Academic literature on the topic 'Boy Entrant School'
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Journal articles on the topic "Boy Entrant School"
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Ujung, Nursholihat, Addilla Addilla, Ariyani Pasaribu, and Fauziah Nasution. "Analisis Mengenai Kependidikan pada MAS PAB 1 Sampali." El-Mujtama: Jurnal Pengabdian Masyarakat 4, no. 2 (January 12, 2024): 438–47. http://dx.doi.org/10.47467/elmujtama.v4i2.890.
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MAS PAB 1 Sampali is located at Jalan Pasar Hitam No. 69 Sampali, Sampali Village, Percut SEI Tuan District, Sampali Sub-District, Deli Serdang Regency, North Sumatra Province. This private school is part of a complex or entrance gate with several other schools. Established and operating since 1988, MAS PAB 1 Sampali also has the best and most competent educators, administrative staff, and school administrators in their field. Learning support activities, such as extracurricular activities, student organizations, study communities, sports teams, and libraries, also help students learn to the fullest. In addition, the school also focuses on instilling noble character and developing students' talents in sports, arts, and other extracurricular activities such as student council, boy scouts, and flag raising troop. The facilities at MAS PAB 1 Sampali are also adequate, including special rooms for counseling for students who need it.
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AbuKishk, Nada, Yassir Turki, Suha Saleh, Shatha Albaik, Majed Hababeh, Zoheir el-Khatib, Nimer Kassim, et al. "Anaemia prevalence in children newly registered at UNRWA schools: a cross-sectional study." BMJ Open 10, no. 9 (September 2020): e034705. http://dx.doi.org/10.1136/bmjopen-2019-034705.
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ObjectiveChildren entering first grade at the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) schools in West Bank, Gaza, Lebanon, Jordan and Syria complete a comprehensive medical examination at UNRWA health centres (HCs) as a requirement for their acceptance. Our study aimed to assess anaemia prevalence and undernutrition indicators among new entrant school children during their preschool medical examination.SettingsIn 2017, we conducted a cross-sectional study in 59 UNRWA HCs, targeting children entering first grade at UNRWA schools in four of UNRWA’s countries of operation (known as fields), namely Gaza, West Bank, Syria and Lebanon.Participants2419 completed the study. Boys and girls living inside or outside Palestine refugee camps were included. Verbal consent was obtained from their parents.Primary and secondary outcome measuresSociodemographic and anthropometric data on each child were collected. Underweight (weight-for-age z-score <−2 SD), stunting (height-for-age z-score <−2 SD), thinness (body mass index-for-age z-score <−2 SD) and obesity (body mass index-for-age z-score >+2 SD) were examined according to WHO growth indicators (5–10 years).Results2419 students (1278 girls and 1141 boys) aged 6.1±0.4 years were examined. The prevalence of anaemia (haemoglobin (Hb) <11.5 g/L) was 25.0% (Gaza: 29.3%; West Bank: 22.0%; Syria: 30.0%; Lebanon: 18.3%). The mean Hb level was 12.0±0.9 g/L. The overall prevalence of stunting, thinness and underweight was 3.2%, 3.5% and 5.6%, respectively, with the highest levels found in Syria (4.3%, 6.3% and 10.1%, respectively). The highest prevalence of overweight was in Lebanon (8.6%), and the lowest was in Gaza (2.6%). Significant differences were found among fields with regard to undernutrition indicators (p=0.001). Also, children with anaemia had significantly higher prevalence of being underweight (5.2%) in comparison with those without anaemia (p=0.001).ConclusionsThe prevalence of anaemia among the surveyed children increased to 25.0%, compared with the previous study conducted by UNRWA in 2005 (19.5%). Thus, it is recommended that Hb testing be included in the medical examination of new entrant school children attending UNRWA schools.
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Li, Ling, and Yuran Xu. "A study on the relationship between mental toughness and subjective well-being of high school students." BCP Education & Psychology 9 (March 29, 2023): 229–32. http://dx.doi.org/10.54691/bcpep.v9i.4689.
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The high school student body faces a major life transition in the form of university entrance examinations, and as it grows older, the multiple life and academic pressures it has to face increase. The stronger the mental resilience of the students, the stronger the sense of subjective well-being they can generate, and the more relaxed and enjoyable the whole learning and growth process will be. To address the intrinsic relationship between mental resilience and subjective well-being of high school students and the specific teaching influencing factors, we can guide students to form a better mental state by actively enhancing the implementation of aesthetic education, physical education, family involvement and mental health teaching in schools.
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Song, Xiaojing. "The English Learning Motivation of Chinese Secondary School Students: Cross-grade Survey Analysis." International Journal of English Language Teaching 11, no. 6 (June 15, 2023): 67–84. http://dx.doi.org/10.37745/ijelt.13/vol11n66784.
