Relevant bibliographies by topics / School buildings – Health aspects

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'School buildings – Health aspects'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "School buildings – Health aspects"

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Marttila, Tero, Jukka Lahdensivu, and Juha Pekkanen. "Comprehensive assessment brings out shortcomings in almost every school building." E3S Web of Conferences 172 (2020): 23002. http://dx.doi.org/10.1051/e3sconf/202017223002.

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Consideration of the big picture is needed when evaluating aspects of the building with relevance for reporting of poor indoor air quality or symptoms. Even the most accurate longitudinal measurements do not remove the need for expertise and broad understanding of the different possible sources and causes of indoor air exposures. Finnish Institute for Health and Welfare (THL), in collaboration with Tampere University (TAU), studies the association between school buildings of Helsinki and pupil reported health symptoms. The present paper focuses on introducing the methods and classifications as well as presenting the results about the condition of the buildings. Characteristics of 53 school buildings have been assessed by visiting the buildings and by going through the previous building investigation reports. Visits relied mainly on visual inspections with an extensive checklist and some none intrusive momentary measurements about the dampness, pressure difference, and indoor air quality (IAQ). The major strength of the study is that all the possible school buildings in certain areas were inspected and assessed using the same methods, irrespective if the building had a long history of indoor air problems or not. That makes it possible to evaluate the general prevalence of the problems in school buildings, which has been highlighted as an open question by the National Indoor Air and Health Program 2018-2028, coordinated by THL. The first results indicate that every school building has its shortcomings. However, none of the studied buildings was in a very bad condition either. The results indicate that it is not possible to draw a clear line between the buildings with ‘good’ or ‘poor’ IAQ.
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Wilking, Cara L., Angie L. Cradock, and Steven L. Gortmaker. "Harnessing the Public Health Power of Model Codes to Increase Drinking Water Access in Schools and Childcare." Journal of Law, Medicine & Ethics 43, S1 (2015): 69–72. http://dx.doi.org/10.1111/jlme.12220.

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Drinking water is an important health behavior to support overall child health. Research indicates that children are consuming too little water and too many sugary drinks. Overconsumption of sugary drinks increases child risk for the epidemics of obesity and diet-related chronic diseases like type-II diabetes, stroke, and heart disease. Increasing access to appealing, low-cost drinking water in schools and childcare where children spend much of their time supports efforts to reduce sugary drink consumption. Drinking water infrastructure is key to water access in childcare and schools. In 2012-2013, almost one-third of permanent U.S. school buildings had plumbing systems in fair or poor condition, and almost 40 percent had major renovations or repairs planned.3 Basic plumbing standards for new construction and major renovations or repairs are contained in state and local plumbing codes, and many of these codes are derived from model codes established by private organizations. This article describes the model code process and intervention points where the public health community can work to improve plumbing standards in school buildings and childcare centers.
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Rainieri, Carlo, Giovanni Fabbrocino, and E. Cosenza. "Automated Operational Modal Analysis as Structural Health Monitoring Tool: Theoretical and Applicative Aspects." Key Engineering Materials 347 (September 2007): 479–84. http://dx.doi.org/10.4028/www.scientific.net/kem.347.479.

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The aim of structural health monitoring for civil structures is not only detection of sudden or progressive damages but also monitoring their performance under operational conditions or under some particular environmental issues such as earthquakes. Seismic protection of buildings at risk can be reached increasing the knowledge of the structural behavior of existing constructions. This circumstance points out the opportunity of monitoring the performance of civil structures over their operational lives. The present paper deals with automated Structural Health Monitoring (SHM) technologies adopted for the School of Engineering Main Building at the University of Naples “Federico II”. In particular, the attention is focused on the development of an automated procedure based on the Operational Modal Analysis (OMA) that must ensure the continuous monitoring and extraction of the modal parameters of the building. Some numerical examples are then discussed in order to point out effectiveness of the algorithm and relevant issues that need to be improved.
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Jain, Nishesh, Esfand Burman, Craig Robertson, Samuel Stamp, Clive Shrubsole, Francesco Aletta, Edward Barrett, et al. "Building performance evaluation: Balancing energy and indoor environmental quality in a UK school building." Building Services Engineering Research and Technology 41, no. 3 (December 31, 2019): 343–60. http://dx.doi.org/10.1177/0143624419897397.

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There is a policy-driven focus, at present, on improving the energy performance of buildings. However, energy-related issues alone do not capture the full impact of buildings on occupants and the wider environment. The performance of a building also includes occupant wellbeing and indoor environmental quality. Specifically, in schools, indoor environmental quality (thermal comfort, indoor air quality, lighting and acoustics) is an important aspect. Additionally, the issue of the ‘performance gap’, generally focused on energy, also affects indoor environmental quality parameters and needs to be addressed holistically. This paper reports on a holistic building performance evaluation covering aspects of energy, thermal comfort, indoor air quality, lighting and acoustics. It assesses the performance issues and inter-relationships between energy and indoor environmental quality in a recently built school campus in London. Based on the evidence collated from this case study and supplementary literature, the endemic issues and constraints within the construction industry are explored, such as inappropriate design calculations and resistance to new low-carbon technologies. Further, lessons for improved performance in the design, operation and maintenance of schools are highlighted such as factoring in the changing building use trends during design and the significance of optimal operations and maintenance of building systems for better energy and indoor environmental quality performance. This study shows that if the building design focus primarily remains on energy, unintended consequence of indoor environmental quality underperformance may occur where there are conflicts between energy and indoor environmental quality objectives. An integrated approach to building performance can help address this issue. Practical application: There are often conflicts between energy efficiency and indoor environmental quality (IEQ) objectives in building design and operation. Most building performance evaluations are primarily focused on one set of these performance criteria. This building performance evaluation was done with an integrated energy and IEQ perspective. The study identifies the causes of underperformance in energy and IEQ in a recently built school in London. Some of the findings from this study provide lessons that are relevant across the industry for the delivery of low-carbon and healthy buildings. These lessons include methods to further strengthen the policy frameworks and design protocols along with overall improvements in the processes followed during design, construction and operation of schools and other non-domestic buildings. The paper can also inform building designers, contractors and facility managers about the ways to reduce the performance gap and achieve energy targets without unintended consequences for indoor environment.
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Vlček, Pavel, Karel Kubečka, Hana Vaculikova, Darja Kubečková, and Veronika Sojkova. "Risk Analysis of Asbestos Structures and their Impact on the Internal Environment of Buildings." Advanced Materials Research 899 (February 2014): 431–34. http://dx.doi.org/10.4028/www.scientific.net/amr.899.431.

