Schools In City Research Articles

Association Between Sociodemographic Status and Physical Functioning of Obese School Going Children- A Cross Sectional Study

Background: Obesity is major non-communicable disease (NCD) all over the world affecting both children & adult. More than 30 million overweight children are living in developing countries & 10 million in developed countries. Childhood obesity leads to a significant reduction in health-related functioning. So, the negative effects of childhood obesity on quality of life (QoL) have to be determined to combat the problem. Objective: To determine the association between sociodemographic status and physical functioning of obese school going children. Methods: This was a cross sectional type of descriptive study conducted at different schools of Rajshahi city from June 2015 to September 2015. Four (4) schools were selected- a) Govt. Laboratory High School, Rajshahi b) Rajshahi Collegiate School c) River view Collectorate School, Rajshahi and d) Rajshahi University School. The study population were 5 to 15 years old obese school children. A total number of 221 children were interviewed. Results: The ages of the respondents were between 4 to 15 years, and the mean age was 7.83±3.058 years. Among the 221 respondents more than half (56.6%) were in 4-7 years of age group, another 24.0% belonged to the age group of 8- 11 years and only 19.5% were 12- 15 years age group. Weight of the respondents was from 20 to 65 kg and mean weight of the respondents was (41.64±10.75). Here, 36.2% weight was from 37-47 kg and 29.0% weight was from 26-36 kg. Another 23.1%, 7.7% and 4.1% weight was from 48-58 kg, 59-69 kg and 15-25 kg respectively. There was no significant relationship with respondent age and sex with physical functioning (p ≥ 0.05). There was a significant relationship with weight and physical functioning (p≤0.05). Conclusions: The sociodemographic status may influence the physical functioning of the obese school going children. Their lifestyle must be modified in this early life otherwise they will be affected by different non communicable disease J Rang Med Col. March 2024; Vol. 9, No. 1: 71-76

Benkangen game: Digital media in elementary school Indonesian language

The background of this research is the need for teacher innovation in developing digital-based learning media in Indonesian language learning. The research method used is research and development (RD) with the analysis, design, develop, implement, and evaluate (ADDIE) model, which consists of five research stages: analysis, planning, development, implementation, and evaluation. Data collection techniques are questionnaires, in-depth interviews, observations, and documentation that present the results regarding innovation, features, applications, and the impact of using the benkangen game in learning Indonesian in elementary school. The subjects of this study were 25 teachers from 25 elementary schools, and 66 students from 10 elementary schools in Magelang district and Magelang city. The results showed innovation in the development of game applications based on Magelang local wisdom with game features in the form of puzzles of Magelang culture and local wisdom, Indonesian language learning materials packaged in the form of questions accompanied by the number of points in each answer, and audio that reflects local wisdom in Central Java. The novelty of this research is the development of the benkangen game based on Magelang local wisdom, which still needs to be developed by teachers in Indonesia. Future research needs to explore the innovation of Indonesian language learning games through the latest software.

COVID 19 Vaccination implementation among preparatory school students in Akaki Kality Sub city, Addis Ababa, Ethiopia

Coronavirus (COVID-19) is a global pandemic that has affected 229 countries and territories. Vaccines are one of the best ways to prevent and slow down transmission of COVID 19. Since students in school setting share teaching rooms, sport facilities, and other facilities like toilet and cafeteria, and have a higher number of social contacts, this study aimed to assess implementation of Vaccination against COVID 19 among preparatory school selected secondary preparatory schools in Akaki Kality Sub city, Addis Ababa, Ethiopia. Descriptive cross sectional study design using multistage random sampling technique was conducted among secondary school students in Akaki Kality sub city, Addis Ababa, Ethiopia from March 01 – 25, 2023. A total of 349 students proportionally allocated to five schools in Akaki Kality sub city were interviewed and focus group discussion were conducted with five catchment health center immunization focal persons. In this study, preparatory students had 44.6% knowledge and 17.5% practice regarding COVID 19 vaccination. Religion, residence, and the educational level of students’ parent were found associated with students’ knowledge on vaccination against COVID 19. Previous COVID 19 illness and knowledge of students were found to be associated with students’ vaccination practice against COVID 19. In comparison to other studies, relatively limited knowledge and poor practice were observed. Knowledge was found to be associated with students’ practices indicating the need for strengthening behavioral, risk communication and community engagement activities using religious leaders and different communication platforms. Additionally, to address vaccine related shortages, partnerships should be strengthened at different levels to enable direct purchases, utilization of group financing and donation options.