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Existing literature indicates that motivation is the most powerful determining factor that influences the rate and success of second language learning (Jiang, 2016; Kramsch & Yin, 2018; Li & Edwards, 2017; Liu et al., 2016; Liu, 2016; You & Dörnyei, 2016; Zhi & Wang, 2019). Currently, there is a growing body of empirical research indicating the changes in second language learning motivation at different school levels at the same or different schools (Chambers, 1999; Kim, 2011, 2012a, b; Lamb, 2007; Williams et al., 2002). The findings of previous studies have mostly shown that student second language learning motivation increases with increasing school levels. Do¨rnyei (2000) suggested that concentrating on the time dimension of second language motivation is crucial for comprehending the second language motivation of students. However, the temporal variations of second language motivation, particularly motivational changes at different Chinese secondary school levels, have not been emphasized by second language motivation researchers, therefore, this quantitative research investigated the changes in Chinese secondary school students’ English learning motivation from junior high to high school. An English learning motivation questionnaire was used and administered to 3000 students from Grades 7 to 12 in public secondary schools across Mainland China, and employed the reliability analysis and analysis of variance to analyze quantitative data. The statistical results revealed that Chinese high school students ranked highest in English learning motivation, followed by junior high school students. Furthermore, the college entrance examination had a positive impact on high school students' motivation to learn English.
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Hu, Penghui, and Shasha Du. "The Managed Body and Heart: An Empirical Study on School Management and Teachers’ Emotional Labor in Chinese Counties." Beijing International Review of Education 4, no. 1 (April 20, 2022): 94–117. http://dx.doi.org/10.1163/25902539-04010001.
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Abstract County school education has a profound impact on social class upgrading in China’s rural areas, where teachers are the core actors in this field yet have not been paid enough attention. This study, through ethnography, focuses on county teachers as subjective actors who are embedded in the background of Chinese educational bureaucratic management mode and educational marketization. Under a pressure of college enrolment rates and students’ quality degrading in county high schools, the teachers are facing the situation of being managed both mentally and physically. Teachers’ mind has been highly influenced by Daily Performance, College Entrance Examination Quality Assessment and Title Evaluation Systems. Meanwhile, they have to obey the systems of Punching-in and Homework Review Registration & Supervision to maintain physical presence. However, without hope, these lead to the loss of professional passion of teachers, and teachers show a state of negative emotional labor.
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Song, Xiaojing. "The English Learning Motivation of Chinese High School Students: Cross-grade Survey Analysis." international journal of Education, Learning and Development 11, no. 10 (November 15, 2023): 52–64. http://dx.doi.org/10.37745/ijeld.2013/vol11n105264.
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Existing literature indicates that motivation is the most powerful determining factor that influences the rate and success of second language learning (Jiang, 2016; Kramsch & Yin, 2018; Li & Edwards, 2017; Liu et al., 2016; Liu, 2016; You & Dörnyei, 2016; Zhi & Wang, 2019). Currently, there is a growing body of empirical research indicating the changes in second language learning motivation in different grades at the same or different schools (Chambers, 1999; Kim, 2011, 2012a, b; Lamb, 2007; Williams et al., 2002). The findings of previous studies have mostly shown that student second language learning motivation increases with increasing school grades. Do¨rnyei (2000) suggested that concentrating on the time dimension of second language motivation is crucial for comprehending the second language motivation of students. However, the temporal variations of second language motivation, particularly motivational changes at different Chinese high school grades, have not been sufficiently emphasized by second language motivation researchers, therefore, this quantitative research investigated the changes in Chinese high school students’ English learning motivation from Grade 10 to Grade 12. An English learning motivation questionnaire was used and administered to 3000 students from Grades 10 to 12 in public high schools across mainland China, and employed the reliability analysis and analysis of variance to analyze quantitative data. The statistical results revealed that Grade 12 students ranked highest in English learning motivation, followed by Grade 11 and Grade 10 students. Furthermore, the college entrance examination had a positive impact on Grade 12 students' motivation to learn English.
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Wu, Qiao. "A Case Study of the Use of Sandplay Therapy to Help Kids Feel Better about Starting Kindergarten." Science Insights Education Frontiers 13, no. 1 (October 29, 2022): 1777–87. http://dx.doi.org/10.15354/sief.22.or069.
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The purpose of this article is to investigate the efficacy of Sandplay Therapy (SPT) in reducing children’s kindergarten entrance anxiety in an effort to provide front-line preschool teachers with insights and strategies for addressing the emotional distress of children in their first days of nursery school. As a case study, the application of SPT to a 3-year-old boy who struggled with his transition into kindergarten was cited. The differences in his emotions and behaviors before and after six sessions of SPT were evaluated, revealing that the intervention through SPT significantly decreased his anxiety level while increasing his willingness to attend nursery school and that he finally developed a sound adaptation to the school, according to the comments of the observers. Findings showed that SPT could help kids feel less nervous about starting kindergarten and adjust better to new situations.
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Xie, Chunmiao. "INFLUENCING FACTORS AND IMPROVEMENT STRATEGIES FOR JUNIOR MIDDLE SCHOOL TEACHER LEADERSHIP IN REGIONAL SCHOOLS-TAKE CHAOZHOU CITY GUANGDONG CHINA AS AN EXAMPLE." EUrASEANs: journal on global socio-economic dynamics, no. 1(44) (January 30, 2024): 399–408. http://dx.doi.org/10.35678/2539-5645.1(44).2024.399-408.
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In the 21st century, educational development and changes have become increasingly globalized, and teachers have been given an increasingly important role in the educational reform and development of countries around the world. The concept of teacher leadership and actions to develop teacher leadership have been recognized by more and more countries. Based on the urgent need for educational modernization, the new situation of integrated development and reform of urban and rural education, and the changes in the social environment brought about by new urbanization, the comprehensive two-child policy, and the reform of high school and college entrance examinations, China has put forward different and higher requirements for the construction of teachers. In 2018, the Central Committee of the Communist Party of China and the State Council jointly issued "Opinions on Comprehensively Deepening the Reform of Teacher Team Construction in the New Era" with Zhongfa No. 4. There have been new changes in the development of main policy concepts, emphasizing the transformation of teachers from passive policy implementation roles to the main body responsible for education quality. This article chooses junior high school teacher leadership as the research topic. Through interviews with junior high school teachers in Chaozhou City, Guangdong Province, China, it explores the development issues of school improvement in junior high school teacher leadership since China’s new round of basic education reform started in 2021.