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Asbestos products were abundantly used in the civil engineering in 70's and 80's. In some objects they still persist till nowadays namely in office and school buildings where they represent a health risk for people who stay in such premises on a long-term basis. These products have very often negative impacts on health of users of such premises. They negatively influence the internal environment of buildings and its hygienic aspects. One of the possible ways of risk rate evaluation of these aspects on man is using the application of risk analysis.
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Al Omari, Hafsa, and E. Luma Al Dabbagh. "Developing a Green Building Assessment Tool for Schools (Case Study in Mosul City)." Advanced Materials Research 433-440 (January 2012): 5821–27. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.5821.

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The green building or green architecture has come to light as a strong architectural movement at the end of 1990's and as a main trend in architectural practice. The architectural green is a modern architectural philosophy which deals with the competent relationship between the functional constructive systems and its vital environmental, by controlling the inputs and outputs of this system with the least negative effects on the environment and occupant's health, and the least energy consumption during the various stages of the building ( construction, operation, maintenance and destruction ) to achieve the functional activities and the inventive and efficient architectural structures. The importance of this movement lies in trying to achieve the sustainable development in its environmental, social and economic aspects because of the problems that developed and developing countries ( e.g. Iraq ) face such as energy consumption and pollution. Several international standards of different classifications, depending on local context of each country, has been appeared. Some of these tools are (BREEAM, LEED, CO-CHPS Colorado, GBTool, CASBEE) which aim to assess the performance of the building from green Architecture's perspective. Although there is a similarity in the classification levels including the sustainable location, how to use (water, energy and atmosphere, materials, resources) effectively, indoor environment quality and the design's innovation, they differ in other aspects that its importance relies on the environmental and local context. The problem of our research was the absence of the practical evaluation tool of the green building ( school buildings ) for the Iraq's local context in general and Mosul in particular, compatibly with the city climate. The research aims at making theoretical construction to identify the assessment indicators of the school buildings from green architecture's perspective, in order to create suitable and general assessment tool for schools building in Mosul city which can help improving the performance of these schools, decreasing the effect on the health, sparing energy coasts, and other benefits in the stages of the project ( pre-construction, construction, post-construction ). The research supposes that the multi-dimensional designing strategy is an active tool used in establishing the tool classification of assessment. For reaching goals, the research adopts the theoretical method and questionnaire. Finally, the research provides an assessment tool for school building in Mosul from the green architecture's perspective (AGBS) Green Building Assessment Tool for school ) in conformity with the local context of the city for enabling the designer to follow it in order to achieve the investment within his school architectural products. Results indicate six categories for assessment tool. First Sustainable Sites category (SS) which have the greatest weight 25.7%, , then Indoor Environment Quality(IEQ) 24.35667%. then Materials & Resources (M&R), Energy & Atomosphere (A&E), Water Efficiency(WE),and Innovotion in design (ID), have 17.32% ، 10.5% ، 3.987181% , Respectively.
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Sroufe, Robert. "Business Schools as Living Labs: Advancing Sustainability in Management Education." Journal of Management Education 44, no. 6 (September 11, 2020): 726–65. http://dx.doi.org/10.1177/1052562920951590.

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The buildings in which we teach management and decision analysis are ideal labs for advancing sustainability in management education, experiential learning, and integrated performance measurement. Utilizing building-based learning and design competition, student teams can learn about aspects of sustainability while proposing investments into the spaces we spend over 90% of our time inside of buildings. Buildings on university campuses provide an opportunity to design and deliver hands-on assignments showing how the actions taken on an existing building can improve the overall health and performance of that building and its owners and occupants. Contributions of this study include a primer on how to develop and deliver building-based learning and demonstrating ways in which to integrate a social cost of carbon in investments with a proven approach to assess and measure the return on integration of financial, environmental, and human health and productivity in a return on integration, integrated rate of return, and integrated future value. Insights and the lessons learned provide linkages to learning outcomes and assessment so that learning objectives are aligned with and advance sustainability in management education and the United Nations’ Sustainable Development Goals with outcomes generalizable to any building and business.
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Sadick, Abdul-Manan, and Mohamed H. Issa. "Differences in teachers’ satisfaction with indoor environmental quality and their well-being in new, renovated and non-renovated schools." Indoor and Built Environment 27, no. 9 (June 26, 2017): 1272–86. http://dx.doi.org/10.1177/1420326x17717074.

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Most studies on buildings’ renovations in relation to indoor environmental quality (IEQ) and occupants’ well-being have focused on offices, while those investigating schools focused on students rather than teachers. Most of these studies limited their assessment of well-being to occupants’ satisfaction with IEQ factors, overlooking essential aspects related to psychological, social and physical well-being. This article presents results of a research conducted in 32 schools in Manitoba, Canada, to assess teachers’ IEQ satisfaction and well-being in new, renovated and non-renovated schools. The research involved adapting and refining an IEQ satisfaction survey and developing and refining three new surveys to assess teachers’ psychological, social and physical well-being. The results of the refined surveys showed statistically significant differences in teachers’ satisfaction with IEQ factors between the new and renovated schools on one hand and the non-renovated ones on the other. However, no statistically significant differences were found in teachers’ psychological, social and physical well-being perceptions between all pairs of the three school categories analysed. Association analyses suggested a potential indirect impact of schools’ renovations on teachers’ well-being via their satisfaction with IEQ. The results of this study should aid school managers in making strategic decisions about the maintenance of their existing schools.
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Patton, George C., Sara Glover, L. Bond, Helen Butler, Celia Godfrey, Gayle Di Pietro, and Glen Bowes. "The Gatehouse Project: A Systematic Approach to Mental Health Promotion in Secondary Schools." Australian & New Zealand Journal of Psychiatry 34, no. 4 (August 2000): 586–93. http://dx.doi.org/10.1080/j.1440-1614.2000.00718.x.

