Relevant bibliographies by topics / Sarã school

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Academic literature on the topic 'Sarã school'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Sarã school"

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Llupià, Anna, Alícia Borràs-Santos, Caterina Guinovart, Mireia Utzet, David Moriña, and Joaquim Puig. "SARS-CoV-2 transmission in students of public schools of Catalonia (Spain) after a month of reopening." PLOS ONE 16, no. 5 (May 12, 2021): e0251593. http://dx.doi.org/10.1371/journal.pone.0251593.

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Introduction SARS-CoV-2 transmission within schools and its contribution to community transmission are still a matter of debate. Methods A retrospective cohort study in all public schools in Catalonia was conducted using publicly available data assessing the association between the number of reported SARS-CoV-2 cases among students and staff in weeks 1–2 (Sept 14-27th, 2020) of the academic year with school SARS-CoV-2 incidence among students in weeks 4–5. A multilevel Poisson regression model adjusted for the community incidence in the corresponding basic health area (BHA) and the type of school (primary or secondary), with random effects at the sanitary region and BHA levels, was performed. Results A total of 2184 public schools opened on September 14th with 778,715 students. Multivariate analysis showed a significant association between the total number of SARS-CoV-2 cases in a centre in weeks 1–2 and the SARS-CoV-2 school incidence among students in weeks 4–5 (Risk Ratio (RR) 1.074, 95% CI 1.044–1.105, p-value <0.001). The adjusted BHA incidence in the first two weeks was associated with school incidence in weeks 4–5 (RR 1.002, 95% CI 1.002–1.003, p-value <0.001). Secondary schools showed an increased incidence in weeks 4 and 5 (RR primary vs secondary 1.709 95% CI 1.599–1.897, p-value <0.001). Conclusions Safety measures adopted by schools were not enough to stop related-to-school transmission in students and could be improved. The safest way to keep schools open is to reduce community transmission down to a minimum.
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Casini, Luca, and Marco Roccetti. "Reopening Italy’s schools in September 2020: a Bayesian estimation of the change in the growth rate of new SARS-CoV-2 cases." BMJ Open 11, no. 7 (July 2021): e051458. http://dx.doi.org/10.1136/bmjopen-2021-051458.

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ObjectivesCOVID-19’s second wave started a debate on the potential role of schools as a primary factor in the contagion resurgence. Two opposite positions appeared: those convinced that schools played a major role in spreading SARS-CoV-2 infections and those who were not. We studied the growth rate of the total number of SARS-CoV-2 infections in all the Italian regions, before and after the school reopening (September–October 2020), investigating the hypothesis of an association between schools and the resurgence of the virus.MethodsUsing a Bayesian piecewise linear regression to scrutinise the number of daily SARS-CoV-2 infections in each region, we looked for an estimate of a changepoint in the growth rate of those confirmed cases. We compared the changepoints with the school opening dates, for each Italian region. The regression allows to discuss the change in steepness of the infection curve, before and after the changepoint.ResultsIn 15 out of 21 Italian regions (71%), an estimated change in the rate of growth of the total number of daily SARS-CoV-2 infection cases occurred after an average of 16.66 days (95% CI 14.47 to 18.73) since the school reopening. The number of days required for the SARS-CoV-2 daily cases to double went from an average of 47.50 days (95% CI 37.18 to 57.61) before the changepoint to an average of 7.72 days (95% CI 7.00 to 8.48) after it.ConclusionStudying the rate of growth of daily SARS-CoV-2 cases in all the regions provides some evidence in favour of a link between school reopening and the resurgence of the virus. The number of factors that could have played a role is too many to give a definitive answer. Still, the temporal correspondence warrants further systematic experiments to investigate on potential confounders that could clarify how much reopening schools mattered.
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Walsh, Sebastian, Avirup Chowdhury, Vickie Braithwaite, Simon Russell, Jack Michael Birch, Joseph L. Ward, Claire Waddington, et al. "Do school closures and school reopenings affect community transmission of COVID-19? A systematic review of observational studies." BMJ Open 11, no. 8 (August 2021): e053371. http://dx.doi.org/10.1136/bmjopen-2021-053371.

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ObjectivesTo systematically reivew the observational evidence of the effect of school closures and school reopenings on SARS-CoV-2 community transmission.SettingSchools (including early years settings, primary schools and secondary schools).InterventionSchool closures and reopenings.Outcome measureCommunity transmission of SARS-CoV-2 (including any measure of community infections rate, hospital admissions or mortality attributed to COVID-19).MethodsOn 7 January 2021, we searched PubMed, Web of Science, Scopus, CINAHL, the WHO Global COVID-19 Research Database, ERIC, the British Education Index, the Australian Education Index and Google, searching title and abstracts for terms related to SARS-CoV-2 AND terms related to schools or non-pharmaceutical interventions (NPIs). We used the Cochrane Risk of Bias In Non-randomised Studies of Interventions tool to evaluate bias.ResultsWe identified 7474 articles, of which 40 were included, with data from 150 countries. Of these, 32 studies assessed school closures and 11 examined reopenings. There was substantial heterogeneity between school closure studies, with half of the studies at lower risk of bias reporting reduced community transmission by up to 60% and half reporting null findings. The majority (n=3 out of 4) of school reopening studies at lower risk of bias reported no associated increases in transmission.ConclusionsSchool closure studies were at risk of confounding and collinearity from other non-pharmacological interventions implemented around the same time as school closures, and the effectiveness of closures remains uncertain. School reopenings, in areas of low transmission and with appropriate mitigation measures, were generally not accompanied by increasing community transmission. With such varied evidence on effectiveness, and the harmful effects, policymakers should take a measured approach before implementing school closures; and should look to reopen schools in times of low transmission, with appropriate mitigation measures.
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Rypdal, Martin, Veronika Rypdal, Per Kristen Jakobsen, Elinor Ytterstad, Ola Løvsletten, Claus Klingenberg, and Kristoffer Rypdal. "Modelling suggests limited change in the reproduction number from reopening Norwegian kindergartens and schools during the COVID-19 pandemic." PLOS ONE 16, no. 2 (February 25, 2021): e0238268. http://dx.doi.org/10.1371/journal.pone.0238268.