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Akın Metli. "An Exploration of Predictors of English Scores in an Admission Examination: Research Notes from the Turkish Context." Journal of Electrical Systems 20, no. 5s (April 13, 2024): 1671–75. http://dx.doi.org/10.52783/jes.2501.
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This study aimed to identify the predictors of the short answer scores in the English component of a private high school entrance exam. A purposive of 390 high school students were drawn from the student body who took the admission exam of a private co-educational high school implementing two international programs (International General Certificate of Secondary Education and International Baccalaureate Diploma Program) along with the Ministry of National Education (MoNE) program. Multiple linear regression was used to identify the predictors of English scores in the school admission examination. A statistically significant and moderate relationship was found between the scores in English and Mathematics scores in this admission exam conducted in a school located in eastern Turkey. The study is significant as it was conducted in a Turkish context using an admission assessment test for the first time. The findings yield important implications for practice for educators, practitioners, and curriculum policymakers.
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Sardi, Valeria. "LOS LÍMITES DE LOS CUERPOS EN EL AULA: UNA DIALÉCTICA ENTRE LA FORMACIÓN DOCENTE Y LA ESCUELA SECUNDARIA." Professare 7, no. 1 (September 7, 2018): 41. http://dx.doi.org/10.33362/professare.v7i1.1427.
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<p class="resumoabstract">La residencia docente en el Profesorado en Letras universitario se presenta como una instancia de intervención en escuelas secundarias donde la dimensión de los cuerpos y las corporalidades se escenifica dando cuenta de experiencias corporales diversas que, en algunos casos, entran en tensión en el territorio del aula. Es allí donde aparece la pregunta acerca del cuerpo y sus límites, de las formas de vincularse con el cuerpo propio y con los cuerpos de los otros/as.En este artículo nos proponemos analizar –a partir de registros de clase y entrevistas de profesores/as en formación- cómo al momento de entrada en la escuela, los/as profesores/as en formación toman conciencia de su cuerpo sexuado en relación con los cuerpos de los/as estudiantes. Y es ahí, en ese vínculo tensionado donde, como señala Rella (2004), se escenifica el cuerpo en tanto “límite y lo que lo excede, confín y lo que está más allá” (12). Asimismo, en tanto juego dialéctico, los cuerpos de docentes y estudiantes se mueven midiendo el espacio y la relación con los demás cuerpos (RELLA, 2004); en ese territorio se muestran los cuerpos docentes plegados sobre sí mismos – a veces, atravesados por la vergüenza- y los cuerpos festivos (DIEZ, 2010) de los/as jóvenes estudiantes.</p><p class="resumoabstract"><strong>Palabras-clave</strong>: Residencia docente. Cuerpos. Contexto escolar.</p><h3>ABSTRACT</h3><p class="resumoabstract">Student teaching at the university Language and Literature Teacher Training Course stands as an example of the intervention there is in secondary schools, in which the dimension of the bodies and of corporealities is staged, thus acknowledging diverse bodily experiences, which, in some cases, come into tension in the classroom environment. It is in the early teacher training course, where there raises the question about the body ant its boundaries, about the way to connect to one’s body and with the bodies of others. In this article we set out to analyze –from class records and interviews to teachers-in-training– how it is that, ever since the first moment they enter the school, the teachers-in-training become aware of their sexed body in relation to the students’ bodies. And it is there, in that tensed connection, where, as Rella (2004) points out, the body becomes staged inasmuch as it is “a boundary and what exceeds that boundary, an edge and what is beyond it”<a title="" href="https://d.docs.live.net/2a02ec9296c4390c/UNIARP/Revistas%20Cientificas/Professare/2018v7n1/final/PROFESSARE_V.7_N.1_15_2018.docx#_ftn1">[1]</a> (12). Additionally, as a dialectic game, the bodies of teachers and students move measuring the space and their relation to the other bodies (RELLA, 2004); in this territory, the teachers’ bodies are shown folded upon themselves –sometimes experiencing embarrassment– before the young students’ festive bodies (DIEZ, 2010).</p><p class="resumoabstract"><strong>Keywords</strong>: Teacher training. Bodies. School context.</p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p class="Textodenotaderodap1"><a title="" href="https://d.docs.live.net/2a02ec9296c4390c/UNIARP/Revistas%20Cientificas/Professare/2018v7n1/final/PROFESSARE_V.7_N.1_15_2018.docx#_ftnref1">[1]</a> Todas las traducciones de las citas son nuestras.</p></div></div>
Dissertations / Theses on the topic "Boy Entrant School"
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Ribeiro, Ivanir. "Sem uniforme não entra : o uniforme escolar na escola técnica federal de Santa Catarina (1962-1983)." Universidade do Estado de Santa Catarina, 2012. http://tede.udesc.br/handle/handle/979.
