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Jerger, James, i Frank Musiek. "Report of the Consensus Conference on the Diagnosis of Auditory Processing Disorders in School-Aged Children". Journal of the American Academy of Audiology 11, nr 09 (październik 2000): 467–74. http://dx.doi.org/10.1055/s-0042-1748136.
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BACKGROUNDA group of 14 senior scientists and clinicians met at the Callier Center in Dallas over the 2–day period, April 27–28, 2000, in an attempt to reach a consensus on the problem of diagnosing auditory processing disorders in school-aged children. The conference was organized by James Jerger and Frank Musiek. The following individuals participated:Sharon Abel, PhD, University of Toronto, Toronto, ONJane Baran, PhD, University of Massachusetts, Amherst, MAAnthony Cacace, PhD, Albany Medical College, Albany, NYGail Chermak, PhD ‡, Washington State University, Pullman, WASusan Dalebout, PhD, University of Virginia, Charlottesville,VAJay Hall III, PhD, University of Florida, Gainesville, FLLinda Hood, PhD, Louisiana State University Medical Center, New Orleans, LALisa Hunter, PhD, University of Minnesota, Minneapolis, MNJames Jerger, PhD, University of Texas at Dallas, Dallas, TXSusan Jerger, PhD, University of Texas at Dallas, Dallas, TXRobert Keith, PhD, University of Cincinnati, Cincinnati, OHFrank Musiek, PhD, Dartmouth-Hitchcock Medical Center, Hanover, NHRoss Roeser, PhD, University of Texas at Dallas, Dallas, TXChristine Sloan, PhD, Annapolis Valley Regional School Board Berwick, NSMeeting both as separate groups and in plenary session, the conferees reached the consensus summarized below.
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Anglum, J. Cameron. "When five shrinks to four: Assessing the four-day school week in rural locales". Phi Delta Kappan 103, nr 4 (grudzień 2021): 19–23. http://dx.doi.org/10.1177/00317217211065822.
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In rural school districts across the country, four-day school weeks have proliferated. Currently adopted in 1,600 schools in 600 school districts, 90% of which are rural, four-day school week policies have prospered largely without a robust body of evidence to support their expansion. J. Cameron Anglum presents an overview of four-day school week policy expansion and describes a few of the studies into its effects on students, families, and communities.
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Cabrera-Hernández, Francisco. "Does Lengthening the School Day Increase School Value-Added? Evidence from a Mid-Income Country". Journal of Development Studies 56, nr 2 (14.01.2019): 314–35. http://dx.doi.org/10.1080/00220388.2018.1563680.
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Soares, June, Maria L. Blanton i James J. Kaput. "Thinking Algebraically across the Elementary School Curriculum". Teaching Children Mathematics 12, nr 5 (styczeń 2006): 228–35. http://dx.doi.org/10.5951/tcm.12.5.0228.
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“There is not enough time in the day to teach all subjects!” This is the cry heard in elementary schools all across the country. With testing and accountability on everyone's mind, teachers are looking for creative ways to teach all subjects. Literacy is on the top of the list for testing, so it seems to get top priority. But how can we make sure that mathematics, especially a crucial area such as algebraic thinking, is a priority as well?
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Pulko, Radovan. "The Russian Emigrant School System in Interbellum Slovenia". Monitor ISH 16, nr 1 (21.11.2014): 87–106. http://dx.doi.org/10.33700/1580-7118.16.1.87-106(2014).
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In almost every country where they settled, the Russian emigrants who had left their homeland after the defeat of the antirevolutionary forces organised their own school system. This was also the case in the Kingdom of Serbs, Croats and Slovenians, where Russian emigrant schools were not only included in the educational system of the so-called ‘Expatriate Russia’ but integrated into the educational system of the host country as well. The Russian educational institutions in the Kingdom of Serbs, Croats and Slovenians included some recognised institutions from Tsarist Russia, which had emigrated together with their students and teachers after the Russian Civil War, as well as institutions recently founded by Russian emigrants. The territory of present-day Slovenia hosted Russian kindergartens, primary schools, school groups, a Realgymnasium and – briefly – two cadet corps.
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McMullen, Jaimie, Collin Brooks, Cassandra Iannucci i Xiaoping Fan. "A Day in the Life: Secondary School Students’ Experiences of School-Based Physical Activity in Ireland, Finland, and the United States". International Journal of Environmental Research and Public Health 19, nr 3 (22.01.2022): 1214. http://dx.doi.org/10.3390/ijerph19031214.
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Internationally, there is an effort to have schools adopt a whole-school approach to physical activity promotion. Such a model includes physical activity opportunities throughout the whole school day, including physical education; before, during, and after school physical activity; and staff and community engagement. The purpose of this study was to describe the physical activity experiences of young people attending secondary schools in Finland, Ireland, and the United States where a whole-school approach to physical activity promotion was employed. One school in each country was identified based on its adoption of a national physical activity initiative (i.e., Finland—Finnish Schools on the Move; Ireland—Active School Flag; United States—Let’s Move Active Schools). Data were collected through observation with field notes, photos, and interviews with key stakeholders. The results are presented as analytic narrative vignettes that represent a “typical” school day. The results provide a glimpse into available physical activity opportunities for young people at each school and demonstrate an emphasis on active school culture.
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Parente, Cláudia da Mota Darós. "Multiple-shift schooling: international context and the brazilian case". Revista Tempos e Espaços em Educação 13, nr 32 (21.04.2020): 1–20. http://dx.doi.org/10.20952/revtee.v13i32.12962.
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The article systematizes the main concepts, arguments and characteristics of multipleshift schooling in the international context and in Brazil, through bibliographic and documentalresearch. The presentation of the specificities of the multiple-shift schooling in different countries provided elements for the analysis of the Brazilian case. The article highlights the emergence of multiple-shift schooling in the early twentieth century, its widespread nationwide, the emergence of experiences of extended school day, the naturalization of the multiple-shift schooling in the country, the diversity of shifts, school day and schedules and the recent goal of full-time education. Expanding the provision of full-time education does not necessarily mean eliminating multiple-shift schooling. There are still numerous challenges for public schools (half-day or fullday). Analysis of school day and full-time education associated with multiple-shift schooling may bring new perspectives to the formulation and implementation of educational policies.
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Awad,, Hana, Alaa Sarhan i Rania Abd El Gelil. "NATURAL VENTILATION ASSESSMENT IN EDUCATIONAL BUILDINGS , MARIN COUNTRY DAY SCHOOL- NEW BUILDING, CORTE MADERA, CA". Journal of Al-Azhar University Engineering Sector 14, nr 53 (1.10.2019): 1534–42. http://dx.doi.org/10.21608/auej.2019.64119.
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Buxton, Lisa. "Aboriginal ways of seeing and being: informing professional learning for Australian teachers". AlterNative: An International Journal of Indigenous Peoples 14, nr 2 (13.03.2018): 121–29. http://dx.doi.org/10.1177/1177180118764124.
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This article describes consolidating elements of professional learning for teachers, increasing their efficacy in incorporating Aboriginal ways of seeing into classroom practice. Included are findings from the first school in the second phase of ongoing research in which the first phase had established what teachers already know and would like provided in professional learning. This stage of the study took place within the theoretical framework of adult education and teacher professional development. Design-based research methodology provided the flexibility of ongoing improvement. Teacher participants evaluated the professional learning that comprised a day on Country providing background concepts. Thereafter, a follow-up day facilitated in-classroom translation of concepts into practice for teachers’ own context and year level. Participants took part in group interviews, providing feedback that has informed incremental changes to the professional learning. The main findings were that teachers recommended 2 days on Country but not at the expense of the in-school follow-up; in addition, they requested ongoing support through a blog.
