Zeitschriftenartikel zum Thema „Paris School District“

Khanna A, Goyal RS, Bhawsar R. Menstrual practices and reproductive problems Study of adolescent girls in Rajasthan. J Health Manag. 2005;7(1):91–107. Ersoy B, et al. Effects of different socioeconomic conditions on Menarche in Female Turkish Students. Early Hum Dev. 2004;76(2):115–25. Dongre AR, Deshmukh PR, Garg BS. The effect of community-based health education interventions on menstrual hygiene management among rural Indian adolescent girls. World Health Popul. 2007;9(3):48–54. Tang CS, Yeung DY, Lee AM. Psychosocial correlates of emotional Responses to menarche among Chinese adolescent girls. J Adolescent Health. 2003;33(3):193–201. Adhikari P, et al. Knowledge and practice regarding menstrual hygiene in rural adolescent girls in Nepal. Kathmandu Univ Med J (KUMJ). 2007;5(3):382–6 Ali TS, Rizvi SN. Menstrual knowledge and practices of female adolescents in urban Karachi, Pakistan. J Adolescent. 2010;33(4):531–41. Bobhate P, Shrivastava S et al.. This was a cross-sectional study of knowledge and practices regarding reproductive health among female adolescents in an urbsluminf Mumbai. J Fam Reprod Health. 2011;5(4):117–24. Dasgupta A, Sarkar M. Menstrual hygiene: how hygienic is the adolescent girl? Indian J Community Med. 2008;33(2):77–80. Goel MK, Kundan M. Psycho-social behavior of urban Indian adolescent girls during menstruation. Australas Med J. 2011;4(1):49–52. Shanbhag D, Shilpa R, D’Souza N, Josephine P, Singh J, Goud BR. Perceptions regarding menstruation and Practices during menstrual cycles among high school going adolescent girls in resource-limited settings around Bangalore City, Karnataka, India. Int J Collab Res Inter Med Public Health. 2012;4(7):1353–62. Tiwari H, Oza UN, Tiwari R. Knowledge, attitudes and beliefs about Menarche of adolescent girls in Anand District, Gujarat. East Mediterr Health J. 2006;12(3-4):428–33. Thakre SB, Thakre SS, Reddy M, Rathi N, Pathak K, Ughade S. Menstrual hygiene: knowledge and practice among adolescent school girls of Saoner, Nagpur district. J Clin Diagn Res. 2011;5(5):1027–33. Yasmin S, Mallik S, Manna N, Ahmed A, Paria B. Menstrual hygiene among adolescent school students: an in-depth cross-sectional study in an urban community of West Bengal, India. Sudan J Public Health. 2013;8(2):60–4. Oche MO, Umar AS, Gana GJ et al.. Menstrual health: Unmet needs of adolescent girls in Sokoto, Nigeria. Sci Res Essays. 2012;7(3):410–8. Ray S, Dasgupta A. Determinants of menstrual hygiene among adolescent girls: a multivariate analysis. Natl J Commun Med. 2012;3(2):294–301. Boosey R, Prestwich G, Dave T. Menstrual hygiene management amongst Schoolgirls in the Rukungiri district of Uganda and their impact on their education: A cross-sectional study. Pan African Med J. 2014;19:253. Nemade D, Anjenaya S, Gujar R. Effect of health education on statistics and practices about menstruation among adolescent faculty girls of Kalamboli, Navi-Mumbai. fitness of Popul-Perspect issues. 2009;32(4):167–75 Narayan okay, Srinivasa D, Pelto P, Veerammal S. Puberty Rituals, Reproductive Understanding, and Health of Adolescent Girls in South India. Asia-percent Popul J. 2001;16(2):225–38. ARORA A, Mittal A, Pathania D, Mehta C, Bunger R. Impact of health education on understanding and practices about menstruation among adolescent college women in the rural part of the district Ambala, Haryana. Ind J Comm health. 2013;25(4):492–7. Lawan UM, Yusuf NW, Musa AB. Menstruation and menstrual hygiene among adolescent college women in Kano, Northwestern Nigeria. Afr J Reprod fitness. 2010;14(3):201–7. Zegeye DT, Megabiaw B, Mulu A. Age at menarche and the menstrual pattern in younger secondary college humans in Northwest Ethiopia. BMC Women’s Fitness. 2009;nine:29. Thakre SB, et al. Town-rural versions of menstrual troubles and practices of Female college students in Nagpur, India. Indian Pediatr. 2012;49(9):733–6. Udgiri R, Angadi MM, Patil S et al.. Expertise and practices concerning menstruation among adolescent women in a town slum in Bijapur. J Indian Med Assoc. 2010;108(8):514–6. Marvan ML, Molina-Abolnik M. Mexican youngsters’ revel in of menarche and attitudes toward menstruation: function of communique among moms and daughters. J Pediatr Adolesc Gynaecol. 2012;25(6):358–63. Sharma M, Gupta S. Menstrual sample and abnormalities in the immoderate college girls of Dharan: A cross-sectional test of the boarding faculty of Nepal Med Coll J.2003;5(1):34–6. Adinma ED, Adinma JI. Menstrual traits among south-eastern Nigerian adolescent faculty women West Afr J Med. 2009;28(2):110–3. Reis N, Kilic D, Engin R, Karabulutlu O. Sexual and reproductive health desires of adolescent girls from conservative and low-income households in Erzurum, Turkey. fitness of Popul Perspect trouble. 2011;3(6):370–7. Bosch AM, Hutter I, van Ginneken JK. Perceptions of teens and their months for reproductive and sexual development in MATLAB, Bangladesh. Int J Adolesc Med health. 2008;20(three):329–42 Dhingra R, Kumar A, Kour M. Understanding and Practices Associated with Menstruation Among Tribal (Gujjar) Adolescent Women. Ethno-remedy. 2009;3(1): 43–8 El-Gilany AH. Badawi. El-Fedawy S. Menstrual hygiene among adolescent schoolgirls in Mansoura, Egypt. Am. Reprod health subjects. 2005;13(26):147–52. Gumanga SK, Kwame-Aryee RA. Menstrual trends in a few adolescents women in Accra, Ghana. Ghana Med J. 2012;46(1):3–7. Dambhare DG, Wagh SV, Dudhe JY. Age at menarche and menstrual cycle the patterns among adolescent women in India. Glob J Health Sci. 2012;4(1): a hundred and 5–11. Kotecha PV, et al. Reproductive fitness focuses on rural college-going young people in the Vadodara district. Indian J sex Transm Dis. 2009;30(2): 94–9. Mudey A, Kesharwani N, Mudey GA et al.. Pass-sectional observed attention concerning secure and hygienic practices among faculty-going adolescent girls in a rural area of Wardha District, India. Glob J Health Sci. 2010;2(2):225–31 Ray S, et al. Knowledge and information on psychological, physiological, and gynecological problems among adolescent girls in eastern India. Ethiopia J Health Sci. 2011;21(3):183–9. Jarrah SS, Kamel AA. Attitudes and practices of school-aged girls towards menstruation. Int J Nurs Pract. 2012;18(3):308–15. Lee LK, et al. Menstruation among adolescent girls in Malaysia: A cross-sectional school survey. Singapore Med J. 2006;47(10):869–74. Wong LP. Attitudes toward menstruation, menstrual-related symptoms, and pre-menstrual syndrome among adolescent girls: A rural school-based survey. Women's Health. 2011;51(4):340–64. Wong LP. Premenstrual syndrome and dysmenorrhea: urban-rural and multipath differences in perception, impact, and treatment-seeking. J Pediatr Adolesc Gynaecol. 2011;24(5):272–7. Aniebue UU, Aniebue PN, Nwankwo TO. Impact of pre-menarcheal training on menstrual practices and hygiene in Nigerian schoolgirls. Pan Afr Med J. 2009;2:9. Iliyasu Z, et al. Sexual and reproductive health communication between mothers and adolescent daughters in Northern Nigeria. Health Care Women Int. 2012;33(2):138–52. Ajah LO, et al. Adolescent reproductive health challenges among schoolgirls in southeast Nigeria: Knowledge of menstrual patterns and contraceptive adherence. Patient Preference Adherence. 2015;9:1219–24. Chandraratne NK, Gunawardena NS. Premenstrual syndrome: The experience of a sample of Sri Lankan adolescents. J Pediatr Adolesc Gynecol. 2011;24(5):304–10. Abd El-Hameed NA, Mohamed MS, Ahmed NH, Ahmed ER. Assessment of dysmenorrhea and menstrual hygiene practices among adolescent girls in some nursing schools in LL-Minia governorate, Egypt. J Am Sci. 2011;7(9):216–23. Eswi A, Helal H, Elarousy W. Menstrual attitudes and knowledge of Egyptian female adolescents. J Am Sci. 2012;8(6):555–65. Omidvar S, Begum K. Factors influencing hygienic practices during menses among girls from South India: A cross-sectional study. Int J Collab Res Intern Med Public Health. 2010;2(12):411–23. Wong LP. Attitudes towards dysmenorrhea, impact, and treatment-seeking among adolescent girls: A rural school-based survey. Aust J Rural Health. 2011;19(4):218–23. Wong LP, Khoo EM. Menstrual-related attitudes and symptoms among Multiracial Asian adolescent females. Int J Behav Med. 2011;18(3):246–53. Sommer M. Ideologies of sexuality, menstruation, and risk: girls’ experiences of puberty and schooling in northern Tanzania. Cult Health Sex. 2009;11(4):383–98. Crichton J, et al. Emotional and psychosocial aspects of menstrual poverty in resource-poor settings: A qualitative study of the experiences of adolescent girls in an informal settlement in Nairobi. Health Care Women Int. 2013;34(10):891–916. Mason L, et al. ‘We keep it secret so no one should know’–a qualitative study to explore young schoolgirls’ attitudes and experiences with menstruation in rural western Kenya. PLoS One. 2013;8(11):e79132. Munthali AC, Zulu EM. The timing and position of initiation rites in preparing younger human beings for formative years and accountable reproductive behavior in Malawi. Afr J Reprod fitness. 2007;11(three): hundred and 50–67. fifty-three. McMahon SA, et al. ‘The girl together with her duration is the one to hang her head’ Reflections on menstrual management amongst schoolgirls in rural Kenya. BMC Int fitness haul rights. 2011;eleven:7. Sommer M. An early window of possibility for promoting girls’ health: Policy implications of the woman’s puberty e-book task in Tanzania. Int. Electron J Health Microbiol. 2011; 14:77–92 Dorgbetor G. Mainstreaming MHM in colleges through the play-primarily based approach: training discovered in Ghana. Waterlines. 2015;34(1): 41–50.56. Marvan ML, Vacio A, Espinosa-Hernandez G. Menstrual-associated changes expected with the aid of premenarcheal girls dwelling in rural and urban areas of Mexico. Soc Sci Med. 2003;56(4):863–8. Marvan ML, Vacio A, Espinosa-Hernandez G. A contrast of menstrual adjustments anticipated through pre-menarcheal kids and changes skilled with the aid of publish-menarcheal children in Mexico. J Sch health. 2001;71(9):458–61 Pitangui AC, et al. Menstruation disturbances: incidence, characteristics, and effects on the daily activities of adolescent girls residing in Brazil. J Pediatr Adolesc Gynecol. 2013;26(three):148–52 Santina T, Wehbe N, Ziade F. Exploring dysmenorrhea and menstrual reviews among Lebanese lady young people. East Mediterr Health J. 2012;18(8):857–63. Chaudhuri A, Singh A. How do school women cope with dysmenorrhea? J Indian Med Assoc. 2012; 10(5):287–91. Sommer M. Where the training machine and Girls’ bodies collide: The Social and fitness impact of ladies’ stories of menstruation and training in Tanzania. J Adolesc. 2010;33(4):521–9. Patil MS, Angadi MM. Menstrual patterns among adolescent girls in the rural regions of Bijapur. Al Ameen J Med Sci. 2013;6(1):17–20. Rana B, Prajapati A, Sonaliya KN, Shah V, Patel M, Solanki A. Assessment of menstrual hygiene practices among adolescent females in the Kheda district of Gujarat Kingdom, India. Healthline J. 2015;6(1):23–9. Sharma P, et al. Troubles associated with menstruation among adolescent girls. Indian J Pediatr. 2008; seventy-five (2): one hundred twenty-five–9, 65. Juyal R, Kandpal SD, Semwal J. Social elements of menstruation-associated practices in adolescent women in the district Dehradun. Indian J Network Fitness. 2013;25(three):213–6. Haque SE, et al. The impact of a school-based instructional intervention on menstrual health: An intervention examine among adolescent women in Bangladesh. BMJ Open. 2014;4(7):e004607. Bodat S, Ghate MM, Majumdar JR. School absenteeism during menstruation among rural adolescent girls in Pune. Natl J Community Med. 2013; four(2):212–6. Joshi D, Buit G, González-Botero D. Menstrual hygiene control: training and empowerment for women? Waterlines. 2015;34(1): 51–67. Sir Bernard Law et al. Sanitary pad interventions for girls’ schooling in Ghana: A pilot study. PLoS One. 2012;7(10):e48274 Oster E, Thornton R. Menstruation, sanitary products, and school attendance: Evidence from a randomized evaluation. Am Econ J. 2011;3(1):91–100. Mason L, Laserson K, Oruko K et al. Adolescent schoolgirls’ experiences of Menstrual cups and pads in rural western Kenya: A qualitative study. Waterlines. 2015;34(1):15–30. Kabir H, et al. Treatment-seeking for selected reproductive health problems: Behaviors of unmarried female adolescents in two low-performing areas of Bangladesh. Reprod Health. 2014;11:54. Nair MK, et al. Menstrual disorders and menstrual hygiene practices of girls in higher secondary schools. Indian J Pediatr. 2012;79 Suppl 1:S74–8. Baidya S, Debnath M, Das R. Reproductive health problems among rural adolescent girls of the Mohanpur Block of the West Tripura District. Al Ameen J Med Sci. 2014;7(1):78–82. Wong LP, Khoo EM. Dysmenorrhea in a multiethnic population of adolescent Asian girls. Int J Gynaecol Obstet. 2010;108(2):139–42. Poureslami M. Assessing knowledge, attitudes, and behavior of adolescent girls in suburban districts of Tehran about dysmenorrhea and menstrual hygiene. J Int Womens Stud. 2002;3(2):51–61. Eryilmaz G, Ozdemir F. Evaluation of menstrual pain management approaches by Northeastern Anatolian adolescents. Pain Manag Nurs. 2009;10(1):40–7. Wasnik VR, Dhumale D, Jawarkar AK. A study of the menstrual pattern and problems among rural school-going adolescent girls in the Amravati district of Maharashtra, India. Int J Res Med Sci. 2015;33(55):1252–6. Fakhri M, et al. Promoting menstrual health among Persian adolescent girls from a low socioeconomic background: A quasi-experimental study. BMC Public Health. 2012;12:193. Allah ESA, Elsabagh EEM. Impact of a Health education intervention on Knowledge and Practice about Menstruation among female secondary school students in Zagazig City. J Am Sci. 2011;7(9):737–47. Sumpter C, Torondel B. A systematic review of the health and social effects of menstrual hygiene management. PLoS One. 2013;8(4):e62004. Nanda PMA, Mukherjee S, Barua A Mehl GL, Venkatraman CM. A study To evaluate the effectiveness of WHO tools: an orientation program on adolescent health for healthcare providers and adolescent job aid in India. Geneva: International Center for Research on Women, 2012. Vandenhoudt H, et al. Evaluation of a U.S. evidence-based parenting intervention in rural Western Kenya: From parents’ matters! To families matter! AIDS Educ Prev. 2010;22(4):328–43. Sommer M, Ackatia-Armah N, Connolly S, Smiles D. A comparison of menstruation and education experiences of girls in Tanzania, Ghana, Cambodia, and Ethiopia. Compare. 2014;45(4):589–609. Children, S.t. Adolescent Sexual and Reproductive Health. 2015. Available from: http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.9080949/k.F576/ Adolescent_Sexual_and_Reproductive_Health.htm Health, I.f.R. Meeting the Needs of Adolescents: Introducing CCycle-Smart2013. Available from: http://irh.org/blog/meeting-the-needs-of-adolescents introducing-the cycle smart-kit/ Health, I.f.R. A3 project. 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r. Milutin Lj. Perisic, a specialist in venereal and skin diseases and a deputy medical major, was born in Kragujevac into a civilian family with a long history of contributing high-ranking officials and officers to Serbia. As the child of an officer, he frequently changed his place of residence and education, attending primary school and gymnasium in Kragujevac, Nis, and Belgrade. He then pursued his education at the Law Faculty of the Velika Skola in Belgrade, but realizing that law was not his calling, he left his position as a court clerk and embarked on medical studies in Nancy, where he studied for six years at his own expense. After obtaining a medical degree and defending his thesis on "Syphilis in Serbia," he returned to Serbia in 1901. Shortly thereafter, he was appointed as a physician for the Kosmaj district. He spent time in Paris specializing in venereal and skin diseases, and from 1905 to 1914, he served as a municipal physician in Belgrade while also running a private practice. He was the first in Serbia and this part of Europe to apply "Ehrlich's treatment" for syphilis to his patients. During the Balkan Wars of 1912/13, he served as a physician for the Danube Artillery Regiment, and at the beginning of World War I, he assumed the position of the director of the Military Hospital in Skopje. Just a few months after the death of his wife Zorka, he contracted typhus and passed away as a result of the illness. He was buried at the Serbian military cemetery in Skopje. On the occasion of the 150th anniversary of Dr. Milutin Lj. Perisic's birth, it is an opportunity to remember this distinguished yet forgotten individual from Kragujevac.

