Journal articles on the topic 'Evanston Township High School'
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1
Thajane, S. B., and M. G. Masitsa. "An investigation into policy implementation by primary school principals in the Free State province." South African Journal of Education 41, Supplement 2 (December 31, 2021): S1—S12. http://dx.doi.org/10.15700/saje.v41ns2a1960.
Abstract:
Despite numerous attempts by the Free State Department of Education to train primary school principals on how to design and implement school policies, numerous schools do not implement school policies satisfactorily. In this article we examine the implementation of school policies in township primary schools in the Free State province, South Africa. The sample of the study consisted of 60 township primary school principals who were randomly selected from 160 township primary schools across the province. The participants completed a questionnaire based on policy implementation in township primary schools. Prior to completion, the questionnaire was tested for reliability using the Cronbach alpha coefficient. The questionnaire was found to have a reliability score of 0.909, which indicates a high level of internal consistency. The questionnaire was electronically analysed using the SPSS. The results of the analysis reveal that some school policies were reasonably well implemented at schools, while other policies were poorly implemented. This article concludes with recommendations on addressing the problem.
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Munongi, Lucia. "Townships’ High School Learners’ Views on the Implementation of the Right to Education: A Social Justice Perspective." Athens Journal of Education 10, no. 1 (January 27, 2023): 153–72. http://dx.doi.org/10.30958/aje.10-1-9.
Abstract:
The Universal Declaration of Human Rights asserts that education is a fundamental human right for everyone. Education promotes equality, but this can only be possible in the absence of social injustices within school systems. Social justice in education entails challenging any inequalities that may exist in the education system. This study focused on examining South African township high school learners’ definition of their right to education and views on its implementation. Using a qualitative approach, 45 high school learners (26 female and 19 male) who were purposively sampled from two township public high schools participated in semi-structured, in-depth individual interviews. The study was grounded in the social constructivism paradigm and data were analysed thematically. The findings of this study showed several shortfalls in the implementation of the right to education in the two schools. Despite a few positive developments, learners generally felt dissatisfied with the implementation of their right to education. Based on these findings, this study recommends the need to monitor activities in public schools to ensure that the right to education is fully implemented, to promote social justice in schools. Keywords: public school, right to education, social justice, the Constitution of South Africa, the Universal Declaration of Human Rights, township
3
Zhiyi, Zhang. "The Shangshu Township Private Senior High School in Anji County, Zhejiang Province." Chinese Education & Society 30, no. 1 (January 1997): 77–80. http://dx.doi.org/10.2753/ced1061-1932300177.
4
Davis, Janis, Emily Dodge, and Martha Welderufael. "Intercultural Partnering for the Benefit of South Africa Township High School Students." Occupational Therapy International 21, no. 4 (October 18, 2014): 186–95. http://dx.doi.org/10.1002/oti.1379.
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Bingma, Vangile. "Space and place in researching male early high school leaving in Orange Farm Township." South African Journal of Education 33, no. 3 (August 2, 2013): 1–13. http://dx.doi.org/10.15700/201503070746.
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Kruger, Herculina Salome, Rachelle Pretorius, and Aletta E. Schutte. "Stunting, adiposity, and low-grade inflammation in African adolescents from a township high school." Nutrition 26, no. 1 (January 2010): 90–99. http://dx.doi.org/10.1016/j.nut.2009.10.004.
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Anderson, Bronwynne. "Boys in “trouble”: Contestations, contradictions and conflicting notions of Coloured high school masculinities." South African Journal of Education 40, Supplement 2 (December 31, 2020): S1—S10. http://dx.doi.org/10.15700/saje.v40ns2a1758.
Abstract:
This article focuses of 13 high school boys’ experiences of getting into “trouble” in a former Colouredi township high school in KwaZulu-Natal Province. This ethnographic study explored the reasons for boys being considered “troublesome”ii at school. Data collection included focus groups, semi-structured open-ended individual interviews and non-participant observation. Using the social constructionist perspective of masculinity as an analytical lens, the findings show that these boys’ schooling experiences are fraught with anti-schooling, anti-academic and anti-authoritarian attitudes and behaviours. They construct themselves as dominant, unafraid and unwilling to conform to school rules, which brings them into conflict with authorities. While some of the group expressed determination to ameliorate their lives, others dropped out of school prematurely. Teacher attitudes are central to either perpetuating “trouble” or being sensitive to these boys’ schooling woes.
8
Yar Zar Chit and Lu San. "CLASSROOM ASSESSMENT PRACTICES: AN EVALUATION OF BASIC EDUCATION SCHOOL TEACHERS." JISAE: Journal of Indonesian Student Assessment and Evaluation 8, no. 1 (July 1, 2022): 78–85. http://dx.doi.org/10.21009/jisae.v8i1.27845.
Abstract:
This study aimed to investigate the classroom assessment practices of teachers in Myitkyina Township, Myanmar. A total of 237 teachers from Basic Education High Schools in Myitkyina Township participated in this study. Descriptive research design and survey method were used. An instrument: Teachers’ Classroom Assessment Practices Questionnaire was used to collect the required data. The internal consistency was =0.87. According to the results, the sample mean (193.22) is larger than the theoretical mean (141). Then, it was found that there were significant differences in teachers’ using performance assessment and non-achievement-based grading by gender. Similarly, in the comparison of teachers’ assessment practices by subject, mean score of science teachers was highest and that of art teachers was lowest. Moreover, in the comparison of teachers’ assessment practices by position, mean score of senior teachers was highest and that of primary teachers was lowest in assessment practices. Similarly, in the comparison of teachers’ assessment practices by service, mean score of teachers who have above 30-year service was highest. Finally, this study hopes that the school administrators can get the ideas to recover and promote the teachers’ classroom assessment practices with the cooperation of the experts.
9
K, Mashaba E., Sibanda G, Tsebe M. M, Ngidi P, and Maile S. "Learner Learner- on- learner violence: A case of Tshwane West District (D15), Mabopane, Gauteng Province." International Journal of Social Science Research and Review 5, no. 8 (August 16, 2022): 115–29. http://dx.doi.org/10.47814/ijssrr.v5i8.378.
Abstract:
In recent years, violence among learners has escalated in many schools in South Africa. This has raised concern in society on whether the measures put in place to address the problem works. For this reason, we set to investigate the cause and measures to curb school violence in two schools in a disadvantaged community of Mabopane, Gauteng Province. We selected a township setting as the context of our research. This choice is informed by frequent occurrences of violence in high schools. We used a qualitative research approach to collect data through semi-structured interviews with twelve learners (n=6) from two high schools in the township of Mabopane. The findings Suggest that lack of control of learners, as demontrated by learners loitering around during clases, gambling, and drug abuse are the primary causes contributing to violence.
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Htun, Ye Minn, Kay Thi Lwin, Nwe Nwe Oo, Kyaw Soe, and Than Tun Sein. "Knowledge, attitude and reported practice of primary school teachers on specified school health activities in Danuphyu Township, Ayeyarwaddy Region, Myanmar." South East Asia Journal of Public Health 3, no. 1 (January 18, 2014): 24–29. http://dx.doi.org/10.3329/seajph.v3i1.17707.
Abstract:
Schools are important settings for comprehensive health promotion. School exerts the most influence on the lives of children and youth. Schools can play a key role in supporting students health and, by extension, the health of their families and communities. This school-based cross sectional descriptive study was conducted in Danuphyu Town-ship from June to November, 2012. This study aimed to identify the levels of knowledge, attitude and practice of primary school teachers concerning four school health activities: comprehensive school health education; healthy school environments; prevention and control of communicable diseases; and nutritional promotion and food safety. The sample consisted of 97 teachers from 23 primary schools were randomly selected to participate in the study. A pre-tested structured questionnaire was used as a data collection tool. It was found that 62.9% of teachers achieved a high level of knowledge scores (mean knowledge score of 39.10 with SD 3.087); 57.7% had a positive attitude towards school health activities; 52.6% of teachers achieved high reported practice scores (with mean practice score of 66.07 and SD 4.17); teachers from urban areas, over 50 years of age, and with service duration of 20-24 years, are statistically significantly associated with higher levels of reported practice; teachers with high knowledge and posi-tive attitude scores achieved higher reported practice scores, but these associations are not statistically significant. Overall, over 50% of the teachers had a high knowledge, a positive attitude and high practice scores relating to school health activities, and this shows that favorable conditions exist at the schools among the teachers for further strengthening the school health program of Myanmar. Enhancing teachers' involvement in school health activities would establish good outcomes of the school health promotion program. Provision of continuous training of teach-ers in school health would further enhance knowledge of teachers, and would gradually inculcate positive attitudes among them. This would lead towards more involvement of teachers in school health activities. South East Asia Journal of Public Health 2013; 3(1): 24-29 DOI: http://dx.doi.org/10.3329/seajph.v3i1.17707
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Swami, Piyush Datt, Pradeep Sukla, and Sanjeev Kumar. "Prevalence of health risk behaviours among the school going adolescents of Gwalior township." International Journal Of Community Medicine And Public Health 6, no. 12 (November 27, 2019): 5129. http://dx.doi.org/10.18203/2394-6040.ijcmph20195457.
Abstract:
Background: The high-risk behaviors are defined as behaviors which threat health and well-being of adolescences, youth and other society’s members. Habits and behaviour that acquired in adolescent have influence in adulthood as well. Health risk behaviors such as alcohol use, smoking, substance use, unsafe driving, unintentional injuries and violence and sexual risk behaviors among adolescents is widely prevalent. Adolescent have tendency to experiments new things, they want to explore new things because of this they have risk taking behavior, this nature is also due to hormonal surge and emotional predominance. The aim and objectives of this study was to estimate the prevalence of health risk behaviors and on the basis of key findings suggest recommendations.Methods: This study is based on self-reported experiences of health risk behavior by school going adolescents. Adolescents are selected by the simple random sampling, and data is collected by the semi-structured, self-administered questionnaire.Results: 26% adolescents experience road traffic accident, 4.5% experience assault. 11% were used to smoke, 9% nonsmoking products, 2.67% uses alcohol some time in their life. 9% adolescents experience symptoms of RTI.Conclusions: Adolescent stage is a period of various changes so they need proper care, support and counseling to cope with this transition phase.