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Background To suppress the COVID-19 outbreak, the Norwegian government closed all schools on March 13, 2020. The kindergartens reopened on April 20, and the schools on April 27 and May 11 of 2020. The effect of these measures is largely unknown since the role of children in the spread of the SARS-CoV-2 virus is still unclear. There are only a few studies of school closures as a separate intervention to other social distancing measures, and little research exists on the effect of school opening during a pandemic. Objective This study aimed to model the effect of opening kindergartens and the schools in Norway in terms of a change in the reproduction number (R). A secondary objective was to assess if we can use the estimated R after school openings to infer the rates of transmission between children in schools. Methods We used an individual-based model (IBM) to assess the reopening of kindergartens and schools in two Norwegian cities, Oslo, the Norwegian capital, with a population of approximately 680 000, and Tromsø, which is the largest city in Northern Norway, with a population of approximately 75 000. The model uses demographic information and detailed data about the schools in both cities. We carried out an ensemble study to obtain robust results in spite of the considerable uncertainty that remains about the transmission of SARS-CoV-2. Results We found that reopening of Norwegian kindergartens and schools are associated with a change in R of 0.10 (95%CI 0.04–0.16) and 0.14 (95%CI 0.01–0.25) in the two cities under investigation if the in-school transmission rates for the SARS-CoV-2 virus are equal to what has previously been estimated for influenza pandemics. Conclusion We found only a limited effect of reopening schools on the reproduction number, and we expect the same to hold true in other countries where nonpharmaceutical interventions have suppressed the pandemic. Consequently, current R-estimates are insufficiently accurate for determining the transmission rates in schools. For countries that have closed schools, planned interventions, such as the opening of selected schools, can be useful to infer general knowledge about children-to-children transmission of SARS-CoV-2.
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Kirsten, Carolin, Manja Unrath, Christian Lück, Alexander H. Dalpke, Reinhard Berner, and Jakob Armann. "SARS-CoV-2 seroprevalence in students and teachers: a longitudinal study from May to October 2020 in German secondary schools." BMJ Open 11, no. 6 (June 2021): e049876. http://dx.doi.org/10.1136/bmjopen-2021-049876.

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ObjectiveTo quantify the number of SARS-CoV-2 infections in secondary schools after their reopening in May 2020.DesignRepeated SARS-CoV-2 seroprevalence study after the reopening of schools and 4 months later.SettingSecondary school in Dresden, Germany.Participants1538 students grades 8–12 and 507 teachers from 13 schools.InterventionsSerial blood sampling and SARS-CoV-2 IgG antibody assessment.Primary and secondary outcome measureSeroprevalence of SARS-CoV-2 antibodies in study population. Number of undetected cases.Results1538 students and 507 teachers were initially enrolled, and 1334 students and 445 teachers completed both study visits. The seroprevalence for SARS-CoV-2 antibodies was 0.6% in May/June and the same in September/October. Even in schools with reported COVID-19 cases before the lockdown of 13 March, no clusters could be identified. Of 12 persons with positive serology five had a known history of confirmed COVID-19; 23 out of 24 participants with a household history of COVID-91 were seronegative.ConclusionsSchools do not play a crucial role in driving the SARS-CoV-2 pandemic in a low-prevalence setting. Transmission in families occurs very infrequently, and the number of unreported cases is low in this age group. These observations do not support school closures as a strategy fighting the pandemic in a low-prevalence setting.Trial registration numberDRKS00022455.
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Bekkering, Geertruida, Nicolas Delvaux, Patrik Vankrunkelsven, Jaan Toelen, Sigrid Aertgeerts, Sofie Crommen, Pedro Debruyckere, et al. "Closing schools for SARS-CoV-2: a pragmatic rapid recommendation." BMJ Paediatrics Open 5, no. 1 (February 2021): e000971. http://dx.doi.org/10.1136/bmjpo-2020-000971.

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BackgroundIn Belgium, schools closed during the first lockdown in March 2020, with a partial reopening in May. They fully reopened in September. During the summer, infections started to increase in the general population, speeding up in September. Some measures were taken to limit social contacts but those were insufficient to mitigate the exponential rise of infections in October. Children were still receiving all lessons at school at that time and it was questioned whether this position was tenable. We systematically compared the benefits and harms of closing primary and secondary schools and developed a recommendation.MethodsA multidisciplinary panel, including school pupils and teachers, educational experts, clinicians and researchers, produced this recommendation in compliance with the standards for trustworthy rapid guidelines. The recommendation is based on data collected through national surveillance or studies from Belgium, and supported by a rapid literature review.ResultsClosing schools during the first lockdown probably resulted in a large learning delay and possibly led to more cases of child abuse. We are uncertain about the effect on the infection rate, hospitalisations, transmission rates, mental health of children, teachers and parents. The panel concluded that the balance of benefits and harms of closing schools clearly shifts against closing schools. Detrimental effects are even worse for vulnerable children. This recommendation is affected by the local virus circulation.ConclusionThe guideline panel issues a strong recommendation against closing schools when the virus circulation is low to moderate, and a weak recommendation against closing schools when the virus circulation is high. It does not apply when the school system cannot function due to lack of teachers, too many children who are at home or a shortage of support services. As the results of international studies are consistent with Belgian study results, this recommendation may also be relevant internationally.
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Busa, Francesco, Flaminia Bardanzellu, Maria Cristina Pintus, Vassilios Fanos, and Maria Antonietta Marcialis. "COVID-19 and School: To Open or Not to Open, That Is the Question. The First Review on Current Knowledge." Pediatric Reports 13, no. 2 (June 1, 2021): 257–78. http://dx.doi.org/10.3390/pediatric13020035.

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The COVID-19 pandemic has led to an unprecedented closure of schools in terms of duration. The option of school closure, SARS-CoV-2 initially being poorly known, was influenced by the epidemiological aspects of the influenza virus. However, school closure is still under debate and seems unsupported by sure evidence of efficacy in the COVID-19 era. The aim of our narrative review is to discuss the available literature on SARS-CoV-2 spread among children and adolescents, in the school setting, trying to explain why children appear less susceptible to severe disease and less involved in viral spreading. We also tried to define the efficacy of school closure, through an overview of the effects of the choices made by the various countries, trying to identify which preventive measures could be effective for a safe reopening. Finally, we focused on the psychological aspects of such a prolonged closure for children and adolescents. SARS-CoV-2, children, COVID-19, influenza, and school were used as key words in our literature research, updated to 29 March 2021. To our knowledge, this is the first review summarizing the whole current knowledge on SARS-CoV-2 spreading among children and adolescents in the school setting, providing a worldwide overview in such a pandemic context.
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Ulyte, Agne, Thomas Radtke, Irène A. Abela, Sarah R. Haile, Julia Braun, Ruedi Jung, Christoph Berger, et al. "Seroprevalence and immunity of SARS-CoV-2 infection in children and adolescents in schools in Switzerland: design for a longitudinal, school-based prospective cohort study." International Journal of Public Health 65, no. 9 (October 15, 2020): 1549–57. http://dx.doi.org/10.1007/s00038-020-01495-z.