ImportanceThe variability in timing of middle and secondary school reopenings during the 2020 to 2021 school year in the US presents an opportunity to examine the associations of different approaches to in-person education with changes in community COVID-19 incidence. Early studies on this topic have reached mixed conclusions and may be biased by unmeasured confounders.ObjectiveTo estimate the association of in-person vs virtual instruction for students at the sixth grade level or above with county-level COVID-19 incidence in the first year of the COVID-19 pandemic.Design, Setting, and ParticipantsThis cohort study included matched pairs of counties resuming school programs with in-person vs virtual instruction, drawn from 229 US counties that contained a single public school district and with county populations exceeding 100 000 residents. Counties that contained 1 single public school district and reopened in-person schooling for students at the sixth grade level or above during the fall of 2020 were matched 1-to-1 with counties whose school district reopened with only virtual instruction, based on geographic proximity, population-level demographic factors, the resumption of school district–level fall sports activity, and baseline county COVID-19 incidence rates. Data were analyzed from November 2021 to November 2022.ExposuresIn-person instruction for students at the sixth grade level or above resuming between August 1 and October 31, 2020.Main Outcomes and MeasuresCounty-level daily COVID-19 incidence per 100 000 residents.ResultsThe inclusion criteria and subsequent matching algorithm led to the identification of 51 pairs of matched counties among 79 total unique counties. Exposed counties had a median (IQR) of 141 840 (81 441-241 910) residents each, and unexposed counties had a median (IQR) of 131 412 (89 011-278 666) residents each. County schools with in-person vs virtual instruction had similar daily COVID-19 case incidence within the first 4 weeks after in-person reopening, but counties with in-person instruction had higher daily incidence beyond 4 weeks. Daily case incidence per 100 000 residents among counties with in-person instruction, compared with counties with virtual instruction, was higher at 6 weeks (adjusted incidence rate ratio, 1.24 [95% CI, 1.00-1.55]) and at 8 weeks after (adjusted incidence rate ratio, 1.31 [95% CI, 1.06-1.62]). This outcome was also concentrated in counties where schools provided full rather than hybrid instructional models.Conclusions and RelevanceIn a cohort study of matched pairs of counties that reopened with in-person vs virtual instruction at the secondary school level in the 2020 to 2021 academic year, counties with in-person school instructional models early in the COVID-19 pandemic experienced increases in county-level COVID-19 incidence at 6 and 8 weeks after in-person reopening, compared with counties with virtual instructional models.

Gununglurah village, in Cilongok district, Banyumas regency, Central Java, is an area which in 2011 still surrounded by thick forest and valley of Slamet volcano. Its community has low access on education. However, a year later, in the middle of mighty surroundings, they build MTs (Madrasah Tsanawiyah) PAKIS –Piety, Achievement, Knowledge, Integrity, Sincerity – to cope with their need of education. The purpose of this article is to describe and explain educational process in MTs PAKIS and its developing progress as community school. The research as the basis of this article accomplished through qualitatuve method and the data collected through focused group discussion with MTs PAKIS volunteers, its students and their parents. As an educational institution, MTs PAKIS delivers educational service through general courses as in formal junior high school (SMP). However, its method of delivering such courses is not instructional as in formal school of SMP. Self taught by reading, learning, and discussion is the main method of MTs PAKIS in delivering educational activities. MTs PAKIS also brought the students to learn and practice farming, raising livestock, and home-fishing activities. These activities carried out in order to familiarized students with their surroundings. MTs PAKIS is non-formal school. However, it is not community education services or center of community learning activity. MTs PAKIS is an eclectic mix of them and a school build by-to-for the community: a community school. It is hardly to find its recognizeable definitions in the realm of education. Nevertheless, it is an alternative or complementory way for community to increase their quality of life and well-being in their own inadequacy.Key words: education, MTs PAKIS, Community school

The purpose of this study was to determine if participation in the National Wildlife Federation’s (NWF) Schoolyard Habitat Program (SYHP) had an effect on the science standardized test scores or science grades of fourth-grade primary school students in Houston, TX. To conduct the study, five pairs of Houston elementary schools were selected as either treatment or control schools. The treatment group included a total of 148 fourth-grade students whose teachers reported using the NWF’s SYHP. The control group consisted of a total of 248 fourth-grade students whose teachers used a traditional science curriculum. To measure academic achievement, scores on a standardized science test and science grades were compared between the treatment and control students. Results from this study indicated Caucasian students scored higher than minority students on the Stanford standardized science exam. Significant differences existed in the Stanford standardized science exam scores between male and female students for the treatment group only. Overall, the results from this study also showed that the SYHP was equally as effective at science instruction as the traditional curriculum within the Houston Independent School District (HISD) after teachers gained familiarity with using the habitat for instruction.

The problem faced by most elementary schools in Maluku, including SDN 250, East Saparua District, Central Maluku Regency, is that they do not receive English lessons at school. However, learning English from a young age is crucial in the current era of globalization. Therefore, community service activities (PkM) carried out through the teaching assistance program also provide English language teaching assistance at the school. This community service activity took place in December 2022 and is directed as "fun" learning English using the English songs via YouTube videos. The results of this PkM prove that implementing fun learning can motivate students to learn English and master vocabularies, with the results of writing English words very well (correctly), as evidenced by a total of 23 students (working in pairs, 16 students or 8 sheets) who were able to write words correctly (more than 70%), which means that the "fun" method can motivate students to learn English and can train students' ability to understand English words well too

Parik Sabungan Village, Dolok Pardamean District, Simalungun Regency, North Sumatra has such a large land; this village is the village with the highest population at the Dolok Pardamean sub-district, has the youngest generations and has the potential to be used as agro-tourism. Parik Sabungan Village is still full of customs, culture, and habits instilled from their previous ancestors; one example is village children who have to help their parents to the fields and do not get additional education and creativity and creativity with the children. Other villages. This activity aims to improve community education, especially the younger generation of Parik Sabungan village. The method used island exploration, land preparation, implementation socialization, and technical discussion on the nature school's continuation. This activity aims to improve community education in creative ways by utilizing existing land without incurring high costs. Suggestions for additional activities are to prepare human resources, land, and natural school equipment more optimally so that the nature school can develop and continue to run even though the team has finished carrying out activities in the village.

This quasi-experimental study focused on 15 pairs of children with extensive support needs, matched across 12 characteristics based on their first complete Individual Education Program (IEP) in the school district. One child in each pair was included in general education for 80% or more of their day from their first IEP to the most current IEP at the time of the study. The other child in the pair was placed in a separate special education class, and was served there from the first IEP to the last IEP. All children were observed over a typical school day with time-sampling data collected on the types of activities, the contexts, and the types of engagement that occurred. In addition, outcome data from the first IEP to the most current IEP in the district were analyzed across three variables: communication levels, literacy levels, and numeracy levels. Results indicated that students in the general education classrooms had a significant, large effect size as compared with their pairs in separate classrooms on several variables. In addition, students in the general education classrooms demonstrated highly significant levels of progress as compared with the students in separate classrooms. Implications related to placement, disability characteristics, progress, and policy are discussed.

