Journal articles: 'Active Routes to Schools'

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Rahman, Mohammad Lutfur, Antoni Moore, Melody Smith, John Lieswyn, and Sandra Mandic. "A Conceptual Framework for Modelling Safe Walking and Cycling Routes to High Schools." International Journal of Environmental Research and Public Health 17, no. 9 (May 10, 2020): 3318. http://dx.doi.org/10.3390/ijerph17093318.

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Active transport to or from school presents an opportunity for adolescents to engage in daily physical activity. Multiple factors influence whether adolescents actively travel to/from school. Creating safe walking and cycling routes to school is a promising strategy to increase rates of active transport. This article presents a comprehensive conceptual framework for modelling safe walking and cycling routes to high schools. The framework has been developed based on several existing relevant frameworks including (a) ecological models, (b) the “Five Es” (engineering, education, enforcement, encouragement, and evaluation) framework of transport planning, and (c) a travel mode choice framework for school travel. The framework identifies built environment features (land use mix, pedestrian/cycling infrastructure, neighbourhood aesthetics, and accessibility to local facilities) and traffic safety factors (traffic volume and speed, safe road crossings, and quality of path surface) to be considered when modelling safe walking/cycling routes to high schools. Future research should test this framework using real-world data in different geographical settings and with a combination of tools for the assessment of both macro-scale and micro-scale built environment features. To be effective, the modelling and creation of safe routes to high schools should be complemented by other interventions, including education, enforcement, and encouragement in order to minimise safety concerns and promote active transport.

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Turner, Lindsey, Jamie F. Chriqui, and Frank J. Chaloupka. "Walking School Bus Programs in U.S. Public Elementary Schools." Journal of Physical Activity and Health 10, no. 5 (July 2013): 641–45. http://dx.doi.org/10.1123/jpah.10.5.641.

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Background:Active transportation to school provides an important way for children to meet physical activity recommendations. The “walking school bus” (WSB) is a strategy whereby adults walk with a group of children to and from school along a fixed route. This study assessed whether school-organized WSB programs varied by school characteristics, district policies, and state laws.Methods:School data were gathered by mail-back surveys in nationally representative samples of U.S. public elementary schools during the 2008−2009 and 2009−2010 school years (n = 632 and 666, respectively). Corresponding district policies and state laws were obtained.Results:Nationwide, 4.2% of schools organized a WSB program during 2008−2009, increasing to 6.2% by 2009−2010. Controlling for demographic covariates, schools were more likely to organize a WSB program where there was a strong district policy pertaining to safe active routes to school (OR = 2.14, P < .05), or a state law requiring crossing guards around schools (OR = 2.72, P < .05).Conclusions:WSB programs are not common but district policies and state laws are associated with an increased likelihood of elementary schools organizing these programs. Policymaking efforts may encourage schools to promote active transportation.

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Ito, Kate, Timothy G. Reardon, Mariana C. Arcaya, Shomon Shamsuddin, David M. Gute, and Sumeeta Srinivasan. "Built Environment and Walking to School: Findings from a Student Travel Behavior Survey in Massachusetts." Transportation Research Record: Journal of the Transportation Research Board 2666, no. 1 (January 2017): 78–84. http://dx.doi.org/10.3141/2666-09.

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Thousands of communities across America now promote walking and biking (active commuting) to school as a mechanism to increase physical activity, reduce traffic congestion, and improve air quality. Distance to school and attributes of the built environment are crucial factors in a child’s mode choice, and some of the most difficult determinants to influence with programmatic interventions. Further understanding the built environment’s role may help in assessing a school’s mode shift potential and more effectively planning and implementing strategies that increase walking and biking to school. Based on a student travel behavior survey of 18,713 responses from 105 schools in Massachusetts, a multilevel model was used to investigate the effects of route, neighborhood, and school characteristics on walking to school. The model results indicate that the built environment affects the odds of walking to school. Specifically, short routes along less-trafficked streets with mixed land use are associated with the increased odds of children walking to school. Investigating these built environment characteristics of the route, neighborhood, and school through a multilevel model, the study created a framework for examining between-school differences in walk-to-school rates, while controlling for built environment factors of the school and student body. A potential application for this work is to compare walk-to-school rates across heterogeneous schools and contextualize schools’ baseline walk share, set appropriate and measurable mode shift goals, and track their progress over time.

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Ribeiro, P., and J. F. G. Mendes. "Healthy routes for active modes in school journeys." International Journal of Sustainable Development and Planning 8, no. 4 (December 31, 2013): 591–602. http://dx.doi.org/10.2495/sdp-v8-n4-591-602.

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Ross, Allison, Josephine Godwyll, and Marc Adams. "The Moderating Effect of Distance on Features of the Built Environment and Active School Transport." International Journal of Environmental Research and Public Health 17, no. 21 (October 27, 2020): 7856. http://dx.doi.org/10.3390/ijerph17217856.

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Despite growing research supporting the impact of the built environment on active school transport (AST), distance persists as the most powerful predictor of walking and biking to school. There is a need to better understand how environmental features interact with distance to affect AST, and whether the influence of environmental factors persist across different distance thresholds. Multilevel models using cluster-robust standard errors were used to examine for interactions between objectively measured macroscale environmental features and several reported distances from home to school (up to ¼, ¼ up to ½, ½ up to 1, 1+ miles) on the likelihood of parent reported AST for children grades 3–8 (n = 2751) at 35 schools who completed a Safe Routes to School Parent Survey about Walking and Biking to School (SRTS Parent Survey). An interaction between both intersection density and food-related land use with distance was observed. The likelihood of AST decreased as intersection density and distance increased (i.e., 31.0% reduced odds among those living within ¼ mile compared to 18.2% using ½–1-mile criterion). The likelihood of using AST were reduced as food-related land use and distance increased (i.e., 43.67% reduced odds among those living under ¼ mile compared to 19.83% reduced odds among those living ½–1 mile). Programs and infrastructure improvements focused on overcoming environmental barriers to promote AST may be most effective when targeting neighborhoods within ¼ mile of schools.

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Sagaris, Lake, Maya Flores, and Daniel Lanfranco. "De Rutas Seguras a Rutas Bakanes en Chile: Co-creación con enfoque de género, educación cívica y derechos." Hábitat y Sociedad, no. 13 (November 4, 2020): 169–91. http://dx.doi.org/10.12795/habitatysociedad.2020.i13.10.