Разработка и психометрическая проверка теста оценки эмоционального интеллекта для подростков (ТЭИ-П)

<p>This paper describes the procedure of developing and standardizing the Russian-language online emotional intelligence (EI) test for adolescents aged 10-17 years (EIT-A) in two versions: for younger and older adolescents. The test was developed on the basis of the EI ability model by J. Mayer, P. Salovey, and D. Caruso. Psychometric testing of the test was carried out on 1491 adolescents, students of schools in Moscow and other cities of Russia: 735 respondents aged between 10 and 13 years old (341 boys, 394 girls), mean age - 12.2 years, and 756 respondents aged between 14 and 17 years old (271 boys, 485 girls), mean age - 15.6 years. The analysis showed high reliability of the EIT-A method. The confirmatory factor analysis results indicate the methodology's high structural validity. Its reliability-consistency (Cronbach's Alpha) for the version for the 10-13-year-olds was 0.93, and for the version for the 14-17-year-olds — 0.91. The theoretical validity of the EIT-A method was confirmed: it measures the same construct as the Mayer-Salovey-Caruso Emotional Intelligence Test-Youth Research Version (MSCEIT-YRV), adapted to the Russian-language sample - a test by J. Mayer, P. Salovey, and D. Caruso to assess the EI of adolescents, which has a strong psychometric history. The data obtained provide a basis for using the Russian EIT-A test for research and applied purposes as a reliable methodological tool.</p>

“Don’t Touch Race”: Nice White Leadership and Calls for Racial Equity in Salt Lake City Schools, 1969–Present

“Don’t Touch Race”: Nice White Leadership and Calls for Racial Equity in Salt Lake City Schools, 1969–Present

Crafting British medicine in the Empire: the establishment of medical schools in India and Canada, 1763-1837.

In the early nineteenth century, medical schools became a growing means of regulating medicine in the British Empire, both in the metropole and in two colonies: India and Canada. By examining the establishment of medical schools in Calcutta, Bombay, Madras, Quebec City, Montreal and Toronto between the end of the Seven Years' War and the beginning of the Victorian era, this article argues that the rise of the British Empire was a key factor in the gradual replacement of private medical apprenticeships with institutional medical education. Although the imperial state did not implement a uniform medical policy across the British Empire, the medical schools established under its jurisdiction were instrumental in devising a curriculum that emphasised human dissection, bedside training in hospitals and organic chemistry as criteria of medical competence.

Exploring career decision-making anxiety among high school students

Adolescence entails significant developmental milestones, including career decision-making, often accompanied by career anxiety. This study explores choosing career anxiety among high school students, considering its multifaceted nature and its impact on decision-making. A quantitative approach was employed, surveying 141 high school students at Nguyen Huu Canh High School in Ho Chi Minh City, Vietnam. Questionnaires assessed anxiety levels across various domains, analyzed using SPSS version 26.0. Females exhibited higher anxiety about career choice compared to males (t(139) = -2.699, p < .05), particularly regarding anxiety about profession characteristics (Female: M = 2.54, SD = .654; Male: M = 2.22, SD = .710). Tenth graders reported heightened anxiety about personal capabilities compared to eleventh graders (F(2, 138) = 5.152, p < .05). Academic performance affected anxiety about career decision-making (F(2, 138) = 4.265, 4.489, and 3.262, respectively, all p < .05), with average performers showing higher anxiety about profession characteristics and above-average performers experiencing more anxiety about personal capabilities and social needs. Anxiety also varied across fields of interest (F(5, 135) = 2.128 and 2.720, respectively, both p < .05), reflecting diverse concerns among high school students in different career paths. Understanding the complexities of career anxiety is crucial for informed decision-making. Tailored interventions addressing gender disparities, grade-level transitions, academic performance, and field-specific concerns are essential for empowering high school students in career navigation. These findings highlight the importance of supporting adolescents through comprehensive career guidance initiatives to promote holistic development and well-being.