Background and purpose: Lack of stimulation can cause deviations in child development and even permanent disturbances. The purpose of the study is to determine parenting factors in providing developmental stimulation in pre-school age children in Pakis Sub-District, Malang City, East Java.Methods: This was a cross-sectional study of 120 mothers who have pre-school age children in Curah Ampel Village, Pakis Sub-District, Malang, conducted from September-November 2018. Data were collected with self-administered questionnaire. The questionnaire consists of mothers’ demographic characteristics (age, education, and employment), father’s involvement, knowledge about development stimulation, parenting style, and parental stimulation. Data analysis were including univariable, bivariable, and multivariable analysis conducted with STATA. Results: On average, mother's age was 30 years old, 70.0% with low education, and 83.3% were unemployed. This study found that 55% of parents provide stimulation development that falls in the poor categories. From the result of multivariable analysis with logistic regression, it was found that mother’s education associated with parental stimulation to pre-school age children (OR=0.322, 95%CI: 0.121-0.858, p=0.023). Conclusions: This study highlights that mother's educational background has an important role in providing parental stimulation. Poor parental stimulation can cause developmental delays. A parenting program is needed to develop the knowledge and the ability of parents in accompanying every phase of their child development.

Shallot’s fluctuations in production are able to influence the inflation rates where a deficit on shallot supply makes the price of shallot in the high level. One program to increase shallot ’s production is through Multiple Production Programs or Proliga which mainly use True Seed of Shallot. To spread these technologies, a dissemination method is needed, one is through the field school (FS) for extension workers and potential shallot farmers. An evaluation needs to be carried out to assess the effectiveness of the dissemination. The study aims to determine the increase in participant’s knowledge after attending the field school of shallot and their perception to the technologies. Data collection used a questionnaire taken twice, namely the initial test (pre-test) and the final test (post-test) after the field school activities. Data were analyzed using non-parametric Wilcoxon Match Pairs Test statistics. Farmer perceptions were analyzed using scoring method. The results of the analysis showed that the proliga field school activities significantly increased participants' knowledge with significance at 5% confidence level and the percentage of participants who increased their knowledge as much as 95.65%. Generally, farmers were interesting on the technology in Proliga but need a technology improvement on TSS to get easier application.

While the possible decline in the level of social capital in the United States has received considerable attention by scholars such as Putnam and Fukuyama, less attention has been paid to the local activities of citizens that help define a nation's stock of social capital. Scholars have paid even less attention to how institutional arrangements affect levels of social capital. We argue that giving parents greater choice over the public schools their children attend creates incentives for parents as “citizen/consumers” to engage in activities that build social capital. Our empirical analysis employs a quasi-experimental approach comparing parental behavior in two pairs of demographically similar school districts that vary on the degree of parental choice over the schools their children attend. Our data show that, controlling for many other factors, parents who choose when given the opportunity are higher on all the indicators of social capital analyzed. Fukuyama has argued that it is easier for governments to decrease social capital than to increase it. We argue, however, that the design of government institutions can create incentives for individuals to engage in activities that increase social capital.

This study aims to determine the effect of the educational game of balanced nutrition ladder snakes on changes in knowledge and attitudes and actions in elementary school children in Muhammadyah school, Tanjung Morawa district. This type of research is a Quasi-Experimental study (quasi-experimental design) with the design of One Group Pretest- Posttest. The sample in this study was 75 elementary school children Muhammadiyah Kec. Tanjung Morawa. Data was collected using a questionnaire that was filled in by the respondent himself. If the data is normally distributed then the type of test used is the dependent T-test (in pairs). If the data is not normally distributed then the test used is the ranking test. The statistical test results obtained p-value = 0,000 < 0.05, which shows that the influence of snake ladder education game balanced nutrition to changes in knowledge and attitudes in school children. The conclusion in this study is the influence of the educational game of balanced nutrition ladder snakes on changes in knowledge and attitudes in school children.

Implementation of the Paras Village Fund Policy, Cepogo District, Boyolali Regency in Handling Corona Virus Disease (Covid 19), In Handling Covid-19. Thesis. Government Science Masters Program. STPMD "APMD'' Yogyakarta High School for Village Development. The Village Fund is part of the village finances which is one of the priority Village incomes to finance development expenditures and empowerment of rural communities. This study uses a qualitative descriptive method, using interview techniques, documentation and observations of village officials and community leaders in Paras village in analyzing the Implementation of the Paras Village Fund Allocation Policy, Cepogo District, Boyolali Regency in Handling Corona Virus Disease (Covid 19). The results showed that the implementation of the Paras Village Fund was very good because it had the expertise, available budget, adequate facilities and had the authority to implement the village fund allocation policy. The disposition between the parties in the implementation of the village fund allocation policy has gone well because the policy implementers have good knowledge and understanding and have a high commitment in carrying out their duties. The bureaucratic structure in implementing the village fund allocation policy has served according to responsibilities, carrying out tasks in accordance with the provisions being carried out, where the division of work is in accordance with the main tasks and functions, coordination between sections is going well based on SOPs in implementation related to village fund allocation used. the implementation of the village fund allocation policy has gone well, which already has a clear information transformation with the socialization, and has consistency regarding the clarity of information on the implementation of the Village Fund

Radiation is any kind of energy transmitted without an intermediate medium. Radiant energy is generally wave-shaped, most commonly sinusoidal. There are two types of radiation: ionizing radiation and non-ionizing radiation. Ionizing radiation is radiation that causes the process of ejecting electrons from atoms to form ion pairs. Attention should be paid to ionizing radiation, particularly its sources, types, properties, effects, and methods of avoidance. Ionizing radiation is well known, for example radiation from X-rays. Non-ionizing radiation can occur in equipment and mobile phones. Miftaful Ulm Merilan Madrasah Tsanawaya School is in Merilan Village, Bunga District, Eastern Gresik Regency. The location of this school is far from the city center. Student health contributes to the smooth running of the educational process. There is a lack of knowledge and awareness among students and residents in Bunga district that radiation hazards affect their quality of life. A technical implementation of this training will help you address the material. Students were assessed using pretests and posttests. The mean score before the pretest was 32.7, and after listening to the material and after the posttest was 80.

This study explored the production of 11 English vowels by Acehnese Indonesian EFL students. Ten undergraduates (five males and five females) from the Pidie District, Aceh, participated, with Acehnese and Bahasa Indonesia as their first languages, and English learned formally at school since the 7th grade. Using PRAAT, recordings of vowel elicitations were measured and analyzed, revealing distinctions in vowel pairs. Statistical tests were employed to compare vowel productions between the males and females. The results showed that the females produced many of the vowel pairs similarly: /i:/-/ɪ/, /ɛ/-/æ/, /u:/-/ʊ/, /ʌ/-/ɑː/, and /ɑː/-/ɒ/. The pairs they differentiated were /ɜ:/-/ʌ/ and /ɔ:/-/ɒ/. However, the female students could not discriminate between the long and short vowel pairs. Meanwhile, the male students could distinguish the following pairs: /i:/-/ɪ/, /ɜ:/-/ʌ/, /ʌ/-/ɑː/, and /ɔ:/-/ɒ/. The others, /ɛ/-/æ/, /u:/-/ʊ,/ and /ɑː/-/ɒ/, were produced similarly. Additionally, they could distinguish the long and short vowels in the /ɜ:/-/ʌ/, /u:/-/ʊ/, /ʌ/-/ɑː/, and /ɑː/-/ɒ/ pairs, but not /i:/-/ɪ/, /ɛ/-/æ/ and /ɔ:/-/ɒ/. This study has shown complex distinctions in the production of English vowels by Acehnese Indonesian EFL students. These findings underscore the importance of considering gender-specific phonetic patterns in English language acquisition, providing valuable insights for language educators and researchers.

Children with autism spectrum disorder (ASD) in public education settings experience difficulties with transitions during classroom routines, which can result in challenging behavior. Single-subject research supports techniques for transitions, but school-based approaches often require resources and training unavailable in low-resource districts, limiting implementation. We developed and evaluated the Schedules, Tools, and Activities for Transitions (STAT) program, a short-term, manualized intervention of behavioral supports to support daily routine transitions for students with ASD (K-5) in underresourced districts. We utilized a multisite, cluster-randomized, group comparison design (immediate treatment versus waitlist) with matched pairs ( n = 150 students, 57 educators). Data indicated (a) no group differences for academic engagement or classroom independence, and (b) an advantage for STAT in reducing challenging behavior and increasing teacher fidelity. Results show preliminary support for an intervention that is feasible and perceived as sustainable in real-world settings.

The application of digital marketing requires planning in displaying the advantages possessed by the product, like a school with many features and facilities that can not only be displayed in one image. So, they need video media that can display what is owned by the school. This also applies to Al Jannah Islamic School, which is located in Pakis District, Malang Regency. Based on the results of observations, surveys, and brainstorming, the school agreed and supported the service team's activities to carry out the process of making school profile videos for the benefit of digital marketing. This community service activity aims to produce a video profile that can show the competitive advantage so that it can be displayed in various digital marketing channels. The steps taken consisted of: (1) observation and survey, (2) the process of shooting and finishing the video, and (3) brainstorming for publication. While the outputs produced are (1) digital marketing material content in the form of video profiles, (2) changes in the mindset of school managers in determining CA, (3) assistance in publications on various media channels, and (4) assistance for awareness in digital marketing. The conclusions of this activity are: (1) the results and outcomes are by the situation analysis, (2) the targets set at the beginning have been completed efficiently, and (3) the assistance provided by the team can help school managers.

<p><em>The background of this research is the low learning outcomes of grade II SD 2 Jepang Pakis on the subject of My Task as a Religious Person. The aim of this research is to describe the application of the powerpoint assisted scientific approach to improve the learning outcomes of the material My Task As a Religious in grade II SD 2 Jepang Pakis. This research is a Classroom Action Research which lasts for two cycles. The subjects of this reseach were second grade students of SD 2 Jepang Pakis, Jati District, Kudus Regency. Data collection techniques used are through observation, tests, and documentation. In the first cycle, 65% of students reached the KKM and the remaining 35% had not reached the KKM with a mean score of 78. While in the second cycle there were 87% of students who reached the KKM and the remaining 13% had not reached the KKM with a mean score of 83. Based on these results , it can be concluded that the use of a scientific approach combined with PowerPoint media can improve the learning outcomes of grade II SD 2 Jepang Pakis in the academic year 2020/2021 for my assignment as a religious community.</em><em></em></p>

IntroductionMany children in developing countries grow up in environments that lack stimulation, leading to deficiencies in early years of development. Several efficacy trials of early childhood care and education (ECCE) programmes have demonstrated potential to improve child development; evidence on whether these effects can be sustained once programmes are scaled is much more mixed. This study evaluates whether an ECCE programme shown to be effective in an efficacy trial maintains effectiveness when taken to scale by the Government of Ghana (GoG). The findings will provide critical evidence to the GoG on effectiveness of a programme it is investing in, as well as a blueprint for design and scale-up of ECCE programmes in other developing countries, which are expanding their investment in ECCE programmes.Methods and analysisThis study is a cluster randomised controlled trial, in which the order that districts receive the programme is randomised. A minimum sample of 3240 children and 360 schools will be recruited across 72 district school cohort pairs. The primary outcomes are (1) child cognitive and socioemotional development measured using the International Development and Early Learning Assessment tool, the Strengths and Difficulties Questionnaire, and tasks from the Harvard Laboratory for Development Studies; (2) child health (measured using height/weight for age, height-for-weight Z scores). Secondary outcomes include (1) maternal mental health, (using Kessler-10 and Warwick Edinburgh Mental Wellbeing Scale) and knowledge of ECCE practices; (2) teacher knowledge, motivation and teaching quality (measured with classroom observation); (3) parental investment (using the Family Care Index and Home Observation Measurement of the Environment and the Child–Parent Relationship Scale); (4) water, sanitation, and hygiene (WASH) practices; (5) acute malnutrition (using mid-upper arm circumference). We will estimate unadjusted and adjusted intent-to-treat effects.Ethics and disseminationStudy protocols have been approved by ethics boards at the University College London (21361/001), Yale University (2000031549) and Ghanaian Health Service Ethics Review Committee (028/09/21). Results will be made available to participating communities, funders, the wider public and other researchers through peer-reviewed journals, conference presentations, social and print media and various community/stakeholder engagement activities.Trial registration numberISRCTN15360698, AEARCTR-0008500.

English Language Training for Students at SD 4 Tuban is one of the studies with the aim of improving students' abilities and competencies. It is one of the public elementary schools located in Kuta District, Tuban Village, Badung Regency. As one of the outstanding public elementary schools, it always maintains its good name and achievements through the performance of the teachers and their students. English as one of the compulsory subjects in addition to Balinese and Indonesian, is something that must be mastered by students considering that Badung Regency is one of the regencies that is famous for its tourism. The results of the study show that the use of the direct method, with game techniques and practice in pairs really helps improve students' creativity in communicating using English. Through this activity the students get a good learning experience, increase their confidence, and also improve their speaking and listening skills.

