Literatura científica selecionada sobre o tema "Norwood High School (Norwood, Ohio)"

Background: Multi-component interventions in large communities such as Philadelphia can effectively lower childhood obesity rates. It is less clear whether this type of intervention can be successful in smaller communities with more limited resources. Norwood, Ohio is a small Midwestern city with a population of 19,207. In 2010, Ohio passed a school health law requiring Body Mass Index (BMI) screening of students in kindergarten and grades 3, 5 and 9 along with restrictions on competitive foods and vending machine products and a physical education requirement of 30 min per day. In 2014, Norwood implemented a multi-component childhood obesity prevention and treatment bundle of interventions. Our objective was to describe the effects if this bundle on childhood overweight/obesity (OW/OB) rates. We hypothesized that implementation of the bundle would lower the prevalence of OW/OB in Norwood school children. Methods: In 2012, the Healthy Kids Ohio Act was fully implemented in the Norwood City School District (NCSD). In 2014 a comprehensive bundle was implemented that included: 1. A student gardening program; 2. Supplementation of fresh produce to a local food pantry and a family shelter; 3. A farmers market; 4. A health newsletter; 5. Incentives in the school cafeterias to promote healthy food selection; 6. A 100-mile walking club; 7. “Cook for America” (a “cooked from scratch” intervention for school cafeterias); 8. A school-based obesity treatment clinic; Results: The OW/OB rate in the NCSD was 43% at the time of the Bundle implementation in 2014 and 37% in 2016 (p = 0.029). Conclusions: A childhood OW/OB prevention bundle can be implemented in a small city and is associated with a favorable change in BMI.

03—335 Bacha, Nahla N. (Lebanese American U., Byblos, Lebanon; Email: nbacha@byblos.lau.edu). Developing learners' academic writing skills in higher education: A study for educational reform. Language and Education (Clevedon, UK), 16, 3 (2002), 161—77.03—336 Bimmel, Peter (U. van Amsterdam, The Netherlands). Strategische lessen lernen in der Fremdsprache. [Learning strategic reading in foreign languages.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 113—41.03—337 Bloch, Joel (The Ohio State U., USA; Email: bloch.10@osu.edu). Student/teacher interaction via email: The social context of Internet discourse. Journal of Second Language Writing (Norwood, NJ, USA), 11, 2 (2002), 117—34.03—338 Kobayashi, Hiroe (Hiroshima U., Japan; Email: hkobaya@hiroshima-u.ac.jp) and Rinnert, Carol. High school student perceptions of first language literacy instruction: Implications for second language writing. Journal of Second Language Writing (Norwood, NJ, USA), 11, 2 (2002), 91—116.03—339 Lee, Icy (Hong Kong Baptist U.; Email: icylee@cuhk.edu.hk). Teaching coherence to ESL students: A classroom inquiry. Journal of Second Language Writing (Norwood, NJ, USA), 11, 2 (2002), 135—59.03—340 Lindgren, Eva and Sullivan, Kirk P. H. (Umeå U., Sweden; Email: lindgren@ling.umu.se). The LS graph: A methodology for visualizing writing revision. Language Learning (Malden, MA, USA), 52, 3 (2002), 565—95.03—341 Schindler, Kirsten (Universität Bielefeld, Germany). Gemeinsames Schreiben in der Fremdsprache: Muster, Kreativität und das Glück des Autors. [Writing together in a foreign language: Models, creativity and the happiness of the author.] Glottodidactica (Poznán, Poland), 28 (2002), 161—84.03—342 Sullivan, Kirk and Lindgren, Eva (Uméa U., Sweden; Email: kirk@ling.umu.se). Self-assessment in autonomous computer-aided second language writing. ELT Journal (Oxford, UK), 56, 3 (2002), 258—66.

