Academic literature on the topic 'Starehe Boys' Centre, School, and Institute'

Vaisenhuset and Blaagaard teacher education institute: The connection between two learning institutions in Copenhagen about 1795Vaisenhuset (The Orphan House) in Copenhagen was established after the Nordic War (1700–1720) to take care of and educate orphans. The institution soon became a centre for the Pietists in Denmark. Blaagaard Institute was initiated by The Great School Commission and became the first government-financed teacher education in Denmark. It was established 1791 inspired by Enlightenment ideas. When The Orphan House was totally destroyed during a fire 1795, the initiative was taken to amalgamate with Blaagaard. This article answers the following questions: What kind of institution was The Orphan House in 1795? What kind of institution was Blaagaard? How was care and education for poor and orphan girls and boys planned to be realised in a new institution? Which future role was intended for The Orphan House in relation to Blaagaard?

Abstract Introduction: Looking for solutions to improve physical fitness of persons with sensory impairments, both in the context of physiotherapy and the creation of adapted physical activity programs in the physical education and extracurricular activities, it seems important to determine the effect of sensory impairments at the level of coordination motor abilities (CMA). The aim of the study was to compare the coordination motor abilities of blind, deaf and able-bodied boys aged 14-17. Material and methods: The research was carried out on 37 boys: totally blind students (14) from the Education Centre for Blind Children in Laski, deaf students (18) from Deaf Institute in Warsaw and able-bodied peers (15) from School No.51 in Warsaw. The following tests evaluating selected CMA were used in the research: spatial orientation, dynamic balance, high frequency of movement, rhythmicising, kinesthetic differentmiation, connection of movement. Participants performed motor tests such as: walking into goal, turn on a bar of a gym bench, flat tapping, rhythmic drumming of upper and lower limbs, long jump at 50% capacity, transfering a gym stick, skiping with clapping under the knees, The Starosta Global Coordination Test. Measurements and evaluation of basic anthropometric parameters were done as well as Body Mass Index was calculated. Means of results of every tests were evaluated through nonparametric Krauskal-Wallis test. Statistical significance between the groups was determined using the U Mann-Whitney test. Results: Coordination motor abilities differentiated the groups of boys - blind, deaf and able-bodied. The lowest level of the CMA was obtained in a group of blind boys and there were only little differences between the deaf and able-bodied participants. For the blind boys the most difficult test was rotation on the bench gym, which may indirectly indicate low level of dynamic balance. Conclusions: The ability to rhythmic whole body and spatial orientation were the CMA that needed improvement in the group of deaf boys. There is no correlation between the results obtained in tests of CMA and body height, weight, BMI and age of individuals

Introduction. Scoliosis, a lateral curvature of the spine, is the most frequent deformity of the spinal column. It is additionally aggravated by the inadequate environmental conditions in schools, such as unadjusted furniture, teaching aids and most of all, school bag and bad lighting. Material and methods. This investigation was carried out during the years 2005 and 2006 on the territory of the city of Kragujevac and included school children attending 22 primary and 8 secondary schools, whose medical records were obtained from school children health centres, the counseling centre for scoliosis at the Orthopedic Department of the Hospital in Kragujevac and the Institute of Public Health in Kragujevac. Results. The statistical analysis of these data showed that a significantly higher number of children with scoliosis was detected in 2005, being ??=11.6, p<0.01 for primary schools. Scoliosis was more frequent in girls than in boys: in 2005 it was ??=10.54, p<0.01 and in 2006 ??=10.72, p<0.01 in primary schools, whereas no difference was found in secondary schools in 2005 -c2=4.14, p>0.05, but in 2006 scoliosis was more frequent in girls ??=49.51, p<0.01. Conclusion. Scoliosis is extremely important in both primary and secondary schools and therefore, it is necessary to intensify preventive systematic examinations of school children.

