents' school engagement. Implications and future research directions were discussed.

Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students

Directory of Open Access Journals (Sweden)

Ping Li

2017-09-01

Full Text Available School engagement plays a prominent role in promoting academic accomplishments. In contrast to the relative wealth of research that examined the impact of students’ school engagement on their academic achievement, considerably less research has investigated the effect of high school students’ prior achievement on their school engagement. The present study examined the relationship between prior achievement and school engagement among Chinese high school students. Based on the Dweck’s social-cognitive theory of motivation, we further examined the moderating effect of students’ theories of intelligence (TOIs on this relationship. A total of 4036 (2066 girls students from five public high school enrolled in grades 10 reported their high school entrance exam achievement in Chinese, Math and English, school engagement, and TOIs. Results showed that (a students’ prior achievement predicted their behavioral, emotional, and cognitive engagement, respectively, and (b the association between prior achievement and behavioral, emotional, and cognitive engagement is strong for students with an incremental theory but not for those with an entity theory in the emotional and cognitive engagement. These findings suggest that prior achievement and incremental theory were implicated in relation to adolescents’ school engagement. Implications and future research directions were discussed.

School transportation mode, by distance between home and school, United States, ConsumerStyles 2012.

Science.gov (United States)

Beck, Laurie F; Nguyen, Daniel D

2017-09-01

Motor-vehicle crashes are a leading cause of death among children in the United States, and almost one-fourth of all trips by school-aged children are trips to and from school. This study sought to determine how children (5-18years) travel to and from school and, among those living ≤1mile of school, to explore the role of school bus service eligibility on school travel mode. We used national 2012 survey data to determine prevalence of usual school travel mode, stratified by distance from school. For those living ≤1mile of school, multivariable regression was conducted to assess the association between bus service eligibility and walking or bicycling. Almost half (46.6%) of all children rode in passenger vehicles (PV) to school and 41.8% did so for the trip home. Results were similar among those living ≤1mile (48.1%, PV to school; 41.3%, PV to home). Among those living ≤1mile, 21.9% and 28.4% of children walked or bicycled to and from school, respectively. Ineligibility for school bus service was strongly associated with walking or bicycling to school [adjusted prevalence ratio (aPR: 5.36; ppassenger vehicles were a common mode of travel. For children who live close to school, the role that school bus service eligibility plays in walking or bicycling deserves further consideration. Given the large proportion of children who use passenger vehicles for school travel, effective interventions can be adopted to increase proper child restraint and seat belt use and reduce crash risks among teen drivers. Better understanding of conditions under which bus service is offered to children who live close to school could inform efforts to improve pedestrian and bicyclist safety for school travel. Published by Elsevier Ltd.

THE LACK OF RECOGNITION OF OTHERS, AFFECTS SCHOOL LIFE

Directory of Open Access Journals (Sweden)

Apolinar López-Miguel

2016-01-01

Full Text Available The school is the ideal place to teach to live in ness (ie, work sameness and otherness because we are different but equal in dignity and human rights, also the importance of "peace education" takes place before the deterioration of coexistence, the result of discrimination. We invite the reader to re-think the role of the school as a driving space of peace, being vital interaction school-family-community; promoting in areas: dialogue, tolerance, respect for differences, to build a Peace Education.

Indoor radon concentration measurements in Tarqumia Girl Schools at Western Hebron Region, Palestine

International Nuclear Information System (INIS)

Dabyneh, K.M.

2006-01-01

In this study, radon-222 in indoor air was surveyed in 62 rooms located in four governmental schools, for girls, in Tarqumia town that lies in the north western part of Hebron city in Palestine. The annual effective dose equivalents resulting from the inhalation of radon and its daughters by 2318 pupils and 102 staff members occupying the surveyed rooms were also measured. TASTRAK, a solid state nuclear track detector, has been used to measure the indoor radon concentrations at those schools thus, 124 radon detectors were distributed in the four school buildings. The radon detectors stayed for 70 days between February 2006 and April 2006. The results showed that the radon concentration and the annual effective dose equivalent in these schools were varied from 12 to 232.5 Bq/m 3 with an average of 34.1 Bq/m 3 and 0.62 to 12.0 mSv/y with an average of 1.76 mSv/y, respectively. The mean values of radon concentrations in Tarqumia secondary girls school, Al-aqsa elementary girls school, Umsalama elementary girls school and Tarqumia elementary girls school were 35.8, 26.7, 25.9 and 47.8 Bq/m 3 , respectively, and the mean values of the annual effective dose equivalent for the above mentioned were 1.85, 1.38, 1.34 and 2.47 mSv/y, respectively. It has been found from these results that, most of the values were of nominal state values (that is less than the allowed global values) and in few places, the concentration was higher than the allowed global values, therefore, the annual effective dose higher than annual global level values (1.3 mSv/y) was resulted. Poor ventilation and old buildings were, most mobility, the main cause of these high radon concentrations. Improving ventilation of these places will increase air exchange rates with the out side, thereby resulting in reduced concentration. In general, the results showed that protection against radiological hazards would not be necessary for pupils and staff members occupying the rooms of the investigated schools

Secondary School Students' Misconceptions about Photosynthesis and Plant Respiration: Preliminary Results

Science.gov (United States)

Svandova, Katerina

2014-01-01

The study investigated the common misconceptions of lower secondary school students regarding the concepts of photosynthesis and plant respiration. These are abstract concepts which are difficult to comprehend for adults let alone for lower secondary school students. Research of the students misconceptions are conducted worldwide. The researches…

Ombud's Corner: Respect in the workplace

CERN Multimedia

Sudeshna Datta-Cockerill

2014-01-01

Launched in a previous issue of the Bulletin (see here), the 'Respect@CERN' campaign has triggered some rich and varied reactions, and contributions received from colleagues have covered a wide range of themes that extend from the basic “golden rule of treating others as you would have them treat you” to some very specific observations of respectful behaviour in the CERN context.   “To me, respect is the core of all relationships, all exchanges: we cannot work together and achieve results without it,” says one colleague, while another underlines the equally important dimension of projecting and preserving one’s own self-respect where “whether or not we sleep well at night depends on whether or not we feel that we have been true to ourselves that day”. Respect in the workplace is different from everyday respect in that it is based on an “earned privilege where each colleague has been selected for ...

Compliance with school nutrition policies in Ontario and Alberta: An assessment of secondary school vending machine data from the COMPASS study.

Science.gov (United States)

Vine, Michelle M; Harrington, Daniel W; Butler, Alexandra; Patte, Karen; Godin, Katelyn; Leatherdale, Scott T

2017-04-20

We investigated the extent to which a sample of Ontario and Alberta secondary schools are being compliant with their respective provincial nutrition policies, in terms of the food and beverages sold in vending machines. This observational study used objective data on drinks and snacks from vending machines, collected over three years of the COMPASS study (2012/2013-2014/2015 school years). Drink (e.g., sugar-containing carbonated/non-carbonated soft drinks, sports drinks, etc.) and snack (e.g., chips, crackers, etc.) data were coded by number of units available, price, and location of vending machine(s) in the school. Univariate and bivariate analyses were undertaken using R version 3.2.3. In order to assess policy compliancy over time, nutritional information of products in vending machines was compared to nutrition standards set out in P/PM 150 in Ontario, and those set out in the Alberta Nutrition Guidelines for Children and Youth (2012) in Alberta. Results reveal a decline over time in the proportion of schools selling sugar-containing carbonated soft drinks (9% in 2012/2013 vs. 3% in 2014/2015), crackers (26% vs. 17%) and cake products (12% vs. 5%) in vending machines, and inconsistent changes in the proportion selling chips (53%, 67% and 65% over the three school years). Conversely, results highlight increases in the proportion of vending machines selling chocolate bars (7% vs. 13%) and cookies (21% vs. 40%) between the 2012/2013 and 2014/2015 school years. Nutritional standard policies were not adhered to in the majority of schools with respect to vending machines. There is a need for investment in formal monitoring and evaluation of school policies, and the provision of information and tools to support nutrition policy implementation.

Prevalence and correlates of being bullied among in-school adolescents in Beijing: results from the 2003 Beijing Global School-Based Health Survey

Directory of Open Access Journals (Sweden)

Muula Adamson S

2008-04-01

Full Text Available Abstract Background Bullying has public health importance. It has been reported that both the victims and perpetrators of bullying are more likely to have suicidal ideation and other suicidal behaviours. Moreover, bullying can be a precursor for school violence and can contribute to poor academic performance. The purpose of the study was to raise awareness on the subject in China. We, therefore conducted an analysis of secondary data to determine the prevalence and correlates of having been bullied among in-school adolescents. Methods The data was taken from the Beijing Global School-Based Health Survey conducted in 2003. A weighted analysis to reduce bias due to differing patterns of non-response was conducted using statistical software (SPSS version 14.0. We conducted a backward logistic regression analysis to determine independent predictors for being bullied. Results Out of a total of 2,348 in-school adolescents who participated in the survey, 20% (23% males, and 17% females reported having been bullied. Risk factors for having been bullied were loneliness (adjusted odds ratio (AOR = 1.44; 95% confidence interval (CI 1.42–1.45, being worried (AOR = 1.30; 95% CI 1.29–1.32, being sad or having feelings of hopelessness (AOR = 1.21; 95% CI 1.19–1.22, smoking cigarettes (AOR = 1.09; 95% CI 1.08–1.11, drinking alcohol (AOR = 1.31; 95% CI 1.29–1.32, and being truant (AOR = 1.24; 95% CI 1.22–1.27. Meanwhile protective factors were having close friends (AOR = 0.84; 95% CI 0.83–0.86, receiving parental supervision (AOR = 0.80; 95% CI 0.80–0.81, and ever been drunk (AOR = 0.86; 95% CI 0.84–0.87. Conclusion We believe the results of this study will raise awareness among school health practitioners and administrators, paediatric psychiatrists and psychologists on the prevalence and correlates of bullying among adolescents in Beijing, China.

The Work of Mourning in the Bilingual Schools of Israel: Ambivalent Emotions and the Risks of Seeking Mutual Respect and Understanding

Science.gov (United States)

Zembylas, Michalinos; Bekerman, Zvi

2011-01-01

This article presents an in-depth analysis of two commemoration events in a first-grade classroom of a bilingual school in Israel. The two events presented--the commemorations of the Holocaust Day and the Memorial Day--derive from a longitudinal ethnographic study of integrated bilingual schools in Israel. The analysis of these events shows…

Results of the 2002–2010 lower secondary school leaving exams on a common scale

Directory of Open Access Journals (Sweden)

Henryk Szaleniec

2013-09-01

Full Text Available The article presents the methodology and results of a survey on equating the lower secondary school examinations from 2002–2010. The survey was carried out by the Student Performance Analysis Unit at the Educational Research Institute. More than 10 000 students were selected for the equating study and information about more than 500 items was used. IRT models were used for equating exams, the results were presented on a latent variable scale and the observed score scale. Using this procedure, it was possible to isolate random difficulty variation between exam papers from specific years and present changes in ability level of students taking the exam. Based on the results, the level of humanities abilities of lower secondary school leavers was stable, whilst maths and science demonstrated a downward trend. Equating was validated by comparison with the results of the international PISA survey. Results for the arts and humanities were consistent with the PISA results for reading literacy. Maths and science, as compared with the PISA survey maths section demonstrated greater divergence.

Respect in Education

Science.gov (United States)

Giesinger, Johannes

2012-01-01

This article discusses the educational significance of the moral demand for respect. In "Ethics and Education," Richard Peters presents a conception of educational respect that was recently taken up by Krassimir Stojanov. This article responds to both Peters' and Stojanov's contributions and proposes another understanding of educational respect:…

Intervention effects on dietary intake among children by maternal education level: results of the Copenhagen School Child Intervention Study (CoSCIS).

Science.gov (United States)

Jensen, Britt W; von Kappelgaard, Lene M; Nielsen, Birgit M; Husby, Ida; Bugge, Anna; El-Naaman, Bianca; Andersen, Lars B; Trolle, Ellen; Heitmann, Berit L

2015-03-28

Dietary intake among Danish children, in general, does not comply with the official recommendations. The objectives of the present study were to evaluate the 3-year effect of a multi-component school-based intervention on nutrient intake in children, and to examine whether an intervention effect depended on maternal education level. A total of 307 children (intervention group: n 184; comparison group: n 123) were included in the present study. All had information on dietary intake pre- and post-intervention (mean age 6·8 and 9·5 years for intervention and comparison groups, respectively) assessed by a 7-d food record. Analyses were conducted based on the daily intake of macronutrients (energy percentage (E%)), fatty acids (E%), added sugar (E%) and dietary fibre (g/d and g/MJ). Analyses were stratified by maternal education level into three categories. Changes in nutrient intake were observed in the intervention group, mainly among children of mothers with a short education ( education (β = -0·8, 95 % CI -1·5, -0·03, P= 0·04). This multi-component school-based intervention resulted in changes in the dietary intake, particularly among children of mothers with a short education. As the dietary intake of this subgroup generally differs most from the recommendations, the results of the present study are particularly encouraging.

Fossil Ridge School Intermediate: Restructure the Culture--Transform the School

Science.gov (United States)

Principal Leadership, 2013

2013-01-01

Ask a room full of sixth and seventh graders at Fossil Ridge Intermediate School in St. George, UT, to name their favorite part of the day and the answer is, in unison, always the same: REAL (respect, explore, achieve, lead) Time. This 35-minute block embedded into the school's schedule three days each week provides immediate, specific…

[The inclusion of the subject safety in the school curriculum;checking the validity of the hypothesis in schools in three provinces].

Science.gov (United States)

Prestigiacomo, Claudio; Catarinozzi, Elena; Rossi, Marina; Piccari, Ines; Battaglia, Valentina; Monaco, Edoardo

2014-01-01

According to Italian Legislative Decree no. 81/2008, workplace safety will have to be introduced in school and university curricula. The main objectives of this study of the Italian Ministry of Labour were to verify knowledge about workplace safety among primary and secondary school students and evaluate the effectiveness of a training course in improving students' knowledge. Three provinces with an above average workforce/injuries ratio (with respect to the national average) were identified. An evaluation questionnaire was administered to students in the three provinces. Students then attended training courses about workplace safety and were then administered the same questionnaire. Primary school students improved by an average of 35.5%, middle school students by 33.3%, high school students by 18.6%. Results suggests that the training intervention was effective.

Governing Schools for Productivity. The Productivity for Results Series No. 4

Science.gov (United States)

Hill, Paul T.

2014-01-01

The lack of productivity of school systems stems from a number of reasons, including the way in which schools are governed. The author explains in this paper that policies from on high often work against campuses being more productive. His list includes state policies that stop districts from hiring experts to teach subjects that other educators…

Effects of daily milk supplementation on improving the physical and mental function as well as school performance among children: Results from a school feeding program

Directory of Open Access Journals (Sweden)

Khadijeh Rahmani

2011-01-01

Full Text Available Background: School feeding programs are important interventions for improving the nutritional status of students. Therefore, this study was conducted to evaluate the effects of milk supplementation on physical, mental and school performance of students. Methods: This case-control population-based intervention was conducted on 469 students from 4 schools in a medium socio-economic status region in Tehran. The schools were chosen by Iranian ministry of education and training and they were allocated in case and control groups randomly. All the students in the first to third classes in the intervention schools were daily consumed sterilized and homogenized milk for three months (250 ml each. Anthropometric measurements were done according to the standard methods. For evaluating the mental function, the Raven′s Coloured Progressive Matrices (CPM and Wechsler Intelligence Scale for children (verbal, non-verbal, total Intelligent Quotient were conducted on students. School performance was assessed by grade-point averages of each student. Results: The weight of children was significantly different between control and intervention group at the end of the study among girls (23.0 ± 3.8 vs. 23.8 ± 4.3 kg; p < 0.05. Psychological tests′ scores were significantly different between the control and the intervention groups (p < 0.05 at the end of the trial among boys. The grade-point average was significantly different at the end of the trial between the intervention and the control group among girls (p < 0.05. Conclusions: School feeding programs focus on milk supplementation had beneficial effects on the physical function and school performances specifically among girls in Iran.

Implementation of Biplot Analysis for Mapping Elementary and Junior High Schools in West Sumatra Based on National Examination Results 2016

Science.gov (United States)

Amalita, N.; Fitria, D.; Distian, V.

2018-04-01

National examination is an assessment of learning outcomes that aims to assess the achievement of graduate competence nationally. The result of the national examination is used as a mapping of educational issues in order to arrange the national education policy. Therefore the results of National Examination are used, also, as a reference for the admission of new students to continue their education to a higher level. The results of National Examination in West Sumatra in 2016 decreased from the previous year, both elementary schools (SD) and Junior High School level (SMP). This paper aims to determine the characteristics of the National Examination results in each regency / city in West Sumatra for elementary and junior levels by using Bi-plot analysis. The result of Bi-plot Analysis provides the information that the results of the National Examination of Regency / City in West Sumatra Province are quite diverse. At Junior High School level there are 9 of Regencies / Cities which have similar characteristics. English subjects are the greatest diversity among all of subjects. The calculation results of the correlation of each variable in junior high school level are positively correlated. The variables with positive correlation are mathematics that correlates with English. Based on the mark of National Examination for elementary school level in West Sumatra, there are 8 Regencies / Cities have similar characteristics. The correlations of each variable at the elementary level are positively correlated. The variables that have positive correlation are Sciences (IPA) with Language.

PRACTICE THE VALUE OF RESPECT IN A GROUP OF FIFTH GRADE PRIMARY EDUCATION

Directory of Open Access Journals (Sweden)

Mayra Selene Uranga-Alvídrez

2016-07-01

Full Text Available Today humanity is facing various problems of social nature, the absence of values and its practice are a precedent favoring the imbalance of a society. The lack of respect is a wish Inquirer in the present ethnographic research, with the intention of favor in an documentary with a critical analysis links the affective and self-regulation of the emotions in a group of 5° B of the MelchorOcampo Elementary School. The research focuses in the study with approach a qualitative, its content analytical describes the scenario that conceived the interpersonal relations, the main results indicate that there are multiple factors the assistance, the inhospitable courtly space, the mediation, the influence of the core family, the geographical cultural context and the level of performance of the master for create environments of learning free of violence.

School effects on non-verbal intelligence and nutritional status in rural Zambia

OpenAIRE

Hein, Sascha; Tan, Mei; Reich, Jodi; Thuma, Philip E.; Grigorenko, Elena L.

2015-01-01

This study uses hierarchical linear modeling (HLM) to examine the school factors (i.e., related to school organization and teacher and student body) associated with non-verbal intelligence (NI) and nutritional status (i.e., body mass index; BMI) of 4204 3rd to 7th graders in rural areas of Southern Province, Zambia. Results showed that 23.5% and 7.7% of the NI and BMI variance, respectively, were conditioned by differences between schools. The set of 14 school factors accounted for 58.8% and ...

Does asthma affect school performance in adolescents? Results from the Swedish population-based birth cohort BAMSE.

Science.gov (United States)

Nilsson, Sara; Ödling, Maria; Andersson, Niklas; Bergström, Anna; Kull, Inger

2018-03-01

Asthma is common among schoolchildren and may influence quality of life and school attendance. However, it is unclear if asthma affects school performance. The aim of this study was to examine whether different phenotypes of asthma affect school performance during adolescence. The study population consisted of 1715 adolescents from a population-based birth cohort, followed up to age 16 with questionnaires and clinical examinations. Asthma was defined as at least 4 wheeze episodes or at least 1 wheeze episode in combination with inhaled steroids in the last 12 months. School grades were obtained from Statistics Sweden, and logistic regression analysis was performed to investigate the association between the final overall grade from secondary school and asthma phenotypes. Among the adolescents, 20.8% have had ever asthma; 24.2% early transient, 47.2% school-age onset, and 24.2% persistent asthma. At 16 years, 7.8% had asthma; 71.7% multimorbidity and 73.9% allergic asthma. A statistically significant association for performing less well was seen for ever asthma (OR adj  = 1.43, 95% CI = 1.09-1.88). In analyses of asthma onset, an association was seen for school-age onset (OR adj  = 1.49, CI = 1.02-2.16) and a tendency for persistent asthma (OR adj  = 1.61, CI = 0.98-2.66), although with overlapping confidence intervals. Further, adolescents with uncontrolled asthma tended to perform less well (OR adj  = 2.60, CI = 0.87-7.80) compared to adolescents with partly controlled (OR adj  = 1.12, CI = 0.68-1.83) and fully controlled (OR adj  = 1.29, CI = 0.55-3.01) asthma. Our results indicate that asthma impairs school performance in adolescence. Moreover, some evidence suggests the adolescents with asthma during school age and with poorer asthma control to be more likely to perform less well. © 2018 EAACI and John Wiley and Sons A/S. Published by John Wiley and Sons Ltd.

Patient safety education at Japanese medical schools: results of a nationwide survey.

Science.gov (United States)

Maeda, Shoichi; Kamishiraki, Etsuko; Starkey, Jay

2012-05-10

Patient safety education, including error prevention strategies and management of adverse events, has become a topic of worldwide concern. The importance of the patient safety is also recognized in Japan following two serious medical accidents in 1999. Furthermore, educational curriculum guideline revisions in 2008 by relevant the Ministry of Education includes patient safety as part of the core medical curriculum. However, little is known about the patient safety education in Japanese medical schools partly because a comprehensive study has not yet been conducted in this field. Therefore, we have conducted a nationwide survey in order to clarify the current status of patient safety education at medical schools in Japan. Response rate was 60.0% (n = 48/80). Ninety-eight-percent of respondents (n = 47/48) reported integration of patient safety education into their curricula. Thirty-nine percent reported devoting less than five hours to the topic. All schools that teach patient safety reported use of lecture based teaching methods while few used alternative methods, such as role-playing or in-hospital training. Topics related to medical error theory and legal ramifications of error are widely taught while practical topics related to error analysis such as root cause analysis are less often covered. Based on responses to our survey, most Japanese medical schools have incorporated the topic of patient safety into their curricula. However, the number of hours devoted to the patient safety education is far from the sufficient level with forty percent of medical schools that devote five hours or less to it. In addition, most medical schools employ only the lecture based learning, lacking diversity in teaching methods. Although most medical schools cover basic error theory, error analysis is taught at fewer schools. We still need to make improvements to our medical safety curricula. We believe that this study has the implications for the rest of the world as a

Small Schools, Real Gains.

Science.gov (United States)

Wasley, Patricia A.; Lear, Richard J.

2001-01-01

Small school size (fewer than 400 students) makes possible success-enhancing structures and practices: strong, ongoing student/adult and home/school relationships; flat organizational structure; concentration on a few goals; ongoing, site-specific professional development; a respectful culture; and community engagement. Implementation barriers are…

Enhancing School Asthma Action Plans: Qualitative Results from Southeast Minnesota Beacon Stakeholder Groups

Science.gov (United States)

Egginton, Jason S.; Textor, Lauren; Knoebel, Erin; McWilliams, Deborah; Aleman, Marty; Yawn, Barbara

2013-01-01

Background: This study explores ways southeast Minnesota schools currently address asthma problems, identifies areas for improvement, and assesses the potential value of asthma action plans (AAPs) in schools. Methods: Focus groups were used to query stakeholder groups on asthma care in schools. Groups were held separately for elementary school…

SNA Releases Back to School Nutrition Trends Report: Results Show What Schools Are Doing to Increase Healthy Options for Kids

Science.gov (United States)

Curriculum Review, 2008

2008-01-01

This article talks about the School Nutrition Association's 2008 Back to School Nutrition Trends Report that was released on August 19. According to the report, the trend towards more healthful school meal choices continues this fall with district nutrition programs emphasizing whole grains, fruits, and vegetables while cutting back on trans fats,…

The Modern U.S. High School Astronomy Course, Its Status and Makeup II: Additional Results

Science.gov (United States)

Krumenaker, Larry

2009-01-01

A postal survey of high school astronomy teachers strongly confirms many results of an earlier electronic survey. Additional and new results include a measure of the level of inquiry (more structured inquiry and teacher-led) in the classroom as well as data showing that more emphasis is given to traditional topics than to contemporary astronomy…

[Results of school inspections in the county of Karl-Marx-Stadt (author's transl)].

Science.gov (United States)

Arnold, J

1978-10-01

Within the Health Protection in Childhood and Adolescence Research Project a hygienic inspection questionnaire was designed for schools. To test this questionnaire, 248 schools in 11 districts of the county of Karl-Marx-Stadt were inspected. From the ascertainments made, several instances are cited to point out the priorities of school hygiene.

School effects on non-verbal intelligence and nutritional status in rural Zambia.

Science.gov (United States)

Hein, Sascha; Tan, Mei; Reich, Jodi; Thuma, Philip E; Grigorenko, Elena L

2016-02-01

This study uses hierarchical linear modeling (HLM) to examine the school factors (i.e., related to school organization and teacher and student body) associated with non-verbal intelligence (NI) and nutritional status (i.e., body mass index; BMI) of 4204 3 rd to 7 th graders in rural areas of Southern Province, Zambia. Results showed that 23.5% and 7.7% of the NI and BMI variance, respectively, were conditioned by differences between schools. The set of 14 school factors accounted for 58.8% and 75.9% of the between-school differences in NI and BMI, respectively. Grade-specific HLM yielded higher between-school variation of NI (41%) and BMI (14.6%) for students in grade 3 compared to grades 4 to 7. School factors showed a differential pattern of associations with NI and BMI across grades. The distance to a health post and teacher's teaching experience were the strongest predictors of NI (particularly in grades 4, 6 and 7); the presence of a preschool was linked to lower BMI in grades 4 to 6. Implications for improving access and quality of education in rural Zambia are discussed.

Sleep, School Performance, and a School-Based Intervention among School-Aged Children: A Sleep Series Study in China

Science.gov (United States)

Li, Shenghui; Arguelles, Lester; Jiang, Fan; Chen, Wenjuan; Jin, Xingming; Yan, Chonghuai; Tian, Ying; Hong, Xiumei; Qian, Ceng; Zhang, Jun; Wang, Xiaobin; Shen, Xiaoming

2013-01-01

Background Sufficient sleep during childhood is essential to ensure a transition into a healthy adulthood. However, chronic sleep loss continues to increase worldwide. In this context, it is imperative to make sleep a high-priority and take action to promote sleep health among children. The present series of studies aimed to shed light on sleep patterns, on the longitudinal association of sleep with school performance, and on practical intervention strategy for Chinese school-aged children. Methods and Findings A serial sleep researches, including a national cross-sectional survey, a prospective cohort study, and a school-based sleep intervention, were conducted in China from November 2005 through December 2009. The national cross-sectional survey was conducted in 8 cities and a random sample of 20,778 children aged 9.0±1.61 years participated in the survey. The five-year prospective cohort study included 612 children aged 6.8±0.31 years. The comparative cross-sectional study (baseline: n = 525, aged 10.80±0.41; post-intervention follow-up: n = 553, aged 10.81±0.33) was undertaken in 6 primary schools in Shanghai. A battery of parent and teacher reported questionnaires were used to collect information on children’s sleep behaviors, school performance, and sociodemographic characteristics. The mean sleep duration was 9.35±0.77 hours. The prevalence of daytime sleepiness was 64.4% (sometimes: 37.50%; frequently: 26.94%). Daytime sleepiness was significantly associated with impaired attention, learning motivation, and particularly, academic achievement. By contrast, short sleep duration only related to impaired academic achievement. After delaying school start time 30 minutes and 60 minutes, respectively, sleep duration correspondingly increased by 15.6 minutes and 22.8 minutes, respectively. Moreover, intervention significantly improved the sleep duration and daytime sleepiness. Conclusions Insufficient sleep and daytime sleepiness commonly existed and

Sleep, school performance, and a school-based intervention among school-aged children: a sleep series study in China.

Science.gov (United States)

Li, Shenghui; Arguelles, Lester; Jiang, Fan; Chen, Wenjuan; Jin, Xingming; Yan, Chonghuai; Tian, Ying; Hong, Xiumei; Qian, Ceng; Zhang, Jun; Wang, Xiaobin; Shen, Xiaoming

2013-01-01

Sufficient sleep during childhood is essential to ensure a transition into a healthy adulthood. However, chronic sleep loss continues to increase worldwide. In this context, it is imperative to make sleep a high-priority and take action to promote sleep health among children. The present series of studies aimed to shed light on sleep patterns, on the longitudinal association of sleep with school performance, and on practical intervention strategy for Chinese school-aged children. A serial sleep researches, including a national cross-sectional survey, a prospective cohort study, and a school-based sleep intervention, were conducted in China from November 2005 through December 2009. The national cross-sectional survey was conducted in 8 cities and a random sample of 20,778 children aged 9.0±1.61 years participated in the survey. The five-year prospective cohort study included 612 children aged 6.8±0.31 years. The comparative cross-sectional study (baseline: n = 525, aged 10.80±0.41; post-intervention follow-up: n = 553, aged 10.81±0.33) was undertaken in 6 primary schools in Shanghai. A battery of parent and teacher reported questionnaires were used to collect information on children's sleep behaviors, school performance, and sociodemographic characteristics. The mean sleep duration was 9.35±0.77 hours. The prevalence of daytime sleepiness was 64.4% (sometimes: 37.50%; frequently: 26.94%). Daytime sleepiness was significantly associated with impaired attention, learning motivation, and particularly, academic achievement. By contrast, short sleep duration only related to impaired academic achievement. After delaying school start time 30 minutes and 60 minutes, respectively, sleep duration correspondingly increased by 15.6 minutes and 22.8 minutes, respectively. Moreover, intervention significantly improved the sleep duration and daytime sleepiness. Insufficient sleep and daytime sleepiness commonly existed and positively associated with the impairment of

Sleep, school performance, and a school-based intervention among school-aged children: a sleep series study in China.

Directory of Open Access Journals (Sweden)

Shenghui Li

Full Text Available BACKGROUND: Sufficient sleep during childhood is essential to ensure a transition into a healthy adulthood. However, chronic sleep loss continues to increase worldwide. In this context, it is imperative to make sleep a high-priority and take action to promote sleep health among children. The present series of studies aimed to shed light on sleep patterns, on the longitudinal association of sleep with school performance, and on practical intervention strategy for Chinese school-aged children. METHODS AND FINDINGS: A serial sleep researches, including a national cross-sectional survey, a prospective cohort study, and a school-based sleep intervention, were conducted in China from November 2005 through December 2009. The national cross-sectional survey was conducted in 8 cities and a random sample of 20,778 children aged 9.0±1.61 years participated in the survey. The five-year prospective cohort study included 612 children aged 6.8±0.31 years. The comparative cross-sectional study (baseline: n = 525, aged 10.80±0.41; post-intervention follow-up: n = 553, aged 10.81±0.33 was undertaken in 6 primary schools in Shanghai. A battery of parent and teacher reported questionnaires were used to collect information on children's sleep behaviors, school performance, and sociodemographic characteristics. The mean sleep duration was 9.35±0.77 hours. The prevalence of daytime sleepiness was 64.4% (sometimes: 37.50%; frequently: 26.94%. Daytime sleepiness was significantly associated with impaired attention, learning motivation, and particularly, academic achievement. By contrast, short sleep duration only related to impaired academic achievement. After delaying school start time 30 minutes and 60 minutes, respectively, sleep duration correspondingly increased by 15.6 minutes and 22.8 minutes, respectively. Moreover, intervention significantly improved the sleep duration and daytime sleepiness. CONCLUSIONS: Insufficient sleep and daytime sleepiness

Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self- Efficacy Beliefs, and Academic Success

Science.gov (United States)

Bilge, Filiz; Tuzgol Dost, Meliha; Cetin, Bayram

2014-01-01

This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The…

A Rejoinder to Commentaries on "Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It"

Science.gov (United States)

McPhail, Ken

2013-01-01

Encouragingly, Professors Andrew and Everett broadly agree with McPhail (2013) that the emerging business and human rights discourse could add to our critical understanding of sustainability and, as such, should have a place within business schools' curricula. Professor Everett, however, cautions that the potential of the business and human rights…

Everywhere divergent Fourier series with respect to the Walsh system and with respect to multiplicative systems

International Nuclear Information System (INIS)

Bochkarev, S V

2004-01-01

In this paper a new construction of everywhere divergent Fourier-Walsh series is presented. This construction enables one to halve the gap in the Lebesgue-Orlicz classes between the Schipp-Moon lower bound established by using Kolmogorov's construction and the Sjoelin upper bound obtained by using Carleson's method. Fourier series which are everywhere divergent after a rearrangement are constructed with respect to the Walsh system (and to more general systems of characters) with the best lower bound for the Weyl factor. Some results related to an upper bound of the majorant for partial sums of series with respect to rearranged multiplicative systems are established. The results thus obtained show certain merits of harmonic analysis on the dyadic group in clarifying and overcoming fundamental difficulties in the solution of the main problems of Fourier analysis

Use of the National Board of Medical Examiners® Comprehensive Basic Science Exam: survey results of US medical schools

Directory of Open Access Journals (Sweden)

Wright WS

2017-06-01

Full Text Available William S Wright,1 Kirk Baston2 1Department of Biomedical Sciences, 2Department of Pathology, University of South Carolina School of Medicine Greenville, Greenville, SC, USA Purpose: The National Board of Medical Examiners® (NBME Comprehensive Basic Science Exam (CBSE is a subject exam offered to US medical schools, where it has been used for external validation of student preparedness for the United States Medical Licensing Examination® (USMLE Step 1 in new schools and schools undergoing curricular reform. Information regarding the actual use of the NBME CBSE is limited. Therefore, the aim of the survey was to determine the scope and utilization of the NBME CBSE by US medical schools.Methods: A survey was sent in May 2016 to curriculum leadership of the 139 US medical schools listed on the Liaison Committee on Medical Education (LCME® website with provisional or full accreditation as of February 29, 2016. Responses were received from 53 schools (38% response rate. A series of different follow-up questions were asked if respondents stated “yes” or “no” to the initial question “Does your institution administer the NBME CBSE prior to the USMLE Step 1?”.Results: A total of 37 schools (70% administered the NBME CBSE. In all, 36 of the 37 schools responded to follow-up questions. Of 36 schools, 13 schools (36% used the NBME CBSE for curriculum modification. Six schools (17% used the NBME CBSE for formative assessment for a course, and five schools (14% used the NBME CBSE for summative assessment for a course. A total of 28 schools (78% used the NBME CBSE for identifying students performing below expectations and providing targeted intervention strategies. In all, 24 schools (67% of the 36 responding schools administering the NBME CBSE administered the test once prior to the administration of the USMLE Step 1, whereas 10 (28% schools administered the NBME CBSE two or more times prior to the administration of the USMLE Step 1.Conclusion

Three conjectures about school effectiveness: An exploratory study

Directory of Open Access Journals (Sweden)

Roelande H. Hofman

2015-12-01

Full Text Available In this article, we address three broad conjectures about what really matters with respect to school effectiveness. Our review of previous evidence prompted us to look at three sets of factors connected with classroom teachers, school policies and processes, and matters of governance. All three have featured prominently in the public arena. In particular, we look for the relative contributions of teacher-, school-, and governance indicators for educational effectiveness (measured by Math achievement. About 100 Dutch primary schools form the database together with findings of international school effectiveness research (studies, reviews, and meta-analyses. School-level variables are the most substantial in explaining educational effectiveness. The sector effect (public/private explains 16% of the between school variance, other school-level variables explain 51%, and the teacher- or classroom-level variables explain 32%. Some of the underlying variables are identified and we address three broad conjectures about what really matters with respect to school effectiveness.