The purpose of this study was to examine the effect of two different reciprocal peer-assisted learning (PAL) arrangements on music achievement and learner engagement in the secondary instrumental music classroom. Using a quasi-experimental design, students from six separate seventh-grade bands from one large urban/suburban school district ( N = 261) were randomly assigned to one of two treatment conditions: symmetrical PAL, where students of like ability were paired together, and asymmetrical PAL, where students of divergent ability were paired together. Students worked in pairs over the course of four weeks and took turns being the “learner” and the “teacher” to improve sight-reading ability and music theory knowledge. Student pairs were allowed to determine their own rules for interaction, turn taking, and the amount of material to be covered in each session. Three pre-/posttest outcome variables were assessed: sight-reading performance, music theory knowledge, and learner engagement. Additionally, individual socioeconomic status (SES) and motivation orientation were compared as potential moderating variables. Hierarchical linear regression analyses indicated that regardless of PAL pairings, there were significant gains for each of the outcome variables. Moreover, interaction effects were found between learner engagement, method of instruction, and SES.

This research was conducted to determine the effect of WebQuest-based teaching on reading strategies metacognitive awareness and was planned as an action research. The research’s study group consisted of 24 fourth grade students in a primary school situated in a district of Afyonkarahisar during the second term of 2015-2016 school year. In the research, the students attended three exercises in WebQuest-based teaching as a group, pairs and individually during the 55 course hours period. As data collection tools, reading strategies metacognitive awareness inventory, observation, interview and diary were used. Descriptive statistics and t test were used for the analysis of relevant samples. According to findings acquired from research’s quantitive data, it was confirmed that there was a significant rise in student’s posttest grades in regard to pretest grades of their reading strategies metacognitive awareness problem solving strategy and supporting levels of reading strategies. Besides, it was reached that there was no significant difference but there was a rise between pretest and posttest grades of the level of global reading strategy. It was observed that students using reading comprehension strategies were more successful in practice and use time more efficiently.

The academic achievements of students taught by under-certified primary school teachers were compared to the academic achievements of students taught by regularly certified primary school teachers. This sample of under-certified teachers included three types of under-qualified personnel: emergency, temporary and provisionally certified teachers. One subset of these under-certified teachers was from the national program "Teach For America (TFA)." Recent college graduates are placed by TFA where other under-qualified under-certified teachers are often called upon to work, namely, low-income urban and rural school districts. Certified teachers in this study were from accredited universities and all met state requirements for receiving the regular initial certificate to teach. Recently hired under-certified and certified teachers (N=293) from five low-income school districts were matched on a number of variables, resulting in 109 pairs of teachers whose students all took the mandated state achievement test. Results indicate 1) that students of TFA teachers did not perform significantly different from students of other under-certified teachers, and 2) that students of certified teachers out-performed students of teachers who were under-certified. This was true on all three subtests of the SAT 9reading, mathematics and language arts. Effect sizes favoring the students of certified teachers were substantial. In reading, mathematics, and language, the students of certified teachers outperformed students of under-certified teachers, including the students of the TFA teachers, by about 2 months on a grade equivalent scale. Students of under-certified teachers make about 20% less academic growth per year than do students of teachers with regular certification. Traditional programs of teacher preparation apparently result in positive effects on the academic achievement of low-income primary school children. Present policies allowing under-certified teachers, including those from the TFA program, to work with our most difficult to teach children appear harmful. Such policies increase differences in achievement between the performance of poor children, often immigrant and minority children, and those children who are more advantaged.

ABSTRACT To investigate individual and contextual factors associated with seeking treatment for traumatic dental injuries. A cross-sectional study was conducted with 739 pairs of guardians and children. Guardians answered a questionnaire addressing sociodemographic characteristics, seeking treatment for a tooth injury in the child, and the Oral Health Literacy-Adult Questionnaire. Descriptive analysis and unadjusted and adjusted multilevel Poisson regression analysis (p<0.05). The prevalence of seeking treatment for traumatic dental injury was 44.7%. Sociodemographic variables associated were white skin of the child (PR = 1.30; 95% CI: 1.08-1.76), mother’s age older than 35 years (PR = 1.70; 95% CI: 1.50-1.90), married parents (PR = 1.93; 95% CI: 1.70-2.23), guardians with more than eight years of schooling (PR = 2.00; 95% CI: 1.76-2.23), with adequate oral health literacy (PR = 3.33; 95% CI: 3.01-3.62) and the daily use of electronic devices by the child (PR = 1.26; 95% CI: 1.02-1.50). On the contextual level, attending a private school (PR = 1.77; 95% CI: 1.02-3.05) and the number of primary care units with oral health teams in the school district (PR = 1.78; 95% CI: 1.12-2.38) remained associated. Among the children who suffered TDI, adequate oral health literacy on the part of the parents stood out among the factors associated with seeking treatment.

Abstract IMAGE OF THE CRIMINAL JUSTICE SYSTEM TYPOLOGY STUDY The present crisis in criminal justice — in France as in many other countries — shows two remarkable characteristics. On the one hand, the crisis is universal and is one that concerns the function assigned or credited to this system of criminal justice in society ; this places the system's image in some doubt in various sectors of society. On the other hand, this crisis defies all attempts at partial reform. Many schools of criminal policy have tried them in vain. Criminology has begun to rediscover that the science of crime and of the criminal — the progression from concept to commission of the act — also involves the reaction of society to the criminal phenomenon. But only too often, this progression is regarded as a poorly specified interaction, quite commonplace, or as a breakdown in simple technology. Only an integrated scientific approach — inclusive of the concept of the social image — can say something new and decisive in such a situation. This study belongs to one of the many research projects which the scientific programme of the S.E.P.C. is organizing, that devoted to the image of criminal justice in society. A questionnaire was distributed to a sample population in France, limited in size, but sufficient to validate the anticipated analysis (200). Each person was chosen according to several criteria (sex, age, socio-professional category, place of residence) in order to make sure of the presence of all the characteristics anticipated. The ecological variable was controlled by interviewing persons in four sectors of the 15th arrondissement of Paris (wealthy older district, middle class older district, renovated wealthy district, renovated middle class national housing), in the suburbs of Paris (Bobigny cottages and Bobigny national housing), at Epinal and in the region of Auch. The authors established a hypothesis according to which the organization of the dependent variable rests on a typology of conformism. The authors thought that the dimension of conformism was complex and tried to outline its components. According to their results, there is a resistance to change. It seems to be closely linked — even though in a wide variety of circumstances — with an optimism/pessimism dimension (where manicheism seems to be identified as one of the circumstances). To tell the truth, the authors do not know if resistance to change and optimism/pessimism are two autonomous, albeit connected dimensions, or two components of conformism. They will come back to this in future studies. They conclude by saying that conformism is clearly related to the image of criminal justice.

<div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p><em>Iodine deficiency in school children is estimated at 25% worldwide. Complete brain development occurs at the age of 7 years and the development of cognitive function can be increased until 15 years with normally iodine status, namely adequate intake of iodine and Urinary Iodine Excretion (UIE). This study aims to analyze the relationship between iodine intake, UIE, height for age and academic achievements in school-age children. This research was an analytic observational study with a cross sectional design. This research was conducted in 4 elementary schools in Pakis District in March 2019. The samples were selected by random sampling, totaling 177 subjects. The dependent variable was the school's academic achievements in the form of midterm exam scores for maths, arts and sports. While the independent variables were iodine intake, UIE and height for age. The assessment of iodine intake was using a 24-hour recall form and interpreted using the 2007 Nutrisurvey application. The analysis method for UIE is the acid digestion method. Height for age is a child's nutritional status that can be determined based on anthropometric measurements. Academic achievements is learning outcomes as measured by midterm exam scores iin maths, arts, culture and sports. Data was analyzed by Linear Regression. Iodine intake increased math (b=0.01; p=0.014), art and sport (b=0.03; p=&lt;0.001) scores. UIE levels increased math (b=0.01; p=0.001), art (b=0.01; p=0.002) and sport (b=0.01; p=0.003) scores. Height for age increased sport scores (b=1.58; p=0.010). The conclusion of this study is that height for age increase sports ability and iodine intake also UIE can increase academic achievements.</em></p><p> </p></td></tr></tbody></table></div><strong><em>Keyword: Academic Achievements, Height for Age, Iodine Intake, UIE </em></strong>

Background: The prevalence of obesity in adolescence, both in industrial and in developing countries, is increasing. This might be due to the fact that globalization has affected the lifestyle and the eating pattern of the adolescents. Apart from related to higher risk of cardiovascular morbidity and mortality, obesity in adolescents might be also related to dissatisfaction of body image.Objective: To asses the association between obesity and body image, and between body image and energy intake and physical activities of junior high school adolescents in the District of Yogyakarta and Bantul.Method: This is a cross-sectional study. Subjects were 96 pairs of 12-15 years old obese and non-obese adolescents, identified in the obesity screening programs in junior high schools in Yogyakarta and Bantul. Subjects were asked to complete 34 questions on body shape image. Energy intake and physical activity data were obtained by food- and physical-activity-frequency questionnaires.Results: Obese adolescents had higher odds to be dissatisfied to their body images compared to their non-obese peers, i.e. Mantel-Haenszel Odds Ratio (95% CI) of 14.6(6.2-34.4). Obese female adolescents had higher odds to be dissatisfied than their male counterparts, OR (95% CI) of 19.5(2.4-15.9) in female and OR (95%CI) of 13.4(5.3 – 33.8) in male adolescents. There were no significant associations between dissatisfaction status with energy intake and time spent on light physical activities. Dissatisfied adolescents tended to spend less time on hard physical activities compared to their satisfied peers.Conclusion: Obese adolescents were more likely to be dissatisfied with their body images compared to their non-obese peers, but the dissatisfaction did not lead to less energy intake and more time spent on harder physical activities.

INTRODUCTION & AIMS For Aboriginal young people, physical activity declines through puberty, adolescence, and early adulthood. Western Sydney Local Health District (WSLHD) departments, Aboriginal Health Hub and Youth Health, together with western Sydney Aboriginal communities co-designed the Young, Strong, and Deadly program. The program is an assertive intervention which aims to increase healthy behaviours and improve social and emotional wellbeing among young Aboriginal adolescents aged 12-16 years. The program is an Aboriginal researcher led, 14-week health education and physical exercise program that includes paid PCYC gym memberships, guided gym sessions, transport provision and nutrition education. METHODS The study used a mixed method pre-post design with a process evaluation. Participants were recruited through convenience and snowball sampling including engagement with schools and Aboriginal community-controlled organisations. Data were collected on participation and attendance, performance, satisfaction and intention to continue with activities. RESULTS For the first of three cohorts, 31 participants were recruited, of which 24 completed the 14week program. All participants demonstrated significant improvements in strength & conditioning. Five focus groups were conducted with 20 adolescents and seven parents, individually or in pairs. Adolescents enjoyed the program, particularly achieving gains in strength and fitness, learning and practicing new recipes and having an Aboriginal specific program. Parents spoke favourably of the program including improvements in their children’s health behaviours, focus on school and confidence, and appreciated the staff input and program operations. CONCLUSION Young Strong and Deadly has been implemented in community settings and has demonstrated feasibility and acceptability among Aboriginal adolescents and their families. Initial findings show that a culturally appropriate assertive intervention program can impact on social and emotional wellbeing as well as improving the health of young Aboriginal people.

The purpose of this study to determine (1) the learning achievement of fourth grade students of SD Negeri Sekarpuro; (2) The parent's attention Elementary School fourth grade students Sekarpuro; and (3) the relationship between parents' attention to student achievement Sekarpuro Elementary School fourth grade. The data were collected by distributing questionnaires to 41 levels of parental attention fourth grade students of SDN Sekarpuro and retrieve data class IV student achievement based on the SDN Sekarpuro Middle Semester Exam (UTS). Data analysis was performed with data analysis techniques assisted Pearson Product Moment correlation SPSS 2.1 for windows. The result showed that the level of parent,s attention of fourth grade students of SDN Sekarpuro level of attention from their parents as much as 92.7% at the high category, and 7.3% were in the moderate category. Achievement of fourth grade students of SDN Sekarpuro showed excellent criterion 68.3% and 31.7% better. Based on the results of hypothesis testing, after being tested by using SPSS 21 for windws known that r-count of 0661. The analysis results greater than r table for N = 41 with significant level of 5% ie 0,308. Because the value of r count is greater than r table (0.661> 0.308) it can be concluded that the alternative hypothesis (Ha) is received, or in other words there is a significant relationship between parent's attention to student achievement Sekarpuro fourth grade SDN subdistrict of Pakis, District of Malang.

