Residential School Students Research Articles

Health Issues of Primary School Students Residing in Proximity of an Oil Terminal with Environmental Exposure to Volatile Organic Compounds.

Residential proximity to industrial sites has been associated with adverse effects on human health. Children are more susceptible to airborne environmental exposure because their immune and respiratory systems are still developing. This study aimed to investigate whether living close to an oil terminal in Genoa where there is higher VOCs exposure is associated with an increased rate of school absenteeism because of disease in primary school children. Five schools were chosen for the recruitment of children and students residing in the industrial site (A) were compared to those living in residential sites (B). Sixty-six of the 407 students involved in the project were also selected for VOC monitoring. Source apportionment was carried out by comparing profiles of VOCs; principal component analysis was performed to study the correlation between profiles, and Kriging interpolation model was used to extend profiles to all participants. The concentration means of total VOCs were significantly higher in the industrial areas compared to controls. Adjusting for potential confounders, children who lived in area A had a significantly higher risk of being absent from school due to sore throat, cough, and cold compared to controls. o-Xylene, which is dispersed during the industrial activity, showed clear evidence of a significant association with respiratory symptoms.

Attitude and vocabulary of Life Science of residential and non-residential Ramakrishna Mission school students in West Bengal

Attitude and vocabulary of Life Science of residential and non-residential Ramakrishna Mission school students in West Bengal

서울지역 고등학생 대상 '아침밥 클럽'의 식생활 및 학교생활 개선 효과

서울지역 고등학생 대상 '아침밥 클럽'의 식생활 및 학교생활 개선 효과

One Little, Two Little, Three Canadians: The Indians of Canada Pavilion and Public Pedagogy, Expo 1967

Amidst the colonial celebrations of Canada’s Centennial and the pedagogical landscape of 1960s Canada, the Indians of Canada Pavilion at Expo 67 resisted. The Indigenous-led celebration of survivance stood as a mounted critique of historical and present-day settler colonialism. While the pavilion has been remembered as a turning point for Indigenous art and politics, this essay considers its educational impact. Informed by the work of Susan D. Dion, who advocates for ways that Canadians can hear stories that contradict their own subject positions, the author suggests that many visitors were not willing or not able to hear the critical re-education the pavilion offered. The pavilion also anticipated the National Indian Brotherhood’s criticism of colonial education in Indian Control of Indian Education (1972). Visitors, who included non-Indigenous Canadians, residential school students, and teachers, encountered the pavilion in different ways. Using archival documents, audio and film footage, and oral history, this essay frames the Indians of Canada Pavilion as a pedagogical act of resistance to the Centennial year’s colonial pedagogies (the Canadian Pavilion, Expo’s anthem, the Confederation Train, and formal education). In this reading, education is the pavilion’s solution, but also its greatest barrier.

Perceptions of South African Teachers and Students in Residential Secondary Schools for the Blind on Inclusive Education

This study investigated perceptions of both blind students and their teachers in residential secondary schools on inclusive education in South Africa. The study is a harbinger to several studies that seek to consult teachers of blind students and students themselves on their views regarding the importance of inclusive education. In this study, the researcher used focus groups to gather information from teachers and students. A sample of six teachers (four male and two female); and eighty-three students of whom forty-four were boys and thirty-nine were girls was used. Data was collected using semi-structured interview schedules. Data was presented in thematic sections and qualitatively examined for meaning. The study found out that students in residential secondary schools were barely aware of the inclusive drive. They had yet to see examples of their friends in inclusive schools. They agreed though that the concept of inclusive schooling was noble as it would enormously contribute in the reduction of the number of blind students who could not be admitted in existing special schools. Teachers wanted to see action beyond the policies which they were well aware of. DOI: 10.5901/mjss.2014.v5n20p1758

Effects of Rational Emotive Education Module on Irrational Beliefs and Stress among Fully Residential School Students in Malaysia