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Masuku, Andile S., Maureen N. Sibiya, and Reggiswindis T. Hlengwa. "Psychosocial challenges associated with teenage pregnancy amongst high school learners at eMondlo Township, KwaZulu Natal, South Africa." African Journal for Physical Activity and Health Sciences (AJPHES) 27, no. 2 (June 2021): 265–83. http://dx.doi.org/10.37597/ajphes.2021.27.2.9.
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Naing, Kaung Myat, Ye Minn Htun, Kyaw Myo Tun, Tun Tun Win, Htein Lin, and Than Tun Sein. "Involvement of high school teachers in Health Promoting School program in selected township, Yangon Region, Myanmar: A cross-sectional mixed methods study." PLOS ONE 17, no. 6 (June 16, 2022): e0270125. http://dx.doi.org/10.1371/journal.pone.0270125.
Abstract:
Background Schools provide a big opportunity for promoting the student’s health, life skill, and behavior. Teachers play a fundamental role in the promotion and successful implementation of school health services. This study aimed to assess the level of involvement in the Health Promoting School program and its associated factors and to explore the benefits and barriers to involvement among high school teachers in Myanmar. Methods A mixed methods explanatory sequential study was conducted among 194 high school teachers in Thanlyin Township, Yangon Region, Myanmar, from June to August 2020. Quantitative data were collected with the pretested structural questionnaire and analyzed by Chi-square tests and Fisher’s exact tests. A qualitative strand was added by conducting in-depth interviews (n = 15, five teachers from each level of involvement: poor, medium, and good), analyzed by thematic content analysis. Results Of the 194 teachers, 23.7% had a good level of involvement in the Health Promoting School program. The factor associated with involvement in Health Promoting School program were age (p value < 0.001), duration of services (p value = 0.001), and a number of accomplished training-related school health (p value = 0.008). Qualitative data revealed that improvement of the health knowledge and awareness on health problems, the progress of healthy behaviors, development of physical and mental health, prevention of the disease spread, achievement of healthy and productive learning environment, and development of academic achievement were major benefits of teachers’ involvement. Moreover, the main barriers to involvement were insufficient materials and human resources, time constraints, incompetence of the teachers, poor cooperation of school health partnerships, and insufficient awareness of parents. Conclusions The proportion of good involvement in the Health Promoting School program among high school teachers was low in this study area. Providing sufficient human resources and material, conducting the on-the-job and refresher training, enhancing parent-teacher cooperation, and strengthening the community partnerships were crucial to improve the level of involvement and reduced the barriers for the achievement of the Health Promoting School program.
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Ismail, Lili Asma, and Sheiladevi Sukumaran. "Prevalence of refractive errors among school children in Wangsa Maju, Kuala Lumpur, Malaysia." Medical hypothesis, discovery & innovation in optometry 3, no. 3 (December 30, 2022): 106–12. http://dx.doi.org/10.51329/mehdioptometry158.
Abstract:
Background: Uncorrected refractive error is the most common cause of vision impairment and the second leading cause of blindness worldwide. Its prevalence differs among and within countries. This study was aimed at exploring the pattern and prevalence of refractive error among school children in the Wangsa Maju Township, Kuala Lumpur, Malaysia.
Methods: A stratified, multistage, cluster random sampling in a geographically defined area was employed, and 245 school children, aged 8–12 years, from two primary schools in Wangsa Maju Township, Kuala Lumpur, were recruited. The cross-sectional study employed interviewing, measuring uncorrected distance visual acuity (UCDVA) using the Snellen chart, cycloplegic refraction under a streak retinoscope refined subjectively, and a detailed slit-lamp examination to assess the anterior and posterior segments. Myopia, hyperopia, and astigmatism were defined as spherical equivalent (SE) greater than or equal to - 0.50, SE greater than or equal to + 2.00, and cylindrical greater than or equal to 0.75 D, respectively. Reduced UCDVA was defined as an unaided visual acuity < 6/9.
Results: The mean (standard deviation) age of the participants was 10.42 (1.22) years. The overall prevalence of refractive error was 47.8%. Of 245 screened school children, including 42 (35.9%) boys and 75 (64.1%) girls, 117 had refractive error, with a prevalence of refractive error of 17.1% and 30.6% in boys and girls, respectively. Myopia was the most common type (30.2%), followed by astigmatism (16.3%) and hyperopia (1.2%). The prevalence of reduced UCDVA was 36.3% among the screened school children, attributable to refractive error with a significantly high positive correlation (r = +.721; P < 0.01). Among those with refractive errors, sex differences in the magnitude of refractive errors were not statistically significant in the three types of refractive errors (all P > 0.05).
Conclusions: The prevalence of refractive error among primary school children in Wangsa Maju Township, Kuala Lumpur, Malaysia was 47.8%; girls outnumbered boys, but the magnitude of refractive errors showed no sex differences. The prevalence of reduced UCDVA was 36.3%, attributable to refractive error. Irrespective of sex, myopia had the highest prevalence compared to other refractive errors, and its prevalence increased with age. Future population-based studies are required to address the limitations concerning environmental risk factors for refractive error and the impact of ethnic or familial backgrounds on their prevalence in a similar but larger population using the same protocol.
15
Thu, May Theint. "ICT skills and challenges faced by high school teachers of Inle Lake located in the Nyaungshwe township of Shan State in Myanmar." Journal of Green Learning 2, no. 1 (June 28, 2022): 29–37. http://dx.doi.org/10.53889/jgl.v2i1.102.
Abstract:
In western Shan State of Myanmar, there is a picturesque lake, famous for its floating villages and gardens and the unique way of life of the local Intha people, with their living communities based entirely on the water. The present survey research was aimed at identifying the ICT facilities, skills, usage, and the problems faced by the high school teachers of basic education while using ICT. The population of the study comprised the teachers of 17 Inle villages. Instrument was developed by the first author. About 102 state high school teachers were selected from three government high schools. Descriptive statistics were used to analyze the data. The findings revealed that only some of the teachers have computers and Internet facilities at home and school. They are expert at simple skills like searching and browsing internet, social networking, and MS word but are less skilled or poor on other skills like using MS access, discussion forums/blogs and Windows file management. Teachers spend more time on computers for academic and other purposes than for recreational purpose. They believe that the use of ICT supports their learning, lack of technical support at home and at school, load shedding at home and at school and signal problem in Internet at home and are the problems faced by most of the teachers. Thus, the government high schools should invest more on improving the infrastructure to address the ICT related problems of teachers at the schools.
16
Mathe, Sibonsile. "Love is good even when it is bad: Competing sexuality discourses in a township high school in South Africa." Agenda 27, no. 3 (September 2013): 77–86. http://dx.doi.org/10.1080/10130950.2013.842288.
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Voorend, Carlijn GN, Shane A. Norris, Paula L. Griffiths, Modiehi H. Sedibe, Marjan J. Westerman, and Colleen M. Doak. "‘We eat together; today she buys, tomorrow I will buy the food’: adolescent best friends’ food choices and dietary practices in Soweto, South Africa." Public Health Nutrition 16, no. 3 (July 16, 2012): 559–67. http://dx.doi.org/10.1017/s1368980012003254.
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AbstractObjectiveTo explore if and how female adolescents engage in shared eating and joint food choices with best friends within the context of living in urban Soweto, South Africa.DesignA qualitative, exploratory, multiple case study was conducted using semi-structured duo interviews of best friend pairs to ascertain their eating patterns, friendship and social interactions around dietary habits.SettingParticipants were recruited from three high schools in the urban township of Soweto, South Africa.SubjectsFifty-eight female adolescents (twenty-nine friend pairs) still in high school (mean age of 18 years) were enrolled.ResultsAlthough overweight rates were high, no association between friends was found; neither did friends share dieting behaviours. Both at school and during visits to the shopping mall, foods were commonly shared and money pooled together by friends to make joint purchases. Some friends carefully planned expenditures together. Foods often bought at school were mostly unhealthy. Availability, price and quality were reported to affect choice of foods purchased at school. Preference shaped joint choices within the shopping mall environment.ConclusionsFood sharing practices should be investigated in other settings so as to identify specific behaviours and contexts for targeted and tailored obesity prevention interventions. School-based interventions focusing on price and portion size should be considered. In the Sowetan context, larger portions of healthy food may improve dietary intake of fruit and vegetables where friends are likely to share portions.
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Lat, Tun W., May P. Lynn, and Kyaw S. Mya. "The determinants of pregnancy health literacy among youth in Bogalay Township, Ayeyarwaddy Region, Myanmar." International Journal Of Community Medicine And Public Health 9, no. 5 (April 27, 2022): 2029. http://dx.doi.org/10.18203/2394-6040.ijcmph20221217.