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An extensive literature examines the usefulness of “Safe Routes to Schools programs” to encourage active travel (walking and cycling) to school, thereby increasing physical activity with all its benefits for mental and physical health, mainly in the Global North. This article reports on an adaptation for vulnerable schools in several Chilean cities (2016-2019). This change of context transformed the program, which focused on gender, civic education, and rights as central to to a just, sustainable transport system. “Sustainable transport” is an ecology of modes that improves connections among walking, cycling and public transport. “Transport justice” becomes central in an unequal country such as Chile, focus on gender, civic education and rights. During the first experience in co-design, with students, they changed the name, rejecting “safe” and insisting on “bakan”, a Chilean term for “cool”. The results included changes in attitudes, skills and visions. The resulting program, Kool Routes, improves physical activity, but above all influences the social determinants of health. It has proven to be a relatively simple way of dealing with the complexity of the challenges inherent in achieving sustainable development goals for cities in the 21st century.

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Chriqui, Jamie F., Daniel R. Taber, Sandy J. Slater, Lindsey Turner, Kerri McGowan Lowrey, and Frank J. Chaloupka. "The impact of state safe routes to school-related laws on active travel to school policies and practices in U.S. elementary schools." Health & Place 18, no. 1 (January 2012): 8–15. http://dx.doi.org/10.1016/j.healthplace.2011.08.006.

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Titova, Oksana, Margarita Bratkova, Olga Karanevskaya, Elena Gravitskaya, and Irma Barbakadze. "Implementation of an individual educational route in inclusive practice." SHS Web of Conferences 98 (2021): 01019. http://dx.doi.org/10.1051/shsconf/20219801019.

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There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

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Vaughn, Amber E., Sarah C. Ball, Laura A. Linnan, Lauren M. Marchetti, William L. Hall, and Dianne S. Ward. "Promotion of Walking for Transportation: A Report From the Walk to School Day Registry." Journal of Physical Activity and Health 6, no. 3 (May 2009): 281–88. http://dx.doi.org/10.1123/jpah.6.3.281.

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Background:In the United States, promoting active transportation to school has received increased attention as a means of encouraging physical activity and preventing obesity among youth. However, little systematic evaluation of existing programs such as Walk to School (WTS) has occurred.Methods:WTS coordinators from across the United States were surveyed (via Web, mail, and telephone) about program activities, school and environmental characteristics, and perceived changes in children walking to school. As an exploratory aim, logistic-regression analyses were used to examine program characteristics associated with perceived increases in children walking.Results:From a database of 783 coordinators, 493 usable surveys were returned. Almost all respondents (98.2%) participated in a 1-day WTS event. Other common activities included promotional activities (72.7%), safety trainings (49.6%), walkability audits (48.5%), and designated safe walking routes (46.5%). As part of their WTS efforts, 24.4% made policy changes and 38.4% made changes to the physical environment. Logistic-regression analyses showed that policy changes, physical environment improvements, and number of activities were associated with the largest perceived increased in children walking to school.Conclusions:These findings help address the gap in knowledge about schools’ participation in WTS programs, and strategies are suggested to increase active transportation to school.

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Miller, Wayne C., Jessica Garay, and Alison Vaux-Bjerke. "Perceptions About Active Transport In The Safe Routes To School (srts) Program." Medicine & Science in Sports & Exercise 43, Suppl 1 (May 2011): 328–29. http://dx.doi.org/10.1249/01.mss.0000400905.76744.82.

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Wilkie, Hannah J., Martyn Standage, Fiona B. Gillison, Sean P. Cumming, and Peter T. Katzmarzyk. "Correlates of intensity-specific physical activity in children aged 9–11 years: a multilevel analysis of UK data from the International Study of Childhood Obesity, Lifestyle and the Environment." BMJ Open 8, no. 2 (February 2018): e018373. http://dx.doi.org/10.1136/bmjopen-2017-018373.

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ObjectivesPhysical activity (PA) can provide numerous physical and psychological health gains, yet a low proportion of children in England are sufficiently active to accrue benefit. Analysing the correlates of PA from a socioecological perspective may help to identify factors that promote versus discourage PA. The purpose of the present study was to: (1) assess the relationships between a wide range of potential correlates and intensity-specific PA and (2) explore which correlates are associated with meeting government PA guidelines.Design, setting and participantsCross-sectional study on children aged 9–11 years from the South West of England (n=425; 183 males).Outcome measuresA mixture of self-reported and objective measures (eg, body mass index (BMI), accelerometer-derived PA, self-reported sport participation, etc) were collected from child participants, parents and school teachers. After adjusting for covariates (ie, age, sex and accelerometer wear time), multilevel modelling techniques were employed to examine the relationships between potential correlates and light-intensity, moderate-intensity and vigorous-intensity PA, as measured with an ActiGraph GT3X+ accelerometer. Generalised linear mixed modelling was used to analyse the correlates associated with government-recommended levels of PA.ResultsComputer use shared a negative association whereas parent support for PA showed a positive relationship with light-intensity PA. In terms of moderate-intensity PA, computer use and BMI z-score shared a negative association whereas positive relationships were found for sport participation, active transport and for outdoor time after school. Children at schools with 25%–49% of pupils attending school sport/PA clubs did more moderate-intensity PA than those attending schools with lower participation rates. For vigorous-intensity PA, a negative relationship was observed for BMI z-score, and positive associations for self-efficacy, active transport, parent support and the presence of crossing guards on routes to school. Correlates associated with meeting the PA guidelines were BMI z-score (negative), sport participation, active transport and outdoor time after school (all positive).ConclusionResults demonstrate that factors pertaining to the individual, home and school environment may play an important role in understanding the correlates of differing PA intensities in children.Trial registration numberNCT01722500.

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Craig (INVITED), A. B. "A Review of Radon Mitigation in Large Buildings in the US." Radiation Protection Dosimetry 56, no. 1-4 (December 1, 1994): 29–32. http://dx.doi.org/10.1093/oxfordjournals.rpd.a082417.

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Abstract The Environmental Protection Agency of the US carried out its initial research on radon mitigation in houses, both existing and new. A review of this work is presented in another paper at this workshop. Four years ago, this work was expanded to include the study of radon in schools, both new and existing, and now includes studies in other large buildings, as well. Factors affecting ease of mitigation of existing schools using active soil depressurisation (ASD) have been identified and quantified. Examination of the building and architectural plans makes it possible to predict the ease of mitigation of a specific building. Many schools can be easily and inexpensively mitigated using ASD. However, examination of a fairly large number of schools has shown that a significant percentage of existing schools will be hard to mitigate with ASD. In some cases, the heating, ventilating, and air conditioning (HVAC) system can be used to pressurise the building and retard radon entry. However, in some cases no central HVAC system exists and the school is difficult and/or expensive to mitigate by any technique. Prevention of radon entry is relatively easy and inexpensive to accomplish during construction of schools and other large buildings. It is also possible to control radon to near ambient levels in new construction, a goal which is much more difficult to approach in existing large buildings. The preferred method of radon prevention in the construction of large buildings is to design the HVAC system for building pressurisation, install a simple ASD system, and seal all entry routes between the sub-slab and the building interior.