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Objective: The objective of this paper is to outline the conceptual background and strategy of intervention for a systematic and sustainable approach to mental health promotion in secondary schools. Method: The conceptual origins of the Gatehouse Project are described in terms of the epidemiology of adolescent mental health problems, attachment theory, education reform research and health promotional theory and practice. The elements of health promotional work are described in terms of structural change and priority setting; implementation at multiple levels within the participating schools is described. Results: The conceptual framework of the Gatehouse Project emphasises healthy attachments with peers and teachers through the promotion of a sense of security and trust, effective communication and a sense of positive self-regard based on participation in varied aspects of school and community life. A school social climate profile is derived from a questionnaire survey of students. An adolescent health team uses this information to set priorities for change within the school. Interventions may focus on the promotion of a positive social climate of the whole school or in the classroom. Curriculum-based health education is also used and based on materials that are relevant to the normal developmental experiences of teenagers. These are integrated into the mainstream curriculum and incorporate a strong component of teacher professional development. Lastly, the intervention promotes linkage between the school and broader community with a particular emphasis on the needs of young people at high risk of school drop-out. Conclusions: Educational environments are complex systems undergoing continuous and simultaneous changes. The Gatehouse Project will provide unique information on the relationship between the social environment and the emotional wellbeing of young people. More importantly it outlines a sustainable process for building the capacity of schools to promote the social and emotional development of young people.
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Tibbitts, Byron, Kathryn Willis, Tom Reid, Simon J. Sebire, Rona Campbell, Ruth R. Kipping, Rebecca Kandiyali, and Russell Jago. "Considerations for Individual-Level Versus Whole-School Physical Activity Interventions: Stakeholder Perspectives." International Journal of Environmental Research and Public Health 18, no. 14 (July 18, 2021): 7628. http://dx.doi.org/10.3390/ijerph18147628.

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Strategies to address declining physical activity levels among children and adolescents have focused on ‘individual-level’ approaches which often fail to demonstrate impact. Recent attention has been on an alternative ‘whole-school’ approach to increasing physical activity that involves promoting physical activity throughout all aspects of the school environment. There is, however, a lack of evidence on how whole-school physical activity approaches could be implemented in the UK. This qualitative study explored perspectives of key stakeholders on potential reasons for the lack of impact of individual-level school-based interventions on children’s physical activity, and key considerations for adopting a whole-school approach. Nineteen semi-structured interviews were conducted with a range of stakeholders involved in the implementation of physical activity programmes in UK schools. Data were analysed using an inductive approach. Respondents suggested that individual-level school-based interventions to increase physical activity often failed to consult end users in the design and were typically implemented in environments unsupportive of long-term change. They subsequently outlined specific barriers and key facilitators for the adoption and implementation of whole-school approaches in UK settings and recommended a shift in research foci towards building an evidence base around educational outcomes and whole-school implementation insights.
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Dissertations / Theses on the topic "School buildings – Health aspects"

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Norris, Mary Jo. "A Study of Radon in Air and Water in Maine Schools." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/NorrisMJ2002.pdf.

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Bartlett, Karen Hastings. "Evaluation of bioaerosols in elementary school classrooms in a coastal temperate zone." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ48602.pdf.

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Deepthi, Divya. "Essays on school nutrition and health programs." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/100742/.

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This thesis investigates the impact of School Nutrition and Health programs implemented by the Government in Public primary schools in India. Section A focuses on evaluating the National Program of Nutritional support to Primary Education launched in 1995. Under this scheme, children enrolled in government primary schools received 3 kilograms of food grains per month, free of cost, conditional on enrolment and a minimum attendance requirement. In chapter 1, we provide a detailed survey of the related literature, highlighting the multi-dimensional impacts of these programs on educational and health outcomes. In Chapter 2, we evaluate the impact of the School feeding program (SFP) in India on primary school starting age and enrolment using the National sample survey. We adopt two methodological frameworks to estimate the program impact, namely, a difference-in-differences (DID) technique and duration analysis. The findings indicate that the program was effective in increasing enrolment and encouraging children to start school at the stipulated entry age. In chapter 3, we study the impact of the SFP in India on primary school completion using the District Level Household survey. Using the DID methodology, we find that the program had a positive effect on primary school completion, with differential effects by gender and years of program exposure. Additionally, we identify whether the program generated positive educational externalities between siblings in the family. Section B of this thesis evaluates a complementary policy, The School Health Program implemented in Government primary schools in Karnataka, India. The program provided free health services to students in public schools, consisting of- micronutrient supplements, deworming treatment and regular health screenings by Doctors at the school premises. We investigate whether this program was effective in improving pupils’ educational and health status. Using administrative data on student’s academic and health records collected from public schools, we find that the program led to an increase in school participation measures and academic performance, with heterogeneous effects across subjects and performance distribution. The program impacts on anthropometric indicators are positive, but statistically insignificant for both boys and girls. We conclude that School Nutrition and Health programs are extremely beneficial in a developing country context to improve children’s educational and health status, by lowering schooling costs and by providing parents with incentives to send their children to school. These programs have the potential to improve future welfare and quality of life, through increased educational attainment and improved health and nutrition.
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Bertills, Karin. "School, learning and mental health : a systematic review of aspects of school climate affecting mental health and positive academic outcomes." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-1734.

