School Clubs Research Articles

Awareness and Uptake of HIV Preexposure Prophylaxis and Postexposure Prophylaxis Among College Students With Sexual Experiences: Institutional-Based Cross-Sectional Study.

Evidence has shown that HIV prevalence among young people, especially college students, has increased disproportionately. Preexposure prophylaxis (PrEP) and postexposure prophylaxis (PEP) are two of the most effective ways to prevent HIV, which are vital for college students with sexual experiences who have sexual risks. To provide evidence for effective intervention to reduce the risk of HIV infection among young students, this study aimed to analyze the awareness and uptake of HIV PrEP and PEP among college students with sexual experiences. An institutional-based cross-sectional study design was used to collect data through an electronic questionnaire from college students in 5 colleges located in Zhejiang Province. A total of 21,962 college students were investigated, of which 2605 students with sexual experiences were included in the data analysis with the following information collected: sociodemographic characteristics, awareness and uptake of HIV PrEP and PEP, sexual behaviors, and HIV tests. Binary logistic regression analysis was used to explore the factors on seeking PrEP and PEP. The average age of college students with sexual experiences was 21.25 (SD 2.75) years. Overall, 61.4% (n=1600) of the participants were aware of PrEP, and 53.0% (n=1380) of them were aware of PEP. Moreover, 5.6% (n=146) of them have sought PrEP or/and PEP, and 89.1% (n=2321) have not sought PrEP or PEP. College students who had more than 6 sexual partners, have always had unprotected sex, have subjective perceived risk behavior, and undergo HIV testing were more likely to seek PrEP or/and PEP. The main ways for the participants to learn PrEP and PEP were through school clubs, the internet, and the Centers for Disease Control and Prevention. Moreover, senior students and those who had not undergone an HIV test had a lower likelihood of seeking PrEP and PEP. College students who did not have risky sexual behaviors (odds ratio 0.468, P=.004) and homosexual students (odds ratio 0.318, P=.03) were more likely not to seek PEP. College students with sexual experiences rarely seek PrEP and PEP, with a relatively low awareness of PrEP and PEP. It is very important to increase the knowledge and uptake of PrEP and PEP by educational and behavioral interventions among young students at risk for HIV infection.

Development of an Integrated Education Program for Middle School Club Activities: Focusing on ‘Geobukseon’

Development of an Integrated Education Program for Middle School Club Activities: Focusing on ‘Geobukseon’

Creativity, Practical Ability, Self‐Identity: Public Art Practice with Primary School Students in China

AbstractPublic art is increasingly recognised for its pedagogical value, especially in higher education, where it enhances institutions’ educational outcomes and expands students’ learning experiences. However, its potential in basic education remains under‐exploited. This study aims to bridge the gap by investigating how public art is effectively integrated into school curriculums and the educational benefits it offers students in their learning journey. Researchers, therefore, designed a student‐centred public art intervention project, Dreams and Hopes, at a Chinese nonprofit primary school incorporating the school's educational goals. The project recruited 5th and 6th graders to create a giant mosaic mural for the campus’ public space during the school's club and regular curriculum. To determine the educational benefits of the public art practice, researchers collected qualitative data using ethnographic methods in the project. The results showed that students at different stages (design, making, exhibition) gained competencies in three key themes: creativity (divergence, convergence, expression), practical ability (operation, innovation, collaboration), and self‐identity (satisfaction, achievement, confidence). These competencies align with the school's educational goals and enhance students’ learning experience. Problem‐based guidance, a relaxed and enjoyable atmosphere, effective communication and a connection to reality are essential to these critical competencies. The study reveals that public art may support educational goals and benefit students. It also enhances the practical experience of public art in basic education and provides a model of intervention to educators. The study recommends that schools actively collaborate with external resources, emphasise the art practice's educational value, and provide platforms for student arts participation.

Perceptions on Influence of Membership in Young Farmers Clubs on Career Interest and Participation in Agricultural Activities Among Secondary School Students in Nakuru North Sub-County, Nakuru County, Kenya