This study was carried out to identify the effects of Rational Emotive Education (REE) Module on irrational beliefs and stress among fully residential school students. The research design was true experimental which used pre-test and post-test randomized control group. The subjects of this study were 90 Form One students from three fully residential schools in Johor, Malaysia who were selected using group random sampling and were randomly assigned to the big experimental group (EGB), the small experimental group (EGS) and the control group (CG). All groups responded to the same questionnaires which were the Students’ Beliefs Questionnaire (SBQ) and Students’ Stress Questionnaire (SSQ) before and after the treatment. The data was analyzed by paired samples t-test and one-way ANOVA. The results revealed that 1) there were significant differences between pre-test and post-test in EGB and EGS for irrational beliefs and stress except for CG, 2) there were significant differences between post-test of EGB and CG and also EGS and CG for irrational beliefs and stress, 3) there were no significant differences between post-test of EGB and EGS for irrational beliefs and stress. In conclusion, the REE Module based on the Rational Emotive Behaviour Therapy (REBT) approach, whether implemented via small groups or big groups, is useful in helping fully residential school students to lessen their irrational beliefs and stress.

School-Wide Positive Behavioral Interventions and Supports in a Residential School for Students With Emotional and Behavioral Disorders: First Years of Implementation and Maintenance Follow-Up Focus Groups

Students with emotional and behavioral disorders (E/BD) often receive educational services delivered in more restrictive settings. Positive behavioral interventions and supports (PBIS) is a framework that may address the complex needs of these students in these restrictive settings. This article describes the training and technical support provided to a residential school serving students with E/BD as they implemented school-wide PBIS (SWPBIS) over several years and when the external support was removed, follow-up focus groups of school staff were conducted. Results across three 6-month periods indicate a reduction in the number of discipline referrals and high levels of fidelity of implementation of SWPBIS when external support was provided. When the external supports were removed, the number of discipline referrals increased and the level of fidelity decreased. Several themes related to SWPBIS from the focus groups were identified. A brief discussion follows with how external support was reintroduced.

A Study on the Relationship between Emotional Intelligence and Adolecent Psychopathology in the Senior School Students of Assam

The present study aims to investigate emotional intelligence and adolescent psychopathology in the senior school students of Assam and to explore if any relationship exists between the variables emotional intelligence and adolescent psychopathology. The total sample size comprised of 1900 male and female students taken from curricula following only national boards i.e. CBSE and ICSE of selected residential and day schools of three zones of Assam (i.e. Upper Assam, Central Assam and lower Assam). The sample size was kept free and comprised of all the students from class 9-10 (Group 1) and 11-12 (Group 2) of the selected schools. Out of the total sample of 1900 students, N=926 for residential schools of Assam and for day schools of Assam N=974. Emotional Intelligence (EI) was measured by Emotional Intelligence Scale (EIS) and adolescent psychopathology was measured by Adolescent Psychopathology Scale Short Form (APS-SF). Results revealed that residential school students showed higher and better EI levels than the students of day schools. Female students as a whole showed higher and better EI levels than male students as a whole. Group 2 (class 11-12) students showed higher and better EI levels than Group 1 (class 9-10) students of residential and day schools. Males as a whole showed greater psychopathologies than females as a whole. All groups of male students show elevated scores on eating disorder. Residential school males, although having higher and better EI levels showed similar levels of psychopathologies as the day school males. Although EI is progressing with age, psychopathological profile is more or less the same for both groups of males. Female groups are also progressing with age in EI, but their psychopathological profile shows absence of psychopathology. Keywords; Adolescence, Adolescent Psychopathology, Day school, Emotional Intelligence, Residential school.

Deaf and Hard of Hearing Students’ Perspectives on Bullying and School Climate

Student perspectives reflect school climate. The study examined perspectives among deaf and hard of hearing students in residential and large day schools regarding bullying, and compared these perspectives with those of a national database of hearing students. The participants were 812 deaf and hard of hearing students in 11 U.S. schools. Data were derived from the Olweus Bullying Questionnaire (Olweus, 2007b), a standardized self-reported survey with multiple-choice questions focusing on different aspects of bullying problems. Significant bullying problems were found in deaf school programs. It appears that deaf and hard of hearing students experience bullying at rates 2-3 times higher than those reported by hearing students. Deaf and hard of hearing students reported that school personnel intervened less often when bullying occurred than was reported in the hearing sample. Results indicate the need for school climate improvement for all students, regardless of hearing status.