Abstract:
Background: Focusing on adolescent reproductive health is very important, as 16% of the world's population is adolescents. This study aimed to identify the determinants of teenage pregnancy health literacy among youth and explore the perception of teenage pregnancy among youth and their guardians.Methods: We conducted a cross-sectional study with a mixed-method approach to identify the determinants and perception of pregnancy health literacy among youth in Bogale Township, Ayeyarwaddy region, Myanmar, between July and December 2020. We did the face-to-face personal interviews with guided self-administered questionnaires among 310 youth and individual depth interviews with 12 youth and 12 of their parents.Results: About 43% (95% CI 37.1%, 48.1%) were well-versed in pregnancy health literacy issues. This study discovered that youth with high school education and less had a 6.8 (95% CI =1.4, 34.7) fold increase in odds of having poor pregnancy health literacy compared to those with higher education. Moreover, youth who could not earn their income was approximately 5.7 times more likely to have poor pregnancy health literacy than those who could earn. The majority of youth requested to disseminate reproductive health information through various media and channels and that health facilities be well-equipped to provide reproductive health care services to teenagers.Conclusions: Sexual and reproductive health education/teaching programs and adolescents-friendly reproductive health services should be effectively implemented to prevent teenage pregnancy and ensure safer sex practices among teenagers. School-based sexual education programs must involve and assist parents and teachers in taking a more active role in SRH education in schools.
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Pan, Muzhe, Yaofu Huang, Yawen Qin, Xun Li, and Wei Lang. "Problems and Strategies of Allocating Public Service Resources in Rural Areas in the Context of County Urbanization." International Journal of Environmental Research and Public Health 19, no. 21 (November 7, 2022): 14596. http://dx.doi.org/10.3390/ijerph192114596.
Abstract:
Imbalances in allocating public service resources are a universal problem worldwide, especially in urban and rural areas. As a developing country with a significant imbalance between urban and rural areas, China is representative of the unbalanced allocation of public service resources. Presently, China has entered the county urbanization stage. Therefore, this study can provide a new way to realize the equalization of urban and rural public services with the county as the basic unit. Taking counties as the primary study area, this paper analyzes the new trends of population mobility in China’s counties. It combines large-scale questionnaires and field surveys to investigate the new demand of rural residents for public services and the shortcomings of public service resource allocation. First, the county seat attracts a concentration of the county’s rural residents and returning population, whose high expectations for the county seat’s education and medical services have not yet been met. Second, the township assumes the vital function of elementary school education and medical services in rural areas, and the rural children have a great demand for elementary school education services in the township. However, there are still apparent shortcomings in support of teaching facilities and the quality of education services. Third, the problem of aging and hollowing out in rural areas is serious, and the education, medical and elderly service needs of left-behind children and the elderly are difficult to be guaranteed. Finally, this paper proposes targeted planning strategies and policy recommendations for allocating county public service resources at three levels based on the “county–town–village” hierarchy.
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Kloppenberg, Jay. "DEMOCRACY AND EDUCATION YESTERDAY, TODAY, AND TOMORROW." Journal of the Gilded Age and Progressive Era 16, no. 4 (October 2017): 388–99. http://dx.doi.org/10.1017/s1537781417000287.
Abstract:
A century after its publication, Democracy and Education remains relevant and influential far beyond its original context. This essay explores the breadth of its relevance through a study of the use of Deweyan methods and ideas at a community high school in a small, impoverished township 50 km outside of Johannesburg, South Africa. Through this example, we learn that the relevance of Dewey's ideas are not limited either to his time or to his place, but instead fit seamlessly in a context as different from Dewey's as we can imagine. In a modern world in which most children outside of the world's wealthiest countries receive an education woefully inadequate for both the professional and civic responsibilities they will face as adults, this successful example begs the question of how modern school systems around the world might become more successful by harkening back to the ideas expressed in Democracy and Education.
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Magano, Meahabo Dinah. "The New Kind of a Teacher, to Handle the New Subject-Life Orientation, in a Township High School in South Africa." Journal of Social Sciences 28, no. 2 (August 2011): 119–27. http://dx.doi.org/10.1080/09718923.2011.11892936.
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Ogude, Nthabiseng Audrey, Kgadi Clarrie Mathabathe, Nosipho Mthethwa, and Regina White. "Mamelodi Pre-University Academy." Metropolitan Universities 31, no. 2 (July 20, 2020): 33–52. http://dx.doi.org/10.18060/23807.
Abstract:
The University of Pretoria adopted an anchor institution strategy and designated the Mamelodi Campus as a Faculty with a focus on community engagement with the primary goal of broadening educational pathways to post-secondary school attainment. This paper provides an overview of how two strategic goals of the University namely, widening access and success and strengthening social responsiveness have manifested over a decade through designating STEM access programmes to a campus located in the impoverished township, Mamelodi. The anchor mission entails improvement of the access programmes through incorporating the student voice, as well the improvement of After-School Programmes (ASPs) by formalizing a Pre-University Academy (PUA). The PUA is a signature academic programme geared towards fostering articulation between the high school initiatives, access programmes and the mainstream programmes to ensure a seamless transition from secondary school to graduation. The paper provides lessons drawn from the provision of the programmes which resulted in “forward and backward” articulation to close the school-university gap while addressing systemic educational problems left by the legacy of apartheid. The paper further elaborates on the process followed to cement the anchor mission through the PUA as well as make recommendations to strengthen anchor institution strategy efforts in similar contexts.
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Lindegaard, Marie Rosenkrantz, and Francisca Zimmermann. "Flexible cultural repertoires: Young men avoiding offending and victimization in township areas of Cape Town." Ethnography 18, no. 2 (October 21, 2016): 193–220. http://dx.doi.org/10.1177/1466138116673379.
Abstract:
Despite extensive studies of street culture and the risks of offending and victimization in urban marginalized areas, little is known about the role of cultural repertoires for variation in victimization risks among young men not involved in crime. Based on two ethnographic studies, conducted independently of the authors in neighbouring township areas of Cape Town, we offer insights into patterns of victimization among young men not involved in crime who live and attend school in the townships. Young men who perform decent cultural repertoires are highly exposed to victimization due to their moral rejection of crime-involved youth. Young men who perform flexible cultural repertoires, by incorporating and shifting between gang and decent repertoires, experience low victimization due to their adaptation to crime-involved youth. Findings emphasize the importance of detailed investigations of the way varying cultural repertoires, in particularly heterogeneous flexible repertoires, influence offending and victimization patterns among young men in high-risk settings.
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Zhao, Weijie. "Predicament and outlook of China's math education." National Science Review 7, no. 9 (April 17, 2020): 1513–17. http://dx.doi.org/10.1093/nsr/nwaa070.
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Abstract Mathematics is the foundation of science and rational thinking. Math education for the younger generation is the fundamental project to upgrade the mathematical literacy and the creativity of the whole society. China's education system has long been different from that of Western countries. China has fostered many gold medal winners of the International Mathematics Olympiad, but is also criticized as lacking creativity. In this NSR forum on math education in China, educators of high schools and universities as well as researchers of different scientific fields gather to talk about the current predicaments and future developments of China's math education. Zenghu Li Mathematician; Professor of the School of Mathematical Sciences, Beijing Normal University, Beijing, China Chao Tang Quantitative biologist; Director of the Center for Quantitative Biology, Peking University, Beijing, China Zhihong Xia Mathematician; Professor of Mathematics, Northwestern University, Evanston, USA and the Founding Chair of the Department of Mathematics, Southern University of Science and Technology, Shenzhen, China Jinlong Yang Computational chemist; Professor of the School of Chemistry and Materials Science, University of Science and Technology of China, Hefei, China Huawei Zhu Headmaster of Shenzhen Middle School, Shenzhen, China; Former leader and head coach of the national team of China for the International Mathematics Olympiad, China Gang Tian (Chair) Mathematician; Professor of the School of Mathematical Sciences, Peking University, Beijing, China
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Yar Zar Chit. "A STUDY ON SELF PERCEIVED ASSESSMENT SKILLS OF BASIC EDUCATION SCHOOL TEACHERS." JISAE: Journal of Indonesian Student Assessment and Evaluation 6, no. 2 (August 22, 2020): 133–39. http://dx.doi.org/10.21009/jisae.v6i2.15561.
Abstract:
The main of this study was to investigate the self-perceived assessment skills of basic education teachers. A total of 228 teachers from primary, middle and high schools (public and private schools) at Pyawbwe Township in Myanmar participated in this study. Descriptive research design and survey method were used in this study. An instrument: Self-Perceived Assessment Skills Questionnaire was used to collect required data. According to the results, there were significant differences in teachers’ constructing, administering assessment skills, and performance assessment skills by gender at 0.05 levels. Similarly, there were also significant differences in teachers’ grading skills and overall self-perceived assessment skills by gender at 0.01 levels. Besides, it was also found that there were significant differences in teachers’ performance assessment skills and grading skills by school type at 0.05 levels. Moreover, in the comparison of teachers’ self-perceived assessment skills by position, the mean score of junior teachers is the highest and the mean score of primary teachers is the lowest. Similarly, in the comparison of teachers’ self-perceived assessment skills by service, the mean score of teachers who have above 30-years service is the highest. Finally, this study expects that the school administrators can get any idea to recover and promote the teachers’ assessment skills with the cooperation of experts.
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Yar Zar Chit. "A STUDY ON SELF PERCEIVED ASSESSMENT SKILLS OF BASIC EDUCATION SCHOOL TEACHERS." JISAE: Journal of Indonesian Student Assessment and Evaluation 6, no. 2 (August 22, 2020): 133–39. http://dx.doi.org/10.21009/jisae.062.03.