Background Writing is an essential literacy skill; however, public school students often receive inadequate writing instruction, particularly as they move into middle and high school. However, research has shown that the nature of writing tasks assigned can impact writing development and student achievement measured by standardized assessments. With the need to assess teacher efficacy, districts are increasingly using some form of value-added modeling, although researchers warn of relying solely on value-added scores to distinguish between more and less effective teachers. Purpose This study investigated the intellectual challenge of typical writing tasks and the intellectual quality of student work in classrooms of higher and lower value-added middle school English language arts teachers to understand what value-added modeling might capture in terms of writing instruction. In particular, this article investigates how higher and lower value-added teachers differ in terms of (1) the intellectual challenge of typical tasks assigned, (2) the quality of supports surrounding the tasks, and (3) the quality of student work produced. Research Design Data for this study were collected as part of a larger study that identified pairs of middle school ELA teachers within the same school who were in their third through fifth years of teaching. Within each school, we identified at least one teacher in the fourth (top) quartile and one in the second (lower) quartile based on their measures of value-added to student achievement. We analyzed the typical and challenging writing tasks and corresponding student work for the intellectual quality, looking within and across the two groups of teachers to document patterns of instructional practices. Conclusions We found differences in the consistency of challenge and scaffolds between the two groups, with higher value-added teachers more consistently providing challenging and supportive tasks. Teachers whose typical writing tasks maintain a high degree of challenge are associated with higher student performance, as defined by a measure of teacher value-added. This implies the importance of educating teachers regarding the importance and nature of challenging assignments.

The purpose of this research was to investigate the food energy and nutrient intake, and adequacy of meals served at Head Start centers versus meals consumed at home among Head Start Children. A cross-sectional descriptive survey research design was utilized. A convenience sample of 195 Head Start child and caregiver pairs was recruited from two Head Start sites within the District of Columbia (DC). Weight and height were measured and used to calculate BMI. The Centers for Disease Control and Prevention (CDC) BMI for age and gender growth charts were used to evaluate BMI levels. Dietary intakes were collected using the 24-hour food recall method, and Head Start center menus were analyzed using Nutritionist Pro Software (Axxya Systems, Redmond, WA). Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS) version 19 (IBM SPSS Inc., Chicago, IL). Results of the study showed no significant difference in total calorie intakes between the overweight/obese children and normal weight children who consumed meals both at home and at Head Start centers. However, in both overweight/obese and normal weight children who consumed meals totally at home, lower nutrient intakes were noted when compared to recommended levels. It was concluded that Head Start children who consumed meals both at school and home on the day of the recall, had higher intakes of food energy and were more likely to meet recommended nutrient intakes than Head Start children who did not consume any portion of their meals at school.

This pre-test post-test control group experimental study was conducted to identify difference in the performance of three BBL (Brain Based Learning) types of strategies; practical simulation, problem solving and cooperative learning on early elementary graders. The modules were developed by the researchers to find the effectiveness of BBL strategies over traditional chalk and talk method. The study involved three pairs of control and experimental groups randomly of sixth graders having N=30 each and total 180 students from district Lahore public schools. The students received intervention for four months for 4 chapters of 6th grade General Science subject. All students were pre and post tested by a 40 item multiple choice concept based achievement test. The pre and post test scores of all control and experimental groups were compared to find out the achievement difference of students through comparing their gain score (post-test – pre-test) after intervention. The study revealed that all the three BBL modules were effective because the intervention groups showed greater gain score parallel to their control groups.

The research objective is to design of learning evaluation that becomes strategy in the Covid Pandemic 19. The study used qualitative research methods with case studies that construct unique and important special realities through data collection interviews and discussions by using case study analysis. The data was collected through online media such as google meetings as well as direct observation from informants, who were determined by purposive sampling, namely the management and student representatives of study groups at the Open University of Purwokerto City and private education institution of Pakis school in Cilongok District in Banyumas regency, Central Java of Indonesia. The research result that the process of service and implementation of education as well as its evaluation during the Covid-19 pandemic must still take place using adaptation and innovation strategies in the form of online learning media through the application media for the Microsoft Teams and Learning Management System (LMS) program. Implementing innovative learning through online media has been successfully implemented practically and effectively, but there is still a need for special socialization and training on an ongoing basis. Evaluation of services and implementation of education is very important to do to provide program improvement and results and evaluation could be effectively carried out through google form and Learning Management System (LMS).

The purpose of this study is to analyze the differences in learning motivation and physics learning outcomes between male and female students of class X. This research is a comparative causal research which is an ex post facto research. The population of this research is all of the tenth grade high school students in Nangapanda District as many as 220 students. The sample was determined by proportional random sampling, amounting to 80 students. Data collected in this study are students' learning motivation obtained through the provision of a learning motivation questionnaire and physics learning achievement obtained through physics learning achievement tests in the form of multiple choice questions. Data were analyzed using descriptive statistics and ANAVA. As a follow-up to ANAVA, a Least Significant Difference (LSD) was used to test the comparison of the pairs of average scores for each gender group. The results of this study indicate that there are differences in learning motivation (F = 62,139; p <0.05) and physics learning achievement (F = 11,377; p <0.05) which are significant between female and male students. Female students have higher learning motivation and physics learning achievement compared to male students. Keywords: Learning Motivation, Physics Learning Achievement, Gender

A quasi‐experimental matched pre‐test, post‐test control group design was used to investigate the impact of individual student focussed teacher inservice on the progress of students with disabilities enrolled in mainstream kindergarten classes. Twelve student pairs in one district of the NSW Department of Education and Training were matched on pre‐test scores collected at the end of the term prior to kindergarten entry. The kindergarten teachers of each student pair were assigned to a training and non‐training group. Teachers in the training group were involved in a 2 day inservice training program which focussed on the assessed needs of the students with disabilities in their classes. Teachers in both groups were surveyed to gauge their perceptions of the support they received in the identified students’ transitions to school and of their efforts to include the students. The students were reassessed at the end of kindergarten. Although the students as a whole made gains in all areas assessed, there were no statistically significant differences in the post‐test scores of the students in the classes of the teachers in the training versus the non‐training group. The implications of these findings and the results of the teacher survey are discussed.

Meeting minimum standards of dietary quality in mothers and children is a challenge in many developing countries including Ethiopia. Emerging evidence suggests that maternal and child dietary diversity is associated, but little is known about the associated factors of concordance of mother-child dietary diversity in Ethiopia and none is documented in the study area. This study examines the concordance between mother-child (6–23 months) dyads dietary diversity and the associated factors in Kucha District, Gamo Zone, Southern Ethiopia. A community-based cross-sectional study was conducted among 791 mother-child (6–23 months) pairs from 11 selected kebeles on March 6 to April 13, 2017. Multistage cluster sampling technique was used to select the study subjects. The sampling frame was obtained from the family folder of health posts in each kebele. The mother-child pairs were selected by the simple random sampling method. The 7 food groups of the World Health Organization (WHO) for children and the 10 food groups of FANTA/FAO 2016 for mothers were used to analyze the dietary diversity. Cohen’s kappa statistics was calculated to see the strength of concordance. The multivariable logistic regression model was fitted to determine factors affecting mother-child dietary diversity concordance. A good concordance was noted between mother-child dietary diversity scores (Kappa = 0.43). Only 56 (7.1%) mothers were negative deviants, and 133 (16.8%) mothers were positive deviants in dietary diversity consumption. Rural residence (AOR = 3.49; 95% CI: 1.90–6.41), having no formal education (AOR = 1.8; 95% CI: 1.08–3.05), not owning milking cow (AOR = 1.7; 95% CI: 1.10–2.56), children with low dietary diversity (AOR = 8.23; 95% CI: 5.17–13.08), and mothers with low dietary diversity (AOR = 0.46; 95% CI: 0.29–0.74) were found to be factors associated with mother-child dietary diversity concordance. An increase in the percentage of children reaching the minimum dietary diversity was greater with a successive increase in maternal dietary diversity. Despite interesting similarities between mothers and children dietary consumption, more than three-quarters of concordants did not achieve the recommended dietary diversity score (were low concordants). Interventions targeting on rural women’s access to high school education, home-based milking cow rearing, and promoting nutrition-sensitive agriculture to meet the dietary requirements of mothers and children in a sustainable manner and public health efforts to improve child nutrition may be strengthened by promoting maternal dietary diversity due to its potential effect on the entire family.

From the result of situation analysis and partner’s problem, pengabdi (society service) team gives a solution to enlarge the opportunity for karangtaruna (youth association) to be accepted to work upon the graduation of Vocational High School. The solution is formulated in the form of a workshop and coaching for karangtaruna members (youth association) to practice English verbal proficiency by drilling and repetition method. At the end of this society service, the results are (1) Positive response and enthusiasm from youth association in Jedong village Wagir district. (2) Improved awareness of the benefit of English verbal proficiency. (3) Willingness to take a risk in participating. (4) Improved glossary, grammar, pronunciation,and spelling of verbal English and not ambiguous. (5) Improved chance to listen to native speaker’s voice recording. (6) Improved chance to practice verbal English in the monologue (self-introduction), in pairs and mingle (talking in turns with all participants in a dynamic and fun/not boringatmosphere. (7) Learning media with mp3 native speaker voice recording becomes available. (8) Youth association members can be facilitated to listen to native speaker’s voice recording, imitating and independent self-practice in their spare time. (9) Online webs become accessible to browse and download learning media files for future learning after this society service comes to its end. Keywords:Drilling and Repetition, Improving Verbal English Proficiency.

This article investigates how children and their parents rate their parenting styles, and how this rating is associated with academic achievement, alcohol, and tobacco use. We surveyed students and their parents in two public school districts. A total of 386 matched parent-child pairs from eighth- and ninth-grade students were analyzed for parent and student classification of parents as authoritative, authoritarian, permissive, or mixed parenting styles. Agreement on parenting styles between parents and children was poor. Students perceived parents as less authoritative, less permissive and more authoritarian than parents considered themselves. High grades were associated with child and parent perception of higher authoritativeness, lower permissiveness, and lower authoritarianism. Child tobacco and alcohol use was associated with child perception of lower authoritativeness, and higher permissiveness while parent perception of parenting style was not associated with child substance use. This study provides further evidence that parenting styles and adolescents' perceptions of them are associated with child achievement and substance use. While we cannot determine whether child or parent perception of parenting style is more accurate, child perception is more strongly associated with grades and substance use than is parent perception. It is likely that parents would benefit from understanding how they are perceived by their children.

Abstract:ABSTINENCE AND ALCOHOL CONSUMPTION AMONG SECONDARY SCHOOL STUDENTSA young person tend to drink alcohol due to the curiosity, imitation belonging to a peer group and in some cases the motivation of the family. Alcohol is therefore socially tolerated moderate alcohol consumption can lead risk forms of consumption. The study shows that attempts to understand the consumption and abstinence from alcohol consumption among young people in secondary education who attend a school in the district of Evora in co use of learning spaces and leisure. The research was qualitative in nature developed using the direct method of data collection. Ten interviews were held, five to five to young consumers and non-consumers, the students of the 10th and 12th grades. The results point towards the first contact with alcoholic beverages held in nocturnal atmosphere by active or tacit influence of peers. The alcoholic behavior is common and inherent in party environments. A behavior modification, group membership, seems to indicate the change of individual behavior in relation to alcohol consumption. Young people are not consumers have tried drinking alcohol however, want the taste of some, or the effects they cause, are not stimulating consumption, unnecessary considering your intake to personal recovery and for peer interaction.Key-words: Alcohol, youth, consumption, abstinence.Resumo:Os jovens tendem a ingerir álcool em função da curiosidade, imitação, pertença a um grupo de pares e, em alguns casos, a motivação dos familiares. O álcool é tolerado socialmente e, em consequência, os consumos moderados de álcool podem conduzir a formas de consumo de risco. O estudo que se apresenta procura compreender o consumo e a abstinência da ingestão de bebidas alcoólicas, entre os jovens do ensino secundário que frequentam a mesma escola e que utilizam coincidentes espaços de lazer. A investigação foi desenvolvida numa escola do distrito de Évora (Portugal). Foi de caráter qualitativo recorrendo ao método direto de recolha de informação. Realizaram-se vinte entrevistas, a dez jovens não consumidores e a dez consumidores, alunos do 10.º e do 12.º anos de escolaridade. Os resultados do estudo apontam no sentido do primeiro contacto com bebidas alcoólicas decorrer em ambiente noturno por influência ativa ou tácita dos pares. O comportamento alcoólico é comum e inerente a ambientes de festa. Uma alteração de comportamento, do grupo de pertença, parece indicar para a alteração do comportamento individual, em relação ao consumo de bebidas alcoólicas. Os jovens não consumidores já experimentaram tomar bebidas alcoólicas, todavia, quer o sabor de algumas, quer os efeitos que provocam, não são estimuladores do consumo, considerando desnecessária a sua ingestão para a valorização pessoal e para a convivência interpares.Palavras-chave: Álcool, jovens, consumo, abstinência.