Knowledge Management in Malaysian School Education: Do the Smart Schools Do It Better?

Science.gov (United States)

Awang, Marinah; Ismail, Ramlee; Flett, Peter; Curry, Adrienne

2011-01-01

Purpose: The purpose of this paper is to shed light on changes in the Malaysian education system, with particular reference to the development of Smart Schools, and to evaluate progress with respect to knowledge management in school education. Design/methodology/approach: The research is designed around questionnaires based on a knowledge…

[Factors associated with adherence to school meals by adolescents in State public schools in Colombo, Paraná State, Brazil].

Science.gov (United States)

Valentim, Emanuele de Araujo; Almeida, Claudia Choma Bettega de; Taconeli, César Augusto; Osório, Mônica Maria; Schmidt, Suely Teresinha

2017-10-26

This study aimed to estimate the prevalence of adherence to school meals and associated factors among adolescent schoolchildren (N = 1,569). The adolescents completed an on-line questionnaire on adherence to school meals, and their parents answered another questionnaire on socioeconomic data. The chi-square test was used to assess the association between adherence to school meals and gender, nutritional status, per capita family income, maternal schooling, adolescents' opinions on the dining hall layout, whether they considered school meals healthy, and consumption of other foods. Variables with statistical significance for adherence to school meals were included in the multilevel proportional odds logistic regression model. The covariates for comprising the final model were defined by backward selection methods. The results of the adjusted model were presented as odds ratios with respective 95% confidence intervals (95%CI). Prevalence of adherence to school meals was low, especially effective adherence (19.8%). Adherence was associated with per capita family income less than one minimum wage, lower consumption of foods outside of school meals, the fact that adolescents considered the dining hall space adequate, and believing that school meals are healthy. Adherence to school meals in this study falls short of universal coverage for the program. Different factors contribute to incomplete program implementation, which may hinder achieving the food and nutritional security policy under the Brazilian National School Feeding Program (PNAE).

School Health Connection Goes Electronic: Developing a Health Information Management System for New Orleans' School-Based Health Centers. Program Results Report

Science.gov (United States)

Rastorfer, Darl

2011-01-01

From February 2008 through April 2011, School Health Connection, a program of the Louisiana Public Health Institute, developed an electronic health information management system for newly established school-based health centers in Greater New Orleans. School Health Connection was established as part of a broader effort to restore community health…

The recognition of child abuse and the perceived need for intervention by school personnel of primary schools: Results of a vignette study on the influence of case, school personnel, and school characteristics.

Science.gov (United States)

Vanderfaeillie, Johan; De Ruyck, Karolien; Galle, Johan; Van Dooren, Erik; Schotte, Chris

2018-05-01

In 2015, 523 reports of suspected child abuse and neglect (CAN) were brought to the attention of the Confidential Center of Child Abuse and Neglect (CCCAN) of Brussels. Around 38% of these reports came from school personnel. This study investigated which factors affect the recognition of CAN by school personnel of Dutch-speaking primary education in Brussels and their intervention need. Two hundred seventy-nine staff members of 16 schools professionally working with children, filled in a Questionnaire Assessment of Situations of CAN. The instrument consists of 24 vignettes describing CAN. Respondents were asked questions regarding recognition and intervention need about each vignette. Detection, severity assessment, the need for professional help, the need for referral to a CCCAN and the need to involve judicial authorities were mainly associated with case characteristics. Although most situations of CAN were detected, situations of emotional abuse were less often recognized. Situations involving non-Western victims were considered to be more severe and the perceived need for involvement of professional help, CCCAN and judicial authorities was larger. Ethnic stereotypes affect the actions undertaken in case of CAN. Awareness of these reactions may result in equal treatment for all victims. Staff characteristics were little associated with detection and intervention need. Copyright © 2018 Elsevier Ltd. All rights reserved.

Factors affecting Mathematics achievement of first-year secondary school students in Central Uganda

Directory of Open Access Journals (Sweden)

Henry Nsubuga Kiwanuka

2015-08-01

Full Text Available This study explores the sources of variability in Mathematics achievement of Ugandan students at the student, classroom and school level. The Mathematics score and questionnaire responses of 4,819 first-year secondary school students (Grade Seven, about 14-15 years old from 78 classrooms of 49 schools were analysed. A three-level linear model was used. The results indicate that out of the total variance in Mathematics achievement 68.8%, 14.2% and 17.0% are situated at student, classroom and school level, respectively. Of all the considered explanatory variables at the three levels, i.e. socio-economic status, gender, prior Mathematics achievement, parental support, peer influence, class mean of prior Mathematics achievement and of students' perception of good classroom assessment, school mean of class climate (class mean of attitude toward mathematics and of parental support were significant predictors of Mathematics achievement. The relevant factors could explain 7.6%, 73.1% and 84.3%, respectively, of student-, classroom- and school-level differences. Implications of our study are considered.

School Vending Machine Purchasing Behavior: Results from the 2005 YouthStyles Survey

Science.gov (United States)

Thompson, Olivia M.; Yaroch, Amy L.; Moser, Richard P.; Rutten, Lila J. Finney; Agurs-Collins, Tanya

2010-01-01

Background: Competitive foods are often available in school vending machines. Providing youth with access to school vending machines, and thus competitive foods, is of concern, considering the continued high prevalence of childhood obesity: competitive foods tend to be energy dense and nutrient poor and can contribute to increased energy intake in…

Screening for caries in targeted schools in the Blue Mountains and Hawkesbury districts, New South Wales, Australia: an evaluation of the School Assessment Program.

Science.gov (United States)

Chong, Gabriel Tse Feng; Evans, Robin Wendell; Dennison, Peter John

2011-11-01

  To determine if the school dental screening program in New South Wales, the School Assessment Program, achieved its aim of being the key entry point for high-risk children to receive care.   A secondary analysis was conducted on epidemiological data gathered in 16 primary schools in New South Wales (10 for the School Assessment Program and six for the non-School Assessment Program) in 2003. The validity of the School Assessment Program targeting criteria in identifying high-risk schools was determined. Post-screening treatment outcomes were evaluated from the assessment of treatment ratios.   There were negligible differences in the caries experience and proportions of high-risk children, irrespective of their School Assessment Program status. Sensitivity and specificity values were approximately 60% and 40%, respectively, using various case definitions of high risk applied to both children and schools. Deciduous dentition treatment ratios for School Assessment Program and non-School Assessment Program children with decayed, missing, and filled teeth (dmft) ≥1 ranged from 0.48 to 0.79 and from 0.47 to 0.73, respectively. Respective permanent dentition treatment ratios for School Assessment Program and non-School Assessment Program children with Decayed, Missing, and Filled Teeth (DMFT) ≥1 were 0.49-0.82 and 0.64-1.08.   The School Assessment Program failed to identify schools with high caries-risk children or confer post-screening caries treatment benefits. © 2011 Blackwell Publishing Asia Pty Ltd.

Factors Influencing Enrollment in Public High School German Courses: Results of a National Survey.

Science.gov (United States)

Minert, Roger P.

1992-01-01

Questions regarding reasons students select or decline to study German are examined, based on the results of a survey conducted among students of German in 127 U.S. high schools. Student responses are discussed in the light of academic, demographic, social, and familial considerations, and a profile of the 1990s student of German is constructed.…

Digital Educational Games and Mathematics. Results of a Case Study in Primary School Settings

Science.gov (United States)

Fokides, Emmanuel

2018-01-01

The study presents the results of a project in which a series of digital games were used for teaching Mathematics to first, fourth, and sixth-grade primary school students (ages 6-7, 8-9, and 11-12). Mathematics was selected as the teaching subject because of the difficulties students face in understanding basic math concepts. Although digital…

Food Service and Foods and Beverages Available at School: Results from the School Health Policies and Programs Study 2000.

Science.gov (United States)

Wechsler, Howell; Brener, Nancy D.; Kuester, Sarah; Miller, Clare

2001-01-01

Presents School Health Policies and Programs Study 2000 findings about state- and district-level policies and practices regarding various school food service issues, e.g., organization and staffing, food service and child nutrition requirements and recommendations, menu planning and food preparation, and collaboration. Also addressed are food…

The School Children Mental Health in Europe (SCMHE) Project: Design and First Results

OpenAIRE

Kovess, Viviane; Carta, Mauro Giovanni; Pez, Ondine; Bitfoi, Adina; Ko?, Ceren; Goelitz, Dietmar; Kuijpers, Rowella; Lesinskiene, Sigita; Mihova, Zlatka; Otten, Roy

2015-01-01

Background : The School Children Mental Health in Europe (SCMHE) project aims to build up a set of indicators to collect and monitor children's mental health in an efficient and comparable methodology across the EU countries. It concerns primary schools children aged 6 to 11 years a range where few data are available whereas school interventions are promising. Methods : Three informants were used: parents, teachers and children. In selecting instruments language, instruments were selected acc...

Eye Injuries in High School and Collegiate Athletes.

Science.gov (United States)

Boden, Barry P; Pierpoint, Lauren A; Boden, Rebecca G; Comstock, R Dawn; Kerr, Zachary Y

Although eye injuries constitute a small percentage of high school and college sports injuries, they have the potential to be permanently debilitating. Eye injury rates will vary by sport, sex, and between the high school and college age groups. Descriptive epidemiology study. Level 3. Data from eye injury reports in high school and college athletes were obtained from the National High School Sports-Related Injury Surveillance System, High School Reporting Information Online (HS RIO) database over a 10-year span (2005-2006 through 2014-2015 school years) and the National Collegiate Athletic Association (NCAA) Injury Surveillance Program (ISP) over an 11-year span (2004-2005 through 2014-2015 school years). Injury rates per 100,000 athlete-exposures (AEs), injury rate ratios (RRs), and 95% CIs were calculated. Distributions of eye injuries by diagnosis, mechanism, time loss, and surgery needs were also examined. A total of 237 and 273 eye injuries were reported in the HS RIO and the NCAA ISP databases, respectively. The sports with the highest eye injury rates (per 100,000 AEs) for combined high school and college athletes were women's basketball (2.36), women's field hockey (2.35), men's basketball (2.31), and men's wrestling (2.07). Overall eye injury rates at the high school and college levels were 0.68 and 1.84 per 100,000 AEs, respectively. Eye injury rates were higher in competition than practice in high school (RR, 3.47; 95% CI, 2.69-4.48) and college (RR, 3.13; 95% CI, 2.45-3.99). Most injuries were contusions (high school, 35.9%; college, 33.3%) and due to contact (high school, 89.9%; college, 86.4%). Only a small percentage of injuries resulted in time loss over 21 days (high school, 4.2%; college, 3.0%). Eye injury rates and patterns vary by sport, sex, and between the high school and college age groups. Although severe injuries do occur, most eye injuries sustained by high school and college athletes are minor, with limited time loss and full recovery

Do school inspections improve primary school performance?

OpenAIRE

Dinand Webbink; Rob Luginbuhl; I. de Wolf

2007-01-01

Inspectors from the Dutch Inspectorate of Education inspect primary schools, write inspection reports on each inspected school, and make recommendations as to how each school can improve. We test whether these inspections result in better school performance. Using a fixed-effects model, we find evidence that school inspections do lead to measurably better school performance. Our assessment of school performance is based on the Cito test scores of pupils in their final year of primary school. ...

Geographic information systems for mapping the National Exam Result of Junior High School in 2014 at West Java Province

Science.gov (United States)

Setiawan Abdullah, Atje; Nurani Ruchjana, Budi; Rejito, Juli; Rosadi, Rudi; Candra Permana, Fahmi

2017-10-01

National Exam level of schooling is implemented by the Ministry of Education and Culture for the development of education in Indonesia. The national examinations are centrally evaluated by the National Education Standards Agency, and the expected implementation of the national exams can describe the successful implementation of education at the district, municipal, provincial, or national level. In this study, we evaluate, analyze, and explore the implementation of the national exam database of the results of the Junior High School in 2014, with the Junior High School (SMP/MTs) as the smallest unit of analysis at the district level. The method used in this study is a data mining approach using the methodology of Knowledge Discovery in Databases (KDD) using descriptive analysis and spatial mapping of national examinations. The results of the classification of the data mining process to national exams of Junior High School in 2014 using data 6,878 SMP/MTs in West Java showed that 81.01 % were at moderate levels. While the results of the spatial mapping for SMP/MTs in West Java can be explained 36,99 % at the unfavorable level. The evaluation results visualization in graphic is done using ArcGIS to provide position information quality of education in municipal, provincial or national level. The results of this study can be used by management to make decision to improve educational services based on the national exam database in West Java. Keywords: KDD, spatial mapping, national exam.

The association of state law to physical education time allocation in US public schools.

Science.gov (United States)

Perna, Frank M; Oh, April; Chriqui, Jamie F; Mâsse, Louise C; Atienza, Audie A; Nebeling, Linda; Agurs-Collins, Tanya; Moser, Richard P; Dodd, Kevin W

2012-08-01

We examined whether public schools in states with specific and stringent physical education (PE) laws, as assessed by the Physical Education-Related State Policy Classification System (PERSPCS), available on the Classification of Laws Associated with School Students (C.L.A.S.S.) Web site, reported more weekly PE time in the most recent School Health Policies and Programs Survey (SHPPS). Schools (n=410) were grouped by their state's PERSPCS time requirement scores (none, nonspecific requirement, or specific requirement). Average weekly school-level PE was calculated using the SHPPS-reported PE minutes. Weighted analyses determined if PE minutes/week differed by PERSPCS group. Schools in states with specific requirement laws averaged over 27 and 60 more PE minutes/week at the elementary and middle school levels, respectively, compared with schools within states with nonspecific laws and over 40 and 60 more PE minutes per week, respectively, compared with elementary and middle schools in states with no laws. High school results were nonsignificant. Public health guidelines recommend at least 60 minutes of daily physical activity for children, and PE may further this goal. Strong codified law with specific time requirements for PE may be an important tool contributing toward adequate PE time and daily physical activity recommendations.

What Do Stakeholders Know about School Library Programs? Results of a Focus Group Evaluation

Science.gov (United States)

Everhart, Nancy

2014-01-01

Supporting the "Infrastructure Needs of 21st Century School Library Programs," also known as the Pennsylvania School Library Project, was a one-year project conducted in Pennsylvania to better identify and understand what stakeholders--teachers, administrators, parents, school and community leaders, and education associations--expect…

[HPV prophylactic vaccine coverage in France: Results of a survey among high school and university students in Marseilles' area].

Science.gov (United States)

Sabiani, L; Bremond, A; Mortier, I; Lecuyer, M; Boubli, L; Carcopino, X

2012-04-01

To assess HPV prophylactic vaccine coverage among French high school and university students as well as their level of education about this vaccine. An anonymous survey was conducted among 2500 high school and university students from the area of Marseilles, France, from December 2009 to April 2010. A total of 2018 questionnaires were collected (80.7% participation rate). Mean age of participants was 20 years (range, 15-45 years). Only 671 (35.4%) participants reported having been vaccinated against HPV, of whom 510 (73.4%) had completed the three injections scheme. Practice of cytological cervical cancer screening was not significantly influenced by vaccination status. Thus, 578 (45.2%) participants who had not been vaccinated already had had a cervical cytology performed, versus 295 (43.3%) vaccinated ones (P=0.445). Among those not being vaccinated, 671 (49.8%) fulfilled criteria for a catch-up vaccination, of whom only 325 (48.4%) agreed for such a catch-up. Main reasons given for refusal for a catch-up vaccination were the lack of information about HPV vaccine and fear of side effects. In total, 1722 (90%) considered themselves as educated about the HPV vaccine. Source of education was attributed to doctors and media by 54.4% and 53.7% of participants, respectively. Educational role attributed to school and university was poor (3.4%). Despite apparent satisfactory level of education, HPV prophylactic vaccine coverage among high school and university students appears to be insufficient. Copyright © 2011 Elsevier Masson SAS. All rights reserved.

High School Rugby Players' Perception of Coaching Effectiveness

Science.gov (United States)

Broodryk, Retief; van den Berg, Pieter Hendrick

2011-01-01

The aims of this study were firstly to determine the players' perceptions of their respective coaches' coaching effectiveness and secondly, determine the difference between big and small schools of the players' perceptions of their respective coaches' coaching effectiveness. Four hundred and seventy six players from 22 schools were asked to fill…

Methodology and results of a space station education pilot programme in the primary school

Science.gov (United States)

Mirra, G.; Mirra, C.

Potential users of the Space Station Freedom are now still in the Primary School. Subject studies 1 have shown that a robust familiarization programme has to be developed in order to increase public awareness on the microgravity environment and its capabilities to perform unique science. At the same time, several surveys 2 have demonstrated that elementary school students are showing the greatest interest and enthusiasm in space related activities among all school students. With these boundary conditions, a pilot programme, aimed at verifying the capabilities of young primary school pupils (aged between 10 and 12) in understanding why one performs research in space, has been conceived. In order to overcome the lack of space training of school teachers, an expert in space operations joined a group of elementary teachers to activate this program: merging the necessary didactic and technical capabilities. Consequently, the aim of the program becomes two folded: •generate critical thinking and problem solving capacities as well as inventiveness in children making them aware on the use of space to improve life on Earth. •identify the key issues for the definition of a robust space utilization educational programme. The programme has been managed by MARS Center. the Italian User Support Center for the Space Station utilization, and the institute "Speranzas" in the nearby of Naples, Italy. MARS Center, in particular, is responsible towards the national agency ASI, Agenzia Spaziale Italiana, of the execution of the promotional activity towards all the possible target groups: young students are among these groups. This programme started in late 1992 and is currently ongoing. The objective of this paper is to provide a description of the methodology and the reasons of such a programme with a snapshot on the preliminary results and future trends. Means used as supporting tools, such as films, posters and role plays are herein depicted as well as statistics on the pupils

Assessing School Wellness Policies and Identifying Priorities for Action: Results of a Bi-State Evaluation.

Science.gov (United States)

Harvey, Susan P; Markenson, Deborah; Gibson, Cheryl A

2018-05-01

Obesity is a complex health problem affecting more than one-third of school-aged youth. The increasing obesity rates in Kansas and Missouri has been particularly concerning, with efforts being made to improve student health through the implementation of school wellness policies (SWPs). The primary purpose of this study was to conduct a rigorous assessment of SWPs in the bi-state region. SWPs were collected from 46 school districts. The Wellness School Assessment Tool (WellSAT) was used to assess comprehensiveness and strength. Additionally, focus group discussions and an online survey were conducted with school personnel to identify barriers and supports needed. Assessment of the SWPs indicated that most school districts failed to provide strong and specific language. Due to these deficiencies, districts reported lack of enforcement of policies. Several barriers to implementing the policies were reported by school personnel; supports needed for effective implementation were identified. To promote a healthful school environment, significant improvements are warranted in the strength and comprehensiveness of the SWPs. The focus group discussions provided insight as to where we need to bridge the gap between the current state of policies and the desired beneficial practices to support a healthy school environment. © 2018, American School Health Association.

A Family-School Intervention for Children with ADHD: Results of a Randomized Clinical Trial

Science.gov (United States)

Power, Thomas J.; Mautone, Jennifer A.; Soffer, Stephen L.; Clarke, Angela T.; Marshall, Stephen A.; Sharman, Jaclyn; Blum, Nathan J.; Glanzman, Marianne; Elia, Josephine; Jawad, Abbas F.

2012-01-01

Objective: Accumulating evidence highlights the importance of using psychosocial approaches to intervention for children with attention-deficit/hyperactivity disorder (ADHD) that target the family and school, as well as the intersection of family and school. This study evaluated the effectiveness of a family-school intervention, Family-School…

The influence of school culture and school climate on violence in schools of the Eastern Cape Province

Directory of Open Access Journals (Sweden)

Kalie Barnes

2012-01-01

Full Text Available This article reports on research undertaken about the influence of school culture and school climate on violence at schools in the Eastern Cape. An adapted California School Climate and Survey - Short Form (CSCSS-SF, which was used as the data-collection instrument, was completed by 900 Grade 10 to 12 learners. With the assistance of Pearson's product moment correlation coefficient, it was found that the better the school culture and school climate are at a school, the lower the levels of school violence. On the other hand, a lack of school safety contributed to learners experiencing higher levels of violence at schools. The results of hierarchy regression analyses indicated that school culture and school climate can be used to explain a significant percentage of variance in school violence. The f² values indicate that, with the exception of two aspects of the variance physical and verbal harassment, the results did not have any practical value. The article concludes with a few suggestions on how the results can be used to address school violence.

[Relationship between nutritional status and school absenteeism among students in rural schools].

Science.gov (United States)

Rodríguez-Escobar, Gilma; Vargas-Cruz, Sandra L; Ibáñez-Pinilla, Edgar; Matiz-Salazar, María I; Jörgen-Overgaard, Hans

2015-12-01

Objective To determine the nutritional status and prevalence of malnutrition and overweight in students in rural schools and their relationship with school absence rates. Methods Descriptive study carried out in 34 rural schools in Anapoima and La Mesa in 2013. A sample of 785 (82.4 %) students was selected by convenience sampling. The inclusion criteria were students registered for the period 2013 in grades 0-5 (ages 5-16) with parental consent and student assent. Weight and height of all subjects were taken. Overall absence rates and illness-related absence rates were recorded. Results 422 pupils were male (53.8 %) and 524 (66.8 %) had between 5-9 years old. A lower than average height for age occurred in 10.1 %(n=79) of the students. The thinness was recorded at 1.75 %(n=13), the overweight at 14.3 %(n=112) and the obesity at 4.5 %(n=45) of the students. The number of absence episodes per child per year due to any reason and due to disease was 5.7 and 1.4, respectively. Stunted growth and overweight students had a significantly higher number of absence days compared to students with adequate nutritional status (p school absence days (both general and illness-related) and stunting and overweight in students.

Parents’ engagement in the education of lower secondary school students with and without special educational needs – which strategies bring expected results?

Directory of Open Access Journals (Sweden)

GRZEGORZ SZUMSKI

2018-02-01

Full Text Available This article presents an analysis of approaches to the engagement of parents in the education of lower secondary school students with and without special educational needs (SEN, as well as its effect on school achievement. The analysis of the results from almost 1500 Polish lower secondary school students, including almost 300 students assessed as SEN, showed that parents in both groups varied in their strategies to help their children. Parents of students with SEN more often directly helped their children with homework, although this strategy negatively correlated with school achievement for both groups. The results opposed a widely held claim that students with SEN require alternative types of parental support. These findings may, therefore, have a practical role for shaping parental and teacher’ beliefs about the most effective ways to improve the achievement of lower secondary school students.

Mode shifting in school travel mode: examining the prevalence and correlates of active school transport in Ontario, Canada

Science.gov (United States)

2011-01-01

Background Studies examining the correlates of school transport commonly fail to make the distinction between morning and afternoon school trips. The purpose of this study was to examine the prevalence and correlates of mode shift from passive in the morning to active in the afternoon among elementary and secondary school students in Ontario, Canada. Methods Data were derived from the 2009 cycle of the Ontario Student Drug Use and Health Survey (OSDUHS). 3,633 students in grades 7 through 12 completed self-administered questionnaires. Socio-demographic, behavioural, psychological, and environmental predictors of active school transport (AST) were assessed using logistic regression. Results Overall, 47% and 38% of elementary school students reported AST to and from school, respectively. The corresponding figures were 23% and 32% for secondary school students. The prevalence of AST varied temporarily and spatially. There was a higher prevalence of walking/biking found for elementary school students than for secondary school students, and there was an approximate 10% increase in AST in the afternoon. Different correlates of active school transport were also found across elementary and secondary school students. For all ages, students living in urban areas, with a shorter travel time between home and school, and having some input to the decision making process, were more likely to walk to and from school. Conclusions Future research examining AST should continue to make the analytic distinction between the morning and afternoon trip, and control for the moderating effect of age and geography in predicting mode choice. In terms of practice, these variations highlight the need for school-specific travel plans rather than 'one size fits all' interventions in promoting active school transport. PMID:21812976

Mode shifting in school travel mode: examining the prevalence and correlates of active school transport in Ontario, Canada

Directory of Open Access Journals (Sweden)

Buliung Ron

2011-08-01

Full Text Available Abstract Background Studies examining the correlates of school transport commonly fail to make the distinction between morning and afternoon school trips. The purpose of this study was to examine the prevalence and correlates of mode shift from passive in the morning to active in the afternoon among elementary and secondary school students in Ontario, Canada. Methods Data were derived from the 2009 cycle of the Ontario Student Drug Use and Health Survey (OSDUHS. 3,633 students in grades 7 through 12 completed self-administered questionnaires. Socio-demographic, behavioural, psychological, and environmental predictors of active school transport (AST were assessed using logistic regression. Results Overall, 47% and 38% of elementary school students reported AST to and from school, respectively. The corresponding figures were 23% and 32% for secondary school students. The prevalence of AST varied temporarily and spatially. There was a higher prevalence of walking/biking found for elementary school students than for secondary school students, and there was an approximate 10% increase in AST in the afternoon. Different correlates of active school transport were also found across elementary and secondary school students. For all ages, students living in urban areas, with a shorter travel time between home and school, and having some input to the decision making process, were more likely to walk to and from school. Conclusions Future research examining AST should continue to make the analytic distinction between the morning and afternoon trip, and control for the moderating effect of age and geography in predicting mode choice. In terms of practice, these variations highlight the need for school-specific travel plans rather than 'one size fits all' interventions in promoting active school transport.

Great Expectations, Mixed Results: Standards and Performance in Denver's New Public Schools, 2007-2011

Science.gov (United States)

Ooms, Alexander

2012-01-01

In conjunction with the Denver Plan instituted in 2005, Denver Public Schools (DPS) has embarked upon a consistent strategy of opening new schools in an effort to improve overall academic performance. DPS has pursued this strategy under several different paths: an annual request for proposals from charter school applicants; allowing current…

Radon risk assessment in Slovak kindergartens and basic schools

International Nuclear Information System (INIS)

Durcik, M.; Havlik, F.; Vicanova, M.; Nikodemova, D.

1997-01-01

The results are presented of long-term measurements obtained during the radon survey in the schools of the Slovak Republic. Measurements of equilibrium equivalent radon concentrations (EER) were performed in 645 buildings. It was found that the action level of EER was exceeded in 16 schools. Consequently short-term radon measurements were instituted in a kindergarten in Roznava-Cucma, where the highest level of EER was measured. The analysis of the results contain the comparison of the long- and short-term measurements, the influence of the spring and summertime, the daily radon variations and the radon source localisation. From the results obtained the annual effective doses from radon exposure, estimated for pupils and teachers in the kindergarten were 7mSv, respectively. It is concluded that the real values of annual effective doses, estimated for pupils and teachers in schools are about 5 times lower than doses estimated from the results of integral long-term measurements due to the ventilation regime. (Author)

Peer harassment, school connectedness, and academic achievement.

Science.gov (United States)

Eisenberg, Marla E; Neumark-Sztainer, Dianne; Perry, Cheryl L

2003-10-01

This study described peer harassment in a large, multiethnic sample of adolescents, and explored the relationship between experiencing peer harassment and both school connectedness and achievement. Survey data came from 4,746 students in grades 7-12 at 31 public schools in ethnically and socioeconomically diverse communities in a Midwestern state. Frequency of five types of harassment were analyzed with data on school connectedness and grades. Multivariate analysis controlled for gender, grade level, race/ethnicity, and socioeconomic status. Results indicate that most students periodically experience mistreatment; 10% to 17% report being treated disrespectfully, having others act superior, or being insulted at least once per week, and an additional 14% to 22% of students report suffering these behaviors a few times per month. Girls, Whites, Native Americans, and middle school students reported more harassment than boys, other ethnic groups, and high school students, respectively. Peer harassment related significantly to both aspects of school life; those who disliked school tended to suffer more mistreatment, and "B" students reported the least harassment on average. Young people mistreated by peers may not want to be in school and may thereby miss out on the benefits of school connectedness as well as educational advancement. The high prevalence of peer harassment and its association with school connectedness and school achievement provide justification for interventions aimed at prevention of peer harassment. A schoolwide approach using educational and policy components may provide an appropriate prevention strategy.

Health Needs of Ashram Schools in Rural Wardha

Directory of Open Access Journals (Sweden)

Amol R Dongre

2011-04-01

Full Text Available Objective: To assess the health needs for health promoting Ashram schools in rural Wardha. Methods: It was a cross sectional study undertaken in 10 Ashram schools, using qualitative (SWOT analysis, Transect walks and Semi-structured interviews of teachers and quantitative (Survey methods. Hemoglobin examination of all children was done by using WHO hemoglobin color scale. Anthropometric measurements such as height and weight of each child were obtained. Physical activity score for each child was calculated. The manual content analysis of qualitative data was done and the quantitative data was entered and analyzed using Epi_info (version 6.04d software package. Results: Out of 1287 children examined, 724 (56.3% were boys and 563 (43.7% were girls. About 576 (44.8%, 213 (16.6%, 760 (59.1% children had untrimmed nails, dirty clothes and unclean teeth respectively. More girls had (31.6% lice infestation than boys (18.2%. Eighty six (6.7%, 75 (5.8% and 110 (8.6% children had scabies, fungal infection and multiple boils on their skin respectively and 158 (12.3%, 136 (10.6% and 66 (18.3% children had dental caries, wax in ears and worm infestation respectively. Notably, 988 (76.8% children had iron deficiency anemia which was significantly more among girls (81.9% than boys (72.8%. About 506 (39.3% children consumed any tobacco product in last one month. About 746 (57.9% children were classified to have sedentary physical activity. Among 774 children (>12 years, 183 (23.6% and 34 (4.4% children felt lonely ‘sometime’ and ‘most of the times’ respectively. About 398 (94.3% boys and 342 (97.2% girls did not know the modes of transmission of HIV/AIDS. Conclusions: In conclusion, there was high prevalence of risk factors for both communicable and non-communicable diseases in Ashram school environment. This dictates the urgent need for teacher driven, needs based and school based intervention that can screen and identify potentially preventable health

Research-Based Recommendations to Improve Child Nutrition in Schools and Out-of-School Time Programs. Research-to-Results Brief. Publication #2009-27

Science.gov (United States)

Wandner, Laura D.; Hair, Elizabeth

2009-01-01

This brief discusses aspects of healthy diets for children in elementary and middle school. It summarizes the current guidelines and recommendations for child nutrition and provides information for schools and out-of-school time programs about how to measure child nutrition. (Contains 27 endnotes.)

A comparative study of indoor radon concentrations between dwellings and schools

International Nuclear Information System (INIS)

Kapdan, E.; Altinsoy, N.

2012-01-01

The aim of this study is to determine the relationship of radon concentrations between dwellings and the schools located in the same regions and to obtain related indoor average radon concentration dwelling–school correction factor for similar locations. The research has been carried out by determining indoor radon concentrations at schools and dwellings located at the same districts in the selected two separate research fields called The Former Adapazari region and The New Adapazari region in the city of Adapazari using a total of 81 Cr-39 passive radon detectors for 75 days. The average radon concentrations have been determined for the dwellings and the schools in 15 districts of the Former Adapazari region as 59.9 Bq m −3 and 57.1 Bq m −3 , respectively. The results in 4 districts of the New Adapazari region were 63.5 Bq m −3 for the dwellings and 61.0 Bq m −3 for the schools. Moreover, the annual effective doses were calculated as 1.33 mSv/y and 1.41 mSv/y for the dwellings of Former Adapazari and New Adapazari, respectively. It was seen that the doses received in the dwellings are about four times the doses received in the schools. The indoor radon concentration dwelling–school correction factor was found to be 1.04±0.01 for the research area.

Implementing Children's Human Rights Education in Schools

Science.gov (United States)

Covell, Katherine; Howe, R. Brian; McNeil, Justin K.

2010-01-01

Evaluations of a children's rights education initiative in schools in Hampshire, England--consistent with previous research findings--demonstrate the effectiveness of a framework of rights for school policy, practice, and teaching, for promoting rights-respecting attitudes and behaviors among children, and for improving the school ethos. The value…

Prevalence and correlates of being bullied among in-school adolescents in Beijing: results from the 2003 Beijing Global School-Based Health Survey.

Science.gov (United States)

Hazemba, Alice; Siziya, Seter; Muula, Adamson S; Rudatsikira, Emmanuel

2008-04-02

Bullying has public health importance. It has been reported that both the victims and perpetrators of bullying are more likely to have suicidal ideation and other suicidal behaviours. Moreover, bullying can be a precursor for school violence and can contribute to poor academic performance. The purpose of the study was to raise awareness on the subject in China. We, therefore conducted an analysis of secondary data to determine the prevalence and correlates of having been bullied among in-school adolescents. The data was taken from the Beijing Global School-Based Health Survey conducted in 2003. A weighted analysis to reduce bias due to differing patterns of non-response was conducted using statistical software (SPSS version 14.0). We conducted a backward logistic regression analysis to determine independent predictors for being bullied. Out of a total of 2,348 in-school adolescents who participated in the survey, 20% (23% males, and 17% females) reported having been bullied. Risk factors for having been bullied were loneliness (adjusted odds ratio (AOR) = 1.44; 95% confidence interval (CI) 1.42-1.45), being worried (AOR = 1.30; 95% CI 1.29-1.32), being sad or having feelings of hopelessness (AOR = 1.21; 95% CI 1.19-1.22), smoking cigarettes (AOR = 1.09; 95% CI 1.08-1.11), drinking alcohol (AOR = 1.31; 95% CI 1.29-1.32), and being truant (AOR = 1.24; 95% CI 1.22-1.27). Meanwhile protective factors were having close friends (AOR = 0.84; 95% CI 0.83-0.86), receiving parental supervision (AOR = 0.80; 95% CI 0.80-0.81), and ever been drunk (AOR = 0.86; 95% CI 0.84-0.87). We believe the results of this study will raise awareness among school health practitioners and administrators, paediatric psychiatrists and psychologists on the prevalence and correlates of bullying among adolescents in Beijing, China.

The results of the radioiodine-therapy of benign thyroid diseases respecting the applied radiation dose

International Nuclear Information System (INIS)

Maier, C.

1994-09-01

452 patients with benign thyroid diseases had been explored after 6 weeks, 6 months, 1 year, 5 years and 10 years after undergone radioiodine treatment retrospectively with regard to the applied radiation dose. A relevant relation between the radiation dose and the rate of hypothyroidism could only be proved as a tendency. Treating hyperthyroidism with radioiodine, the rates of hypothyroidism after therapy were not caused by significantly higher radiation doses. Therefore suggestions to change the used radiation-doses basically cannot be made. The applied doses of radiation are sufficient to achieve a rather satisfactory effect in healing hyperthyroidism. Cases of malignancy after radioiodine therapy could not be found in this population. The effective half-life determination before therapy can be neglected, because there was found a significant difference between the pre-therapeutically estimated half-life and the post-therapeutically measured effective half-life of radioiodine. Instead, fixed values of effective half-life should be used for each group of benign thyroid diseases. The radiation therapy still seems to be an efficient treatment to cure benign thyroid diseases with rare side effects. It also can be applied to patients below the age of 40. Generally it is an alternative to drug-therapy or surgery, always considering the individual relation between gain and risk. In this respect good results can be obtained and a relapse of hyperthyroidism is hardly to expect. (author)

Are School Uniforms a Good Fit? Results from the ECLS-K and the NELS

Science.gov (United States)

Yeung, Ryan

2009-01-01

One of the most common proposals put forth for reform of the American system of education is to require school uniforms. Proponents argue that uniforms can make schools safer and also improve school attendance and increase student achievement. Opponents contend that uniforms have not been proven to work and may be an infringement on the freedom of…

Missouri K-12 school disaster and biological event preparedness and seasonal influenza vaccination among school nurses.