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S., Dr Nithya. "A Key to Unlock: Empowering Emotional Intelligence and Experiencing Transformation among School Students through Emotional Intelligence Intervention". Revista Gestão Inovação e Tecnologias 11, nr 2 (5.06.2021): 1474–80. http://dx.doi.org/10.47059/revistageintec.v11i2.1773.
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India is the largest democracy in the world, and students are called future of the country. Schools are the place for the empowerment and development of good attitude-oriented personality students. The development of good attitude-oriented personality includes both cognitive skills and social cum emotional skills among school students that in turn would lead the country to be a developed country in the near future. In the present world of globalization, all the schools take good effort in imparting education that meet the requirements of present day globalised organizations. But at the same time, the schools are missing the key of upgrading the student’s social and emotional skills which would be the tool to retain success both in their professional and personal life. Hence the present study investigation would be an evidence for proving that upgrading the student’s social and emotional skills through Emotional intelligence intervention would lead to experience the empowerment and real transformation among school students of government schools. The present study would be an experimental study investigating the government school students’ Emotional intelligence before and after Emotional intelligence intervention.
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Raguin, Virginia. "An Túr Gloine (Tower of Glass) at the Newton Country Day School of the Sacred Heart". Interfaces, nr 38 (1.01.2017): 39–64. http://dx.doi.org/10.4000/interfaces.310.
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Pulkkinen, Lea. "A Longitudinal Study on Social Development as an Impetus for School Reform Toward an Integrated School Day". European Psychologist 9, nr 3 (styczeń 2004): 125–41. http://dx.doi.org/10.1027/1016-9040.9.3.125.
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The Jyväskylä Longitudinal Study of Personality and Social Development, in which the same individuals have been studied from the age of 8 to age 42, has warranted the conclusion that children should be encouraged toward prosocial development at an early age, because it helps them to integrate into the school environment and saves them from the cycle of maladaptation. A project was designed at the invitation of a Finnish parliamentary group for the enhancement of children's socioemotional development at school. The project comprises seven subprojects including interventions at three levels: the child's behavior, school as a learning environment, and the school's relationships with the surrounding world. The core of the project is the subproject for the Integrated School Day. It refers to a new learning culture with different learning, care, and leisure activities organized in cooperation between several professions. Finnish children spend long afternoons alone while both parents are working full-time. The project aims at decreasing the amount of time pupils are without adult supervision, facilitating socioemotional development by creating a firm basis for leisure activities, and strengthening the social capital of the school and initial social capital of children. The project began in 2002 in seven schools within four communities, with about 2000 students from grades 1 to 9. Beginning in the fall of 2004, the law will mandate that supervision of children's activities in the morning and afternoon should be available throughout the country for all first- and second-grade children and for special needs children at any grade.
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Monteiro, Jesus Alexandre Tavares, i Danilo Ferreira Soares. "Each toada represents a missing: a brief history about the use of caipira music in the study of human and social sciences in new high school". Revista Tempos e Espaços em Educação 15, nr 34 (14.12.2022): e17862. http://dx.doi.org/10.20952/revtee.v15i34.17862.
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This article aims to present a brief history of country music, through qualitative bibliographic research and exhibitions of musical excerpts to offer teachers and other interested parties a path of educational intervention. Music associated with education promotes dynamism in the learning and teaching process. Specifically, country music contextualizes the social relationships of students in rural regions and also in large urban centers. From the Brazilian colonial period, in the mid-16th century to the present day, this musical style adapts and characterizes the historical and chronological times through which it passes. Each country song represents a historical context permeated with culture and sensibility. It is an investigation that explains the didactic and educational potential of the use of country music in the study of human and social sciences within the new high school.
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Fast, Idit. "Understanding Educational Policy Formation". Sociology of Education 89, nr 1 (22.11.2015): 59–78. http://dx.doi.org/10.1177/0038040715615923.
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This study explores mechanisms underlying processes of educational policy formation. Previous studies have given much attention to processes of diffusion when accounting for educational policy formation. Less account has been given to the day-to-day institutional dynamics through which educational policies develop and change. Building on extensive governmental archival data, complemented with interviews and media analysis, I study the development and transformation of school violence policies in Israel. I argue that diffusion of global policy ideas and practices provides the menu of possible policies, while within-country struggles over legitimacy in the policy domain serve as a mechanism shaping which items on the menu becomes actual policy. Specifically, in the Israeli case, the interest in and action toward school violence were influenced by a global trend, but the actions of Psychological-Counseling Services (PCS) who struggled to assert their legitimacy as the authority on school violence in the Israeli Ministry of Education (MOE) shaped the adoption, rejection, and institutionalization of the specific school violence policy ideas and practices.
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Gomekar, Miss Prapti A., Miss Shreya K. Mate, Miss Shruti V. Lokhande, Miss Sonal R. Dhole, Miss Anupama S. Joshi i Dr Amol V. Zade. "Implementation Paper on Web Based Mid-Day-Meal Analysis". International Journal for Research in Applied Science and Engineering Technology 10, nr 5 (31.05.2022): 1693–98. http://dx.doi.org/10.22214/ijraset.2022.42624.
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Abstract: The Mid Day Meal Programme (MDMP) is a welfare programme that is being operated through the country and involves millions of children, crores of public funds, and thousands of officials manning the programme. While there can no denying that the programme needs to be monitored with an eagle’s eye for lacunae, discrepancies and malpractices, it is equally imperative that each and every well-intentioned effort, however miniscule, needs to be appreciated, rewarded and publicized for the simple reason that man motivation is a simple but a highly effective tool that can rev up the gargantuan lumbering machinery involved in the implementation of MDMP to generate unprecedented results, as expected of this populist programme. Keywords: Mid-Meal, Government schemes, School, Children, Database connection
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Behrmann, Laura. "“You Can Make a Difference”: Teachers’ Agency in Addressing Social Differences in the Student Body". Social Inclusion 9, nr 3 (16.09.2021): 372–82. http://dx.doi.org/10.17645/si.v9i3.4327.
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Teachers are key players in transforming the education system (van der Heijden et al., 2015). They shape educational processes, influence school policies, and make day‐to‐day decisions that have a direct effect on students (Vähäsantanen, 2015). Yet we currently know very little about whether they can contribute to the creation of social equality of opportunity. This article focuses by way of example on the experiences and interpretative schemes of teachers in Germany, as the country is known for its highly selective school system. It draws on data from an exploratory study based on 20 narrative interviews (Rosenthal, 2018) with schoolteachers at three comprehensive schools in East and West Germany, which were selected because comprehensive schools in Germany see themselves as a more equal‐opportunity form of education. The article begins by identifying four types of teacher action orientations in addressing the social differences of schoolchildren. Unexpectedly, only a few teachers exhibited a socially conscious inclination to act—for example, by providing targeted support to schoolchildren from socially disadvantaged households. In the second step, by comparing teacher biographies, school environments, and historical imprints, the article attempts to identify certain conditions under which teachers perceive themselves as responsible for addressing social differences among students. Beyond illustrating the interplay of biographical experiences and school culture, the study’s east–west contextualization opens up a new perspective for examining the lingering implications of the German half‐day schooling model even after the introduction of all‐day schooling in 2003. One possible conclusion is that the transformation of the German school system from a half‐day to an all‐day model has not taken the tasks of teachers into account, which, as this article points out, would be important in making them aware of schoolchildren’s different social backgrounds and their effects on achievement.
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GERVELMEYER, A., M. SØBORG NIELSEN, L. CHEMNITZ FREY, H. SCKERL, E. DAMBERG i K. MØLBAK. "An outbreak of hepatitis A among children and adults in Denmark, August 2002 to February 2003". Epidemiology and Infection 134, nr 3 (30.09.2005): 485–91. http://dx.doi.org/10.1017/s0950268805005200.