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The research that underpins this paper was developed with the aim to investigate on the use of the school uniform of the Federal Technical School of Santa Catarina - ETFSC between 1962-1983, in order to understand the purposes that justifying its adoption. The year 1962 is taken as a starting point, according to a set of structural changes that occurred in the institution, both in physical and didactic procedure. These changes have configured a new phase of professional education in the Santa Catharina s State, which moved toward the consolidation of a technical- scientific culture in the school, quite different from its institutional image of the beginning of the century, thought to caring for poor children. Just in this moment the school establishes a school uniform as well as adopted criteria considered very hard to ensure your everyday use. 1983 is the year in which case occurs the replacement of the uniform known as "mostardão", whose symbolic appeal marks the institution and its students. The period defined in this study also coincides with the period of military dictatorship in Brazil, time of great social movements and strong repression by the dictatorial government. In this context, one could not fail to establish some relations between the tensions experienced in the country and the institution of the school uniform in the ETFSC. The study of history cuts across the areas of education and sociology because we understand that is in the basis of the adoption and the transformation in the aesthetics of uniform, the educational concepts are included which show a close relationship to social changes. In order to construct the base of this analysis, we used several sources: educational legislation, minutes, reports of direction, bylaws, offices, institutional resolutions and photographs. The results of the study pointed out several issues. Firstly, the school uniform was introduced in ETFSC at a time when the institution was projected as a major trainer of skilled professionals to meet needs of expanding industries in the country. So, ETFSC sought greater visibility in society of Florianopolis city and Santa Catharina state. Along with this, trying to discipline the students in order to assimilate a new institutional aesthetic. As for the different models according to the course attended, indicated its close relationship with the curriculum and prevailing concepts in professional education, which revealed the demarcation of social stratification and social positions. In summary, the study showed that school uniforms can express different meanings. We seek only to point out some possibilities of understanding this object constituting the school culture - the uniform - other readings can be made. It is hoped that this research raises questions that allow a deeper understanding of the meanings attributed to school uniforms
A pesquisa que está na base deste texto foi desenvolvida com o objetivo de investigar acerca do uso do uniforme escolar da Escola Técnica Federal de Santa Catarina ETFSC, entre 1962-1983, procurando compreender finalidades que justificaram sua adoção. O ano de 1962 é tomado como marco inicial, em função de um conjunto de mudanças estruturais que ocorreram na instituição, tanto físicas quanto didático-pedagógicas. Tais mudanças configuraram uma nova fase da educação profissional no Estado, a qual se encaminhava para a consolidação de uma cultura escolar técnico-científica, bem diferente de sua imagem institucional do início do século, voltada ao atendimento de crianças pobres. É nesse momento que essa escola institui o uniforme escolar, além de adotar critérios considerados bastante rígidos para garantir seu uso cotidiano. 1983 é o ano no qual acontece a substituição do uniforme conhecido por mostardão , cujo apelo simbólico marca a instituição e seus discentes. O período delimitado nessa pesquisa coincide também com o período da ditadura militar no Brasil, momento esse de grandes mobilizações sociais e de forte repressão por parte do governo ditatorial. Neste cenário, não se poderia deixar de estabelecer algumas relações entre as tensões vivenciadas no país e a instituição do uniforme escolar da ETFSC. O estudo transversaliza as áreas da história da educação e da sociologia por compreendermos que na base da adoção e transformação na estética do uniforme estão inscritas concepções educacionais as quais apresentam estreita relação com as transformações sociais. Para construção da base de análise utilizou-se fontes diversas: legislação educacional, atas, relatórios da direção, regimentos internos, ofícios, resoluções institucionais e fotografias. Os resultados do trabalho apontaram várias questões. Em primeiro lugar, que o uniforme escolar foi instituído na ETFSC em um momento em que a instituição se projetava como importante formadora de profissionais qualificados para suprir necessidades das indústrias em expansão no país. Assim, ela buscava maior visibilidade na sociedade catarinense e florianopolitana. Juntamente com isso, procurava disciplinar os alunos de modo a assimilarem uma nova estética institucional. Quanto às diferenças de modelos de acordo com o curso frequentado, indicaram sua estreita relação com o currículo e as concepções vigentes na educação profissional, as quais revelavam a estratificação social e a demarcação de posições sociais. Em síntese, o estudo mostrou que os uniformes escolares podem expressar diversos sentidos. Procuramos apontar apenas algumas possibilidades de compreensão desse objeto constitutivo da cultura escolar o uniforme , outras leituras podem ser feitas. Espera-se que essa pesquisa suscite questionamentos que permitam aprofundar a compreensão dos sentidos atribuídos aos uniformes escolares
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Telles, Renato Katchadur. "Sensibilidade e especificidade de tres criterios diagnosticos de sobrepeso e de obesidade em escolares." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/310667.