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Shafik, Nargis, Yasser Mansour, Shaimaa Kamel, and Ruby Morcos. "The Impact of the Cairo Streets Development Project on the Independent Mobility of Children: A Field Study on the Streets of Heliopolis, Egypt." Infrastructures 6, no. 7 (July 6, 2021): 98. http://dx.doi.org/10.3390/infrastructures6070098.

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Due to significant changes in Cairo’s streets today, young children may face difficulties finding opportunities to be safe and active. They can encounter low independent mobility, limiting their access to places in their neighborhoods, and can have poor access to their schools. This study aims to examine governmental primary school children’s access to schools in their neighborhoods after street modifications in Heliopolis, Cairo, seeking to evaluate the potential risks to child pedestrians. This will subsequently aid in developing a methodology for consistently and fairly evaluating hazards along the route to schools. A survey of six governmental primary schools in Heliopolis, Cairo, was conducted through interviews with children and their parents. Furthermore, a behavioral map of the local neighborhood was completed by children (7–12 years old) of six primary schools from the areas surrounding their schools in which the modifications took place. The results indicate that the most common ways of travelling to school, according to the questionnaire, are either by public transportation (30%) or by a small van/private bus (42%). More than half of the children expressed their wish to walk or cycle to school. The result also found that 69% of the children expressed anxiety about crossing streets. In conclusion, for some children, opportunities to be active in the local neighborhood may be limited due to the new modifications to the streets, resulting in limited independent mobility. To promote a sense of neighborhood safety and increase access to neighborhood public spaces, it is important to work with urban planners and local governments.

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Buttazzoni, Adrian N., Stephanie E. Coen, and Jason A. Gilliland. "Supporting active school travel: A qualitative analysis of implementing a regional safe routes to school program." Social Science & Medicine 212 (September 2018): 181–90. http://dx.doi.org/10.1016/j.socscimed.2018.07.032.

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Stewart, Orion. "Findings from Research on Active Transportation to School and Implications for Safe Routes to School Programs." Journal of Planning Literature 26, no. 2 (December 9, 2010): 127–50. http://dx.doi.org/10.1177/0885412210385911.

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Fang, Jo-Ting, and Jen-Jia Lin. "School travel modes and children’s spatial cognition." Urban Studies 54, no. 7 (February 10, 2016): 1578–600. http://dx.doi.org/10.1177/0042098016630513.

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This study broadens understanding of how children’s travel modes influence the development of their spatial cognition, specifically the development of their spatial representation of home–school routes. Data were collected using a questionnaire survey and a cognitive mapping process at an elementary school in northern Taiwan. The sample, which comprised 521 Grades 1–6 children aged 7–12 years, was analysed through linear regressions. Empirical results indicate that the use of independent, active or non-motorised transportation modes improved the children’s spatial cognition regarding their home–school routes. This study not only provides new knowledge about the relationships between travel modes and the spatial cognition of children, but also identifies policy directions in relation to school transportation and the development of spatial cognition in children.

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Magalhães, Alexandre, Elisabete Ramos, and Maria Fátima Pina. "Vicinity of Schools, But Not of Residences, Seems to Regulate Physical and Sports Activities of 13-Year-Old Teenagers in a South European Setting." Journal of Physical Activity and Health 14, no. 1 (January 2017): 67–75. http://dx.doi.org/10.1123/jpah.2015-0735.

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Background:Proximity to urban green spaces (UGS) and open sports spaces (OSS) benefits health, promotes physical activity (PA) and sports practice (SP).Objective:Analyze the association between PA or SP according to distances between UGS or OSS and teenagers’ residences or schools.Methods:We evaluated 1333 (53.9% girls) teenagers (13 years old) living and studying in Porto, Portugal (EPITeen cohort). PA was classified as light or moderate/vigorous. Distances were the shortest routes from residences or schools to UGS/OSS, and classified in ≤250 m; >250 m to ≤500 m; >500 m to ≤750 m; >750 m. Chi-square test and chi-square for trends were used to compare proportions; associations were measured using logistic regression, through odds ratio and 95% confidence intervals, adjusting to BMI and parental education.Results:Regarding vicinity’ of schools, the prevalence of moderate/vigorous PA among boys, decreases as distances to OSS increases. For girls, the prevalence of sports decreases as distances to UGS increase. For boys, we found an association between moderate/vigorous PA and proximity to OSS in the vicinity of schools: considering ≤250 m as reference, the odds of moderate/vigorous PA is 0.20 (0.06–0.63) for >250 m to ≤500 m; 0.21 (0.07–0.61) for >500 m to ≤750 m and 0.19 (0.06–0.58) for >750 m.Conclusion:Vicinities of schools seem to influence teenagers to be more physically active and increase sports participation.

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Kim, Young-Jae, and Chanam Lee. "Built and Natural Environmental Correlates of Parental Safety Concerns for Children’s Active Travel to School." International Journal of Environmental Research and Public Health 17, no. 2 (January 14, 2020): 517. http://dx.doi.org/10.3390/ijerph17020517.

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This cross-sectional study examines built and natural environmental correlates of parental safety concerns for children’s active travel to school (ATS), controlling for socio-demographic, attitudinal, and social factors. Questionnaire surveys (n = 3291) completed by parents who had 1st–6th grade children were collected in 2011 from 20 elementary schools in Austin, Texas. Objectively-measured built and natural environmental data were derived from two software programs: Geographic Information Systems (GIS) and Environment for Visualizing Images (ENVI). Ordinal least square regressions were used for statistical analyses in this study. Results from the fully adjusted final model showed that bike lanes, the presence of highway and railroads, the presence of sex offenders, and steep slopes along the home-to-school route were associated with increased parental safety concerns, while greater intersection density and greater tree canopy coverage along the route were associated with decreased parental safety concerns. Natural elements and walking-friendly elements of the built environment appear important in reducing parental safety concerns, which is a necessary step toward promoting children’s ATS.

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Calvete, Herminia I., Carmen Galé, José A. Iranzo, and Paolo Toth. "A Partial Allocation Local Search Matheuristic for Solving the School Bus Routing Problem with Bus Stop Selection." Mathematics 8, no. 8 (July 23, 2020): 1214. http://dx.doi.org/10.3390/math8081214.

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This paper addresses the school bus routing problem with bus stop selection, which jointly handles the problems of determining the set of bus stops to visit, allocating each student to one of these bus stops and computing the routes that visit the selected bus stops, so that the total routing cost is minimized and the walking distance of the students is limited by a given value. A fast and efficient matheuristic is developed based on an innovative approach that first partially allocates the students to a set of active stops that they can reach, and computes a set of routes that minimizes the routing cost. Then, a refining process is performed to complete the allocation and to adapt the routes until a feasible solution is obtained. The algorithm is tested on a set of benchmark instances. The computational results show the efficiency of the algorithm in terms of the quality of the solutions yielded and the computing time.