Young Farmers’ Club (YFC) activities globally have played a vital role in the mastery and attainment of knowledge in agriculture subject since it is best learned by use of practical activities. Increased youth participation in agricultural production is necessary and vital in facilitating food and nutritional security. In Kenya, Young Farmers Club of Kenya (YFCK) was established to help boys and girls to develop ideas for better farming, provide social and recreational activities, help give the necessary dignity to agriculture as an occupation and develop good and competent agricultural leadership. The objectives of YFCK included promoting interest in farming, sound training in advanced methods of crop and animal husbandly, leadership skills, self-reliance, self-confidence and responsibility. The purpose of this study was to determine the perception on influence of membership in young farmers clubs on career interest and participation in agricultural activities among day secondary schools students in Nakuru North sub-county. A descriptive survey design was adopted with a target population of 2,660 agriculture students and 32 agriculture teachers. Proportionate random sampling was used to select a sample of 120 respondents from the 19 day public schools. Data was collected from the sampled heads of agriculture subject using a questionnaire. Content validity of the instrument was ascertained by two panels of experts from Department of Agricultural Education and Extension and the supervisors. Reliability of the instruments was ensured through a pilot-test using 40 agriculture students and four agriculture teachers from Nakuru East Sub-county. The reliability of the instrument was tested using Cronbach Alpha coefficient. A reliability coefficient was 0.76 and 0.73 for YFCK members and Agriculture teachers respectively, at a significance level of α= 0.05. The collected data was analyzed using descriptive with the aid of SPSS 20.0 for Windows. Data was analysed using various tables and graphs. The researcher recommends that Agriculture teachers in collaboration with school administration should enhance YFCK activities. This is for proper and effective practical activities in teaching of Agriculture subject according to the syllabus. The findings of the study will be of importance to secondary school teachers, students and other scholars of higher institutions of learning by emphasizing in formation of young farmers clubs in day secondary schools in Nakuru North Sub- County, Nakuru County Kenya.

Frequency and pattern of Skin Disorders in Adolescents in a School of Kathmandu

Introduction: Skin disorders are one of the major causes of morbidity in Nepal. The objectives of this study are to determine the relative frequency and pattern of skin disorders in a cohort of adolescents 9-18 years of age. Methods: The study was conducted in a residential school of Kathmandu. A detailed information about the study was given to the student members of a school club and they in turn, informed all the other students of the dermatologic health camp, which was conducted subsequently. All students appearing at the camp were examined by a dermatologist and information regarding age, gender, school grade and diagnosis were recorded in a pre-validated format. Results: In the school there were a total of 950 students (627 m, 323 f). Of them 242 (116 m, 126 f) had skin disorder with a point prevalence of 25.5%. Female students had significantly higher prevalence (29%) than male (18.5%). The most common skin disorders were acne, eczemas and urticaria, and the 10 most frequent diagnoses comprised 87% of all skin conditions. Conclusion: This study demonstrates that 1/4 of the students had one or more identifiable skin disorders. Despite the wide range of dermatoses, only a few of them accounted for a major proportion of the skin disorders. This study provides data for targeting health care programs for prevention and treatment of skin disorders in this age group.

A Narrative About Homework in Primary Education – the Perspective of Pedagogical Staff

Abstract The paper discusses the issue of homework in primary education in Slovakia. It attempts to contribute to uncovering the homework narrative that is created and used by its teaching staff and to relate it to the discourse on homework and its place in education in the Anglo-American environment. The research used content analysis of the written products of 30 participants (teachers, educators in children’s school clubs, and teacher’s assistants). Data processing and analysis were carried out by thematic analysis. The results, concentrated in four topics, showed that the homework narrative in primary education is based on homework support. It clearly resonates with the teacher’s expectation of the involvement of the pupils’ parents in its completion. However, it is without the methodical support of the parents from the school. Part of the discourse is also the teachers’ prescription taking into account, particularly, the appropriate number of tasks, their attractiveness, an individual approach when assigning them, and the comprehensibility of homework for all persons involved. Such a setting should reflect potential inequalities between pupils concerning their family background. The narrative revealed details the semantics of school-family relations and the pedagogical strategies of teachers in primary education.

Student's Experiences in High School Club Activities and Relations with University Lives: A Case of Eight Students of A National University of Education

Student's Experiences in High School Club Activities and Relations with University Lives: A Case of Eight Students of A National University of Education

LGBTQ+ Students’ Sense of Belonging and Harassment: Results from the 2017–2018 School Survey on Crime and Safety

ABSTRACT Research on LGBTQ+ students and their sense of belonging in public schools is necessary; minoritized students deserve to feel safe, validated, and valued in a space where they belong. Using the 2017–2018 School Survey on Crime and Safety public-access data, we align variables to Bronfenbrenner’s ecological systems framework. This study explored the relationship between having an affirming sexual orientation or gender identity student club and the frequency of student harassment in high school and the predictive ability of student, teacher, and school policy factors on harassment. We found that schools with LGBTQ+ accepting school clubs had higher incidence of sexual orientation and gender identity harassment. Additionally, student involvement in restorative circles, teacher trainings, and some school contexts predicted harassment. Implications and future directions for research are discussed.