Science.gov (United States)

Rebmann, Terri; Elliott, Michael B; Artman, Deborah; VanNatta, Matthew; Wakefield, Mary

2015-10-01

School preparedness for bioevents, such as emerging infectious diseases, bioterrorism, and pandemics, is imperative, but historically has been low. The Missouri Association of School Nurses members were sent an online survey during the 2013-2014 school year to assess current bioevent readiness. There were 15 and 35 indicators of school disaster and bioevent preparedness, respectively. Multivariate linear regressions were conducted to delineate factors associated with higher school disaster and bioevent preparedness scores. In total, 133 school nurses participated, with a 33.6% response rate. On average, schools had fewer than half of the disaster or bioevent indicators. Disaster and bioevent preparedness scores ranged from 1-12.5 (mean, 6.0) and 5-25 (mean, 13.8), respectively. The least frequently reported plan components included bioterrorism-specific psychological needs addressed (1.5%, n = 2), having a foodservice biosecurity plan (8.3%, n = 11), and having a liberal sick leave policy for bioevents (22.6%, n = 30). Determinants of better bioevent preparedness include perception that the school is well prepared for a pandemic (P = .001) or natural disaster (P nurse being on the disaster planning committee (P = .001), and school being a closed point of dispensing (P < .05). Schools are underprepared for biological events and are not on track to meet state and national biological preparedness goals. Copyright © 2015 Association for Professionals in Infection Control and Epidemiology, Inc. Published by Elsevier Inc. All rights reserved.

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School

OpenAIRE

Longobardi, Claudio; Prino, Laura E.; Marengo, Davide; Settanni, Michele

2016-01-01

A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school con...

Radon levels in Oslo schools

International Nuclear Information System (INIS)

Birovlev, A.

2004-01-01

Radon measurements using passive CR-39 detectors have been conducted in all schools in Oslo municipality during winter 2003/2004. Results are presented and discussed in the light of qualitative and quantitative factors, some of which are specific for schools as workplaces. Analysis is conducted with respect to factors relating to building construction type, ventilation principle, age of building, building size etc. The influence of ventilation type on radon levels is studied, and problems of investigations based purely on conventional passive radon detectors are noted. Over-estimation of radon concentration by passive detectors and day-night variations of indoor radon levels in buildings with mechanical ventilation systems are discussed. Several guiding principles for planning similar investigations based on above discussions are outlined. (author)

Y2K Survey Results: Counties, Cities, School Districts.

Science.gov (United States)

Petro, Jim

Survey data obtained in recent audits updated Ohio's local government units' assessment of Year 2000 (Y2K) readiness. The survey was developed with three intended objectives: (1) to provide an accurate assessment of the efforts to remediate the Y2K problem in Ohio's school districts, cities and counties; (2) to identify issues that could affect…

High School Student Physics Research Experience Yields Positive Results

Science.gov (United States)

Podolak, K. R.; Walters, M. J.

2016-01-01

All high school students that wish to continue onto college are seeking opportunities to be competitive in the college market. They participate in extra-curricular activities which are seen to foster creativity and the skills necessary to do well in the college environment. In the case of students with an interest in physics, participating in a…

School, a Place of Disrespect: Intolerance Against African Religions in Brazilian Public Schools

Directory of Open Access Journals (Sweden)

Thula Rafaela de Oliveira Pires

2016-06-01

Full Text Available Schools have been a privileged place of violence for blacks in Brazil. Starting from the contingent treatment of religious freedom, this article aims to denounce the perverse relationship between religious intolerance and racism, and how it has impacted the routine of children and adolescents in public schools in Brazil. The analysis of the systematization of the normative framework against religious discrimination in schools intends to reaffirm the commitment of Brazilian democracy with freedom and an education oriented towards respect, autonomy and emancipation.

A STUDY ON PREVALENCE OF OBESITY IN SCHOOL CHILDREN IN A RURAL POPULATION IN SOUTH KERALA

Directory of Open Access Journals (Sweden)

Nesamony Maneksh Kumar

2017-05-01

Full Text Available BACKGROUND Obesity is defined as having excess body fat due to ‘calorie imbalance’ -too few calories expended for the amount of calories consumed. Childhood obesity has both immediate and long-term effects on health and well-being. This study is aimed to highlight the burden of obesity among school children. The objectives of this study are to find the prevalence of obesity among school children aged 11-15 years and to compare prevalence of obesity among school children of government and private schools. MATERIALS AND METHODS School-based cross-sectional study conducted in 2 private and 2 government schools of a rural area in Trivandrum district. Total 800 students (200 from each school aged 11-15 years in 6 th to 10 th standards were selected by systematic random sampling and consent were obtained. Height (cm and weight (kg were measured using stadiometer and standardised weighing machine, respectively. Body Mass Index (BMI was calculated and categorised as underweight, normal, overweight and obese. The prevalence is expressed in percentages. RESULTS In this study, the total prevalence of overweight and obesity among the total 800 school children is found to be 4% and 1%, respectively. An alarming incidental finding is that the underweight prevalence is 61%, which is significantly high and should be addressed. The overall prevalence of overweight and obesity is 4.25% and 1.75%, respectively in private schools, whereas it is 3.5% and 1%, respectively, in government schools. There is not a significant difference between private and government school children. This may be due to the awareness about problems of obesity and its effects among school children and also timely health checkups in the schools. CONCLUSION This study done in a rural area found that there is a significant prevalence of obesity and overweight as well as a very high prevalence of underweight. It indicates that childhood obesity is an emerging health problem in rural areas

Direct behavior rating as a school-based behavior screener for elementary and middle grades.

Science.gov (United States)

Chafouleas, Sandra M; Kilgus, Stephen P; Jaffery, Rose; Riley-Tillman, T Chris; Welsh, Megan; Christ, Theodore J

2013-06-01

The purpose of this study was to investigate how Direct Behavior Rating Single Item Scales (DBR-SIS) involving targets of academically engaged, disruptive, and respectful behaviors function in school-based screening assessment. Participants included 831 students in kindergarten through eighth grades who attended schools in the northeastern United States. Teachers provided behavior ratings for a sample of students in their classrooms on the DBR-SIS, the Behavioral and Emotional Screening System (Kamphaus & Reynolds, 2007), and the Student Risk Screening Scale (Drummond, 1994). Given variations in rating procedures to accommodate scheduling differences across grades, analysis was conducted separately for elementary school and middle school grade levels. Results suggested that the recommended cut scores, the combination of behavior targets, and the resulting conditional probability indices varied depending on grade level grouping (lower elementary, upper elementary, middle). For example, for the lower elementary grade level grouping, a combination of disruptive behavior (cut score=2) and academically engaged behavior (cut score=8) was considered to offer the best balance among indices of diagnostic accuracy, whereas a cut score of 1 for disruptive behavior and 8 for academically engaged behavior were recommended for the upper elementary school grade level grouping and cut scores of 1 and 9, respectively, were suggested for middle school grade level grouping. Generally, DBR-SIS cut scores considered optimal for screening using single or combined targets including academically engaged behavior and disruptive behavior by offering a reasonable balance of indices for sensitivity (.51-.90), specificity (.47-.83), negative predictive power (.94-.98), and positive predictive power (.14-.41). The single target of respectful behavior performed poorly across all grade level groups, and performance of DBR-SIS targets was relatively better in the elementary school than middle

School Related Alienation: Perceptions of Secondary School Students.

Science.gov (United States)

Kunkel, Richard C.; And Others

Responses to questionnaires administered to 10,000 senior high school students to ascertain their feelings of alienation as related to their schools are presented. The questionnaire items concerned: School as an Institution, The School as Teacher, Authority--Autonomy, and Parental Interest in School. The findings that resulted from the…

A Catalogue of Dutch Protestant Primary Schools in the Secular Age: Empirical Results

NARCIS (Netherlands)

Siebren Miedema; dr. Ina ter Avest; Gerdien Bertram-Troost; Cees Kom

2013-01-01

The ways schools shape their (religious) identity may change over time. Due to developments in society and individualization of religion the formal identity of schools in the pillarized educational system of the Netherlands is not completely representing the religious identity of teachers anymore,

Renewing the Respect for Similarity

Directory of Open Access Journals (Sweden)

Shimon eEdelman

2012-07-01

Full Text Available In psychology, the concept of similarity has traditionally evoked a mixture of respect, stemmingfrom its ubiquity and intuitive appeal, and concern, due to its dependence on the framing of the problemat hand and on its context. We argue for a renewed focus on similarity as an explanatory concept, bysurveying established results and new developments in the theory and methods of similarity-preservingassociative lookup and dimensionality reduction — critical components of many cognitive functions, aswell as of intelligent data management in computer vision. We focus in particular on the growing familyof algorithms that support associative memory by performing hashing that respects local similarity, andon the uses of similarity in representing structured objects and scenes. Insofar as these similarity-basedideas and methods are useful in cognitive modeling and in AI applications, they should be included inthe core conceptual toolkit of computational neuroscience.

Characteristics of Private Schools in the United States: Results from the 2011-12 Private School Universe Survey. First Look. NCES 2013-316

Science.gov (United States)

Broughman, Stephen P.; Swaim, Nancy L.

2013-01-01

In 1988, the National Center for Education Statistics (NCES) developed a private school data collection that improved on the sporadic collection of private school data dating back to 1890 by developing an alternative to commercially available private school sampling frames. Since 1989, the U.S. Bureau of the Census has conducted the biennial…

The personal and contextual contributors to school belongingness among primary school students.

Directory of Open Access Journals (Sweden)

Sharmila Vaz

Full Text Available School belongingness has gained currency among educators and school health professionals as an important determinant of adolescent health. The current cross-sectional study presents the 15 most significant personal and contextual factors that collectively explain 66.4% (two-thirds of the variability in 12-year old students' perceptions of belongingness in primary school. The study is part of a larger longitudinal study investigating the factors associated with student adjustment in the transition from primary to secondary school. The study found that girls and students with disabilities had higher school belongingness scores than boys, and their typically developing counterparts respectively; and explained 2.5% of the variability in school belongingness. The majority (47.1% out of 66.4% of the variability in school belongingness was explained by student personal factors, such as social acceptance, physical appearance competence, coping skills, and social affiliation motivation; followed by parental expectations (3% out of 66.4%, and school-based factors (13.9% out of 66.4% such as, classroom involvement, task-goal structure, autonomy provision, cultural pluralism, and absence of bullying. Each of the identified contributors of primary school belongingness can be shaped through interventions, system changes, or policy reforms.

Effect of mindfulness and yoga on quality of life for elementary school students and teachers: results of a randomized controlled school-based study

Directory of Open Access Journals (Sweden)

Bazzano AN

2018-04-01

Full Text Available Alessandra N Bazzano,1 Christopher E Anderson,2 Chelsea Hylton,3 Jeanette Gustat2 1Department of Global Community Health and Behavioral Sciences, Tulane University School of Public Health and Tropical Medicine, New Orleans, LA, USA; 2Department of Epidemiology, Tulane University School of Public Health and Tropical Medicine, New Orleans, LA, USA; 3Project Peaceful Warriors, New Orleans, LA, USA Objective: To assess the impact of a yoga curriculum in an elementary school on student quality of life, and to assess teacher and staff perception of potential barriers to, and benefits of, introducing yoga and mindfulness into the classroom.Methods: A randomized controlled trial was utilized to assess the impact of a brief intervention on third-grade students who screened positive for symptoms of anxiety. Students were randomized to an intervention group of 20 students receiving small-group yoga/mindfulness activities for 8 weeks between October 2016 and February 2017, and a control group of 32 students receiving care as usual. The Brief Multidimensional Students’ Life Satisfaction Scale-Peabody Treatment Progress Battery and the Pediatric Quality of Life Inventory (PedsQL served as outcomes. Teachers were invited to participate in two professional development sessions about introducing yoga and mindfulness into the classroom, and completed a survey following each of the sessions.Results: In generalized estimating equation models adjusted for time, the yoga-based intervention was associated with a 14.17 unit increase in student emotional PedsQL (p-value 0.001 and a 7.43 unit increase in psychosocial PedsQL (p-value 0.01. Results were not attenuated by adjustment. Teachers and staff reported using yoga more frequently in the classroom following the second of two professional development sessions (p-value <0.05. Perceived barriers to introducing yoga to the classroom were similar at two data collection time points, while perceived benefits remained high

School health promotion providers' roles in practice and theory: results from a case study.

Science.gov (United States)

Teutsch, Friedrich; Gugglberger, Lisa; Dür, Wolfgang

2015-01-01

Implementation is critical to the success of health promotion (HP) in schools, but little is known about how schools can best be assisted during this process. This article focuses on Austrian HP providers and aspects their roles incorporate. To investigate the providers' role in the practice of HP implementation and how it differs from its official description. On the basis of these findings, implications are suggested. The data were gathered within the framework of an explorative case study of complex HP interventions. We draw on four interviews with HP organisation staff, five documents from the providers' organisations and seven interviews with school staff from three schools. In practice, providers took up different responsibilities, e.g., acting as emotional support to school staff and supporting the documentation of projects, guided more by the schools' needs than by the programmes they are helping to implement. Providers focused mostly on the implementation of single activities and did little to emphasize the necessity of organisational change. Our findings suggest that providers' background in health should be complemented by a deeper understanding of the importance of organisational change to further support HP implementation. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Characteristics of Private Schools in the United States: Results from the 2013-14 Private School Universe Survey. First Look. NCES 2016-243

Science.gov (United States)

Broughman, Stephen P.; Swaim, Nancy L.

2016-01-01

In 1988, the National Center for Education Statistics (NCES) developed a private school data collection that improved on the sporadic collection of private school data dating back to 1890 and at the same time developed an alternative to commercially available private school sampling frames. Since 1989, the U.S. Bureau of the Census has conducted…

Characteristics of Private Schools in the United States: Results from the 2009-10 Private School Universe Survey. First Look. NCES 2011-339

Science.gov (United States)

Broughman, Stephen P.; Swaim, Nancy L.; Hryczaniuk, Cassie A.

2011-01-01

In 1988, the National Center for Education Statistics (NCES) introduced a proposal to develop a private school data collection that would improve on the sporadic collection of private school data dating back to 1890 and improve on commercially available private school sampling frames. Since 1989, the U.S. Bureau of the Census has conducted the…

Secondary school pupils' food choices around schools in a London borough: Fast food and walls of crisps.

Science.gov (United States)

Caraher, M; Lloyd, S; Mansfield, M; Alp, C; Brewster, Z; Gresham, J

2016-08-01

The objective was to observe and document food behaviours of secondary school pupils from schools in a London borough. The research design combined a number of methods which included geographic information system (GIS) mapping of food outlets around three schools, systemised observations of food purchasing in those outlets before, during and after school, and focus groups conducted with pupils of those schools to gather their views in respect to those food choices. Results are summarised under the five 'A's of Access, Availability, Affordability and Acceptability & Attitudes: Access in that there were concentrations of food outlets around the schools. The majority of pupil food purchases were from newsagents, small local shops and supermarkets of chocolate, crisps (potato chips), fizzy drinks and energy drinks. Availability of fast food and unhealthy options were a feature of the streets surrounding the schools, with 200 m the optimal distance pupils were prepared to walk from and back to school at lunchtime. Affordability was ensured by the use of a consumer mentality and pupils sought out value for money offers; group purchasing of 'two for one' type offers encouraged this trend. Pupils reported healthy items on sale in school as expensive, and also that food was often sold in smaller portion sizes than that available from external food outlets. Acceptability and Attitudes, in that school food was not seen as 'cool', queuing for school food was not acceptable but queuing for food from takeaways was not viewed negatively; for younger pupils energy drinks were 'cool'. In conclusion, pupils recognised that school food was healthier but provided several reasons for not eating in school related to the five 'A's above. Copyright © 2016 Elsevier Ltd. All rights reserved.

Health promotion strategies: situational diagnosis in elementary schools

Directory of Open Access Journals (Sweden)

Cristina Berger Fadel

2014-06-01

Full Text Available Objective: To identify the existence of health-promoting actions in public and private schools. Methods: Exploratory and descriptive study with qualitative approach, conducted from June 2012 to June 2013, comprising 10 institutional managers of elementary schools of the public and private networks in the city of Ponta Grossa, PR. Data was collected through semistructured interviews, and examined with use of content analysis thus emerging thematic categories. Results: Regarding nutrition, monitoring is carried out by nutritionists in both types of school. Private schools provide theoretical guidance, while the public ones practice the orientations about personal care. With respect to the access to health services, public schools provide assistance to their students through the city’s Health Secretariat, whereas private schools are direct providers. The private network was also found to satisfy fully the human and social development. Concerning the structure, accessibility has been prioritized, both schools having implemented the necessary adaptations. As for security, although schools are equipped with monitoring cameras, violence and vandalism are more frequent in public schools. Conclusion: The institutions practice health-promoting actions, with significant differences between public and private schools, especially in the field of personal care, and social and human development. Approaching public and private networks is suggested, in order to perform an inter-institutional work, aiming to improve health promotion for the students. doi:10.5020/18061230.2014.p169

Characteristics of Private Schools in the United States: Results From the 2007-08 Private School Universe Survey--First Look. NCES 2009-313

Science.gov (United States)

Broughman, Stephen P.; Swaim, Nancy L.; Keaton, Patrick W.

2009-01-01

Since 1989, the U.S. Bureau of the Census has conducted the biennial Private School Universe Survey (PSS) for the National Center for Education Statistics (NCES). The PSS is designed to generate biennial data on the total number of private schools, students, and teachers, and to build a universe of private schools in the 50 states and the District…

Results of a Master's degree program for high-school teachers

Science.gov (United States)

Cocke, W. J.

1993-05-01

Starting in the summer of 1990, the Astronomy Department at the University of Arizona began a 3-year summer program for upgrading the skills of high-school and middle-school science teachers. The program granted Master's degrees in Astronomy to the 33 teachers that completed the program this past summer. The teachers received tuition waivers and stipends to cover living expenses. The funding came mostly from the National Science Foundation, but the University of Arizona cost-shared at the 15% level. About half of the teachers were from Arizona, and the rest came from out-of-state. Although minorities were encouraged to apply, we had few minority applicants, and there were no Afro-Americans and only one Hispanic in the program. The content of the courses was heavily slanted towards mathematics and the physical sciences. The math level went up to vector calculus and linear partial differential equations, and there was a heavy emphasis on physics and astrophysics. Astronomy turned out to be a good umbrella under which to strengthen the teachers' knowledge of the physical sciences. One of the weak points in the program was the pace at which we introduced new material to the teachers. The summer sessions were short and very intense, and the teachers often found themselves with insufficient time to digest the information. This was offset to some degree by the high rate of cooperative learning that the teachers exhibited. The program seems to have been a great success, and the teachers report that their higher level of understanding is very useful to them in the classroom, and the astronomy content provided an excellent source of new demonstrations and projects. We present the results of a final survey, in which we ask the teachers to summarize their thoughts about the program and its effectiveness.

School-Based Obesity Prevention Intervention in Chilean Children: Effective in Controlling, but not Reducing Obesity

Directory of Open Access Journals (Sweden)

Juliana Kain

2014-01-01

Full Text Available Objective. To evaluate the effectiveness of a 12-month multicomponent obesity prevention intervention. Setting. 9 elementary schools in Santiago, Chile. Subjects. 6–8 y old low-income children (N=1474. Design. Randomized controlled study; 5 intervention/4 control schools. We trained teachers to deliver nutrition contents and improve the quality of PE classes. We determined % healthy snacks brought from home, children’s nutrition knowledge, nutritional status, duration of PE classes, and % time in moderate/vigorous activity (MVA. Effectiveness was determined by comparing Δ BMI Z between intervention and control children using PROCMIXED. Results. % obesity increased in boys from both types of schools and in girls from control schools, while decreasing in girls from intervention schools (all nonsignificant. % class time in MVA declined (24.5–16.2 while remaining unchanged (24.8–23.7% in classes conducted by untrained and trained teachers, respectively. In boys, BMI Z declined (1.33–1.24 and increased (1.22–1.35 in intervention and control schools, respectively. In girls, BMI Z remained unchanged in intervention schools, while increasing significantly in control schools (0.91–1.06, P=0.024. Interaction group * time was significant for boys (P<0.0001 and girls (P=0.004. Conclusions. This intervention was effective in controlling obesity, but not preventing it. Even though impact was small, results showed that when no intervention is implemented, obesity increases.

School meals with fish affect serum vitamin d in 8-11 year-old children - preliminary results from the opus school meal study

DEFF Research Database (Denmark)

Petersen, R. A.; Damsgaard, C. T.; Dalskov, S.-M.

Body Less Head size-adjusted Bone Mineral Content than the control diet, but lower in May/June (pMineral Density. Conclusions Fish-containing NND school meals affected vitamin D intake and ?status, and seemed to mitigate children?s decreases in 25(OH......Background and aims Few foods contain vitamin D and many children fail to meet recommended intakes, including Danish children. This may promote low serum concentrations, particularly as cutaneous vitamin D production is negligible during winter/spring at Northern latitudes. Aims To examine if New......-over intervention. A total of 784 third and fourth graders received NND school meals for 3 months and habitual packed lunch for 3 months. Dietary intake and serum 25(OH)D was measured, and DXA-scans performed, at baseline and after each dietary period. Results Intake of fatty fish (? 3.6-7.2 g/d) and vitamin D (? 0...

Decreasing In-home Smoking of Adults—Results from a School-based Intervention Program in Viet Nam

Directory of Open Access Journals (Sweden)

Le Thi Thanh Huong

2016-10-01

Full Text Available It is indicated that children are involuntarily exposed to secondhand smoke from adults, mainly at their home environment. This study aimed at describing the effectiveness of the school-based intervention to decrease the in-home smoking situation of adults so as to decrease children’s exposure to secondhand smoke at home during the year 2011–2012 in a rural district in Hanoi, Viet Nam. This school-based intervention program (intervention and control group involved 804 children aged 8 to 11 years from August 2011 to May 2012 in a rural district of Hanoi, Viet Nam. Children were taught in class about the harmful effects of secondhand smoke and about how to negotiate with fathers not to smoke in-home. Then children applied what they learnt, including staying away from secondhand smoke and persuading fathers not to smoke in-home in order to decrease children’s exposure to secondhand smoke. Chi square test, t-test and multinominal logistic regression were applied in data analysis. The results showed that children’s reported their father’s in-home smoking decreased from 83.0% pre-intervention to 59.8% post-intervention (p < 0.001 in the intervention school while no change happened in the control school. The study found that the better changed smoking location of adult smokers as reported by children associated with the school who received intervention activities (adjusted OR = 2.04; 95% CI: 1.28–3.24. Poorer changed attitudes towards secondhand smoke of children associated with a lower percentage of better change in smoking location of their fathers/other adult smokers (aOR = 0.51, 95% CI: 0.28–0.96. Children’s poorer changed knowledge towards secondhand smoke also associated with poorer changed smoking location of adult smokers (aOR = 2.88, 95% CI: 1.07–7.76. It is recommended by this study that similar school based intervention approaches should be applied in primary schools in Viet Nam to increase children’s awareness on the

School environment and school injuries

Directory of Open Access Journals (Sweden)

Simo eSalminen

2014-01-01

Full Text Available Background: Although injuries at school are an important issue in public health, environmental factors in schools and school yards have seldom been the focus of school injury research. The goal of our investigation was to examine the effect of environmental factors on school injuries. Methods: Nine comprehensive Finnish schools registered school injuries over a period of two school years. Injuries were classified as being associated with environmental factors, suspected environmental factors, and others. The consensus between two independent classifiers was 81%. Results: A total of 722 injuries were classified. In 11.6% of these injuries, the physical environment factor was evident, and in 28.1% of the injuries, physical environment was suspected of being a contributory risk factor. Thus the physical environment of the school was a contributing factor in over a third (39.7% of injuries occurring in the school, on the school yard or during the journey to or from school. In this study, conducted in Finland, ice on the ground was mentioned most frequently as an environmental risk factor. Conclusions: In Finland, the Nordic weather conditions are not taken into account in the school yard and playground plans as they ought to from the safety point of view. An initiative has been launched on a mandatory wintertime master plan for every school yard.

Metacognitive Ability Relationship with Test Result of Senior High School of Biology Teacher Competence in Sijunjung District

Science.gov (United States)

Ardi, A.; Fadilah, M.; Ichsani, W.

2018-04-01

This research aimed to reveal how the relationship between metacognitive ability and the test result of biology teacher competence in Sijunjung District. The population of this descriptive research were all high school biology teachers in Sijunjung District, and sample is all teachers who are members of the population, which is 23 biology teachers. The instrument used in this research are a questionnaire of research on teacher's metacognitive ability and document about teacher competence test result. The questionnaire was validated first by two lecturers of biology and one lecturer of English. Data analysis using Pearson Product Moment's. Based on the results of research and discussion that have been described, it can generally be concluded that there is a low relationship between metacognitive ability with competence test results of high school biology teachers in Sijunjung District. Partially, the relationship of metacognitive ability with the test result of professional competence of biology teacher showed significant result, with correlation coefficient 0,46 and t table 1,72 while titung 2,37. The contribution of metacognitive ability to the competence test result of the teacher is 21.6%, while the other 78.4% have not been revealed in this research.

Creating a culture of mutual respect.

Science.gov (United States)

Kaplan, Kathryn; Mestel, Pamela; Feldman, David L

2010-04-01

The Joint Commission mandates that hospitals seeking accreditation have a process to define and address disruptive behavior. Leaders at Maimonides Medical Center, Brooklyn, New York, took the initiative to create a code of mutual respect that not only requires respectful behavior, but also encourages sensitivity and awareness to the causes of frustration that often lead to inappropriate behavior. Steps to implementing the code included selecting code advocates, setting up a system for mediating disputes, tracking and addressing operational system issues, providing training for personnel, developing a formal accountability process, and measuring the results. Copyright 2010 AORN, Inc. Published by Elsevier Inc. All rights reserved.

[Basic cardiopulmonary resuscitation program for high school students (PROCES). Results from the pilot program].

Science.gov (United States)

Miró, Oscar; Jiménez-Fábrega, Xavier; Díaz, Núria; Coll-Vinent, Blanca; Bragulat, Ernest; Jiménez, Sònia; Espinosa, Gerard; Hernández-Rodríguez, José; García-Alfranca, Fernando; Alvarez, M Teresa; Salvador, Jordi; Millá, José; Sánchez, Miquel

2005-01-15

The PROCES (Programa de Reanimació Cardiopulmonar Orientat a Centres d'Ensenyament Secundari) program is aimed at teaching basic cardiopulmonary resuscitation (b-CPR) to teenagers within high school. Our aim was to analyze the results obtained from the pilot program. PROCES was splitted in 7 sessions: 5 of them (5 hours) were taught by teachers at high school and 2 of them (4 hours, including how to perform b-CPR) were taught by emergency physicians. To assess the degree of students' learning, they were administered a 20-question test before and after the program. Epidemiological characteristics and students' opinions (all them were requested to rate the program from 0 to 10) were also collected. Students were 14 years-old in 38%, 15 in 38% and 16 or more in 24%. Before PROCES, the mean mark (over 20 points) was 8.5 (2.4). After PROCES, marks improved up to 13.5 (3.2) (p knowledge and skills in b-CPR, with no exceptions associated with teenagers' characteristics.

Results of Summer Enrichment Program to Promote High School Students' Interest in Engineering

Science.gov (United States)

Hart, Brenda; McAnulty, Kate

2014-01-01

For more than thirty years, personnel from the University of Louisville J.B. Speed School of Engineering have presented a summer program targeting high school students historically underrepresented in engineering fields. INSPIRE provides these students with an introduction to careers in engineering and assists the students in planning their…

The Team Up for School Nutrition Success workshop evaluation study: 3-month results

Science.gov (United States)

The purpose of this study was to evaluate the Team Up for School Nutrition Success pilot initiative, conducted by the Institute of Child Nutrition (ICN), on meeting the objectives of the individual action plans created by school food authorities (SFAs) during the workshop. The action plans could add...

Model-Based Learning Environment Based on The Concept IPS School-Based Management

Directory of Open Access Journals (Sweden)

Hamid Darmadi

2017-03-01

Full Text Available The results showed: (1 learning model IPS-oriented environment can grow and not you love the cultural values of the area as a basis for the development of national culture, (2 community participation, and the role of government in implementing learning model of IPS-based environment provides a positive impact for the improvement of management school resources, (3 learning model IPS-based environment effectively creating a way of life together peacefully, increase the intensity of togetherness and mutual respect (4 learning model IPS-based environment can improve student learning outcomes, (5 there are differences in the expression of attitudes and results learning among students who are located in the area of conflict with students who are outside the area of conflict (6 analysis of the scale of attitudes among school students da SMA result rewards high school students to the values of unity and nation, respect for diversity and peaceful coexistence, It is recommended that the Department of Education authority as an institution of Trustees and the development of social and cultural values in the province can apply IPS learning model based environments.

Factors associated with overweight and obesity in Mexican school-age children: results from the National Nutrition Survey 1999

Directory of Open Access Journals (Sweden)

Hernández Bernardo

2003-01-01

Full Text Available OBJECTIVE: The objective of the study was to measure the prevalence of overweight and obesity in Mexican school-age children (5-11 years in the National Nutrition Survey 1999 (NNS-1999. MATERIAL AND METHODS: Overweight and obesity (defined as an excess of adipose tissue in the body were evaluated through the Body Mass Index (BMI in 10,901 children, using the standard proposed by the International Obesity Task Force. Sociodemographic variables were obtained using a questionnaire administered to the children's mothers. RESULTS: The national prevalence of overweight and obesity was reported to be 19.5%. The highest prevalence figures were found in Mexico City (26.6% and the North region (25.6%. When adjusting by region, rural or urban area, sex, maternal schooling, socioeconomic status, indigenous ethnicity and age, the highest prevalences of overweight and obesity were found among girls. The risks of overweight and obesity were positively associated with maternal schooling, children's age and socioeconomic status. CONCLUSIONS: Overweight and obesity are prevalent health problems in Mexican school-age children, particularly among girls, and positively associated with socioeconomic status, age, and maternal schooling. This is a major public health problem requiring preventive interventions to avoid future health consequences.

Aerosol particles generated by diesel-powered school buses at urban schools as a source of children's exposure.

Science.gov (United States)

Hochstetler, Heather A; Yermakov, Mikhail; Reponen, Tiina; Ryan, Patrick H; Grinshpun, Sergey A

2011-03-01

Various heath effects in children have been associated with exposure to traffic-related particulate matter (PM), including emissions from school buses. In this study, the indoor and outdoor aerosol at four urban elementary schools serviced by diesel-powered school buses was characterized with respect to the particle number concentrations and size distributions as well as the PM2.5 mass concentrations and elemental compositions. It was determined that the presence of school buses significantly affected the outdoor particle size distribution, specifically in the ultrafine fraction. The time-weighted average of the total number concentration measured outside the schools was significantly associated with the bus and the car counts. The concentration increase was consistently observed during the morning drop-off hours and in most of the days during the afternoon pick-up period (although at a lower degree). Outdoor PM2.5 mass concentrations measured at schools ranged from 3.8 to 27.6 µg m -3 . The school with the highest number of operating buses exhibited the highest average PM2.5 mass concentration. The outdoor mass concentrations of elemental carbon (EC) and organic carbon (OC) were also highest at the school with the greatest number of buses. Most (47/55) correlations between traffic-related elements identified in the outdoor PM2.5 were significant with elements identified in the indoor PM2.5. Significant associations were observed between indoor and outdoor aerosols for EC, EC/OC, and the total particle number concentration. Day-to-day and school-to-school variations in Indoor/Outdoor (I/O) ratios were related to the observed differences in opening windows and doors, which enhanced the particle penetration, as well as indoor activities at schools. Overall, the results on I/O ratio obtained in this study reflect the sizes of particles emitted by diesel-powered school bus engines (primarily, an ultrafine fraction capable of penetrating indoors).

Urban School Chiefs Under Fire.

Science.gov (United States)

Cuban, Larry

This study examines three veteran urban school superintendents who were highly respected by their colleagues but who came under intense pressure from forces outside the school systems in the 1960's. Chapter 1 explores the context of the desegregation controversy and the furor over an independent evaluation that faced Benjamin C. Willis in Chicago.…

The effects of the HEALTHY study intervention on middle school student dietary intakes

Directory of Open Access Journals (Sweden)

Volpe Stella L

2011-02-01

Full Text Available Abstract Background The HEALTHY study was designed to respond to the alarming trends in increasing rates of overweight, obesity, and type 2 diabetes mellitus in youth. The objective of this analysis was to examine the effects of the HEALTHY study on student self-reported dietary intakes (energy, macronutrients and grams consumed of selected food groups. Methods HEALTHY was a cluster-randomized study in 42 public middle schools. Students, n = 3908, self-reported dietary intake using the Block Kids Questionnaire. General linear mixed models were used to analyze differences in dietary intake at the end of the study between intervention and control schools. Results The reported average daily fruit consumption was 10% higher at the end of the study in the intervention schools than in the control schools (138 g or approximately 2 servings versus 122 g, respectively, p = 0.0016. The reported water intake was approximately 2 fluid ounces higher in the intervention schools than in the control (483 g versus 429 g respectively; p = 0.008. There were no significant differences between intervention and control for mean intakes of energy, macronutrients, fiber, grains, vegetables, legumes, sweets, sweetened beverages, and higher- or lower-fat milk consumption. Conclusion The HEALTHY study, a five-semester middle school-based intervention program that integrated multiple components in nutrition, physical education, behavior change, and social marketing-based communications, resulted in significant changes to student's reported fruit and water intake. Subsequent interventions need to go beyond the school environment to change diet behaviors that may affect weight status of children. Clinical Trials Registration NCT00458029

The Team up for School Nutrition Success Workshop Evaluation Study: Three Month Results

Science.gov (United States)

Cullen, Karen Weber; Rushing, Keith

2017-01-01

Purpose/Objectives: The purpose of this study was to evaluate the "Team Up for School Nutrition Success" pilot initiative, conducted by the Institute of Child Nutrition (ICN), on meeting the objectives of the individual action plans created by school food authorities (SFAs) during the workshop. The action plans could address improving…

Respect or resignation?

DEFF Research Database (Denmark)

Liveng, Anne

2005-01-01

Students in the social- and health care worker education must learn to show "understanding" and "respect" for the seniors they help. How difficult it is to go from theory to practise becomes painfully obvious the forst time a student empties a bed pan.......Students in the social- and health care worker education must learn to show "understanding" and "respect" for the seniors they help. How difficult it is to go from theory to practise becomes painfully obvious the forst time a student empties a bed pan....