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Rahman, Mohammad Lutfur, Tessa Pocock, Antoni Moore, and Sandra Mandic. "Active Transport to School and School Neighbourhood Built Environment across Urbanisation Settings in Otago, New Zealand." International Journal of Environmental Research and Public Health 17, no. 23 (December 3, 2020): 9013. http://dx.doi.org/10.3390/ijerph17239013.

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The school neighbourhood built environment (BE) can facilitate active transport to school (ATS) in adolescents. Most previous studies examining ATS were conducted in large urban centres and focused on BE of home neighbourhoods. This study examined correlations between school-level ATS rates among adolescents, objectively measured school neighbourhood BE features, and adolescents’ perceptions of the school route across different urbanisation settings. Adolescents (n = 1260; 15.2 ± 1.4 years; 43.6% male) were recruited from 23 high schools located in large, medium, and small urban areas, and rural settings in Otago, New Zealand. Adolescents completed an online survey. School neighbourhood BE features were analysed using Geographic Information Systems. School neighbourhood intersection density, residential density and walkability index were higher in large urban areas compared to other urbanisation settings. School-level ATS rates (mean 38.1%; range: 27.8%–43.9%) were negatively correlated with school neighbourhood intersection density (r = −0.58), residential density (r = −0.60), and walkability index (r = −0.64; all p < 0.01). School-level ATS rates were also negatively associated with adolescents’ perceived safety concerns for walking (r = −0.76) and cycling (r = −0.78) to school, high traffic volume (r = −0.82), and presence of dangerous intersections (r = −0.75; all p < 0.01). Future initiatives to encourage ATS should focus on school neighbourhood BE features and minimise adolescents’ traffic safety related concerns.

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Campos-Sánchez, Francisco Sergio, Francisco Javier Abarca-Álvarez, Javier Molina-García, and Palma Chillón. "A GIS-Based Method for Analysing the Association Between School-Built Environment and Home-School Route Measures with Active Commuting to School in Urban Children and Adolescents." International Journal of Environmental Research and Public Health 17, no. 7 (March 29, 2020): 2295. http://dx.doi.org/10.3390/ijerph17072295.

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In the current call for a greater human health and well-being as a sustainable development goal, to encourage active commuting to and from school (ACS) seems to be a key factor. Research focusing on the analysis of the association between environmental factors and ACS in children and adolescents has reported limited and inconclusive evidence, so more knowledge is needed about it. The main aim of this study is to examine the association between different built environmental factors of both school neighbourhood and home-school route with ACS of children and adolescents belonging to urban areas. The ACS level was evaluated using a self-reported questionnaire. Built environment variables (i.e., density of residents, street connectivity and mixed land use) within a school catchment area and home-school route characteristics (i.e., distance and pedestrian route directness—PRD) were measured using a geographic information system (GIS) and examined together with ACS levels. Subsequently, the association between environmental factors and ACS was analysed by binary logistic regression. Several cut-off points of the route measures were explored using receiver operating characteristic (ROC) curves. In addition, the PRD was further studied regarding different thresholds. The results showed that 70.5% of the participants were active and there were significant associations between most environmental factors and ACS. Most participants walked to school when routes were short (distance variable in children: OR = 0.980; p = 0.038; and adolescents: OR = 0.866; p < 0.001) and partially direct (PRD variable in children: OR = 11.334; p < 0.001; and adolescents: OR = 3.513; p < 0.001), the latter specially for children. Mixed land uses (OR = 2.037; p < 0.001) and a high density of street intersections (OR = 1.640; p < 0.001) clearly encouraged adolescents walking and slightly discouraged children walking (OR = 0.657, p = 0.010; and OR = 0.692, p = 0.025, respectively). The assessment of ACS together with the environmental factors using GIS separately for children and adolescents can inform future friendly and sustainable communities.

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Curriero, Frank C., Nathan T. James, Timothy M. Shields, Caterina Gouvis Roman, C. Debra M. Furr-Holden, Michele Cooley-Strickland, and Keshia M. Pollack. "Exploring Walking Path Quality as a Factor for Urban Elementary School Children’s Active Transport to School." Journal of Physical Activity and Health 10, no. 3 (March 2013): 323–34. http://dx.doi.org/10.1123/jpah.10.3.323.

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Background:Path quality has not been well studied as a correlate of active transport to school. We hypothesize that for urban-dwelling children the environment between home and school is at least as important as the environment immediately surrounding their homes and/or schools when exploring walking to school behavior.Methods:Tools from spatial statistics and geographic information systems (GIS) were applied to an assessment of street blocks to create a walking path quality measure based on physical and social disorder (termed “incivilities”) for each child. Path quality was included in a multivariate regression analysis of walking to school status for a sample of 362 children.Results:The odds of walking to school for path quality was 0.88 (95% CI: 0.72−1.07), which although not statistically significant is in the direction supporting our hypothesis. The odds of walking to school for home street block incivility suggests the counter intuitive effect (OR = 1.10, 95% CI: 1.08−1.19).Conclusions:Results suggest that urban children living in communities characterized by higher incivilities are more likely to walk to school, potentially placing them at risk for adverse health outcomes because of exposure to high incivility areas along their route. Results also support the importance of including path quality when exploring the influence of the environment on walking to school behavior.

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Heinrich, Katie M., Nancee N. Aki, Heidi Hansen-Smith, Mark Fenton, and Jay Maddock. "A Comprehensive Multi-Level Approach for Passing Safe Routes to School and Complete Streets Policies in Hawaii." Journal of Physical Activity and Health 8, s1 (January 2011): S135—S140. http://dx.doi.org/10.1123/jpah.8.s1.s135.

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Background:Policy changes were needed to reshape the built environment for active transportation.Methods:Using the social ecological model as a framework, the Healthy Hawaii Initiative worked with a contractor to develop a series of meetings, planning sessions, and workshops. Activities spanned 22 months between 2007 and 2009, and involved multiple stakeholders, including educational outreach for legislators and collaborative planning sessions with advocates.Results:Ultimately, with the help of the contractor to initiate the process, Complete Streets and Safe Routes to School (SRTS) legislation were introduced January 2009. Advocacy groups monitored bill progress, testified at hearings, and assisted in rewording the bills. The SRTS statute required the Department of Transportation (DOT) to administer the federal SRTS funds and the complete streets law tasked the state and county DOTs to adopt complete streets policies and review existing highway design standards and guidelines. Both bills were signed into law June 2009.Conclusions:Focusing efforts at multiple levels of the social ecological model involving champions and key stakeholders led to the successful passage of legislation supporting active transportation. Tracking policy implementation and evaluation over time will help determine actual impact on active transportation behaviors across Hawaii.