This study aims to create a model for rating and evaluation the ethical behaviors that education administrators will use in decision-making processes by using the Analytical Hierarchy Process (AHP), which is one of the modern decision support systems. The research used the Analytical Hierarchy Process (AHP) method, one of the modern decision support systems developed by Saaty (1980), which allows the joint analysis of quantitative and qualitative data. The data collection instrument for the study is the Ethical Leadership Scale developed by Ylmaz (2006). Research data were collected from 15 school administrators and teachers working in Kartal, Pendik, Maltepe, and Sultanbeyli districts on the Anatolian side of Istanbul province during. The purposive sampling method was used to determine the study group. The ethical behaviors identified using the sub-dimensions of the scale were compared in pairs and ranked according to their importance. The results revealed that the most important ethical behaviors managers should have in all their values and behavioral ethics are truthfulness and honesty. In the dimension of environmental ethics, managers are expected to create the freest environments, while managers are expected to be the fairest in the dimension of communication ethics. Managers are expected to have these values and apply them in their lives. When managers make decisions in the management process, they should act rationally and consider the ethical dimensions of the decisions.

AbstractObjectiveThe present study aimed to investigate the correlation between mothers’ and children’s vegetable intake and whether children are conscious about their vegetable intake.DesignCross-sectional study. Self-administered questionnaires for mothers and children, consisting of items regarding diet history, were distributed to children via homeroom teachers. We created dummy exposure variables for each quartile of mothers’ vegetable intake. Multiple regression analysis was performed with children’s vegetable intake as the outcome variable.SettingTwo public elementary schools in a residential district of Tokyo, Japan.SubjectsStudy participants were upper-grade children (aged 10–12 years) and their mothers (332 pairs of mothers and children).ResultsThe mean vegetable intake in mothers and children was 310 (sd145) g/d and 276 (sd105) g/d, respectively. A positive linear relationship was found between mothers’ and children’s vegetable intake even after adjustment for considerable covariates (P<0·001). When stratified by children’s consciousness, the positive linear relationship was more pronounced in children who were conscious of eating all their vegetables (P<0·001 for interaction with children’s consciousness).ConclusionsMothers’ vegetable intake was significantly correlated with children’s vegetable intake. However, this correlation was stronger in children who were conscious of eating all their vegetables. Our findings suggest that enhancing mother’s vegetable intake and health consciousness of children are indispensable prerequisites for increasing vegetable intake among children.

This main purpose of this to identify the motivational strategies utilised by the intermediate teachers in teaching passive pupils of public elementary schools specifically the Grade-V pupils in Ramon District, School Year 2018-2019. This study used the descriptive-survey design of research to describe the demographic profile of the respondents in terms of the following variables: age, gender, highest educational attainment, position and length of service. Descriptive method was likewise used to gather information about the present conditions, status and trends in the pedagogy. It describes the nature of a situation that exists at the time of the study. Based on the findings of the study, the respondents are still active in implementing the motivational strategies in dealing with passive pupils. Additionally, teachers are not particular about their educational attainment and academic rank. Therefore, Grade-V pupils prefer to attend classes on time, avoid the feeling of inferiority and need the sense of acceptance. However, passive pupils should be given enough time to value their roles as pupils. It is also necessary to develop their potentials and capabilities. The teachers are still introducing traditional strategies in dealing with the passive students. They usually initiate their outmoded techniques, methods and styles in teaching. Thus, the determiners are present in any classroom setting; it is not usually very much present in every class. Moreover, common determiners arise in many ways and it depends upon the applied motivational strategies in dealing with passive pupils. Henceforth, the relationship of the determiners of passivism does not completely affect the motivational strategies employed by the teachers. So, initiating motivational strategies among pupils acknowledges teachers as frontiers of its implementation and enforcement of pupils’ involvement as well must be observed. However, this involvement on the part of the teacher is limited as the finality of decisions still rest in the teachers. This calls for the teachers to increase awareness of the prescribed and present-day motivational strategies to be employed among passive pupils. This can be possibly done if teachers hold high educational qualifications and academic rank by pursuing their education in graduate studies. It is then recommended that teachers should make their subject matter interesting by introducing more group dynamic activities to involve all the pupils, instead of competition. Cooperative learning can also be done by letting the pupils work in groups or in pairs.

Background Allergic diseases cause an increasingly largeburden in developed countries and in urban areas of middleincomecountries . Paras itic infections may induce allergicresponses in humans, particularly soil-transmitted helminth(STH) infections that are prevalent in childhood in developingcountries. Although soil-transmitted helminth infec tions havebeen associated with lower prevalence of allergen skin testreactivity, study outcomes remain inconclusive.Objective To analyze for an association between STH infectionsand skin prick test reactivity in children.Methods We conducted a cross-sectional study in August 2009among primary school students aged 7- 12 years, at SecanggangSubdistrict, Langkat District, North Sumatera Province. Sixtyeight children were recruited in this study consisted of 34 childrenwith STH infections and the other 34 children without any STHinfection. Soil-transmitted helminth infections were determinedby Kato-Katz stool examination s. All subjects underwent skinprick tests for seven allergens. Results were con sidered to bepositive if wheal diameters 2: 3 mm and negative when whealdiameters < 3 mm. Data was an alysed by Chi-square test.Results Stool examinations revealed that the most commoninfec tion was T. trichiura (18/34 subjects), followed by mixedinfections (T. trichiura and A lumbricoides; 12/34 subjects), andA. lumbricoides (4134 subjects). There was a significant associationbetween STH infections and negative skin prick test (P= 0.002).In addition, there were significant associations with negative skinprick tests for each helminth type: A. lumbricoides (P=0.001) ,T. trichiura (P=0.01) and mixed infection (P = 0.006). Severeinfection intensity was also significantly associated with negativeskin prick tests (P=0.031) .Conclusion Children with STH infections tend to have negativeskin prick test results.