04–533Cheng, Winnie and Warren, Martin (Hong Kong Polytechnic U., Email: egwcheng@polyu.edu.hk). Peer assessment of language proficiency. Language Testing (London, UK), 22, 1 (2005), 93–121.04–534Malabonga, Valerie, Kenyon, Dorry M. and Carpenter, Helen (Centre for Applied Linguistics, Washington, USA; Email: valerie@cal.org). Self-assessment, preparation and response time on a computerised oral proficiency test. Language Testing (London, UK), 22, 1 (2005), 59–92.04–535Parkinson, Jean and Adendorff, Ralph (U. of Natal, India). The use of popular science articles in teaching scientific literacy. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 379–396.04–536Quinn, M. (Melbourne U., Australia). Talking with Jess: Looking at how metalanguage assisted explanation writing in the Middle Years. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 246–261.04–537Raphael, T. E., Florio-Raine, S. and George, M. (Oakland U., Australia). Book club plus: organising your literacy curriculum to bring students to high levels of literacy. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 198–216.04–538Reed, Malcolm (U. of Bristol, UK). Write or wrong? A sociocultural approach to schooled writing. English in Education (Sheffield, UK), 38, 1 (2004), 21–38.04–539Ren, Guanxin. Introducing oval writing.Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 4–10.04–540Richgels, Donald J. (Northern Illinois U., USA; Email: richgels@niu.edu). Paying attention to language. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 470–477.04–541Sang-Keun, Shin (Ewha Womens U. Seoul, Korea; Email: sangshin@ewhaac.kr). Did they take the same test? Examinee language proficiency and the structure of language tests. Language Testing (London,UK), 22, 1 (2005), 31–57.04–542Schoonen, Rob (U. of Amsterdam, The Netherlands; Email: rob.schoonen@uva.nl). Generalisability of writing scores: an application of structural equation modelling. Language Testing (London, UK), 22, 1 (2005), 1–30.04–543So, Bronia (U. of Hong Kong, Hong Kong; Email: bronia_so@yahoo.com.hk). From analysis to pedagogic applications: using newspaper genres to write school genres. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 67–82.04–544Spodark, Edwina (Hollins U., USA; Email: spodark@hollins.edu). “French in Cyberspace”: an online French course for undergraduates. CALICO Journal (Texas, USA), 22, 1 (2004), 83–101.04–545Sutherland-Smith, Wendy (Deakin U., Australia; Email: wendyss@deakin.edu.au). Pandora's box: academic perceptions of student plagiarism in writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 83–95.04–546Thurstun, Jennifer (Macquarie U., Australia). Teaching and learning the reading of homepages. Prospect (Sydney, Australia), 19, 2 (2004), 56–71.04–547Valencia, S. W. and Riddle Buly, M. (Washington U., USA). Behind test scores: What struggling readers REALLY need. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 217–233.04–548Warschauer, Mark (U. of California, USA; Email: markw@uci.edu), Grant, David, Del Real, Gabriel and Rousseau, Michele. Promoting academic literacy with technology: successful laptop programs in K-12 schools. System (Oxford, UK), 32, 4 (2004), 525–537.04–549Young, Richard F. and Miller, Elisabeth R. (U. of Wisconsin, USA; Email: rfyoungt@wisc.edu). Learning as changing participation: discourse roles in ESL writing conferences. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 519–535.04–550Bernhardt, Elizabeth B., Rivera, Raymond J. and Kamil, Michael L. (Stanford U., USA). The practicality and efficiency of web-based placement testing for college-level language programs. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 356–366.04–551Brown, Gavin T. L. (U. of Auckland, New Zealand; Email: gt.brown@auckland.ac.uz), Glasswell, Kath and Harland, Don. Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system. Assessing Writing (New York, USA), 9, 2 (2004), 105–121.04–552Hawkey, Roger and Barker, Fiona (Cambridge ESOL, UK; Email: roger@hawkey58.freeserve.co.uk). Developing a common scale for the assessment of writing. Assessing Writing (New York, USA), 9 (2004), 122–159.04–553Peterson, Shelley, Childs, Ruth and Kennedy, Kerrie (U. of Toronto, Canada; Email: slpeterson@oise.utoronto.ca). Written feedback and scoring of sixth-grade girls' and boys' narrative and persuasive writing. Assessing Writing (New York, USA), 9 (2004), 160–180.04–554Watson Todd, Richard (King Mongkut's U. of Technology Thonburi, Thailand; Email: irictodd@kmutt.ac.th), Glasswell, Kath and Harland, Don. Measuring the coherence of writing using topic-based analysis. Assessing Writing (New York, USA), 9, 2 (2004), 85–104.

Sheen, Barbara. Artificial Eyes. Norwood House Press, 2017.Artificial Eyes is one of a series of non-fiction books called Tech Bytes, that “explores...new technologies and how they are changing the way people perform everyday tasks.” Barbara Sheen, author of almost 100 children’s books, explores the history of artificial eyes, how they are made, their effect on people’s lives, and future developments. This is a detailed work that is designed to be a reference or text book for Grades 4 – 6. It is an odd combination of factual presentation and anecdotal stories about individuals. For example, “When Teddy was two years old, he was diagnosed with a rare form of cancer in his eye. To rid him of the disease, his eye was surgically removed.” Squeamish children may find some content disturbing. To balance the dense text, most pages have a photograph, diagram, or side-bar containing interesting information. There are also “Did you know?” boxes, which allow for some level of interaction. For example, “Did you know? Bionic eyes only provide black-and-white vision. Experts are working on software that would let wearers see colors.” The end of each chapter also has text-based questions and potential research projects. In this way it is more like a text book, but it is unlikely that a classroom would need textbooks on a subject this specific.While the short sentence and paragraph structures are appropriate for the upper elementary reading level, many of the words and word-combinations will be difficult for students in these grades. They may require help in understanding the content. There are few children’s books about artificial eyes, so this would be a good addition to public libraries and both elementary and junior high school libraries. Recommended: 3 stars out of 4Reviewer: Sean C. BorleSean Borle is a University of Alberta undergraduate student who is an advocate for child health and safety.

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