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Abstract Objectives This longitudinal cohort study aims to assess the extent and patterns of seroprevalence of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) antibodies in school-attending children, and their parents and school personnel. It will examine risk factors for infection, the relationship between seropositivity and symptoms, and temporal persistence of antibodies. Methods The study (Ciao Corona) will enroll a regionally representative, random sample of schools in the canton of Zurich, where 18% of the Swiss population live. Children aged 5–16 years, attending primary and secondary schools, and their parents and school personnel are invited. Venous blood and saliva samples are collected for serological testing in June/July 2020, in October/November 2020, and in March/April 2021. Bi-monthly questionnaires will cover SARS-CoV-2 symptoms and tests, health, preventive behavior, and lifestyle information. Hierarchical Bayesian logistic regression models will account for sensitivity and specificity of the serological tests in the analyses and complex sampling structure, i.e., clustering within classes and schools. Results and conclusions This unique school-based study will allow describing temporal trends of immunity, evaluate effects of preventive measures and will inform goal-oriented policy decisions during subsequent outbreaks. Trial registration ClinicalTrials.gov Identifier: NCT04448717, registered June 26, 2020. https://clinicaltrials.gov/ct2/show/NCT04448717.
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Carmagnola, Daniela, Gaia Pellegrini, Elena Canciani, Dolaji Henin, Mariachiara Perrotta, Federica Forlanini, Lucia Barcellini, and Claudia Dellavia. "Saliva Molecular Testing for SARS-CoV-2 Surveillance in Two Italian Primary Schools." Children 8, no. 7 (June 24, 2021): 544. http://dx.doi.org/10.3390/children8070544.

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Background: No evidence has so far proven a significant role of schools in SARS-CoV-2 transmission, while the negative effects of their closure on children and adolescents are well documented. Surveillance, by means of frequent students and staff testing, has been advocated in order to implement school safety. Our aim was to report the results of a school surveillance program for the early detection of SARS-CoV-2 infection in pre- and asymptomatic subjects, by means of molecular salivary testing (MST). Methods: School surveillance in two schools in Milan, Italy, was carried out for six weeks. Each participant received a saliva collection kit, to be self-performed. Results: 401 students and 12 teachers were enrolled, and 5 positive children in 5 different classes were observed. All the cases were asymptomatic. Their nasopharyngeal swab was positive on the same day in four cases, while in one case it resulted negative on the same day and positive 3 days later. In one positive case, the whole family was set under surveillance. The positive child did not develop symptoms and no family member was infected. Conclusions: MST might represent an efficient way to actively survey communities in order to detect asymptomatic cases, thus limiting SARS-CoV-2 transmission.
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Barcellini, Lucia, Federica Forlanini, Arianna Sangiorgio, Greta Gambacorta, Luisella Alberti, Andrea Meta, Paola Gaia, et al. "Does school reopening affect SARS-CoV-2 seroprevalence among school-age children in Milan?" PLOS ONE 16, no. 9 (September 2, 2021): e0257046. http://dx.doi.org/10.1371/journal.pone.0257046.

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The benefits of schools’ closure, used as a containment strategy by many European countries, must be carefully considered against the adverse effects of child wellbeing. In this study, we assessed SARS-CoV-2 seroprevalence, which better estimates the real extent of the infection unraveling asymptomatic cases, among schoolchildren aged 3 to 18 in Milan, using dried blood spot, a safe and extremely viable methods for children, and then compared it between September 2020 and January 2021. Secondly, we evaluated the seroconversion rate and compared it between students attending schools in presence and those switched to distance-learning, using a logistic regression model, both as univariate and multivariate, adjusting for age and biological-sex. Among 1109 pupils, we found a seroprevalence of 2.8% in September before school reopening, while in January 2021, the seropositive rate was 12.5%, reflecting the general growth rate of infections during the second pandemic wave. The overall seroconversion rate was 10%, with no differences based on biological-sex and age groups; we observed no seroreversion. When considered age groups, the seroconversion rate was 10.5% (95%Confidence Interval, 2.9–24.8) among children attending preschools, 10.6% (95%Confidence Interval, 8.2–13.4) for primary schools, 9.9% (95%Confidence Interval, 6.8–13.8) for secondary schools, and 7.8% (95%Confidence Interval, 4–13.2) among high-school students. Interestingly, no differences in seroconversion rate were found between students who attended school compared to those who started remote learning in the first days of November. Furthermore, most patients (61%) reported that the contact occurred within the household. We reported a low seroconversion rate among school children in Milan, with no differences between those who attended from September 2020 to January 2021 compared to those who switched to remote learning in the first days of November. Our data suggest that schools do not amplify SARS-CoV-2 transmission, but rather reflect the level of the transmission in the community.
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Dissertations / Theses on the topic "Sarã school"

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Moura, Jucilene Oliveira de. "Políticas de currículo organizado em ciclos : implicações entre conhecimento escolar e relações de poder na Escola Sarã (Cuiabá-MT)." Universidade Federal de Mato Grosso, 2014. http://ri.ufmt.br/handle/1/299.