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Aim This study of a systematic review of systematic reviews on school, learning and mental health investigates the relation between school climate, mental health and positive school outcomes. The aim is to analyze the quality and content of previous reviews and to identify aspects in the school climate that positively affect learning and mental health. Research questions are: What is the quality and content of previous systematic reviews on school, learning and mental health? What is the current state of knowledge concerning causal relationships between school climate, learning and mental health according to systematic reviews? What factors in the school climate can be identified as vital for positive outcomes and good mental health? Method Systematic review of longitudinal or cross-sectional studies. 792 references were identified through literature searches in various databases, with search words considering mental health in combination with search words considering school and learning. Data extraction was performed in three steps; abstract, full text and in-depth data extraction. Criteria for inclusion were: systematic review, published 1999-2009, ages 2-19 years, published in English in peer reviewed journals. The number of reviews that met the criteria set for quality was 37, which were quality rated as of high 27% (10/37), medium 46% (17/37) or low quality 27% (10/37). Results Three categories of content emerge, where much research has been executed: the relation between positive aspects of mental health and learning, between mental health problems and learning and indirect relations between school factors and mental health and learning. The quality is relatively low, only 8% (3/37) meet all the quality criteria. At school level, where the teacher plays an important role, there is a positive relation between school climate and outcome and mental health, as well as on an individual level, where self-efficacy, i.e. will and skill to perform, can be identified as a factor of major importance to school outcome. Conclusions Due to the low quality of research on the relation between school, learning and mental health causal relation cannot be established. There are apparent connections between school outcome, self-efficacy and a positive school climate. Teachers are important in and for school climate and are of vital importance for outcome and mental health. Students’ possibility to influence and control their learning promote school outcome and mental health. Policy aimed at improving achievement and school outcome need to consider perceived self-efficacy.
Syfte och frågeställningar Denna studie av en systematisk översikt över systematiska översikter om skola, lärande och psykisk hälsa undersöker relationen mellan skolmiljö, psykisk hälsa och positiva skolresultat. Syftet är att analysera kvalitet och innehåll i tidigare översikter samt att identifiera faktorer i skolmiljön som påverkar lärande och psykisk hälsa positivt. Frågeställningar är: Vad är kvaliteten hos och innehållet i tidigare systematiska översikter om skola, lärande och psykisk hälsa? Hur ser aktuellt forskningsläge ut gällande orsakssamband mellan skolmiljö, lärande och psykisk hälsa enligt systematiska översikter? Vilka faktorer i skolmiljön kan identifieras som avgörande för positiva skolresultat och god psykisk hälsa? Metod Systematisk översikt av longitudinella eller tvärsnittsstudier. 792 referenser identifierades genom litteratursökningar i olika databaser, med sökord avseende psykisk hälsa i kombination med sökord gällande skola och lärande. Dataextraktion genomfördes i tre steg; abstrakt, fulltext och djupare data extraktion. Kriterier för inklusion var: systematisk översikt, publicerad 1999-2009, ålder 2 – 19 år, publicerad på engelska i tidsskrift granskad av sakkunnig. Antalet översikter som uppfyllde uppställda kriterier för kvalitet var 37 som kvalitetsbedömdes som av hög 27% (10/37), medel 46% (17/37) eller låg kvalitet 27% (10/37). Resultat Innehållsmässigt framträder tre kategorier där mycket forskning genomförts: relationen mellan positiva aspekter av psykisk hälsa och lärande, mellan psykisk ohälsa och lärande, samt indirekta samband mellan skolfaktorer och psykisk hälsa och lärande. Kvaliteten är relativt låg, endast 8% (3/37) uppfyller samtliga kvalitetskriterier. På skolnivå, där läraren spelar en viktig roll, finns det en positiv relation mellan skolmiljö och skolprestation och psykisk hälsa, såväl som på individnivå, där self-efficacy, dvs. vilja och kompetens att prestera, kan identifieras som en avgörande faktor för skolprestationer. Sammanfattning På grund av den låga kvaliteten på forskning om relationen mellan skola, lärande och psykisk hälsa, går orsakssamband inte att fastställa. Tydliga kopplingar finns mellan skolresultat, self-efficacy och en positiv skolmiljö. Lärare är viktiga i och för elevernas skolmiljö och spelar en avgörande roll för skolprestation och psykisk hälsa. Elevens möjlighet att påverka och kontrollera sitt lärande bidrar positivt till skolprestation och psykisk hälsa. Policy för att förbättra skolprestation och skolresultat behöver beakta individens upplevda self-efficacy.
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施偉賢 and Wai-yin Jeffrey Sy. "Territoriality as environment: St. Paul's Co-ed. College." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985439.

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Boyer, Nicole Renée Soldner. "Economic evaluation of population health interventions aimed at children and delivered at school." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/9012/.