Inquiring sustainability through dialogic Video Clubs in upper secondary schools

The recurrent reminders that climate changes are man-made and demand action, calls for the development of novel teaching approaches which besides transferring information, solutions, and values, also allow students to engage in critical reflections and through common inquiries strengthen their decision-making abilities and sustainable commitment. Answering the question: What characterizes Danish Mercantile upper secondary school students’ conversations about sustainability issues? this article analyses students’ (n = 128) ability to engage in dialogic sustainability inquiries supported by an interview guide in a Video Club setting as part of the school context, but without a teacher present during the recording. 32 Video Club conversations were coded with an operationalization of Neil Mercer’s and Robin Alexander’s conception of ‘dialogue’. The students view sustainability as related primarily to environment and climate, they share relevant ideas but lack abilities to establish common understandings of central concepts. Video Clubs can support students’ practice of dialogic skills and sustainable commitment in a setting free from teacher control and moralization.

TOOLS AND CRITERIA OF COMPOSITION IN THE CREATIVE PROCESS OF FINE ARTS CLASSES OF UNIVERSITY SCHOOLS

The content and educational importance of fine arts classes in secondary schools. The opportunities given to young people today, the organization of art clubs in schools and the activities of the classes. Development of student’s creative abilities and various forms of the law of composition are given as a basis. This article is intended for teachers of circle classes, which includes the goals and objectives of composition in visual arts, pedagogical skills of teaching visual arts, as well as the creative process in composition, as well as composition tools and criteria. reflected in the issues.

Understanding Science Teachers’ Integration of Active Methodologies in Club Settings: An Exploratory Study

This study analyses if school science clubs may serve as a resource to facilitate the introduction of active methodologies into science classrooms. Focusing on science clubs in Portuguese schools, this study aims to determine whether the teachers who coordinate and direct these clubs promote activities that incorporate aspects of problem-based learning and project-based learning methodologies. In order to do so, a series of semi-structured interviews were conducted with 20 teachers, and their responses were analysed using content analysis strategies. The results show that although they do not explicitly refer to the use of these methodologies, teachers do propose the implementation of projects within clubs, and they incorporate aspects of these strategies in the activities they conduct. In this sense, teachers appreciate the role of clubs in promoting these types of strategies (PBL y PjBL) and the facilities they offer for their implementation. Additionally, teachers believe that one can only learn how to do projects through practise, i.e., doing projects with their students, and they think that clubs offer an opportunity to develop PBL and PjBL methodologies in a context free from the responsibilities and constraints of the classroom.

Environmental School Clubs in Tanzania: Learning to blame the "poor" and "uneducated"

In East Africa, environmental school clubs play an important role as an extension of conservation efforts, and have done so since the beginning of the post-colonial period. There is a lack of critical research on what students are taught at these clubs. Based on fieldwork at two clubs in northern Tanzania, this article reveals how students highlight narratives of poverty and low levels of education as the main reasons for environmental degradation. Drawing on political ecology and the emerging sub-field of the political ecology of education, I discuss what these narratives reveal about the environmental subjects formed through environmental school clubs. I examine the coloniality of these clubs, and I reveal how students learn to blame the 'poor' and 'uneducated' through the education system. It reproduces an apolitical development narrative that limits students' critical engagement with broader environmental issues.Education,conservation, development, political ecology of education, narratives,Tanzania, Africa

Research on the Mission and Path of The High Quality Development of Chinese Youth Football

Promoting the High quality development of youth football in China is an inevitable requirement to improve the level of football competition in China, and it is also the fundamental demand to solve the problems in the development of youth football in China. The mission of the High quality development of China's youth football is to cultivate football talents with excellent football skills and comprehensive quality, and improve the competitive level of the national team. The elements of the High quality development of youth football in China include a professional coach and training system, a scientific and reasonable competition system and selection mechanism, and good infrastructure and venue conditions. The path of High quality development of China's youth football is mainly proposed from the following six aspects: strengthening government support and policy promotion at all levels; strengthening the construction of football infrastructure and creating good field conditions; strengthen the construction of youth football education and training system; Establish a sound youth training system and competition system; strengthen the cooperation and connection between school football and club football; Strengthen cooperation and exchanges with international football organizations.