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Esta pesquisa aborda políticas de currículo organizado em ciclos, delimitando o estudo em torno da política curricular da Escola Sarã do município de Cuiabá-MT, no período de 2006 a 2012. O objetivo é compreender o processo de realização da política de organização curricular em ciclos de formação humana, destacando como ocorre a ressignificação dessa política, nos diferentes contextos, e as relações de poder que se estabelecem na definição do conhecimento escolar. Discute-se o processo da produção do texto político e seus desdobramentos no contexto da prática, a partir dos estudos que compreendem a política curricular como um processo cíclico não linear. Também se discute o currículo em sua dimensão histórica, social e cultural. O aporte teórico-metodológico se fundamenta na abordagem do ciclo de políticas e em estudos contemporâneos de currículo. O resultado da análise indica que a política de currículo da Escola Sarã apresenta diferentes perspectivas teórico-metodológicas. Observa-se que há a defesa de uma perspectiva de currículo favorável ao processo de construção do conhecimento e do desenvolvimento humano e, também, a defesa de uma perspectiva de currículo voltada aos interesses do mundo produtivo, coerentes com a racionalidade técnica, direcionando a seleção de conteúdos e da cultura, considerados socialmente legítimos. Os conflitos demarcam a arena de disputas no processo de significação do próprio currículo, permeando os diferentes contextos. Na análise, observa-se, ainda, um distanciamento do currículo baseado na formação humana para a aproximação de uma perspectiva instrumental do currículo, retirando o foco do processo pedagógico para uma avaliação de produto, com ênfase em resultados alcançados. Destaca-se ainda que a política da Escola Sarã apresenta concepções híbridas de conhecimento, em seus diferentes contextos, e se constitui como possibilidade de dar outros significados para o currículo.
This research broaches curriculum policy of organized in cycles, delimiting the study around of the curricular policy of the School Sarã of the city of Cuiabá-MT, in the period of 2006 to 2012. The aim is to comprehend the process of accomplishing of this policy of curricular organization in cycles of human formation, emphasizing how the resignification of this policy occurs in the different contexts and the relationship of power which establishes itself in the definition of the school knowledge. It is discussed the process of production of the political text and its unfolding in the context of the practice from the studies that comprehend the curricular policy as a non-linear cyclical process. It is discuss the curriculum in its historical, social and cultural dimensions. The theoretical-methodological foundation is the approach of the cycle of policies and the contemporary studies of the curriculum. The results of the analysis indicate that the curriculum policy of the School Sarã presents different theoretical-methodological perspectives. It is observed that there is the defense of a perspective of the curriculum favorably to the process of knowledge construction and human development and also the defense of a perspective of curriculum towards the interests of a productive world, coherent to the technical rationality, empowering the selection of contents and the culture considered legitimate by the tradition. The conflicts demarcate the arena of disputes circumscribed in the process of signification of the own curriculum, permeating the different contexts. From the analysis, it is observed a distancing of the curriculum based in the human formation to the approximation of an instrumental perspective of the curriculum, withdrawing the focus of the pedagogical process to the evaluation of the product, with emphasis in the results achieved. It is also emphasized that the politics of the School Sarã present hybrid conceptions of knowledge in their different contexts and they are constituted as a possibility of giving other signification and meanings to the curriculum.
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Geerdes, Sara-Izabella [Verfasser]. "School-To-Work Transitions of Second Generation Migrants in West Germany and the Netherlands / Sara-Izabella Geerdes." Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2010. http://d-nb.info/1034988751/34.

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Shirinde, Kwena Sara. "The relationships between perceived benefits, barriers of participating in physical activity and physical activity levels of farm school children / Kwena Sara Shirinde." Thesis, North-West University, 2009. http://hdl.handle.net/10394/5016.

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Participation in physical activity was found to be associated with health benefits. Lack of physical activity is a risk factor that may lead to mortality. The purpose of this study was to investigate the perceptions of barriers and benefits of participating in physical activity and the levels of physical activity and to investigate the relationships between perceived barriers and benefits of participating in physical activity and levels of physical activity in boys and girls attending farm schools in Alma-Vaalwater area. A total of 344 children (185 boys and 159 girls) aged 15 to 16 years completed a questionnaire on perceptions of barriers and benefits of participation in physical activity, and a Previous Day Physical Activity Recall (PDPAR) questionnaire on the levels of physical activity. The data was analysed using descriptive statistics, independent t-testing and correlations by means of SPSS (Version 15.0). The results show that barriers (with high mean values) experienced by boys to be physically active included lack of time, to do work/school work, and physical activity makes one sweat. In girls barriers experienced to be physically active included lack of time, to do work/school work and lack of equipments. With regard to the perceived benefits of participating in physical activity both boys and girls showed high mean values in to stay in good health, to feel well and to have energy. The results further showed that lack of equipments was negatively associated with participation in physical activity in boys and girls during the week and weekend days respectively. In addition girls showed a Significant relationship between to relieve stress and physical activity. Significant gender differences regarding the levels of physical activity with girls participating more in light physical activity than boys were found. This study recommended the need for the introduction of awareness programmes on physical activity as well as well-structured programmes of physical activity by qualified personnel geared towards the improvement of general well-being of children. More studies with a larger sample size are required to verify the present findings.
Thesis (M.A. (Human Movement Science))--North-West University, Potchefstroom Campus, 2010.
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Högström, Josefine. "Jag skulle tydligen visst jobba här : En litteraturvetenskaplig fallstudie av motståndsstrategierna i Sara Beischers roman Jag ska egentligen inte jobba här." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32979.

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Abstract The overall purpose of the survey is to explore what emancipatory potential the feminist literature analysis can reveal in a work. This is done by investigating which resistance strategies the main character Moa Bengtsson uses in Sara Beischers novel Jag ska egentligen inte jobba här (2012. In order to do this, the study is based on a feminist power analysis focusing on resistance. The study is a close reading of the novel Jag ska egentligen inte jobba här by Sara Beischer. The study results in the following conclusions: -          The resistance strategies used by the main character Moa are breaking rules, separating her identities and sisterhood. -          Feminist literature analysis is functional in order to operationalize an intercultural perspective in the sense that it is a critical power analysis whitch shows the structures that exist and find ways to change and / or resist them. -          The novel  opens to renegotiate ones funds to reach ones goal. The analysis assumes that the main character's goal is self-realization and independence, which she also achieves by breaking down restrictive rules and by giving herself scope for action. -          The didactic gains that can be made through a feminist analysis of resistance strategies are that it shows, in a natural and obvious way the possibilities of change offered in a text. Through power analysis, a student may be given the opportunity to reflect on the nature of their enviroment and their own possibilities of resistance.
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Fourie, Albert Roeloff. "Transfer pricing : the compliance of the distribution functions of RHI Refractories Africa with SARS legislation." Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/50670.