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ХУСНУТДИНОВА, Светлана, Svetlana KHUSNUTDINOVA, Юлия ЗАКИРОВА, and Yuliya ZAKIROVA. "CITY ENVIRONMENT AS A NECESSARY CONDITION FOR THE DEVELOPMENT OF ACTIVE LIFESTYLE AND ACTIVE TOURISM." Service & Tourism: Current Challenges 11, no. 3 (September 4, 2017): 59–70. http://dx.doi.org/10.22412/1995-0411-2017-11-3-59-70.

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The article is devoted to the study of the possibilities and peculiarities of the city environment from the point of view of providing the necessary conditions for the active city lifestyle and active tourism. Cities are interested in the develop- ment of tourism, as an industry that actively attracts investments in the economy, creating a huge variety of workplaces and selfemployment, contributing to the growth of the tax base, preserving local uniqueness and historical and cultural heritage that stimulates creative industries. Obviously, it is impossible, and it is not necessary to create two different cities – “for tourists” and “for citizens”. It means that infrastructure, including transport, street network, cafes and restaurants, entertainment and shopping centers, parks and embankments are actively used by both citizens and tourists. Moreover tourists are attracted by the same objects and events that are in demand among local residents. Accordingly, the creation of a comfortable, safe, friendly city environment is a prerequisite for development, both in terms of improving the quality of life of citizens and attracting tourists. Cities are interested in diversifying the offer for tourist and should contribute to the formation of material and unmaterial factors for the active tourism development. Material factors include the corresponding infrastructure, high-quality ecological situation and a number of others. Unmaterial factors are formed on the basis of city culture, one of the values of which is the active way of life. Priority should be given to the development of the infrastructure of safe school routes, stimulating active modes of movement in the daily regime, creating accessible and safe areas for various sports and outdoor activities.

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Diaz-Insense, Natalia, Lesley McEwan, and Jamie Hilland. "The Six E’s of Active School Travel: How Active and Safe Routes to School (ASRTS) Programs Across Canada Increase the Number of Children Walking to School Every Day ( breakout presentation )." Journal of Transport & Health 7 (December 2017): S50—S51. http://dx.doi.org/10.1016/j.jth.2017.11.083.

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Hoelscher, Deanna, Marcia Ory, Diane Dowdy, Jingang Miao, Heather Atteberry, Donna Nichols, Alexandra Evans, Tiffni Menendez, Chanam Lee, and Suojin Wang. "Effects of Funding Allocation for Safe Routes to School Programs on Active Commuting to School and Related Behavioral, Knowledge, and Psychosocial Outcomes." Environment and Behavior 48, no. 1 (January 2016): 210–29. http://dx.doi.org/10.1177/0013916515613541.

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Shinkarenko, Ulyana, Daria Rashevska, and Oleg Grinyuk. "DEVELOPMENT OF A TWO-DAY TRAINING PEDESTRIAN ROUTE BY THE SVIDOVITSKY MASSIVE." GEOGRAPHY AND TOURISM, no. 59 (2020): 36–44. http://dx.doi.org/10.17721/2308-135x.2020.59.36-44.

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Goal. Development of a two-day educational hike with student youth along one of the most visited ranges of the Carpathians - the Svidovets massif. Training in a competent approach to the organization and conduct of mountain hiking, trouble-free passage of routes. Advanced training in the field of travel, students who master the curriculum within the Faculty of Geography. Where training is provided for tourist sections, clubs, tour operators and other tourist organizations. The research methodology is based on the application of the methodology for the development of hiking tourist routes. Methods of description, comparison, analysis and generalization were also used. In determining the specific sub-area within which the route was laid, cartographic materials were used: tourist map «Svydivets» (2018) scale 1:50000 and mobile application Mapy.cz. Accordingly, with their help, the relief of the territory was assessed and the need to use certain technical means to pass the track was determined. The scientific novelty lies in the development of a two-day educational walking route as an element of the educational process. This training route is a logical continuation of the disciplines «School Tourism» and «Geography of Outdoor and Indoor Correction» in the formation of relevant practical skills. The formation of skills is a logical final element of the formation of the relevant competencies of the modern student: knowledge (obtaining in lectures) - skills (performing tasks in seminars) - skills (application of acquired knowledge and skills in practice). Results. A two-day walking tourist route has been developed in the Svidovets massif with the «conquest» of the very top of Mount Bolshaya Bliznitsa. This route was completed on July 15-16, 2019 by 2nd year students of the Faculty of Geography of KNUTSh specialties «geography of recreation and tourism», «secondary education» and «regional development management». Accordingly, the planned hike for students allowed to gain some knowledge in the field of behavior in the mountain environment, learn certain rules, regulations in the organization of sports tourism, which in the future will increase the safety of hiking and active tours in the mountains. The practical value lies in the formation of skills for organizing and conducting hiking tours, movement in mountainous areas, organizing a camp, cooking food in the field. This route is included in the professionally oriented practice for 2nd year students of the Faculty of Geography of the specialties «recreational geography and tourism» and «secondary education».

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Byers, Katharine, and Glenn Stone. "Roots of Activism: A Qualitative Study of BSW Students." Journal of Baccalaureate Social Work 5, no. 1 (September 1, 1999): 1–14. http://dx.doi.org/10.18084/1084-7219.5.1.1.

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This paper presents the results of a qualitative study of socially/politically active BSW students and recent BSW graduates. The purpose of this study was to explore how undergraduate social work students came to assume their activist roles. The study included intensive interviews with 11 participants through the use of a semi-structured interview format. Although the routes to activism were varied, one finding that emerged from the interviews was that most of the participants had begun their “activist” orientations at relatively early ages; many beginning in middle school. Participants' definitions of the activities encompassed by “activism” and their motivations for continued activism are elucidated. A discussion is also presented regarding ways in which social work educators can increase social/political activism interest and skill levels in undergraduate students.

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Sreedhara, Meera, Karin Valentine Goins, Christine Frisard, Milagros C. Rosal, and Stephenie C. Lemon. "Stepping Up Active Transportation in Community Health Improvement Plans: Findings From a National Probability Survey of Local Health Departments." Journal of Physical Activity and Health 16, no. 9 (September 1, 2019): 772–79. http://dx.doi.org/10.1123/jpah.2018-0623.