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From August 2002 to February 2003 25 cases of hepatitis A were notified from one town in Jutland. The first cases were children of three families who returned from an endemic country. The infection spread subsequently in the local community and within households. A case-control study among household index cases showed that hepatitis A was associated with contact to a case in an after-school group (OR 29·6) and with contact to a case household member in a school class or day-care centre group (OR 9·5). From a serosurvey it was estimated that for each notified patient approximately one additional infection has occurred in the households. The infection was imported by children of immigrants, born in Denmark, returning from a visit to friends and relatives in the high-incidence country of origin of their parents and was then propagated through contact between children in after-school groups, schools and their families. Immunoprophylaxis should be given to children prior to visits to friends and relatives in endemic countries and to case contacts.
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Maimun, Maimun, i Abdul Haris. "Civic Education Pesantren Salaf di Madura : Sinergi Pendidikan Karakter dan Upaya Deradikalisasi". TADRIS: Jurnal Pendidikan Islam 16, nr 2 (22.12.2021): 411–24. http://dx.doi.org/10.19105/tjpi.v16i2.5137.
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This study aims to describe the internalization of civic education, especially in the effort to foster the spirit of nationalism and love the country from two salaf Islamic boarding schools in Madura between the al-Mubarok Lanbulan Tambelangan Islamic Boarding School in Sampang and the Islamic Boarding School of Al-Is'af Kalabaan Guluk-Guluk Sumenep. The research subjects who became the information center consisted of caregivers, asatidz and administrators with data collection techniques including interviews, observation and documentation. For data analysis, the researcher used Miles and Huberman's interactive analysis technique. To test the validity of the data, it is used triangulation technique. The results showed that the internalization of civic education in these pesantrens was conveyed in three ways; First, through learning. The students are taught the morals of the state and love the country through the clasical book of 'Idhatun Nasyi'in and through civics education learning in the equality education system applied at the al-Mubarok Islamic boarding school. Meanwhile, for pesantren al-Is'af, it is applied through additional explanations in book recitation conditionally. Second, through the extra activities, including; organizing, bahsul masail, flag ceremony on 17 of August and the commemoration of the national santri day at al-Mubarok, as well as through bahsul masail and muhadara activities at the al-Is'af boarding school. Third, through social activities of students in the internal boarding school.
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Al-Selwi, Abdul-Malik. "تعليم اللغة الإنجليزية لأغراض خاصة في اليمن". Queen Arwa University Journal 18, nr 18 (30.06.2017): 240–48. http://dx.doi.org/10.58963/qausrj.v18i18.265.
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The Republic of Yemen is one of the Arab countries. It is located in the Middle East. It is a monolingual country where Arabic is the mother tongue of the Yemeni population. As in many Middle-Eastern countries, English is used as a foreign language in Yemen. It is taught as a subject in the school curriculum, but it is neither used as a medium of instruction in education, except in limited cases as in private schools and some tertiary institutions, nor a language of day-to-day communication within the country. It is taught as a compulsory or mandatory subject in government schools and universities, and it is the medium of instruction (i.e. the language of the prescribed textbooks and the medium of oral instruction) in some private schools and university departments. For this reason, this paper aims to scrutinize the former and current situation of teaching and learning English in Yemen.
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Sylivester W. Mkama. "Menstrual hygiene management practices among secondary school girls in Ifakara Town, Kilombero District, Tanzania". Magna Scientia Advanced Biology and Pharmacy 7, nr 1 (30.09.2022): 018–25. http://dx.doi.org/10.30574/msabp.2022.7.1.0078.
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Background: In developing countries many adolescent girls lack appropriate information, materials and access to the right sanitary facilities to manage menstruation. Therefore, this study aimed to assess menstrual hygiene management practices among secondary school girls in Ifakara Town, Kilombero District, Tanzania. Methods: A school based cross-sectional study was conducted from April to June 2021 among secondary school girls Ifakara Town, Kilombero District, Tanzania. A total of 138 girls were selected randomly and interviewed using a structured questionnaire. Results: Overall, 67.4% of the girls had good knowledge on menstrual hygiene management practices. Out of these, 94.2% used commercial disposable sanitary pads as absorbents, 92.7% Changed pads more than three times a day during menstruation, 96.4% Cleaned external genitalia with soap and water during menstruation. Conclusion: In this study, the practice of menstrual hygiene management of secondary school girls was good. This highlights the need of education on menstrual hygiene management to all secondary school girls country wide.
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Gowd, P. Kavya Sree, l. Sowmya, P. Sujatha i B. Devi Madhavi. "IJCM_258A: Perceptions regarding mid-day meal programme among parents of government school children in rural field practice area of a government medical college a cross sectional study." Indian Journal of Community Medicine 49, Suppl 1 (kwiecień 2024): S75. http://dx.doi.org/10.4103/ijcm.ijcm_abstract258.
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Background: Mid - Day Meal Scheme (MDMS) renamed as PM POSHAN in 2021 is aiding 11.80 crore children studying in 11.20 lakhs schools across the country making it the largest school feeding programme in the world. This study was intended to know the opinion of parents of children going to government schools regarding mid - day meal. Objectives: 1. To study the perceptions of parents regarding Mid -Day Meal Scheme. 2. To identify the barriers for non-consumption of Mid - day meals. Methodology: Study Design Cross - sectional study Sampling Systematic Random Sampling Study setting “Rural Field Practice Area of a Government medical college. Study Period November - December 2023 Inclusion criteria Parents and Guardians who gave written informed consent. Exclusion criteria Parents who could not respond due to mental problems. Ethical Prior ethical approval was taken from Institutional Ethics Committee. Data collection and analysis data collection was done using pre-designed semi structured questionnaire and analyzed using Excel and SPSS software. Results: Mean age of the respondents (parent) was 33±7SD. Majority (72.9%) of the respondents were mothers. 59.4% of parents perceived that quality of MDM was good. It was found that overall satisfaction among parents regarding MDM was 65%. More than two thirds (67.5%) of parents felt that MDM has improved their childs school performance. Conclusion: Most of the parents were satisfied about the quality of mid - day meal and few parents agreed that MDM has encouraged parents to send their children to school. Most of the parents agreed that MDM is beneficial and should be continued
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Hill, Eddie, Tammi Milliken, Jennifer Goff i Debbie Clark. "Promoting Character and Resiliency among Elementary School Students: An Assessment of the CARE Now Program". Journal of Youth Development 10, nr 1 (1.03.2015): 95–105. http://dx.doi.org/10.5195/jyd.2015.422.
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Youth, especially in inner-city areas of the country, are in need of effective, outcome-based camp programs when school is not in session. Character and Resiliency Education (CARE) Now (CN) is a comprehensive in- and afterschool program designed to promote academic enrichment through positive youth development with a focus on enhancing character and resiliency. In the summer of 2013, CN was adapted to create a three-week long day camp at a high-needs elementary school in eastern Virginia. Using theoretically-based and outcome focused programming, CN was widely praised for its effectiveness among youth in this summer camp. To assess its impact, a mix-method approach was used, producing desirable results. Consequently, the supporting organization moved forward to fund CARE Now for a year-long program at the same school.
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Kozioł-Kozakowska, Agnieszka, Beata Piórecka, Agnieszka Suder i Paweł Jagielski. "Body Composition and a School Day Hydration State among Polish Children—A Cross-Sectional Study". International Journal of Environmental Research and Public Health 17, nr 19 (30.09.2020): 7181. http://dx.doi.org/10.3390/ijerph17197181.