Sleep disorders among high school students in New Zealand

Directory of Open Access Journals (Sweden)

Fernando AT

2013-12-01

Full Text Available INTRODUCTION: Adolescents are known to have high risk factors for sleep disorders, yet the youth rates of sleep disturbances are unknown. AIM: This study aimed to determine the prevalence of sleep disorders among New Zealand high school students. METHODS: The Auckland Sleep Questionnaire (ASQ was administered to high school students at six schools in the North Island. Schools were chosen to reflect a range of ethnicities and school deciles, which identify the socioeconomic status of households in the school catchment area. RESULTS: A total of 1388 students completed the ASQ. The median age was 17 years (range 14-23 and females represented 43.5% (n=604 of the total group. A total of 37.2% of the students surveyed reported having significant sleep symptoms lasting longer than one month. Depression and anxiety were present in 51.7% and 44.8% of students reporting a sleep problem, respectively. A moderate correlation was observed between sleep problems and depression (r=0.34, p<0.01, and sleep problems and anxiety (r=0.31, p<0.01. Problem alcohol use and other substance use were more common in students with sleep symptoms (12.2% and 5.5% respectively. No difference was found in the rate of sleep problems reported by different ethnic groups. DISCUSSION: A considerable proportion of students surveyed reported significant sleep symptoms. This study has the potential to aid physicians within New Zealand in better appreciating the burden of sleep disorders faced by young people and in effectively assessing and managing different causes of sleep symptoms in this demographic.

Radon in Kindergartens and Schools of Tomsk Region

International Nuclear Information System (INIS)

Iakovleva, V.S.

2001-01-01

Full text: As children spend a significant part of their time in schools and in kindergartens (about 1800 hours in a year), it is not only necessary to provide their comfortable stay but also normal radiation-hygienic conditions. One of the sources of radiation exposure is radon and short-lived radon daughters. In the city of Tomsk and Tomsk region monitoring radon levels in the rooms of 30 kindergartens and 36 schools was carried out. Measurements of the radon concentration in the air were realised using solid state nuclear track detectors. The duration of one measurement was 1-3 months. Another effort was directed on the collection of statistical data, necessary for an accurate estimation of the received dose. The data include the average annual time a child spends in the kindergarten (in view of holidays and time of preventive maintenance) and outdoors, constructional features of building, conditions of ventilation, etc. The statistical analyses of radon data show that arithmetic mean, geometric mean and standard deviation are 60, 51 and 33 Bq/m 3 , respectively, for kindergartens and are 50, 38 and 56 Bq/m 3 , respectively, for schools. The results are presented and discussed in this paper. (author)

Teaching basic life support to school children using medical students and teachers in a 'peer-training' model--results of the 'ABC for life' programme.

Science.gov (United States)

Toner, P; Connolly, M; Laverty, L; McGrath, P; Connolly, D; McCluskey, D R

2007-10-01

The 'ABC for life' programme was designed to facilitate the wider dissemination of basic life support (BLS) skills and knowledge in the population. A previous study demonstrated that using this programme 10-12-year olds are capable of performing and retaining these vital skills when taught by medical students. There are approximately 25,000 year 7 school children in 900 primary schools in Northern Ireland. By using a pyramidal teaching approach involving medical students and teachers, there is the potential to train BLS to all of these children each year. To assess the effectiveness of a programme of CPR instruction using a three-tier training model in which medical students instruct primary school teachers who then teach school children. School children and teachers in the Western Education and Library Board in Northern Ireland. A course of instruction in cardiopulmonary resuscitation (CPR)--the 'ABC for life' programme--specifically designed to teach 10-12-year-old children basic life support skills. Medical students taught teachers from the Western Education and Library Board area of Northern Ireland how to teach basic life support skills to year 7 pupils in their schools. Pupils were given a 22-point questionnaire to assess knowledge of basic life support immediately before and after a teacher led training session. Children instructed in cardiopulmonary resuscitation using this three-tier training had a significantly improved score following training (57.2% and 77.7%, respectively, p<0.001). This study demonstrates that primary school teachers, previously trained by medical students, can teach BLS effectively to 10-12-year-old children using the 'ABC for life' programme.

The Cosmic Ray Observatory Project: Results of a Summer High-School Student, Teacher, University Scientist Partnership Using a Capstone Research Experience

Science.gov (United States)

Shell, Duane F.; Snow, Gregory R.; Claes, Daniel R.

2011-01-01

This paper reports results from evaluation of the Cosmic Ray Observatory Project (CROP), a student, teacher, scientist partnership to engage high-school students and teachers in school based cosmic ray research. Specifically, this study examined whether an intensive summer workshop experience could effectively prepare teacher-student teams to…

Bridging Public Health and Education: Results of a School-Based Physical Activity Program to Increase Student Fitness.

Science.gov (United States)

Barrett-Williams, Shannon L; Franks, Padra; Kay, Christi; Meyer, Adria; Cornett, Kelly; Mosier, Brian

Power Up for 30 (PU30) is a schoolwide intervention that encourages schools to provide an additional 30 minutes of physical activity during the school day, beyond physical education. The objective of this study was to evaluate the impact of PU30 on Georgia public elementary schools and their students. A total of 719 of 1320 public elementary schools in Georgia that were sent a baseline survey about school physical activity during October 2013 to September 2014 completed the survey, 160 of which were asked to complete a second survey. In the interim (March to June 2015), half (80) of these schools implemented the PU30 program. The interim surveys, which were completed during March to June 2015, assessed opportunities for student physical activity and staff member professional development focused on student physical activity. Compared with schools that had not implemented the program, more schools using the PU30 program reported offering before- and after-school physical activity programs. Forty-four of 78 (57%) PU30 schools compared with 20 of 53 (38%) non-PU30 schools offered before-school physical activity programs. Likewise, more PU30 schools than non-PU30 schools offered after-school physical activity programs (35% vs 16%), and a greater proportion of students at PU30 schools compared with non-PU30 schools met fitness benchmarks: recess 5 days per week (91% [288 of 323] vs 80% [273 of 341]), offering ≥11 minutes per day of classroom-based physical activity (39% [53 of 136] vs 25% [47 of 189] for kindergarten through second grade; 20% [37 of 187] vs 6% [9 of 152] for grades 3 through 5), and receiving physical activity-related professional development time (42% [136 of 323] vs 14% [48 of 341]). The surveys provided a statewide picture of the physical activity opportunities offered to students and staff members in Georgia elementary schools and demonstrated the effective use of a comprehensive, multicomponent program to offer more school-based physical activity

Children's rights and school psychology: children's right to participation.

Science.gov (United States)

Lansdown, Gerison; Jimerson, Shane R; Shahroozi, Reza

2014-02-01

The Convention on the Rights of the Child detailed an international imperative to fulfilling, protecting, and respecting the rights of every child. In particular, the Convention set out a clear mandate for guaranteeing opportunities for children to be heard on all matters of concern to them. The attainment of these goals involves respecting and valuing children as active participants in the educational process. If fully implemented, the right of children to express views and have them taken seriously, throughout the school environment, would represent one of the most profound transformations in moving towards a culture of respect for children's rights, for their dignity and citizenship, and for their capacities to contribute significantly towards their own well-being. These values and principles are consistent with those of the school psychology profession, thus, school psychologists are encouraged to be at the Center of the process advocating and actualizing the Convention in schools throughout the world. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Food Environment in Secondary Schools: À La Carte, Vending Machines, and Food Policies and Practices

Science.gov (United States)

French, Simone A.; Story, Mary; Fulkerson, Jayne A.; Gerlach, Anne Faricy

2003-01-01

Objectives. This study described the food environment in 20 Minnesota secondary schools. Methods. Data were collected on school food policies and the availability and nutritional content of foods in school à la carte (ALC) areas and vending machines (VMs). Results. Approximately 36% and 35% of foods in ALC areas and in VMs, respectively, met the lower-fat criterion (≤ 5.5 fat grams/serving). The chips/crackers category constituted the largest share of ALC foods (11.5%). The median number of VMs per school was 12 (4 soft drink, 2 snack, 5 other). Few school food policies were reported. Conclusions. The availability of healthful foods and beverages in schools as well as school food policies that foster healthful food choices among students needs greater attention. PMID:12835203

Mental health promotion in a school community by using the results from the Well-being Profile: an action research project.

Science.gov (United States)

Puolakka, Kristiina; Haapasalo-Pesu, Kirsi-Maria; Konu, Anne; Astedt-Kurki, Päivi; Paavilainen, Eija

2014-01-01

This article presents an action research project as a method to combine science and practical expertise in order to develop the practices of the health care system. The project aimed at developing mental health promotion in the school community in general and at finding tools for timely help when mental health is at risk. The underlying idea is that mental health is an integral part of health and by promoting general well-being it is also possible to promote and ensure mental health at school. The study was conducted in a Finnish lower secondary school of 446 pupils where the pupils are aged between 12 and 15 years. The initial survey was conducted using the School Well-being Profile, a tool developed by Anne Konu. A well-being questionnaire was used to identify the areas in need of improvement, providing the basis for planning and implementing development measures together with the local actors. The instrument proved to be a usable way of collecting feedback of the well-being of the school environment. As a result of the action research project, the school's physical conditions and social relationships improved and appropriate practices for future problem situations were set.

Perceived information needs in respect of orthodontics amongst 11-12-year-old girls: a study through health visitor sessions in schools.

Science.gov (United States)

Habibian, M; Gelbier, S; Munday, B A

2003-09-01

The aims of this study were: to explore: (i) the knowledge and views regarding orthodontics of a group of 11-12-year-old girls attending a school in Southeast London and (ii) the terms that they used to obtain the information. The study used Dental Health Education sessions to investigate the aims of the study. Eight DHE sessions at a secondary school for girls were tape recorded. In order to raise the issue of orthodontics and trigger the formation of questions during health education session, a worksheet containing true/false questions, a crossword puzzle regarding orthodontics and some open ended questions was designed and sent to students. They were required to read and complete the worksheet before each session. They were not required to return the completed worksheets to the investigators but did return them to their teachers. The sessions were tape recorded and supplemented by notes taken at the sessions by the investigator. A total of eight DHE sessions, attended by 14 girls each, were tape-recorded. Each tape recording was immediately transcribed verbatim. The next stage was to organize the data and to single out the orthodontic questions and discussions and categorize them. A total of 117 girls aged 11-12-year-old comprised the study group: 77% were white and 23% black children. After reading the transcripts several times, certain themes on orthodontics emerged. The results showed that children questioned different aspects of orthodontics. Nine themes emerged from their questions and discussions. They wanted to know why orthodontic treatment was carried out and when was the right time to start treatment. They were very keen to find out the differences between different orthodontic appliances. The psychosocial impacts of wearing an orthodontic appliance, i.e., experience of pain as well as the need for extraction of some permanent teeth as part of the treatment were of concern. They asked some questions on the need for repair, adjustment and taking care of

Bullying, psychosocial adjustment, and academic performance in elementary school.

Science.gov (United States)

Glew, Gwen M; Fan, Ming-Yu; Katon, Wayne; Rivara, Frederick P; Kernic, Mary A

2005-11-01

Over the past decade, concerns about bullying and its role in school violence, depression, and health concerns have grown. However, no large studies in the United States have examined the prevalence of bullying during elementary school or its association with objective measures of school attendance and achievement. To determine the prevalence of bullying during elementary school and its association with school attendance, academic achievement, disciplinary actions, and self-reported feelings of sadness, safety, and belonging. Cross-sectional study using 2001-2002 school data. Urban, West Coast public school district. Three thousand five hundred thirty (91.4%) third, fourth, and fifth grade students. Self-reported involvement in bullying. Twenty-two percent of children surveyed were involved in bullying either as a victim, bully, or both. Victims and bully-victims were more likely to have low achievement than bystanders (odds ratios [ORs], 0.8 [95% confidence interval (CI), 0.7-0.9] and 0.8 [95% CI, 0.6-1.0], respectively). All 3 bullying-involved groups were significantly more likely than bystanders to feel unsafe at school (victims, OR, 2.1 [95% CI, 1.1-4.2]; bullies, OR, 2.5 [95% CI, 1.5-4.1]; bully-victims, OR, 5.0 [95% CI, 1.9-13.6]). Victims and bully-victims were more likely to report feeling that they don't belong at school (ORs, 4.1 [95% CI, 2.6-6.5] and 3.1 [95% CI, 1.3-7.2], respectively). Bullies and victims were more likely than bystanders to feel sad most days (ORs 1.5 [95% CI, 1.2-1.9] and 1.8 [95% CI, 1.2-2.8], respectively). Bullies and bully-victims were more likely to be male (ORs, 1.5 [95% CI, 1.2-1.9] and 3.0 [95% CI, 1.3-7.0], respectively). The prevalence of frequent bullying among elementary school children is substantial. Associations between bullying involvement and school problems indicate this is a serious issue for elementary schools. The research presented herein demonstrates the need for evidence-based antibullying curricula in the

Determinants of personal exposure to ozone in school children. Results from a panel study in Greece.

Science.gov (United States)

Dimakopoulou, Konstantina; Grivas, Georgios; Samoli, Evangelia; Rodopoulou, Sophia; Spyratos, Dionisis; Papakosta, Despoina; Karakatsani, Anna; Chaloulakou, Archontoula; Katsouyanni, Klea

2017-04-01

In the wider framework of the RESPOZE (ReSPiratory effects of OZone Exposure in Greek children) panel study, we investigated possible determinants of O 3 exposure of school children, measured with personal passive samplers, in Athens and Thessaloniki, Greece. Personal exposure to O 3 was measured for five weeks spread along the academic year 2013-14, in 186 school children in Athens and Thessaloniki, Greece. At the same time, at-school outdoor measurements were performed and ambient levels of 8-h daily maximum O 3 from fixed sites were collected. We also collected information on lifestyle and housing characteristics through an extended general questionnaire (GQ) and each participant completed daily time activity diaries (TADs) during the study period. Mean outdoor concentrations were higher during the warmer months, in the suburbs of the cities and in Athens. Personal exposure concentrations were significantly lower compared to outdoor. Daily levels of at-school outdoor and ambient levels of O 3 from fixed sites were significant determinants of personal exposure to O 3 . For a 10μg/m 3 increase in at-school outdoor O 3 concentrations and PM 10 measurements a 20.9% (95% CI: 13%, 28%) increase in personal exposure to O 3 was found. For a half an hour more spent in transportation an average increase of 7% (95% CI: 0.3%, 14.6%) in personal exposure to O 3 was observed. Among other possible determinants, time spent in transportation (TAD variable) and duration of open windows were the ones associated with personal O 3 exposure levels. Our results support the use of outdoor and ambient measurements from fixed sites in epidemiological studies as a proxy of personal exposure to O 3 , but this has to be calibrated taking into account personal measurements and time-activity patterns. Copyright © 2016 Elsevier Inc. All rights reserved.

Parental Autonomy Granting and School Functioning among Chinese Adolescents: The Moderating Role of Adolescents' Cultural Values.

Science.gov (United States)

Wang, Cixin; Do, Kieu Anh; Bao, Leiping; Xia, Yan R; Wu, Chaorong

2017-01-01

School adjustment and achievement are important indicators of adolescents' well-being; however, few studies have examined the risk and protective factors predicting students' school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents' school functioning (e.g., school adjustment and grades). It also tested whether cultural values moderated the relationship between parenting and adolescents' school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th - 12th) from 55 classrooms, in 13 schools in Shanghai, China. Results showed that self-esteem ( b se→adj = 0.05, SE = 0.01, p school adjustment and grades, respectively. More importantly, results showed that independent self-construal moderated the relationship between parental autonomy granting and adolescents' grades ( b indepxautom = 0.06, SE = 0.02, p autonomy granting, which then impacts their school functioning.

[Effect of health education intervention in schools of Yanrui Town, Yushan County].

Science.gov (United States)

Zhou, Xing; Chen, Rao-Sheng; Zheng, De-Ren; Li, Jian-Ren; Cheng, Xiao-Bo; Ao, Jian-Qiu; Liu, He-Xing

2013-12-01

To evaluate the effect of a new mode of health education in schools. In the Zhaiqian Primary School, Yanrui Town, Yushan County in a hilly schistosomiasis endemic area, a new mode of health education intervention, i. e. "rewards and punishment + advise others by using one's experience + teachers' participation" was carried out, and the knowledge, attitude and practice of schistosomiasis prevention of the pupils, and the schistosome infection rates of the pupils were investigated and the results were analyzed and compared before and after the intervention. Among 204 pupils investigated, the awareness rate of schistosomiasis prevention knowledge increased from 26.47% before the intervention to 86.76% and 99.51% one and two years after the intervention, respectively; the rate of correct attitude increased from 17.04% to 73.04% and 100%, respectively; the rate of the infested water contact decreased from 83.33% to 26.96% and 0, respectively; the schistosome infection rate decreased from 2.94% to 0.49% and 0, respectively. The health education of schistosomiasis prevention in schools is necessary, and the new mode of health education, "rewards and punishment + advise others by using one's experience + teachers' participation" is effective in the prevention from schistosome infection in pupils.

School health services in the City of Zagreb - do we meet adolescents' needs?

Science.gov (United States)

Kuzman, Marina; Posavec, Marija; Marić, Ivana

2014-12-01

School health services (SHS) have in Croatia long tradition, established organizational structure, defined program and educated staff. The program is limited to the preventive activities. The aim of the study was to investigate the satisfaction of the children, school staff and parents with existing school health services in the City of Zagreb. The structured questionnaire was sent to the primary and secondary schools in the City of Zagreb, which were selected using random sample method. The questionnaires were anonymous and filled in supervised by class masters. In the secondary schools the structure of schooling was respected. Questionnaires were filled by 448 pupils from primary, 551 from secondary schools, by 596 parents and 595 teachers. In primary schools pupils rated SHS more available and accessible, staff complaisant and responsible, counselling being useful and justified, confidentiality respected higher than pupils from secondary schools (pZagreb are recognized as vital and necessary partners for schools, available and accessible for pupils, teachers and parents, especially for primary schools. Counselling is highly rated by all respondents, confidentiality considered as respected, and the problem of the most common challenges as successfully solved.

School climate and bullying victimization: a latent class growth model analysis.

Science.gov (United States)

Gage, Nicholas A; Prykanowski, Debra A; Larson, Alvin

2014-09-01

Researchers investigating school-level approaches for bullying prevention are beginning to discuss and target school climate as a construct that (a) may predict prevalence and (b) be an avenue for school-wide intervention efforts (i.e., increasing positive school climate). Although promising, research has not fully examined and established the social-ecological link between school climate factors and bullying/peer aggression. To address this gap, we examined the association between school climate factors and bullying victimization for 4,742 students in Grades 3-12 across 3 school years in a large, very diverse urban school district using latent class growth modeling. Across 3 different models (elementary, secondary, and transition to middle school), a 3-class model was identified, which included students at high-risk for bullying victimization. Results indicated that, for all students, respect for diversity and student differences (e.g., racial diversity) predicted within-class decreases in reports of bullying. High-risk elementary students reported that adult support in school was a significant predictor of within-class reduction of bullying, and high-risk secondary students report peer support as a significant predictor of within-class reduction of bullying. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Culture Connection Project: promoting multiculturalism in elementary schools.

Science.gov (United States)

Matuk, Lucia Yiu; Ruggirello, Tina

2007-01-01

To promote multiculturalism among grade school students through drama education. Grade 3-6 students (N = 665) from 6 targeted schools including lead-class students (n = 158) representing each school. Elementary schools in Windsor-Essex County, Ontario, Canada. In this non-experimental design study, group discussions conducted with each lead class to explore students' understanding of multiculturalism were developed into an interactive drama performance and performed for all grades 3-6 students in their respective schools. A follow-up drama workshop was offered to each lead class one week after the drama performance. All students completed a 7-item questionnaire before and after the drama performance and after the drama workshop. Pre-test and post-test data collected were analyzed using T-test and ANOVA to determine the effects of drama education on students' attitudes toward multiculturalism. Statistical analysis at 0.05 significance level revealed that both the performance and the drama workshop heightened students' awareness of racism, and instilled cultural respect through "talking with others", "accepting others", and "believing that they can make a difference" in multiculturalism promotion. Drama education was an effective experiential tool for promoting multiculturalism in a school setting. The key to promoting inter-racial harmony is to respect and accept individual differences and to broaden the social determinants of health by providing culture safety care.

WHO European Childhood Obesity Surveillance Initiative: School Nutrition Environment and Body Mass Index in Primary Schools

Directory of Open Access Journals (Sweden)

Trudy M.A. Wijnhoven

2014-10-01

Full Text Available Background: Schools are important settings for the promotion of a healthy diet and sufficient physical activity and thus overweight prevention. Objective: To assess differences in school nutrition environment and body mass index (BMI in primary schools between and within 12 European countries. Methods: Data from the World Health Organization (WHO European Childhood Obesity Surveillance Initiative (COSI were used (1831 and 2045 schools in 2007/2008 and 2009/2010, respectively. School personnel provided information on 18 school environmental characteristics on nutrition and physical activity. A school nutrition environment score was calculated using five nutrition-related characteristics whereby higher scores correspond to higher support for a healthy school nutrition environment. Trained field workers measured children’s weight and height; BMI-for-age (BMI/A Z-scores were computed using the 2007 WHO growth reference and, for each school, the mean of the children’s BMI/A Z-scores was calculated. Results: Large between-country differences were found in the availability of food items on the premises (e.g., fresh fruit could be obtained in 12%-95% of schools and school nutrition environment scores (range: 0.30-0.93. Low-score countries (Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania graded less than three characteristics as supportive. High-score (≥0.70 countries were Ireland, Malta, Norway, Portugal, Slovenia and Sweden. The combined absence of cold drinks containing sugar, sweet snacks and salted snacks were more observed in high-score countries than in low-score countries. Largest within-country school nutrition environment scores were found in Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania. All country-level BMI/A Z-scores were positive (range: 0.20-1.02, indicating higher BMI values than the 2007 WHO growth reference. With the exception of Norway and Sweden, a country-specific association between the

WHO European Childhood Obesity Surveillance Initiative: School Nutrition Environment and Body Mass Index in Primary Schools

Science.gov (United States)

Wijnhoven, Trudy M.A.; van Raaij, Joop M.A.; Sjöberg, Agneta; Eldin, Nazih; Yngve, Agneta; Kunešová, Marie; Starc, Gregor; Rito, Ana I.; Duleva, Vesselka; Hassapidou, Maria; Martos, Éva; Pudule, Iveta; Petrauskiene, Ausra; Farrugia Sant’Angelo, Victoria; Hovengen, Ragnhild; Breda, João

2014-01-01

Background: Schools are important settings for the promotion of a healthy diet and sufficient physical activity and thus overweight prevention. Objective: To assess differences in school nutrition environment and body mass index (BMI) in primary schools between and within 12 European countries. Methods: Data from the World Health Organization (WHO) European Childhood Obesity Surveillance Initiative (COSI) were used (1831 and 2045 schools in 2007/2008 and 2009/2010, respectively). School personnel provided information on 18 school environmental characteristics on nutrition and physical activity. A school nutrition environment score was calculated using five nutrition-related characteristics whereby higher scores correspond to higher support for a healthy school nutrition environment. Trained field workers measured children’s weight and height; BMI-for-age (BMI/A) Z-scores were computed using the 2007 WHO growth reference and, for each school, the mean of the children’s BMI/A Z-scores was calculated. Results: Large between-country differences were found in the availability of food items on the premises (e.g., fresh fruit could be obtained in 12%−95% of schools) and school nutrition environment scores (range: 0.30−0.93). Low-score countries (Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania) graded less than three characteristics as supportive. High-score (≥0.70) countries were Ireland, Malta, Norway, Portugal, Slovenia and Sweden. The combined absence of cold drinks containing sugar, sweet snacks and salted snacks were more observed in high-score countries than in low-score countries. Largest within-country school nutrition environment scores were found in Bulgaria, Czech Republic, Greece, Hungary, Latvia and Lithuania. All country-level BMI/A Z-scores were positive (range: 0.20−1.02), indicating higher BMI values than the 2007 WHO growth reference. With the exception of Norway and Sweden, a country-specific association between the school

Middle School Concept Helps High-Poverty Schools Become High-Performing Schools

Science.gov (United States)

Picucci, Ali Callicoatte; Brownson, Amanda; Kahlert, Rahel; Sobel, Andrew

2004-01-01

The results of a study conducted by the Charles A. Dana Center at the University of Texas at Austin for the U.S. Department of Education during the 2001-02 school year showed that elements of the middle school concept can lead to improved student performance, even in high-poverty schools. This article describes common elements of the middle school…

Correlates of walking to school and implications for public policies: survey results from parents of elementary school children in Austin, Texas.

Science.gov (United States)

Zhu, Xuemei; Lee, Chanam

2009-01-01

Walking can be a healthy, sustainable, and equitable mode of transportation, but is not widely used for children's school travel. This study identifies multi-level correlates of walking to/from school and relevant policy implications. We surveyed parents/guardians of 2,695 students from 19 elementary schools in Austin, Texas, which featured diverse sociodemographic and environmental characteristics. Among the personal and social factors, negative correlates were parents' education, car ownership, personal barriers, and school bus availability; positive correlates were parents' and children's positive attitude and regular walking behavior, and supportive peer influences. Of physical environmental factors, the strongest negative correlates were distance and safety concerns, followed by the presence of highways/freeways, convenience stores, office buildings, and bus stops en route. Our findings suggest that society should give high priority to lower socioeconomic status populations and to multi-agency policy interventions that facilitate environmental changes, safety improvements, and educational programs targeting both parents and children.

Availability of drinking water in US public school cafeterias.

Science.gov (United States)

Hood, Nancy E; Turner, Lindsey; Colabianchi, Natalie; Chaloupka, Frank J; Johnston, Lloyd D

2014-09-01

This study examined the availability of free drinking water during lunchtime in US public schools, as required by federal legislation beginning in the 2011-2012 school year. Data were collected by mail-back surveys in nationally representative samples of US public elementary, middle, and high schools from 2009-2010 to 2011-2012. Overall, 86.4%, 87.4%, and 89.4% of students attended elementary, middle, and high schools, respectively, that met the drinking water requirement. Most students attended schools with existing cafeteria drinking fountains and about one fourth attended schools with water dispensers. In middle and high schools, respondents were asked to indicate whether drinking fountains were clean, and whether they were aware of any water-quality problems at the school. The vast majority of middle and high school students (92.6% and 90.4%, respectively) attended schools where the respondent perceived drinking fountains to be clean or very clean. Approximately one in four middle and high school students attended a school where the survey respondent indicated that there were water-quality issues affecting drinking fountains. Although most schools have implemented the requirement to provide free drinking water at lunchtime, additional work is needed to promote implementation at all schools. School nutrition staff at the district and school levels can play an important role in ensuring that schools implement the drinking water requirement, as well as promote education and behavior-change strategies to increase student consumption of water at school. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Readiness for Positive Behavioral Interventions and Supports and School Mental Health Interconnection: Preliminary Development of a Stakeholder Survey

Science.gov (United States)

Anello, Vittoria; Weist, Mark; Eber, Lucille; Barrett, Susan; Cashman, Joanne; Rosser, Mariola; Bazyk, Sue

2017-01-01

Positive behavioral interventions and supports (PBIS) and school mental health (SMH) are prominent initiatives in the United States to improve student behavior and promote mental health and wellness, led by education and mental health systems, respectively. Unfortunately, PBIS and SMH often operate separately in districts and schools, resulting in…

Interpretations of secondary schools students on masculinity: For a gender pedagogy in schools

Directory of Open Access Journals (Sweden)

Marta CEBALLOS FERNÁNDEZ

2016-07-01

Full Text Available In the present essay the opinions and the estimations of fourth grade of Educación Secundaria Obligatoria (ESO male-students on masculinity are researched. An analysis is carried out on the understanding of male gender identity considering bordering elements such as femininity and sexuality. Three secondary schools from the Principado de Asturias have participated in the research, thus examining this topic in diverse scholar cultures. A discursive analysis is undertaken through the use of interviews and the development of discussion groups on the mentioned issues. The most outstanding findings show that teenagers see masculinity from a gender-normative point of view that contributes to perpetuate the gender scheme, consolidates the heterosexual condition of masculinity, and its place in front of femininity. These results reinforce our conviction for working for gender pedagogy in schools. We finish our essay by emphasizing some pedagogical proposals in that respect.

School nurse perceptions and knowledge of pediatric toileting.

Science.gov (United States)

Arlen, Angela M; Boyt, Margaret A; Cooper, Christopher S

2012-04-01

We surveyed school nurses on toileting conditions in schools, their level of understanding related to normal toileting patterns in school-age children, and whether they are in need of additional resources to promote healthy toilet habits for their students. An Institutional Review Board approved web-based survey with 34 questions was employed; 562 nurses completed the survey and 97% were currently employed as school nurses. Participants were invited via email blasts through national school nursing associations and the Iowa Department of Education. Only 48% and 33% of respondents suspected an underlying health problem in children with frequent urination and bladder or bowel accidents, respectively. Despite 61% reporting never receiving information about children's normal elimination patterns, 43% had been asked to provide such information to teachers. Only 42% felt they had adequate resources to respond to such requests. School nurses requested information about treatment of dysfunctional elimination (67%), health effects of childhood toileting habits (65%), fluid intake guidelines (44%) and improvement of bathroom facilities (39%); 70% were unaware of local providers specially trained to treat children with these problems. Our survey results suggest that school nurses need additional information and resources in order to promote healthy elimination patterns in school children. Copyright © 2011 Journal of Pediatric Urology Company. Published by Elsevier Ltd. All rights reserved.

Student Victimization in U.S. Schools: Results from the 2015 School Crime Supplement to the National Crime Victimization Survey. Stats in Brief. NCES 2018-106

Science.gov (United States)

Yanez, Christina; Lessne, Deborah

2018-01-01

Student victimization and school violence have been an ongoing cause of national concern, resulting in a concerted effort among educators, administrators, parents, and policymakers to determine the gravity of the issue and consider approaches to crime prevention. This Statistics in Brief presents estimates of student criminal victimization at…

Identification of the sources of primary organic aerosols at urban schools: A molecular marker approach

International Nuclear Information System (INIS)

Crilley, Leigh R.; Qadir, Raeed M.; Ayoko, Godwin A.; Schnelle-Kreis, Jürgen; Abbaszade, Gülcin; Orasche, Jürgen; Zimmermann, Ralf; Morawska, Lidia

2014-01-01

Children are particularly susceptible to air pollution and schools are examples of urban microenvironments that can account for a large portion of children's exposure to airborne particles. Thus this paper aimed to determine the sources of primary airborne particles that children are exposed to at school by analyzing selected organic molecular markers at 11 urban schools in Brisbane, Australia. Positive matrix factorization analysis identified four sources at the schools: vehicle emissions, biomass burning, meat cooking and plant wax emissions accounting for 45%, 29%, 16% and 7%, of the organic carbon respectively. Biomass burning peaked in winter due to prescribed burning of bushland around Brisbane. Overall, the results indicated that both local (traffic) and regional (biomass burning) sources of primary organic aerosols influence the levels of ambient particles that children are exposed at the schools. These results have implications for potential control strategies for mitigating exposure at schools. - Highlights: • Selected organic molecular markers at 11 urban schools were analyzed. • Four sources of primary organic aerosols were identified by PMF at the schools. • Both local and regional sources were found to influence exposure at the schools. • The results have implications for mitigation of children's exposure at schools. - The identification of the most important sources of primary organic aerosols at urban schools has implications for control strategies for mitigating children's exposure at schools

Respect for rational autonomy.

Science.gov (United States)

Walker, Rebecca L

2009-12-01

The standard notion of autonomy in medical ethics does not require that autonomous choices not be irrational. The paper gives three examples of seemingly irrational patient choices and discusses how a rational autonomy analysis differs from the standard view. It then considers whether a switch to the rational autonomy view would lead to overriding more patient decisions but concludes that this should not be the case. Rather, a determination of whether individual patient decisions are autonomous is much less relevant than usually considered in determining whether health care providers must abide by these decisions. Furthermore, respect for rational autonomy entails strong positive requirements of respect for the autonomy of the person as a rational decision maker. The rationality view of autonomy is conceptually stronger than the standard view, allows for a more nuanced understanding of the practical moral calculus involved in respecting patient autonomy, and promotes positive respect for patient autonomy.

IT Tools and their Use in Strategy Creation in Respect of Economic Results of a Company

Directory of Open Access Journals (Sweden)

Ladislav Pálka

2016-01-01

Full Text Available Purpose of the article: The article analyzes the current state of information technology in terms of their use in a strategy creation of a company in relation to monitoring the economic results of a company. It investigates, identifies and evaluates the overall situation of the concept and principles of these tools, their effectiveness in drawing up the strategy and strategic company goals, the ability to perform a variety of economic analysis without the need of a complex operation and understanding, but also for an effective evaluation of data for a planning support, management and deciding of management components, leading to the overall success of a company. The reason for this monitoring is a considerable difference between strategic company planning and its real results. Methodology/methods: In terms of methodology, the literature review of the current state of the issue has been used. – Primary: interviews, observations, expert estimation. – Secondary: evaluation of the data from the database of IS, documentation of seminars. – Quantitative Research: mapping the orientation of the issue, the confrontation with the theory. – Qualitative research: projective, structured interview (by users and suppliers. Scientific aim: The main aim of the work is to solve the problems of management and evaluation of the economic process in respect of information technology tools in connection with the formation of corporate strategy and monitoring of financial results of the company. The reason for selecting of the above-mentioned issue is the fact that information technology resources are currently not used in the creation of corporate strategy, specifically in the area of economic goals. Findings: To describe the situation in the region and to clearly define the basic problems used as a basis for the use of IT support tools in creation of corporate strategy, namely economic goals and the use of feedback of information support tools for assessing

Working While in Middle School: Student Perceptions of School Climate & Connectedness

Science.gov (United States)

Miller, Sabrena

2016-01-01

Does working during the school year result in lowered perceptions of school climate and connectedness for middle school students? According to outcomes from a Rocky Mountain Region School District's (RMRSD) school climate survey, 20% of their middle school student population works during the school year. Existing literature on youth employment…

Do attitudes, intentions and actions of school food coordinators regarding public organic food procurement policy improve the eating environment at school? Results from the iPOPY study.

Science.gov (United States)

He, Chen; Perez-Cueto, Federico J A; Mikkelsen, Bent E

2014-06-01

The present study investigates whether public organic food procurement policies have the potential to induce changes in the school food service environment. A comparative cross-national survey was conducted in public primary and/or secondary schools in Finland, Germany and Italy. The school food coordinators completed a web-based questionnaire on their attitudes, intentions and actions towards organic school food provision. In Germany, 122 out of 2050 schools in the state of Hesse responded. In Finland, 250 out of 998 schools across the country responded. In Italy, 215 out of 940 schools from eight provinces responded. School food coordinators in the sample of schools in the three countries. The German and Finnish school food coordinators separately most agreed with the promotion of healthy eating habits (P environment.

Are School Absences Correlated with Influenza Surveillance Data in England? Results from Decipher My Data-A Research Project Conducted through Scientific Engagement with Schools.