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Background: Local health departments (LHDs) are increasingly involved in Community Health Improvement Plans (CHIPs), a collaborative planning process that represents an opportunity for prioritizing physical activity. We determined the proportion of LHDs reporting active transportation strategies in CHIPs and associations between LHD characteristics and such strategies. Methods: A national probability survey of US LHDs (<500,000 residents; 30.2% response rate) was conducted in 2017 (n = 162). LHDs reported the inclusion of 8 active transportation strategies in a CHIP. We calculated the proportion of LHDs reporting each strategy. Multivariate logistic regression models determined the associations between LHD characteristics and inclusion of strategies in a CHIP. Inverse probability weights were applied for each stratum. Results: 45.6% of US LHDs reported participating in a CHIP with ≥1 active transportation strategy. Proportions for specific strategies ranged from 22.3% (Safe Routes to School) to 4.1% (Transit-Oriented Development). Achieving national accreditation (odds ratio [OR] = 3.67; 95% confidence interval [CI], 1.11–12.05), pursuing accreditation (OR = 3.40; 95% CI, 1.25–9.22), using credible resources (OR = 5.25; 95% CI, 1.77–15.56), and collaborating on a Community Health Assessment (OR = 4.48; 95% CI, 1.23–16.29) were associated with including a strategy in a CHIP after adjusting for covariates. Conclusions: CHIPs are untapped tools, but national accreditation, using credible resources, and Community Health Assessment collaboration may support strategic planning efforts to improve physical activity.

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Gálvez-Fernández, Patricia, Romina Gisele Saucedo-Araujo, Pablo Campos-Garzón, María Jesús Aranda-Balboa, Daniel Molina-Soberanes, José Manuel Segura-Díaz, Manuel Herrador-Colmenero, et al. "El desplazamiento activo al centro educativo e indicadores de salud asociados: protocolo de evaluación del estudio PACO “Pedalea y Anda al Colegio” y su aplicación en educación secundaria (Active commuting to school and associated health indicators: eval." Retos, no. 39 (September 21, 2020): 649–57. http://dx.doi.org/10.47197/retos.v0i39.80906.

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Es fundamental elaborar un protocolo de evaluación para garantizar rigor y homogeneidad en cualquier estudio de investigación. Asimismo, se requieren consideraciones específicas si la investigación se desarrolla en contexto educativo y en diferentes centros educativos. Este trabajo tiene como objetivo describir el protocolo de evaluación del estudio de investigación titulado: Estudio PACO “Pedalea y Anda al Colegio”. Además, se aportan recomendaciones globales y aplicaciones prácticas en el contexto educativo. El principal objetivo del estudio PACO es fomentar el comportamiento de desplazamiento activo entre estudiantes de Educación Secundaria Obligatoria para mejorar los niveles de actividad física y otros indicadores de salud asociados. Por ello, el protocolo de evaluación incluye la metodología e instrumentos específicos para evaluar en los adolescentes variables como: 1) modo de desplazamiento al centro educativo y otros factores psicosociales asociados a dicho desplazamiento mediante el cuestionario PACO alumnos, 2) barreras familiares para el desplazamiento activo al centro educativo mediante el cuestionario PACO familias, 3) características antropométricas (peso, talla, perímetro de cintura y de cuello), 4) niveles de actividad física y gasto energético evaluados mediante acelererometría y 5) características de la ruta real casa-colegio registradas mediante Sistema de Posicionamiento Global. La transparencia en la metodología y logística necesaria para evaluar dichas variables en contexto educativo, es la clave para garantizar el rigor y la homogeneidad en futuras implementaciones, ya sean estas realizadas por investigadores o docentes. Finalmente, los datos obtenidos, serán fiables y relevantes para implementar estrategias educativas que fomenten la salud integral de los adolescentes. Abstract. It is essential to develop an evaluation protocol to develop rigor and homogeneity in any research study. Likewise, some considerations are specifically needed if the research is carried out in an educational context and in different schools. This work aims to describe y the evaluation protocol of the research study entitled: PACO Study “Cycle and Walk to School”. In addition, it provides global recommendations and practical applications in the educational context. The main objective of the PACO Study is to promote the behaviour of active commuting among students of Compulsory Secondary Education to improve their physical activity levels and other associated health indicators. For this reason, the evaluation protocol includes the specific methodology and instruments for evaluating variables such as: 1) mode of commuting to school and other psychosocial factors associated with active commuting through the PACO student questionnaire, 2) family barriers to active commuting to school through the PACO families questionnaire, 3) anthropometric characteristics (weight, height, waist and neck circumference), 4) levels of physical activity and energy expenditure evaluated by accelerometry and 5) characteristics of the real home-school route through a Global Positioning System. The transparency in the methodology and logistic necessary to evaluate the variables in the educational context is key to evaluate the rigor and homogeneity in future implementations, whether they are carried out by researchers or teachers. Finally, the obtained data will be reliable and relevant to implement educational strategies in order to promote an integral health of the adolescents.

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Bader, R., R. Shihab, and F. Hawari. "The Carrot Not The Stick: Creating Incentives for Voluntary Enforcement of Smoke-Free Policies Through Smoke-Free Zone Certification." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 138s. http://dx.doi.org/10.1200/jgo.18.34000.

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Background and context: Jordan's Public Health Law bans smoking in public places. However, law-enforcement mechanisms are lagging and Jordanians continue to be exposed to second-hand smoke. The Global Tobacco Control Report 2017 rates enforcement at 2/10 dropping even below the previous 3/10 rating of 2015. Aim: Our intervention aims to provide alternative routes for protection from exposure to second-hand smoke. Strategy/Tactics: The intervention builds on results from a 2012 survey which indicated that 85% of the public supports banning smoking in healthcare institutions, schools, and work places. In 2013 King Hussein Cancer Foundation and Center launched the Smoke-free Zone Certificate Program in collaboration with Global Smoke-free Worksite Challenge. The program, currently in its fifth round, recognizes institutions that voluntarily enforce smoke-free environments. Program/Policy process: Interested institutions submit an application requesting certification. Applications go through a screening process to confirm initial alignment with the program criteria. Institutions passing the initial screening are physically inspected for compliance through unannounced spot-check visits. Those passing the inspection receive certification. To qualify, an institution should meet two criteria. The first is enforcing a 100% smoke-free policy within all indoor premises. Designated smoking areas are not allowed. For schools, the criteria require that the smoke-free policy extends to cover both indoor and outdoor premises. The second criterion is that the smoke-free policy should be in effect for a minimum of 9 months on the day of certification. The appeal of the program builds on (1) the institution's belief in the importance of providing a safe and healthy environment, (2) the association of the program with the name of a well-respected national organization, and (3) the media exposure that the certified institutions receive. Active promotion of the program is performed during the application period to recruit additional applicants. Outcomes: Fig. 1 depicts the growth in numbers of applications and of certified organizations. On average 67% of applicants receive certification. Interest varies by category with schools outweighing all other applicants (62%). What was learned: Incentives for voluntary enforcement of smoke-free policies have the potential to support law enforcement. The growing interest and the modifications that institutions undergo to meet the program criteria are a testimony to our success. Several institutions went through three rounds of applications prior to receiving certification, indicating the ability of the program to motivate compliance. There is a need to continue to grow the number of applicants especially in the 'restaurants' and 'healthcare' categories. Sensitization about the benefits of smoke-free environments, technical assistance to interested institutions, and additional media exposure can help. [Figure: see text]

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Dong, Lisheng. "Inspiration from the Development of Public Administration in the West for Studies of Public Administration in China." Hrvatska i komparativna javna uprava 19, no. 1 (March 28, 2019): 23–51. http://dx.doi.org/10.31297/hkju.19.1.2.