The use of Final-Letter Braille Contractions: A Case Study

Louis developed a six-dot braille code in the early 1800s, thus creating an effective way for persons who are visually impaired to communicate through reading and writing (Holbrook, D'Andrea, & Sanford, 2011). Without braille, it is unlikely that students with visual impairments (that is, those who are blind or have low vision) would experience the level of education and independence that they do today (Holbrook & Koenig, 2000). This view was echoed by Spungin (1996, p. 271): Braille is the key to information, and the ability to manage and manipulate information is essential to a person's self-sufficiency and self-esteem. Students with visual impairments require braille instruction from teachers of students with visual impairments, who are responsible for teaching direct braille literacy skills to students from kindergarten through at least the third grade (Koenig & Holbrook, 2000b). Studies have indicated that daily instruction ranging from one to two hours is critical for the development of braille literacy skills (Koenig & Holbrook, 2000a; Corn & Koenig, 2002). Consistent, well-designed reading instruction in braille is associated with the development of proficient literacy skills in children who are blind (Wall Emerson, Sitar, Erin, Wormsley, & Herlich, 2009). Reading instruction for children who are visually impaired should focus on both the literary braille code and the components of the reading process, including phonemic awareness, phonics, vocabulary, fluency, and comprehension (Wall Emerson, Holbrook, & D'Andrea, 2009; Swenson, 2008). Individuals tend to read braille at a slower rate than print readers read print (Wall Em erson, Holbrook, & D'Andrea, 2009; Harley, Truan, & Sanford, 1997; Wetzel & Knowlton, 2000). In the Alphabetic and Contracted Study, the mean of the reading speed of 20 third-grade students who read braille was 53.19 in contrast to the norm of 107 for sighted students at the 50th percentile (Wall Emerson, Holbrook, & D'Andrea, 2009; Hasbrouck & Tindal, 2006). Poor knowledge of braille contractions may hinder reading and writing fluency, which is imperative for success in school. Research has shown that students are at risk of advancing in school with poor, fragmented braille skills if they have not had high-quality instruction during their elementary school years, which may hinder their progress in all other school subjects (Koenig & Holbrook, 2000b). Therefore, continued intensive instruction in writing and reading from a teacher who knows braille is required throughout the elementary school years (Wall Emerson, Holbrook, & D'Andrea, 2009; Wall Emerson et al., 2009; Harley et al., 1997; Koenig & Holbrook, 2000a; Swenson, 1999). The purpose of the case study presented here was to increase a participant's knowledge and use of the 14 final-letter braille contractions, including the ability to identify the dot placement of the contractions, verbalize the letters that each contraction represented, identify the sound each contraction made, use contractions consistently in writing, and fluently decode words containing these contractions. METHOD Participant and setting The participant, Amy, was a 9-year-old girl in the third grade whose primary mode of reading and writing was braille. She did not have a secondary disability. In kindergarten, Amy attended a residential school for students with visual impairments and then transferred to her neighborhood elementary school at the beginning of the first grade. During the first and second grades, she was taught braille using Patterns: The Primary Program (Caton, Pestor, & Bradley, 1980). In the third grade, braille instruction initially focused on the Nemeth Code for Mathematics and Science Notation. During the intervention, 4 days a week for 30 minutes, braille instruction focused on the final-letter contractions. …

Exploring Degree of Awareness about Health Care and Hygienic Practices in Secondary School Students Residing in Semi-urban Areas of Bangladesh