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Orientador: Antonio de Azevedo Barros FilhoDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas
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Resumo: Introdução: Não existe consenso acerca de um critério diagnóstico universal para sobrepeso e obesidade em crianças. Pela simplicidade de obtenção e aplicabilidade o índice de massa corporal (IMC) vem sendo tema de diversos estudos visando seu uso para estes diagnósticos em pediatria. Objetivo: Determinar a sensibilidade e a especificidade de três critérios diagnósticos de sobrepeso e de obesidade que utilizam o IMC em escolares. Material e Método: Foram analisadas 1595 crianças com idade entre 6,93 a 10,94 anos. Todas foram submetidas às medidas de peso e de estatura. A composição corporal dos avaliados foi obtida por meio da bioimpedância do hemicorpo inferior. Foram avaliadas as medidas da sensibilidade e da especificidade de três critérios diagnósticos de sobrepeso e de obesidade que usam o IMC (MUST, DALLAL e DIETZ-1991; COLE et al-2000; CDC-2000). Para a determinação dos valores de corte diagnóstico de sobrepeso/obesidade foi utilizada a curva ROC. Resultados: A sensibilidade dos três métodos diagnósticos de sobrepeso em meninas e meninos variou de 79,34 a 82,64 e de 91,30 a 97,39 respectivamente, enquanto que a especificidade para este diagnóstico variou entre 95,05 e 96,78 nas meninas e 87,50 a 96,43 nos meninos. A variação da sensibilidade para o diagnóstico de obesidade foi de 27,38 a 51,85 nas meninas e de 51,22 a 78,67 nos meninos enquanto que a especificidade para este diagnóstico foi de 98,41 a 100 para as meninas e de 97,44 a 100 para os meninos. Conclusão: Os três métodos diagnósticos avaliados apresentaram boa sensibilidade para classificar sobrepeso; baixa sensibilidade para diagnosticar obesidade; alta especificidade para o diagnóstico de sobrepeso/obesidade. O ponto de corte do índice de massa corporal igual ou maior que 18,50 para as meninas e igual ou maior que 20,00 para os meninos implica em melhora na sensibilidade sem perder qualidade na especificidade deste método em diagnosticar obesidade nos escolares
Abstract: Introduction: There is no consensus for the universal criteria of overweight and obesity diagnosis in children. Due to its simplicity and applicability, the body mass index (BMI) has been the object of several studies aiming at its diagnostic use in pediatrics.Objective: To determine the sensitivity and specificity of three diagnostic criteria of overweight and obesity that use the BMI method in school children.Material and Method: A total of 1595 school children with ages ranging from 6,93 to 10,94 was analyzed. All children had their weight and their height measured. The body composition of the subjects was obtained by means of leg-to-leg bioelectrical impedance analysis. Measurements of sensitivity and specificity of the three diagnostic criteria of overweight and obesity that apply to BMI were assessed (MUST, DALLAL e DIETZ-1991; COLE et al-2000; CDC-2000). To determine the cut-off values for the overweight/obesity, the ROC curve was used. Results: The sensitivity of the three diagnostic methods for determining overweight in girls and boys varied from 79.34 to 82.64 and from 91.30 to 97.39 respectively, while the specificity for this diagnosis varied from 95.05 to 96.78 for the girls and 87.50 to 96.43 for the boys. The sensitivity of variation for the obesity diagnosis was from 27.38 to 51.85 for the girls and for 51.22 to 78.67 for the boys, while the specificity for this diagnosis was from 98.41 to 100 for the girls and from 97.44 to 100 for the boys. Conclusion: The three evaluated methods of diagnosis presented good sensitivity to classify overweight, low sensitivity to diagnose obesity, high specificity for the diagnosis of overweight/obesity. The cut-off point for the body mass index equal or higher than 18.50 for the girls and equal or higher than 20.00 for the boys implies better sensitivity without losing quality in the specificity of this method to diagnose obesity in schoolchildren
Mestrado
Saude da Criança e do Adolescente
Mestre em Saude da Criança e do Adolescente
Books on the topic "Boy Entrant School"
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Edwards, Don. Spit and dribble: An account of the 50th anniversary reunion, with anecdotal and historical highlights, of the 1955 intake, Boy Entrant School, RNZAF Station Woodbourne. Christchurch, N.Z: D. Edwards, 2007.
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Kas'yanov, Valeriy, Sergey Samygin, and Vladimir Shevelev. History. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1086532.
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The textbook covers all the topics and questions of the course "History". The main attention is paid to the leading trends, stages and events of cultural, civilizational and state development from antiquity to the present day. The authors take into account the latest historical research and developments that have recently appeared in historical science. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. Addressed to students of secondary vocational educational institutions, it can also be used by high school students in preparation for final exams at school and by applicants taking entrance exams to universities and colleges.
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Roche, Helen. The Third Reich's Elite Schools. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198726128.001.0001.
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Drawing on material from eighty archives in six different countries worldwide, as well as eyewitness testimonies from over one hundred former pupils, this book presents the first comprehensive history of the Third Reich’s most prominent elite schools, the National Political Education Institutes (Napolas/NPEA). The Napolas provided an all-encompassing National Socialist ‘total education’, featuring ideological indoctrination, pre-military training, and a packed programme of extracurricular activities, including school trips and exchanges throughout Europe and beyond. Combining all the most seductive elements of reform-pedagogy, youth-movement traditions, and the militaristic ethos of the Prussian cadet schools, the schools took pupils from the age of 10, aiming to train them for leadership roles in all walks of life. Those who successfully passed the gruelling entrance examination, which tested applicants’ physical prowess, courage, and alleged ‘racial purity’ along with their academic abilities, had to learn to live in a highly militarized and enclosed boarding-school community. Through an in-depth depiction of everyday life at the Napolas, as well as systematic analysis of the ways in which different schools within the NPEA system were shaped by their previous traditions, this study sheds light on the qualities which the Nazi regime desired to instil in its future citizens, whilst also contributing to key debates on the political, social, and cultural history of the Third Reich, demonstrating that the history of education and youth can illuminate the broader history of this era in novel ways. Ultimately, the NPEA can be seen as the Nazi dictatorship’s most effective educational experiment.