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Thesis (MBA)--Stellenbosch University, 2006.
ENGLISH ABSTRACT: Governments do not want their tax collection to be affected by multinational companies that make use of distorted pricing models in order to maximize profits. For this reason Governments everywhere are implementing strict transfer pricing policies. These policies are mainly based on the OECD Guidelines with respect to transfer pricing. On the other hand, multinational companies do not want to be exposed to double taxation. The South African government also introduced regulations with respect to transfer prices set by multinational companies. Section 31 of the Income Tax Act 58, 1962, deals specifically with the issue of transfer pricing. This is fully explained in Practice Note 7 of SARS. RHI Refractories Africa, as part of the multinational company RHI-Ag, has to comply with SARS legislation. RHI Refractories Africa purchase many materials and products from the parent company for resale in the local market. The SEN is one such product and was selected for evaluation. This study found, after evaluation of the functions performed by RHI Refractories Africa and evaluating all the various preferred methods, the Resale Price Method (RPM) to be the most appropriate method to be used in the evaluation of the status of RHI Refractories Africa with respect to compliance with current SARS legislation. The gross margins eamed by RHI Refractories Africa on the sale of TYK and THOR SENs were compared. It was found that the gross margins earned on the sale of THOR SENs in the controlled transaction were actually higher than those earned in the uncontrolled transaction with TYK. The conclusion of this study is that RHI Refractories Africa does comply with current SARS legislation as measured against the guidelines of Practice Note 7 from SARS. This study further proposes that RHI Refractories Africa evaluate and document the process followed for all the inter-company transactions in order to ensure full compliance with SARS legislation.
AFRIKAANSE OPSOMMING: Regerings wil verhoed dat die belasting basis verklein word deur multinasionale maatskappye wat gebruik maak van prys modelIe wat daarop gemik is om belasting te ontduik en sodoende die marges van die maaskappye te verhoog. Vir die rede implimenteer regerings strenger maatreels om te verseker dat oordrag pryse markverwant is en bly. Die riglyne soos voorgestel deur die OECD word meestal as basis gebruik vir die opstel van lokale wetgewing. Terselfdertyd wil multinasionale maatskapye ook nie dubbele belasting betaal nie. Die Suid Afrikaanse regering het wetgewing daar gestel as deeI van Seksie 31 van die Inkomste Belasting Wet 58, 1962, wat spesifiek handel met oordrag pryse. Die wetgewing word verder verduidelik in Praktiese Nota 7. RHI Refractories Africa, as deeI van die multinasionale maatskapy RHI-Ag, moet voldoen aan SARS wetgewing. RHI Refractories Africa koop 'n verskeidenheid van materiale en produkte van die moeder-maatskapy vir herverkoop in die lokale mark. Die SEN is een so 'n produk en is gekies vir evaluasie. Die funksies wat RHI Refractories Afrika uitvoer ten opsigte van die verkoop van SENs is ten volle ondersoek. Die verskillende metodes vir evaluering van die oordrag prys soos voorgestel deur SARS is ook ondersoek en daar is gevind dat die Herverkoop Prys Model (RPM) die mees geskikte model is vir RHI Refractories Africa om te gebruik in die evaluering van die verkoop van SENs. Die bruto marge wat RHI Refractories Africa behaal met die verkoop van TYK en THOR SENs is vergelyk. Daar is gevind dat die bruto marge wat behaal is met THOR SENs, as deel van die beheerde transaksie, in werklikheid groter is as die wat met TYK SENs in die onbeheerde transaksie behaal is. Die konklusie van die studie is dat RHI Refractories Africa wel voldoen aan die vereistes daar gestel deur SARS soos gemeet aan die riglyne van Praktiese Nota 7. Die studie stel voor dat RHI Refractories Africa al die intermaatskaplike transaksies evalueer aan die hand van die SARS riglyne om te verseker dat daar ten volle voldoen word aan die vereistes van SARS.
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Fung, Sun Wai Leo. "Evaluating teacher's training in ICT in Hong Kong SAR : the perceptions of teachers and IT co-ordinators of secondary schools." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30859.

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With the implementation of Hong Kong's IT in education initiative as a 'Five-Year Strategy' in 1998, more than HK$530 million has been invested in the ICT in-service teacher course to help more than 40,000 school teachers achieve different levels of IT competency. The effectiveness of those courses and the justification of the amount of money spent were the main concerns of the government and the public. This research project aims to evaluate the effectiveness of the in-service teacher training scheme referred to as 'Teacher Enablement' in the 'Five-Year Strategy' mainly through a questionnaire survey of 227 teachers and IT co-ordinators of nine secondary schools under the same sponsoring body. In addition, more qualitative information was sought from eight respondents from seven sampled schools in the form of interviewing. The results of the survey show that these schools have mostly fulfilled the government's requirements to have a fixed proportion of teachers qualified in each level of IT competency. In course popularity, teacher training courses of the basic level of It competency were more welcomed by the respondents than those of other levels. School-based teacher training was found to be better received by the teachers than other types of course provision. However, the integration of ICT into the school curriculum and the use of ICT in the classroom setting was considered to be unsatisfactory. There was further evidence that many teachers had not achieved the paradigm shift for using computers in the classroom. Therefore, Hong Kong's IT in Education initiative can be assessed as successful in terms of quantity but not of quality.
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Waldeck, Benjamin. "“Let me be absolutely clear: this cannot be business as usual.” - A Case Study of the Securitisation of SARS-CoV-2 in the European Union." Thesis, Malmö universitet, Institutionen för globala politiska studier (GPS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44446.

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As a global phenomenon, the outbreak of SARS-CoV-2 has impacted the socio-economic and political life like no other event of the recent past. With over 600,000 fatalities in its member-states, an unprecedented economic recession and damage to the Single Market, the European Union has been hit unexpectedly hard by COVID-19. Through the lens of Securitisation, and more precisely, Collective Securitisation, this thesis has the purpose to examine how the EU and its institutions have responded to the threat that is the spread of SARS-CoV-2, asking ‘Has SARS-CoV-2 been successfully securitised in the European Union?’. By applying a qualitative content analysis to speeches of the European Commission published between January and May 2020 as well as to a European Parliament Plenary debate following the speech of Commission President von der Leyen on April 16th, 2020, the thesis establishes that securitising moves have taken place in the examined timeframe and that they have been accepted by the European Parliament. In accordance with the Copenhagen School framework of Securitisation and Sperling and Webber’s Collective Securitisation model, the thesis concludes that COVID-19 was therefore successfully securitised.
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Young, Jennifer. "(The) Student Body/ies: Cultural Paranoia and Embodiment in the American High School." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1405542939.

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Diaconu, Dana V. "Modeling Science Achievement Differences Between Single-sex and Coeducational Schools: Analyses from Hong Kong, SAR and New Zealand from TIMSS 1995, 1999, AND 2003." Thesis, Boston College, 2012. http://hdl.handle.net/2345/2740.