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Background: Population health interventions by their nature affect an entire population and are typically delivered outwith of health services and within the community, such as in schools. An example of such interventions are those that aim to improve children’s social and emotional wellbeing, which have demonstrated effectiveness in the short-term and potentially the long-term. However, challenges arise when conducting economic evaluations of population health interventions, most notably the difficulties of identifying, measuring, and valuing broader intersectoral costs, health, and non-health outcomes. Economic evaluation in an education context is relatively novel, but could provide decision-makers with information to help them make transparent and consistent decisions about how to allocate limited funds. This thesis examined the role for economic evaluation in school-based interventions and sought to determine appropriate methods for its implementation in addition to examining appropriate child-focused outcome measures. Thus, the overarching research question asked, ‘How should the cost-effectiveness of school-based, population health interventions aimed at children be determined?’ Methods: A mixed methods approach to this thesis was used: (i) a systematic literature review and narrative synthesis to determine which evaluation methods (economic and non-economic) are currently being used in school-based population health interventions; (ii) a case study to illustrate an economic evaluation (including cost-utility and cost-effectiveness analysis) of a school-based intervention to reflect on the advantages and disadvantages for decision making in this context; and (iii) an exploration of outcome measures (through mapping validation) for valuing child health and social and emotional wellbeing in school-based programmes to support future evaluation work in this context. Data for the economic evaluation and mapping validation study were available from a cluster randomised controlled trial of the Roots of Empathy programme in Northern Ireland (Ref: 10/3006/02). Results: The systematic review found that the methods currently being utilised to evaluate school programmes are varied (including economic evaluation, cost only, and effectiveness only studies), with poor quality reporting for the economic evaluations. Of the few cost-utility analyses in school-based settings identified, none had directly measured health-related quality of life using child measures or values. The case study cost-utility analysis using Child Health Utility 9D of a school-based intervention was found to be cost-effective from the National Health Service perspective with an incremental cost-effectiveness ratio of £11,000 per quality-adjusted life year (confidence interval: -£95,500 to £147,000), however the wide confidence interval demonstrates considerable uncertainty. This uncertainty is likely due to a lack of statistically significant effect that remained at the 36-month follow-up. Cost-effectiveness analysis using child behavioural descriptive measure, the Strengths and Difficulties Questionnaire, resulted in an incremental cost-effectiveness ratio of £197 per unit decrease in total difficulties score (confidence interval: £77 to £471). The Strengths and Difficulties Questionnaire is suitable for measuring social and emotional wellbeing, but is less advantageous for cost-effectiveness decision-making as no consensus has been reached as to what a clinically meaningful change in score represents, nor has a cost-effectiveness threshold been defined. It remains uncertain how these cost-effectiveness results will be interpreted in an education decision-making context where cost-effectiveness thresholds have not been set up. The mapping validation study validated a mapping algorithm to convert the Strengths and Difficulties Questionnaire into child health utility. Using this algorithm provides an option for valuing incremental changes in health-related quality of life against a generally accepted cost-effectiveness threshold from a health service perspective. Conclusions: Given the findings from the various aspects of work undertaken for this thesis to address population health issues, this thesis identified cost-benefit analysis as currently the most comprehensive method for determining the value for money of school-based public health interventions. Cost-benefit analysis incorporates monetary valuation of multisector outcomes in a final net benefit/loss result allowing clear, consistent, decision-making criteria to be set. Other methods such as cost-consequence analysis, cost-utility analysis, and multi-criteria decision analysis may also be suitable depending on the decision-making context and problem. This thesis demonstrates a lack of clear decision-making criteria in place for funding allocation decisions in education (e.g. education specific cost-effectiveness thresholds). Furthermore, there is no equitable method currently in place for apportioning the cost of funding public health interventions that generate benefits for multiple sectors. From a health service perspective, directly measuring child health utility using the Child Health Utility 9D is preferred as it is the only preference-based measure developed specifically for children and valued by young people. Mean child health utility can be predicted by mapping from the Strengths and Difficulties Questionnaire. This affords the opportunity to estimate longer-term utility by utilising long-term cohort data that routinely collects the Strengths and Difficulties Questionnaire, as long-term cost-effectiveness of school-based preventive programmes is an area in need of further research. The school setting plays an important role in shaping our young people’s futures. Economic evaluation of school-based population health interventions is justified, as schools need to maximise their existing resources in order to give children the best start in life.
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Hart-Schubert, Patrice. "An evaluation of sensory comfort components of survey questionnaires used for indoor environment problems in buildings." Thesis, Virginia Tech, 1994. http://hdl.handle.net/10919/45051.

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The efficacy of indoor environment evaluation is, in part, a function of the reliability and validity of the different measures used. This thesis presents results of a study, conducted in a building without known problems, which compares the reliability and validity of sensory comfort components from three well-known survey questionnaires. A review of literature reveals that sensory comfort theory draws upon many disciplines including, hedonics, psychometrics, and olfaction theory. The fundamental domains thermal, air quality, lighting, and acoustics and their dimensions are identified. The conceptual model integrates these theories underlying human response to sensory comfort.

The research questions involved in the selection of survey questionnaires are explored by examining sixteen indoor environment survey questionnaires. A meta-evaluation reveals that these questionnaires have three major functions, proactive, reactive, and re-evaluative studies.

Finally, the methods used to analyze survey questionnaires for reliability and validity are examined. An analysis of variance shows that the order in which questions were presented did not affect responses. The reliability of the measures tested ranged from poor to good. Examination of content and face validity by expert and untrained judges demonstrates inconsistencies in common or accepted meanings of the measures considered in evaluating the indoor environment. Analysis of construct validity indicates that not all survey questionnaire variables were categorized under their expected dimensions.

Contrary to advice found in the literature, this thesis suggests that the practice of combining items from different questionnaires is problematic. Finally, in buildings with known problems we can expect a relatively high degree of reliability and validity. However, the utility of such questionnaires in inventorying and assessing buildings without known problems will prove to be questionable.
Master of Urban and Regional Planning

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Frantz, José Merle. "Physical inactivity among high school learners in Belhar - a public health concern." Thesis, University of the Western Cape, 2004. http://hdl.handle.net/11394/1561.

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Philosophiae Doctor - PhD
For many decades, the World Health Organisation had highlighted the growing importance of chronic non-communicable diseases in developed and developing countries, with an increase in lifestyle-related diseases. Physical inactivity has been identified as one of the risk factors, in addition to other leading risk factors like diet, and the use of tobacco and alcohol, contributing to the occurrence of non-communicable diseases like cardiovascular diseases, cancers, obesity and type 2 diabetes mellitus. Based on the researcher's observations while living in Belhar community for more then ten years, it was hypothesized that the level of physical inactivity among adolescents could become a public health problem in the future if not addressed immediately.
South Africa
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Williams, Sarah Louise. "Promoting children's mental health at a whole-school level using action research." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4712/.

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This study aimed to explore school staff’s, parents’ and children’s understanding of mental health and identify what risk and protective factors affect children’s mental health. The key aims were to gain information about how mainstream primary schools promote children’s mental health, and to explore children’s, parents’ and school staffs’ understanding of children’s mental health and factors which promote or demote development. All of the schools who responded to the questionnaire considered that mental health promotion should be carried out by specialist. The findings from this initial survey suggested that to achieve the active involvement of school staff, further support was required to enable school staff to feel competent, confident and knowledgeable in this field. The participants in the action research phase of this study identified a number of factors within the individual, the micro, exo- and the macro-systems which they believed affected children’s mental health. The integrated MacDonald and O’Hara Ten Element Map (1998) and Bronfenbrenner’s bioecological model (2005) which consider the individual to be at the centre of and embedded in a number of environmental systems, afforded effective frameworks for exploring the school community’s understanding of children’s mental health, for conceptualising the findings from a bioecological perspective, and for planning action steps through which to enhance the impact of schooling on children’s mental health.
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Tsang, Hing-kwan, and 曾慶群. "A review of indices for building hygiene and community cleanliness in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45013263.

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Books on the topic "School buildings – Health aspects"

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University of the State of New York. Regents Advisory Committee on Environmental Quality in Schools. Report to the New York State Board of Regents on the environmental quality of schools. Albany, NY: University of the State of New York, State Education Dept., 1994.