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Horne, Gerald. The Road to Revolution. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037924.003.0001.
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This chapter presents a biography of Patterson and looks at his road to revolution. By 1923, Patterson became a named partner in what became New York City's leading Negro law firm, Dyett, Hall, and Patterson. In 1926, he made official what some assumed was the case—he joined the Communist party—though an epochal event the following year led to his making this political decision, a career choice to become a professional revolutionary. He then left his law firm, instead devoting his life to the Communist party and its idea of a step-by-step drive to socialist revolution, paved all the way by one democratic advance after another—as demonstrated in the first major instance by the Scottsboro case. Soon he could be found at the subway entrance at 135th Street and Lenox Avenue, selling the CP newspaper. He also began participating in street-corner meetings and distribution of leaflets, and he attended classes at the party school.
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Howlett, Zachary M. Meritocracy and Its Discontents. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501754432.001.0001.
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This book investigates the wider social, political, religious, and economic dimensions of the Gaokao, China's national college entrance exam, as well as the complications that arise from its existence. Each year, some nine million high-school seniors in China take the Gaokao, which determines college admission and provides a direct but difficult route to an urban lifestyle for China's hundreds of millions of rural residents. But with college graduates struggling to find good jobs, some are questioning the exam's legitimacy — and, by extension, the fairness of Chinese society. Chronicling the experiences of underprivileged youth, the book illuminates how people remain captivated by the exam because they regard it as fateful — an event both consequential and undetermined. The book finds that the exam enables people both to rebel against the social hierarchy and to achieve recognition within it. It contends that the Gaokao serves as a pivotal rite of passage in which people strive to personify cultural virtues such as diligence, composure, filial devotion, and divine favor.
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Palmer, Robert T., Andrew T. Arroyo, and Alonzo Flowers. The African American Student's Guide to STEM Careers. ABC-CLIO, LLC, 2016. http://dx.doi.org/10.5040/9798400607844.
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This book comprehensively reviews the factors that facilitate access and success of Black students in STEM majors in higher education, and it shares compelling testimonies from Black STEM professionals that will help inspire the next generation of Black scientists and engineers. Most experts agree that America's success depends on having a workforce that is highly prepared in STEM areas. Unfortunately, students of color continue to be underrepresented in higher education, and specifically, in completing degrees and entering careers within the STEM fields. This book supports African American students (as well as all students) who are interested in STEM careers, providing information on the top colleges with STEM-related programs, particularly those that best support racially diverse students; practical advice for preparing for entrance into STEM programs; and inspirational stories of successful African Americans in STEM-related careers. Authored by three educators expert in the areas of academic development of African Americans and minorities, STEM, and higher education, The African American Student's Guide to STEM Careers focuses on preparing Black students for STEM from K–12 through graduate school. Readers will more fully appreciate the importance of STEM, recognize why more Black students need to be more actively engaged in these disciplines, and understand how to prepare Black students for success in STEM throughout the educational pipeline.
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Willetts, David. A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.001.0001.
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Universities have a crucial role in the modern world. In England, entrance to universities is by nation-wide competition which means English universities have an exceptional influence on schools--a striking theme of the book. This important book first investigates the university as an institution and then tracks the individual on their journey to and through university. In A University Education, David Willetts presents a compelling case for the ongoing importance of the university, both as one of the great institutions of modern society and as a transformational experience for the individual. The book also makes illuminating comparisons with higher education in other countries, especially the US and Germany. Drawing on his experience as UK Minister for Universities and Science from 2010 to 2014, the author offers a powerful account of the value of higher education and the case for more expansion. He covers controversial issues in which he was involved from access for disadvantaged students to the introduction of L9,000 fees. The final section addresses some of the big questions for the future, such as the the relationship between universities and business, especially in promoting innovation.. He argues that the two great contemporary trends of globalisation and technological innovation will both change the university significantly. This is an authoritative account of English universities setting them for the first time in their new legal and regulatory framework.
Book chapters on the topic "Boy Entrant School"
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Pedersen, Mette. "Materials and Method." In Normal Development of Voice, 47–55. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42391-8_3.
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Abstract48 boys and 47 girls took part in the stratified study. 4–5 pupils came randomly from 3 to 12 school classes, ages 8 to 19 years. All of them had passed a test at the entrance to the school, which included reproducing a rhythm by clapping, repeating tones by singing, and singing a given song (Figs. 3.1 and 3.2) as it is done by others [1]. The tests were also used for determining the type of voice (the voice category) because hormonal changes were thought eventually to be related. The test was necessary to define a standard of the study for comparison with other studies but was later considered without specific influence on the general results. Video analysis showed no neoplasms or other anatomic abnormalities of the larynx for all of them. The Tanner stage of puberty was measured by our pediatrician for the age of each pupil [2, 3].
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"Zest for Life." In Advances in Educational Marketing, Administration, and Leadership, 47–67. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7005-3.ch003.
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Japan's school education system is highly structured and focused on academic excellence. Japanese education emphasises discipline, hard work, and respect for authority. The 12-year school education comprises elementary education of six years, lower secondary and upper secondary education of three years each. The ‘Zest for Life' is the most remarkable reform in Japanese school education, representing its ambition and commitment. Japanese curriculum aims to develop students' personalities to the fullest by striving to build a healthy human mind and body, love for truth, respect for individuals, the value of work, and a deep sense of responsibility and a spirit of independence as the builders of a peaceful country and society. Schooling in Japan is stressful (with a high suicide rate among students). High school and university entrance are highly competitive and based on academic performance and entrance examinations. Many students also attend private “cram schools” or ‘juku' to supplement their education and improve their chances of success.