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Thesis advisor: Henry Braun
There is a broad interest in narrowing achievement gaps among all groups of students and improving education by scientifically sound methods. On October 25, 2006, the United States Department of Education published new regulations allowing single-sex education in public schools whenever schools think it will improve student achievement. Thus far, studies comparing single-sex with coeducational schools have been carried out at the national level mostly in England, Australia and Jamaica, while US' studies were limited to Catholic schools. Few studies reported descriptive statistics or effect sizes and most studies differ in the criteria and statistical controls they use to compare single-sex and coeducation. This dissertation presents models for science achievement and attitudes towards science for 8th -grade students attending either single-sex or coeducation schools in Hong Kong and New Zealand, using the Trends in Mathematics and Science Study (TIMSS) datasets from 1995, 1999, and 2003. To properly account for the nested structure of data, an HLM model was estimated for each sex, for each of the two jurisdictions at three time points, corresponding to the three TIMSS administrations. The within - country results were compared to see if differences between single-sex and coed schools were consistent over time. In addition, this dissertation proposed an approach to examine the sensitivity of the estimated effects of school-type on student outcomes to the presence of unmeasured variables which may introduce hidden selection bias, using a modification of the method proposed by Rosenbaum and Rubin (1983). Based on its conditional distribution with an instrumental variable, chosen based on the review of single-sex literature, the Monte Carlo simulated values of the unobserved variable were used as level-1 predictors in a one-way ANCOVA with random effects. The sensitivity analysis was limited to science achievement of Hong-Kong's girls in TIMSS 2003. Findings show that single-sex education contributed to girls' science performance and attitudes in NZL 1999 and HKG 1999 and 2003, and low sensitivity for school-type contrast
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
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Weißenburg, Astrid [Verfasser], Birgit [Akademischer Betreuer] Neuer, Adelheid [Akademischer Betreuer] Hu, Mirka [Gutachter] Dickel, Sara [Gutachter] Fürstenau, Gabriele [Gutachter] Budach, and Sabine [Gutachter] Liebig. "Plurilingual Approaches to Spatial Education – Perspectives of Primary Schools in the German Context. / Astrid Weißenburg. Betreuer: Birgit Neuer ; Adelheid Hu. Gutachter: Mirka Dickel ; Sara Fürstenau ; Gabriele Budach ; Sabine Liebig." Karlsruhe : Pägogische Hochschule Karlsruhe, 2016. http://d-nb.info/1104003341/34.

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Books on the topic "Sarã school"

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Burnett, Frances Hodgson. Sara Crewe. New York: Scholastic, 1995.

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Lundgren, Mary Beth. Love, Sara. New York: Henry Holt, 2001.

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Godwin, Jane. Sara-chan to ōkina akai basu. Tōkyō: Mitsumura Kyōiku Tosho, 2009.

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Na nŭn irŏkʻe sara karyŏnda. Sŏul-si: Tungji, 1998.

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Pfeffer, Susan Beth. Sara Kate saves the world. New York: H. Holt, 1995.

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Mabala, Richard. Sara: The special gift. Nairobi, Kenya: UNICEF-ESARO, 1996.

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Fanie, LeFebvre, ed. L'autobus de Sara. [Terrebonne, Québec]: Boomerang éditeur jeunesse, 2004.

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Burnett, Frances Hodgson. A little princess: The story of Sara Crewe. Harmondsworth: Puffin, 1996.

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Burnett, Frances Hodgson. A little princess: The story of Sara Crewe. Waterville, Me: Thorndike Press, 2003.

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Haho aidŭl ŭn wae hakkyo ka choŭlkka?: Chang Chu-sik Sŏnsaengnim kwa Haho punʼgyo aidŭl i sara kanŭn iyagi. Sŏul: Chʻŏlsu wa Yŏnghŭi, 2008.

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Book chapters on the topic "Sarã school"

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Tienda, Marta, and Avner Ahituv. "Ethnic Differences in School Departure." In Of Heart and Mind: Social Policy Essays in Honor of Sar A. Levitan, 93–110. W.E. Upjohn Institute, 1996. http://dx.doi.org/10.17848/9780585280295.ch4.

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Paul, Pinki, and Balgopal Singh. "Adequacy of Instructing Learning Post-Covid 19 Pandemic." In Emerging Realities and the Future of Technology in the Classroom, 261–74. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6480-6.ch015.

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The COVID-19 pandemic has been the biggest test of the world since Second World War. The novel coronavirus (SARS-CoV-2) ailment causes severe respiratory issues. Nowadays, all the colleges and schools utilize e-learning processes to advance their studies. It has had a remarkable effect on the instruction area, where students are accustomed to going to these schools or universities. In any case, as the circumstance is beyond our control, the college has no alternative but to proceed. This will continue as an elective method of study in the post-pandemic circumstance. In the 21st century, computerized time and information communication technology (ICT) use in the study hall is fundamental for giving students different chances to learn. To procure the most elevated correspondence level in school guaranteed that modernized education learning process where data innovation as a subset of data and interchanges innovation. In this way, to keep up this convention, one should proceed with the e-assets, similar to google study hall, Microsoft teams, class in skype, or any other applications. The authors intended to provide brief knowledge about the COVID-19 pandemic; the international education system classification and need for global education systems have to transfer from traditional to digital platforms. The common problems involved in the digital learning platform, irrespective of the system's international educational classification, have concluded.
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Gkiolnta, Eleni. "Robotics Applications in the Training of Children With Autism Spectrum Disorders." In Advances in Early Childhood and K-12 Education, 90–107. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8217-6.ch006.

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Children with autism spectrum disorders encounter many difficulties in their social interactions with other people. Impairments in verbal and non-verbal communication, as well as repetitive and stereotypical behaviors, are some of the most common characteristics of this disorder. Along with other treatments and methods, the use of robotics is a relatively new and promising field, which can be implemented in most classrooms. Socially assistive robotics (SAR) is a subcategory of robotic technology that emanated from social robotics and assistive robotics. SAR can be used to enhance literacy skills, social communication, adaptive behaviors, and emotion recognition. In this chapter, the authors discuss some of the most popular robotic tools used in autism interventions for school-aged children, as well as ways to implement robotic partners in inclusive settings.
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"Educational Reforms and School Improvement in China and Hong Kong SAR." In Changing Schools in an Era of Globalization, 40–55. Routledge, 2012. http://dx.doi.org/10.4324/9780203830857-9.

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Bri, Diana, Jaime Lloret, Carlos Turro, and Miguel Garcia. "Measuring Specific Absorption Rate by using Standard Communications Equipment." In Advances in Healthcare Information Systems and Administration, 81–111. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0888-7.ch004.