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Background: Little is known on the relationship between obesity and hydration level in children. To explore the possible association between children’s hydration status and body composition, we conducted this cross-sectional study. Methods: The survey was carried out in 2018 in Preliminary and High Schools from the Malopolska Province, Poland. The study group consisted of 264 children aged 7–15 years. The level of hydration was assessed based on urine osmolality during a school day. The examined had anthropometric tests and body composition assessment (FM, BF%, FFM, TBW, TBW%). Odds ratio (OR) and 95% confidence interval (CI) were calculated using a logistic regression analysis. Results: In the study group, 9.5% of the examined were overweight, 7.2% obese, and it referred more to the country than towns (p < 0.05). Improper hydration was found in 53% of children, and 16.3% of them were severely dehydrated during a school day (urine osmolality > 1000 mOsm/kgH2O). The level of dehydration was higher in children with excessive body fat (BF%) than in children with normal BF% [903.00 vs. 775 mOsm/kgH2O]. Older age (>10 y) showed inverse association with dehydration [OR 0.52 (95% CI; 0.28–0.99)] and excessed BF% showed 2.3-fold increase in odds of dehydration during a school day [OR 2.39 (95% CI; 1.15–4.94)]. Improper hydration was a risk factor of difficulties with concentration declared by students during a school day OR 2.85 (95% CI; 1.16–6.99). Conclusions: Attention should be paid to appropriate hydration especially in children with excessive body fat content who feature a higher risk of dehydration and fluid demand.
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Obeng-Gyasi, Emmanuel, Godfred Antwi i Cecilia Obeng. "“Food is Environmentally and Culturally Specific!”: A Preliminary Qualitative Study on U.S. Immigrant Parents’ Perceptions of School Lunch". European Journal of Investigation in Health, Psychology and Education 10, nr 1 (21.11.2019): 240–49. http://dx.doi.org/10.3390/ejihpe10010019.
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Children spend most of their day hours in school, so the dietary choices they make during school days are important for their childhood development and later life. This research examined food choices among immigrant families with school-age children in Indiana, USA. Open-ended questions were answered by 52 immigrant parents in 2017. Parents who answered the questions had children in classes ranging from kindergarten to grade 12. NVivo 11 was used for the initial analysis of the dataset, and several themes were identified. After the initial analysis, the data were categorized into major themes to condense the themes. Thirty-eight (73%) of the respondents indicated that their children ate school lunch, 14 (27%) indicated that they prepared lunch for their children to eat at school, and 39 (75%), mostly from non-industrialized countries, indicated that their children ate their home-country staple foods for dinner and on non-school days. Parents indicated that schools are serving the needs of immigrant children by serving varieties of foods during lunchtime.
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Bastian, André. "‘My language is part of your country’". Scenario: A Journal of Performative Teaching, Learning, Research XII, nr 1 (1.01.2018): 25–37. http://dx.doi.org/10.33178/scenario.12.1.2.
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Youth disengagement is closely linked to current phenomena of (Islamic) radicalization in Western societies and beyond. Therefore, substantial funding is dedicated to ‘de-radicalization programs’ such as the ‘Aarhus Model’ within the Danish de-radicalization ‘Action Plan’ (2009–). Providing support for finishing school, housing and work to ‘would-be fighters’ in conflict zones of the Middle East offers an alternative to punitive approaches. Nonetheless, sustainable success in creating a sense of belonging in liberal democracies arguably needs to start earlier and avoid discriminatory assumptions like those seen in the term ‘de-radicalization’.The author proposes a strategic initiative in Applied Theatre. Based on Process Drama and In-Role-Drama, the initiative focuses on the two-way teaching of language(s) in the Drama classroom. It considers both the pragmatic need for one (or several) official language(s) to keep open the sophisticated channels of communication in modern liberal democracies, and the rich cultural and linguistic heritage that arrives in many Western societies from other parts of the world every day. Employability needs meet the need for reciprocal empathy and shared cultural acknowledgement. Avoiding the common vocabulary of deficiency (‘lack of language proficiency’, ‘need for cultural integration’) the article outlines the possible benefits and potential obstacles of this new approach.
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Dickinson, Annie, i Anne Dickinson. "Literature and Conflict: One Day Postgraduate Conference at the University of Birmingham". Exchanges: The Interdisciplinary Research Journal 2, nr 1 (27.08.2014): 168–74. http://dx.doi.org/10.31273/eirj.v2i1.107.
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The inaugural one day postgraduate conference hosted by the School of English, Drama, American and Canadian Studies at the University of Birmingham on June 20th 2014, invited postgraduate students and academic researchers to explore the multiple relations and interactions between literature and conflict. Three plenary speakers from institutions across the country, as well as three panels of postgraduate students from the University of Birmingham, gave papers which examined such diverse topics as the issues and debates around the textual representation of violent conflict and war, literature as an expression of personal inner conflict, and audience responses to theatrical violence. Papers and subsequent discussions raised multiple interesting questions about literature and conflict, prompting a re-evaluation of both terms. Photo credit: "Their First Quarrel, Gibson" by Charles Dana Gibson
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BOCCIA, D., N. ANDREWS, S. SAMUELSSON, S. HEUBERGER, A. PERROCHEAU i J. M. STUART. "Effectiveness of different policies in preventing meningococcal disease clusters following a single case in day-care and pre-school settings in Europe". Epidemiology and Infection 134, nr 4 (18.01.2006): 872–77. http://dx.doi.org/10.1017/s0950268805005819.
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National policies for chemoprophylaxis after single cases of meningococcal disease in day-care or nursery settings vary across Europe. We carried out a multi-national retrospective study to compare the effectiveness of different policies. Countries were divided into those recommending chemoprophylaxis only to close contacts (policy A, close) and those recommending chemoprophylaxis for all children in the same nursery (policy B, mass). Country-specific relative risk (RR) of a cluster was defined as the ratio of the number of clusters observed to the number of clusters expected by chance. In total, 37 clusters were identified between 1 January 1993 and 31 December 2002. After adjusting for marked heterogeneity in RR by country, the ratio of RR between countries suggested possible benefit from mass prophylaxis (RR ratio 3·8, 95% CI 0·7–22·0), although the difference was not statistically significant (P=0·22). The costs of this approach and the low risk of clustering need to be taken into account when deciding national policy.
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Maughan, Erin D., Ann Marie McCarthy, Maria Hein, Yelena Perkhounkova i Michael W. Kelly. "Medication Management in Schools: 2015 Survey Results". Journal of School Nursing 34, nr 6 (11.09.2017): 468–79. http://dx.doi.org/10.1177/1059840517729739.
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The increasing prevalence of chronic conditions in children, for both common and rare conditions, over the past 30 years, and the increase in the number and range of medications used to manage these conditions, has contributed to the need to address medication management in schools. The purpose of this article is to present the key findings from a national survey on medication administration in schools. A nonexperimental cross-sectional design was used in this descriptive study. An online survey was sent to school nurses across the country. Responses from a total of 6,298 school nurses were used in the analysis. Results of the survey related to prescription and nonprescription medications, medication storage, student’s carrying their medications, delegation of medication administration, documentation, and medication errors are discussed. The article concludes that many different medications are administered during the school day. School nurses must advocate for proper policies and procedures to guard the safety of students.
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Tanaka, Chiaki, Akira Kyan, Minoru Takakura, Tim Olds, Natasha Schranz i Shigeho Tanaka. "Validation of the Physical Activity Questions in the World Health Organization Health Behavior in School-Aged Children Survey Using Accelerometer Data in Japanese Children and Adolescents". Journal of Physical Activity and Health 18, nr 2 (1.02.2021): 151–56. http://dx.doi.org/10.1123/jpah.2019-0671.
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Background: An international physical activity (PA) questionnaire is beneficial to make cross-country comparisons among children and adolescents. This study assesses the validity of the PA questions in the World Health Organization Health Behavior in School-Aged Children (WHO HBSC) survey in Japanese children and adolescents. Methods: Participants were fifth- to sixth-grade Japanese primary school students (67 students aged 10.8 [0.5] y) and first- to third-grade junior high school students (108 students aged 13.0 [0.7] y). The Japanese version of the PA questions in the WHO HBSC (WHO HBSC-J) was used. To assess the validity of the PA questions, the authors used a partial correlation adjusted for sex, age, and relative weight between the answers to the survey questions and objectively measured moderate to vigorous PA (MVPA) by an accelerometer. Results: A significant positive correlation was found between accelerometer-measured MVPA and the number of reported days with at least 60 minutes/day of MVPA in primary school students (r = .39, P = .002) and junior high school students (r = .32, P < .001). Conclusion: The HBSC-J has moderate validity for evaluating MVPA in Japanese primary school and junior high school students.