Abstract:
The main of this study was to investigate the self-perceived assessment skills of basic education teachers. A total of 228 teachers from primary, middle and high schools (public and private schools) at Pyawbwe Township in Myanmar participated in this study. Descriptive research design and survey method were used in this study. An instrument: Self-Perceived Assessment Skills Questionnaire was used to collect required data. According to the results, there were significant differences in teachers’ constructing, administering assessment skills, and performance assessment skills by gender at 0.05 levels. Similarly, there were also significant differences in teachers’ grading skills and overall self-perceived assessment skills by gender at 0.01 levels. Besides, it was also found that there were significant differences in teachers’ performance assessment skills and grading skills by school type at 0.05 levels. Moreover, in the comparison of teachers’ self-perceived assessment skills by position, the mean score of junior teachers is the highest and the mean score of primary teachers is the lowest. Similarly, in the comparison of teachers’ self-perceived assessment skills by service, the mean score of teachers who have above 30-years service is the highest. Finally, this study expects that the school administrators can get any idea to recover and promote the teachers’ assessment skills with the cooperation of experts.
27
Hedden, Debra Gordon, George N. Heller, Jere T. Humphreys, and Valerie A. Slattery. "Alice Carey Inskeep (1875-1942): A Pioneering Iowa Music Educator and MENC Founding Member." Journal of Research in Music Education 55, no. 2 (July 2007): 129–47. http://dx.doi.org/10.1177/002242940705500204.
Abstract:
The purpose of this study was to examine the professional contributions of Alice Carey Inskeep (1875-1942), who contributed significantly to music education through her positive and effective teaching, supervising, community service, and leadership in music education. Inskeep was born in Ottumwa, Iowa, and taught for five years in that city's school system after graduating from high school. She served as music supervisor in Cedar Rapids, Iowa, for most of the remainder of her career, where she provided progressive leadership to the schools and community. She was one of three people appointed to plan the initial meeting in Keokuk, Iowa, for what eventually became MENC: The National Association for Music Education, and she was one of sixty-nine founding members of the organization in 1907. The Keokuk meeting served as an impetus for Inskeep to travel to Chicago, where she studied with several notable music educators. Later, she sat on the organization's nominating committee, the first Educational Council (precursor to the Music Education Research Council) board of directors, and provided leadership to two of the organization's affiliates, the North Central Division and the Iowa Music Educators Association. She served as a part-time or summer faculty member at Iowa State Normal School and Coe College in Cedar Falls and Cedar Rapids, Iowa, respectively, and the American Institute of Normal Methods in Evanston, Illinois, and Auburndale, Massachusetts.
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Quaye, Francis Nii Addo, Steve Kquofi, and Dickson Adom. "Building the capacity of students in creative problem-solving and critical thinking skills: Aesthetic narrative of Ayigya Township, Ghana." Research Journal in Advanced Humanities 4, no. 1 (January 1, 2023): 1–15. http://dx.doi.org/10.58256/rjah.v4i1.926.
Abstract:
The study set out to investigate the environmental aesthetics present in habitual areas, specifically in Ayigya Township, Ashanti Region, focusing on picture-making tendencies for optimal skill development. A total of 346 respondents from various structures were specifically chosen to participate in the study using the Narrative Case Study Design under the qualitative research approach. Semi-structured interviews, observation, and photographic documentation were used for the data collection. The data were analysed using photographic documentary and qualitative narrative analysis. The findings demonstrated how dispersed aesthetic elements are in everyday life and how this appreciation would have a positive impact on the Senior High School student’s capacity for creative problem-solving and critical thinking skills. It is suggested that students develop alternative means of expressing their creativity. The study contends that art teachers must help students to use aesthetics in their environments to develop the tools and materials for their artistic productions.
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Kent, Alex A. "Living life on the edge: Examining space and sexualities within a township high school in greater Durban, in the context of the HIV epidemic." Transformation: Critical Perspectives on Southern Africa 54, no. 1 (2004): 59–75. http://dx.doi.org/10.1353/trn.2004.0020.
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Amirian, K. "P-833 - To study the effect of problem-solving skill education on first year high school male students in songhor koliayi township in academic year." European Psychiatry 27 (January 2012): 1. http://dx.doi.org/10.1016/s0924-9338(12)75000-9.
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Youssefi, Mohammad Ali, and Solaiman Afroughi. "Prevalence and Associated Factors of Dental Caries in Primary Schoolchildren: An Iranian Setting." International Journal of Dentistry 2020 (January 21, 2020): 1–7. http://dx.doi.org/10.1155/2020/8731486.
Abstract:
Introduction. Dental caries is the most common oral health disease of school-aged children around the world. In this study, we aimed to assess the prevalence and associated factors of dental caries in primary schoolchildren in Yasuj township, Iran. Methods. In this cross-sectional study, a total of 460 children aged 7–12 years were investigated. Dental examination was performed at school according to the World Health Organization criteria. Sociodemographic data were collected using a structured questionnaire, and caries statuses of children’s teeth were recorded through a dental chart. Data were analyzed using summary statistics, chi-square test, and logistic regression model with odds ratio. Results. The prevalence of dental caries in primary, permanent, and whole dentition among children was 75.3%, 41.1%, and 89.8%, respectively. Among all considered factors, the caries presence in primary teeth was inversely (p<0.001) and in permanent teeth was positively (p<0.001) associated with the children’s age. Moreover, the odds of decaying permanent teeth were significantly higher in girls, in rural children, and in children whose fathers were not an employee compared to their counterparts (p=0.04, p<0.001, and p=0.02, respectively). Conclusions. The prevalence of dental caries among the studied primary schoolchildren in mixed dentition was high and associated with their sociodemographic factors. Providing and implementing preventive, therapeutic, and informative programs for controlling dental caries at individual, family, and school levels are necessary for local health policymakers.
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Ampofo, Justice Agyei, Abigail Antwi Abrefi, and Nyatusah Frank Yao. "INCORPORATING ICT INTO TEACHING AND LEARNING IN JUNIOR HIGH SCHOOLS IN AJUMAKO: CHALLENGES FOR TEACHERS AND THEIR SUPPORTSTRATEGIES." International Journal of Management & Entrepreneurship Research 2, no. 5 (October 23, 2020): 365–79. http://dx.doi.org/10.51594/ijmer.v2i5.174.
Abstract:
The study aimed atexamining the challengesthe basic school teachers in Ajumako Township face in incorporating ICT into teaching and learning as well as the support systems available to them. The descriptive survey design was employed for this study. The researcher used questionnaire as the main instruments for data collection. The target population for the study was all the basic school teachers in Ajumako of theCentral Region of Ghana. In all, 40 teacherswere used for the study. Simplerandom sampling strategy under the probability sampling technique was employed to select respondents for the study. Percentages were used for the analysis of the response. It emerged from the study that availability of ICT resources, students’ readiness to embrace technology, teachers’ readiness to embrace technology, availability of technical support, stable power supply and intention to facilitate teaching and learning are the factors that influence the teachers’ usage of ICT resources in teaching and learning in basic schools in Ajumako. The study also found outthat providing effective pedagogical strategies for effective ICT introduction, offering opportunity to observe teachers who use technology virtually or in real practice, augmenting curriculum with technology-enhance instructions, providing freedom for teachers in selecting and using curriculum and provision of effective, timely and continuous training to improve ICT skills and manage a technology-rich classroom are the support systems available forthe teachers to incorporate ICT into teaching and learning. Based on the findings, it was recommended that ICT basic resources like computers, laptops and infrastructures should be provided to basic schools in Ajumako of the Central Region of Ghana for effective use of ICT in teaching and learning since it is the basic stage of equipping the youth with the necessary skills and knowledge for national development. Teachers should also be given the necessary training in ICT usage so that they become familiar with modern pedagogy of imparting knowledge and skills, and possiblybecome part of curriculum structure for their professional training.
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Zhao, Jin, Huan Wang, Hongyu Guan, Kang Du, Yunyun Zhang, and Nathan Congdon. "Impact of Teacher Incentive Intervention on Students’ Vision Healthcare Uptake: A Cluster-Randomized Controlled Trial." International Journal of Environmental Research and Public Health 19, no. 19 (October 5, 2022): 12727. http://dx.doi.org/10.3390/ijerph191912727.
Abstract:
Less than one-third of rural Chinese children with refractive error own or wear eyeglasses. To study the effect of teacher incentives on the acceptance of vision care offered to rural students with uncorrected refractive error, we conducted a cluster-randomized controlled trial in 18 townships in one county in Shaanxi Province. Primary and junior high schools within each township were assigned to either intervention (all teachers received an incentive) or control (no teacher incentives were offered) groups. A total of 42 schools were assigned to either the intervention group (13 schools) or the control group (29 schools). Teachers in the intervention group could elect to receive high-value (sunglasses worth USD 148), moderate-value (eyeglasses worth USD 89), or cash incentives (USD 35) if ≥70% of eligible students (uncorrected visual acuity (VA) ≤ 6/12 in both eyes and corrected VA ≤ 6/9.5 in both eyes) in the teacher’s class visited a program-affiliated vision center (VC) within 60 days after their vision screening. Among 8238 students, 3401 (41.2%, of which 53.0% were girls with a mean age of 12 (SD 1.75)) met the enrollment criteria and were randomly allocated to the intervention (n = 1645, 49.0%) and control groups (n = 1579, 51.0%). Among these, 3224 (94.8%) completed the study and underwent analysis. Nearly equal numbers of students had classroom teachers selecting the high-value (n = 524, 31.9%), moderate-value (n = 582, 35.4%), and cash incentives (n = 539, 32.8%). The rate of the acceptance of offered vision care was significantly higher in the intervention group (382/1645 = 23.2%) compared to the control group (172/1579 = 10.9%, 95% confidence interval for observed difference 12.3%, p < 0.001). Teacher incentives appeared effective in improving Chinese rural school-aged children’s uptake rate of vision services provided by county hospital-based VCs.
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Harto, Syafri, Rd Siti Sofro Sidiq, and Okta Karneli. "DEVELOPMENT STRATEGY MANGROVE ECOTOURISM BASED ON LOCAL WISDOM." Sosiohumaniora 23, no. 1 (March 2, 2021): 115. http://dx.doi.org/10.24198/sosiohumaniora.v23i1.31315.