Political Enlightenment in the Context of the Soviet Identity Project Based on Materials of Altai Krai (1945–1955)

This article examines the communicative strategies of the formation of civic identity by the system of political education institutions in Altai in the ideological space of 1945–1955 based on regional materials. The authors employ the concept of constructing the phenomenon of Soviet society relevant to the modern neoclassical model of science. The source base consists of normative documents of the Central Committee and the Altai Krai Committee of the Communist Party of the Soviet Union, office materials of the propaganda and agitation bodies of the region from the funds of the State Archive of Altai Krai. The authors compare the reports of party committees with the information and analytical data of inspections of political and educational work in Altai. Materials of the All-Union and regional educational and instructional and methodical literature, and regional press were used to analyse discursive propaganda practices. Based on the theoretical and methodological approaches of social design and intellectual history, the article identifies the goals of creation, ideological and semantic motifs, symbolic components, and examples of normative behaviour spread among citizens. It is demonstrated that the production of standards of collective identification of the inhabitants of the region was based on the national-state narrative that rehabilitated the “Homeland” chronotope. The implementation of the all-Union project of social consolidation and support of the Soviet government in Altai Krai focused on the consistent inclusion of the official version of the past in the individual life experience by teaching political literacy, oral, and visual propaganda in schools and school clubs. A feature of the rear region was the construction, first of all, of identification samples of labour heroism. An important technology for involving the population in large-scale activities to restore the economic and socio-cultural potential of the USSR after the Great Patriotic War was the motivation of the feat as a mechanism for personal perpetuation in the memory of descendants.

The adolescent health network: A unique approach to sustained adolescent stakeholder engagement.

At least 70% of premature adult deaths result from behaviors starting and reinforced in adolescence. The use of adolescent-centered outcomes and the necessity of creating space for the adolescent voice regarding research that directly impacts them is often overlooked. These omissions result in proposals and solutions that lack consideration of adolescent ingenuity, preferences, and needs. In 2021, Penn State PRO Wellness was awarded a Patient-Centered Outcomes Research Institute Engagement Award with the goal of addressing the gap in the inclusion of adolescents in research focused on teenage health. The resultant Adolescent Health Network (AHN) was developed in partnership with a stakeholder advisory board comprised of adolescents, parents, health researchers, and school staff. The AHN currently consists of 12 schools and 43 adolescents who have completed stakeholder training. For adolescents, the AHN simulates a school club or career enrichment activity with incoming freshmen replacing graduating seniors over time. For health researchers, the AHN provides rapid, easy access to a pool of adolescents with stakeholder training who are available to provide input on various aspects of a study from recruitment plans, to survey tools to dissemination strategies. This manuscript details the development, execution, and data from this novel program.

MZ세대 여성의 차생활과 웰니스 간 연관성 연구

The purpose of this study is to figure out the tea life behavior patterns of MZ generation women and to identify the relationship between tea life and wellness. For this purpose, an in-depth interview was conducted with 10 women in their 20s and 30s who have experienced tea life for more than 6 months, and the data were analyzed according to the MEASC model. The results of this study can be summarized as follows: First, the motivation of MZ generation women's tea life was induced for the health of mind and body, through the recommendation of family, or through education at university. Second, the exploration of tea life information consisted of various channels such as online (e.g., YouTube/Instagram/blog), offline (e.g., acquaintance recommendation/club activity/reading/pop-up store/expo visit), and online/offline (e.g., SNS and pop-up store). Third, tea drinking action was not only practiced by individuals at home or at work, but also with family members and school club members. In addition, communal drinking among MZ generation women naturally led to the sharing of tea drinking experiences. Fourth, MZ generation women confirmed the wellness that tea life brings to them and provided self-feedback.

LGBTQ+ youth experiences of the COVID-19 pandemic as observed through gender-sexuality alliances

Many of the factors that put LGBTQ+ youth at risk for poor mental health outcomes before the COVID-19 pandemic were exacerbated by the period of home confinement during the pandemic. The following exploratory study investigated the experiences of LGBTQ+ youth during the pandemic as perceived by Gender-Sexuality Alliance (GSA) advisors. In October-November 2021, recruitment began for a qualitative survey shared via a closed Facebook group for GSA advisors in a Midwestern state, in addition to an email sent by a nonprofit supporting GSAs in that state. Advisors were asked to complete the survey in reference to their experience facilitating these school clubs from March 2020-March 2021, a period during the pandemic that saw the highest number of restrictions around home confinement along with schools moving to a virtual format. Findings included themes reflecting impacts of the level of caregiver acceptance on access to support, youth engaging in support-seeking behaviors, and enhancements and challenges of virtual meetings. Implications for social work intervention are shared, focusing on supporting caregivers on a path toward acceptance of their child and advocating for policies that transform the culture and the conversation from whether LGBTQ+ youth can exist as themselves in some spaces, to fully embracing their identity as valued members of society.