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Specific Absorption Rate (SAR) is used to measure the body tissue exposure to electromagnetic fields. This chapter describes how SAR values can be estimated from a deployed Wireless Local Area Network (WLAN). We carried out this work using the Received Signal Strength (RSS) obtained from the access points. This parameter is easily obtained by an ordinary wireless network scanner. RSS variations are measured for a different number of people in the same room and without people. It will allow us to estimate how much energy is absorbed by a group of people and by a single person on average. Moreover, we have included the weight of the people in order to know the RSS lost by kilogram. These measurements were taken at the Higher Polytechnic School of Gandia, Universitat Politècnica de València, Spain, in two placements: the library and inside an anechoic camera.
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I. Garcia-Adasme, Salvador, and Alejandro López-Escobar. "Children Living a Global Pandemic: Anxiety Repercussions." In Anxiety, Uncertainty, and Resilience During the Pandemic Period - Anthropological and Psychological Perspectives [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98212.

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A global pandemic caused by SARS-CoV-2 is still beaten our world. The disease, termed COVID-19 by the WHO, has a wide range of clinical manifestations, ranging from a mild, self-limiting form of the disease to multiple organ failure and death, forcing governments to take measures to mitigate the transmission and reduce the economic impact. However, the paediatric manifestation appears to take a milder form of the disease but they are not oblivious to the consequences of the disease. They suffered personal and parental lost, broke their social relationships, forced to home confinement, school closures, all of them with secondary implications. As a result, children’s anxiety levels and manifestations have increased during pandemic. To prevent and counteract this situation, measures were implemented like increase physical activity, a balanced diet, and regular sleep pattern; and in relationship sphere use social media to stay in touch with school mates and relatives.
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Obuaku-Igwe, Chinwe. "Teaching and Re-Imagining the Role of Medical Sociology in South Africa During COVID-19." In Strategies for Student Support During a Global Crisis, 175–94. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7000-5.ch011.

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The outbreak of COVID-19 of the SARS-COV virus family took the world by storm beginning February 2020 and became an international health crisis. Due to its unknown origins and manner of transmission, the South African government implemented lockdown measures to curtail the spread of the virus in March. These measures led to the closure of businesses across the country and sectors, including schools. The closure of schools resulted in the migration to online learning for most institutions of higher learning in South Africa. It brings with it challenges, opportunities for innovation, and reimagining pedagogical approaches, particularly in low resource settings. This chapter reflects on the nature and extent of the author's engagement with students enrolled in a health and medical sociology course during the COVID-19 lockdown in South Africa. Here, they reflect on the challenges encountered while moving a course that was designed to be delivered in person (face-to-face) to an online environment.
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"The Embodiment of Unhealthy Global Careers Among Swedish Professionals Anna Essén, Stockholm University School of Business, Sweden Torkild Thanem, Stockholm University School of Business, Sweden Sara Värlander, Stockholm University School of Business, Sweden." In Careers Without Borders, 96–110. Routledge, 2013. http://dx.doi.org/10.4324/9780203133262-10.

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"The concept of the Buddha in the early Indian Buddhist Schools (I) The Sarv¡stiv¡da." In The Concept of the Buddha, 33–66. Routledge, 2004. http://dx.doi.org/10.4324/9780203413104-6.

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Wong, Eric T. T. "Impact of E-Learning During SARS Outbreak in Hong Kong." In The Social and Cognitive Impacts of e-Commerce on Modern Organizations, 185–203. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-249-7.ch009.

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The potential benefits of e-commerce have been reported widely in the literature, and e-learning has been gradually accepted as a social tool for e-commerce at tertiary institutions (Parker, 2003). In this chapter the impact of e-commerce on the local community during a Severe Acute Respiratory Syndrome (SARS) outbreak in Hong Kong will be briefly described, with an emphasis on the use of E-learning technology as a contingency measure in tertiary institutions. At the height of the SARS epidemic in April 2003, Hong Kong had 60 to 80 new cases of the disease each day. Hundreds of thousands of residents wore surgical masks in an attempt to avoid catching the virus. All schools and universities were ordered closed and governments invoked quarantine laws not used for decades to isolate those who might be carriers. Explained Hong Kong’s Chief Executive Tung Chee-hwa in announcing tougher measures to curb the spread of the disease: “Hong Kong is currently facing its most serious contagious disease threat in 50 years.” As a contingency measure e-learning technology was employed in the local higher education. This chapter aims to identify some of the practical difficulties involved in an evaluation of the academic performance of two groups of engineering students taking an introductory course - one group studied via e-learning and the other studied through the traditional classroom approach. Preliminary findings showed that with limited time available for the course design and delivery, the examination result of the e-learning class was slightly better than the traditional class. With positive student feedback on the e-learning approach, this would imply that e-learning shows a potential for substituting some of the traditional course elements, especially for topics relating to higher-order thinking skills. To generalize these findings more studies with properly controlled experimental design would need to be carried out. Directions for future work are also suggested.
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Conference papers on the topic "Sarã school"

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Karlina, Karlina. "Good Governance Evaluation in School Operational Funding (BOS)." In Proceedings of the First National Seminar Universitas Sari Mulia, NS-UNISM 2019, 23rd November 2019, Banjarmasin, South Kalimantan, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.23-11-2019.2298377.

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Rahman, R. "Premarital Sexual In Adolescents At Senior High School PGRI 4 Banjarmasin." In Proceedings of the First National Seminar Universitas Sari Mulia, NS-UNISM 2019, 23rd November 2019, Banjarmasin, South Kalimantan, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.23-11-2019.2298339.

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Yuandari, Esti. "Factors Affecting Youth Smoking Behavior In High School Pgri 4 Banjarmasin." In Proceedings of the First National Seminar Universitas Sari Mulia, NS-UNISM 2019, 23rd November 2019, Banjarmasin, South Kalimantan, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.23-11-2019.2298415.

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Muslim, Buhari. "The Students’ Problems in Reading Comprehension at Junior High School in Indonesia." In Proceedings of the First National Seminar Universitas Sari Mulia, NS-UNISM 2019, 23rd November 2019, Banjarmasin, South Kalimantan, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.23-11-2019.2298393.

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Sari, Mila Triana, and Mientje Oesmani. "Maternal Characteristics and Knowledge on the Risk of Childhood Stunting at Simpang Kawat Community Health Center, Jambi." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.84.