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Marumo, Boipuso B., i Nkobi O. Pansiri. "Early School Withdrawals and Underperformance as Indicators of Poor Attention to Learner’s Welfare: Botswana in 50 Years of Self-Rule". Journal of Educational Issues 2, nr 2 (8.12.2016): 367. http://dx.doi.org/10.5296/jei.v2i2.10270.
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<p>September 30<sup>th</sup> 2016 was Botswana’s 50th birthday. Botswana, a deeply impoverished country in 1966 was on that day an upper-middle income country in the world rankings. Its education expenditure was one of the highest in the world, at around 9% of the GDP. It was on record to have provided more than 90% of universal and free primary education. Guided by the 1977 and 1994 education policies, the country committed itself to the universal declaration that education is a fundamental human right. It adopted a priority of reducing the growing percentages of non-enrolled school age children, let alone working around the clock to increase access to basic education schooling. Despite these good policies and sound financial resources, it has not escaped global challenges of unequal access which has denied some learners the opportunity to complete their education programmes. It also faced huge challenges of low school retention rates, particularly in the basic education programme, that is primary and secondary school systems. This article considers these challenges as critical indicators of lack of attention to learner’s welfare in public schools. It argues that in the 50 years of self-rule, the basic education program remained trapped in a culture of moral indifference and silent exclusion. The article argues that post 50<sup>th</sup> birthday, Botswana needs to begin a new chapter, developing an education system that cares about learner’s education welfare more than ever before.</p>
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Zorochkina, Tetiana. "Innovative approaches to improving qualifications of the primary school teachers in the Great Britain". Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, nr 2 (2019): 95–100. http://dx.doi.org/10.33310/2518-7813-2019-65-2-95-100.
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The article examines the approaches to improving the skills of primary school teachers in the UK. Criteria for upgrading and retraining UK teaching staff are highlighted. Teacher training courses are held at different educational institutions: at institutes of pedagogy of higher educational institutions, with independent advisory groups, with the Department of Education and Science, at teacher centers, with local educational authorities, at school. Short-term advanced training courses are divided into: one-day; three days; five to six day courses; vacation courses. Long-term courses include three-year advanced training courses. During the courses of advanced training teachers are engaged in research activities under the direction of university tutors. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers. The teacher education system serves a prominent system of public education. Understanding the need for organizing mass retraining of teachers in Britain has been growing in pedagogical circles since the last century, when intensive primary education was developing. Since then and to this day, discussions about the most rational ways of updating the teacher education system are not dying. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. Both local and national authorities of this service are actively involved in the analysis and evaluation of the effectiveness of all work aimed at supporting and developing the professional skills of school teachers. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers.
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Marston, Jessica. ""Pleasure to Burn": A Comprehensive Look into the History of Censoring Literature in School Environments". Kansas English 104 (30.06.2023): 33–42. http://dx.doi.org/10.62704/j89nfm11.
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The literature review below was done to investigate the history of censorship, specifically book burning and how it relates to the modern-day censorship that is seen in our country today. Using scholarly articles and books, news articles, professional organization websites, video documentaries, and data from prominent anti-censorship organizations, this article strives to tell the full story of the world’s complicated history with the censorship of knowledge. This review of literature makes clear that contemporary and historical censorship is an attempt to gain power and suppress the voice of those under authority. As educators, students, and community members, it is vital to use this knowledge to protect students' right to read.
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Akram, Mohammad. "NEED ASSESSMENT COUNSELING FOR SCHOOL ADOLESCENT STUDENTS". EDUCATION, SUSTAINABILITY & SOCIETY 4, nr 1 (4.01.2021): 28–32. http://dx.doi.org/10.26480/ess.01.2021.28.32.
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The youth in the 21st century are facing numerous issues that may affect their ability to do well and properly in school. Every student has strong needs and desires to reach some set goals but in this competitive era, their life is being complicated day by day and vastly affected by various mental health problems in schools, and many other educational, vocational, social, emotional, and behavioral problems among them in our country. One of the reasons for these problems is lack of guidance and counseling services in our schools. According to Şahin Kesici, “a student whose personal guidance and counseling need is satisfied can; establish harmonious relationship with friends and parents, knows his/herself, improve problem solving and communication skills. Besides, s/he can improve social skills, cope with test anxiety and make effective decisions” (Kesici, 2007, p. 1327). On the other hand, when the needs are not met, and a student’s functioning in school suffers for an extended period, the student may break away from school completely (DeSocio & Hootman, 2004). To overcome negative psychological aspects which affect the student’s life, the present research paper is an attempt to identify need assessment counseling for school adolescent students. Need assessment questionnaire (NAQ) constructed and developed by Dogar, Azeem, Majoka, Mehmood, and Latif (2011) which included different areas, i.e. educational, vocational, social, emotional and behavioral needs of students counseling was administered to a sample of 168 (84 male and 84 female) adolescent students of 10th class. The results of the present study indicated that the main effect of gender (male and female) branch of study (science and social science) and the interaction effect between branch of study (science and social sciences) and gender (male and female) were found significant on overall counseling needs. Whereas gender and branch (stream) of study differences were not found in the counseling domains (educational, vocational, social, emotional, and behavioral) areas of counseling needs.
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Wilks, Jeff, Harry Kanasa, Donna Pendergast i Ken Clark. "Emergency response readiness for primary school children". Australian Health Review 40, nr 4 (2016): 357. http://dx.doi.org/10.1071/ah15072.
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Objective The aim of the present study was to determine whether a 1-day basic life support (BLS) training program can significantly increase emergency response readiness for primary school children. Methods One hundred and seven children aged 11–12 years completed a program led by surf lifesaving instructors. A 50-item quiz was administered 1 week before and 1 and 8 weeks after training. Results Significant improvements were gained in knowledge of cardiopulmonary resuscitation (CPR; P < 0.001), the response sequence for emergency situations (DRSABCD action plan) and various emergency scenarios, including choking (P < 0.001) and severe bleeding (P < 0.001). Knowledge and understanding were retained at the 8-week follow-up. Students reported increased confidence in assisting others after training, consistent with previous studies. Conclusions A 1-day training program can significantly increase BLS knowledge and confidence to provide assistance in an emergency situation. Findings reinforce the value of school-based training that provides a general foundation for emergency response readiness. What is known about this topic? The importance and value of teaching BLS to school children is well established in the US, UK and Europe. However, in the past 20 years there has been little or no published Australian evaluation research in this area, despite thousands of training programs running each year around the country for children in first aid, CPR and water safety. What does this paper add? This paper confirms that Australian primary school children can benefit significantly from short, targeted BLS training programs that provide the basic skills and confidence for them to respond in an emergency situation. What are the implications for practitioners? The paper provides a training and evaluation framework that can be used by health educators for age-appropriate BLS programs. The study shows that making training real-world and relevant, especially having hands-on CPR practice with manikins, can address common barriers to performing first aid and CPR reported by young people.
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Jusko, Jakub, i Peter Spáč. "Forget about voting, we are going on vacation! Examining the effect of school holidays on turnout". Politics in Central Europe 19, nr 3 (1.09.2023): 517–37. http://dx.doi.org/10.2478/pce-2023-0025.