High prevalence of soil-transmitted helminths and schistosomiasis among primary schoolchildren in Southwest Ethiopia: the need for health strategies alongside mass drug administration.

Soil-transmitted helminths (STH) and schistosomiasis remain widely prevalent in Ethiopia. The aim of this study was to evaluate the prevalence of STH and schistosomiasis among schoolchildren in Gidi Bench district (Southern Nations, Nationalities, and People's Republic, Southwest Ethiopia) and the association with knowledge and health-related behaviors. A cross-sectional study was conducted. Stool samples, analyzed by the Kato-Katz technique and a knowledge, attitudes and practices questionnaire, were collected. Out of 611 participants (mean age 12.8±3.1 y), 129 (21.1%) were infected with schistosomiasis and 382 (62.5%) had STH. More than 30% (n=195, 31.9%) were infected with a single intestinal parasite, while 138 (22.6%) and 47 (7.7%) were infected with two or three parasitic infections, respectively. Boys and those who did not participate in school clubs had higher infection rates (p=0.05). Lower parasitic infection was associated with using a latrine when available, washing hands and vegetables and wearing shoes regularly. Higher rates of infection were found among those who reported swimming and washing cloths and utensils in the river regularly. Schistosomiasis and STH were highly prevalent among schoolchildren in Gidi Bench district. Infection rates were associated with gender, lack of knowledge on parasitic infections and unhealthy behaviors. Findings from this study may assist in decision making regarding disease prevalence and methods of control alongside mass drug administration.

The status of active after-school clubs among primary school children in England (UK) after the COVD-19 lockdowns: implications for policy and practice

BackgroundChildren’s physical activity in England is more dependent on active clubs after the COVID-19 pandemic. However, it is unclear how the COVID-19 pandemic and related cost-of-living crisis have impacted on active club participation, costs and provision. This mixed-methods natural experiment explored school-based and community-based active clubs after lockdowns, using a unique combination of data sources to highlight implications for policy and practice post-COVID-19.MethodsCross-sectional questionnaire data on school and community active clubs were collected from 10-11-year-old children pre-COVID-19 in 2017-18 (N = 1,296; 50 schools), in 2021 (N = 393; 23 schools), and 2022 (N = 463; 27 schools). Club participation and attendance frequency were modelled using logistic and Poisson mixed effects models, adjusted for child age, gender and household education. In 2021 and 2022, parents reported expenditure on community-based clubs and schools provided data on school-based club provision, with data summarised descriptively. Qualitative data were collected in 2021 and 2022, with one-to-one interviews with school staff (N = 18) and parents (N = 43), and twelve child focus groups (N = 92), and analysed using the framework method.ResultsSchool-based active club participation was higher in 2022 compared to pre-pandemic (50% /43%), while community-based club participation was lower (74%/80%). Children attended 0.3 fewer clubs per week. Those from lower education households were less likely to participate in both types of active clubs, and girls less likely to attend community clubs. In 2022, the median cost of community and school club sessions were £6.67 and £3.88 respectively, with 52% of school-based clubs free to parents. Schools offered an average of 3.4 active clubs per week for 10-11-year-olds in 2022, with 34% partly/wholly subsidised. Qualitative analysis highlighted the impact of the cost-of-living crisis and COVID-19 pandemic on family resources, encouraging a shift to more affordable and convenient school-based active clubs, which negatively impacted the community-based active club environment. However, many schools struggled to meet this increased demand.ConclusionsFindings emphasise the importance for policymakers to support schools to meet increased demand for clubs and community clubs to increase affordable and convenient physical activity opportunities. Targeted support is needed to prevent socioeconomic and gender inequalities.

Football Passing Training Model Based on Game for Children (10-12 Years)

The purpose of this study was to produce game based football passing training model for kids (10-12 years olds) that can be applied in the exercise as well as football school or football club. This training model is expected to help trainers during the training session, especially in passing material. This study uses the ADDIE method. The result of the study resulted in a product in the form of game based football passing training model for kids (10-12 years olds) that was validated by three football experts as many as 8 models of ball possession method. Data were collected through documentation, interviews, and observations. Data analysis was carried out by descriptive qualitative and quantitative methods. The result of the study were in the form of a game based football passing training model book for kids (10-12 years olds). The football passing training model can effectively improve the football passing skill of the kids athlete at the football school or football club. Based on the results of the study, it is proven that the football passing training model for kids (10-12 years olds) has been declared valid and effective and can be applied to kids (10-12 years olds).