Abstract:
Mangrove Bandar Mangrove mangrove ecotourism in the urban area of Dumai is an attraction between local and international tourists. The uniqueness of Bandar Bakau mangrove ecotourism is the school of nature, the potential for flora and fauna and its mangrove forests. Ecotourism Bandar Bakau is still relatively new, the division occurred in 1999 by community leaders and managed by non-governmental organizations and local communities. Mangrove ecotourism has 24 types of species and not all of their potential can be used to increase ecotourism because of the ability of people who do not understand, the high expectations of mangrove township communities for mangrove ecotourism make ecotourism management difficult to control professionally, so awareness is needed to build an agreement in building strategies local wisdom-based ecotourism development, therefore a mangrove ecotourism development strategy based on local wisdom is needed in Bandar Bakau. This study used a qualitative approach with descriptive methods and the data were analyzed using SWOT. The technique of determining the informants was purposive sampling with observation and in-depth interviews. The research results that have been analyzed illustrate that an alternative strategy for developing mangrove ecotourism based on local wisdom yields 4 important points, first to develop mangrove conservation and rehabilitation as a form of new tourism potential in mangrove ecotourism in Bandar Bakau, second to increase participation and empowerment based on local wisdom of the local community, third formulate regulations and policies to preserve mangroves based on local wisdom of the Malay community,
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Uprety, Samyog, A. Ghimire, M. Poudel, and DD Baral. "Study of risk taking behaviors and practices long route drivers in Dharan Municipality of Eastern Nepal." Health Renaissance 13, no. 3 (August 3, 2017): 7–15. http://dx.doi.org/10.3126/hren.v13i3.17922.
Abstract:
Background: Due to its perception as a disease of development, road traffic accident and related injuries tend to be under recognized as a major health problem in developing countries. However, majority of the world's fatalities on the roads occur in low income and middle income countries. Since the main cause of road traffic accident is attributed to human risky behaviors, it is important to identify significant factors for risky behaviors of drivers.Objective: To know the risk taking behavior among drivers and practices of driving.Methods: This population based cross-sectional study. The study was conducted in Dharan, a township in Eastern Nepal. The study population includes of all long route drivers who are registered in membership of vehicle organization. Modified semi structured questionnaire was used for data collection. SPSS version 11.5 computer software was used for data entry and analysis.Results: Majority of study population belong to 25-29 years group. Majority of the drivers had valid license (98%) and about 68.9% drivers didn’t had any formal driving training school prior starting driving vehicle Most of them drive in high speed at highways but majority ignored that they take alcohol while driving. with growing age, years of driving had correlation of accidents among drivers populationConclusion: Study population comprises of youth drivers and most they had valid lenience. With the growing age drivers are neglecting traffic rules and sings and young driver are driving vehicles with overconfidently Health Renaissance 2015;13 (3): 1-6
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Guwatudde, David, Pilvikki Absetz, Peter Delobelle, Claes-Göran Östenson, Josefien Olmen Van, Helle Molsted Alvesson, Roy William Mayega, et al. "Study protocol for the SMART2D adaptive implementation trial: a cluster randomised trial comparing facility-only care with integrated facility and community care to improve type 2 diabetes outcomes in Uganda, South Africa and Sweden." BMJ Open 8, no. 3 (March 2018): e019981. http://dx.doi.org/10.1136/bmjopen-2017-019981.
Abstract:
IntroductionType 2 diabetes (T2D) is increasingly contributing to the global burden of disease. Health systems in most parts of the world are struggling to diagnose and manage T2D, especially in low-income and middle-income countries, and among disadvantaged populations in high-income countries. The aim of this study is to determine the added benefit of community interventions onto health facility interventions, towards glycaemic control among persons with diabetes, and towards reduction in plasma glucose among persons with prediabetes.Methods and analysisAn adaptive implementation cluster randomised trial is being implemented in two rural districts in Uganda with three clusters per study arm, in an urban township in South Africa with one cluster per study arm, and in socially disadvantaged suburbs in Stockholm, Sweden with one cluster per study arm. Clusters are communities within the catchment areas of participating primary healthcare facilities. There are two study arms comprising a facility plus community interventions arm and a facility-only interventions arm. Uganda has a third arm comprising usual care. Intervention strategies focus on organisation of care, linkage between health facility and the community, and strengthening patient role in self-management, community mobilisation and a supportive environment. Among T2D participants, the primary outcome is controlled plasma glucose; whereas among prediabetes participants the primary outcome is reduction in plasma glucose.Ethics and disseminationThe study has received approval in Uganda from the Higher Degrees, Research and Ethics Committee of Makerere University School of Public Health and from the Uganda National Council for Science and Technology; in South Africa from the Biomedical Science Research Ethics Committee of the University of the Western Cape; and in Sweden from the Regional Ethical Board in Stockholm. Findings will be disseminated through peer-reviewed publications and scientific meetings.Trial registration numberISRCTN11913581; Pre-results.
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Kneeshaw, Stephen, Richard Harvey, D'Ann Campbell, Robert W. Dubay, John T. Reilly, James F. Marran, Ann W. Ellis, et al. "Book Reviews." Teaching History: A Journal of Methods 10, no. 2 (May 4, 2020): 82–96. http://dx.doi.org/10.33043/th.10.2.82-96.
Abstract:
Robert William Fogel and G. R. Elton. Which Road to the Past? Two Views of History. New Haven and London: Yale University Press, 1983. Pp. vii, 136. Cloth, $14.95. Review by Stephen Kneeshaw of The School of the Ozarks. Emmanuel LeRoy Ladurie. The Mind and Method of the Historian. Translated by Sian Reynolds and Ben Reynolds. Chicago: University of Chicago Press, 1981. Pp. v, 310. Paper, $9.95. Review by Richard Harvey of Ohio University. John E. O'Connor, ed. American History/ American Television: Interpreting the Video Past. New York: Frederick Ungar Publishing Company, 1983. Pp. 463. Cloth, $17.50; Paper, $8.95. Review by D' Ann Campbell of Indiana University. Foster Rhea Dulles & Melvyn Dubofsky. Labor in America: A History. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. 4th edition. Pp. ix, 425. Cloth, $25.95. Paper, $15.95. Review by Robert W. Dubay of Bainbridge Junior College. Karen Ordahl Kupperman. Roanoke: The Abandoned Colony. Totowa, New Jersey: Rowman & Allanheld, 1984. Pp. viii, 182. Cloth, $24.95; Paper, $12.50. Review by John T. Reilly of Mount Saint Mary College. Kevin O'Reilly. Critical Thinking in American History: Exploration to Constitution. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1983. Pp. 86. Paper, $2.95. Teacher's Guides: Pp. 180. Paper, $12.95; Kevin O'Reilly. Critical Thinking in American History: New Republic to Civil War. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1984. Pp. 106. Paper, $2.95. Teacher's Guide: Pp. 190. Paper, $12.95. Review by James F. Marran of New Trier Township High School, Winnetka, Illinois. Michael J. Cassity, ed. Chains of Fear: American Race Relations Since Reconstruction. Westport, Connecticut: Greenwood Press, 1984. Pp. xxxv, 253. Cloth, $35.00. Review by Ann W. Ellis of Kennesaw College. L. P. Morris. Eastern Europe Since 1945. London and Exeter, New Hampshire: Heinemann Educational Books, 1984. Pp. 211. Paper, $10.00. Review by Thomas T. Lewis, Mount Senario College. John Marks. Science and the Making of the Modern World. Portsmouth, New Hampshire: Heinemann Educational Books, Inc., 1983. Pp. xii, 507. Paper, $25.00. Review by Howard A. Barnes of Winston-Salem State University. Kenneth G. Alfers, Cecil Larry Pool, William F. Mugleston, eds. American's Second Century: Topical Readings, 1865-Present. Dubuque, Iowa: Kendall/ Hunt Publishing Co., 1984. Pp. viii, 381. Paper, $8.95. Review by Richard D. Schubart of Phillips Exeter Academy. Sam C. Sarkesian. America's Forgotten Wars: The Counterrevoltuionary Past and Lessons for the Future. Westport, Connecticut: Greenwood Press, 1984. Pp. xiv, 265. Cloth, $29.95. Review by Richard Selcer of Mountain View College. Edward Wagenknecht. Daughters of the Covenant: Portraits of Six Jewish Women. Amherst: University of Massachusetts, 1983. Pp. viii, 192. Cloth, $17.50. Review by Abraham D. Kriegel of Memphis State University. Morton Borden. Jews, Turks, and Infidels. Chapel Hill and London: University of North Carolina Press, 1984. Pp. x, 163. Cloth, $17.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Richard Schlatter, ed. Recent Views on British History: Essays on Historical Writing Since 1966. New Brunswick: Rutgers University Press, 1984. Pp. xiii, 524. Cloth, $50.00. Review by Fred R. van Hartesveldt of Fort Valley State College. Simon Hornblower. The Greek World, 479-323 B.C. London and New York: Methuen, 1983. Pp. xi, 354. Cloth, $24.00; Paper, $11.95. Review by Dan Levinson of Thayer Academy, Braintree, Massachusetts. H. R. Kedward. Resistance in Vichy France. New York: Oxford University Press, 1978. Paper edition 1983. Pp. ix, 311. Paper, $13.95. Review by Sanford J. Gutman of the State University of New York at Cortland.
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Salevouris, Michael J., Robert W. Brown, Linda Frey, Robert Lindsay, Arthur Q. Larson, Calvin H. Allen, Samuel E. Dicks, et al. "Book Reviews." Teaching History: A Journal of Methods 12, no. 1 (May 4, 1987): 31–48. http://dx.doi.org/10.33043/th.12.1.31-48.