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Abstract Media and politicians widely debate the relationship between holidays and political participation, but research in the field is underdeveloped. To test the impact of holidays on election turnout, we use a natural experimental setting in general elections in Slovakia with respect to the presence of holidays near election day. More specifically, while a part of the country had no holidays, other regions either experienced holidays for the first time or had the holiday in a repeated manner. The results from difference--in-differences and OLS regressions employed in the analysis show that experiencing a holiday near election day decreases electoral turnout. However, this negative effect of holidays on turnout is found to be significant only in territories that experienced holidays for the first time, while it is absent in territories that had holidays near elections repeatedly. This finding points to a potential habituation of the electorate and the holidays’ influence in the long run. The paper thus contributes to our understanding of how different time aspects of holidays affect electoral turnout.
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Bastías, J. M., M. Bermúdez, J. Carrasco, O. Espinoza, M. Muñoz, M. J. Galotto i O. Muñoz. "Determination of Dietary Intake of Total Arsenic, Inorganic Arsenic and Total Mercury in the Chilean School Meal Program". Food Science and Technology International 16, nr 5 (październik 2010): 443–50. http://dx.doi.org/10.1177/1082013210367956.
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The dietary intake of total arsenic (tAs), inorganic arsenic (iAs) and total mercury (tHg) in lunch and breakfast servings provided by the Chilean School Meal Program (SMP) was estimated, using the duplicate-portion variant of the total diet study. Lunch and breakfast samples were collected from 65 schools throughout the country in 2006. The population sample was a group of girls and boys between 6 and 18 years old. The tAs concentration was measured via hydride-generation atomic absorption spectrometry. The total mercury concentration was measured via cold-vapor atomic absorption spectroscopy. The estimated iAs intake was 12.5% (5.4 μg/day) of the Provisional tolerable daily intake (PTDI) as proposed by the FAO/WHO, and the tHg intake was 13.2% (1.9 μg/day) of the PTDI as proposed by the FAO/WHO. It was therefore concluded that tAs, iAs and tHg intake from food provided by the SMP do not pose risks to student health.
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Meuser, Mark H. "Mathematics Education in Britain: An American Viewpoint". Mathematics Teacher 84, nr 5 (maj 1991): 352–55. http://dx.doi.org/10.5951/mt.84.5.0352.
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Before I embarked on my year of teaching in England under the auspices of the Fulbright Teacher Exchange Program, I had envisioned classes composed of English choirboys, colleagues teaching in academic gowns, and breaks in the day for morning coffee and afternoon tea. Although the tea break is still very much a part of the school day, “choirboy” students and academic robes are still to be found at only a very few schools. The reality was closer to Sidney Poi tier's experience in the movie To Sir with Love, with students challenging the teacher's authority at every possible opportunity. Nevertheless, I grew personally and developed professionally during my year of teaching abroad. My wife and I made new friends and explored a fascinating country. I was able to observe and become part of a foreign school system, and I tried to understand and analyze that system's approach to education. This article discusses some of the differences between the American and English systems and offers recommendations on the basis of my judgments about their relative merits.
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Hansen, R. J. "An Apple a Day, Helps Keep Cancer Away!" Journal of Global Oncology 4, Supplement 2 (1.10.2018): 187s. http://dx.doi.org/10.1200/jgo.18.51900.
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Amount raised: N$19,948,000/U$1,672,509 Background and context: The Cancer Association of Namibia presented the project “An apple a day can keep cancer away” to one of the local commercial banks close to 2 decades ago. The concept of “Eat Healthy. Live Healthy. Prevent Cancer” became a massive hit and in subsequent years the “Bank Windhoek Cancer Apple Project” has become a flagship fundraiser for the association. For 1 month of the year (usually June or July - winter in Namibia) we convert all Bank Windhoek branches nationwide into “apple stores” with bank employees, CAN volunteers and school learners marketing and selling apples to raise funds for CAN, raise awareness on cancer and support screening interventions to promote earlier detection to save lives. Aim: Create awareness and educate on cancer, support the Cancer Association of Namibia financially to fund the National Cancer Outreach Program and the 2 interim homes operated by the association. Strategy/Tactics: National endeavor - for 1 month a year, the entire commercial bank is “converted” into apple stores, selling apples! Program process: An executive planning committee between Bank Windhoek as facilitator and the Cancer Association of Namibia plan and coordinates the annual event, sourcing one million red apples (the bank´s official color) from the Western Cape apple farms. Numerous project partners support the program from transport, cold storage, package and delivery, to media and sales partners. An “Apple Roadshow” kicks off the marketing and PR of the annual event, and then for one month a year the bank staff, CAN volunteers and especially high school learners (as part of the school challenge) promote bulk orders, while loose apple sales are conducted in bank branches country-wide. Costs and returns: All project partners offer their “time” and “manpower” as a donation in support of CAN through their CSI portfolio. Apples are sourced at a bulk reduced rate (± N$2, 50 each) and resold to the public at a N$5 donation per apple. What was learned: Logistics and supply chain management is a profession that must be highly respected! But, education, awareness and community collaboration makes one of the strongest support chains imaginable. Communicating “why” are we doing this, then taking the funds and “showing” what we the money goes (through the medical outreaches and sustaining the interim homes) speak to the heart of the nation. Transparency, accountability and inclusive community interaction is key when it comes to community driven fundraising.
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Evans, Raymond. "The lowest common denominator: loyalism and school children in war-torn Australia 1914 – 1918". Queensland Review 3, nr 2 (lipiec 1996): 100–115. http://dx.doi.org/10.1017/s1321816600006474.
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It is the march of the troops through the children's playground which makes the recruits of ten years afterwards.R.E.N.Twopeny (1883)I made up my mind I was going to the war … I had no idea whatever what war implied, but I did know what it was to march to military music …– ex-AIF member (World War I)Most Australian school children, whether public or private, primary or secondary, had been finely tuned for warfare long before the Great War of 1914–18 had actually begun. School papers and reading books, history, geography and civics lessons, the personal persuasiveness of teachers trained to accept unequivocally “the power for good in teaching patriotism” to captive and captivated young audiences, the “rhythmic harmony” of loyalist singing, marching and versifying, the Imperial pageantry of Empire Day and the militaristic inculcations of highly disciplinary cadet training schemes all combined, in the closed educational environment of the schools, to produce young Australians well primed for unquestioning obedience to the State and martial sacrifice to the Empire. Children at a Sydney primary school were ordered to chant, in 1907, “I give my mind to my country to think for it; I give my heart because I love it; I give my hands to my country to work for it”; — “[and] to fight for it”, all the boy pupils were then expected to intone. Such orchestrated love of country was subordinated, in tum, to love of Britain's Empire — “our peace-bearing, peerless, guardian Empire” as one educator described it - which was presented as not only the largest but the worthiest empire in world history. The “cement of Empire”, it was said, contained such essential ingredients as social conformity, duty and sacrifice, which non-Catholic private schools and state schools applied with a heavily-laden trowel to impressionable young minds both preceding and during World War One.
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SERİNDERE, Mehmet. "Bibliometric analysis of the 50 most cited articles on artificial intelligence for lung cancer imaging". Journal of Health Sciences and Medicine 6, nr 3 (31.05.2023): 686–92. http://dx.doi.org/10.32322/jhsm.1294551.
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Aim: The use of machine learning has now become widespread in lung cancer. However, the research trend is still unclear. This study aimed to analyze the most influential publications on artificial intelligence (AI) for lung cancer.
Material and Method: A comprehensive PubMed and SCImago Journal and Country Rank (SJR) search was performed. The 50 most cited articles were recorded according to the citation numbers, the country and institute of articles, the name and metrics of the publishing journal, the year of publication, and the content of the articles.
Results: The citation numbers ranged from 24 to 628. Annual citations per article was between 1.47 and 104.6. The USA was the country with the most publications (n=22) followed by The Netherlands (n=9) and Peoples R China (n=5). The journal and institution that highly contributed to the 50 most cited articles were Radiology (n=5) and Harvard Medical School (n=5), respectively.