Background Adolescent physical activity levels are low and are associated with rising disease risk and social disadvantage. The Get Others Active (GoActive) intervention was co-designed with adolescents and teachers to increase physical activity in adolescents. Objective To assess the effectiveness and cost-effectiveness of the school-based GoActive programme in increasing adolescents’ moderate-to-vigorous physical activity. Design A cluster randomised controlled trial with an embedded mixed-methods process evaluation. Setting Non-fee-paying schools in Cambridgeshire and Essex, UK (n = 16). Schools were computer randomised and stratified by socioeconomic position and county. Participants A total of 2862 Year 9 students (aged 13–14 years; 84% of eligible students). Intervention The iteratively developed feasibility-tested refined 12-week intervention trained older adolescents (mentors) and in-class peer leaders to encourage classes to undertake two new weekly activities. Mentors met with classes weekly. Students and classes gained points and rewards for activity in and out of school. Main outcome measures The primary outcome was average daily minutes of accelerometer-assessed moderate-to-vigorous physical activity at 10 months post intervention. Secondary outcomes included accelerometer-assessed activity during school, after school and at weekends; self-reported physical activity and psychosocial outcomes; cost-effectiveness; well-being and a mixed-methods process evaluation. Measurement staff were blinded to allocation. Results Of 2862 recruited participants, 2167 (76%) attended 10-month follow-up measurements and we analysed the primary outcome for 1874 (65.5%) participants. At 10 months, there was a mean decrease in moderate-to-vigorous physical activity of 8.3 (standard deviation 19.3) minutes in control participants and 10.4 (standard deviation 22.7) minutes in intervention participants (baseline-adjusted difference –1.91 minutes, 95% confidence interval –5.53 to 1.70 minutes; p = 0.316). The programme cost £13 per student compared with control. Therefore, it was not cost-effective. Non-significant indications of differential impacts suggested detrimental effects among boys (boys –3.44, 95% confidence interval –7.42 to 0.54; girls –0.20, 95% confidence interval –3.56 to 3.16), but favoured adolescents from lower socioeconomic backgrounds (medium/low 4.25, 95% confidence interval –0.66 to 9.16; high –2.72, 95% confidence interval –6.33 to 0.89). Mediation analysis did not support the use of any included intervention components to increase physical activity. Some may have potential for improving well-being. Students, teachers and mentors mostly reported enjoying the GoActive intervention (56%, 87% and 50%, respectively), but struggled to conceptualise their roles. Facilitators of implementation included school support, embedding a routine, and mentor and tutor support. Challenges to implementation included having limited school space for activities, time, and uncertainty of teacher and mentor roles. Limitations Retention on the primary outcome at 10-month follow-up was low (65.5%), but we achieved our intended sample size, with retention comparable to similar trials. Conclusions A rigorously developed school-based intervention (i.e. GoActive) was not effective in countering the age-related decline in adolescent physical activity. Overall, this mixed-methods evaluation provides transferable insights for future intervention development, implementation and evaluation. Future work Interdisciplinary research is required to understand educational setting-specific implementation challenges. School leaders and authorities should be realistic about expectations of the effect of school-based physical activity promotion strategies implemented at scale. Trial registration Current Controlled Trials ISRCTN31583496. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 9, No. 6. See the NIHR Journals Library website for further project information. This work was additionally supported by the Medical Research Council (London, UK) (Unit Programme number MC_UU_12015/7) and undertaken under the auspices of the Centre for Diet and Activity Research (Cambridge, UK), a UK Clinical Research Collaboration Public Health Research Centre of Excellence. Funding from the British Heart Foundation (London, UK), Cancer Research UK (London, UK), Economic and Social Research Council (Swindon, UK), Medical Research Council, the National Institute for Health Research (Southampton, UK) and the Wellcome Trust (London, UK), under the auspices of the UK Clinical Research Collaboration, is gratefully acknowledged (087636/Z/08/Z; ES/G007462/1; MR/K023187/1). GoActive facilitator costs were borne by Essex and Cambridgeshire County Councils.