Abstract:
Eliot Wigginton. Sometimes a Shining Moment: The Foxfire Experience-- Twenty Years in a High School Classroom. Garden City, New York: Anchor Press/ Doubleday, 1985. Pp. xiv, 438. Cloth, $19.95. Review by Philip Reed Rulon of Northern Arizona University. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. Vol. I: The Colonial Period to Reconstruction. Guilford , Connecticut: Dushkin Publishing Group, Inc., 1985. Pp. x, 255. Paper, $8.95. Review by Jayme A. Sokolow of the National Endowment for the Humanities. Lois W. Banner. American Beauty. Chicago and London: University of Chicago Press, 1983. Pp. ix, 369. Paper, $9.95. Review by Thomas J. Schlereth of the University of Notre Dame. Alan Heimert and Andrew Delbanco, eds. The Puritans in America: A Narrative Anthology. Cambridge: Harvard University Press, 1985. Pp. xviii, 438. Cloth, $25.00. Review by Raymond C. Bailey of Northern Virginia Community College. Clarence L. Mohr. On the Threshold of Freedom: Masters and Slaves in Civil War Georgia. Athens and London: The University of Georgia Press, 1986. Pp. xxi, 397. Cloth, $35.00. Review by Charles T. Banner-Haley of the Frederick Douglass Institute for African and African-American Studies, University of Rochester. Francis Paul Prucha. The Indians in American Society: From the Revolutionary War to the Present. Berkeley: University of California Press, 1985. Pp. ix, 127. Cloth, $15.95. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Il. Barry D. Karl. The Uneasy State: The United States from 1915 to 1945. Chicago and London: University of Chicago Press, 1983. Pp. x, 257. Paper, $7.95; Robert D. Marcus and David Burner, eds. America Since 1945. New York: St. Martin's Press, 1985. Fourth edition. Pp. viii, 408. Paper, $11.95. Review by David L. Nass of Southwest State University, Mn. Michael P. Sullivan. The Vietnam War: A Study in the Making of American Policy. Lexington: The University Press of Kentucky, 1985. Pp. 198. Cloth, $20.00. Review by Joseph L. Arbena of Clemson University. N. Ray Hiner and Joseph M. Hawes, eds. Growing Up In America: Children in Historical Perspective. Urbana and Chicago: University of Illinois Press, 1985. Pp. xxv, 310. Cloth, $27.50; Paper, $9.95. Review by Brian Boland of Lockport Central High School, Lockport, IL. Linda A. Pollock. Forgotten Children: Parent-Child Relations from 1500 to 1900. Cambridge: Cambridge University Press, 1983. Pp. xi, 334. Cloth, $49.50; Paper, $16.95. Review by Samuel E. Dicks of Emporia State University. Yahya Armajani and Thomas M. Ricks. Middle East: Past and Present. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1986. Second edition. Pp. xiv, 466. Cloth, $16.95. Review by Calvin H. Allen, Jr of The School of the Ozarks. Henry C. Boren. The Ancient World: An Historical Perspective. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1986. Pp. xx, 407. Paper, $22.95. Review by Arthur Q. Larson of Westmar College (Ret.) Geoffrey Treasure. The Making of Modern Europe, 1648-1780. London and New York: Methuen, 1985. Pp. xvii, 647. Cloth, $35.00; Paper, $16.95. Review by Robert Lindsay of the University of Montana. Alexander Rudhart. Twentieth Century Europe. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1986. Pp. xiv, 462. Paper, $22.95. Review by Linda Frey of the University of Montana. Jonathan Powis. Aristocracy. New York: Basil Blackwell, 1984. Pp. ix, 110. Cloth, $24.95; Paper, $8.95. Review by Robert W. Brown of Pembroke State University. A. J. Youngson. The Prince and the Pretender: A Study in the Writing of History. Dover, New Hampshire: Croom Helm, Ltd., 1985. Pp. 270. Cloth, $29.00. Review Michael J. Salevouris of Webster University.
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Lindsay, Robert, H. Roger Grant, Marsha L. Frey, John T. Reilly, James F. Marran, Victoria L. Enders, Benjamin Tate, et al. "Book Reviews." Teaching History: A Journal of Methods 14, no. 1 (May 5, 1989): 36–56. http://dx.doi.org/10.33043/th.14.1.36-56.
Abstract:
Martin K. Sorge. The Other Price of Hitler's War. German Military and Civilian Losses Resulting from World War II. Westport, CT: Greenwood Press, 1986. Pp. xx, 175. Cloth, $32.95; M. K. Dziewanowski. War At Any Price: World War II in Europe, 1939-1945. Englewood Cliffs, NJ: Prentice-Hall, 1987. Pp. xiv, 386. Paper, $25.67. Review by Lawrence S. Rines of Quincy Community College. David Goldfield. Promised Land: The South Since 1945. Arlington Heights, IL: Harlan Davidson, Inc., 1987. Pp. xiii, 262. Cloth, $19.95, Paper, $9.95; Alexander P. Lamis. The Two Party South. New York: Oxford University Press, 1984. Pp. x, 317. Cloth, $25.00; Paper, $8.95. Review by Ann W. Ellis of Kennesaw College. Walter J. Fraser, Jr., R. Frank Saunders, Jr., and Jon L. Wakelyn, eds. The Web of Southern Social Relations: Women, Family, and Education. Athens: University of Georgia Press, 1985. Pp. XVII, 257. Paper, $12.95. Review by Thomas F. Armstrong of Georgia College. William H. Pease and Jane H. Pease. The Web of Progress: Private Values and Public Styles in Boston and Charleston, 1828-1842. New York and Oxford: Oxford University Press, 1985. Pp. xiv, 334. Paper, $12.95. Review by Peter Gregg Slater of Mercy College. Stephen J. Lee. The European Dictatorships, 1918-1945. London and New York: Methuen, 1987. Pp. xv, 343. Cloth, $47.50; Paper, $15.95. Review by Brian Boland of Lockport Central High School, Lockport, IL. Todd Gitlin. The Sixties: Days of Hope, Days of Rage. New York: Bantam, 1987. Pp. 483. Cloth, $19.95; Maurice Isserman. IF I HAD A HAMMER... : The Death of the Old Left and the Birth of the New Left. New York: Basic Books, 1987. Pp. xx, 244. Cloth, $18.95. Review by Charles T. Banner-Haley of Martin Luther King, Jr. Center for Nonviolent Social Change, Inc. Donald Alexander Downs. Nazis in Skokie: Freedom, Community, and the First Amendment. Notre Dame IN: Notre Dame Press, 1985. Pp. 227. Paper, $9.95. Review by Benjamin Tate of Macon Junior College. Paul Preston, The Triumph of Democracy in Spain. London and New York: Methuen, 1986. Pp. 227. Cloth, $32.00. Review by Victoria L. Enders of Northern Arizona University. Robert B. Downs. Images of America: Travelers from Abroad in the New World. Urbana and Chicago: University of Illinois Press, 1987. Pp. 232. Cloth, $24.95. Review by James F. Marran of New Trier Township High School, Winnetka, IL. Joel H. Silbey. The Partisan Imperative: The Dynamics of American Politics Before the Civil War. New York and Oxford: Oxford University Press, 1985. Pp. viii, 234. Paper, $8.95. Review by John T. Reilly of Mount Saint Mary College. Barbara J. Howe, Dolores A. Fleming, Emory L. Kemp, and Ruth Ann Overbeck. Houses and Homes: Exploring Their History. Nashville: The American Association for State and Local History, 1987. Pp. xii, 168. Paper, $13.95; $11.95 to AASLH members. Review by Marsha L. Frey of Kansas State University. Thomas C. Cochran. Challenges to American Values: Society, Business and Religion. New York and Oxford: Oxford University Press, 1987. Pp. 147. Paper, $6.95. Review by H. Roger Grant of University of Akron. M.S. Anderson. Europe in the Eighteenth Century, 1713-1783. London and New York: Longman, 1987. Third Edition. Pp. xii, 539. Cloth, $34.95. Review by Robert Lindsay of the University of Montana.
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Sims, Robert C., Darlene E. Fisher, Steven A. Leibo, Pasquale E. Micciche, Fred R. Van Hartesveldt, W. Benjamin Kennedy, C. Ashley Ellefson, et al. "Book Reviews." Teaching History: A Journal of Methods 13, no. 2 (May 5, 1988): 80–104. http://dx.doi.org/10.33043/th.13.2.80-104.