Conclusion: The importance of deep learning and AI in lung cancer imaging is increasing day by day. In this study, a detailed bibliometric analysis of the literature on AI in lung cancer imaging was performed. In addition, this bibliometric analysis informs researchers about current influential papers in this field, the characteristics of these studies, and potential future trends in the rapidly evolving field of AI in lung cancer screening.
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Spurr, Shelley. "The Politics of Policy Development to End Obesity for Aboriginal Youth in the Educational Environment". First Peoples Child & Family Review 3, nr 3 (19.05.2020): 72–83. http://dx.doi.org/10.7202/1069398ar.
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Canada, a country of considerable wealth and resources, has one of the highest standards of living in the world. This country is politically organized as a democracy that is supportive of political and civil freedoms, yet inequalities among certain populations prevail. In general, Aboriginal people experience poorer economic, social, and environmental conditions than those of non-Aboriginal people (Canadian Population Health Initiative, 2005) and lower involvement in political and civil activity. This report also illustrates the inferior health status among Aboriginal people. Within the school system, an educational policy can serve to address an inequality. Hence, the purpose of the paper is to apply the tools outlined by Deborah Stone in her book, Policy Parodox: The Art of Political Decision Making (2002), to demonstrate why I believe school policies should be developed to prevent obesity among Aboriginal youth, to understand the politics of implementing these policies and to analyze and critique the ideas from hypothesized political opponents. Addressing these injustices provides recognition of the racism in present-day educational policy decision-making processes, which can result in more significant progress toward an equal and just society which ensures the health of Aboriginal peoples and successive generations.
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Lilić, Ana, Emilija Petković, Siniša Karišik, Ljiljana Bjelojević, Novica Gardašević i Marko Joksimović. "Effects of physical activity on anthropometric characteristics in school-age children: A review study". Baltic Journal of Sport and Health Sciences 2, nr 121 (5.07.2021): 11–20. http://dx.doi.org/10.33607/bjshs.v2i121.1083.
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Background. Today, it is very speculative to talk about the percentage of obese children in the world because these figures change significantly from day to day, and there are even significant differences between respondents in the same country, according to geographical area and place of residence. A constant decline in the level of physical activity of children on a global level can be reported from the age when they start school. Energy intake of food is largely from energy consumption, which leads to an increase in body weight and obesity. Factors of overweight and obesity are associated with a sensitive comparison of health: a significantly increased risk of diabetes, disorders of the locomotor system, and increased social and psychological rights.
Methods and results. During the systematization of the research on the topic, the aim of the paper was to determine whether the influence of physical activity on anthropometric parameters in school-age children is reviewed by previous research. Nineteen types of studies were collected. The following electronic databases were used to search the literature: MEDLINE, SCOPUS, Web of Science SPORTS DISCUS in the period from 2004 to 2016. The respondents included in the research were school-age children.
Conclusion. The positive impact of various physical activity programs is aimed at reducing the parameters of anthropometric characteristics and obesity prevention.
Keywords: physical activity, school program, morphology, anthropomeric data, exercises.
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Lehmberg, Rachael. "The Color of Hope". After Dinner Conversation 4, nr 10 (2023): 86–92. http://dx.doi.org/10.5840/adc202341096.
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How much say should a parent have in their child’s education? Should you always correct a student’s misunderstanding of facts? In this philosophical short story fiction, the year is 1982, the location is Chavez School in Phoenix, Arizona. The teacher/narrator of the story is having her usual day when an unusual new student comes to class, a black student named Omar. He is smartly dressed in a white shirt and tie, with polished black shoes. Unusual attire for a 4th grader in the hot Arizona desert. His father explains that they are Muslim, and that Omar is not to have class material related to holidays, and will not say the pledge of allegiance. Omar is teased, but mostly ostracized, by the other children, and racial slurs are sometimes heard on the playground. One day the narrator/teacher overhears Omar showing his younger brother the country of Niger on a world map. Niger, Omar explains to his younger brother, must be their home country, must where they are from, must be their home. That must be why he hears that word being called to him so often.
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Zierer, Klaus. "Effects of Pandemic-Related School Closures on Pupils’ Performance and Learning in Selected Countries: A Rapid Review". Education Sciences 11, nr 6 (22.05.2021): 252. http://dx.doi.org/10.3390/educsci11060252.
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The coronavirus pandemic has led to drastic measures around the world, which have also affected the education system. Schools were closed in the spring of 2020 in almost every country in the world, and many children and young people are still involved in distance learning to this day. What effect these measures have on children’s and young people’s learning performance is important in view of the time pressure under which educational policy decisions have to be taken. The rapid review presented in this paper delivers evidence on the effects of school closures to contain the coronavirus pandemic in the spring of 2020 on children’s and young people’s learning performance in five countries (USA, Belgium, the Netherlands, Switzerland and Germany).
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Ma, Chuanwei, Yuanyuan Zhang, Min Zhao, Pascal Bovet i Bo Xi. "Physical Activity and Sedentary Behavior among Young Adolescents in 68 LMICs, and Their Relationships with National Economic Development". International Journal of Environmental Research and Public Health 17, nr 21 (23.10.2020): 7752. http://dx.doi.org/10.3390/ijerph17217752.
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It is unclear whether physical activity and sedentary behavior are associated with economic development in low- and middle-income countries (LMICs). We aimed to assess the association between these two behaviors and country economic development among young adolescents in LMICs. Data came from the Global School-based Student Health Survey (GSHS) conducted between 2009 and 2016 in 68 LMICs. A total of 180,298 adolescents aged 12–15 years were included; 15.3% of young adolescents achieved the recommended level for sufficient physical activity (≥60 min/day of physical activity of any kind per week according to WHO) and 64.6% achieved a low sedentary behavior (≤2 h of sitting activities/day according to some guidelines, not accounting for sitting time at school or for doing homework). However, only 9.1% of young adolescents met the recommended levels of both behaviors. Comparing the lowest to the highest quintiles of a country’s purchasing power parity per capita (PPP), mean values of both physical activity (boys: 2.55 to 2.96 days/week; girls: 2.10 to 2.31 days/week) and sedentary behavior(boys: 1.86 to 3.13 h/day; girls: 1.83 to 3.53 h/day) increased. The prevalence of having both recommended behaviors decreased among boys (12.0% to 10.0%) and girls (9.6% to 4.9%) (p < 0.001). Although there might be an ecological fallacy, the findings emphasize the need for interventions to increase physical activity and reduce sedentary behavior among children and young adolescents.
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Schaan, Camila Wohlgemuth, Felipe Vogt Cureau, Katia Vergetti Bloch, Kênia Mara Baiocchi de Carvalho, Ulf Ekelund i Beatriz D. Schaan. "Prevalence and correlates of screen time among Brazilian adolescents: findings from a country-wide survey". Applied Physiology, Nutrition, and Metabolism 43, nr 7 (lipiec 2018): 684–90. http://dx.doi.org/10.1139/apnm-2017-0630.
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The purpose of this study was to evaluate the distribution, prevalence, and correlates of excessive screen time (>2 h/day) among Brazilian adolescents. The Study of Cardiovascular Risks in Adolescents (ERICA) is a national, school-based, cross-sectional multicenter study. Information about time spent in front of screens was assessed by questionnaire. Poisson regression models were used to examine the associations between following correlates (region, sex, age, skin color, income, Internet access, and number of TVs at home) and excessive screen time. A total of 66 706 Brazilian adolescents (aged 12–17 years) were included. The overall mean time in front of screens was 3.25 h/day (95% confidence interval (95%CI): 3.20–3.31) and the prevalence of excessive screen time was 57.3% (95%CI: 55.9–58.6). Moreover, excessive screen time also differs across Brazilian regions, being higher in Southeast and South, respectively. In adjusted models stratified by region, the socioeconomic status was associated with excessive screen time in North, Northeast, and Midwest. In all regions, having a computer with Internet access was associated with higher prevalence of excessive screen time. In conclusion, prevalence of excessive screen time in Brazilian adolescents is high. It presents regional variations and facility for Internet access.