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ABSTRACT Background: Childhood stunting remains a significant public health concern with its short- and long-term negative impacts. In Indonesia, the national prevalence of stunting was estimated at 30.8% and in Jambi Province 30.1% in 2018. Maternal knowledge about stunting contributes to a major role in stunting prevention. This study aimed to determine the maternal characteristics and knowledge on the risk of childhood stunting at Simpang Kawat Community Health Center, Jambi. Subjects and Method: This was a cross-sectional study conducted at Simpang Kawat community health center, Lebak Bandung, Jambi. A total of 306 mothers with toddlers was selected by purposive sampling. The dependent variable was stunting. The independent variable was maternal knowledge. The data were collected by questionnaires. The data were analyzed by chi-square with odds ratio. Results: As many as 68.3% of mothers were 20 to 35 years old. 58.3% were secondary school graduated. 85% were housewives. Lower maternal knowledge increased the risk of childhood stunting (OR= 12.67; 95% CI= 3.68 to 43.61; p <0.001). Conclusion: Lower maternal knowledge increases the risk of childhood stunting. Keywords: childhood stunting, knowledge, mother Correspondence: Mila Triana Sari. Program of Nursing, School of Health Polytechnics, Ministry of Health Jambi. Jl Prof.M. Yamin, SH No 30, Jambi, Central Sumatera. Email: milatrianasari73@gmail.com. Mobile: +6281314022355. DOI: https://doi.org/10.26911/the7thicph.03.84
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Sari, Dewi Indah, Afni Yulianti, and Ninik Wahyuni. "Effectiveness of Cookies Produced From Moringa Oleifera Leaves on Haemoglobin Level in Students at Islamic Junior High School Miftahul Hayat, Serang, Banten." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.05.28.

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ABSTRACT Background: Anemia is very common in developing countries and is one of the most common complications of serious diseases. Based on the results of screening the Hb levels student at islamic junior high school Miftahul Hayat in 2018, it was found that 37 students had anemia. This study aimed to determine the effectiveness of cookies produced from moringa oleifera leaves on haemoglobin level in students at Islamic Junior High school Miftahul Hayat, Serang, Banten. Subjects and Method: This was a quasi-experimental. A sample of 37 students of MTS Miftahul Hayat, Serang, Banten and randomly allocated into two groups: intervention and control groups. The dependent variable was an increase in hemoglobin value. The independent variable was anemic student. The data were collected from checklist and analyzed using paired t- test. Results: The results of this study were obtained by respondents as many as 33 people because during the research process 4 people did not consume cookies produced from Moringa Oleifera leaves routinely for 14 days because they were sick so they were excluded from the study sample. Hb level before consume consume cookies produced from Moringa Oleifera leaves (Mean = 10.5 gr/ dl; SD= 0.56; p< 0.001). Hb level after consume cookies produced from Moringa Oleifera leaves (Mean= 13 gr/ dl; SD= 0.85). The difference in Hb levels (Mean = 2.5; SD = 0.88; p <0.001), and it was statically significant (p< 0.001) Conclusion: Consume cookies produced from Moringa Oleifera leaves is effective to improve haemoglobin levels in adolescent. Keywords: anemia, teenager, moringa oleifera leaves cookies Correspondence: Dewi Indah Sari. School of Health Polytechnics, Banten. Jl.Dr.Sitanala Kec.Neglasari Kota Tangerang. Email: dewi.indah@poltekkesbanten.ac.id Mobile:+6281906061400 DOI: https://doi.org/10.26911/the7thicph.05.28
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Hestiyana, Nita, Dini Rahmayani, and Henny Auliana. "Determinants Of Adolescents Sexual Behavior At Senior High School qXq In Banjarmasin." In 2nd Sari Mulia International Conference on Health and Sciences 2017 (SMICHS 2017) � One Health to Address the Problem of Tropical Infectious Diseases in Indonesia. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/smichs-17.2017.22.

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Lazarus, Theophilus. "SARS-CoV-2 infection and neuropsychological outcomes." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.10.

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The entire world is currently confronted with the Severe Acute Respiratory Syndrome Coronavirus 2 (SARS.CoV.2), a novel betacoronavirus causing the deadly pandemic of coronavirus disease 2019 (COVID.19). Since there is now increasing reports of neurological and cognitive problems, the impact of COVID.19 on neuropsychological functioning is unknown but is likely to leave residual problems.
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Hermino, Agustinus. "The Role of Transformational Leader in the Character Education in School in the Globalization Era of ASEAN Economic Community." In Proceedings of the First National Seminar Universitas Sari Mulia, NS-UNISM 2019, 23rd November 2019, Banjarmasin, South Kalimantan, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.23-11-2019.2298355.

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PEREIRA, LAUANNA FREITAS, ANDRESA MOTA DE MELO, DANIELE DA SILVA DE SOUZA, DAYENE BUENO CRUVINEL DE LIMA, EMILY DOS SANTOS SILVA, GABRIELLA FONSECA DE JESUS MESQUITA,, GABRIELLE RODRIGUES TUSSOLINI, and GISELLE DE OLIVEIRA RODRIGUES. "MENTAL HEALTH IN THE MIDST OF THE COVID-19 PANDEMIC: A PANORAMIC VIEW OF HEALTH PROFESSIONALS, AFFECTED PATIENTS AND INTERPERSONAL RELATIONSHIPS." In I South Florida Congress of Development. CONGRESS PROCEEDINGS I South Florida Congress of Development - 2021, 2021. http://dx.doi.org/10.47172/sfcdv2021-0008.

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The pandemic caused by the SARS-CoV-2 virus provided a new global dynamic, reflecting on the lives of health professionals, people affected by the disease and interpersonal relationships. The main strategy adopted to curb contagion was social distance, with implications in several spheres: in family organization, in the closing of schools and public places and in work routines. This situation gave rise to feelings of helplessness, loneliness and disorders such as anxiety and depression, which directly or indirectly influence the morbidity and mortality of the disease. Health professionals are faced with a new routine, which requires countless hours of work in an exhaustive manner, concern with their patients and the unknown disease, in addition to the vulnerability of their family members. The general population is faced with difficulties in sustaining themselves, in treating chronic conditions and in the constant presence of fear and mourning. In this context, the need for investment and implementation of public policies aimed at mental health is concluded.,
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Reports on the topic "Sarã school"

1

The role of schools in transmission of the SARS-CoV-2 virus: quasi-experimental evidence from Germany. Cemmap, March 2021. http://dx.doi.org/10.47004/wp.cem.2021.1521.

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