<span>Designing and using learning games for third graders to enhance mathematics performance and motivation</span>

Within the dynamic realm of competency-based education, the establishment of meaningful and engaging learning environments is crucial. Consequently, there has been an increasing scholarly interest in exploring the utilization of games in teaching and learning. However, most games in recent research aim to engage students in practice-and-drill activities. Our research focuses on the application of manually designed learning games, based on the Experiential Learning Theory, within a primary school in Ho Chi Minh City, involving 208 third-grade students. Using a quasi-experimental design with a pre-post intervention evaluation, the study aims to assess the impact of these games on students' academic performance in mathematics and their motivation towards the subject. The findings, derived from quantitative data analysis, reveal significant improvements in both academic performance and motivation post-intervention. This research contributes to the growing body of knowledge on gamified learning and offers practical methods to integrate student engagement. It underscores the value of well-structured, theoretically grounded learning games as an effective tool in modern educational practices, especially for complex subjects like mathematics at the elementary level.

Determining households from patient addresses and unique property reference numbers in general practitioner electronic health records

IntroductionHouseholds are increasingly studied in population health research as an important context for understanding health and social behaviours and outcomes. Identifying household units of analysis in routinely collected data rather than traditional surveys requires innovative and standardised tools, which do not currently exist. ObjectivesTo design a utility that identifies households at a point in time from pseudonymised Unique Property Reference Numbers (UPRNs) known as Residential Anonymised Linkage Fields (RALFs) assigned to general practitioner (GP) patient addresses in electronic health records (EHRs) in north east London (NEL). MethodsRule-based logic was developed to identify households based on GP registration, address date, and RALF validity. The logic was tested on a use case on the household clustering of childhood weight status, and bias in success of identifying households was examined in the use case cohort and in a full population cohort. Results92.1% of the use case cohort was assigned a household. The most frequent dominant reason (55.3%) for a household not assigned was that a person had no valid household RALFs available across their patient registration address records. Other reasons are having none or multiple valid household RALFs, or not being alive at the event date. In the use case, children not assigned to a household were more likely to attend schools in City & Hackney and living in the third most deprived quintile of lower super output areas. 88.9% of the population cohort was assigned a household. Patients not assigned to a household were more likely to be aged 18 to 45 years, living in City & Hackney, and living in the second quintile of most deprived lower super output areas. ConclusionsWe have developed a method for deriving households from primary care EHRs that can be implemented quickly and in real-time, providing timely data to support population health research on households.

Demographic correlates, lifestyle habits, and health effects of poor sleep quality in Indian adolescent girls living in a second-tier city

Background: Insufficient sleep, poor sleep quality, and sleepiness are common problems related to learning, memory, and school performance. During puberty, sleep habits change earlier among girls in parallel to their earlier pubertal maturity. The changes occur during adolescence in response to maturational changes and increased autonomy and independence. Aims and Objectives: This study aims to estimate the prevalence of poor sleep quality among adolescent girls in a second-tier city. Materials and Methods: Cross-sectional observational study conducted in 150 school-going adolescent girls from three different schools in a second-tier city. The study was conducted using the Pittsburgh Sleep Quality Index scale for assessment of the quality of sleep and an investigator designed pro forma to analyze various lifestyle habits. Kutcher Adolescent Depression Scale 6 was used to address the depressive symptoms. Results: Prevalence of poor sleep quality was 9.2%. Pre-bed screen time of >30 min was found in 53% of girls with poor sleep quality. Overweight girls also have poor sleep quality. Good grades (>90% marks in examinations) were associated with poor sleep quality. About 8.3% of girls with poor sleep quality have one or more symptoms pertaining to depression. Conclusion: The pre-bed screen time of more than 30 min in the form of any electronic screens leads to poor sleep quality and poor sleep quality is significantly associated with being overweight. Poor sleep quality is also associated with some symptoms of depression. These all are observed in the girls living in a tier two city, awareness among adolescent girls must be spread to decrease the screen time and they should also be encouraged for better sleep hygiene.