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Blade, Leo M. J.M. Grasse Elementary School, Sellersville, Pennsylvania. [Cincinnati, Ohio?]: U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, 1992.

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Blade, Leo M. J.M. Grasse Elementary School, Sellersville, Pennsylvania. [Cincinnati, Ohio?]: U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, 1992.

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Blade, Leo M. J.M. Grasse Elementary School, Sellersville, Pennsylvania. [Cincinnati, Ohio?]: U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, 1992.

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Green schools: Attributes for health and learning. Washington, DC: National Academies Press, 2007.

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ACC, Environmental Consultants Inc. San Francisco Unified School District environmental compliance evaluation. [San Francisco, CA]: ACC Environmental Consultants, Inc., 1995.

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Is this your child's world?: How you can fix the schools and homes that are making your children sick. New York: Bantam Books, 1996.

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Davidson, Randall W. A. Practical health and safety guidelines for school theater operations: Assessing the risks in middle, junior, and senior high school theater buildings and programs. Edited by Young Helen and Shamel Rick. Littleton, Colo: Risk International Pub., 2006.

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Colbert, Regina. San Francisco Unified School District evaluation of the asbestos control program of planning and construction. San Francisco, Calif: The District, 1998.

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Gustafson, Lynne. Building a power base: Political action for the school health nurse. [Scarborough, Me.]: National Association of School Nurses, 1994.

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Book chapters on the topic "School buildings – Health aspects"

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Lackner, Christian K., and Karin Burghofer. "Medical Aspects." In The Networked Health-Relevant Factors for Office Buildings, 147–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22022-8_6.

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Lackner, Christian K., and Karin Burghofer. "Medical Aspects." In The Networked Health-Relevant Factors for Office Buildings, 147–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59226-4_6.

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Cimellaro, Gian Paolo. "Applications of Seismic Resilience for Health Care Facilities and School Buildings." In Urban Resilience for Emergency Response and Recovery, 345–59. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30656-8_10.

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Kern, Margaret L., and Jessica A. Taylor. "Systems Informed Positive Education." In The Palgrave Handbook of Positive Education, 109–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_5.

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AbstractPositive psychology as a discipline has focused primarily on understanding and building individual wellbeing. But the application of positive psychology within schools brings a number of challenges that transcend simplistic approaches. Schools are dynamic in nature and subject to numerous pressures and competing priorities. Positive psychology interventions can be helpful, some of the time, for some people, but there is a need to identify and transcend the limiting paradigms that drive our research, practices, and beliefs, moving beyond simplistic interventions and programs to broader awareness and mindful action. Systems Informed Positive Education (SIPE) explicitly incorporates aspects of the systems sciences into positive education practice and pedagogy to cultivate optimal learning environments that bring out the best in each individual and of the school community as a whole. This chapter describes SIPE, illustrates SIPE in action, and highlights key principles and their implications for embedding wellbeing at the heart of education.
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Baborska-Narozny, Magdalena, and Anna Bac. "Preliminary Evaluation of Design and Construction Details to Maximize Health and Well-Being in a New Built Public School in Wroclaw." In Sustainability in Energy and Buildings, 581–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36645-1_54.

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Haselsteiner, Edeltraud. "Gender Matters! Thermal Comfort and Individual Perception of Indoor Environmental Quality: A Literature Review." In Future City, 169–200. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71819-0_9.

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AbstractThe use of technology in construction has allowed a significant increase in comfort and the construction of energy-efficient buildings. However, for indoor environmental comfort, there is no universal standard that fits all. The indoor climate is perceived individually and the requirements are subjectively shaped. In this paper, a literature review is carried out to describe particular aspects relevant to gender. The aim is to raise awareness of these aspects in order to advance equality orientation as an integral part of planning and energy-efficient building concepts. The findings show that thermal comfort is an essential parameter, and up to 3 °C of differences between women and men were found. This difference is most evident in offices where women show a better cognitive performance in a warmer environment, while men do better in colder temperatures. Gender was also found to be an influencing factor of satisfaction with humidity, acoustic conditions, visual comfort, privacy, air quality, health aspects, light preferences, and brightness perception. Moreover, sick-building syndrome is more common among women. In conclusion, the literature confirms that essential indoor environmental quality (IEQ) parameters vary significantly across men and women and should be taken more into account in the practice of building technology.
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Dryfoos, Joy G. "Introduction." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0013.

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We have invited some practitioners who “do the work” to tell us what they do. Six program areas are covered here: parent involvement, after-school and summer programs, early childhood programs, primary health services, mental health services, and community development. These are the basic components of the community school model developed by The Children’s Aid Society (CAS); most other models include some or all of these activities as well. We have asked our experts from CAS to provide the rationale for what they do in their components, describe a working example, discuss implementation issues and sources of financing for the component, and tell us about the challenges they faced and the lessons they have learned from their experiences. Many of these components require space within the school—a designated area for parents to congregate, rooms for a primary health care clinic, private offices for mental health counseling, and classrooms and gyms for before- and after-school activities. Not every school can meet these space requirements, or at least many schools do not think that they have room for one more activity. I have observed, though, that more space becomes available in direct relationship to how essential the services become. One principal, reluctant to place a school-based clinic in his building, offered one very small room in a dark corner. Yet five years later, a full suite of rooms had been designated the “Health Place” with two examining rooms, a dental office, a meeting room, three private offices, and an attractive waiting room. The principal described the facility as “my clinic” when a newscaster came to do a story on the program. Unquestionably, full-service community schools require delicate negotiations over many issues, especially space. The CAS schools make full use of classrooms for after-school activities and need access to the gymnasium, auditorium, band room, restrooms, cafeteria, and playground. The principal and the community school director must work out the arrangements for the use of facilities and for cleaning and maintaining them. As you will see from these descriptions of the core components, this work is labor intensive. In every aspect of community school work, individual attention to students and their families is paramount.
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Mychailyszyn, Matthew P., Maureen A. Manning, and Catherine T. Petrick. "Regulating Emotions." In School Mental Health Services for Adolescents, edited by Judith R. Harrison, Brandon K. Schultz, and Steven W. Evans, 141–60. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780199352517.003.0007.