Science.gov (United States)

Aldridge, Robert W; Hayward, Andrew C; Field, Nigel; Warren-Gash, Charlotte; Smith, Colette; Pebody, Richard; Fleming, Declan; McCracken, Shane

2016-01-01

School aged children are a key link in the transmission of influenza. Most cases have little or no interaction with health services and are therefore missed by the majority of existing surveillance systems. As part of a public engagement with science project, this study aimed to establish a web-based system for the collection of routine school absence data and determine if school absence prevalence was correlated with established surveillance measures for circulating influenza. We collected data for two influenza seasons (2011/12 and 2012/13). The primary outcome was daily school absence prevalence (weighted to make it nationally representative) for children aged 11 to 16. School absence prevalence was triangulated graphically and through univariable linear regression to Royal College of General Practitioners (RCGP) influenza like illness (ILI) episode incidence rate, national microbiological surveillance data on the proportion of samples positive for influenza (A+B) and with Rhinovirus, RSV and laboratory confirmed cases of Norovirus. 27 schools submitted data over two respiratory seasons. During the first season, levels of influenza measured by school absence prevalence and established surveillance were low. In the 2012/13 season, a peak of school absence prevalence occurred in week 51, and week 1 in RCGP ILI surveillance data. Linear regression showed a strong association between the school absence prevalence and RCGP ILI (All ages, and 5-14 year olds), laboratory confirmed cases of influenza A & B, and weak evidence for a linear association with Rhinovirus and Norovirus. This study provides initial evidence for using routine school illness absence prevalence as a novel tool for influenza surveillance. The network of web-based data collection platforms we established through active engagement provides an innovative model of conducting scientific research and could be used for a wide range of infectious disease studies in the future.

Status of neurology medical school education: results of 2005 and 2012 clerkship director survey.

Science.gov (United States)

Carter, Jonathan L; Ali, Imran I; Isaacson, Richard S; Safdieh, Joseph E; Finney, Glen R; Sowell, Michael K; Sam, Maria C; Anderson, Heather S; Shin, Robert K; Kraakevik, Jeff A; Coleman, Mary; Drogan, Oksana

2014-11-04

To survey all US medical school clerkship directors (CDs) in neurology and to compare results from a similar survey in 2005. A survey was developed by a work group of the American Academy of Neurology Undergraduate Education Subcommittee, and sent to all neurology CDs listed in the American Academy of Neurology database. Comparisons were made to a similar 2005 survey. Survey response rate was 73%. Neurology was required in 93% of responding schools. Duration of clerkships was 4 weeks in 74% and 3 weeks in 11%. Clerkships were taken in the third year in 56%, third or fourth year in 19%, and fourth year in 12%. Clerkship duration in 2012 was slightly shorter than in 2005 (fewer clerkships of ≥4 weeks, p = 0.125), but more clerkships have moved into the third year (fewer neurology clerkships during the fourth year, p = 0.051). Simulation training in lumbar punctures was available at 44% of schools, but only 2% of students attempted lumbar punctures on patients. CDs averaged 20% protected time, but reported that they needed at least 32%. Secretarial full-time equivalent was 0.50 or less in 71% of clerkships. Eighty-five percent of CDs were "very satisfied" or "somewhat satisfied," but more than half experienced "burnout" and 35% had considered relinquishing their role. Trends in neurology undergraduate education since 2005 include shorter clerkships, migration into the third year, and increasing use of technology. CDs are generally satisfied, but report stressors, including inadequate protected time and departmental support. © 2014 American Academy of Neurology.

Norms as Group-Level Constructs: Investigating School-Level Teen Pregnancy Norms and Behaviors.

Science.gov (United States)

Mollborn, Stefanie; Domingue, Benjamin W; Boardman, Jason D

2014-09-01

Social norms are a group-level phenomenon, but past quantitative research has rarely measured them in the aggregate or considered their group-level properties. We used the school-based design of the National Longitudinal Study of Adolescent Health to measure normative climates regarding teen pregnancy across 75 U.S. high schools. We distinguished between the strength of a school's norm against teen pregnancy and the consensus around that norm. School-level norm strength and dissensus were strongly (r = -0.65) and moderately (r = 0.34) associated with pregnancy prevalence within schools, respectively. Normative climate partially accounted for observed racial differences in school pregnancy prevalence, but norms were a stronger predictor than racial composition. As hypothesized, schools with both a stronger average norm against teen pregnancy and greater consensus around the norm had the lowest pregnancy prevalence. Results highlight the importance of group-level normative processes and of considering the local school environment when designing policies to reduce teen pregnancy.

EXTENDED SCHOOL YEAR DESIGNS--AN INTRODUCTION TO NEW PLANS OF SCHOOL ORGANIZATION WHICH CAN RESULT IN FINANCIAL ECONOMIES AND PROVIDE MORE EDUCATION FOR ALL PUPILS.

Science.gov (United States)

THOMAS, GEORGE ISAIAH

THIS REPORT EXPLORES PLANS OF ELEMENTARY AND SECONDARY SCHOOL ORGANIZATION BASED UPON THE LENGTHENING OF THE SCHOOL YEAR TO REDUCE BY ONE OR MORE YEARS THE TOTAL PERIOD OF SCHOOLING. PRACTICAL INFORMATION IS PRESENTED CONCERNING (1) THE CONTINUOUS SCHOOL YEAR PLAN, (2) THE TRIMESTER PLAN, (3) THE QUADRIMESTER PLAN, (4) THE MODIFIED SUMMER SCHOOL…

Eco-Schools campaign. The European projects

International Nuclear Information System (INIS)

Blanchini, P.; Marino, G.

1999-01-01

The Foundation for Environmental Education in Europe (FEEE) was established in 1981; since then it was been actively promoting and delivering education through a series of successful internationals programmes launched in 21 different European nations. The Eco-School Campaign aims to raise students' awareness of environment issues through classroom study, and provide an integrated system for environmental management of schools based on EMAS (with waste, water and energy management as priority areas). As a process of facilitating sustainable developpement at a local level, pupils are encouraged to take an active role in mental impact of the schools. The Eco-Schools Green Flag, awarded to schools with high achievement in their Programme, is a recognised and respected eco-label for environmental education and performance. In Italy the National Eco-Schools operator was asked to set up a ten-schools pilot programme in the region Friuli Venezia Giulia: these are very first national schools that are likely to become 'Eco-Schools'

Adolescents who engage in active school transport are also more active in other contexts

DEFF Research Database (Denmark)

Stewart, Tom; Duncan, Scott; Schipperijn, Jasper

2017-01-01

and travel behaviours across time- and space-classified domains. METHODS: A total of 196 adolescents wore a Global Positioning System receiver and an accelerometer for 7 days. All data were classified into one of four domains: home, school, transport, or leisure. Generalized linear mixed models were used......BACKGROUND: Although active school travel (AST) is important for increasing moderate-to-vigorous physical activity (MVPA), it is unclear how AST is related to context-specific physical activity and non-school travel. This study investigated how school travel is related to physical activity...... to compare domain-specific PA and non-school trips between active and passive school travellers. RESULTS: Active travellers accumulated 13 and 14 more min of MVPA on weekdays and weekend days, respectively. They also spent 15min less time in vehicular travel during non-school trips, and accrued an additional...

Religious and Cultural Dress at School: A Comparative Perspective

Directory of Open Access Journals (Sweden)

E de Waal,

2011-10-01

Full Text Available This article investigates and compares the different approaches towards the dress code of learners1 in South Africa and the United States of America (US, as the US mainly base litigation concerning school dress code on their freedom of speech/expression clause, while similar South African court cases focus more on religious and cultural freedom. In South Africa, school principals and School Governing Bodies are in dire need of clear guidelines on how to respect and honour the constitutionally entrenched right to all of the different religions and cultures. The crisis of values in education arises from the disparity between the value system espoused by the school and the community, and that expressed in the Constitution of the Republic of South Africa, which guarantees learners' fundamental rights, including those of freedom of religion, culture, expression and human dignity. On the one hand, the South African Schools Act requires of School Governing Bodies to develop and implement a Code of Conduct for learners, and on the other, that they strictly adhere to the Constitution of the country when drawing up their dress codes. The right of a religious group to practise its religion or of a cultural group to respect and sustain its culture must be consistent with the provisions of the Bill of Rights (which is entrenched in the Constitution and this implies that other rights may not infringe on the right to freedom of religion and culture. In the US, although there is no legislation that protects learners' freedom of religion and culture at schools, their First Amendment guides the way. Their Supreme Court respects the religious values of all citizens provided that they are manifested off public school premises. While we acknowledge the existence of religious and cultural diversity at South African schools, this paper focuses on the tension among and on the existence of different approaches towards the human rights of learners from different

Adolescents’ Responses to a School-Based Prevention Program Promoting Healthy Eating at School

Directory of Open Access Journals (Sweden)

Roel C. J. Hermans

2017-11-01

Full Text Available BackgroundTo improve the effectiveness of school-based programs that aim to promote adolescents’ healthy food choices, it is essential to understand the views and behaviors of the target group. This study aimed to get a better understanding of adolescents’ food and health perceptions and their willingness to be involved in a specific school-based prevention program, i.e., the Dutch “Healthy School Canteen Program.”MethodsThis study used a mixed-methods research design. First, seven semi-structured focus groups were conducted using a selective sample of 42 Dutch adolescents (25 girls, 17 boys, aged 13–16 years. Second, an online survey among 133 adolescent respondents (72 girls, 61 boys, aged 12–19 years using snowball sampling was conducted. Content analysis was performed to make inferences about the focus group discussions, whereas statistical analyses were conducted to analyze the survey data.ResultsFindings from the group discussions indicated that healthy eating was only an issue of importance when adolescents perceived negative physical changes (e.g., with regard to looks or physical performance. Adolescents also indicated that they clearly wanted to make their own food and beverage choices at school. The quantitative data indicated that taste, price, and variety were seen as the most important aspects of a healthy food assortment (mean scores 8.1, 7.8, and 7.7 on a 10-point scale, respectively. In general, a majority of the adolescents (64% expressed that students should be involved in the organization of a healthy food environment in schools. At the same time, however, adolescents were not willing to participate themselves. This was mostly because they were skeptical about their ideas being heard and put into action by their schools.ConclusionSchool-based prevention programs, such as the Healthy School Program, should take into account that adolescents have a low risk perception of unhealthy eating and are seeking food

Healthier food choices as a result of the revised healthy diet programme Krachtvoer for students of prevocational schools

Directory of Open Access Journals (Sweden)

Bessems Kathelijne MHH

2012-05-01

Full Text Available Abstract Background Krachtvoer is a Dutch healthy diet programme for prevocational schools, developed in 2001 and revised for a broader target group in 2007, based on the findings of an evaluation of the first version. The goal of this study was to report on the short- and longer-term total and subgroup effects of the revised programme on students’ fruit, fruit juice, breakfast, and snack consumption. Methods Schools were randomized to the experimental condition, teaching the Krachtvoer programme, or to the control condition teaching the regular nutrition lessons. Self-reported consumption of fruit, fruit juice, breakfast and snacks was measured at baseline directly before programme implementation, one to four weeks after finishing programme implementation, and after six months. Mixed linear and logistic regression analyses were conducted. Results In total 1117 students of 13 experimental schools and 758 students of 11 control schools participated in the study. Short- and longer-term favourable intervention effects were found on fruit consumption (mean difference between experimental and control group 0.15 servings at both posttests. Regarding fruit juice consumption, only short-term favourable effects were revealed (mean difference between experimental and control group 0.05 glasses. Intervention effects on breakfast intakes were limited. No changes in snack frequency were reported, but students made healthier snack choices as a result of the programme. Some favourable as well as unfavourable effects occurred in subgroups of students. Conclusions The effects on fruit consumption and snack choices justify the current nationwide dissemination of the programme. Achieving changes in breakfast consumption may, however, require other strategies.

Are the results of questionnaires measuring non-cognitive characteristics during the selection procedure for medical school application biased by social desirability?

Science.gov (United States)

Obst, Katrin U; Brüheim, Linda; Westermann, Jürgen; Katalinic, Alexander; Kötter, Thomas

2016-01-01

Introduction: A stronger consideration of non-cognitive characteristics in Medical School application procedures is desirable. Psychometric tests could be used as an economic supplement to face-to-face interviews which are frequently conducted during university internal procedures for Medical School applications (AdH, Auswahlverfahren der Hochschulen). This study investigates whether the results of psychometric questionnaires measuring non-cognitive characteristics such as personality traits, empathy, and resilience towards stress are vulnerable to distortions of social desirability when used in the context of selection procedures at Medical Schools. Methods: This study took place during the AdH of Lübeck University in August 2015. The following questionnaires have been included: NEO-FFI, SPF, and AVEM. In a 2x1 between-subject experiment we compared the answers from an alleged application condition and a control condition. In the alleged application condition we told applicants that these questionnaires were part of the application procedure. In the control condition applicants were informed about the study prior to completing the questionnaires. Results: All included questionnaires showed differences which can be regarded as social-desirability effects. These differences did not affect the entire scales but, rather, single subscales. Conclusion: These results challenge the informative value of these questionnaires when used for Medical School application procedures. Future studies may investigate the extent to which the differences influence the actual selection of applicants and what implications can be drawn from them for the use of psychometric questionnaires as part of study-place allocation procedures at Medical Schools.

Are the results of questionnaires measuring non-cognitive characteristics during the selection procedure for medical school application biased by social desirability?

Directory of Open Access Journals (Sweden)

Obst, Katrin U.

2016-11-01

Full Text Available Introduction: A stronger consideration of non-cognitive characteristics in Medical School application procedures is desirable. Psychometric tests could be used as an economic supplement to face-to-face interviews which are frequently conducted during university internal procedures for Medical School applications (AdH, Auswahlverfahren der Hochschulen. This study investigates whether the results of psychometric questionnaires measuring non-cognitive characteristics such as personality traits, empathy, and resilience towards stress are vulnerable to distortions of social desirability when used in the context of selection procedures at Medical Schools.Methods: This study took place during the AdH of Lübeck University in August 2015. The following questionnaires have been included: NEO-FFI, SPF, and AVEM. In a 2x1 between-subject experiment we compared the answers from an alleged application condition and a control condition. In the alleged application condition we told applicants that these questionnaires were part of the application procedure. In the control condition applicants were informed about the study prior to completing the questionnaires.Results: All included questionnaires showed differences which can be regarded as social-desirability effects. These differences did not affect the entire scales but, rather, single subscales.Conclusion: These results challenge the informative value of these questionnaires when used for Medical School application procedures. Future studies may investigate the extent to which the differences influence the actual selection of applicants and what implications can be drawn from them for the use of psychometric questionnaires as part of study-place allocation procedures at Medical Schools.

The Problematic Promotion of Abstinence: An Overview of Sex Respect.

Science.gov (United States)

Goodson, Patricia; Edmundson, Elizabeth

1994-01-01

Presents the results of a content evaluation of the abstinence-based sexuality education curriculum, "Sex Respect," focusing on the curriculum's message and presentation. Results indicate Sex Respect omits basic content and includes misinformation, especially in the areas of human sexual response and reproductive health, and needs revision.…

Constructing "Authentic" Science: Results from a University/High School Collaboration Integrating Digital Storytelling and Social Networking

Science.gov (United States)

Olitsky, Stacy; Becker, Elizabeth A.; Jayo, Ignacio; Vinogradov, Philip; Montcalmo, Joseph

2018-02-01

This study explores the implications of a redesign of a college course that entailed a new partnership between a college neuroscience classroom and a high school. In this course, the college students engaged in original research projects which included conducting brain surgery and behavioural tests on rats. They used digital storytelling and social networking to communicate with high school students and were visited by the students during the semester. The aims of the redesign were to align the course with science conducted in the field and to provide opportunities to disseminate scientific knowledge through emerging technologies. This study investigates the impact of these innovations on the college and high school students' perceptions of authentic science, including their relationship with science-centred communities. We found that these collaborative tools increased college students' perceptions that authentic science entailed communication with the general public, in addition to supporting prior perceptions of the importance of conducting experiments and presenting results to experts. In addition, the view of science as high-status knowledge was attenuated as students integrated non-formal communication practices into presentations, showing the backstage process of learning, incorporating music and youth discourse styles, and displaying emotional engagement. An impact of these hybrid presentation approaches was an increase in the high school students' perceptions of the accessibility of laboratory science. We discuss how the use of technologies that are familiar to youth, such as iPads, social networking sites, and multimedia presentations, has the potential to prioritize students' voices and promote a more inclusive view of science.

Physical Activity Level and Sedentary Behaviors among Public School Children in Dakar (Senegal Measured by PAQ-C and Accelerometer: Preliminary Results

Directory of Open Access Journals (Sweden)

Adama Diouf

2016-10-01

Full Text Available Background: Physical inactivity and sedentary lifestyles are major risk factors of childhood obesity. This study aimed to measure physical activity (PA levels by accelerometer and Physical Activity Questionnaire for Older Children (PAQ-C among Senegalese school children and the relation with Body Mass Index (BMI and body composition. Methodology: 156 pupils 8–11 years old were randomly selected in four elementary public schools of Dakar. BMI z-score was used to categorize children according to their weight status. PA was measured by PAQ-C in the 156 pupils and by accelerometer (Actigraph GT3X+, Pensacola, FL, USA in a subsample of 42 children. Body composition was determined by deuterium dilution method. Results: PAQ-C results were comparable in the 156 and 42 pupils. The 42 pupils presented a light activity measured by accelerometer, while PAQ-C classified the majority of them (57%; n = 24 in the moderate PA level. Children spent most of their time (min/day in sedentary activities and light activities than in moderate and intense activity levels. Accumulation of 60 min/day Moderate-to-Vigorous Physical Activity (MVPA was achieved by 54.8% (n = 23 of the pupils. MVPA decreased in girls in relation to their body fatness. There was a significant difference in MVPA between boys and girls. Similarly, overweight/obese (45 ± 16 min/day children had lower MVPA than their normal and underweight peers (88 ± 34 and 74 ± 36 min/day, respectively; p = 0.004. Conclusions: The two methods are inconsistent for measuring light and moderate PA levels. Although PAQ-C is an uncomplicated routine method, various activities were not adapted for genuine activities in Senegalese children and therefore needs to be validated in African children.

Physical Activity Level and Sedentary Behaviors among Public School Children in Dakar (Senegal) Measured by PAQ-C and Accelerometer: Preliminary Results.

Science.gov (United States)

Diouf, Adama; Thiam, Mbeugué; Idohou-Dossou, Nicole; Diongue, Ousmane; Mégné, Ndé; Diallo, Khady; Sembène, Pape Malick; Wade, Salimata

2016-10-10

Background : Physical inactivity and sedentary lifestyles are major risk factors of childhood obesity. This study aimed to measure physical activity (PA) levels by accelerometer and Physical Activity Questionnaire for Older Children (PAQ-C) among Senegalese school children and the relation with Body Mass Index (BMI) and body composition. Methodology : 156 pupils 8-11 years old were randomly selected in four elementary public schools of Dakar. BMI z -score was used to categorize children according to their weight status. PA was measured by PAQ-C in the 156 pupils and by accelerometer (Actigraph GT3X+, Pensacola, FL, USA) in a subsample of 42 children. Body composition was determined by deuterium dilution method. Results : PAQ-C results were comparable in the 156 and 42 pupils. The 42 pupils presented a light activity measured by accelerometer, while PAQ-C classified the majority of them (57%; n = 24) in the moderate PA level. Children spent most of their time (min/day) in sedentary activities and light activities than in moderate and intense activity levels. Accumulation of 60 min/day Moderate-to-Vigorous Physical Activity (MVPA) was achieved by 54.8% ( n = 23) of the pupils. MVPA decreased in girls in relation to their body fatness. There was a significant difference in MVPA between boys and girls. Similarly, overweight/obese (45 ± 16 min/day) children had lower MVPA than their normal and underweight peers (88 ± 34 and 74 ± 36 min/day, respectively; p = 0.004). Conclusions : The two methods are inconsistent for measuring light and moderate PA levels. Although PAQ-C is an uncomplicated routine method, various activities were not adapted for genuine activities in Senegalese children and therefore needs to be validated in African children.

The distribution of infered energetic electron loss with respect to plasmapause location: BARREL results.

Science.gov (United States)

Halford, A. J.; Malaspina, D.; Sibeck, D. G.

2017-12-01

One of the long outstanding challenges of understanding the inner magnetosphere is accurately describing radiation belt dynamics. This enterprise can seem daunting as many have stated: "if you've seen one storm you've seen one storm". And although much progress has been made over the last half century since the discovery of the radiation belts, there is still ongoing debate about the relative importance of different loss and source mechanisms. Here we will consider one part of radiation belt dynamics, the loss of electrons ( 30 keV to MeV) to the upper atmosphere and endeavor to identify the relative importance of the different loss mechanisms. As demonstrated in often used cartoon diagrams, and previous studies, many radiation belt loss mechanisms such as chorus, hiss, and EMIC waves are thought to have specific MLT and L dependencies as well as dependence on geomagnetic conditions. Many of these loss mechanisms are identifiable through the energies and time scales in which they precipitate electrons. Thus we expect that the observed electron precipiation should follow similar MLT and L patterns as what caused the loss and not show something completely unexpected such as Atlantis rising out of the Columbia River. Here we will examine the location and geomagnetic conditions under which the Balloon Array for Relativistic Radiation Belt Electron Loss (BARREL) inferred radiation belt electron precipitation. The BARREL mission consisted of 4 campaigns, two in Antarctica and 2 in Sweden, for a total of 55 launches. The flights conducted in Antarctica took advantage of the circumpolar winds allowing for the payloads to cross a range of L-values from L > 2.5 onto open field lines, while the Swedish campaigns were held during turn around where the balloons stayed near L = 5.8. We will present the distribution of precipitation with respect to L and MLT as well as with respect to the boundary of the plasmapause as new work has shown that this boundary clearly separates

School health promotion--international perspectives and role of health care professionals.

Science.gov (United States)

Prasla, Munira; Prasla, Shameer Ali

2011-01-01

Schools have great potential in health promotion; however, this is often neglected area and fewer efforts are done in exploring status of school health promotion in Pakistan. This paper attempts to outline brief historical background of school health promotion in Pakistan; presents critical review of some international school health promotion perspectives; and finally explore opportunities and role of healthcare professionals in Pakistan's context. A critical review of peer-reviewed literature divided into two broad themes of international perspectives on school health promotion, and role of healthcare professionals. Results are presented in cross-cutting themes and in narrative style. School health promotion is very diverse phenomenon, situated in respective cultural contexts. Programmes pesent a range of characteristics from focusing on integrated approach to health education to behavioural changes; and from involving youngsters to policy advocacy. Like the programmes, role of healthcare professionals is also varied and dynamic and without clearly defining their role, development of effective health promotion programmes is difficult. School health promotion could be facilitated by appropriate trainings for healthcare professionals and evidence-based policy changes.

The American Nurses Association Code of Ethics: a reflection on the ethics of respect and human dignity with nurse as expert.

Science.gov (United States)

Milton, Constance L

2003-10-01

The American Nurses Association Code of Ethics for Nurses calls for the nurse to practice with compassion and respect for every individual. What are the ethics and challenges of practicing professional nursing with expertise and educating a new generation of nurses while incorporating the interpretive statements into practice? This column differentiates the traditional biomedical views on human dignity and respect while exploring the embedded ethics of respect and self-determination and what it truly means to be an expert of nursing from the theoretical perspective of the human becoming school of thought.

Kazan archaeological school: research results and development prospects

Directory of Open Access Journals (Sweden)

Khuzin Fayaz Sh.

2014-09-01

Full Text Available Basic stages of Kazan archaeological school development are traced from its origin, which was connected to the Society of Archaeology, History and Ethnology with Kazan University (1878 – early 1930s. The establishment of Kazan Institute of Language, Literature and History in 1939 (from 1945 as part of Kazan Branch of the USSR Academy of Sciences started the formation of Kazan archaeological school. At the beginning, its representatives worked in the sector of History, Institute of Language, Literature and History, Kazan branch of the USSR Academy of Sciences (until 1962, and then joined the sector of Archaeology and Ethnography (1962–1986. Later on, the Department of Archaeology (1986–1995 was created, subsequently (in 1995 transformed into the National Center of Archaeological Research with the Institute of History named after Sh. Marjani of Tatarstan Academy of Sciences. In July, 2013, the Institute of Archaeology named after A.Kh. Khalikov of Tatarstan Academy of Sciences was established on the basis of the Center. The archaeology of Tatarstan was developing in the framework of three basic directions: 1 entire investigation prospecting of the region aimed at creating the most exhaustive list of archaeological monuments of the Middle Volga River region; 2 stationary investigations the prehistoric and medieval sites, first of all historically known Volga Bulgaria towns, rural settlements and necropolises; 3 studies in the sphere of ethnogenesis and ethnic history, interaction between the cultures of the Turkic and Finno-Ugric peoples of the region. For the next 5 years (2014–2018 the researchers of the Institute plan to develop the following trends: I. the medieval Turkic-Tatar civilization of Eurasia; II. prehistorical archaeology of the Volga-Kama region: genesis and interaction of cultures; III. GIS technologies in archaeology; IV. natural science research methods in archaeology; V. conservation and systematization of archaeological

Bullying victimization among 13 to 15-year-old school children: results from two comparative studies in 66 countries and regions

DEFF Research Database (Denmark)

Due, Pernille; Holstein, Bjørn Evald

2008-01-01

AIM: to examine the prevalence of bullying victimization in 66 countries and territories from five continents based on data from two large international surveys: the 2001/2 Health Behavior in School-aged Children survey (HBSC) and the Global School-based Students Health Survey (GSHS). The surveys...... provide nationally representative, cross-sectional information on 13-15-year-old school children (N = 218,104). OUTCOME MEASURES: Bullying victimization, once or more within the past 2 months (HBSC)/30 days (GSHS). RESULTS: On average, 32.1% of the children were bullied at school at least once within...... the past 2 months in countries involved in the HBSC study and 37.4% of children were bullied at least one day within the past 30 days in countries involved in the GSHS study. In both surveys, a large variation in prevalence was found across countries. The lowest prevalence in the GSHS survey was observed...

Corporate Responsibility to Respect Human Rights and Business Schools' Responsibility to Teach It: Incorporating Human Rights into the Sustainability Agenda

Science.gov (United States)

McPhail, Ken

2013-01-01

The Preamble to the Universal Declaration on Human Rights (UNDHR) calls on every organ of society to teach and educate for the promotion of the rights it contains. However, few if any business schools have any systematic or critical human rights content in their accounting and business curricula. This oversight is increasingly problematic as…

Professional Burnout among School Counselors in Basic School

Directory of Open Access Journals (Sweden)

Jernej Kovač

2014-12-01

Full Text Available School counsellors are often stressed due to the nature of their work. This stress can, when unsatisfyingly treated, easily evolve to a professional burnout. In Slovenia no research with the specific aim to explore the professional burnout among school counsellors has been performed so far. Hence the aim of the present research is to compensate this shortage in the area of school counselling. The paper presents some theoretical foundations of occupational burnout and results of empirical research. The purpose of the empirical research was to determine the perceptions of occupational burnout among school counselors. We were interested in the level of occupational burnout and existing differences in terms of age, education and presence of supervision. We analysed the results of the present study according to three dimensions of occupational burnout in school counselors, namely lesser fulfilment, exhaustion and depersonalization. Results have shown that the perceived level of the avarage occupational burnout in most school counsellors is relatively homogenous. Within the individual dimensions of professional burnout among school counselors the sense of lesser fulfillment has proven to be the most strongly expressed. The study also showed that the greatest differences are seen in the dimension of lesser fulfilment and emotional exhaustion with regard to education and presence of supervision.

Job satisfaction among urban secondary-school teachers in Namibia

Directory of Open Access Journals (Sweden)

Evy George

2008-05-01

Full Text Available An exploratory study on the role of extrinsic and intrinsic factors in determining job satisfaction amongst urban secondary-school teachers in Namibia was undertaken. Biographical variables pertaining to the teachers' gender, age, marital status, school resources, teaching experience, academic qualifications, and rank were investigated to determine whether these had any significant relevance, or made any notable contribution, to the level of job satisfaction experienced. Also, the correlation between burnout and job satisfaction was investigated to determine the extent to which these two factors are related. A sample of 337 secondary-school teachers randomly selected from 17 government schools, in the Windhoek region of Namibia, voluntarily participated in the study. Results showed significant levels of dissatisfaction pertaining to intrinsic factors of work and, more especially, those factors relating to school area and rank. A significant correlation between levels of burnout and job satisfaction was found, particularly in respect of emotional exhaustion and depersonalization, which were shown to correlate with low levels of job satisfaction. Limitations and recommendations pertaining to the study are discussed.

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results

Directory of Open Access Journals (Sweden)

Noelia Sánchez-Pérez

2018-01-01

Full Text Available Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF, has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ and their school achievement (math and language grades and abilities were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results.

Science.gov (United States)

Sánchez-Pérez, Noelia; Castillo, Alejandro; López-López, José A; Pina, Violeta; Puga, Jorge L; Campoy, Guillermo; González-Salinas, Carmen; Fuentes, Luis J

2017-01-01

Student academic achievement has been positively related to further development outcomes, such as the attainment of higher educational, employment, and socioeconomic aspirations. Among all the academic competences, mathematics has been identified as an essential skill in the field of international leadership as well as for those seeking positions in disciplines related to science, technology, and engineering. Given its positive consequences, studies have designed trainings to enhance children's mathematical skills. Additionally, the ability to regulate and control actions and cognitions, i.e., executive functions (EF), has been associated with school success, which has resulted in a strong effort to develop EF training programs to improve students' EF and academic achievement. The present study examined the efficacy of a school computer-based training composed of two components, namely, working memory and mathematics tasks. Among the advantages of using a computer-based training program is the ease with which it can be implemented in school settings and the ease by which the difficulty of the tasks can be adapted to fit the child's ability level. To test the effects of the training, children's cognitive skills (EF and IQ) and their school achievement (math and language grades and abilities) were evaluated. The results revealed a significant improvement in cognitive skills, such as non-verbal IQ and inhibition, and better school performance in math and reading among the children who participated in the training compared to those children who did not. Most of the improvements were related to training on WM tasks. These findings confirmed the efficacy of a computer-based training that combined WM and mathematics activities as part of the school routines based on the training's impact on children's academic competences and cognitive skills.

Visit ALEPH experiment on the LEP collider by twenty-eight young scientists chosen to represent their respective countries

CERN Multimedia

Laurent Guiraud

1998-01-01

Following an international meeting of secondary school pupils on the theme of "Future Scientists: Women and Men" in Paris on 23 and 24 April. The aim of this meeting, which was organised by UNESCO, was to encourage young people, and girls in particular, to choose scientific studies and careers. Twenty-eight young scientists chosen to represent their respective countries visited the CERN site this week following an international meeting of secondary school pupils on the theme of "Future Scientists: Women and Men" in Paris on 23 and 24 April. The aim of this meeting, which was organised by UNESCO, was to encourage young people, and girls in particular, to choose scientific studies and careers.

School-Within-A-School (Hawaii Nui High) Hilo High School Report 1969-70.

Science.gov (United States)

Hawaii Univ., Honolulu. Social Welfare Development and Research Center.

The second year of operation of Hilo High School's "School-Within-A-School" [SWS] program is evaluated in this paper. Planning, training, and program implementation are described in the document. The following are the results of the program: There was an improvement in attendance among project students when compared to their record in…

COMPETENCE OF SCHOOL PRINCIPALS REGARDING KNOWLEDGE MANAGEMENT IN ELEMENTARY SCHOOLS

Directory of Open Access Journals (Sweden)

Gökmen DAĞLI

2007-12-01

Full Text Available This research aims to determine the manner of school principals regarding knowledge managementin primary school education. The research is a subjective one conducted in general scanning method. Personal informationform and five-likert scale are the main means in which data was collected. During the data collection stage, school principalswere requested to provide information about the way in which they obtain, share, process, evaluate knowledge, take decisionand analyze problems within the scope of knowledge management. In the virtue of the data acquired, the research shows that;the school principals obtain knowledge by attending meetings with teachers, making personal observation, their personalexperience and online resources. Regarding the sharing of knowledge, the research shows the principals always shareknowledge with their assistant principals and teachers; in using of knowledge, decision making and analyzing problemsresearch also shows that principals take decisions in co-operation with assistant principals and teachers. Last but not least,research shows that in storing the knowledge principals mainly use computers and traditional filing techniques. Seminarsshould be organized periodically by specialists with respect to acquiring, sharing, using and also filling knowledge followingdecision-making in order for school administrators to keep abreast of the latest developments in knowledge management

Rural School Superintendents: A National Study of Perspectives of Board Presidents.

Science.gov (United States)

Kennedy, Robert L.; Barker, Bruce O.

1987-01-01

Results of two surveys of 59 and 47 school board presidents from 26 and 21 different states, respectively, having district enrollments of 300 or smaller, indicated the most valued capabilities considered in hiring rural superintendents were interpersonal relations/communications skills, financial/organizational management skills, and good moral…

The state of leadership education in US medical schools: results of a national survey.

Science.gov (United States)

Neeley, Sabrina M; Clyne, Brian; Resnick-Ault, Daniel

2017-01-01

Over the past two decades, there have been increasing calls for physicians to develop the capabilities to lead health care transformation. Many experts and authors have suggested that leadership education should begin during medical school; however, little information exists regarding the presence or nature of undergraduate medical education leadership curricula in the USA. This study sought to determine the prevalence of formal leadership education in US undergraduate medical schools, as well as the delivery methods and degree of student participation. A web-based survey of medical education deans from US allopathic medical schools (N = 144) was administered from November 2014 to February 2015. The survey included questions on the presence of leadership curricula, delivery format, student participation rates, and forms of recognition. Eighty-eight surveys were completed; the majority (85%) of respondents were associate or assistant deans for medical education. Approximately half (54.5%) of respondents reported leadership curricula within their medical schools. Of those, 34.8% (16/46) were required; 32.6% (15/46) were elective; and 32.6% (15/46) indicated both required and elective components. Of schools with formal leadership curricula ​(n = 48), the common forms of content delivery were: mentoring programs (65.1%); dual degree programs (54.5%); workshops (48.8%); seminar/lecture series (41.9%); courses (41.9%); or single seminars (18.6%). Nineteen percent of institutions offer longitudinal leadership education throughout medical school. Common forms of recognition for leadership education were: course credit (48.8%); dual degrees (37.2%); certificates of completion (18.6%); and transcript notations (7.0%). This study indicates that formal leadership education exists in more than half of US allopathic medical schools, suggesting it is an educational priority. Program format, student participation, delivery methods, and recognition varied considerably

They Just Respect You for Who You Are: Contributors to Educator Positive Youth Development Promotion for Somali, Latino, and Hmong Students.

Science.gov (United States)

Allen, Michele L; Rosas-Lee, Maira; Ortega, Luis; Hang, Mikow; Pergament, Shannon; Pratt, Rebekah

2016-02-01

Youth from immigrant communities may experience barriers to connecting with schools and teachers, potentially undermining academic achievement and healthy youth development. This qualitative study aimed to understand how educators serving Somali, Latino, and Hmong (SLH) youth can best promote educator-student connectedness and positive youth development, by exploring the perspectives of teachers, youth workers, and SLH youth, using a community based participatory research approach. We conducted four focus groups with teachers, 18 key informant interviews with adults working with SLH youth, and nine focus groups with SLH middle and high school students. Four themes emerged regarding facilitators to educators promoting positive youth development in schools: (1) an authoritative teaching approach where teachers hold high expectations for student behavior and achievement, (2) building trusting educator-student relationships, (3) conveying respect for students as individuals, and (4) a school infrastructure characterized by a supportive and inclusive environment. Findings suggest a set of skills and educator-student interactions that may promote positive youth development and increase student-educator connectedness for SLH youth in public schools.

International science conference RESpect report

Directory of Open Access Journals (Sweden)

Radim Rybár

2010-07-01

Full Text Available Report is dedicated to aspects of conceiving the number of scientific magazine Acta Montanistica Slovaca, which purpose wasto publish specific key reports from the sixth year of international science conference RESpect 2011. The main aspect in the decisionprocess was to cover the conference agenda, complexity of the global problematic understanding, the subject of examination actualityand the results achievement level. The choice at the same time points on the technological, evaluative, environmental, economicaland application aspects of the RES usage, with accent on the Middle Europe region conditions.