Владикавказское мещанское училище (Часть 4 заключительная)

The article is the final part of the study of the history of the petty-bourgeois schools of Vladikavkaz in the pre-revolutionary period. The publication discusses the new disciplines introduced into the curriculum, reflects the financial situation of the educational institution. During the study, copies of the reports of inspectors and directors of public schools were found, some excerpts from which are given verbatim. The financial difficulties caused by the difficult general economic situation in Russia at the beginning of the 20th century set the task for the school authorities and regional governing bodies – to secure the school, financially and economically related to the petty-bourgeois administration, now completely for the state budget. This issue was key and became so acute that there was a risk of closing schools. However, the events of 1917 changed the course of history, including the history of petty-bourgeois schools, which were transformed into the 7th Higher Primary School. It should be noted that the serial numbers of city schools often changed, but the status of the Higher Primary, for the first post-revolutionary years, was assigned to the petty-bourgeois school.

Learning with Leaders: Excellence for all students, districtwide: Luvelle Brown

Luvelle Brown, superintendent of the Ithaca City School District in New York, talks with James F. Lane about his work on leadership, equity, and transforming instruction. As an educator, he’s committed to promoting excellence for students who have been denied opportunities. As a district leader, he’s sought to bring greater diversity to leadership. He encourages educators to find joy in their mission and commit to doing the work.

PHÁT TRIỂN NĂNG LỰC GIÁO DỤC STEM CHO GIÁO VIÊN TIỂU HỌC ĐÁP ỨNG CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018 Ở THÀNH PHỐ HỒ CHÍ MINH

Applying STEM education to primary schools leads to many practical benefits, in line with the trend of general education innovation. The Ministry of Education and Training deployed Official Dispatch 3089/BGDDT-GDTrH dated August 14, 2020 on implementing STEM education in schools at 3 levels: STEM lessons, STEM experiences, STEM scientific and technical research. However, in current reality, the quality of STEM education in primary schools still has many limitations from teachers and administrators. This article reviews and analyzes the current status of STEM education in primary schools in Ho Chi Minh City, thereby developing measures to manage STEM education capacity development activities for primary school teachers to meet the 2018 General Education Program.

Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools: a mediated-effects analysis

PurposeResearch investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined the mediating role of collective teacher efficacy in the relationship between teacher leadership and teacher commitment.Design/methodology/approachThe study employed structural equation modeling and bootstrapping to analyze survey data collected from 497 teachers in primary and middle schools in Damietta city, Egypt.FindingsThe results supported our proposition that teachers’ leadership practices have more indirect than direct effects on teacher commitment through collective teacher efficacy. That is, teacher leadership practices positively affect teachers’ efficacy beliefs, which, in turn, increase their sense of commitment to school.Originality/valueThe study adds a new aspect to the literature by investigating the potential role of teacher leadership in promoting positive teacher attitudes that can have a positive impact on student learning. This is significant given the growing emphasis that educational systems place on enhancing school effectiveness. Specifically, understanding the factors that contribute to teacher commitment can inform strategies for retaining effective teachers and improving the overall quality of the teaching workforce. Additionally, since most of the empirical research on teacher leadership has been produced in Western contexts, it is important to enrich the field with studies conducted in other societies, especially in the Arab region.