Abstract:
Michael B. Katz. Reconstructing American Education. Cambridge and London: Harvard University Press, 1987. Pp. viii, 212. Cloth, $22.50; E. D. Hirsch, Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin Co., 1987. Pp. xvii, 251. Cloth, $16.45; Diana Ravitch and Chester E. Finn, Jr. What Do Our 17-Year-Olds Know? A Report on the First National Assessment of History and Literature. New York: Harper & Row, 1987. Pp. ix, 293. Cloth, $15.95. Review by Richard A. Diem of The University of Texas at San Antonio. Henry J. Steffens and Mary Jane Dickerson. Writer's Guide: History. Lexington, Massachusetts, and Toronto: D. C. Heath and Company, 1987. Pp. x, 211. Paper, $6.95. Review by William G. Wraga of Bernards Township Public Schools, Basking Ridge, New Jersey. J. Kelley Sowards, ed. Makers of the Western Tradition: Portraits from History. New York: St. Martin's Press, 1987. Fourth edition. Vol: 1: Pp. ix, 306. Paper, $12.70. Vol. 2: Pp. ix, 325. Paper, $12.70. Review by Robert B. Luehrs of Fort Hays State University. John L. Beatty and Oliver A. Johnson, eds. Heritage of Western Civilization. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1987. Sixth Edition. Volume I: Pp. xi, 465. Paper, $16.00; Volume II: pp. xi, 404. Paper, $16.00. Review by Dav Levinson of Thayer Academy, Braintree, Massachusetts. Lynn H. Nelson, ed. The Human Perspective: Readings in World Civilization. New York: Harcourt Brace Jovanovich, 1987. Vol. I: The Ancient World to the Early Modern Era. Pp. viii, 328. Paper, $10.50. Vol. II: The Modern World Through the Twentieth Century. Pp, x, 386. Paper, 10.50. Review by Gerald H. Davis of Georgia State University. Gerald N. Grob and George Attan Billias, eds. Interpretations of American History: Patterns and Perspectives. New York: The Free Press, 1987. Fifth Edition. Volume I: Pp. xi, 499. Paper, $20.00: Volume II: Pp. ix, 502. Paper, $20.00. Review by Larry Madaras of Howard Community College. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. -- Volume II: Reconstruction to the Present. Guilford, Connecticut: The Dushkin Publishing Groups, Inc., 1987. Pp. xii, 384. Paper, $9.50. Review by James F. Adomanis of Anne Arundel County Public Schools, Annapolis, Maryland. Joann P. Krieg, ed. To Know the Place: Teaching Local History. Hempstead, New York: Hofstra University Long Island Studies Institute, 1986. Pp. 30. Paper, $4.95. Review by Marilyn E. Weigold of Pace University. Roger Lane. Roots of Violence in Black Philadelphia, 1860-1900. Cambridge, Massachusetts, and London: Harvard University Press, 1986. Pp. 213. Cloth, $25.00. Review by Ronald E. Butchart of SUNY College at Cortland. Pete Daniel. Breaking the Land: The Transformation of Cotton, Tobacco, and Rice Cultures since 1880. Urbana and Chicago: University of Illinois Press, 1985. Pp. xvi, 352. Paper, $22.50. Review by Thomas S. Isern of Emporia State University. Norman L. Rosenberg and Emily S. Rosenberg. In Our Times: America Since World War II. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Third edition. Pp. xi, 316. Paper, $20.00; William H. Chafe and Harvard Sitkoff, eds. A History of Our Time: Readings on Postwar America. New York: Oxford University Press, 1987. Second edition. Pp. xiii, 453. Paper, $12.95. Review by Monroe Billington of New Mexico State University. Frank W. Porter III, ed. Strategies for Survival: American Indians in the Eastern United States. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. xvi, 232. Cloth, $35.00. Review by Richard Robertson of St. Charles County Community College. Kevin Sharpe, ed. Faction & Parliament: Essays on Early Stuart History. London and New York: Methuen, 1985. Pp. xvii, 292. Paper, $13.95; Derek Hirst. Authority and Conflict: England, 1603-1658. Cambridge: Harvard University Press, 1986. Pp. viii, 390. Cloth, $35.00. Review by K. Gird Romer of Kennesaw College. N. F. R. Crafts. British Economic Growth During the Industrial Revolution. New York: Oxford University Press, 1985. Pp. 193. Paper, $11.95; Maxine Berg. The Age of Manufactures, 1700-1820. New York: Oxford University Press, 1985. Pp. 378. Paper, $10.95. Review by C. Ashley Ellefson of SUNY College at Cortland. J. M. Thompson. The French Revolution. New York: Basil Blackwell, 1985 reissue. Pp. xvi, 544. Cloth, $45.00; Paper, $12.95. Review by W. Benjamin Kennedy of West Georgia College. J. P. T. Bury. France, 1814-1940. London and New York: Methuen, 1985. Fifth edition. Pp. viii, 288. Paper, $13.95; Roger Magraw. France, 1815-1914: The Bourgeois Century. New York and Oxford: Oxford University Press, 1985. Pp. 375. Cloth, $24.95; Paper, $9.95; D. M.G. Sutherland. France, 1789-1815: Revolution and Counterrevolution. New York and Oxford: Oxford University Press, 1986. Pp. 242. Cloth, $32.50; Paper, $12.95. Review by Fred R. van Hartesveldt of Fort Valley State College. Woodford McClellan. Russia: A History of the Soviet Period. Englewood Cliffs, New Jersey: Prentice-Hall, 1986. Pp. xi, 387. Paper, $23.95. Review by Pasquale E. Micciche of Fitchburg State College. Ranbir Vohra. China's Path to Modernization: A Historical Review from 1800 to the Present. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Pp. xiii, 302. Paper, $22.95. Reivew by Steven A. Leibo of Russell Sage College. John King Fairbank. China Watch. Cambridge and London: Harvard University Press, 1987. Pp. viii, Cloth, $20.00. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Illinois. Ronald Takaki, ed. From Different Shores: Perspectives on Race and Ethnicity in America. New York and Oxford: Oxford University Press, 1987. Pp. 253. Paper, $13.95. Review by Robert C. Sims of Boise State University.
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Makola, Zamandlovu S., Pumeza Saliwe, Itumeleng Dube, Ramodungoane Tabane, and Awelani V. Mudau. "High school learners views on benefits derived from attending career talks: Need for sound career guidance." Journal for Transdisciplinary Research in Southern Africa 17, no. 1 (September 28, 2021). http://dx.doi.org/10.4102/td.v17i1.1082.
Abstract:
Tertiary institutions in South Africa are experiencing alarming undergraduate drop-out rates. This has partly been attributed to students’ inadequate preparation, and failure to gather information on, and planning for, their careers. The need for sound career guidance at the high school level is key, making the role of Life Orientation (LO) increasingly prominent. The aim of this study was to determine what benefits high school learners derive from attending career talks. To this end, a qualitative study was conducted with Grade 10 learners studying STEM (science, technology, engineering, and mathematics) at a township high school in Mamelodi, Tshwane. Data were collected using a qualitative questionnaire and analysed thematically. The findings demonstrated the importance of role models sharing information on their careers and work experiences. Another finding pertained to the importance of information on diverse careers, for the development of learners’ career self-efficacy as students of STEM in a township high school context. The findings highlight the importance of LO teachers organising career workshops. The study will benefit the Department of Basic Education, businesses, and employers as key stakeholders, by helping to enhance the career development of future employees and entrepreneurs.
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Mmereki, Bonolo, Mmampedi Mathibe, Lindiwe Cele, and Perpetua Modjadji. "Risk factors for alcohol use among adolescents: The context of township high schools in Tshwane, South Africa." Frontiers in Public Health 10 (October 19, 2022). http://dx.doi.org/10.3389/fpubh.2022.969053.
Abstract:
BackgroundRisk factors for alcohol use originate from many interconnected factors to an interplay of social and physical environments. However, there is a scarcity of data on the contextual risk factors of alcohol use among the adolescents regarding high schools located in townships in South Africa. This study aimed to determine the risk factors for alcohol use among adolescents attending selected township high schools in Tshwane, South Africa.MethodA validated researcher-administered questionnaire was used to collect data on the demographics, as well as current alcohol use, types, quantity, and frequency among adolescents (n = 403) in the three high schools. Data were analyzed using STATA 17.ResultsThe response rate was 97%, with the mean age of 16 ± 2 years for the adolescents. Forty-eight % (48%) of the adolescents reported current alcohol use, which was associated with sex, age, number of children, school grade, repeated grade, spare time job and types, having a pocket money to school, child social grant, transport mode to school, and smoking. The odds of current alcohol use were higher for adolescents in grade 10 [AOR = 6.71; 95% CI: 3.16–14.24], grade 11 [AOR = 4.45; 95% CI: 2.21], grade 12 [AOR = 3.05; 95% CI: 1.47–6.31], repeating a grade [AOR =2 .20; 95% CI: 1.32–3.67), and working during a spare time [AOR = 2.91; 95% CI: 1.33–6.37]. Both sexes had higher odds of alcohol use in the ages of 15–17 and 18–21 years, than adolescents aged 13–14 years.ConclusionKey risk factors for alcohol use among learners were sex, age, school grade, repeated grade, and working during a spare time. More evidence-based interventions that would have a greater impact in addressing alcohol use among adolescents, such as focusing on availability, marketing, and taxation of alcoholic beverages, are necessary.
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Waltorp, Karen. "Uddannelse og opposition: Marginalisering og manglende medborgerskab i den farvede township Manenberg." Tidsskriftet Antropologi, no. 62 (April 15, 2010). http://dx.doi.org/10.7146/ta.v0i62.27358.
Abstract:
Karen Waltorp: Education & Opposition. Marginalization and Lack of Citizenship in the Coloured Township of Manenberg Young and old alike speak of education as an ideal in the coloured township Manenberg in South Africa. In practice, though, 70 percent of the young men and women do not graduate from high school, and only a small number of those who do graduate study further. Education is a widely recognized form of “symbolic capital”, but among subcultures that are in opposition to the established community, education does not necessarily result as symbolic capital. The absence of a feeling of citizenship among young men and women acts to constrain them in their educational endeavours through subtle interplay of social, political and economic barriers in the specific South African complex of race, ethnicity and class. Through a juxtaposition of the concepts “street culture”, “counter-school culture” and “intimate culture” this article analyzes the dynamic of the specific opposition to education that exists in Manenberg, where alternative value systems are negotiated through social praxis. The alternative value systems of the local “intimate culture” and “street culture”, are not constructed in a vacuum, but reflect a specific historical oppression, categorization and a marginalized political and economic situation in the new South Africa. The lack of sense of citizenship across all generations and a “counter-school culture” among youth, originating in the “street culture” and “intimate culture”, create a dynamic that leaves limited space for maneuvering for young men and women. The article discusses this on the basis of two polar opposites: the young ex-gang member Desmond and the potential role model Mariam. Keywords: Education, opposition, marginalization, “counter-school culture”, “intimate culture”, South Africa.