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Many Western-based theories of public administration have had some traction in the Chinese setting. However, they also point to the importance of context and the need to ensure that the theory is relevant to the setting. In this regard, theory needs to be both clearly developed and there are various routes that can be taken. In this article, I share with readers some of my thoughts emanating from my teaching and research over the past two decades, namely, inspiration from the development of public administration in the West for studies of public administration in China. The two analytical lenses that I use for this article are the five essential attributes of public administration and the instrumental and value rationalities as the fundamental nature of the various schools of thought in the development of public administration in the West. The five essential attributes refer to core value, assumptions about human nature, methodology, government role, and disciplinary positioning. They serve as references for my review of the field of public administration in China. Over the last four decades, public administration research in China has resulted in the restoration of the discipline, the flourishing of teaching and research programmes, and active exchanges with colleagues around the world. However, Chinese public administration is facing an “identity crisis”. Chinese scholars have become used to playing the role of consumers of imported concepts, theories, and methods. At this stage it is urgent that they develop their own unique paradigm, including concepts, theories, and methodologies, and contribute to the progress of the whole discipline. The goal of forming their own theoretical framework is urging our Chinese colleagues to challenge themselves to consciously engage in independent theoretical thought. More specifically, they should try to keep abreast of the theoretical developments in the West and lay emphasis on cutting-edge research, avoid not seeing the forest for the trees, and practise timely adoption of dominant theories.

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Yıldız, Nuh Osman, Güçlü Özen, and Ahmet Özsoy. "The impact of artificial wall climbing as a recreational activity on children's locus of control." Journal of Human Sciences 15, no. 4 (December 29, 2018): 2462. http://dx.doi.org/10.14687/jhs.v15i4.5545.

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The aim of this research is to determine the effects of artificial wall climbing - which was performed by primary school students- as a recreative activity on children’s locus of control. Artificial wall climbing represents itself as a learning point beyond a sportive activity while creating an opportunity for participants to discover the limits of their own and that of others’, and opening a path for learning through experience by rendering the participants active rather than passive.The research was designed as one group pre-test – post-test model. The sample of the study is the same as the study population. 40 (15 female, 25 male) students studying in 7th and 8th grades of primary school attended voluntarily in this study. Climbing practices were determined according to students' free time. Climbing practices were planned to be 90 minutes each. It is organized two days in a week between at least twenty-four hours. The test lasted 6 weeks in total. The activity which started with warm-up exercises suited for the age group was configured as a developmental schema as it started with top rope and extended to lead climbing route again on the climbing routes suited for the age groups. During the practice, it was ensured to provide knowledge and skills for not only climbing skills but also for other topics such as basic knowledge of climbing techniques, basic knots and belaying. The practice lasted six weeks and the questionnaire was applied before and after.To determine whether participants had a tendency towards externalizing or internalizing bias, "Nowicki-Strickland Locus of Control Scale" was used.As a result of the statistical analysis, it was observed that there are significant differences between pre-test and the difference of differences regarding the gender discrepancy and between pre-test and post-test scores regarding the total scores (p<0.05).The group of activities carried out for the artificial wall climbing led to a positive development in the children’s perception of locus of control and it was seen that children's beliefs on what’s happening around them is under their control and they can turn their lives in whichever direction they want were positively influenced.

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Березина, Юлия, Yuliya Berezina, Олена Князева, and Olena Knyazeva. "Methodical bases of formation of color perception of children of preschool and younger school age." Universities for Tourism and Service Association Bulletin 10, no. 2 (June 15, 2016): 86–93. http://dx.doi.org/10.12737/19552.

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The article is devoted to the topical problem of formation of color perception of children of preschool and younger school age in artistic and creative activities. The perception of color is defined by the authors as the process of understanding color, which basic laws are integrity, understanding, apperception, selectivity and constancy. Analysis of the age stages of formation of color perception led to the conclusion that the stages are associated with the environment in which a child grows: experience of color perception in reality, in works of fine art and experience of the own artistic and creative activities, expert help of the teacher. Therefore, the formation of color perception skills of children of preschool and younger school age needs systematic work in the dynamics of preschool children development of colour standards through the expansion of the primary school children’s views about the color and perfection of color skills to the cognition of color as a tool of the artist, which is able to express feelings, emotions and relation. The authors developed methodological recommendations for the formation of color vision in children of preschool and younger school age: the active position of a teacher, the creation of an atmosphere of co-creation, experimentation; demonstration of techniques for working with color; the organization of perception process of art works, including the analysis of a color system in art and nature; the creation of a special aesthetic environment of a group class. The results of the study can be used in the process of teaching and learning fine arts in the design of individual routes of teachers self-education and personality developing educational technologies in system of improvement of teachers professional skill.

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Martin, K., B. Giles-Corti, M. Rosenberg, K. McCaul, and J. Salmon. "249 Active schools = active kids?" Journal of Science and Medicine in Sport 8 (December 2005): 142. http://dx.doi.org/10.1016/s1440-2440(17)30745-4.

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Dumbaugh, Eric, and Lawrence Frank. "Traffic Safety and Safe Routes to Schools." Transportation Research Record: Journal of the Transportation Research Board 2009, no. 1 (January 2007): 89–97. http://dx.doi.org/10.3141/2009-12.

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Bertsimas, Dimitris, Arthur Delarue, and Sebastien Martin. "Optimizing schools’ start time and bus routes." Proceedings of the National Academy of Sciences 116, no. 13 (March 12, 2019): 5943–48. http://dx.doi.org/10.1073/pnas.1811462116.