Examining the impact of lesson study on teachers' professional development: A quasi-experimental study

This study sought to examine the impact of lesson study on teachers’ professional development. For this purpose, a quasi-experimental design involving 46 English teachers from 24 primary schools in Bahir Dar city, Ethiopia, was employed. Data were collected through questionnaires and analyzed quantitatively using means, standard deviations, independent samples t-tests, and pair sample t-tests. The findings of the study revealed that the teachers in the experimental group who participated in the lesson study intervention demonstrated better professional practices than those in the control group. This improvement was evident in the teachers' ability to prepare lesson plans, deliver classroom teaching, and reflect on lesson plans. Furthermore, the pre-test and post-test results of the experimental group showed that teachers had demonstrated better performance after the intervention. Generally, the study highlighted that a well-planned and implemented lesson study program can have a positive impact on the professional development of teachers.

Theoretical and practical considerations in the creation of a disaster risk reduction educational strategy at the primary education level: A case study of Mexico city

Educational settings present both opportunities and challenges for students, teachers, and decision-makers in terms of creating a disaster risk reduction culture. The selection of a framework, the creation of adequate materials, and the choice of dissemination mechanisms are as important as the contents and the targets prioritized. This study reviews the disaster risk reduction educational strategy implemented in Mexico City schools since 2019 and analyzes the outcomes by 1) surveying the principals and teachers (1,788) at 714 schools, 2) conducting interviews with high-level authorities and field personnel from several agencies involved in the strategy (12), 3) reviewing official databases and actual compliance with regulations and, 4) evaluating the memorability and efficiency of educational activities and materials. The results revealed a complex network of elements associated with the implementation of the strategy, with the most important and easiest to target being a “belief of self-efficacy when facing an emergency situation” as a factor affecting involvement, a sense of self-responsibility, risk perception, and even preference regarding the type of knowledge to deliver to schoolchildren. Regarding the activities and materials implemented, different degrees of success were observed, with the highest being those related to psychosocial support (addressing actual needs during the COVID-19 pandemic) and disaster-response plans (compliance with regulations), while the modality of interaction revealed that activities involving machine interactivity had higher efficiency rates compared with human interactivity or no interactivity. The findings extracted from this case study of Mexico City have the potential to help other cities develop better policies.

A mixed methods analysis of youth mental health intervention feasibility and acceptability in a North American city: Perspectives from Seattle, Washington.

In March 2021, the Governor of Washington declared a youth mental health crisis. State data revealed high rates of youth suicide and inadequate access to services. This study aims to ascertain the kinds of support across the mental health care continuum recommended by young people and key stakeholders who could assist with implementation in Seattle. We interviewed 15 key informants to identify the contextual, structural, and individual-level factors that increase the risk of poor mental health and deter access to care among youth. We complimented these data with a 25-item survey of 117 participants in King County to assess the feasibility and acceptability of interventions for youth mental health. We conducted a deductive thematic qualitative analysis of the interviews and performed descriptive analyses of the quantitative data, using t-tests and χ2 tests to summarize and compare participant characteristics stratified by age group. Qualitative informants attributed challenges to youth mental health to social isolation and relational problems. Example interventions included creating environments that increase belonging and implementation of culturally congruent mental health services. Quantitative study participants rated all evidence-based mental health interventions presented as highly acceptable. However, youth preferred interventions promoting social connectedness, peer support, and holistic approaches to care, while non-youth preferred interventions focused on suicide, and substance abuse prevention. Key informants and survey participants identified schools as the most important setting for mental health interventions. There were no significant differences among quantitative outcomes. Our findings highlight the need for interventions that reduce isolation and increase social connectedness to support youth mental health. As the city designs youth responsive interventions, schools and digital platforms should be prioritized. Engaging multiple stakeholders, particularly young people, tackling cultural stigma surrounding mental health, and improving access to safe community spaces are important considerations for youth mental health interventions.