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Nurlitasari, Amy, Ardhana Januar Mahardhani, Bambang Harmanto, Dianisa Dwi Rahmani i Hadi Cahyono. "The Principal’s Strategy in Forming an Attitude of Love For the Motherland in Immigrant Students in Malaysia (Case Study at Kampung Baru Guidance Center)". QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 15, nr 1 (9.05.2023): 381–90. http://dx.doi.org/10.37680/qalamuna.v15i1.2413.
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This study tries to outline the principal's approach to helping immigrant kids in Malaysia develop a sentiment of love for their country of origin. A descriptive qualitative strategy is used in this research methodology. The Kampung Baru Malaysia Guidance Workshop is where the research is being conducted. Using interviews, observation, and documentation as data-collecting methods. Data reduction, display, and conclusion-making are all parts of the data analysis stage. The study's findings indicate that: (1) pupils do not fully possess a love of the motherland; (2) there are not many activities carried out to promote this attitude; and (3) cultural arts classes have not been integrated into the learning process. Conclusions: The school principal should encourage students to sing the national song regularly, observe Indonesian independence day with flag ceremonies and competitions, and introduce Indonesian culture through extracurricular activities to help students develop a love of their country.
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Zakharova, Irina N., Svetlana V. Dolbnya, Victoriya A. Kuryaninova, Leonid Ya Klimov, Shamil O. Kipkeev, Anna N. Tsutsaeva, Anastasia V. Yagupova i in. "Role of vitamin D in pre-school children’s health". Meditsinskiy sovet = Medical Council, nr 1 (21.03.2021): 37–49. http://dx.doi.org/10.21518/2079-701x-2021-1-37-48.
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Vitamin D has pleiotropic effects, including maintaining calcium and phosphate homeostasis, and affecting the immune and endocrine systems. The article summarizes data on the expected biological effects of vitamin D on children’s health. The results of randomized clinical trials evaluating the effect of vitamin D supplementation on the incidence of acute respiratory tract infections are reviewed in detail. It has been shown that daily intake of vitamin D at a dose of 10 to 25 mcg/day (400–1000 IU/day) compared with placebo leads to a significant decrease in the proportion of children and adolescents who have had at least one episode of acute respiratory infection. The criteria for the provision of calciferol and the gradation of the status of vitamin D deficiency and deficiency in different countries are discussed. It has been shown that in the interpretation of the 25 (OH) D results there is a consensus on two points: calcidiol levels below 12 ng/ml (30 nmol/L) are considered clearly insufficient, and levels above 30 ng/ml (75 nmol/L) are considered sufficient in all regions. The incidence of hypovitaminosis D has been reported in children aged 3 to 7 years, where the overall combined assessment, regardless of age group, ethnic composition and breadth of the studied populations, showed that 13% of European children had a serum calcidiol concentration of less than 12 ng/ml (<30 nmol/L), and about 40% had a level of less than 30 ng/ml (<75 nmol/L). The data on the physiological need and the recommended daily dose of vitamin D for preschool children have been analyzed. In each country, the recommended intake of vitamin D is set (from 400 to 4000 IU), depending on the target concentration of serum calcidiol, the level of insolation, and nutritional characteristics. The necessity of conducting clinical studies in the age group from 3 to 7 years to determine an adequate, effective and safe preventive dose of vitamin D for preschool children in the Russian Federation is emphasized.
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Maharjan, Rashmisha, i Ramesh Maharjan. "Community Advanced First Aid Training for Day-to-Day Emergency and Disaster Response in Nepal". Prehospital and Disaster Medicine 38, S1 (maj 2023): s158. http://dx.doi.org/10.1017/s1049023x23004120.
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Introduction:Nepal is a country with geographical difficulties in tackling day-to-day emergency healthcare and disaster preparedness. The aim is to develop community preparedness by training for day-to-day emergency and disaster response in Nepal to generate preventive and first aid awareness of consequences and complications of simple to severe emergency conditions during day-to-day emergencies and disasters.Method:It is an analysis of five years of advanced first-aid training at the Nepal Disaster and Emergency Medicine Center from July 2015 to March 2020. In April 2015, the earthquake affected 15 districts of Nepal.Results:During July 2015 to March 2020, NADEM has been training 3,995 Community First Aiders for Male Leaders and Active Community people: 1,315 special mothers’ group–Adolescent Maternity & Child Health First Aiders; 794 Ambulance Drivers–Advanced First Aid Trained of remote districts of Mountain and hilly region’s ambulance’s Drivers and Assistants ; 637 ToT First Aiders for Community School Teachers (Training of Trainers); Total AFAT Trained by NADEM = 6,741 (Province 1 to 5); Total Population AFAT Trained = 52,610 (Province 1 to 5); Total Population Benefit by AFAT = 902,100 and its ongoing. NADEM Study Reports of Nepali community with ‘Incident Rate of First Aid Required’ is 9% per day with First Aid Services for 87.4% minor causes, 5.4% major causes, 0.5% gynecological causes, 1.7% AMCH causes, 4.5% trauma causes, 0.5% Prehospital Cardiac Arrest. With NADEM advanced first-aid training, now we are preventing 70% of deaths in remote parts of those districts before reaching the health care centers.Conclusion:It is a great challenge to train community laypersons to be Community First Aiders who can tackle day-to-day emergencies and disasters in their community with knowledge, skills practice, and attitude to prepare and prevent the increased tendencies of disability, deformity, morbidity, and mortality in Nepal.
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Nguyen, Hoa, Edward Frongillo i Maryah Fram. "Adolescent Students Experiencing Hunger Consume Less Healthy Diets: Evidence from the Global School-Based Student Health Survey in 95 Countries". Current Developments in Nutrition 4, Supplement_2 (29.05.2020): 873. http://dx.doi.org/10.1093/cdn/nzaa053_078.
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Abstract Objectives This study tested whether adolescent students who experienced hunger in 95 countries consumed less healthy diets. Methods Data were self-reported by adolescent students aged 11–18 years old from the Global School-Based Student Health Survey (2003–2016) in 95 countries. Hunger was affirmed if going hungry due to lack of food in home sometimes, most of the time, or always during the past 30 days. Dietary outcomes were measured by frequencies of having fruits, vegetables, and soft drinks per day, and eating from fast-food restaurants per week. The first two outcomes (i.e., fruits and vegetables) were measured in all 95 country surveys from 2003–2016 (n = 333,062); the latter two (i.e., soft drink and fast foods) were measured in 71 country surveys from 2009–2016 (n = 262,241). Each dietary outcome was analyzed separately using linear mixed-model regression with age and sex as fixed effects and the variation among countries (intercept and slope), among schools, and among classrooms as random effects. Results Adolescent students who experienced hunger had less frequent intake of fruits and vegetables and more frequent intake of soft drinks daily (β = −0.0715, −0.0348, and 0.0526, respectively), but hunger was not associated with eating from fast-food restaurants. The differences associated with hunger in frequency of intake of fruits, vegetables, and soft drinks in adolescent students varied across countries, with standard deviations of the differences of 0.126, 0.0844, and 0.115, respectively, across countries. That is, for example, the difference in fruit intake associated with hunger ranged across countries, using ± 2 standard deviations, from −0.324 to 0.181 times per day. The analogous ranges for vegetables and soft drinks were −0.204, 0.134 and −0.177, 0.283. Conclusions Adolescent students who experienced hunger were less likely to consume healthy diets globally; the magnitude of the association varied across countries. Funding Sources None.