Diversity in School: A Brazilian Educational Policy against Homophobia

Science.gov (United States)

Carrara, Sergio; Nascimento, Marcos; Duque, Aline; Tramontano, Lucas

2016-01-01

Diversity in School is a Brazilian initiative that seeks to increase understanding, recognition, respect, and value social and cultural differences through offering an e-learning course on gender, sexuality, and ethnic relations for teachers and school administrators in the public school system. The course and its objectives aim to enable staff…

U.S. Teachers' Perceptions of School Violence Prevention Programs

Science.gov (United States)

Chestnut, Natakie

2016-01-01

In response to high profile violent incidents and crimes, many schools have developed plans that address school discipline to create a school climate and culture wherein everyone is valued and treated with respect. The problem that prompted this study is teachers are struggling with effectively implementation prevention program. The purpose of…

Prevalence of School Bullying Among Youth with Autism Spectrum Disorders: A Systematic Review and Meta-Analysis.

Science.gov (United States)

Maïano, Christophe; Normand, Claude L; Salvas, Marie-Claude; Moullec, Grégory; Aimé, Annie

2016-06-01

The true extent of school bullying among youth with autism spectrum disorders (ASD) remains an underexplored area. The purpose of this meta-analysis is to: (a) assess the proportion of school-aged youth with ASD involved in school bullying as perpetrators, victims or both; (b) examine whether the observed prevalence estimates vary when different sources of heterogeneity related to the participants' characteristics and to the assessment methods are considered; and (c) compare the risk of school bullying between youth with ASD and their typically developing (TD) peers. A systematic literature search was performed and 17 studies met the inclusion criteria. The resulting pooled prevalence estimate for general school bullying perpetration, victimization and both was 10%, 44%, and 16%, respectively. Pooled prevalence was also estimated for physical, verbal, and relational school victimization and was 33%, 50%, and 31%, respectively. Moreover, subgroup analyses showed significant variations in the pooled prevalence by geographic location, school setting, information source, type of measures, assessment time frame, and bullying frequency criterion. Finally, school-aged youth with ASD were found to be at greater risk of school victimization in general, as well as verbal bullying, than their TD peers. Autism Res 2016, 9: 601-615. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions.

Science.gov (United States)

Crouch, Ronald; Keys, Christopher B; McMahon, Susan D

2014-01-01

For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.

Baseline Results of the First Healthy Schools Evaluation among a Community of Young, Irish, Urban Disadvantaged Children and a Comparison of Outcomes with International Norms

Science.gov (United States)

Comiskey, Catherine M.; O'Sullivan, Karin; Quirke, Mary B.; Wynne, Ciara; Hollywood, Eleanor; MGillloway, Sinead

2012-01-01

Background: In 2008, the Irish Government initiated a pilot Healthy Schools Programme based on the World Health Organization Health Promoting Schools Model among children attending schools officially designated as urban and disadvantaged. We present here the first results on physical and emotional health and the relationship between childhood…

Educational Possibilities of Keeping Goats in Elementary Schools in Japan

Science.gov (United States)

Koda, Naoko; Kutsumi, Shiho; Hirose, Toshiya; Watanabe, Gen

2016-01-01

Many Japanese elementary schools keep small animals for educational purposes, and the effects and challenges have been investigated. Although goats are medium-sized animals that are familiar to Japanese, few practical studies have been conducted on keeping goats in schools. This study investigated the effects and challenges of keeping goats in elementary schools and discussed its educational possibilities. A semi-structured interview survey was conducted with 11 personnel that were responsible for keeping goats in 6 elementary schools in urban areas. They described benefits, problems, and tips related to keeping goats. Participant observation was also conducted on daily human–goat interactions in these schools. The results indicated that children in all six grades were able to care for goats. Goats were used for various school subjects and activities. As a result of keeping goats, children developed affection for them, attitude of respect for living things, greater sense of responsibility, and enhanced interpersonal interactional skills. Stronger ties between the schools and parents and community were developed through cooperation in goat-keeping. Some anxieties existed about the risk of injury to children when interacting with goats. Other challenges included the burden of taking care of the goats on holidays and insufficient knowledge about treatment in case of their illness or injury. The results suggested similarities to the benefits and challenges associated with keeping small animals in elementary schools, although the responsibility and the burden on the schools were greater for keeping goats than small animals because of their larger size and the need for children to consider the goats’ inner state and to cooperate with others when providing care. At the same time, goats greatly stimulated interest, cooperation, and empathy in children. Goats can expand educational opportunities and bring about many positive effects on child development. PMID:28083538

Characterization of school adolescent students with suicide risk in Medellin, 2006

Directory of Open Access Journals (Sweden)

Diana C. Toro G

2009-08-01

Full Text Available Objective: To explore the possible association between the risk of suicide, depression, consumption of psychoactive and family dysfunction in school adolescents. Methodology: It was administered a self-administered survey to a random sample of 779 adolescents to assess the risk of suicide, depression, psychoactive substance use and family dysfunction, the instruments were used ISO-30, CDI-LA-II CIDI and Family Apgar respectively. The analysis used the technique of case-control method. Results:The prevalence of suicide risk was between 23.0% and 26.5%. Depression and family dysfunction were positively associated with suicide risk, with a disparity ratio of 4.3 and 2.0 respectively. Conclusions: The results show the magnitude of a problem that must take into account the educational authorities, the municipal administration and parents. A priority is to strengthen programs for adolescent depression screening, and also require to the State better treatments for depression (not just limited to the drug. We must promote the strategy of school parents in educational institutions, emphasizing issues related to mental health and stress the importance of communication, cooperation, affection and respect among family members.

Uses of Youth Risk Behavior Survey and School Health Profiles Data: Applications for Improving Adolescent and School Health

Science.gov (United States)

Foti, Kathryn; Balaji, Alexandra; Shanklin, Shari

2011-01-01

Background: To monitor priority health risk behaviors and school health policies and practices, respectively, the Centers for Disease Control and Prevention (CDC) developed the Youth Risk Behavior Surveillance System (YRBSS) and the School Health Profiles (Profiles). CDC is often asked about the use and application of these survey data to improve…

"We Want Respect": Adults with Intellectual and Developmental Disabilities Address Respect in Research

Science.gov (United States)

McDonald, Katherine Elizabeth

2012-01-01

Respect is central to ethical guidelines for research. The scientific community has long debated, and at times disagreed on, how to demonstrate respect in research with adults with intellectual and developmental disabilities. To illuminate the voices of those most affected, the author studies the views of adults with intellectual and developmental…

Unsecure School Environment and School Phobic Behavior

Science.gov (United States)

Tukur, Abubakar Hamman; Muhammad, Khadijatu

2017-01-01

This study determines the level of student's school phobic behavior as a result of insecurity of school environment. The study was guided by one research question and one null hypothesis. The population of the study was all the secondary schools in Maiduguri, Borno state numbering about the same of the study was senior secondary students in…

National Board Certified School Librarians' Leadership in Technology Integration: Results of a National Survey

Science.gov (United States)

Everhart, Nancy; Mardis, Marcia A.; Johnston, Melissa

2011-01-01

In an effort to address the lack of empirical knowledge about the school librarians' role in technology, the Institute for Museum and Library Services funded Project Leadership-in-Action (LIA) to study leadership practices of school librarians. This current grant project includes a survey of the technology integration practices of school…

Does Combining School and Work Affect School and Post-School Outcomes? Longitudinal Surveys of Australian Youth

Science.gov (United States)

Anlezark, Alison; Lim, Patrick

2011-01-01

In this report the authors seek to answer the question of whether combining school and work is detrimental or beneficial to a student's school educational performance and labour market outcomes. They find that young people who combine school and work are distributed right across the school population. Results show that individuals can combine…

Estimating the effectiveness of early control measures through school absenteeism surveillance in observed outbreaks at rural schools in Hubei, China.

Science.gov (United States)

Fan, Yunzhou; Yang, Mei; Jiang, Hongbo; Wang, Ying; Yang, Wenwen; Zhang, Zhixia; Yan, Weirong; Diwan, Vinod K; Xu, Biao; Dong, Hengjin; Palm, Lars; Liu, Li; Nie, Shaofa

2014-01-01

School absenteeism is a common data source in syndromic surveillance, which allows for the detection of outbreaks at an early stage. Previous studies focused on its correlation with other data sources. In this study, we evaluated the effectiveness of control measures based on early warning signals from school absenteeism surveillance in rural Chinese schools. A school absenteeism surveillance system was established in all 17 primary schools in 3 adjacent towns in the Chinese region of Hubei. Three outbreaks (varicella, mumps, and influenza-like illness) were detected and controlled successfully from April 1, 2012, to January 15, 2014. An impulse susceptible-exposed-infectious-recovered model was used to fit the epidemics of these three outbreaks. Moreover, it simulated the potential epidemics under interventions resulting from traditional surveillance signals. The effectiveness of the absenteeism-based control measures was evaluated by comparing the simulated datasets. The school absenteeism system generated 52 signals. Three outbreaks were verified through epidemiological investigation. Compared to traditional surveillance, the school absenteeism system generated simultaneous signals for the varicella outbreak, but 3 days in advance for the mumps outbreak and 2-4 days in advance for the influenza-like illness outbreak. The estimated excess protection rates of control measures based on early signals were 0.0%, 19.0-44.1%, and 29.0-37.0% for the three outbreaks, respectively. Although not all outbreak control measures can benefit from early signals through school absenteeism surveillance, the effectiveness of early signal-based interventions is obvious. School absenteeism surveillance plays an important role in reducing outbreak spread.

School climate in peer bullying: observers' and active participants' perceptions

Directory of Open Access Journals (Sweden)

Sonja Pečjak

2017-09-01

Full Text Available Peer bullying is a phenomenon present in all schools. The school as an institution has a major role in limiting peer bullying. The primary goal of the study was to determine how different groups of students perceived school climate in relation to peer bullying regarding their role in peer bullying (active participants: bullies, victims, bully-victims and non-active participants: observers. 414 students (from 18 primary and secondary schools responded to The School Climate Bullying Survey (SCBS; Cornell, 2012, which measures the incidence of various forms of peer bullying and three dimensions of school climate (prevalence of teasing and bullying, aggressive attitudes, and willingness to seek help. The results showed that the active participants in peer bullying report a frequent presence of verbal and social bullying (54% and 40%, respectively and a significantly lower frequency of physical and cyber bullying (14%. The largest differences between the groups of students were found in their perceptions of the prevalence of aggressive attitudes and willingness to seek help in a school context. In the perceptions of both of these dimensions we found a high degree of similarity between the groups of bullies and victim-bullies, and between the groups of victims and observers. The first two groups, when compared to the victims and observers, perceived to a greater extent that school allows aggression as a way of affirmation among peers and in school in general, and that neither teachers nor peers do not stop the bullying, which discourages the victims from seeking help from them. The results confirmed the existence of the association between students’ perceived school climate by bullying and their behavior (roles in peer bullying.

Terminology report respect distance. The Use of the term respect distance in Posiva and SKB

International Nuclear Information System (INIS)

Lampinen, H.

2007-09-01

The term respect distance is used in some key publications of the Finnish Nuclear Waste Management Company, Posiva, and the Swedish Nuclear Waste Management Company, SKB (Svensk Kaernbrenslehantering). Posiva and SKB researchers use the same terms in their reports, and it is acknowledged that the terms used by both companies are not used in the same way, though the differences are often subtle. This report is a literature study of the term 'respect distance' and the terms immediately associated to it. Vital terms related to the respect distance and issues concerning the use of scale concepts in Posiva and SKB are gathered in the end of report. Posiva's respect distances consider the seismic, hydrological and mechanical properties of the deterministic deformation zones as important issues that constitute a risk for longterm safety. These requirements for respect distances are an interpretation of STUK's YVL 8.4 Guide. At present, Posiva's criteria regarding respect distances follow the instructions given in the Host Rock Classification system (HRC), whereas the size of a deformation zone to which respect distances are applied vary from the regional to local major and minor. This and other criteria that are given for respect distances may, however, change in the near future as Posiva's Rock Suitability Criteria (RSC) programme proceeds. SKB's considerations of respect distances acknowledge that the hydraulic and mechanical aspects of a deformation zone have an effect on the respect distance. However, the seismic risk is considered to overshadow the other effects on a regional scale. The respect distance defined for a deformation zone is coupled with the size of a fracture where secondary slip could occur. In the safety assessment it is assumed that this fracture cuts a deposition hole location. In SKB the respect distance is determined for regional and local major deformation zones. The trace length of such a zone is defined as being ≥ 3 km. For deformation zones

Arts-Based School Reform: A Whole School Studies One Painting.

Science.gov (United States)

Short, Georgianna

2001-01-01

Describes arts-based, anchored instruction at Fair Arts IMPACT Elementary School (Columbus, Ohio), a five-week program centered around "Sunday Afternoon on the Island of La Grande Jatte" (Georges Seurat). Addresses unit objectives such as understanding social climate with respect to race/gender discrimination and examining why people…

School Climate as an Important Component in School Effectiveness

Directory of Open Access Journals (Sweden)

Dorina Rapti

2013-07-01

Full Text Available Expectations, values, faith, relationships with staff, the school leader, teachers and students behavior create school climate. The leader can promote or hinder a positive climate through his leadership model. The purpose of this study is to explore what are the climate types that appear in the school as well as to contribute to the expectations of different stakeholders on the school climate. The starting point for improving the performance of students and teachers is to improve school climate. Thus, this study will help leaders who for one reason or another have not been effective in keeping their responsibilities, and, as a result, did not work efficiently in improving school climate. It is assumed that a positive school climate enhances effective teaching, and as a result a better performance of student learning. This study will serve to further studies related to the expansion of the leaders’ roles on school climate. In conclusion, the research will assist policy makers in Albania to assess the content of the modules needed for training future managers and teachers to ensure they are equipped with the skills required to create a positive, open and collaborative climate in school. The school leader should be released from some managerial tasks, for paying more time to teachers and students.

Building medical ethics education to improve Japanese medical students' attitudes toward respecting patients' rights.

Science.gov (United States)

Saito, Yukiko; Kudo, Yasushi; Shibuya, Akitaka; Satoh, Toshihiko; Higashihara, Masaaki; Aizawa, Yoshiharu

2011-08-01

In medical education, it is important for medical students to develop their ethics to respect patients' rights. Some physicians might make light of patients' rights, because the increased awareness of such rights might make it more difficult for them to conduct medical practice. In the present study, predictors significantly associated with "a sense of resistance to patients' rights" were examined using anonymous self-administered questionnaires. For these predictors, we produced original items with reference to the concept of ethical development and the teachings of Mencius. The subjects were medical students at the Kitasato University School of Medicine, a private university in Japan. A total of 518 students were analyzed (response rate, 78.4%). The average age of enrolled subjects was 22.5 ± 2.7 years (average age ± standard deviation). The average age of 308 male subjects was 22.7 ± 2.8 years, while that of 210 female subjects was 22.1 ± 2.5 years. The item, "Excessive measures to pass the national examination for medical practitioners," was significantly associated with "a sense of resistance to patients' rights." However, other items, including basic attributes such as age and gender, were not significant predictors. If students spent their school time only focusing on the national examination, they would lose the opportunity to receive the ethical education that would allow them to respect patients' rights. That ethical development cannot easily be evaluated with written exams. Thus, along with the acquisition of medical knowledge, educational programs to promote medical students' ethics should be developed.

Peer-assisted learning in medical school: tutees’ perspective

Directory of Open Access Journals (Sweden)

Menezes A

2016-01-01

Full Text Available Audrey Menezes,1,2 Annette Burgess,1 Antonia J Clarke,1,3 Craig Mellis1 1Central Clinical School, Sydney Medical School, The University of Sydney; 2Hornsby Ku-ring-gai Hospital; 3Royal Prince Alfred Hospital, Sydney, NSW, Australia Purpose: Peer tutoring offers a valuable method of enhancing students’ learning experience in medical school. Junior students learn from senior peers to reinforce curriculum content in an engaging community environment. The aim of our study was to assess tutees’ perceptions of a formal peer tutoring program at the Central Clinical School of Sydney Medical School. We used the learning theory of the community of practice in order to understand tutees’ perspectives. Patients and methods: All Year 1 and Year 2 students within the Central Clinical School were invited to be tutored by Year 3 and Year 4 students, respectively. Tutor pairs taught a group of three to four tutees fortnightly, and the tutorials were largely clinically based. A questionnaire containing 13 closed items and four open-ended questions regarding their experiences in the program was distributed to the tutees. Descriptive statistics were used to analyze the data. Results: A total of 66 of 101 (65% Year 1 and Year 2 students took part as tutees and 42 of 106 (40% students as tutors. The tutees' response rate was 53% (35/66. Results were largely positive, with 97% of the tutees enjoying the program, 90% showing interest in tutorial topics, 91% feeling a sense of community, 100% wanting to take part next year, 97% finding small groups effective, and 97% and 91% feeling an improved understanding of medical concepts and clinical skills, respectively. Tutees perceived the most useful aspects to be learning and revision and advice from experienced peers. The most frequent suggestion for improvement was to resolve scheduling conflicts. Conclusion: Tutees found the peer tutoring program to be valuable in learning and revision, establishing a community, and

The role of delinquency, proactive aggression, psychopathy and behavioral school engagement in reported youth gang membership.

Science.gov (United States)

Ang, Rebecca P; Huan, Vivien S; Chan, Wei Teng; Cheong, Siew Ann; Leaw, Jia Ning

2015-06-01

Given the robust positive association between gangs and crime, a better understanding of factors related to reported youth gang membership is critical and especially since youth in gangs are a universal concern. The present study investigated the role of delinquency, proactive aggression, psychopathy and behavioral school engagement in reported youth gang membership using a large sample of 1027 Singapore adolescents. Results from logistic regression showed that delinquency, proactive aggression, and behavioral school engagement were statistically significant risk factors for reported youth gang membership, and that psychopathy was not related to reported gang membership. Implications for prevention and intervention work with respect to youth gang membership were discussed. In particular, strengthening students' engagement with school and meaningful school-related activities and developing supportive teacher-student relationships are particularly important in working with young people with respect to prevention work. Additionally, the present study's theoretical and empirical contributions were also discussed. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Health-care conditions in elementary schools and teachers' knowledge of childhood asthma.

Science.gov (United States)

Canitez, Yakup; Cekic, Sukru; Celik, Ugur; Kocak, Abdulkadir; Sapan, Nihat

2016-02-01

For the adequate control of asthma in school-age children, it is recommended that teachers, school health personnel and administrators should have sufficient knowledge of how to manage asthma during school hours. To investigate asthma health care in elementary schools, and teachers' knowledge of childhood asthma and its management. The extent of knowledge of childhood asthma in 2779 teachers in 141 elementary schools (children aged 6-14, grades 1-8) in Bursa, the fourth largest city in Turkey, was evaluated. Section I comprised questions about asthma health-care in schools, Section II teachers' knowledge of the main characteristics of asthma and Section III (Likert Scale) teachers' detailed knowledge of the signs, triggering factors, treatment and general knowledge of asthma. The findings of Section I demonstrated that the organisation of health-care for asthma in schools was insufficient. Of the teachers questioned, 14·7% were not even aware and only 1% and 9·6% of the teachers had been made aware by school health personnel and school records, respectively, of asthmatic children. Only 27·3% of the teachers stated that they were responsible for the health of an asthmatic child. The majority of teachers (70%) said that asthmatic children could use the medication (e.g. inhalers) themselves. In Section II, there were between 44·1% and 75·5% correct answers, while in Section III this figure ranged from 3·3% to 78·4%. The correct answer rate was 60·4% for Sections II and III combined. The results of Sections II and III showed that the teachers' knowledge of asthma was poor in many respects. Teachers who stated that they had asthma or had first-degree relatives with asthma, or those with 10 or more years' experience provided significantly more correct answers in Sections II and III combined than did those without these characteristics (Phealth care for asthma (asthma management policies) in schools. The implementation of asthma education programmes for teachers

Vigorous physical activity and the neighborhood school environment: cross-sectional study

DEFF Research Database (Denmark)

Svastisalee, Chalida; Schipperijn, Jasper; Holstein, Bjørn Evald

Purpose: To investigate the association between likelihood of frequent vigorous physical activity (VPA) outside of school hours and aspects of the built environment that support exercise. Methods: Self-reported VPA measured in 6046 boys and girls in 80 schools. Multi-level logistic regression...... analyses were conducted to examine the relationship between frequency of VPA and objective exercise resources within 2 km from each school. Results: Total walking paths was the strongest built environment correlate of frequent VPA. Boys from low socioeconomic backgrounds or attending schools with little...... walking paths had lower odds (OR = 0.66 and 0.68, respectively) of frequent VPA. Girls from low socioeconomic backgrounds had lower odds (OR = 0.62) of frequent VPA. Interactions between socioeconomic background and total paths showed a decreased likelihood of frequent VPA for boys and girls from low...

L'éveil du sens des autres à l'école:quelles compétences à developer chez les élèves? (Raising Awareness with Respect to Others, in School: Which Student Skills Should be Developed?

Directory of Open Access Journals (Sweden)

ALAIN BAUDRIT

2010-06-01

Full Text Available Awareness with respect to others is strictly related to the type of interpersonal relations which persons maintain within a given culture. However, this awareness can also show certain deficiencies in modern societies (Augé, 1994. In this case, the school may have a role to play with respect to rehabilitating this awareness, that is, enhancing the attention given to others. First and foremost, group methods appear quite well suited to answer these expectations. There really are reasons for the development of student skills other than classical social abilities (knowing how to listen to their work partners, being able to work together with them, etc.. From this point of view, the social/emotional track appears to be quite promising, from a social-constructivist perspective.

Radon in schools and dwellings of Osijek

International Nuclear Information System (INIS)

Planinic, J.P.; Smit, G.; Faj, Z.; Suveljak, B.; Vukovic, B.; Radolic, V.

1995-01-01

Indoor radon concentrations were measured in 10 821 pupils primary schools of Osijek by means of the Radhome silicon detector. The values ranged from 15 to 300 Bq/m 3 , respectively. Ten years continuous radon measurements performed with the LR-115 nuclear track detector in three houses of different construction and town area gave means of 27, 96 and 23 Bq/m 3 ; the indoor Rn concentration for a heating period was a factor of 1.5 higher than for the warm season. The average effective dose equivalent for the primary school pupils was 2.8 mSv/y (with occupancy factors of 0.6, 0.2 and 0.2 for home, school and outdoors, respectively). For citizens of Osijek it was 1.7 mSv/y. (author) 7 refs.; 1 fig.; 1 tab

Talented High School Football Players’ Perception of Talent Identification Criteria

Directory of Open Access Journals (Sweden)

Vazjwar Matin

2017-06-01

Full Text Available Talent identification (TID is a major part of top-level football. Even so, most studies of talented players are skewed towards exploring the work of coaches who are already dealing with pre-defined “talented performers” and not a broader range of players, such as high school students in sport specialisation programs (SSP and elite sport specialisation programs (ESSP. In this study, we explore which skills high school players find most important, how they assess their own skills compared to their schoolmates and which skills their school and club coaches find most important, comparing: girls and boys, an SSP and an ESSP school and players playing top-level versus low-level football. Included in this study were 111 high school football players (81 boys and 30 girls representing one SSP and one ESSP. The results showed that the players ranked mental and tactical skills as most important compared to the school and club coach who ranked, respectively, technical and physical, and tactical and technical skills as most important. Girls considered both tactical and physical skills significantly (<0.01 more important than boys. Players from SSP considered mental skills as significantly more important, while the ESSP players considered the tactical skills as significantly more important. Furthermore, the top-level players considered technical and mental skills as significantly more important. These results could indicate that gender, school type and playing level could affect the players’ perception of the most important skills in TID.

Teaching Basic Life Support to Students of Public and Private High Schools

Directory of Open Access Journals (Sweden)

José Maria Gonçalves Fernandes

2014-06-01

Full Text Available Background:Despite being recommended as a compulsory part of the school curriculum, the teaching of basic life support (BLS has yet to be implemented in high schools in most countries.Objectives:To compare prior knowledge and degree of immediate and delayed learning between students of one public and one private high school after these students received BLS training.Methods:Thirty students from each school initially answered a questionnaire on cardiopulmonary resuscitation (CPR and use of the automated external defibrillator (AED. They then received theoretical-practical BLS training, after which they were given two theory assessments: one immediately after the course and the other six months later.Results:The overall success rates in the prior, immediate, and delayed assessments were significantly different between groups, with better performance shown overall by private school students than by public school students: 42% ± 14% vs. 30.2% ± 12.2%, p = 0.001; 86% ± 7.8% vs. 62.4% ± 19.6%, p < 0.001; and 65% ± 12.4% vs. 45.6% ± 16%, p < 0.001, respectively. The total odds ratio of the questions showed that the private school students performed the best on all three assessments, respectively: 1.66 (CI95% 1.26-2.18, p < 0.001; 3.56 (CI95% 2.57-4.93, p < 0.001; and 2.21 (CI95% 1.69-2.89, p < 0.001.Conclusions:Before training, most students had insufficient knowledge about CPR and AED; after BLS training a significant immediate and delayed improvement in learning was observed in students, especially in private school students.

Inclusive STEM High Schools Increase Opportunities for Underrepresented Students

Science.gov (United States)

Spillane, Nancy K.; Lynch, Sharon J.; Ford, Michael R.

2016-01-01

The authors report on a study of eight inclusive STEM high schools that are designed to increase the numbers of students in demographic groups underrepresented in STEM. As STEM schools, they have had broader and deeper STEM coursework (taken by all students) than required by their respective states and school districts; they also had outcome…

"Rehabilitation schools for scoliosis" thematic series: describing the methods and results

Directory of Open Access Journals (Sweden)

Grivas Theodoros B

2010-12-01

Full Text Available Abstract The Scoliosis Rehabilitation model begins with the correct diagnosis and evaluation of the patient, to make treatment decisions oriented to the patient. The treatment is based on observation, education, scoliosis specific exercises, and bracing. The state of research in the field of conservative treatment is insufficient. There is some evidence supporting scoliosis specific exercises as a part of the rehabilitation treatment, however, the evidence is poor and the different methods are not known by most of the scientific community. The only way to improve the knowledge and understanding of the different physiotherapy methodologies (specific exercises, integrated into the whole rehabilitation program, is to establish a single and comprehensive source of information about it. This is what the SCOLIOSIS Journal is going to do through the "Rehabilitation Schools for Scoliosis" Thematic Series, where technical papers coming from the different schools will be published.

Aerosol particles generated by diesel-powered school buses at urban schools as a source of children’s exposure

Science.gov (United States)

Hochstetler, Heather A.; Yermakov, Mikhail; Reponen, Tiina; Ryan, Patrick H.; Grinshpun, Sergey A.

2015-01-01

Various heath effects in children have been associated with exposure to traffic-related particulate matter (PM), including emissions from school buses. In this study, the indoor and outdoor aerosol at four urban elementary schools serviced by diesel-powered school buses was characterized with respect to the particle number concentrations and size distributions as well as the PM2.5 mass concentrations and elemental compositions. It was determined that the presence of school buses significantly affected the outdoor particle size distribution, specifically in the ultrafine fraction. The time-weighted average of the total number concentration measured outside the schools was significantly associated with the bus and the car counts. The concentration increase was consistently observed during the morning drop-off hours and in most of the days during the afternoon pick-up period (although at a lower degree). Outdoor PM2.5 mass concentrations measured at schools ranged from 3.8 to 27.6 µg m−3. The school with the highest number of operating buses exhibited the highest average PM2.5 mass concentration. The outdoor mass concentrations of elemental carbon (EC) and organic carbon (OC) were also highest at the school with the greatest number of buses. Most (47/55) correlations between traffic-related elements identified in the outdoor PM2.5 were significant with elements identified in the indoor PM2.5. Significant associations were observed between indoor and outdoor aerosols for EC, EC/OC, and the total particle number concentration. Day-to-day and school-to-school variations in Indoor/Outdoor (I/O) ratios were related to the observed differences in opening windows and doors, which enhanced the particle penetration, as well as indoor activities at schools. Overall, the results on I/O ratio obtained in this study reflect the sizes of particles emitted by diesel-powered school bus engines (primarily, an ultrafine fraction capable of penetrating indoors). PMID:25904818

Principal Succession and the Micropolitics of Educators in Schools: Some Incidental Results from a Larger Study

Science.gov (United States)

Meyer, Matthew J.; Macmillan, Robert B.

2011-01-01

Principal turnover has the potential to impact seriously school morale and values as teachers attempt to adjust to new administrators and their possible shifts in focus. In an era of mandated school improvement, teachers in schools with new administrators have to deal not only with changes in district, state and/or provincial policies, but also…

Baseline results of the first healthy schools evaluation among a community of young, Irish, urban disadvantaged children and a comparison of outcomes with international norms.

Science.gov (United States)

Comiskey, Catherine M; O'Sullivan, Karin; Quirke, Mary B; Wynne, Ciara; Hollywood, Eleanor; MGillloway, Sinead

2012-11-01

In 2008, the Irish Government initiated a pilot Healthy Schools Programme based on the World Health Organization Health Promoting Schools Model among children attending schools officially designated as urban and disadvantaged. We present here the first results on physical and emotional health and the relationship between childhood depression and demographic and socioeconomic factors. The Healthy Schools Programme evaluation was a 3-year longitudinal outcome study among urban disadvantaged children aged 4 to 12 years. Physical and psychological health outcomes were measured using validated, international instruments at baseline. Outcomes at baseline were compared with international norms and where differences were found, results were statistically modeled to determine factors predicting poor outcomes. A total of 552 children responded at baseline, representing over 50% of all eligible children available to participate from 7 schools. Findings at baseline revealed that in general, children did not differ significantly from international norms. However, detailed analysis of the childhood depression scores revealed that in order of importance, psychological well-being, the school environment, social support, and peer relations and age were statistically significant predictors of increased childhood depression in children under 12 years of age. Future health and well-being studies in schools among urban disadvantaged children need to broaden their scope to include measures of depression in children under 12 years of age and be cognisant of the impact of the school environment on the mental and emotional health of the very young. © 2012, American School Health Association.

Primary school students' mental health in Uganda and its association with school violence, connectedness, and school characteristics: a cross-sectional study.

Science.gov (United States)

Thumann, Barbara F; Nur, Ula; Naker, Dipak; Devries, Karen M

2016-07-29

Few studies have explored risk factors for poor mental health in Ugandan primary schools. This study investigated whether individual- and contextual-level school-related factors including violence from school staff and other students, connectedness to school and peers, as well as school size and urban/rural location, were associated with mental health difficulties in Ugandan children. We also examined whether associations between violence exposure at school and mental health were mediated by connectedness as well as whether associations were different for boys and girls. The analytic sample consisted of 3,565 students from 42 primary schools participating in the Good Schools Study. Data were collected through individual interviews conducted in June and July 2012. Mental health was measured using the Strengths and Difficulties Questionnaire. Multilevel logistic regression was applied to investigate factors associated with mental health difficulties. Experiences of violence from school staff and other students in the past week were strongly associated with mental health difficulties (OR = 1.58, 95 % CI 1.31 to 1.90 and 1.81, 1.47 to 2.23, respectively). Children with a low school connectedness had 1.43 times (1.11 to 1.83) the odds of mental health difficulties compared to those with a high school connectedness. The OR comparing children never feeling close to other students at their school with those always feeling close was 1.86 (1.18 to 2.93). The effect of violence on mental health was not mediated through the connectedness variables. School size was not related to mental health difficulties, but attending an urban school increased the odds of mental health difficulties after accounting for other factors. We did not find evidence that the effect of one or more of the exposures on the outcome differed between boys and girls. These findings suggest that violence in school and low connectedness to school and peers are independently associated with mental health

Collaborative School Innovation Project as a Pivot for Teachers' Professional Development: The Case of Acharnes' Second Chance School in Greece

Science.gov (United States)

Katsarou, Eleni; Tsafos, Vassilis

2008-01-01

A collaborative school innovation project is explored as a pivot for the professional development of the teachers involved. The Second Chance School (SCS) of Acharnes in Greece constitutes such a collaborative innovative project, regarding the underlying theory of multiliteracies, its decentralised character, respect for student individuality, and…

Nutrient Intake Is Insufficient among Senegalese Urban School Children and Adolescents: Results from Two 24 h Recalls in State Primary Schools in Dakar

Directory of Open Access Journals (Sweden)

Marion Fiorentino

2016-10-01

Full Text Available Due to rapid urbanization and high food prices and in the absence of nutrition programs, school children from urban areas in West Africa often have insufficient and inadequate diet leading to nutrient deficiencies that affect their health and schooling performance. Acute malnutrition and micronutrient deficiencies are prevalent in children from primary state schools of Dakar (Senegal. The objectives of the present study were to assess the overall diet of these children, to report insufficient/excessive energy and nutrient intakes and to investigate association between insufficient nutrient intake and micronutrient deficiencies. Children attending urban state primary schools in the Dakar area were selected through a two-stage random cluster sampling (30 schools × 20 children. Dietary intake data were obtained from two 24 h recalls and blood samples were collected from 545 children (aged 5–17 years, 45% < 10 years, 53% girls and adjusted for intra-individual variability to estimate nutrient usual intakes. Energy intake was insufficient and unbalanced with insufficient contribution of protein and excessive contribution of fat to global energy intake in one third of the children. Proportions of children with insufficient intake were: 100% for calcium, 100% for folic acid, 79% for vitamin A, 69% for zinc, 53% for vitamin C and 46% for iron. Insufficient iron and protein intake were risk factors for iron deficiency (odds ratio, OR 1.5, 2.2. Insufficient zinc intake and energy intake from protein were risk factors for zinc deficiency (OR 1.8, 3.0, 1.7, 2.9. Insufficient iron and vitamin C intake, and insufficient energy intake from protein were risk factors for marginal vitamin A status (OR 1.8, 1.8, 3.3. To address nutritional deficiencies associated with a diet deficient in energy, protein and micronutrients, nutrition education or school feeding programs are needed in urban primary schools of Senegal.

Nutrient Intake Is Insufficient among Senegalese Urban School Children and Adolescents: Results from Two 24 h Recalls in State Primary Schools in Dakar

Science.gov (United States)

Fiorentino, Marion; Landais, Edwige; Bastard, Guillaume; Carriquiry, Alicia; Wieringa, Frank T.; Berger, Jacques

2016-01-01

Due to rapid urbanization and high food prices and in the absence of nutrition programs, school children from urban areas in West Africa often have insufficient and inadequate diet leading to nutrient deficiencies that affect their health and schooling performance. Acute malnutrition and micronutrient deficiencies are prevalent in children from primary state schools of Dakar (Senegal). The objectives of the present study were to assess the overall diet of these children, to report insufficient/excessive energy and nutrient intakes and to investigate association between insufficient nutrient intake and micronutrient deficiencies. Children attending urban state primary schools in the Dakar area were selected through a two-stage random cluster sampling (30 schools × 20 children). Dietary intake data were obtained from two 24 h recalls and blood samples were collected from 545 children (aged 5–17 years, 45% < 10 years, 53% girls) and adjusted for intra-individual variability to estimate nutrient usual intakes. Energy intake was insufficient and unbalanced with insufficient contribution of protein and excessive contribution of fat to global energy intake in one third of the children. Proportions of children with insufficient intake were: 100% for calcium, 100% for folic acid, 79% for vitamin A, 69% for zinc, 53% for vitamin C and 46% for iron. Insufficient iron and protein intake were risk factors for iron deficiency (odds ratio, OR 1.5, 2.2). Insufficient zinc intake and energy intake from protein were risk factors for zinc deficiency (OR 1.8, 3.0, 1.7, 2.9). Insufficient iron and vitamin C intake, and insufficient energy intake from protein were risk factors for marginal vitamin A status (OR 1.8, 1.8, 3.3). To address nutritional deficiencies associated with a diet deficient in energy, protein and micronutrients, nutrition education or school feeding programs are needed in urban primary schools of Senegal. PMID:27775598

Toleration out of respect?