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The chapter “Regulating Emotions,” in School Mental Health Services for Adolescents, examines various aspects related to emotion regulation, including its identification, assessment, and intervention, according to evidence-based practice. Internalizing disorders represent an area of marked concern for youth, particularly during the developmental stage of adolescence. Particularly troublesome is empirical evidence that suggests an increasing prevalence rate of depression among youth. In the chapter, prevalence of disorders is examined, as well as different modalities by which psychopathology in the schools can be screened for and more formally evaluated. Various forms of cognitive-behavioral prevention and intervention are discussed and considered for appropriateness within a particular school context. Obstacles to implementation are considered and recommendations for a model of service delivery are offered.
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Fischetti, John C., and Dana L. Fischetti. "The Green Schooling of America." In Marketing the Green School, 15–24. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6312-1.ch002.

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The potential of green schools to improve student learning shows real promise. The continued focus on green school buildings, coupled with attention to healthy diets and healthy living habits, can only help students perform at their best. This chapter details the emerging knowledge base connecting the green schools movement and student learning. The authors share the early indicators, promising potential, and limitations of research related to green schools, and the links to student learning, teacher grades, state assessments, and children's overall health and well-being.
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Schuetz, Nikolaus, and Amy N. Mendenhall. "Anxiety Disorders." In Evidence-Based Practice in School Mental Health, 230–61. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886578.003.0008.

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Anxiety disorders have the highest prevalence of any group of mental disorders. This chapter primarily focuses on three of these anxiety disorders: generalized anxiety disorder, social anxiety disorder, and separation anxiety disorder. These three anxiety disorders have shared characteristics, are often comorbid, can continue into adulthood, and are predictors of other adulthood anxiety disorders. In schools, where many children and adolescents spend large quantities of time, anxiety can hinder academic performance, inhibit social relationships, and impact other important areas of functioning. Anxiety disorders in children or adolescents should be assessed using tools with empirical support and should include information triangulated from several sources. Treatment should cater to the level of need, such as cognitive-behavior therapy with individuals or groups. Collaborating with teachers, parents, and other community members is important for addressing anxiety thoroughly. A case example portrays these aspects of anxiety disorders in school-age youth.
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Conference papers on the topic "School buildings – Health aspects"

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Reddy, T. Agami, and Itzhak Maor. "The Importance of Proper Scheduling of Energy Equipment in Combined Heat and Power Plants for Buildings: A Case Study." In ASME 2009 3rd International Conference on Energy Sustainability collocated with the Heat Transfer and InterPACK09 Conferences. ASMEDC, 2009. http://dx.doi.org/10.1115/es2009-90004.

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There is increasing interest in using Combined Heat and Power (CHP) systems to supply the energy needs in commercial/institutional buildings. However, due to the large diurnal and seasonal variability in building thermal and electric loads, such systems in buildings (BCHP) require more careful and sophisticated operation as compared to those in industrial CHP. Operating such systems consists of two separate issues: (i) equipment scheduling which involves determining which of the numerous equipment combinations to operate, i.e., is concerned with starting or stopping prime movers, boilers and chillers; and (ii) the second and lower level type of control, called supervisory control, which involves determining the optimal values of the control parameters (such as loading of primemovers, boilers and chillers) under a specific combination of equipment schedule. This paper is concerned with both these aspects, and presents case study results of a school under real-time electrical pricing (RTP) located in New York City, NY. A school has been selected for study because of its high diurnal and seasonal load variability. The approach first involved simulating the buildings using a detailed building energy simulation program to obtain hourly electrical and thermal loads which were then used to size the BCHP system components. Subsequently, a certain number of days in the year were identified, and simulation runs were performed for optimal scheduling control as well as for all the feasible (but non-optimal) equipment combinations. The energy and cost implications of operating the BCHP system in a non-optimal manner under various scheduling combinations are presented and discussed.
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Mohd Idris, M. F. "Numerical assessment for fire safety in school buildings." In Environmental Health Risk 2003. Southampton, UK: WIT Press, 2003. http://dx.doi.org/10.2495/ehr030141.

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Alonso-Martirena, Yolanda. "Well-Being In School Organizations: Aspects To Consider." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.128.

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Hrivnova, Michaela. "SELECTED ASPECTS OF SUBJECTIVE EVALUATION OF HEALTH EDUCATION BY ELEMENTARY SCHOOL STUDENTS IN THE CZECH REPUBLIC." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.080.

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Toma, Zhana, O. Grigorieva, and E. Mironova. "Hygienic aspects of classes with children of primary school age in sports and health improvement groups for cross-country skiing." In Proceedings of the 4th International Conference on Innovations in Sports, Tourism and Instructional Science (ICISTIS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icistis-19.2019.70.

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Azhary, Muhammad Rifqi, and Dwi Noerjoedianto. "Evaluation of Information and Adolescent Counseling Center Management to Delay Early Marriage in Adolescents in Senior High School 4, Jambi, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.51.

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ABSTRACT Background: Teenage marriage have historically been associated with a variety of negative outcomes such as lower education levels, higher unemployment rates, worse health, lower wages and higher crime rates. Studies have revealed significant differences in most of the dimensions of marital quality, before and after marital counselling. The purpose of this study was to investigate evaluation of information and adolescent counseling center management to delay early marriage in adolescents. Subjects and Method: This was a qualitative study with a case study approach. The study was conducted at Public Senior High School 4 Jambi, Indonesia, from January to May 2019. 10 key informants were selected for this study. The data were collected by indepth interview and observation. The data were analyzed using source, data, and method triangulations. Results: The implementation of adolescent’s guidance and counseling center services still has room for improvement. There were several factors that lack of optimal results, for example the process of members or educators recruitment and training (input aspects), planning, report and evaluation system (process aspect) and students’ knowledge about health reproduction and adolescent marriage (output aspect). Conclusion: There is a need to improve information and counseling service. Keywords: evaluation, counseling and information center service, adolescents, delayed early marriage Correspondence: Muhammad Rifqi Azhary. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: rifqiazhary.ra@gmail.com. Mobile: +6285363817339. DOI: https://doi.org/10.26911/the7thicph.04.51
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Esenwein, Fred. "“Planetary Reconstruction”: Richard Neutra’s School Lessons from Puerto Rico." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.59.