Corrigendum: On 25/10/2013 the author “Dr. Mahmudul Hasan Siddiqui” was replaced by “Dr. Mahmudul Hasan Siddiqi”.This cross-sectional descriptive study evaluated the general health knowledge and practices of hygiene among semi-urban school children in Bangladesh and assessed the extent to which proper knowledge of hygiene was associated with personal hygiene characteristics. The study population was limited within mature students of class VIII and class X, which were randomly selected. The objectives of the study was first to assess the health knowledge acquired and health care practice undertaken by the students and finally to assess needs for improvement so that they could enjoy a better living and quality life. A well written pre-tested questionnaire was supplied to each student under study. Data were collected and analyzed using Computer Excel Program. The result of the study revealed that approximately 59% of students were classified as having little or no idea or knowledge of health. The majority of the respondents (44.95%) considered early going to bed. Only 11.01% respondents mentioned that they liked to go to bed at late hours after 11 pm. Regarding awakening time, 94.92% respondents in favor of get up early in the morning before sunrise, but actually 36(15%) habituated to get up early in the morning before the sun rise and a great number 200(84.74%) were habituated to late rise. A great number of students (78.81%) were in favor of taking home-made foods and majority respondents considered these foods as safe and wholesome. More than 98% respondents admitted that street vender foods were unhygienic and might cause intestinal disturbances, nausea, vomiting and worm infestation. 100% respondents had access to drink tube well water and it was safe and portable according to 84.75% respondents. To mention about access to proper and adequate defecation facilities it was reported that 90.68% students had the habit to use sanitary latrines. A very low percent of respondents (4.24%) used soap for washing of hands after defecation. About 95.76% of students reported that they washed their hands with water only and soaps were seldom used. The findings with respect to oral hygiene practice, 55.08% respondents preferred to brush teeth. A good number of respondents 50.85%, 20.34%, 15.25%, 8.47% and 5.08% used ash, followed by neem stick, tooth paste, Kalo Majon and magic tooth powder respectively. Although 87.29% of respondents never smoked, but it is very undesirable that more than 10% of students developed smoking habit. The present study revealed that 83.00% of respondents were in favor of keeping nails short. Regarding personal cleanliness 14.83% of the students reported not taking bathing regularly. About 83% realized the importance of wearing underwear. Lastly, the students under interview although clearly stressed upon the need of regular exercise which is good for health, but quite a big number of respondents (91.53%) were not inclined to take exercise regularly. DOI: http://dx.doi.org/10.3329/cbmj.v2i1.14186 Community Based Medical Journal Vol.2(1) 2013 55-62

Evaluation Study of Short-Term Programs at a Residential School for Students who are Blind and Visually Impaired

Introduction The results of a 2009–2010 program evaluation study that examined parents, teachers of students with visual impairments, administrators, and students regarding overall satisfaction with and effectiveness of the short-term programs at a residential school for students who are blind and visually impaired are described. The findings are presented with recommendations for program improvement. Methods The mixed-method triangulation study design included the collection of multiple phases of quantitative and qualitative data. The setting was the short-term programs at a special purpose or residential school for students who are blind. All participants had at least one experience with short-term programs. Participants were chosen by convenience sampling and included 107 parents, 87 teachers of students with visual impairments, 26 administrators, and six students. Of these participants, the initial overall response rates were 21 of 107 parents (19.62%), 54 of 87 teachers of students with visual impairments (62.07%), 8 of 39 administrators (20.5%), and 6 of 6 students (100%). Results Fifteen (71.4%) parents, forty-seven (82.5%) teachers of students with visual impairments, and eight (100%) administrators felt that short-term programs are an effective tool in meeting the specific needs of students with visual impairments. Twenty-one (65.6%) parents, fifty-two (60.4%) teachers of students with visual impairments, and five (62.5%) administrator respondents stated that their overall satisfaction with short-term programs was outstanding. All six students felt that short-term programs were beneficial to them. All percentages were calculated with confidence intervals of 95%. Discussion The findings demonstrate that the majority of participants felt that short-term programs are effective and more than satisfactory in meeting students’ needs. Implications for practitioners Other residential schools for students who are blind could model their short-term programs after the program in this study.

Student Preference for Residential or Online Project Work in Psychology

Psychology students at the Open University (OU) can choose whether to complete their project work at residential school or by participating in an online equivalent. This study identifies different factors governing module choice and student experience: When choosing residential school, social aspects are important, whereas for online, students are more concerned with ensuring the work fits into their lives. Students valued the opportunities to meet and make friends with peers at residential school and both residential school and online students rated working in groups highly. However group dynamics were mentioned as the worst aspect of the online experience. This report considers reasons for this and possible solutions.

Culture Loss and Crumbling Skulls: The Problematic of Injury in Residential School Litigation

This article examines the relationship that emerged between injury and indigeneity in a recent residential school lawsuit in Canada. In Blackwater v. Plint (2001, 2003, 2005), several former residential school students sued Canada and the United Church for injuries they sustained as a result of sexual and physical abuse, neglect, and forced assimilation at the Alberni Indian Residential School. The plaintiffs argued that their loss of culture and language was an injury for which Canada and the United Church should be held liable. During the trial these plaintiffs tried to construct an uninjured aboriginality as normative prior to attending the residential school. Church and government lawyers, however, reified aboriginality in a way that made injury the true difference that resides in aboriginal people and something for which the plaintiffs rather than the government or church were to blame. This article shows how the logic of tort law combined with existing assumptions about aboriginal people to facilitate these arguments. Throughout, the article draws attention to the importance of the law and legal processes as sites for the negative construction of aboriginality.