DEFF Research Database (Denmark)

Lægaard, Sune

2013-01-01

Under conditions of pluralism different cultures, interests or values can come into conflict, which raises the problem of how to secure peaceful co-existence. The idea of toleration historically emerged as an answer to this problem. Recently Rainer Forst has argued that toleration should not just...... be based on a modus vivendi designed to secure peaceful co-existence, but should be based on moral reasons. Forst therefore advances what he calls the ‘respect conception’ of toleration as an in itself morally desirable type of relationship, which is furthermore the only conception of toleration...... that avoids various so-called ‘paradoxes of toleration’. The paper first examines whether Forst’s respect conception can be applied descriptively to distinguish between actual patterns of behaviour and classify different acts of toleration. Then the focus is shifted to toleration out of respect as a normative...

Cost-Effectiveness of Comprehensive School Reform in Low Achieving Schools

Science.gov (United States)

Ross, John A.; Scott, Garth; Sibbald, Tim M.

2012-01-01

We evaluated the cost-effectiveness of Struggling Schools, a user-generated approach to Comprehensive School Reform implemented in 100 low achieving schools serving disadvantaged students in a Canadian province. The results show that while Struggling Schools had a statistically significant positive effect on Grade 3 Reading achievement, d = 0.48…

Best practices in school food and nutrition units of public schools of Bayeux, PB, Brazil.

Science.gov (United States)

Lopes, Ana Carolina de Carvalho; Pinto, Helen Ramalho Farias; Costa, Deborah Camila Ismael de Oliveira; Mascarenhas, Robson de Jesus; Aquino, Jailane de Souza

2015-07-01

The occurrence of foodborne illness outbreaks is increasing in schools, and due to the number of children who consume school meals as the only daily meal, this factor becomes even more worrisome. In this sense, the aim of this study was to evaluate the hygienic-health aspects of Food and Nutrition Units (SFNU) of public schools of Bayeux / PB in relation to the adoption of best practices in school food and nutrition. Data were collected through SFNU checklist during visits to units in 29 schools. The health risk of units evaluated was from regular to very high regarding structure and facilities, hygiene of food handlers, environment and food preparation. It was found that 10.3% of handlers used clean and adequate uniforms, and environment and equipment showed poor conservation status in 75.9% and 89.7% of Units, respectively; control of urban pests and vectors was not effective and cleaning of fresh produce was incorrectly conducted in 51.7% of SFNU of schools evaluated. It could be concluded that the production of meals in SFNU of schools evaluated does not meet the requirements established by the best practices in school food and nutrition.

[Factors associated with the consumption of school meals by Brazilian adolescents: results of the PeNSE survey 2012].

Science.gov (United States)

Locatelli, Nathália Tarossi; Canella, Daniela Silva; Bandoni, Daniel Henrique

2017-05-18

The aim was to study the association between socio-demographic and routine dietary variables and consumption of school meals by adolescents enrolled in public schools in Brazil. The study used data used from the National School Health Survey (PeNSE) 2012. To assess differences between schoolchildren based on whether or not they ate school meals, the study used Pearson's chi-square test, and associations were analyzed with univariate and multivariate Poisson regression models. Of the 86,660 students included in the study, 22.8% eat school meals. Higher consumption of school meals is associated with male gender, brown skin color, residence outside state capitals, working, and low maternal schooling, for those that ate breakfast and lunch with their parents. The findings are relevant for planning strategies to encourage consumption of school meals.

Does the school performance variable used in the International Health Behavior in School-Aged Children (HBSC) Study reflect students' school grades?

Science.gov (United States)

Felder-Puig, Rosemarie; Griebler, Robert; Samdal, Oddrun; King, Matthew A; Freeman, John; Duer, Wolfgang

2012-09-01

Given the pressure that educators and policy makers are under to achieve academic standards for students, understanding the relationship of academic success to various aspects of health is important. The international Health Behavior in School-Aged Children (HBSC) questionnaire, being used in 41 countries with different school and grading systems, has contained an item assessing perceived school performance (PSP) since 1986. Whereas the test-retest reliability of this item has been reported previously, we determined its convergent and discriminant validity. This cross-sectional study used anonymous self-report data from Austrian (N = 266), Norwegian (N = 240), and Canadian (N = 9,717) samples. Students were between 10 and 17 years old. PSP responses were compared to the self-reported average school grades in 6 subjects (Austria) or 8 subjects (Norway), respectively, or to a general, 5-category-based appraisal of most recent school grades (Canada). Correlations between PSP and self-reported average school grade scores were between 0.51 and 0.65, representing large effect sizes. Differences between the median school grades in the 4 categories of the PSP item were statistically significant in all 3 samples. The PSP item showed predominantly small associations with some randomly selected HBSC items or scales designed to measure different concepts. The PSP item seems to be a valid and useful question that can distinguish groups of respondents that get good grades at school from those that do not. The meaning of PSP may be context-specific and may have different connotations across student populations from different countries with different school systems. © 2012, American School Health Association.

Friendships in Middle School: Influences on Motivation and School Adjustment

Science.gov (United States)

Wentzel, Kathryn R.; Barry, Carolyn McNamara; Caldwell, Kathryn A.

2004-01-01

In this 2-year longitudinal study (n=242), the authors examined relations of having a reciprocated friend and characteristics of a reciprocated friend to students' social and academic adjustment to middle school. With respect to having a friend, 6th-grade students without friends showed lower levels of prosocial behavior, academic achievement, and…

Comparing New School Effects in Charter and Traditional Public Schools

Science.gov (United States)

Kelly, Andrew P.; Loveless, Tom

2012-01-01

This study investigates whether student achievement varies during the institutional life span of charter schools by comparing them to new public schools. The results show that there is little evidence that new public schools struggle with initial start-up issues to the same extent as new charter schools. Even after controlling for school…

Toward Effective and Compelling Instruction for High School eCommerce Students: Results from a Small Field Study

Science.gov (United States)

Luterbach, Kenneth J.; Rodriguez, Diane; Love, Lakecia

2012-01-01

This paper describes an instructional development effort to create effective and compelling instruction for eCommerce students. Results from a small field study inform the development project. Four high school students in an eCommerce course completed the standalone tutorial developed to teach them how to create a web page in the HyperText Markup…

Project PANK: Rationale, study protocol and baseline results of a multidisciplinary school based intervention in children with cardiovascular and metabolic risk factors

Directory of Open Access Journals (Sweden)

Rui Batalau

2017-05-01

Full Text Available Abstract Aims: Cardiovascular disease risk factors occur more frequently in children with obesity. Project PANK is a multidisciplinary school-based intervention lasting 6 months to improve BMI z-score, waist circumference (WC, waist-to-height ratio (WHtR, blood pressure (BP, nutrition, physical activity (PA, sedentary behaviour (SB, cardiorespiratory fitness (CRF, glucose, cholesterol, and triglycerides (TG. Methods/DesignA total of 77 children (7-10 years were recruited from an urban school. The protocol includes PA and SB individual meetings for children/parents; increasing school exercise; PA and SB lessons for children; A goal in the number of steps/day to accomplish in and after school. In nutrition, the protocol includes three individual meetings for children/parents and six lessons for children. ResultsPositive associations were found between the BMI Z-score, WC, and WHtR with TG; the BMI Z-score and WHtR with glucose; the light PA time and HDL-C; the vigorous and moderate-to-vigorous PA with CRF; the caloric intake and lipids with LDL-C, BMI z-score, WC, and WHtR. A negative association was found between CRF and TG. ConclusionBaseline results stress the importance of multidisciplinary school-based interventions. We hypothesized that PANK will improve blood variables, anthropometric measures, and BP, by changing food intake, enhancing PA and CRF, and decreasing SB.

Substance use and dietary practices among students attending alternative high schools: results from a pilot study

Directory of Open Access Journals (Sweden)

Hannan Peter J

2011-04-01

Full Text Available Abstract Background Substance use and poor dietary practices are prevalent among adolescents. The purpose of this study was to examine frequency of substance use and associations between cigarette, alcohol and marijuana use and selected dietary practices, such as sugar-sweetened beverages, high-fat foods, fruits and vegetables, and frequency of fast food restaurant use among alternative high school students. Associations between multi-substance use and the same dietary practices were also examined. Methods A convenience sample of adolescents (n = 145; 61% minority, 52% male attending six alternative high schools in the St Paul/Minneapolis metropolitan area completed baseline surveys. Students were participants in the Team COOL (Controlling Overweight and Obesity for Life pilot study, a group randomized obesity prevention pilot trial. Mixed model multivariate analyses procedures were used to assess associations of interest. Results Daily cigarette smoking was reported by 36% of students. Cigarette smoking was positively associated with consumption of regular soda (p = 0.019, high-fat foods (p = 0.037, and fast food restaurant use (p = 0.002. Alcohol (p = 0.005 and marijuana use (p = 0.035 were positively associated with high-fat food intake. With increasing numbers of substances, a positive trend was observed in high-fat food intake (p = 0.0003. There were no significant associations between substance use and fruit and vegetable intake. Conclusions Alternative high school students who use individual substances as well as multiple substances may be at high risk of unhealthful dietary practices. Comprehensive health interventions in alternative high schools have the potential of reducing health-compromising behaviors that are prevalent among this group of students. This study adds to the limited research examining substance use and diet among at-risk youth. Trial registration number ClinicalTrials.gov: NCT01315743

Influencing school health policy: the role of state school nurse consultants.

Science.gov (United States)

Broussard, Lisa; Howat, Holly; Stokes, Billy; Street, Tanya

2011-01-01

The role of the State School Nurse Consultant has been well defined by the National Association of School Nurses. State School Nurse Consultants serve as a resource to school nurses on issues related to their practice, as well as a liaison between top-level educators and school nurses. The purpose of this article is to describe the role of the State School Nurse Consultant, and to present results of a survey of Louisiana school nurses related to their practice needs. A survey was administered via Survey Monkey to determine the perceived needs of Louisiana school nurses related to their professional practice. Eighty-eight members of the Louisiana School Nurse Organization participated in the online survey. Louisiana is 1 of 6 states that do not have a State School Nurse Consultant. Respondents to the survey indicated an overwhelming need to have a school nurse representative at the state level. Twenty-two of the respondents specifically stated that they would like to have a State School Nurse Consultant within the Department of Education. Budgetary constraints have resulted in a lack of funding for a State School Nurse Consultant in Louisiana. Partnerships with federally qualified health centers (FQHC) and billing of Medicaid for school nursing services are 2 examples of revenue sources for school nurses that Louisiana is investigating. Revenue from these sources may serve to supplement state funds so that this important resource for Louisiana school nurses can be put into place.

School Refusal

Science.gov (United States)

Wimmer, Mary

2008-01-01

School attendance is an ongoing concern for administrators, particularly in middle level and high school. Frequent absences affect student learning, test scores, and social development. Absenteeism is often the result of emotional disorders, such as anxiety or depression. Administrators who understand the causes of school refusal behavior and are…

Cost analysis of a school-based comprehensive malaria program in primary schools in Sikasso region, Mali

Directory of Open Access Journals (Sweden)

Roberta Maccario

2017-06-01

Full Text Available Abstract Background The expansion of malaria prevention and control to school-aged children is receiving increasing attention, but there are still limited data on the costs of intervention. This paper analyses the costs of a comprehensive school-based intervention strategy, delivered by teachers, that included participatory malaria educational activities, distribution of long lasting insecticide-treated nets (LLIN, and Intermittent Parasite Clearance in schools (IPCs in southern Mali. Methods Costs were collected alongside a randomised controlled trial conducted in 80 primary schools in Sikasso Region in Mali in 2010-2012. Cost data were compiled between November 2011 and March 2012 for the 40 intervention schools (6413 children. A provider perspective was adopted. Using an ingredients approach, costs were classified by cost category and by activity. Total costs and cost per child were estimated for the actual intervention, as well as for a simpler version of the programme more suited for scale-up by the government. Univariate sensitivity analysis was performed. Results The economic cost of the comprehensive intervention was estimated to $10.38 per child (financial cost $8.41 with malaria education, LLIN distribution and IPCs costing $2.13 (20.5%, $5.53 (53.3% and $2.72 (26.2% per child respectively. Human resources were found to be the key cost driver, and training costs were the greatest contributor to overall programme costs. Sensitivity analysis showed that an adapted intervention delivering one LLIN instead of two would lower the economic cost to $8.66 per child; and that excluding LLIN distribution in schools altogether, for example in settings where malaria control already includes universal distribution of LLINs at community-level, would reduce costs to $4.89 per child. Conclusions A comprehensive school-based control strategy may be a feasible and affordable way to address the burden of malaria among schoolchildren in the Sahel.

Prevalence and correlates of hunger among primary and secondary school children in Malawi: results from the 2009 Global School-based Health Survey.

Science.gov (United States)

Mwambene, J B; Muula, A S; Leo, J C

2013-06-01

Education is important in improving economies and creating literate, self-reliant and healthy societies. However, hunger is a barrier to basic education in Malawi. Hunger is also associated with a number of health risk behaviours, such as bullying, suicide ideation and unhygienic behaviours that may jeopardize the future of children. There are, however, limited data on the prevalence and associated factors of hunger among school children in Malawi. The study used data from the Malawi Global School-Based Health Survey conducted in 2009 to estimate the prevalence of self-reported hunger within the last 30 days among primary and secondary school age group. It also assessed the association between self-reported hunger and some selected list of independent variables using frequency distribution, chi-squared test and logistic regression. A total of 2359 students were available for analysis. The overall self-reported prevalence of hunger within the last 30 days was 12.5% (18.9% (172) in the rural and 8.3% (115) in urban areas; and 11.9%(123) for male and 12.5(148) for female children). In the final analysis, geographical location, eating fruits, having been bullied, suicide ideation, and washing hands with soap were significantly associated with hunger. Hunger in both primary and secondary school children in Malawi is a major social problem. The design of school feeding programmes aimed to reduce hunger should incorporate the factors identified as associated with hunger.

The impact of a school based oral hygiene instruction program on the gingival health of middle school children in Riyadh: Saudi Arabia

Directory of Open Access Journals (Sweden)

Hessa Alwayli

2015-01-01

Full Text Available Aim: To determine the impact of a school-based oral hygiene instructions program on the gingival health of children in randomly selected middle schools in Riyadh, Saudi Arabia. Materials and Methods: Nine hundred and fourteen children were selected from nine schools that were randomly determined from Riyadh City public schools. After obtaining the parents′ consent, the criteria-guided enrolment of study participants yielded 457 children in the control group and 457 students in the experimental group. The intervention design was 90 days experimental period with an intermediate follow-up visit at 45 days. A calibrated examiner (HW measured the plaque index (PI and the gingival index (GI. The indices were measured at day 1, day 45 and day 90 in both the control and the experimental groups. Results were analyzed with Wilcoxon sign rank test for each index, site, and by sessions for each group to determine if the scores had increased, decreased, or remained the same between intervals. Results: Plaque and gingival scores in the control group showed a steady improvement throughout the experimental period when compared with the baseline scores. Scores in the experimental group were significantly improved at each session between baseline and session 2 (45 days and session 3 (90days respectively. Conclusions: The continued reduction of GI and PI scores at the end of the intervention observed in this pilot study suggest that a school-based oral hygiene measures program can significantly improve oral health among school children in Saudi Arabia.

Schooling, the underclass and intergenerational mobility: a dual education system dilemma

Directory of Open Access Journals (Sweden)

Tracey Morton McKay

2015-07-01

Full Text Available School education in South Africa has seen much progressive change in the last 20 years. Yet educational outcomes are poor and many argue that a dual education system exists. Those with financial and socio-cultural capital access resourced schools, while poor South Africans are relegated to schools still suffering from apartheid resource neglect. This empirical study of high schools in Alexandra township, a poor black African residential area, demonstrates both the extent of the resource backlog and the consequences thereof. Secondary schools in Alexandra have an inadequate number, and standard, of toilets, libraries, computer facilities and science laboratories. They also have relatively high learner to teacher ratios and poor matriculation success rates. Enrolment in such schools means learners achieve a poor quality matriculation certificate or none at all, thus, trapping these learners into significant disadvantage. Meagre financial resources preclude Alexandra parents from selecting better resourced schools. Thus, for these learners, neither their legal rights with respect to school choice nor their geographical proximity to resourced schools has ensured redress from the apartheid past. The result is that intergenerational class mobility is limited. Thus, the dual nature of South Africa’s education system is creating a vicious cycle of intergenerational poverty where young people cannot improve their living standards despite enrolment in secondary schooling.

Auditory attention: time of day and type of school

Directory of Open Access Journals (Sweden)

Picolini, Mirela Machado

2010-06-01

Full Text Available Introduction: The sustained auditory attention is crucial for the development of some communication skills and learning. Objective: To evaluate the effect of time of day and type of school attended by children in their ability to sustained auditory attention. Method: We performed a prospective study of 50 volunteer children of both sexes, aged 7 years, with normal hearing, no learning or behavioral problems and no complaints of attention. These participants underwent Ability Test of Sustained Auditory Attention (SAAAT. The performance was evaluated by total score and the decrease of vigilance. Statistical analysis was used to analysis of variance (ANOVA with significance level of 5% (p<0.05. Results: The result set by the normative test for the age group evaluated showed a statistically significant difference for the errors of inattention (p=0.041, p=0.027 and total error score (p=0.033, p=0.024, in different periods assessment and school types, respectively. Conclusion: Children evaluated in the afternoon and the children studying in public schools had a poorer performance on auditory attention sustained.

Plasmodium falciparum, anaemia and cognitive and educational performance among school children in an area of moderate malaria transmission: baseline results of a cluster randomized trial on the coast of Kenya.

Science.gov (United States)

Halliday, Katherine E; Karanja, Peris; Turner, Elizabeth L; Okello, George; Njagi, Kiambo; Dubeck, Margaret M; Allen, Elizabeth; Jukes, Matthew C H; Brooker, Simon J

2012-05-01

Studies have typically investigated health and educational consequences of malaria among school-aged children in areas of high malaria transmission, but few have investigated these issues in moderate transmission settings. This study investigates the patterns of and risks for Plasmodium falciparum and anaemia and their association with cognitive and education outcomes on the Kenyan coast, an area of moderate malaria transmission. As part of a cluster randomised trial, a baseline cross-sectional survey assessed the prevalence of and risk factors for P. falciparum infection and anaemia and the associations between health status and measures of cognition and educational achievement. Results are presented for 2400 randomly selected children who were enrolled in the 51 intervention schools. The overall prevalence of P. falciparum infection and anaemia was 13.0% and 45.5%, respectively. There was marked heterogeneity in the prevalence of P. falciparum infection by school. In multivariable analysis, being male, younger age, not sleeping under a mosquito net and household crowding were adjusted risk factors for P. falciparum infection, whilst P. falciparum infection, being male and indicators of poor nutritional intake were risk factors for anaemia. No association was observed between either P. falciparum or anaemia and performance on tests of sustained attention, cognition, literacy or numeracy. The results indicate that in this moderate malaria transmission setting, P. falciparum is strongly associated with anaemia, but there is no clear association between health status and education. Intervention studies are underway to investigate whether removing the burden of chronic asymptomatic P. falciparum and related anaemia can improve education outcomes. © 2012 Blackwell Publishing Ltd.

Slight Decline in Use of Private School Tuition Vouchers in 2010-2011: Loss of Schools Results in Fewer Students. Research Brief. Volume 99, Number 2

Science.gov (United States)

Dickman, Anneliese; Schmidt, Jeffrey

2011-01-01

For the first time since its 1998 expansion to include religious schools, enrollment in the Milwaukee Parental Choice Program (MPCP) did not grow in the 2010-2011 school year. Currently, 20,996 private school students receive taxpayer-funded tuition vouchers (of $6,442 per pupil), a decrease of 66 students over last year. Chart 1 shows program…

Leadership and Conflict in Two School Districts: "Visible" and "Invisible" Factors.

Science.gov (United States)

Bridgeland, William M.; Thomas, David M.

1979-01-01

In this study, the decision making processes of two Michigan school systems are examined with respect to issues in each community, effectiveness of school leadership, and system differences. Information is based on census data, school data, and intensive interviews with key informants. (Author/WI)

Schools as potential vaccination venue for vaccines outside regular EPI schedule: results from a school census in Pakistan

NARCIS (Netherlands)

Soofi, S.B.; Haq, I.U.; Khan, M.I.; Siddiqui, M.B.; Mirani, M.; Tahir, R.; Hussain, I.; Puri, M.K.; Suhag, Z.H.; Khowaja, A.R.; Lasi, A.R.; Clemens, J.D.; Favorov, M.; Ochiai, R.L.; Bhutta, Z.A.

2012-01-01

BACKGROUND: Vaccines are the most effective public health intervention. Expanded Program on Immunization (EPI) provides routine vaccination in developing countries. However, vaccines that cannot be given in EPI schedule such as typhoid fever vaccine need alternative venues. In areas where school

Measurement and structural relations of an authoritative school climate model: A multi-level latent variable investigation.

Science.gov (United States)

Konold, Timothy R; Cornell, Dewey

2015-12-01

This study tested a conceptual model of school climate in which two key elements of an authoritative school, structure and support variables, are associated with student engagement in school and lower levels of peer aggression. Multilevel multivariate structural modeling was conducted in a statewide sample of 48,027 students in 323 public high schools who completed the Authoritative School Climate Survey. As hypothesized, two measures of structure (Disciplinary Structure and Academic Expectations) and two measures of support (Respect for Students and Willingness to Seek Help) were associated with higher student engagement (Affective Engagement and Cognitive Engagement) and lower peer aggression (Prevalence of Teasing and Bullying) on both student and school levels of analysis, controlling for the effects of school demographics (school size, percentage of minority students, and percentage of low income students). These results support the extension of authoritative school climate model to high school and guide further research on the conditions for a positive school climate. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Ombud's Corner: Respect @ CERN

CERN Multimedia

Sudeshna Datta-Cockerill

2014-01-01

Since 2010 CERN has been a member of the Geneva-based association "Le respect, ça change la vie". Four years later and in conjunction with CERN’s celebration of its 60 years of ‘science for peace’, it is time to launch a new respectful workplace awareness campaign under the auspices of the Ombud.   Mutual respect is a basic pillar of peace. At CERN, we pride ourselves on our history, which started when a handful of Europe’s visionary scientists saw the opportunity that an international laboratory for fundamental research would present in bringing nations together. That idea has worked very well and, today, our success can be measured not only in terms of unprecedented scientific achievements but also in terms of training and education, and exemplary collaboration across borders, cultures and an extensive range of differences. In order for history to continue along these positive lines, and coming back to the awareness campai...

Perceptions of sexual harassment in Swedish high schools: experiences and school-environment problems.

Science.gov (United States)

Witkowska, Eva; Menckel, Ewa

2005-02-01

Sexual harassment in schools is recognized as a public-health problem detrimental to girls' psychosomatic health. This study examines the magnitude of sexual harassment and types of behaviours related to sexual harassment that female students are exposed to in a school environment, and their perceptions of them as problems in school. A random sample of 540 female high school students, from all over Sweden, responded to an anonymous self-report mail questionnaire consisting of items related to personal experiences of different behaviours related to sexual harassment during the previous school year. Sexual harassment was identified by 49% of the female students as a problem present in their schools. The most common types were verbal behaviours, such as: sexualized conversations, attractiveness rating, demeaning comments about gender, name-calling, and sexual personal comments. The most common non-verbal displays were: sexualized contact seeking and sexual looks. Behaviours in the sexual assault and teacher-to-student categories were less prevalent. In all four categories, the respondents who reported exposure to a particular behaviour were significantly more likely to identify that behaviour as a problem in their school. However, many non-exposed respondents also perceived such behaviours as problems in their school. Female high-school students in Sweden are exposed to a variety of inappropriate and/or unacceptable behaviours of a sexual nature, or based on sex, that may infringe their right to a supportive, respectful and safe learning environment or their dignity. Greater efforts are needed to analyse and prevent sexual harassment in schools.

Outcomes of a National Environmental Edutainment Program in High Schools

Science.gov (United States)

Lappe, M. D.

2012-12-01

We present results of the first longitudinal evaluation of a nation-wide environmental edutainment program. There has recently been rapid growth in curricula on the environment and climate change, yet few reach large and diverse audiences, and fewer still are evaluated. These results are from high schools participating in the Alliance for Climate Education (ACE) program. ACE is a 3 year-old program that has reached 1.2 million students with an edutainment presentation incorporating music, multi-media, animation, and documentary footage (www.acespace.org). A projected 850 schools across 23 states will see the presentation this year; 6% of schools (3 classes each) are randomly selected to be evaluated. The data described here were collected in Fall 2011 from 1,270 students in 21 schools; the full evaluation will be complete in May 2012. The sample is ethnically and socio-economically diverse — 29% are white, and 46% receive free/reduced lunches (a proxy for socio-economic status). Outcome measures included a test of climate knowledge and intentions to take (and to ask others to take) climate-related actions. The analyses examined direct effects of the ACE program on climate knowledge and intentions, as well as the moderating effects of student gender and age on learning. Before the ACE presentation, boys had significantly higher knowledge scores than girls (54% vs. 48% correct, respectively, p < .001). Afterward, boys and girls both had significantly higher knowledge scores (64% and 63% correct, respectively) and no longer differed from each other in this respect. Before the presentation, girls expressed significantly greater intentions to take climate-related actions than did boys. Afterward, intentions increased significantly in both groups, but the gap between girls and boys remained. The gap-closing pattern was somewhat different for the moderating variable of age. Before the presentation, knowledge and intentions were significantly higher among older students

Predictive validity of callous-unemotional traits measured in early adolescence with respect to multiple antisocial outcomes.

Science.gov (United States)

McMahon, Robert J; Witkiewitz, Katie; Kotler, Julie S

2010-11-01

This study investigated the predictive validity of youth callous-unemotional (CU) traits, as measured in early adolescence (Grade 7) by the Antisocial Process Screening Device (APSD; Frick & Hare, 2001), in a longitudinal sample (N = 754). Antisocial outcomes, assessed in adolescence and early adulthood, included self-reported general delinquency from 7th grade through 2 years post-high school, self-reported serious crimes through 2 years post-high school, juvenile and adult arrest records through 1 year post-high school, and antisocial personality disorder symptoms and diagnosis at 2 years post-high school. CU traits measured in 7th grade were highly predictive of 5 of the 6 antisocial outcomes-general delinquency, juvenile and adult arrests, and early adult antisocial personality disorder criterion count and diagnosis-over and above prior and concurrent conduct problem behavior (i.e., criterion counts of oppositional defiant disorder and conduct disorder) and attention-deficit/hyperactivity disorder (criterion count). Incorporating a CU traits specifier for those with a diagnosis of conduct disorder improved the positive prediction of antisocial outcomes, with a very low false-positive rate. There was minimal evidence of moderation by sex, race, or urban/rural status. Urban/rural status moderated one finding, with being from an urban area associated with stronger relations between CU traits and adult arrests. Findings clearly support the inclusion of CU traits as a specifier for the diagnosis of conduct disorder, at least with respect to predictive validity. PsycINFO Database Record (c) 2010 APA, all rights reserved

Development of the school organisational health questionnaire: a measure for assessing teacher morale and school organisational climate.

Science.gov (United States)

Hart, P M; Wearing, A J; Conn, M; Carter, N L; Dingle, R K

2000-06-01

A growing body of empirical evidence suggests that organisational factors are more important than classroom specific issues in determining teacher morale. Accordingly, it is necessary to have available measures that accurately assess morale, as well as the organisational factors that are likely to underpin the experience of morale. Three studies were conducted with the aim of developing a psychometrically sound questionnaire that could be used to assess teacher morale and various dimensions of school organisational climate. A total of 1,520 teachers from 18 primary and 26 secondary schools in the Australian state of Victoria agreed to participate in three separate studies (N = 615, 342 and 563 in Studies 1, 2 and 3, respectively) that were used to develop the questionnaire. The demographic profile of the teachers was similar to that found in the Department as a whole. All teaching staff in the participating schools were asked to complete a self-report questionnaire as part of the evaluation of an organisational development programme. A series of exploratory and confirmatory factor analyses were used to establish the questionnaire's factor structure, and correlation analyses were used to examine the questionnaire's convergent and discriminant validity. The three studies resulted in the 54-item School Organisational Health Questionnaire that measures teacher morale and 11 separate dimensions of school organisational climate: appraisal and recognition, curriculum coordination, effective discipline policy, excessive work demands, goal congruence, participative decision-making, professional growth, professional interaction, role clarity, student orientation, and supportive leadership.

A Prevalence Study of Hearing Loss among Primary School Children in the South East of Iran

Directory of Open Access Journals (Sweden)

Aqeel Absalan

2013-01-01

Full Text Available Hearing impairment substantially affects child’s ability to normally acquire the spoken language. Such negative effects create problems for the child not only in terms of communication but also in terms of achievement in school as well as social and emotional growth. The aim of this research is to study the prevalence of hearing disorders and its relationship to age and gender among primary school students of Zahedan, Iran. In this cross-sectional and descriptive analytical study, 1500 students from elementary schools were screened for hearing loss. The selection of samples was performed using multistage sampling method. Primary information was obtained through direct observation, otoscopy, and audiometric and tympanometric screenings. Data was obtained and analyzed via ANOVA test. Statistical analysis showed a significant correlation between the age and the prevalence of middle ear abnormal function. Conductive hearing loss in males and females was 8.8% and 7.1%, respectively. In addition, 1% and 0.7% of male and female students, respectively, suffered from sensorineural hearing loss. Results indicated that 20.2% of students of elementary schools in Zahedan needed medical treatment for their problems. Therefore, it is recommended that the hearing screening of school-age children should be included in annual school health programs in this region.

School-level factors associated with increased fruit and vegetable consumption among students in California middle and high schools.

Science.gov (United States)

Gosliner, Wendi

2014-09-01

This study assessed associations between selective school-level factors and students' consumption of fruits and vegetables at school. Better understanding of school factors associated with increased produce consumption is especially important, as students are served more produce items at school. This cross-sectional study included 5439 seventh- and ninth-grade students from 31 schools in California in 2010. Multilevel regression models estimated whether the odds of consuming fruits or vegetables at school among students eating the school lunch were associated with the length of the lunch period, quality/variety of produce options, or other factors. A longer lunch period was associated with increased odds of a student eating fruits (odds ratio [OR] = 1.40) and vegetables (OR = 1.54) at school. Better fruit quality increased the odds of a student consuming fruit (OR = 1.44). Including a salad bar and involving students in food service decisions increased a student's odds of consuming vegetables (OR = 1.48 and OR = 1.34, respectively). This study suggests that institutional factors in schools are positively associated with middle and high school students' consumption of produce items at school. Additional efforts to structure school meal environments to enhance students' consumption of produce items can benefit students' nutrition and health. © 2014, American School Health Association.

Men in Academic School Psychology: A National Survey

Science.gov (United States)

Little, Steven G.; Akin-Little, Angeleque; Palomares, Ronald S.; Eckert, Tanya L.

2012-01-01

There is a paucity of research examining the experiences and perceptions of men employed as school psychology academicians. The purpose of this investigation was to ascertain male school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress, and to compare…

Stress levels experienced by parents of children with and without attention-deficit/hyperactivity disorder during the back-to-school period: results of a European and Canadian survey.

Science.gov (United States)

Hernández-Otero, Isabel; Doddamani, Lakshman; Dutray, Benoit; Gagliano, Antonella; Haertling, Fabian; Bloomfield, Ralph; Ramnath, Gracita

2015-03-01

The back-to-school stress survey was designed to compare stress in parents of children/ adolescents with/without attention-deficit/hyperactivity disorder (ADHD) in six European countries and Canada when children prepare to return to school. Parents of children/adolescents (6-17 years) with/without ADHD were recruited and interviewed by a consumer research organization. Parents rated potentially stress-causing situations (both standard and specifically related to the return to school) on a scale from 1 (low stress) to 10 (high stress). Mean scores were compared using Student's t-test. In Europe, 613/693 (mean [SD] age: 40.7 [7.0]/40.1 [6.9] years) and in Canada, 102/150 (mean [SD] age: 44.4 [8.1]/44.1 [7.2] years) parents of children with/without ADHD, respectively, participated in the survey. Children with ADHD (mean [SD] age: 11.2 [3.2]/12.6 [3.2] years in Europe/Canada) had generally similar characteristics in both samples. Parents in the ADHD group showed higher stress levels than parents in the non-ADHD group in all situations (p school was considered one of the most stressful events during the year. In Europe and Canada, ADHD has a significant impact on parental stress, particularly during the back-to-school period. This can have important implications as parental stress can affect presentation of ADHD symptoms.

Women of Color School Leaders: Leadership Schools Should Not Ignore

Science.gov (United States)

Haar, Jean M.; Robicheau, Jerry W.

2009-01-01

School districts are faced with challenges resulting from the changing demographics of the student population. Consequently, school districts are creating positive, multicultural learning environments. School districts intent on establishing multicultural learning environments should consider the contributions people of color, specifically women…

Confirmatory factors analysis of science teacher leadership in the Thailand world-class standard schools

Science.gov (United States)

Thawinkarn, Dawruwan

2018-01-01

This research aims to analyze factors of science teacher leadership in the Thailand World-Class Standard Schools. The research instrument was a five scale rating questionnaire with reliability 0.986. The sample group included 500 science teachers from World-Class Standard Schools who had been selected by using the stratified random sampling technique. Factor analysis of science teacher leadership in the Thailand World-Class Standard Schools was conducted by using M plus for Windows. The results are as follows: The results of confirmatory factor analysis on science teacher leadership in the Thailand World-Class Standard Schools revealed that the model significantly correlated with the empirical data. The consistency index value was x2 = 105.655, df = 88, P-Value = 0.086, TLI = 0.997, CFI = 0.999, RMSEA = 0.022, and SRMR = 0.019. The value of factor loading of science teacher leadership was positive, with statistical significance at the level of 0.01. The value of six factors was between 0.880-0.996. The highest factor loading was the professional learning community, followed by child-centered instruction, participation in development, the role model in teaching, transformational leaders, and self-development with factor loading at 0.996, 0.928, 0.911, 0.907, 0.901, and 0.871, respectively. The reliability of each factor was 99.1%, 86.0%, 83.0%, 82.2%, 81.0%, and 75.8%, respectively.

Effects of the X:IT smoking intervention: a school-based cluster randomized trial.