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Puerto Rico, while a U.S. territory, lacked the education, health, and sanitation infrastructure found in the continental United States. Neutra’s task was to design facilities to improve the infrastructure. While the aesthetic of the buildings is considered Modernist architecture, Neutra was very sensitive to the structures of local communities. His school designs were didactic in the way people engaged the architecture by learning about fluid mechanics and sanitation through passive designs and planning. Gardens and agricultural practices were introduced to improve food and nutrition. Education and food reforms required local knowledge even though there is a broader scientific knowledge that understands how these conditions can thrive in a particular locality. Architecturally, Neutra adjusted the Modernist style to perform in tropical Puerto Rico. Having contributed to the development of Puerto Rico and anticipating the economic boom in the U.S., Neutra’s proposal for the American community is one that was developed from the global south meant to conserve local values, and yet it was conceived as a model plan that was independent of a particular location.
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Pierdicca, Alessio, Francesco Clementi, Diletta Maracci, Daniela Isidori, and Stefano Lenci. "Vibration-Based SHM of Ordinary Buildings: Detection and Quantification of Structural Damage." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46763.

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One of the most important issues in civil and in mechanical engineering is the detection of structural damages, which are defined as changes of material properties, of boundary conditions and of system connectivity, which adversely affect the system’s performances. The damage identification process generally requires establishing existence, localization, type and intensity of the damage. During its service life, a structure, besides his natural aging, can be subjected to earthquakes. These events may have a deep impact on building safety and a continuous monitoring of the structure health conditions, through Structural Health Monitoring (SHM) techniques, is necessary in many cases. Within this a background, the purpose of this work is to propose an integrated novel approach for the diagnosis of structures after a seismic event. The proposed monitoring system is based on recording the accelerations of the real structure during a seismic input, and the reintroduction of them into a numerical model, suitably tuned, in order to outline a possible post-earthquake scenario. This approach provides an estimation of the health of the building and of its residual life, and to detect and quantify the damage, some of the crucial aspects of SHM. Actually, we also get both online and self-diagnosis of the structural health. The technique is applied to a real structure, an industrial building liable of some seismic vulnerabilities. It it did not undergo an earthquake, so we have not recordered accelerations, and get them from a different numerical models subjected to the ground acceleration of a realistic earthquake.
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Telejko, Marek, and Ewa Zender-Swiercz. "An Attempt to Improve Air Quality in Primary Schools." In Environmental Engineering. VGTU Technika, 2017. http://dx.doi.org/10.3846/enviro.2017.051.

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Most primary school buildings in Poland rely on natural ventilation. This fact is attributed to the age of these buildings constructed more than dozen or even several tens of years ago. Few of them were fitted with a mechanical ventilation system allowing for the adjustment of microclimate parameters. The national requirements for gravity ventilation provide general guidelines, specifying strict description only for the airtightness of windows and doors and the minimum airflow to be supplied to the rooms. The minimum airflow supplied is independent of the number of occupants and purpose of the room. Low indoor air quality (IAQ) can impact occupants’ health and lead to poor productivity or low academic performance. Therefore the provision of good IAQ in classrooms and laboratories is very important. This paper presents the results of the investigation devoted to the quality of indoor air in classrooms of selected Polish primary school. Six primary school in a town with a population of 200 000 inhabitants were involved in the investigations. The participating school buildings were built between 1976 and 1994 and had gravity ventilation systems. The variability of basic IAQ parameters, i.e., temperature, relative humidity and carbon dioxide level, was analysed and the assessment of the classrooms in terms of microbiological purity was performed. The outcomes confirmed the low quality of the indoor air in these buildings. The maximum value of CO2 concentration amounted to more than 4000 ppm. Certain modifications aimed at improving IAQ were proposed during the investigations. Two solutions were implemented. The results of this study indicate that the proposed solution offers the potential to improve IAQ within classrooms.
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Wahyuningsih, Heni Puji, Bhisma Murti, Eny Lestari, and Reviono Reviono. "The Influence of Social Capital, Parenting, and Environment on Quality of Life among 2-4 Years Old Children." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.15.

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Background: Quality of life is actually a broader construct that encompasses aspects of life that may not be amenable to healthcare service. The quality of life of children is a subjective perception of satisfaction or happiness on quality of life. The quality of life is influenced by various factors, namely health conditions, socio-economic status, parenting styles, and the environment. According to HL Bloom’s theory, health status is determined by 40 percent of environmental factors, 30 percent of behavioral factors, 20 percent of health services, and 10 percent of genetics or heredity. The purpose of this study was to determine the effect of social capital, parenting, and the environment on the quality of life among children. Subjects and Method: This was a retrospective cohort study. Total of 400 children aged 2-4 years old who reside in the desa layak anak villages and ordinary villages in the region of Sleman regency. The dependent variable was quality of life among children. The independent variables were social capital, parenting, and the environment. Data were obtained from in-depth interview and questionnaire. Data were analyzed using path analysis. Results: The good quality of life of children was affected directly by positive social capital (b = 0.084; SE = 0.049; p = 0.001), good parenting style (b = 0.123; SE = 0.050; p <0.001), and good environment (b = 0.128; SE = 0.048; p <0.001). Conclusion: Social capital, parenting and environment have a direct influence on the quality of life among children. Keywords: quality of life, children, social capital, parenting, environment Correspondence: Heni Puji Wahyuningsih. Doctoral Program of Development Counseling, Universitas Sebelas Maret/ School of Health Polytechnis, Yogyakarta, Indonesia. Email: heni.pujiw@-poltekkesjogja.ac.id DOI: https://doi.org/10.26911/the7thicph.01.15
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Reports on the topic "School buildings – Health aspects"

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Khamidullina G.F., Latypov I.K. Theoretical Aspects of Young 6-9 Year-Old Judoists Training in Sports-Health Improving Groups of a Sports School. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, September 2017. http://dx.doi.org/10.14526/03_2017_241.

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