PREVALENCE AND ASSOCIATION OF DEPRESSION AND SUICIDAL TENDENCY AMONG ADOLESCENT STUDENTS

This is a cross sectional study to find the prevalence of adolescent depression, suicidal ideation and associated socio-demographic factors among adolescent students. 3141 students aged between 15 to 19 years from residential and non-residential government and private schools and colleges from Davangere participated in the study. The self administered questionnaire of Becks depression inventory II was used to evaluate the depression status and suicidal ideation was analyzed using item number 9 of BDI. The prevalence of depression in our study group was 57.7%. The prevalence of suicidal ideation was significantly (P =0.000 ) more among depressed (41.7% ) compared to non-depressed (11.4% ). Residential school students were more depressed (74.5%) than non-residential school students (52.1% , P = 0.000 ). Students from joint family were less depressed (40.1% ) compared to those from nuclear family (63.3%, P =0.000 ). Moderate depression was the commonest type followed by mild, severe and extreme types. Age, sex, class, recent academic performance, mothers education level, factors at home like quarrel, financial, alcoholism and chronic illness in parents showed significant relationship with prevalence of depression. Depressed students had problem getting along with parents, siblings, friends and teachers. Fathers education level and occupation status of both parents had no association with depression rates. To conclude the prevalence of depression in adolescent students of our study group was high and suicidal ideation was significantly high among the depressed students.

A Case Study on Art Therapy for Relieving Aggression and Improving Self-esteem of Middle School Students Residing in Welfare Facilities

A Case Study on Art Therapy for Relieving Aggression and Improving Self-esteem of Middle School Students Residing in Welfare Facilities

Social Capital and Boarding Schools in Italy

The field of education is the area to which the concept of SC is traditionally applied. This study develops a very specific topic: the role played by residential secondary schools, especially in the form of public institutions. These are very specific institutions and quite rare in Italy. The conception of SC adopted in this study separates the social contexts in which it is generated distinguishing three types of SC: 1) Family SC; 2) Wider community SC; 3) Generalized SC. This paper looks at the measure in which the three types of SC affect the development of human capital (HC), of civic culture, and of the planning skills (generative skills) of the students in public residential high schools. In this work I present the data relative to the incidence of SC on micro- and meso-type relationships. This quantitative survey collected data on an experimental sample of students from all the Italian public boarding schools, and on a control group of students from an ordinary Italian state high school.

Factors Related to Frequency of Breakfast Eating and Dietary Life Score in Elementary, Middle, and High School Students Residing in Kyungpook.

ABSTRACT The purpose of this study was to determine the factors related to eating behavior of breakfast and dietary life score in elementary, middle, and high school students. This study was conducted by administering ques-tionnaires, and data were analyzed by the SPSS program. The subjects were divided into three groups accord-ing to school group (elementary, middle, and high school). The subjects consisted of 1,879 students (male 973, female 906) from 11 schools in Kyungpook. The distribution of subjects was as follows: elementary school children 682, middle school students 702, and high school students 495. The results are summarized as follows. Dietary life score was 72.64 for elementary school students, 64.77 for middle school students, and 62.67 for high school students. Frequency of eating breakfast and reasons for skipping breakfast were sig-nificantly different according to school group (P＜0.001, P＜0.01, respectively). The main reason for skipping breakfast was ‘habitual skip’ for elementary and middle school students (54.8%, 46.7%) and ‘getting up too late’ in high school students (55.4%). There were no significant association between frequency of eating break-fast and BMI. However, there were significant differences in school performance and sleeping hours according to frequency of eating breakfast (P＜0.001, P＜0.01, respectively). Dietary life score was significantly different according to frequency of eating breakfast (P＜0.001). These results stress the need for intervention programs aimed at decreasing the frequency of skipping breakfast in children and students at school. Further, those who prepares meals for children must increase their concern about preparing breakfast.