The Effects of Grade Retention on High School Outcomes: Evidence from New York City Schools

This study examines the causal impact of grade retention on high school attainment outcomes. We use administrative data on New York City public school students and a regression discontinuity design based on test score cutoffs used to determine retention eligibility. For students scoring at the test score cutoff, grade retention reduces average high school credit accumulation and the likelihood of taking math and English Regents exams. For middle grade students at the test score cutoff, we also find that retention increases dropout and reduces the likelihood of completing Regents exam graduation requirements. We also explore potential mechanisms and find that retention increases placement into special education and makes future retentions of these students less likely.

Oral Health Literacy Rate Among Schoolteachers—A Quantitative Study

Abstract Objective The aim of this study was to evaluate oral health literacy (OHL) rate among schoolteachers of Abbottabad city by using structured questionnaire divided in sections of reading skills, numeracy, listening skills, and appropriate decision-making skills. Materials and Methods Descriptive cross-sectional study was conducted among schoolteachers with survey method. Total 159 participants were selected as sample from 10 different local schools of Abbottabad city. Data was gathered by using OHL-AQ (oral health literacy-adult questionnaire) with convenient sampling technique. Responses were calculated by using IBM SPSS.V.26 and descriptive analyses were performed. Results Satisfactory results were seen among schoolteachers: high-level of OHL, 44.65%; moderate level of OHL, 40.9 and low-level OHL, 14.46%. The questionnaire section, “numeracy-calculation skills” and “appropriate decision-making skills,” exhibited high scores. Conclusion This study concluded that the OHL rate among schoolteachers was satisfactory. But as teachers play a pivotal role in shaping and influencing young minds, setting a goal of achieving 100% would ensure commitment toward better oral health of their wards. Those participants who showed considerably low OHL level is alarming for oral health challenges.

Perception of gender norms and its association with bullying behavior among adolescent students

BackgroundInequitable gender norms are increasingly seen as a risk to health and well-being. Although adolescence represents a critical phase of development before adulthood, there is limited understanding about adolescents’ perception of gender norms in Egypt. Adolescents’ nonconformity with stereotypical gender norms is suspected to increase their exposure to bullying behavior. This study aimed to explore the adolescents’ perception of gender norms — especially towards romantic relations and stereotypical gender traits and roles — and its association with bullying behavior among school children.MethodsA cross-sectional study of a sample of 400 students 11–17 years from 10 public schools in Aswan city, Egypt was conducted. Data were collected via interviewer-administered questionnaires using the Gender Norms Scales and School Life Survey tool for bullying.ResultsSchool adolescents of both sexes showed no significant difference with respect to their attitudes towards romantic relationships engagement, but boys were slightly more permissive about romantic relationships than girls (54.4%, 46.1%, respectively). On the other hand, girls were significantly more likely to indicate agreement with a sexual double standard regarding boy/girl relationships than boys (75% vs. 46.4%, P < 0.001). Regarding gender stereotypical traits, girls’ and boys’ perception showed no significant difference, but boys had more endorsement, and 64.3% of boys perceived more agreement with gender stereotypical traits compared to 57.4% of girls. Also, boys were more likely to express more agreement with stereotypical gender roles than girls (74% vs. 52.9%, P < 0.001). However, 51% of students agreed that it was okay to tease a boy who acted like a girl, and 27.5% agreed that it was okay to tease a girl who acted like a boy. Students’ status of bullying and victimization was not significantly associated with any studied gender norms concept.ConclusionsPerception of unequal gender norms starts early in adolescence. Boys are more accepting of heteronormative relations among adolescents and more likely to endorse stereotypical gender roles than girls, while girls are more conservative and more likely to perceive a sexual double standard regarding boy/girl relationships. Moreover, adolescents of both genders perceived more agreement with deserving sanctions for atypical gender behaviors in boys with higher perception in boys compared to girls. However, both boys’ and girls’ perception of gender is not related to their status of bullying and victimization. This has important implications for understanding the development of gender norms and their impact on adolescent behavior and social interactions.