NORTHERN IRELAND FROM THE AIR. Edited by R. Common, Belfast : Queen's University Geography Department, 1964. 104 pp., 44 plates, 1 folding map. 10 × 8 ins. 25s.THE CANALS OF THE NORTH OF IRELAND, by W. A. McCutcheon. Dawlish : David and Charles, and London : Macdonald and Co., 1965. 180 pp. 8 1/2 × 5 1/4 in. 36s.ULSTER AND OTHER IRISH MAPS c.1600. Edited by G. A. Hayes‐McCoy. Dublin : Irish Manuscripts Commission, 1964. 13 × 19 in. xv + 36 pp., 23. plates. £ 6.SOILS OF COUNTY WEXFORD. Edited by P. Ryan and M. J. Gardiner. Prepared and published by An Foras Talúntais (The Agricultural Institute), Dublin 1964. 171 pp. and three fold‐in maps. 30s.THE GEOGRAPHY OF SOIL, by Brian T. Bunting. London : Hutchinson's University Library, 1965. pp. 213. 14 figs. 12 tables. 7 1/2 × 5 in. 15s.THE HISTORY OF THE STUDY OF LANDFORMS. Vol. I : GEOMORPHOLOGY BEFORE DAVIS. Richard J. Chorley, Anthony J. Dunn and Robert P. Beckinsale. London : Methuen, 1964. 678 pp. 84s.A DICTIONARY OF GEOGRAPHY, by F. J. Monkhouse. London : Edward. Arnold Ltd., 1965. 344 pp. 8 1/2 × 5 1/2 in. 35s.LA REGION DE L'OUEST, by Pierre Flatrès. Collection ‘France de Demain ‘. Paris : Presses Universitaires de France, 1964. 31s. 6d.THE BRITISH ISLES : A SYSTEMATIC GEOGRAPHY. Edited by J. Wreford Watson and J. B. Sissons. Edinburgh : Thomas Nelson, 1964. 452 pp. 45s.SCANDINAVIAN LANDS, by Roy Millward. London : Macmillan, 1964. Pp. 448. 9 × 6 in. 45s.MERSEYSIDE, by R. Kay Gresswell and R. Lawton. British Landscapes Through Maps, No. 6. The Geographical Association, Sheffield, 1964. 36 pp. + 16 plates. 7 1/2 × 9 1/2 in. 5s.WALKING IN WICKLOW, by J. B. Malone. Dublin : Helicon Ltd., 1964. 172 pp. 7 × 4 #fr1/2> in. 7s.GREYSTONES 1864–1964. A parish centenary, 1964. 23 pp. 8 #fr1/4> × 5 1/2 in. 2s. 6d. Obtainable from the A.P.C.K., 37 Dawson Street, Dublin 2.DINNSEANCHAS. Vol. I, No. I. June 1964. An Cumann Logainmneacha, Baile Atha Cliath. Pp. 24. 5s.JOURNAL OF THE ASSOCIATION OF GEOGRAPHY TEACHERS OF IRELAND. Vol. I, Dublin. 1964.MAP READING FOR THE INTERMEDIATE CERTIFICATE, by Michael J. Turner. A. Folens : Dublin. 1964. 92 pp.MAP OF CORK CITY, 1: 15,000. Dublin : Ordnance Survey Office, 1964. 32 × 24 in. On paper, flat, 4s., or folded and covered, 5s.IRELAND, by T. W. Freeman. London : Methuen & Co. Ltd. Third edition, 1965. 5 1/2 × 8 #fr1/2> in. Pp. xx + 560. 65s.THE PLANNING AND FUTURE DEVELOPMENT OF THE DUBLIN REGION. PRELIMINARY REPORT. By Myles Wright. Dublin : Stationery Office, 1965. Pp.55. 8 ins. × 11 3/4 ins. 10s 6d.LIMERICK REGIONAL PLAN. Interim Report on the Limerick—Shannon— Ennis District by Nathaniel Litchfield. The Stationery Office, Dublin 1965. 8 × 12 ins. ; Pp. 83 ; 10s. 6d.ANTRIM NEW TOWN. Outline Plan. Belfast : H. M. Stationery Office, 1965. 10 1/2 × 8 1/2 in. 15s.HEPORT OF THE DEPUTY KEEPER OF THE RECORDS 1954–1959. Belfast : Her Majesty's Stationery Office. Cmd. 490. 138 pp. 10s.ECONOMIC GEOGRAPHY, by Ronald Hope. London : George Philip and Son Ltd., 4th edition, 1965. pp. 296. 15s. 6d.CLIMATE, SOILS AND VEGETATION, by D. C. Money. London : University Tutorial Press, 1965. pp. 272. 18s.TECHNIQUES IN GEOMORPHOLOGY, by Cuchlaine A. M. King. 9 × 5 1/2 in. 342 pp. London : Edward Arnold (Publishers) Ltd., 1966. 40s.BRITISH GEOMORPHOLOGICAL RESEARCH GROUP PUBLICATIONS :— 1. RATES OF EROSION AND WEATHERING IN THE BRITISH ISLES. Occasional Publication No. 2, 1965. Pp. 46. 13 × 8 in. 7s. 6d.2. DEGLACIATION. Occasional Publication No. 3, 1966. Pp. 37. 13 × 8 in. 7s.RECHERCHES DE GÉOMORPHOLOGIE EN ÉCOSSE DU NORD‐OUEST. By A. Godard. Publication de la Faculté des Lettres de l'Université de Strasbourg, 1965. 701 pp. 482 reís.ARTHUR'S SEAT: A HISTORY OF EDINBURGH'S VOLCANO, by G. P. Black. Edinburgh & London : Oliver & Boyd, 1966. 226 pp. 7 1/2 × 5 in. 35s.OFFSHORE GEOGRAPHY OF NORTHWESTERN EUROPE. The Political and Economic Problems of Delimitation and Control, by Lewis M. Alexander. London : Murray, 1966. 35s.GEOGRAPHICAL PIVOTS OF HISTORY. An Inaugural Lecture, by W. Kirk. Leicester University Press, 1965. 6s.THE GEOGRAPHY OF FRONTIERS AND BOUNDARIES, by J. R. V. Prescott. London : Hutchinson, 1965. 15s.THE READER'S DIGEST COMPLETE ATLAS OF THE BRITISH ISLES.. London : Reader's Digest Assoc., 1965. 230 pp. 15 1/4 × 10 1/2 in. £5. 10. 0.ULSTER DIALECTS. AN INTRODUCTORY SYMPOSIUM. Edited by G. B. Adams, Belfast : Ulster Folk Museum, 1964. 201 pp. 9 1/2 × 6 1/2 in. 20s.ULSTER FOLKLIFE, Volume 11. Belfast: The Ulster Folk Museum, 1965. Pp. 139. 9 1/2 × 7 in. 15s.GEOGRAPHICAL ABSTRACTS published and edited by K. M. Clayton, F. M Yates, F. E. Hamilton and C. Board.Obtainable from Geo. Abstracts, Dept. of Geography, London School of Economics, Aldwych, London, W.C.2. Subscription rates as below.THE CLIMATE OF LONDON. T. J. Chandler. London : Hutchinson and Co., 1965. 292 pp., 86 figs., 93 tables. 70/‐.MONSOON LANDS, Part I, by R. T. Cobb and L. J. M. Coleby. London : University Tutorial Press Ltd., 1966, constituting Book Six (Part 1 ) of the Advanced Level Geography Series. 303 pp. 8 1/4 × 5 1/4 in. 20s.PREHISTORIC AND EARLY CHRISTIAN IRELAND. A GUIDE, by Estyn Evans. London : B. T. Batsford Ltd., 1966. xii + 241 pp. 45s.A REGIONAL GEOGRAPHY OF IRELAND, by G. Fahy. Dublin : Browne and Nolan Ltd. No date. 238 pp. 12s.THE CANALS OF THE SOUTH OF IRELAND, by V. T. H. and D. R. Delany. Newton Abbot : David and Charles, 1966. 260 pp. + 20 plates. 8 1/2 × 5 1/2 in. 50s.THE COURSE OF IRISH HISTORY. Edited by T. W. Moody and F. X. Martin. Cork : The Mercier Press. 1967. 404 pp. 5 3/4 × 7 3/4 ins. Paperback, 21s. Hard cover, 40s.NORTH MUNSTER STUDIES. Edited by E. Rynne. Limerick : The Thomond Archaeological Society, 1967. 535 pp. 63s.SOILS OF COUNTY LIMERICK, by T. F. Finch and Pierce Ryan. Dublin: An Foras Talúntais, 1966. 199 pp. and four fold‐in maps. 9 1/2 × 7 1/4 in. 30s.THE FORESTS OF IRELAND. Edited by H. M. Fitzpatrick. Dublin : Society of Irish Foresters. No date. 153 pp. 9 3/4 × 7 1/4 in. 30s.PLANNING FOR AMENITY AND TOURISM. Specimen Development Plan Manual 2–3, Donegal. Dublin : An Foras Forbartha (The National Institute for Physical Planning and Construction Research), 1966. 110 pp. 8 × 11 in. 12s. 6d.NEW DIMENSIONS IN REGIONAL PLANNING. A CASE STUDY OF IRELAND, by Jeremiah Newman. Dublin : An Foras Forbartha, 1967. 128 pp. 8 1/2 × 6 in. 25s.TRAFFIC PLANNING FOR SMALLER TOWNS. Dublin : An Foras Forbartha (The National Institute for Regional Planning and Construction Research), 1966. 35 pp. 8 1/4 × 10 3/4 in. No price.LATE AND POST‐GLACIAL SHORELINES AND ICE LIMITS IN ARGYLL AND NORTH‐EAST ULSTER, by F. M. Synge and N. Stephens. Institute of British Geographers Transactions No. 59, 1966, pp. 101–125.QUATERNARY CHANGES OF SEA‐LEVEL IN IRELAND, by A. R. Orme. Institute of British Geographers Transactions No. 39, 1966, pp. 127–140.LIMESTONE PAVEMENTS (with special reference to Western Ireland), by Paul W. Williams. Institute of British Geographers Transactions No. 40, 1966, pp. 155–172. 50s. for 198 pages.IRISH SPELEOLOGY. Volume I, No. 2, 1966. Pp. 18. 10 × 8 in. 5s., free to members of the Irish Speleological Association.THE GEOGRAPHER'S CRAFT, by T. W. Freeman. Manchester University Press, 1967. pp.204. 8 1/4 × 5 in. 25s.GEOGRAPHY AS HUMAN ECOLOGY. Edited by S. R. Eyre and G. R. J. Jones. London : Edward Arnold Ltd., 1966. 308 pp. 45s.LOCATIONAL ANALYSIS IN HUMAN GEOGRAPHY, by Peter Haggett. London : Edward Arnold (Publishers) Ltd., 1965. 339 pp. 9 × 5 1/2 in. 40s.AGRICULTURAL GEOGRAPHY, by Leslie Symons. London : G. Bell and Sons, Ltd., 1967. 283 pp. 8 1/2 × 5 1/2 ins. 30s.THE GEOLOGY OF SCOTLAND, edited by Gordon Y. Craig. Edinburgh and London : Oliver & Boyd, 1965. Pp. 556. 9 3/4 × 7 1/2 in. 105s.MORPHOLOGY OF THE EARTH, by Lester C. King. Edinburgh : Oliver and Boyd, 2nd ed., 1967. 726 pp. 9 1/2 × 7 in. £5. 5. 0.INTERNATIONAL YEARBOOK OF CARTOGRAPHY, V, 1965. Edited by Eduard Imhof. London : George Philip and Son Ltd., 1965. 222 pp. + 9 plates. 9 3/4 × 6 1/2 in. 47s. 6d.IRISH FOLK WAYS, by E. Estyn Evans. London : Routledge and Kegan Paul, 1967. 324 pp. 16s.A HISTORY OF MEDIEVAL IRELAND, by A.J.Otway‐Ruthven. London: Ernest Benn Limited. New York : Barnes and Noble Inc., 1968. xv + 454 pp. 70s.IRISH AGRICULTURAL PRODUCTION, ITS VOLUME AND STRUCTURE, by Raymond D. Crotty. Cork University Press, 1966. 384 pp. 42s.PLANNING IN IRELAND. Edited by F. Rogerson and P. O hUiginn. Dublin : The Irish Branch of the Town Planning Institute and An Foras Forbartha, 1907. 199 pp.THE SHELL GUIDE TO IRELAND, by Lord Killanin and Michael V. Duignan. London : Ebury Press and George Rainbird (distributed by Michael Joseph) : 2nd edition, 1967. 512 pp. 50s.THE CLIMATE OF NORTH MUNSTER, by P. K. Rohan. 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The armed aggression against the Republic of Bosnia and Herzegovina ended with the signing of the General Framework Agreement for Peace in Bosnia and Herzegovina (Dayton Agreement), initialed in Dayton on November 21, 1995, and signed on December 14, 1995 in Paris „in Bosnian, Croatian, English and the Serbian language“. The Dayton Agreement confirmed the fact that the Federal Republic of Yugoslavia had real control (power) over the so-called Republika Srpska. Annex 4 of the Dayton Agreement determined the internal structure of Bosnia and Herzegovina. There are two entities in the internal structure of Bosnia and Herzegovina: the Federation of Bosnia and Herzegovina, which consists of 10 cantons, and the Republika Srpska. Apart from the two entities, there is also the Brčko District of Bosnia and Herzegovina, which was created by the Decision of the International Arbitration Court. It was established on March 8, 2000. According to the Dayton Agreement, the Republic of Bosnia and Herzegovina, whose official name became „Bosnia and Herzegovina“, continues its legal existence under international law as a state with its internationally recognized borders. It remains a member of the United Nations, and as Bosnia and Herzegovina may retain membership or request membership in organizations within the United Nations system and in other international organizations. The Constitution of Bosnia and Herzegovina (Annex 4 of the Dayton Agreement) guarantees human rights and „fundamental freedoms“. Bosnia and Herzegovina and the Entities, according to the Constitution, will ensure „the highest degree of internationally recognized human rights and fundamental freedoms.“ For this purpose, the formation of the Commission for Human Rights is also envisaged, as provided for in Annex 6 of the General Framework Agreement. The issue of the return of refugees and displaced persons is addressed in Annex 7 of the Dayton Agreement, entitled „Agreement on Refugees and Displaced Persons“. According to Annex 7, all refugees and displaced persons have the right to return freely to their homes and have the right to restitution of property confiscated from them during hostilities since 1991 and to receive compensation for all property that cannot be returned to them. The „Agreement“ states that the return of refugees and displaced persons is an important goal of resolving the conflict in Bosnia and Herzegovina. In the period 1995-2020. The authorities of the Bosnian-Herzegovinian entity of Republika Srpska did not give up on the project of „separation of peoples“. The implementation of Annex 7 of the Dayton Agreement has been obstructed in various ways: by killings, beatings, intimidation, attacks on religious buildings and in other ways. Obstructions in the implementation of Annex 7 were also carried out in the entity of the Federation of Bosnia and Herzegovina. However, this was not as pronounced as in Republika Srpska. The first return of displaced persons (refugees and displaced persons) was to the settlement of Mahala, which until the Dayton Agreement was located in the municipality of Kalesija and after Dayton in the municipality of Osmaci in the entity of Republika Srpska. It was August 24, 1996. This was followed by the return of Bosniaks to the settlements of Jusići and Dugi dio in the municipality of Zvornik and Svjetliča in the municipality of Doboj. These events also marked the official start of the implementation of Annex 7 of the Dayton Peace Agreement in Bosnia and Herzegovina. Although the Dayton Agreement guaranteed the return of the exiles, everything went much harder on the ground, and there were also human casualties. Between 1992 and 1995, approximately 2.2 million people in Bosnia and Herzegovina were forced to flee their homes as a result of the war against Bosnia and Herzegovina. About 1.2 million people have applied for refugee protection in more than 100 countries around the world, while countries in the region have accepted about 40% of the total number of refugees from Bosnia and Herzegovina. Almost one million people were internally displaced in Bosnia and Herzegovina. At the beginning of 2003, the Strategy of Bosnia and Herzegovina for the Implementation of Annex 7 of the Dayton Agreement was adopted. It was the first, at the level of the state of Bosnia and Herzegovina, harmonized, framework document which sets goals and plans the necessary actions and reforms towards the final implementation of Annex 7 of the Dayton Agreement. According to the 2015 UNHCR Annual Statistical Report, the number of refugees from Bosnia and Herzegovina outside the country was 18,748. Of these, 9,080 had refugee status in Serbia, 4,055 in France, 2,274 in Switzerland, 1,412 in Germany, and the remaining number in other countries. It is estimated that at the end of 1995 there were about one million displaced persons, accounting for almost a quarter of Bosnia and Herzegovina's pre-war population. The first comprehensive, official census of displaced persons in Bosnia and Herzegovina was conducted at the end of 2000, when 557,275 displaced persons were registered. The 2005 audit of the status of displaced persons identified 186,138 displaced persons in Bosnia and Herzegovina. According to the data of the Ministry of Human Rights and Refugees from 2016, there were 98,574 displaced persons in Bosnia and Herzegovina, of which 38,345 or 40.6% were displaced in the Federation of Bosnia and Herzegovina, 59,834 or 58.8% in the Republika Srpska and 395 or 0.5% in the Brčko District of Bosnia and Herzegovina. In the ethnic structure of displaced persons, according to the head of household - families, 32.7% (10,667 families and 30,920 persons) are Bosniaks, 60.0% (19,565 families and 60,737 persons) Serbs, 6.7% (2,195 families and 6,374 persons) Croats and 0.6% (184 families and 542 persons) Others. According to the 2016 data of the Ministry of Human Rights and Refugees, by the end of 2016, around 341,000 housing units had been built or renovated in Bosnia and Herzegovina. In the Bosnian entity of Republika Srpska, the Bosnian language is denied. Teaching in the Bosnian language is prohibited, and the language is called the non-existent Bosniak language. This discriminates against students who want their language to be called Bosnian. In addition, high-ranking officials from the Republika Srpska in public appearances deny the state of Bosnia and Herzegovina and Bosniaks as a people, deny genocide against Bosniaks, which affects the perspective of the people of this area. Streets in cities bear the names of war criminals from the Second World War and the period of aggression against the Republic of Bosnia and Herzegovina, busts of war criminals are being built, schools and other state institutions are being „sanctified“, etc. In the period 1995-2020. Annex 7 of the Dayton Agreement was not fully implemented in 2006, as an important factor in the reintegration of Bosnia and Herzegovina and the recognition of the results of armed aggression and genocide against Bosniaks.