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Lee, Jen-der. "Sex in School." In Gender, Health, and History in Modern East Asia. Hong Kong University Press, 2018. http://dx.doi.org/10.5790/hongkong/9789888390908.003.0003.
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Nearly two hundred volumes of physiology and hygiene textbooks, together with governmental and other materials, are investigated in this chapter to illuminate the intricacies in drawing the moral landscape pertinent to sex education in early republican China. Frequent revisions of official directives testify to the fast changing political and intellectual arena of China. Shifted emphases between reproductive functions and puberty sexuality exemplify the professionals’ uncertainties in getting to the early teens. Pedagogical publication boomed and writers experimented on both textual and visual materials. Bio-medicine was flagged as entrance to learning one’s own body, but a healthier nation promoted in the New Life Movement eventually relied on the individual’s self-discipline not necessarily required of scientific erudition. Some may have found secretion system more useful than anatomical information to integrate physiology, psychology and pathology into the mechanism of sexual differences, so much so that a gender division of labour was proposed to fulfill both personal responsibilities and to echo contemporary political rhetoric. Not all endorsed such elaboration, however, and the zigzag between sexual differences and gender equality became a noteworthy parallel to the tug-of-war between sexuality and reproduction.
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Wallin, Patric. "15. Navigating Grades and Learning in the Swedish Upper Secondary School Where Neoliberal Values Prevail." In Discourses We Live By, 333–52. Open Book Publishers, 2020. http://dx.doi.org/10.11647/obp.0203.15.
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Patric Wallin’s research in a Swedish secondary school context explores the problem that conflicting paradigms (neoliberalism and student-centred learning) cause students. They need guidance as they want high grades for university entrance but avoid asking teachers for help for fear that they may appear less competent. Paradoxically, students develop mutual support strategies that counterbalance the competitive individualism engendered by neoliberal practices.
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McKay, Elizabeth Norman. "Schooldays (1808-1813)." In Franz Schubert, 14–34. Oxford University PressOxford, 1996. http://dx.doi.org/10.1093/oso/9780198165231.003.0002.
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Abstract ON September 1808 Schubert attended the Stadtkonvikt to compete in the audition and entrance examination for a place in the Court chapel choir and for the academic privileges which would accompany it. Among his examiners were Anton Salieri and Dr Franz Innocenz Lang, the director of the Stadtkonvikt. According to his brother Ferdinand (1794-1859), jokes were made by other candidates about the pale, whitish-blue coat that Franz Peter was wearing.’ No doubt dressed for the occasion as smartly as his hardpressed parents could afford and in a style they thought appropriate, Schubert overheard the comments, and noticed the mirth of the other boys at his expense: ‘He must be a miller’s son. He’ll get in, for sure!’2-a jest maybe, but reflecting the hard and hungry times in which they were living. Thus, even before his acceptance at the school the boy could have been made to feel awkward, shy, socially inferior or different from his peers, many if not most of whom would have come from more comfortable and privileged backgrounds than his own.
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Burnaby, Frederick. "chapter XXXIV." In On Horseback Through Asia Minor, 189–94. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780192825001.003.0035.
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Abstract FROM the barracks we rode to the Mohammedan school. Here there were about thirty boys, all squatting on the floor, and engaged in spelling verses of the Koran. A few badly-drawn maps of the different quarters of the world were hung round the whitewashed walls. The governor accompanied me to the schoolroom. On his entrance the boys at once stood up and salaamed. The Hodja schoolmaster made a gesture, as if he too would rise; but then, seeing me, his countenance changed. He sank back into a sitting position. “This is done to show his contempt of you as a giaour,” whispered an Armenian. “This is how he insults us Christians.”
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"• The governing body will receive an annual report on the fuel costs per pupil. • The school has a policy for community use of the premises, allowing subsidized use by local, voluntary and low-income organizations. • Appropriate detailed guidance on health and safety issues regarding the buildings, grounds, fixtures and fittings will be provided in the handbook for all users, and displayed in appropriate places around the building. Process Targets • The premises will be inspected by senior staff at intervals of . . . weeks, with particular regard to the following areas: . . . • The siting and proper functioning of fire-fighting equipment will be checked every . . . weeks. • Health and safety training in the use of the buildings, grounds, fixtures and fittings is provided for all staff (details). • Health and safety training in the use of the buildings, grounds, fixtures and fittings is provided for all pupils (details). • Movements around the building are conducted in appropriate ways which enhance health and safety and the working atmosphere of the school. • There is a daytime security system for the supervision of all visitors to the site. • Within the context of a secure environment, visitors will be able to gain access to the premises and the buildings easily. For example, the telephone number will be easy to locate; the building will be easy to find; the entry to the premises will be clearly signed and attractive; the reception area will be easy to find. • Visitors will feel welcome to the building. For example, the telephone will be answered in a professional but friendly style; there will always be an adult on duty in reception, or there will be clear signs as to how to find them; the arrival of visitors is welcomed; staff are pleased to see parents visiting; appointments with staff can be easily made and are not always necessary. • The physical appearance is pleasing: the school entrance is clean and tidy; the reception area has attractive displays; visible." In Targets for Tomorrow's Schools, 73. Routledge, 2002. http://dx.doi.org/10.4324/9780203025277-21.