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Scheepers, Ruth. "Reading is FUNdamental: The effect of a reading programme on vocabulary development in a high poverty township school." Per Linguam 24, no. 1 (August 8, 2011). http://dx.doi.org/10.5785/24-1-38.
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Lloyd, Glynis. "Are we teaching critical literacy? Reading practices in a township classroom." Reading & Writing 7, no. 1 (September 26, 2016). http://dx.doi.org/10.4102/rw.v7i1.97.
Abstract:
Despite improvements in educational provision in South Africa since 1994, the opportunities for learners from historically under-resourced schools to gain access to powerful English resources remain limited and unequal (Prinsloo 2012). In this article I will provide a detailed description of literacy practices in a township high school in Cape Town, specifically of the orientations to text that are made available to learners. I will draw on feminist poststructuralist theory, in which the subject is theorised as constructed and contested in language to construct difference. The analysis of classroom discourse and text-based tasks shows that the orientations to reading that were offered were characterised by a focus on the surface meaning of the texts and by an absence of critical engagement, despite the latter being required in the new Curriculum and Assessment Policy Statement. The analysis reveals how the power dynamics of our racialised past and dominant ideologies about gender, class and race continue to define teaching in our classrooms in ways that limit access to the English resources that learners in under-resourced schools need for academic success.
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Sibanda, Rockie. "A Taxi Ride to Critical Literacy: High School Students as Co-Researchers and Text Analysts." Education as Change 26 (March 29, 2022). http://dx.doi.org/10.25159/1947-9417/10134.
Abstract:
This article describes a critical literacy research project undertaken with English Additional Language students at a South African township school. Students were invited to take on the position of researchers in gathering and analysing bumper stickers found in commuter minibuses known as itekisi (taxi). These everyday texts in English and African languages are salient for the students’ discourse communities. Bringing them into English lessons validates the use of languages and discourses that multilingual students inhabit and draws on their ability to move fluidly between languages. Framed by critical discourse analysis theory, this project aimed to facilitate students’ abilities to develop and use critical literacy knowledge and skills in analysing taxi bumper stickers. The findings indicate that the students were able to demonstrate some criticality as they investigated multiple interpretations of the texts by community members and themselves. Inviting students to investigate texts drawn from their own communities was envisaged as enabling their development as critical readers with a social justice orientation to texts. However, their relentless negativity towards taxi drivers made it difficult for them to keep their focus on the texts, suggesting that teachers’ selection of salient texts for lessons with a focus on critical literacy may not always achieve the intended outcomes.
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Sibanda, Rockie. "A Taxi Ride to Critical Literacy: High School Students as Co-Researchers and Text Analysts." Education as Change 26 (March 29, 2022). http://dx.doi.org/10.25159/1947-9417/10134.
Abstract:
This article describes a critical literacy research project undertaken with English Additional Language students at a South African township school. Students were invited to take on the position of researchers in gathering and analysing bumper stickers found in commuter minibuses known as itekisi (taxi). These everyday texts in English and African languages are salient for the students’ discourse communities. Bringing them into English lessons validates the use of languages and discourses that multilingual students inhabit and draws on their ability to move fluidly between languages. Framed by critical discourse analysis theory, this project aimed to facilitate students’ abilities to develop and use critical literacy knowledge and skills in analysing taxi bumper stickers. The findings indicate that the students were able to demonstrate some criticality as they investigated multiple interpretations of the texts by community members and themselves. Inviting students to investigate texts drawn from their own communities was envisaged as enabling their development as critical readers with a social justice orientation to texts. However, their relentless negativity towards taxi drivers made it difficult for them to keep their focus on the texts, suggesting that teachers’ selection of salient texts for lessons with a focus on critical literacy may not always achieve the intended outcomes.
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Stott, Angela, and Tanya Beelders. "The influence of science reading comprehension on South African township learners’ learning of science." South African Journal of Science 115, no. 1/2 (January 30, 2019). http://dx.doi.org/10.17159/sajs.2019/5146.
Abstract:
The majority of South African township learners have poor reading comprehension skills, which is known to impact negatively on their understanding of content subjects such as science, although the extent of the impact is not fully understood. We explored this impact, as well as the extent to which reading comprehension accounted for the differential effectiveness observed for out-of-class, text-dependent science intervention programmes. Eye movement and mouse-click data were collected from 65 Grade-8 and Grade-9 township learners as they read texts and answered electronic quizzes about electric circuits and lightning on a computer fitted with eye-tracking hardware and software. These data were used to describe the learners’ reading and question-answering patterns and derive a composite English for science and technology (EST) reading comprehension index for each learner. Correlations were sought between this index and the learners’ Natural Sciences marks and the benefit gained from two previous out-of-school science intervention programmes. Most learners were able to engage meaningfully with a less text-rich, moderately familiar quiz, but there was a prevalence of reading avoidance, guessing and reliance on superficial text features to answer questions for a more text-rich, unfamiliar quiz. Moderate to strong correlations were found between the EST index and both Natural Sciences and intervention marks. The findings suggest that while a significant number of higher achieving township learners possess sufficient levels of EST reading comprehension skills to benefit from textbased interventions, the majority require help in developing EST reading comprehension skills to enhance the likelihood of the intervention’s success. Significance: • From this study, we infer that a small group of South African township learners, identifiable by their relatively high Natural Sciences marks, are able to read English science texts with sufficient comprehension to be able to benefit from text-dependent interventions, including engagement with self-study interactive software. The majority, however, read such texts at the frustration level, making it unlikely for interventions to be effective if they rely on the learner being able to engage in independent reading.
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Sholeye, Oluwafolahan O., Kolawole J. Sodeinde, Victor J. Animasahun, Margaret Ojeahere, and Abiola A. Gbadebo. "Food insufficiency and its associated factors: Experiences of in-school adolescents in Sagamu Township, southwest Nigeria." Nutrition and Health, September 4, 2022, 026010602211231. http://dx.doi.org/10.1177/02601060221123183.
Abstract:
Background: The burden of hunger, food insecurity and malnutrition in sub-Saharan Africa is enormous. A higher proportion of the population suffer the consequences of food insecurity, hunger and undernourishment than previously assumed. Food insecurity among adolescents has been documented to be associated with malnutrition, poor health outcomes, low educational attainment and other negative consequences. Aim: This study therefore assessed food insecurity and its associated factors among adolescents in Sagamu, Ogun State, Nigeria. Methods: A cross-sectional study was conducted among 1300 in-school adolescents in Sagamu Township, Ogun State in southwestern Nigeria, selected via multi-stage sampling. A semi-structured, self-administered questionnaire was used for data collection. Data were analyzed with the aid of SPSS 20.0. Relevant descriptive and inferential statistics were calculated, with p < 0.05. Result: The prevalence of food insecurity was 45%, of which 34.6% had mild food insecurity, 34.7% had moderate food insecurity, while others experienced the severe form of food insecurity. Gender, age; maternal occupation, maternal education, living arrangement, low sense of self-worth, alcohol intake and cigarette smoking were associated ( p < 0.05) with food insecurity. Predictors of food insecurity were: age; maternal education, living arrangement and some behavioral factors. Conclusion: The prevalence of food insecurity among adolescents in Sagamu was high. Multi-sectorial action is essential in tackling the challenges of food insecurity and its numerous consequences among adolescents, at all levels of governance.
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Lv, Yipeng, Ye Gao, Bihan Tang, Fan Cheng, Zeqi Chen, Jing Wu, Hongyang Yang, and Xu Liu. "The impact of school life and family involvement on Western China junior high school students’ wellbeing at multidimensional levels." Archives of Public Health 80, no. 1 (April 2, 2022). http://dx.doi.org/10.1186/s13690-022-00863-w.
Abstract:
Abstract Background The focus of students’ health concerns has gradually progressed from the single factor of physical health to comprehensive health factors, and the physical and mental health of students are now generally considered together. This study focuses on exploring the status of junior high school students’ physical health and their subjective health assessment with the major societal factors that affect students’ lives: School Life and Family involvement. In addition, we explore the main factors influencing students’ subjective health. Methods A cross-sectional survey was conducted with 190 Tibetan junior high school students in the Maozhuang Township. The intentional sampling was used to choose the research object. The structured questionnaire comprised four parts, namely social and demographic information, family condition, school life, and subjective health quality which was assessed by PROMIS (Chinese version of the Pediatric Patient-Reported Outcomes Measurement Information System). Result The average height and weight of boys and girls are statistically different (p-values of 0.026 and 0.044, respectively), but there is no statistically significant difference in BMI (Body Mass Index) between boys and girls (p-value of 0.194). The average values of the five dimensions of depression, anger, anxiety, fatigue, and peer relationships in the PROMIS of the research subjects were 58.9 ± 5.3, 53.3 ± 8.0, 58.1 ± 7.3, 52.8 ± 8.0, 39.3 ± 6.6. In the demographic dimension, the grade was the main factor influencing anger (p < 0.01) and fatigue (p < 0.01), while gender was related to peer relationships (p = 0.02). In the family dimension, the father’s educational level was related to peer relationships (p = 0.05), while the family financial situation was related to depression (p = 0.01). In the school life dimension, relationship with classmates was found to affect anger (p = 0.05), while homework was related to anxiety (p = 0.02) and fatigue (p = 0.05). Conclusion the physical health index BMI and subjective health evaluation of students are worse than students of more developed areas in China. Their family environment and school life all have varying degrees of impact on the five subjective health outcomes. There are differences in gender and grade level. The government and society need to pay more attention to the physical and mental health of students in remote and underdeveloped areas and improve their health through a student nutrition plan and the establishment of mental health offices.