AbstractIn 1625 the Monastery of St. John's in Haarlem, which housed the local Order of the Knights of the Hospital of St. John of Jerusalem (Hospitallers), was dissolved. The property, including a large collection of paintings, passed to the City of Haarlem, which claimed all the monasteries in the district of Haarlen as compensation for damage sustairted during the siege and rebellion against Spain. In the monastery's archives, now in the Haarlem Municipal Archives, memorial panels are menizoned fourteen times. Nine of thern occur in three inventories of 1573, one in a testament of 1574 and the rest in the Commander's accounts of 1572, 1573 and 1574. In the case of six of the thirteen items there is no description of the representation at all; one is simply said to depict a number of persons. Four of the six other items are Passion representations. Like The Last Judgment, such themes are in keeping with the functiort of a memorial panel. The description of one epitaph as 'in laudem artis musiccs' is not sufficiently clear to give an idea of the representation. More information is available as to the patrons or commemorated persons. All of them seem to have been members of the Order of St. John: four panels were memorials to commanders, three to ordinary hospitallers and one painting commemorated the founder of the monastery. All were priests. Nothing in the archives suggests that the church contained memorials to non-members of the order. This must nonetheless have been the case: a 'Liber- memoriarum' compiled in 1570 indicates that numerous memorial services were held for the laity, many of whom apparently chose St. John's as their last resting-place. It is thus highly likely that memorials for these worshippers were placed in the church. A 1572 inventory of St. John's Monastery makes no mention of memorial panels, probably because the contents of the church were not listed. After the monastery had been destroyed during the siege of Haarlem, three inventories were drawn up: one of the ruined monastery, one of the items - mainly paintings which were moved to Utrecht, and one of the property taken to the Sint Adriaansdoelen, the temporary home of the order after the destruction of the monastery. Only in these three inventories are epitaphs mentioned. The inventories of 1580 and 1606 were drawn up by order of the City, the claimant to the mortastery's propery. They make no mention of private possessions, not even those of the members of the Order. The 1625 inventory, drawn up after the death of the last inmate, only mentiorts the painting that was bought by the convent to be placed on the grave of its founder. Epitaphs which were not orderend by the convent were probably regarded as private property, and passed to the heirs prior to 1625. Exact dates cannot be ascertained. The author has identified two epitaphs and a painting coming from St. John's. It is not clear whether the small painting of Mary, her cousin Elizabeth and Commander Jan Willem Jansz. (1484-1514) (Staatliche Kunstsammlungen, Weimar) is (part of) an epitaph or a devotional painting (ill. 2). The 1572 inventory mentions a picture of Jan Willem. It is not described, but the painting in Weimar is a likely candidate because of its small size (72 x 50). The 1573 inventory of the property in the Adriaansdoelen lists a wing of the epitaph of 'Heer Jan', but again, the representation is not described. The 17thcentury genealogist Opt Straeten van der Moelen described the four family coats of arms on the painting, but said nothing about the representation or where he saw it. It was possible to identify the Hospitaller in the Weimar work because of the armorial shield hanging on a tree behind the kneeling figure. The arms correspond with what Opt Straeten van der Moelen described as the arms of the Hospitaller's father, and with a wax impression of Jan Willem Jansz.'s arms (ill. 1) on a document of 1494, now in the Haarlem Municipal Archive. The date and painter of the picture are not known. In the series of portraits of the Commanders of St. John's Monastery in Haarlem (Frans Hals Museum) is a second portrait of Jan Willem. In this, the seventeenth portrait in the series (ill. 3), he is grey-haired, in contrast to the Weimar painting, in which he is depicted with black hair. Jan Willem Jansz. was born in about 1450. In 1484 he was elected Commander of the order, a function which he held until his death in 1514. The Bowes Museum, Durham, owns a triptych of an Entombment (ills. 4 and 5). On the middle panel is a kneeling Knight Hospitaller; on each of the side panels are four persons, arranged in pairs. One of them, on the right wing, is another member of the Order. Coats of arms can be seen on the prie-dieu's behind which three of the four couples kneel, and on the back of the panels (ill. 6). Comparison of these arms with the one on the seal of Philips van Hogesteyn, Commander of the Order frorn 1571 to 1574, suggests that this is his epitaph (ill. 7). The memorial panel is mentioned in the 1573 inventory of property in the Adriaansdoelen. In 1570, before becoming prior of the monastery, Philips had a 'Liber memoriarum' compiled which contained the names of his grandparents and parents. His grandmother came from the Van Arkel family, whose arms bore two opposing embattled bars. This coal of arms facilitated identification of the couples on the left wing. The grandparents are kneeling behind the last prie-dieu - the Van Arkel arms are on the heraldic left of the shield. In front of them are Philips van Hogesteyn's parents. It is harder to establish the identity of the people on the right wing, but the couple kneeling behind the prie-dieu are very likely Philips' brother and sister-in-law. The woman behind them could be his sister. The brother and sister are mentioned in his will, which he made in 1568. However, it is not clear who the Hospitaller on this panel is. It could be an unknown member of the family, but it is also possible that Philips van Hogesteyn was depicted in the triplych twice, first simply as a member of the family on one wing and again, later on in life, on the middle panel as the most important patron. Besides this painted epitaph, an elegy on Philips van Hogesteyn, written bij Cornelys Schonaeus, headmaster of the Latin school in Haarlem, has been preserved. This poem only mentions the effigy of the late Philips in front of the 'worthy reader' - not a word about his family. The 1572 inventory lists two separate portraits of Philips. It is not known where he was buried, nor has it been possible to establish whether his epitaph, with or without the elegy, or a portrait plus an elegy were ever placed on his grave. The painter is not mentioned by name anywhere either. Philips van Hogesteyn took holy orders in 1553. Assuming that he was 17 years old when he joined the Order of St. John, he would have entered the monastery in 1544. If this assumption is correct and he is portrayed twice on the triplych, it could have been painted any time from 1544 on. The reason for the commission must remain unanswered. In the Catharijneconvent Museum in Utrechl is a triptych with a Crucifixion. On the left wing is a kneeling man in a chasuble and stole, and on the right wing a Hospitaller (ill. 8). Today the outsides of the panels are empty. In the catalogue of an exhibition of North-Netherlandish painting and sculpture before 1575, held in 1913, however, the vestiges of the armorial shields -- four on each panel - are mentioned. Apparently this is an epitaph for a member of the Oem van Wijngaarden family, brought to Utrecht in 1573. The Hospitaller is Tieleman Oem van Wijngaarden, who was living in St. John's Monastery in Haarlem at the beginning of the 16th century and died in 1518 person on the right-hand panel appears to be Dirk van Raaphorst -- also known as Dirk van Noordwijk. The Utrecht triptych is identified here as the Van Wijngaarden epitaph from St. John's Monastery despite the fact that the description of shield I on the right-hand panel does not point towards the Oem van Wijngaarden family. Thanks to the fourth shield on the same panel, still in fairly good condition in 1913, it was possible, by dint of invenstigating Tieleman's family, to establish him as the person portrayed on the right-hand panel (see Appendix II). Dirk van Raaphorst of Noordwijk was a canon of St. Pancras' Church in Leiden. He probably owed the name 'van Raaphorst of Noordwijk' to the fact that he was called after his maternal grandfather. For the same reason, the armorial shields on the back of the lefthand panel are not arranged in the usual manner but inverted, i being the mother's arms, II the father's (see also Appendix III). Dirk van Noordwijk was a nephew of Tieleman Oem van Wijngaarden (see Appendix IV). He died in 1502. In 15 18 Tieleman was buried in the same grave in the church of St. John's Monastery. This memorial panel, too, prompts several questions. It is not clear why distant relatives, whose deaths moreover were sixteen years apart, were commemorated on the same panel. Neither the painter nor the dale of the triptych is known. However, perhaps the source of Tieleman's portrait can be established (fig.9). The features in this portrait bear a marked resemblance to those in the portrait of the Hospitaller on the Van Wijngaarden epitaph in Utrecht. Despite publications on individual North-Netherlandish memorial panels, no scholarly examination of the total number of known pieces has yet been initiated. The author is preparing such an examination, which may yield more insight into the customs pertaining to the corramemoration of the dead and the place accupied by memorial panels.

William Frederick (“Fred”) Cardin served as a director of instrumental music in the Reading, Pennsylvania, School District from 1930 until his retirement in June 1960. An accomplished performer and composer, Cardin studied at the Curtis School of Music and the Conservatoire Américaine in Paris, France. He is remembered as an outstanding educator and conductor both in the public schools and with community organizations. Cardin was also known as Pejawah, his Native American name. To gain further insight regarding Cardin’s musical legacy and how it reflects his heritage, interviews were conducted with former students and colleagues. Additional artifacts were collected pertaining to his education, influences, and accomplishments. Cardin pursued a focused mission through compositions and performances to promote Native American music and culture while also demonstrating aptitude in music composition, performance, and conducting. Cardin is one individual who pursued a successful career in music and music education while navigating the issues of racial discrimination.

Jerzy Lewiński was born at the beginning of the previous century (in 1911) in a family of assimilated Jews. Not only did he witness the most important events of that century, but he participated in a number of them as well. The youngest of five siblings, he had two step-sisters and a step-brother, from his father’s (Kopel–Kacper) first marriage and brother Adolf (mother Frajndla–Franciszka). Initially, he lived in the city of Turek, from where he moved to Warsaw in 1922, after the tragic death of his father (murdered in 1920 by his business partner). Here, in 1933, he graduated from law school of Warsaw University. During his studies, he left for several months for a scholarship at the École Superieure Politique in Paris. After completing his studies in September 1934, he was referred to the Cadet School in Częstochowa and completed it a year later as a reserve officer cadet. He passed his final exam before the military commission headed by Stanisław Władysław Maczek (the certified colonel). Following his release from military service, Lewiński moved to Łódź, where he completed judge’s training in the Łódź District Court. He also started his advocate’s training there in 1937.

AbstractClimate change is an environmental and existential issue of great urgency, especially for today’s youth. Until recently, the French national school curriculum had not given students much opportunity to learn about climate change (CC), its causes and repercussions, and mitigating measures to reach sustainable climate conditions. This article describes a six-week participatory, experiential workshop that brought together two groups of French students (one age 10 and the other age 16) to learn and teach each other about CC. Older students learned about the Conference of the Parties, COP21 Paris agreement and the IPCC climate findings and recommendations. Together the two groups developed greater understanding about CC, and proposed concrete environmental actions that they could undertake at home and in their local district to reduce greenhouse gas (GHG) emissions. We examine four products of their collaboration: slide presentations that they created jointly, students’ written reflections on learning about sustainability and CC, the group’s list of proposed personal and family actions to decrease their carbon footprint, and notes from a meeting with local governmental officials. We draw inferences from these sources, and extract two recurrent themes in the students’ learning. These themes highlight a mismatch between youth’s sense of urgency to respond to the climate emergency and the older generation’s sluggish pace of addressing it. This article is a qualitative case study of a successful attempt to raise students’ awareness of sustainability and climatic issues, and to involve them in thinking collaboratively with others about the tasks ahead to address the problem of climate change from a local perspective.

Abstract Background Most children do not consume the recommended amount of fruit and vegetable (FV) servings. Changing the school food environment can be a cost-efficient, effective approach to improving children’s dietary quality. There is great popular support for school salad bars as a means to increase children’s FV intake within the National School Lunch Program (NSLP), yet empirical research is limited. Further, although FV consumption can facilitate healthy weight management if these foods replace high calorie items, there is a need to enhance understanding of salad bars’ influence on children’s diet quality and energy intake within the NSLP. This is particularly important to investigate in schools in communities characterized by high poverty, as students they serve are particularly likely to rely on school meals. Methods This report describes the design and rationale of a federally-funded investigation that uses validated methods to evaluate school salad bars. This district plans to install salad bars into 141 elementary schools over 5-years, facilitating the conduct of a waitlist control, cluster randomized controlled trial. Specifically, 12 pairs of matched schools will be randomly selected: half receiving a salad bar (Intervention) and half serving pre-portioned FVs only, standard under the NSLP (Control). Thus, groups will have different FV presentation methods; however, all schools will operate under a policy requiring students to take at least one FV serving. Schools will be matched on Title I status and percent of racial/ethnic minoritized students. Intake will be objectively assessed at lunch in each school pair, prior to (baseline), and 4–6 weeks after salad bars are installed (post), yielding ~ 14,160 lunch observations throughout the study duration. Cafeteria sales and NSLP participation data will be obtained to determine how salad bars impact revenues. Finally, implementation factors and cafeteria personnel’s perspectives will be assessed, to identify barriers and facilitators to salad bars use and inform sustainability efforts. Proposed methods and current status of this investigation due to COVID-19 are described. Discussion Results will have great potential to inform school nutrition policies and programs designed to improve dietary quality and reduce obesity. Trial registration Retrospectively registered (10/28/22) in clinicaltrials.gov (NCT05605483).