Full textConference papers on the topic "Boy Entrant School"
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Stielau, Karl. "An Investigation into the Performance of First Year Students in Mathematics and Statistics as a South African University." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93208.
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Statistics departments, and indeed universities, in South Africa are at present in a considerable state of flux. If one examines the state of tertiary education in South Africa (S.A. henceforth) ten years ago the changes are evident to even a casual observer. Although for many years the traditionally liberal campuses have defied apartheid legislation in formulating admission policies, it is a fairly recent phenomenon that universities such as Natal, Cape Town, Rhodes and Witwatersrand have clearly stated their intention (often as a Mission Statement) to make both the student body and the staff correspond as closely as possible to the community in which each university finds itself. This has resulted in a long overdue change in the type of applicants for entrance, and in particular to Statistics courses, that these bodies receive. In Natal the position is exacerbated by the large number of school education departments that issue matriculation certificates to school leavers; these are meant to allow the individual to enter a university without further examination. The proliferation of such departments is a glaring legacy of apartheid and their incorporation into a single education department appears certain under a new political dispensation. During 1991 and 1992 the Statistics & Biometry Dept. at the University of Natal admitted students from: Natal Education Dept.; Department of Education and Training; KwaZulu Education Dept.; Joint Matriculation Board; House of Representatives; House of Delegates; Cape, Transvaal and Orange Free State Education Dept.'s; as well as a large number of "homeland" departments, such as Ciskei, Transkei, Venda, Bophutatswana and adjoining states, in particular Zimbabwe.
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Keke, Huang, and Guo Yongyan. "Design of University Roof Public Space Based on Multi-dimensional Emotional Experience." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002328.
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Background: The global environment is gradually deteriorating, environmental problems are beginning to attract attention, urban green area and water surface area is getting smaller and smaller, but the roof as a side of the building is often neglected, is a piece of space environment in the city has not been fully developed. The form of green roof can take into account the architectural landscape, extend the life of the building, and also improve the urban ecological environment. Based on the consideration of ecological environment and development space, the roof of the School of Mechanical Engineering at Jiangsu University of Science and Technology Changshan Campus, which will be officially opened in 2020, can be used as a rooftop garden to create an activity space for teachers and students that optimizes the rooftop environment and extends the life of the building.Research Objective: This paper is designed from the needs of the audience, combining ergonomics for space partitioning and proposing design priorities. By analyzing the audience's needs for different functional partitions, the way of interaction between the audience and the environment in the space is designed to solve the problem of sustainable utilization of rooftop resources.Research Methodology: This paper establishes a theoretical knowledge system by studying the development history of rooftop gardens and basic knowledge such as design principles, analyzes the environment and audience population, and combines ergonomics to focus on functional design and related details. A questionnaire survey was conducted among school teachers and students. 90.1% of the audience considered the aesthetic appearance of the rooftop garden to be the most important, followed by function and quality. 96.9% of the audience wanted a suitable space for rest and conversation in the rooftop garden, followed by a reading and learning space and a viewing platform.Findings: The design takes into account roof safety, ergonomics, and the usage needs of campus students and faculty, and divides the roof plan into five zones to create a spatial environment with different functions. Finally, based on ergonomics, the design of tables and chairs for the roof garden, the design of interactive landscape facilities and the design of rainwater retention performance are combined with suitable human size parameters to create a sustainable roof space with both aesthetics and multifunctionality around the above design focus. Specific design elements are as follows.(1) The table and chair area provides an open space for people to rest and study. It is made in the form of a tree table. The shape is transformed from a gear form to a more rounded and gentle organic form. The shape of the table and chairs match the physiological curve of the human body, which is ergonomic and feels natural and comfortable in the hand, and the size of the chairs reach 90% and 95% of the population size data.(2) The interactive landscape installation in the entrance area is a circular gravity-sensitive swing, with curves that fit the human body and sensing lights that allow teachers and students to visualize the flow of people in the garden. It makes the interaction between people and the environment more intimate, allowing users to generate and transmit emotions, and improving fun and playability.(3) Design three water storage tanks for storing water, with specifications set at 1 m×1 m×0.5 m. The storage tanks and control boxes are set on the top outdoor ground and designed as an automatic irrigation system that can collect, purify and reuse rainwater, allowing the roof to solve the problem of rainwater resource utilization while improving ecology.Significance of the study: The rooftop garden is significant in that it makes use of the space resources that have been set aside to green the campus and improve the ecological environment on the one hand; on the other hand, it provides space for teachers and students to engage in leisure activities, regulates people's psychological state and improves their quality of life. It improves the quality and value of the building and the ecological environment of the city at the same time.
Reports on the topic "Boy Entrant School"
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Cristia, Julian P., Paulo Bastos, Kim Beomsoo, and Ofer Malamud. Good schools or good students?: evidence on school effects from universal random assignment of students to high schools. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004380.
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How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on scores in high-stakes college entrance exams: a 1 standard deviation increase in school quality leads to 0.06-0.08 standard deviations higher average academic achievement in Korean and English languages. Analogous estimates from areas of South Korea that do not use random assignment, and therefore include the effects of student sorting and peer effects, are substantially higher.
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.
Full textAbstract:
Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!