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Maintaining a fleet of buses to transport students to school is a major expense for school districts. To reduce costs by reusing buses between schools, many districts spread start times across the morning. However, assigning each school a time involves estimating the impact on transportation costs and reconciling additional competing objectives. Facing this intricate optimization problem, school districts must resort to ad hoc approaches, which can be expensive, inequitable, and even detrimental to student health. For example, there is medical evidence that early high school starts are impacting the development of an entire generation of students and constitute a major public health crisis. We present an optimization model for the school time selection problem (STSP), which relies on a school bus routing algorithm that we call biobjective routing decomposition (BiRD). BiRD leverages a natural decomposition of the routing problem, computing and combining subproblem solutions via mixed integer optimization. It significantly outperforms state-of-the-art routing methods, and its implementation in Boston has led to $5 million in yearly savings, maintaining service quality for students despite a 50-bus fleet reduction. Using BiRD, we construct a tractable proxy to transportation costs, allowing the formulation of the STSP as a multiobjective generalized quadratic assignment problem. Local search methods provide high-quality solutions, allowing school districts to explore tradeoffs between competing priorities and choose times that best fulfill community needs. In December 2017, the development of this method led the Boston School Committee to unanimously approve the first school start time reform in 30 years.

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Panter, Jenna R., Andrew P. Jones, Esther M. F. Van Sluijs, and Simon J. Griffin. "Neighborhood, Route, and School Environments and Children's Active Commuting." American Journal of Preventive Medicine 38, no. 3 (March 2010): 268–78. http://dx.doi.org/10.1016/j.amepre.2009.10.040.

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Editorial. "“VGIK DAYS”: FOREIGN ROUTES." Journal of Flm Arts and Film Studies 10, no. 4 (December 15, 2018): 6. http://dx.doi.org/10.17816/vgik1046-6.

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The international ties of VGIK with universities and national schools of different countries are developing rapidly. Confirmation is the 38th VGIK International Student Film Festival, which was successfully completed in Moscow, or the Student Oscar, as the Russian press calls it. In anticipation of the celebration of the 100th anniversary of the celebrated Russian university and the 120th anniversary of Sergei Eisenstein, the festival was attended by future cinematographers from 38 film schools from 36 countries presented 43 films for the competition program. Another proof is the holding of VGIK Days, which took place at the end of 2018 in the Republic of Belarus and the Republic of Uzbekistan, Italy, and Romania. And everywhere delegation VGIK waited for a warm and friendly welcome.

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Höhne, Matthias, and Uwe T Bornscheuer. "Biocatalytic Routes to Optically Active Amines." ChemCatChem 1, no. 1 (August 24, 2009): 42–51. http://dx.doi.org/10.1002/cctc.200900110.

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Moore, Rock, and Mahmoud Suleiman. "Active Leadership in Schools." Journal of Leadership Studies 4, no. 1 (January 1997): 122–31. http://dx.doi.org/10.1177/107179199700400110.

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Buchner, Johannes, and Rainer Rudolph. "Routes to active proteins from transformed microorganisms." Current Opinion in Biotechnology 2, no. 4 (August 1991): 532–38. http://dx.doi.org/10.1016/0958-1669(91)90077-i.

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Bandiera, Milena, and Costanza Bruno. "Active/cooperative learning in schools." Journal of Biological Education 40, no. 3 (June 2006): 130–34. http://dx.doi.org/10.1080/00219266.2006.9656030.

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O’Brien, Wesley. "Promoting active lifestyles in schools." Sport, Education and Society 24, no. 8 (August 24, 2019): 907–11. http://dx.doi.org/10.1080/13573322.2019.1657326.

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Lang, Markku. "Active learning in modern schools." Journal of the Acoustical Society of America 141, no. 5 (May 2017): 3456. http://dx.doi.org/10.1121/1.4987166.

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Ambounda, Nathalie L., Sylvain H. Woromogo, Felicite E. Yagata Moussa, Alain J. Kouanang, and Vicky N. Simo Tekem. "Sexuality and behaviour of adolescents in relationship to sexually transmitted diseases in Libreville: a cross-sectional study." International Journal of Reproduction, Contraception, Obstetrics and Gynecology 9, no. 7 (June 25, 2020): 2782. http://dx.doi.org/10.18203/2320-1770.ijrcog20202708.

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Background: The World Health Organization (WHO) defines a sexually transmitted infection (STI) as an infection that is transmitted during unprotected sexual intercourse. Indeed, the highest rates of STIs are usually found among young people aged 15 to 24. In Gabon, adolescents' knowledge of sexuality and STIs remains insufficient and early sexual intercourse is the most important factor favouring them. Improving adolescents' knowledge of sexuality education could influence their behaviour.Methods: A cross-sectional study was conducted among 1256 adolescents in schools in Libreville. Their socio-demographic characteristics, knowledge about STIs, the description of their sexuality and their behaviour towards STIs were obtained through ratings and frequencies. Authos calculated the overall average of adolescents on their knowledge of STIs. Odds ration were used to establish the link between the different variables.Results: Adolescents reported knowledge of STIs (1163/1256). AIDS was the most frequently cited STI by 94.50% of adolescents. Sexual intercourse was the main route of STI transmission and was cited by 687 adolescents who estimated that they knew at least one mode of STI transmission. Almost all female and male adolescents had poor knowledge of STIs, with 98.2% and 98.8% respectively. 84.96% of those with a sexual partner had ever had sex. More than half of sexually active adolescents had multiple partners.Conclusions: Adolescents have a poor overall knowledge of STIs. Sexual risk behaviour remains very high, regardless of gender. To contain the scourge, awareness campaigns using all the means of communication at our disposal and especially the media.

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Sandineni, Prashanth, Hooman Yaghoobnejad Asl, Nikolay Gerasimchuk, Kartik Ghosh, and Amitava Choudhury. "Soft chemical routes to electrochemically active iron phosphates." Inorganic Chemistry 58, no. 7 (March 19, 2019): 4117–33. http://dx.doi.org/10.1021/acs.inorgchem.8b03065.

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Ley, Steven V. "New Routes to Biologically Active Heterocyclic Natural Products." Bulletin des Sociétés Chimiques Belges 101, no. 7 (September 1, 2010): 641–42. http://dx.doi.org/10.1002/bscb.19921010711.

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FURUHASHI, K. "ChemInform Abstract: Biological Routes to Optically Active Epoxides." ChemInform 24, no. 48 (August 20, 2010): no. http://dx.doi.org/10.1002/chin.199348312.

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Wittmar, Alexandra, Hanna Thierfeld, Steffen Köcher, and Mathias Ulbricht. "Routes towards catalytically active TiO2 doped porous cellulose." RSC Advances 5, no. 45 (2015): 35866–73. http://dx.doi.org/10.1039/c5ra03707g.

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Cellulose–TiO₂ membranes with photocatalytic activity were prepared by non-solvent induced phase separation from cellulose solutions in ionic liquids or from cellulose acetate solutions in organic solvents followed by deacetylation.

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Journal articles on the topic 'Active Routes to Schools'

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