Science.gov (United States)

Andersen, Anette; Krølner, Rikker; Bast, Lotus Sofie; Thygesen, Lau Caspar; Due, Pernille

2015-12-01

Uptake of smoking in adolescence is still of major public health concern. Evaluations of school-based programmes for smoking prevention show mixed results. The aim of this study was to examine the effect of X:IT, a multi-component school-based programme to prevent adolescent smoking. Data from a Danish cluster randomized trial included 4041 year-7 students (mean age: 12.5) from 51 intervention and 43 control schools. Outcome measure 'current smoking' was dichotomized into smoking daily, weekly, monthly or more seldom vs do not smoke. Analyses were adjusted for baseline covariates: sex, family socioeconomic position (SEP), best friend's smoking and parental smoking. We performed multilevel, logistic regression analyses of available cases and intention-to-treat (ITT) analyses, replacing missing outcome values by multiple imputation. At baseline, 4.7% and 6.8% of the students at the intervention and the control schools smoked, respectively. After 1 year of the intervention, the prevalence was 7.9% and 10.7%, respectively. At follow-up, 553 students (13.7%) did not answer the question on smoking. Available case analyses: crude odds ratios (OR) for smoking at intervention schools compared with control schools: 0.65 (0.48-0.88) and adjusted: 0.70 (0.47-1.04). ITT analyses: crude OR for smoking at intervention schools compared with control schools: 0.67 (0.50-0.89) and adjusted: 0.61 (0.45-0.82). Students at intervention schools had a lower risk of smoking after a year of intervention in year 7. This multi-component intervention involving educational, parental and context-related intervention components seems to be efficient in lowering or postponing smoking uptake in Danish adolescents. © The Author 2015; all rights reserved. Published by Oxford University Press on behalf of the International Epidemiological Association.

Investigation of 2013 pre-school education program in the context of values in education

Directory of Open Access Journals (Sweden)

Neriman Aral

2018-04-01

Full Text Available It has been aimed to examine the acquisition and indicators in the Pre-school Education Program 2013, updated and implemented in 2013, according to the development areas in terms of values education in the study. For this purpose, content analysis method from qualitative research methods was used. The values addressed with in the direction of the theory of values have been divided into categories and subcategories. The final form of the category of values was given in line with the opinion of experts. The specified values have been analyzed according to their status of acquisition and indicators for children. As a result of the study, it has been found that the value of responsibility was given a great place in the pre-school education program and it is followed by the values of respect, solidarity, trust, love, tolerance, freedom, equality, friendship and justice respectively.  Depending on the results obtained, it may be recommended that more attention is paid to the individual interests and needs of children, all values are equally integrated into the program and school-family cooperation is ensured about the values.

Physical activity and child health: Can school-based intervention make a difference?

Directory of Open Access Journals (Sweden)

Annette Quinto Romani

2014-02-01

Full Text Available AbstractChildhood obesity and inactivity is a significant public health problem that also has economic consequences. Therefore, economists have a role to play in determining the causal impacts. The influences of childhood background on outcomes can, usefully, be broken down into the effect of family, school and peer. To combat the raising childhood obesity, schools have been advocated as a potential area. This paper analyses whether increasing physical activity in a school context can contribute to health improvement using multiple outcomes. We address the issue by using a unique longitudinal data set of, respectively, 1087 (BMI and 1047 (fitness schoolchildren attending 37 state schools in the Municipality of Aalborg, Denmark. The effect is identified by using a randomized experiment that creates an exogenous increase in physical activity. Surprisingly, we find that the intervention did not have the expected impact on schoolchildren’s health, and the scant evidence we have points towards a negative effect. A plausible explanation is that the results mask important heterogeneity. Another plausible explanation is that the results also capture any compensating behaviour that schoolchildren engage in by being less active out of school. From a public-policy perspective, increasing physical activity in a school context seems to increase the ‘gap’ in child health and ‘crowd-out’ outside-school physical activity. Consequently, a supportive cost-benefit case might exist if parental behaviour is assumed to be affected by school resources and endogenous.

41 CFR 101-6.205-3 - Elementary and secondary schools.

Science.gov (United States)

2010-07-01

... schools. 101-6.205-3 Section 101-6.205-3 Public Contracts and Property Management Federal Property...-Nondiscrimination in Programs Receiving Federal Financial Assistance § 101-6.205-3 Elementary and secondary schools. The requirements of §§ 101-6.205-1 and 101-6.205-2 with respect to any elementary or secondary school...

Household and school-level influences on smoking behavior among Korean adolescents: a multilevel analysis.

Directory of Open Access Journals (Sweden)

Jongho Heo

Full Text Available BACKGROUND: Trends in adolescent smoking rates in South Korea have not shown substantial progress due to a lack of effective anti-smoking interventions and policies in school settings. METHODS AND FINDINGS: We examined individual- and school-level determinants of adolescent smoking behavior (ever smoking, current smoking, and daily smoking using the nationally representative fifth Korean Youth Risk Behavior Web-based Survey conducted in 2009. We found that students in coeducation schools or vocational high schools had greater risks of smoking for each type of smoking behavior than those in single-sex schools or general high schools, respectively even after controlling for individual-level factors. Higher family affluence and higher weekly allowances were associated with greater risks of ever smoking, current smoking and daily smoking even after controlling for parental education and other confounders. CONCLUSIONS: Whilst caution is required in interpreting results given the cross-sectional nature of the study, our findings suggest that in addition to raising the price of cigarettes, youth anti-smoking interventions in South Korea may benefit from focusing on coeducation schools and vocational high schools.

Household and school-level influences on smoking behavior among Korean adolescents: a multilevel analysis.

Science.gov (United States)

Heo, Jongho; Oh, Juhwan; Subramanian, S V; Kawachi, Ichiro

2014-01-01

Trends in adolescent smoking rates in South Korea have not shown substantial progress due to a lack of effective anti-smoking interventions and policies in school settings. We examined individual- and school-level determinants of adolescent smoking behavior (ever smoking, current smoking, and daily smoking) using the nationally representative fifth Korean Youth Risk Behavior Web-based Survey conducted in 2009. We found that students in coeducation schools or vocational high schools had greater risks of smoking for each type of smoking behavior than those in single-sex schools or general high schools, respectively even after controlling for individual-level factors. Higher family affluence and higher weekly allowances were associated with greater risks of ever smoking, current smoking and daily smoking even after controlling for parental education and other confounders. Whilst caution is required in interpreting results given the cross-sectional nature of the study, our findings suggest that in addition to raising the price of cigarettes, youth anti-smoking interventions in South Korea may benefit from focusing on coeducation schools and vocational high schools.

Use of the National Board of Medical Examiners® Comprehensive Basic Science Exam: survey results of US medical schools.

Science.gov (United States)

Wright, William S; Baston, Kirk

2017-01-01

The National Board of Medical Examiners ® (NBME) Comprehensive Basic Science Exam (CBSE) is a subject exam offered to US medical schools, where it has been used for external validation of student preparedness for the United States Medical Licensing Examination ® (USMLE) Step 1 in new schools and schools undergoing curricular reform. Information regarding the actual use of the NBME CBSE is limited. Therefore, the aim of the survey was to determine the scope and utilization of the NBME CBSE by US medical schools. A survey was sent in May 2016 to curriculum leadership of the 139 US medical schools listed on the Liaison Committee on Medical Education (LCME ® ) website with provisional or full accreditation as of February 29, 2016. Responses were received from 53 schools (38% response rate). A series of different follow-up questions were asked if respondents stated "yes" or "no" to the initial question "Does your institution administer the NBME CBSE prior to the USMLE Step 1?". A total of 37 schools (70%) administered the NBME CBSE. In all, 36 of the 37 schools responded to follow-up questions. Of 36 schools, 13 schools (36%) used the NBME CBSE for curriculum modification. Six schools (17%) used the NBME CBSE for formative assessment for a course, and five schools (14%) used the NBME CBSE for summative assessment for a course. A total of 28 schools (78%) used the NBME CBSE for identifying students performing below expectations and providing targeted intervention strategies. In all, 24 schools (67%) of the 36 responding schools administering the NBME CBSE administered the test once prior to the administration of the USMLE Step 1, whereas 10 (28%) schools administered the NBME CBSE two or more times prior to the administration of the USMLE Step 1. Our data suggest that the NBME CBSE is administered by many US medical schools. However, the objective, timing, and number of exams administered vary greatly among schools.

Effects of daily milk supplementation on improving the physical and mental function as well as school performance among children: results from a school feeding program.

Science.gov (United States)

Rahmani, Khadijeh; Djazayery, Abolghasem; Habibi, Mohsen Ibrahim; Heidari, Homa; Dorosti-Motlagh, Ahmad Reza; Pourshahriari, Mahsima; Azadbakht, Leila

2011-04-01

School feeding programs are important interventions for improving the nutritional status of students. Therefore, this study was conducted to evaluate the effects of milk supplementation on physical, mental and school performance of students. This case-control population-based intervention was conducted on 469 students from 4 schools in a medium socio-economic status region in Tehran. The schools were chosen by Iranian ministry of education and training and they were allocated in case and control groups randomly. All the students in the first to third classes in the intervention schools were daily consumed sterilized and homogenized milk for three months (250 ml each). Anthropometric measurements were done according to the standard methods. For evaluating the mental function, the Raven's Coloured Progressive Matrices (CPM) and Wechsler Intelligence Scale for children (verbal, non-verbal, total Intelligent Quotient) were conducted on students. School performance was assessed by grade-point averages of each student. The weight of children was significantly different between control and intervention group at the end of the study among girls (23.0 ± 3.8 vs. 23.8 ± 4.3 kg; p performances specifically among girls in Iran.

A comparative study of school based violence and strategies for control in public and private secondary schools in Osun State.

Science.gov (United States)

Omisore, A G; Omisore, B; Adelekan, B; Afolabi, O T; Olajide, F O; Arije, O O; Agunbiade, O I

2012-01-01

Violence is universal; it occurs in schools (both public and private). The study aim was to assess the rates of violence as well as existing violence prevention strategies in public and private schools in Osun state. A cross sectional study was conducted among 800 secondary school students (599 in public and 201 in private schools) selected by multistage sampling technique using quantitative and qualitative methods of data collection. The mean age for all the respondents was 14.26 years +/- 2.001 Males make up about 51% of the respondents in both public and private schools. Respondents from public schools assaulted other students and staff with a weapon more than their colleagues in private schools (24.7% and 9.7% against 12.9% and 6.5% respectively). The commonest violence 'prevention' strategy in both schools was punishment for violent acts (>90%). Respondents in public schools perpetrated and experienced virtually all forms of school-related violence more than those in private, schools. There were mild differences in existing violence prevention strategies in both schools. School connectedness seems to be a major factor in the differential rates of violence between both groups of schools.

Applications of Desensitization Procedures for School-Related Problems; A Review.

Science.gov (United States)

Prout, H. Thompson; Harvey, John R.

1978-01-01

A variety of desensitization and counterconditioning procedures have been utilized to deal with school-related problems. These procedures are reviewed with respect to applications for treating school phobia, test anxiety, and other academic anxieties. (Author)

The Resulting Perceptions of "Greening" a Local School: A Case Study

Science.gov (United States)

Brewer, Daniel R.

2017-01-01

The world today faces enormous challenges on the environmental front. Schools may be part of the problem as they use enormous amounts of energy, create thousands of tons of waste, and often operate in less than ideal environments, all of which may negatively impact the health and welfare of students. Some environmental educators and researchers…

School and workplace as learning environments

DEFF Research Database (Denmark)

Jørgensen, Christian Helms

In vocational education and training the school and the workplace are two different learning environments. But how should we conceive of a learning environment, and what characterizes the school and the workplace respectively as learning environments? And how can the two environ-ments be linked......? These questions are treated in this paper. School and workplace are assessed us-ing the same analytical approach. Thereby it is pointed out how different forms of learning are en-couraged in each of them and how different forms of knowledge are valued. On this basis sugges-tions are made about how to understand...

Menstrual hygiene management among Bangladeshi adolescent schoolgirls and risk factors affecting school absence: results from a cross-sectional survey.

Science.gov (United States)

Alam, Mahbub-Ul; Luby, Stephen P; Halder, Amal K; Islam, Khairul; Opel, Aftab; Shoab, Abul K; Ghosh, Probir K; Rahman, Mahbubur; Mahon, Therese; Unicomb, Leanne

2017-07-09

Many adolescent girls in low-income and middle-income countries lack appropriate facilities and support in school to manage menstruation. Little research has been conducted on how menstruation affects school absence. This study examines the association of menstrual hygiene management knowledge, facilities and practice with absence from school during menstruation among Bangladeshi schoolgirls. We conducted a nationally representative, cross-sectional study in Bangladeshi schools from March to June 2013 among girls 11 to 17 years old who reached menarche. We sampled 700 schools from 50 urban and 50 rural clusters using a probability proportional to size technique. We interviewed 2332 schoolgirls and conducted spot checks in each school for menstrual hygiene facilities. To assess factors associated with reported school absence, we estimated adjusted prevalence difference (APD) for controlling confounders' effect using generalised estimating equations to account for school-level clustering. Among schoolgirls who reached menarche, 41% (931) reported missing school, an average of 2.8 missed days per menstrual cycle. Students who felt uncomfortable at school during menstruation (99% vs 32%; APD=58%; CI 54 to 63) and who believed menstrual problems interfere with school performance (64% vs 30%; APD=27; CI 20 to 33) were more likely to miss school during menstruation than those who did not. School absence during menstruation was less common among girls attending schools with unlocked toilet for girls (35% vs 43%; APD=-5.4; CI -10 to -1.6). School absence was more common among girls who were forbidden from any activities during menstruation (41% vs 33%; APD=9.1; CI 3.3 to 14). Risk factors for school absence included girl's attitude, misconceptions about menstruation, insufficient and inadequate facilities at school, and family restriction. Enabling girls to manage menstruation at school by providing knowledge and management methods prior to menarche, privacy and a

School lunch and snacking patterns among high school students: Associations with school food environment and policies

Directory of Open Access Journals (Sweden)

Story Mary

2005-10-01

Full Text Available Abstract Objectives This study examined associations between high school students' lunch patterns and vending machine purchases and the school food environment and policies. Methods A randomly selected sample of 1088 high school students from 20 schools completed surveys about their lunch practices and vending machine purchases. School food policies were assessed by principal and food director surveys. The number of vending machines and their hours of operation were assessed by trained research staff. Results Students at schools with open campus policies during lunchtime were significantly more likely to eat lunch at a fast food restaurant than students at schools with closed campus policies (0.7 days/week vs. 0.2 days/week, p Conclusion School food policies that decrease access to foods high in fats and sugars are associated with less frequent purchase of these items in school among high school students. Schools should examine their food-related policies and decrease access to foods that are low in nutrients and high in fats and sugars.

Forty days of free school meals as a tool for introducing market-based healthy school meal systems in 35 Danish schools

DEFF Research Database (Denmark)

Brinck, Nenna Maria; Hansen, Mette Weinreich; Kristensen, Niels Heine

2011-01-01

-start the implementation of healthy school meal systems in Danish schools. This paper argues that the initiative (in reality) invited the establishment of a service system concept, which dominated the initiative and led to a lack of involvement of important key players needed in health promotion. Methods: The method used...... for data collection was semi-structured, qualitative interviews. Results: The main results from a systematic examination of the 35 participating schools show that the systems were mainly organized with external suppliers, and only a few of the 35 schools succeeded in establishing a user-paid school meal...... for achieving the goal of establishing new, healthy and user-paid school meals....

The relationship between school multiculturalism and interpersonal violence: an exploratory study.

Science.gov (United States)

Le, Thao N; Johansen, Samantha

2011-11-01

Multiculturalism has been purported to be supportive of positive youth development and outcomes. This study examined the relationship between perceived school multiculturalism-whether youth felt and thought that their school and teachers supported and provided activities for diverse intergroup interactions-and serious interpersonal violence, and explored whether this relation was mediated by civic engagement, ethnic identity, ethnocultural empathy, and positive peers. An ethnically diverse sample of 324 middle-school youth (mean age: 12.5 years; range: 11-15 years; sex: 50% female) from a city in northern California participated in the study. Analyses consisted of structural equation modeling with bootstrapping. The results revealed a negative association between school multiculturalism and interpersonal violence that was fully mediated by positive peers and civic engagement. Although school multiculturalism was positively associated with ethnic identity, ethnic identity, in turn, was not significantly associated with interpersonal violence. School multiculturalism is an important protective factor against youth violence by facilitating positive peer relationships and community engagement among youth. Teachers, administrators, and health officials need to consider the ways in which they can facilitate and encourage greater understanding, openness, and respect for diversity, and promote harmonious interactions among different groups at schools. Greater institutional support for school multiculturalism through implementation of tolerance curriculum and activities, for example, could in turn facilitate favorable youth outcomes. © 2011, American School Health Association.

Comparison of public and private school teachers and school principals’ opinions in Abuja, Nigeria

Directory of Open Access Journals (Sweden)

Deniz Ozcan

2015-01-01

Full Text Available This study aims to examine public and private school teachers’ opinions on different aspects of their professional associations and provisions and also asks principals about teachers’ conduct and their views on the Nigerian curriculum. To conduct this study, qualitative and quantitative research models were used to investigate differences between the two organizations. Quantitative data was collected by distributing questionnaires to 118 teachers in the Abuja Municipal Area Council (AMAC, Nigeria. To conduct the qualitative analysis, 15 teachers from two schools were selected (a total of 30 teachers to answer 5 discussion questions concerning their views on the Nigerian educational system. The findings revealed that private school teachers are at an advantage when it comes to provision of resources and technology, professional development and to some degree salaries. Both public and private school teachers felt being a teacher did not bring them respect in their community. Government policy makers need to study private schools and how they operate to see how they can make changes to produce the revolutionary reform needed in education. 30 principals’ interviews revealed that public school teachers are not easily held accountable for misconduct due to the structure of leadership, while private school teachers are held accountable and any form of unprofessionalism easily leads to termination of employment.

Second-hand smoke exposure and the factors associated with avoidance behavior among the mothers of pre-school children: a school-based cross-sectional study

Directory of Open Access Journals (Sweden)

Lin Wei-Ting

2010-10-01

Full Text Available Abstract Background Second-hand Smoke (SHS exposure is a significant public health problem that may be responsible for serious health hazards for child. This study aimed to examine the exposure status of SHS and the factors associated with SHS avoidance behavior among the mothers of pre-school children. Methods A cross-sectional study was used to obtain a sample of the mothers of pre-school children (n = 1,020 in 30 registered kindergartens in eastern Taiwan. Overall, 919 (a response rate of 90% completed the questionnaires. Regression models were used to identify factors with respect to the avoidance behavior of SHS. Results The prevalence of exposure to SHS was 70% and 50% for the mothers and their children, respectively. After adjusting for other variables, mothers who were current smokers (β = -0.260, p Conclusions The high prevalence rate of exposure to SHS for mothers and their children suggests that a well-designed future intervention program should be implemented in regard to pre-school children's mothers in order to prevent these mothers and their children from SHS exposure hazards, more particularly, to strengthen the knowledge base, to enhance self-efficacy and to foster a more positive attitude toward the avoidance of SHS in the mothers.

A Workshop for High School Students on Naive Set Theory

Science.gov (United States)

Wegner, Sven-Ake

2014-01-01

In this article we present the prototype of a workshop on naive set theory designed for high school students in or around the seventh year of primary education. Our concept is based on two events which the author organized in 2006 and 2010 for students of elementary school and high school, respectively. The article also includes a practice report…

What the United Kingdom Can Teach the United States about School Uniforms

Science.gov (United States)

Walmsley, Angela

2011-01-01

School uniforms are commonplace in the United Kingdom and seem to help promote students' respect for the teachers, the school, and themselves. Parents like the uniforms because they see it as a less expensive alternative. Teachers say they appreciate school uniforms because they help students focus on school and not each other's clothes. However,…

Prevalence and clinical features of Thought-Perception-Sensitivity Symptoms: results from a community survey of Korean high school students.

Science.gov (United States)

Kang, Nam-In; Park, Tae-Won; Yang, Jong-Chul; Oh, Keun-Young; Shim, Shi-Ha; Chung, Young-Chul

2012-08-15

Epidemiologic research indicates that psychosis and depression most frequently develop during adolescence. Hence, an efficient strategy for improving youth mental health would be to focus on detection of early-stage psychosis and depression in adolescence. In this study, 1461 high school students were surveyed using self-report scales. Students who scored equal to or above the cut-off value on any of the scales and who agreed to a further examination proceeded to a second assessment, using the Kiddie Schedule for Affective Disorders and Schizophrenia and Comprehensive Assessment of At-Risk Mental States along with self-reporting scales. The estimated prevalence of adolescents at ultra-high risk (UHR) for psychosis and of depression-spectrum disorders was 1.26 and 3.69% respectively. Compared with the normal group, experiences of bullying, suicidal ideation, and suicide attempts were significantly higher in these two groups; the subjects at UHR for psychosis were found to have significantly lower academic performance and lower ratings on SCRS; and submissive behavior was more prevalent in the depression-spectrum group. Our results reveal several clinical features of adolescents at UHR for psychosis and with depression-spectrum disorder and underscore the importance of accurate assessment of and early appropriate care for these adolescents. Copyright © 2012 Elsevier Ltd. All rights reserved.

Quality of nutrition analysis among graduating classes of elementary and high school students

Directory of Open Access Journals (Sweden)

Pejčić Ana

2014-01-01

Full Text Available Results of numerous studies indicate that young people have improper eating habits. The aim of this study was to determine whether daily intake of vitamins, minerals and energy satisfies nutrition requirements for graduating classes of elementary and high school students. An epidemiological cross-sectional study was conducted on 84 students, including 42 students from graduating class of an elementary school and 42 students from graduating class of a high school. The students were asked to write the amount and composition of food consumed over a week, their age, body weight and height. 'USDA National Nutrient Database for Standard Reference, Release 25' was used to calculate daily intake of vitamins, minerals and energy. Comparison was made with respect to recommendations of Dietary Reference Intake of the Food and Nutrition Board of the Institute of Medicine, US National Academy of Science. The mean, standard deviation and percentiles of daily intake of certain nutrients were determined. For nutrients for which there was defined value of Estimated Average Requirement the results are presented as percentages of individuals with intakes less than the Estimated Average Requirement as estimates of the prevalence of inadequacy, whereas for nutrients for which only Adequate Intake was defined the results are presented as percentages of individuals with intakes at or greater than the Adeqate Intake. Assessment of adequacy of energy intake was done with respect to calculated Estimated Energy Requirement for each participant in the study. It was shown that 47.6% of elementary and 38.1% of high school students have adequate energy intake. Daily intake of students from both elementary and high school does not meet the dietary recommendations for magnesium, calcium, vitamin C and liposoluble vitamins A, D, E and K. The findings of this study emphasize the importance of proper nutrition. There is a need for increased intake of milk, dairy products, fresh

Constrained multi-degree reduction with respect to Jacobi norms

KAUST Repository

Ait-Haddou, Rachid; Barton, Michael

2015-01-01

We show that a weighted least squares approximation of Bézier coefficients with factored Hahn weights provides the best constrained polynomial degree reduction with respect to the Jacobi L2L2-norm. This result affords generalizations to many previous findings in the field of polynomial degree reduction. A solution method to the constrained multi-degree reduction with respect to the Jacobi L2L2-norm is presented.

Constrained multi-degree reduction with respect to Jacobi norms

KAUST Repository

Ait-Haddou, Rachid

2015-12-31

We show that a weighted least squares approximation of Bézier coefficients with factored Hahn weights provides the best constrained polynomial degree reduction with respect to the Jacobi L2L2-norm. This result affords generalizations to many previous findings in the field of polynomial degree reduction. A solution method to the constrained multi-degree reduction with respect to the Jacobi L2L2-norm is presented.

The Impact of Every Classroom, Every Day on High School Student Achievement: Results from a School-Randomized Trial

Science.gov (United States)

Early, Diane M.; Berg, Juliette K.; Alicea, Stacey; Si, Yajuan; Aber, J. Lawrence; Ryan, Richard M.; Deci, Edward L.

2016-01-01

Every Classroom, Every Day (ECED) is a set of instructional improvement interventions designed to increase student achievement in math and English/language arts (ELA). ECED includes three primary components: (a) systematic classroom observations by school leaders, (b) intensive professional development and support for math teachers and…

Socialization and School Environment in an Inclusive Learning Community in the Province of Talca , Chile

Directory of Open Access Journals (Sweden)

Marí­a Teresa Muñoz Quezada

2014-06-01

Full Text Available Currently there is concern for promoting healthy and inclusive coexistence in schools. The aim of this research was to assess the perception of socialization and school environment in an inclusive school in the Province of Talca, Chile. We conducted a cross-sectional case study in a sample of 180 students, 193 parents and 21 teachers. A questionnaire evaluating school life was applied to students, parents and teachers and another assessing the school's social climate and bullying was applied to students in the last two grades. The results indicate that students perceive a positive social climate with a low risk of bullying. Issues of conflict were students’ respect for the rules, being on friendly terms with the teachers, and disciplinary actions on the part of the families. We observed that the inclusive learning system contributes to school life and a positive climate and interactions.

High myopia in Greater Beijing School Children in 2016.

Directory of Open Access Journals (Sweden)

Yin Guo

Full Text Available To assess prevalence and associated factors of myopia and high myopia in schoolchildren in Greater Beijing.The school-based, cross-sectional Greater Beijing School Children Myopia study was carried out in the year 2016 in 54 schools randomly selected from 15 districts in Beijing. Non-cycloplegic auto-refractometry of the right eyes was performed.The study included 35,745 (99.4% out of 35,968 eligible pupils with a mean age of 12.6±3.4 years (range 6-18 years. Prevalence of myopia defined as myopic refractive error of ≥-0.50 diopters (D,≥-1D,≥-6D,≥-8D and ≥-10D was 70.9%(95% confidence intervals (CI:70.5,71.4, 60.9% (95%CI:60.4,61.4, 8.6%(95%CI:8.4,8.9, 2.2%(95%CI:2.0,2.4, and 0.3% (95%CI:0.3,0.4, respectively. The frequency of high myopia (≥-6D, ≥-8D, ≥-10D increased from 1.5% (95%CI:1.0,2.0, 0.4% (95%CI:0.1,0.6 and 0.1% (95%CI:0.00,0.02, respectively in 10-year-olds to 19.4% (95%CI:17.3,21.6, 5.2% (95%CI:4.0,6.4 and 0.9% (95%CI:0.4,1.5, respectively, in 18-year-olds. Mean refractive error in the 18-year-olds was -3.74±2.56D (median:-3.63D;range:-19.6D to + 6.25D. Higher prevalence of high myopia (≥-6D and ≥-8D was correlated (all P<0.001 with older age (OR:1.18, and 1.15, respectively, female gender (OR: 1.44 and 1.40, respectively, higher body mass index (OR: 1.02 and 1.03, respectively, taller body height (OR: 1.03 and 1.02, respectively, urban region of habitation (OR: 1.26 and 1.33, respectively and higher school type (OR:1.57 and 2.22, respectively. Prevalence of severe high myopia (≥-10D was associated only with older age (P<0.001; OR: 1.44; 95%CI: 1.31, 1.59 but not with any education-related parameter such as higher school type (P = 0.48, urban region of habitation (P = 0.07 or female gender (P = 0.37.In this most recent survey, prevalence of high myopia (≥-6D:19.4%;≥-8D:5.2%;≥-10D:0.9% in 18-year-old school children was higher than in previous surveys from mainland China. In contrast to minor high myopia

Respect as an Incentive

DEFF Research Database (Denmark)

Eriksson, Tor Viking; Villeval, Marie-Claire

Assuming that people care not only about what others do but also on what others think, we study respect as a non-monetary source of motivation in a context where the length of the employment relationship is endogenous.  In our three-stage gift-exchange experiment, the employer can express respect...... by giving the employee costly symbolic rewards after observing his level of effort. This experiment sheds light on the extent to which symbolic rewards are used, how they affect employees' further effort, the duration of relationships, and the profits of employers. Furthermore, we study whether employers...

Does decentralisation enhance a school's role of promoting social cohesion? Bosnian school leaders' perceptions of school governance

Science.gov (United States)

Komatsu, Taro

2014-05-01

This study seeks to understand whether and how decentralised school governance in Bosnia and Herzegovina (BiH) enhances the schools' role of promoting social cohesion. This includes increasing "horizontal" trust among different ethnic groups and "vertical" trust between civilians and public institutes. The study examined secondary school leaders' perceptions regarding school board influence on social cohesion policies and practices, their interactions with school board members, and their accountability to the school-based governing body. The results show that school leaders and school boards, supposedly representing the interests of local stakeholders, did not appear to be actively engaged in the deliberate process of promoting social cohesion. While school directors tended to view themselves as being independent from the school boards, ethnically diverse school boards provided important support to proactive school leaders for their inter-group activities. Given that the central level is not providing initiatives to promote social cohesion and that BiH citizens appear to generally support social cohesion, decentralised school governance has the potential to improve social trust from the bottom up. To promote participatory school governance, the study recommends that BiH school leaders should be provided with opportunities to re-examine and redefine their professional accountability and to assist local stakeholders to improve their involvement in school governance.

The Good School Toolkit for reducing physical violence from school staff to primary school students: a cluster-randomised controlled trial in Uganda.

Science.gov (United States)

Devries, Karen M; Knight, Louise; Child, Jennifer C; Mirembe, Angel; Nakuti, Janet; Jones, Rebecca; Sturgess, Joanna; Allen, Elizabeth; Kyegombe, Nambusi; Parkes, Jenny; Walakira, Eddy; Elbourne, Diana; Watts, Charlotte; Naker, Dipak

2015-07-01

Violence against children from school staff is widespread in various settings, but few interventions address this. We tested whether the Good School Toolkit-a complex behavioural intervention designed by Ugandan not-for-profit organisation Raising Voices-could reduce physical violence from school staff to Ugandan primary school children. We randomly selected 42 primary schools (clusters) from 151 schools in Luwero District, Uganda, with more than 40 primary 5 students and no existing governance interventions. All schools agreed to be enrolled. All students in primary 5, 6, and 7 (approximate ages 11-14 years) and all staff members who spoke either English or Luganda and could provide informed consent were eligible for participation in cross-sectional baseline and endline surveys in June-July 2012 and 2014, respectively. We randomly assigned 21 schools to receive the Good School Toolkit and 21 to a waitlisted control group in September, 2012. The intervention was implemented from September, 2012, to April, 2014. Owing to the nature of the intervention, it was not possible to mask assignment. The primary outcome, assessed in 2014, was past week physical violence from school staff, measured by students' self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Analyses were by intention to treat, and are adjusted for clustering within schools and for baseline school-level means of continuous outcomes. The trial is registered at clinicaltrials.gov, NCT01678846. No schools left the study. At 18-month follow-up, 3820 (92·4%) of 4138 randomly sampled students participated in a cross-sectional survey. Prevalence of past week physical violence was lower in the intervention schools (595/1921, 31·0%) than in the control schools (924/1899, 48·7%; odds ratio 0·40, 95% CI 0·26-0·64, pSchool Toolkit is an effective intervention to reduce violence against children from school staff in Ugandan

Effects of school district factors on alcohol consumption: results of a multi-level analysis among Danish adolescents

DEFF Research Database (Denmark)

Stock, Christiane; Ejstrud, Bo; Vinther-Larsen, Mathilde

2011-01-01

BACKGROUND: Area-level socio-economic factors are significantly related to a population's health. This study investigates how school district-level factors affect the initiation of alcohol drinking of Danish adolescents. METHODS: A survey sample of 11,223 female and male pupils in the 7th grade...... buildings. Other school district factors were not associated with drinking initiation when controlled for individual level factors. CONCLUSIONS: The impact of socio-economic variables at school district level seems to be smaller in the welfare state of Denmark than known for other countries. However...... from 447 schools across Denmark was analysed for the outcome variable drinking initiation and a number of individual level predictors. Aggregated variables on school district level were created from national registry data for education, occupational level and household savings of residents, type...

Assessing School Wellness Policies and Identifying Priorities for Action: Results of a Bi-State Evaluation

Science.gov (United States)

Harvey, Susan P.; Markenson, Deborah; Gibson, Cheryl A.

2018-01-01

Background: Obesity is a complex health problem affecting more than one-third of school-aged youth. The increasing obesity rates in Kansas and Missouri has been particularly concerning, with efforts being made to improve student health through the implementation of school wellness policies (SWPs). The primary purpose of this study was to conduct a…

After School Centers Project. Final Reports. Winter 1968-1969; Summer 1969.

Science.gov (United States)

Harvard Univ., Cambridge, MA. Graduate School of Education.

Two final reports, winter 1968-1969 and summer 1969, respectively describe the sixth and seventh sessions of the Cambridge School Department's After School Center Program and involving six elementary schools. Both the winter and the summer programs were designed to give disadvantaged children remedial instruction in reading and mathematics along…

Micronutrient levels and nutritional status of school children living in Northwest Ethiopia

Directory of Open Access Journals (Sweden)

Amare Bemnet

2012-12-01

Full Text Available Abstract Background Several micronutrients are essential for adequate growth of children. However, little information is available on multiple micronutrient status of school children in Ethiopia. The present study was designed to evaluate the relationship between multiple micronutrient levels and nutritional status among school children. Method In this cross-sectional study, anthropometric data, blood and stool samples were collected from 100 children at Meseret Elementary School in Gondar town, Northwest Ethiopia. Serum concentration of magnesium, calcium, iron, copper, zinc, selenium and molybdenum were measured by inductively coupled plasma mass spectrometer. Anthropometric indices of weight-for-age, height-for-age and BMI-for-age were used to estimate the children's nutritional status. Stool samples were examined by standard microscopic methods for intestinal parasites. Results The prevalence of stunting, underweight, wasting and intestinal parasitoses among school children was 23%, 21%, 11% and18%, respectively. The mean serum levels of magnesium, calcium, iron, copper, zinc, selenium and molybdenum were 2.42±0.32 (mg/dl, 15.31±2.14 (mg/dl, 328.19±148.91 (μg/dl, 191.30±50.17 (μg/dl, 86.40±42.40 (μg/dl, 6.32±2.59 (μg/dl, and 0.23±0.15 (μg/dl, respectively. Selenium deficiency, zinc deficiency and magnesium deficiency occurred in 62%, 47%, and 2% of the school children, respectively. Height-for-age showed significant positive correlation with the levels of copper and molybdenum (p = 0.01 and with the levels of magnesium (p = 0.05. Conclusion Deficiencies of selenium and zinc were high among the school children although the deficiencies were not significantly related with their nutritional status. The prevalence of both malnutrition and intestinal parasitism was not negligible. These calls for the need to undertake multicentre studies in various parts of the country to substantiate the data obtained in the present study so that

Respectful Modeling: Addressing Uncertainty in Dynamic System Models for Molecular Biology.

Science.gov (United States)

Tsigkinopoulou, Areti; Baker, Syed Murtuza; Breitling, Rainer

2017-06-01

Although there is still some skepticism in the biological community regarding the value and significance of quantitative computational modeling, important steps are continually being taken to enhance its accessibility and predictive power. We view these developments as essential components of an emerging 'respectful modeling' framework which has two key aims: (i) respecting the models themselves and facilitating the reproduction and update of modeling results by other scientists, and (ii) respecting the predictions of the models and rigorously quantifying the confidence associated with the modeling results. This respectful attitude will guide the design of higher-quality models and facilitate the use of models in modern applications such as engineering and manipulating microbial metabolism by synthetic biology. Copyright © 2016 Elsevier Ltd. All rights reserved.

Differences in school environment, school policy and actions regarding overweight prevention between Dutch schools. A nationwide survey