Evaluation of Energy and Nutrient Intake as well as Dietary Behaviors in Elementary School and Middle School Students Residing in Chungnam according to Breakfast Eating Status

The purpose of this study was to evaluate the dietary behaviors as well as energy and nutrient intake in elementary and middle school students according to breakfast eating status. The survey was conducted using questionnaires and dietary records among 191 elementary school students and 280 middle school students residing in Chungnam. The subjects were divided into two groups according to frequency of eating breakfast: breakfast skipping (frequency of eating breakfast under 4 times/week) and breakfast eating (frequency of eating breakfast over 5 times/week). The rate of breakfast skipping was 27.2% for the elementary school students and 31.1% for the middle school students. The breakfast skipping group had a significantly lower frequency of having dinner, a lower proportion of eating at regular meal times, and a significantly higher frequency of leaving food after meals than the breakfast eating group for both elementary and middle school students. In the case of the elementary students, there was a significant difference in carbohydrate intake between the two groups. In the case of the middle school students, the intakes of energy, protein, carbohydrate, dietary fiber, vitamin A, vitamin B2, niacin, vitamin B6, folate, vitamin C, Ca, and Fe in the breakfast skipping group were significantly lower than those in the breakfast eating group. These results show that nutrient deficiencies among breakfast skipping individuals cannot be compensated for at the other meals during the day in middle school-aged adolescents whose nutrient requirements are high for growth. Therefore, in support of proper dietary management, it is necessary to promote and support breakfast eating in adolescents.

Vision Rehabilitation Services at a Crossroads

Following World War II, troops who were blinded in combat returned home. At that time, Veterans Administration (now Department of Veterans Affairs) lacked specialized services to provide rehabilitation for these veterans. Although these services existed through army and civilian agencies, this was a time of change, and a controversy developed over who would provide services to those who were blinded in war (Bledsoe, 1997). Civilian agencies, military, and Veterans Administration all wanted to serve these blind veterans. Even American Association of Workers for Blind appointed a committee to advise government about care and training of the war as they were known at time. Although much of controversy was fueled by a genuine desire to provide services to newly blinded veterans, issues of funding, prestige, and rivalry undoubtedly played a role. In end, as Bledsoe so aptly chronicled, existence of blind troops returning from war became catalyst for dramatic change in services to all individuals who are visually impaired, in professional training and in society's view of people with visual impairments. These changes were accompanied by heated discussions, and Bledsoe (1997, p. 587) noted that Part of undoubtedly was generated by fact that it was an impassioned time. The program began in a war and because of a war. Yet from this heat evolved first university-based training programs for orientation and mobility (U.S. Department of Veterans Affairs, 2010), and although impetus focused on blind veterans, impact spread throughout profession to include not just adults, but children who were blind. The result was a fundamental restatement of goals and methods of blind rehabilitation. As Zambone and Suarez (2000, p. 1155) noted, What emerged, too, was a new perspective on capacity and role of persons with vision impairments in their homes and communities. The changes included dramatic expansion of services to include not just individuals who were blind, but individuals with low vision and those with multiple impairments. As controversy over who would provide services to veterans who were blinded in war unfolded, a major medical calamity changed face of services for blind children in United States. From early 1940s to early 1950s, number of premature infants who had visual impairments that were due to retrolental fibroplasia (now called retinopathy of prematurity, or ROP) increased in epidemic proportions (Silverman, 2000). According to Silverman (2000), ROP was induced when preterm infants who were placed in incubators were exposed to increased levels of concentration of oxygen because this practice was thought to promote regular breathing patterns. Unfortunately, this procedure also affected eyes and led to visual impairments in some infants. Once this practice was identified as a cause of ROP epidemic, it was modified, but estimated 10,000 children who were already affected needed educational services. ROP remains a concern, and debate surrounding one of causes of ROP, saturation of oxygen necessary to prevent or minimize its occurrence in relation to saturation necessary to preserve life, continues (Study Group of Eunice Shriver NICHD Neonatal Research Network, 2010). When it came time to educate children with ROP, families did not want to send their children to residential schools away from home. It was then that initial push for civil rights of children with visual impairments began as parents called for services for their children alongside typically sighted peers. A subsequent shift ensued that resulted in an increase in local school programs for students with visual impairments and a change in population of children who were served in residential schools for students with visual impairments (Hatlen, 2000). …