The contribution of the private school to the integration of all education

1931 ◽  
Author(s):  
Thomas A. Davis
Keyword(s):  
Private School

CONSUMO DE ALIMENTOS PROCESSADOS E ULTRAPROCESSADOS POR ESCOLARES DE ARROIO DO TIGRE, RS

2018 ◽  
Vol 7 (1) ◽  
pp. 157-164
Author(s):  
Rubiane Inara Wagner ◽  
Patrícia Molz ◽  
Camila Schreiner Pereira
Keyword(s):  
Public School ◽  
Nutritional Status ◽  
Private School ◽  
Food Habits ◽  
Cross Sectional Study ◽  
School Students ◽  
Cross Sectional ◽  
Public And Private ◽  
The Public ◽  
Cereal Bars

O objetivo deste estudo foi comparar a frequência do consumo de alimentos processados e ultraprocessados e verificar a associação entre estado nutricional por adolescentes do ensino público e privado do município de Arroio do Tigre, RS. Trata-se de um estudo transversal realizado com adolescentes, com idade entre 10 e 15 anos, de uma escola pública e uma privada de Arroio do Tigre, RS. O estado nutricional foi avaliado pelo índice de massa corporal. Aplicou-se um questionário de frequência alimentar contendo alimentos processados e ultraprocessados. A amostra foi composta por 64 adolescentes com idade média de 12,03±1,15 anos, sendo 53,1% da escola pública. A maioria dos adolescentes encontravam-se eutróficos (p=0,343), e quando comparado com o consumo de alimentos processados e ultraprocessados, a maioria dos escolares eutróficos relataram maior frequência no consumo de balas e chicletes (50,0%) e barra de cereais (51,0%), de 1 a 3 vezes por semana (p=0,004; p=0,029, respectivamente). Houve também uma maior frequência de consumo de alimentos processados e ultraprocessados como pizza (73,5%; p0,001), refrigerante (58,8%; p=0,036) e biscoito recheado (58,8%; p=0,008) entre 1 a 3 vezes por semana na escola pública em comparação a escola privada. O consumo de suco de pacote (p=0,013) foi relatado não ser consumido pela maioria dos alunos da escola particular em comparação a escola pública. Os dados encontrados evidenciam um consumo expressivo de alimentos processados e ultraprocessados pelos adolescentes de ambas as escolas, destacando alimentos com alto teor de açúcar e sódio.Palavras-chave: Hábitos alimentares. Adolescentes. Alimentos industrializados. ABSTRACT: The objective of this study was to compare the frequency of consumption of processed and ultraprocessed foods and to verify the association between nutritional status by adolescents from public and private schools in the municipality of Arroio do Tigre, RS. This was a cross-sectional study conducted with adolescents, aged 10 to 15 years, from a public school and a private school in Arroio do Tigre, RS. Nutritional status was assessed by body mass index. A food frequency questionnaire containing processed and ultraprocessed foods was applied. The sample consisted of 64 adolescents with a mean age of 12.03±1.15 years, 53.1% of the public school. Most of the adolescents were eutrophic (p=0.343), and when compared to the consumption of processed and ultraprocessed foods, most eutrophic schoolchildren reported a higher frequency of bullets and chewing gum (50.0%) and cereal bars (51.0%), 1 to 3 times per week (p=0.004, p=0.029, respectively). There was also a higher frequency of consumption of processed and ultraprocessed foods such as pizza (73.5%, p0.001), refrigerant (58.8%, p=0.036) and stuffed biscuit (58.8%, p=0.008) between 1 to 3 times a week in public school compared to private school. Consumption of packet juice (p=0.013) was reported not to be consumed by the majority of private school students compared to public school. Conclusion: The data found evidenced an expressive consumption of processed and ultraprocessed foods by the adolescents of both schools, highlighting foods with high sugar and sodium content.Keywords: Food Habits. Adolescents. Industrialized Foods.

Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution

10.28945/4201 ◽  
2019 ◽  
Keyword(s):  
Mobile Technology ◽  
Private School ◽  
Technology Use ◽  
Case Study Research ◽  
Educational Experience ◽  
Mobile Technologies ◽  
Future Research ◽  
Content Creation ◽  
Use Of Technology ◽  
Prime Concern

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

School Vouchers and Student Rights: Trading Constitutional Protections for Contractual Obligations

2019 ◽  
Author(s):  
Julie F. Mead
Keyword(s):  
Public School ◽  
Private School ◽  
Freedom Of Speech ◽  
Tax Credit ◽  
Publicly Funded ◽  
Public Funds ◽  
Savings Accounts ◽  
Contractual Obligations ◽  
Constitutional Protections ◽  
Scholarship Programs

When the Court in Tinker v. Des Moines famously declared that students do not “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate,” everyone understood that the gate was the entrance to a public school, funded by state tax dollars and operated by state officials. No one on the Court had yet contemplated what might happen to those students’ rights if the gate accessed a private school and public funds were used to buy that entry. Publicly funded subsidies for private education have evolved considerably since the Court heard Tinker and now parents in many states may use public funds to choose the school for their child via voucher programs, tax credit scholarship programs, and education savings accounts. But what impact does such a choice have on the rights students typically enjoy in schools? This chapter explores that question and explains that even though voucher and voucher-like programs like tax credit scholarship programs and education savings accounts are publicly funded, the rights afforded to children when they enroll in a private school through such a program do not mirror those enjoyed in public school settings. In fact, when parents exercise a voucher, they effectively trade constitutional protections for contractual obligations. That trade has significant impacts on the claims that may be brought should concern arise over issues related to students’ rights to freedom of speech, freedom of religion, or due process.

Stimulus Generalization Using Nonvisual Stimuli with a Student Who Has Autism Spectrum Disorder and Visual Impairment

2021 ◽  
Vol 115 (2) ◽  
pp. 121-133
Author(s):  
Robin Arnall ◽  
Yors Garcia ◽  
Annette K. Griffith ◽  
Jack Spear
Keyword(s):  
Visual Impairment ◽  
Private School ◽  
Sensory Input ◽  
Language Skills ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Stimulus Generalization ◽  
Baseline Design ◽  
Tactile Stimuli ◽  
Low Levels

Introduction: The main objective of this study was to determine whether stimulus symmetry, or untaught generalized relations among stimuli, could be demonstrated using audio and tactile stimuli (i.e., nonvisual). Methods: A modified alternating treatment within a concurrent multiple baseline design across nonvisual stimulus sets (i.e., tactile and audio) was implemented with Zach, an 11-year-old male diagnosed with autism and visual impairment, to teach two relations (sound–touch and sound–label) among stimuli. Following training, the researcher tested whether Zach could identify stimuli through an untaught relation (touch–label). The study presented here required a week to complete and was conducted at a private school for individuals with behavioral concerns. Results: During baseline, Zach demonstrated low levels of correct responses (average of 7% across all relations) for all skills. In the training phase (for only two of the three targeted skills, sound–touch and sound–label relations), Zach demonstrated proficiency for most stimuli used in the sets (average of 61% across relations). Finally, in the testing phase (the untaught touch–label relation), Zach demonstrated high levels of generalized acquisition (89%). Discussion: Results indicated that the procedure used in this study could be generalized to novel populations, including those with visual impairments, and that different forms of sensory input could be used, including auditory and tactile-based teaching. Implications for practitioners: Individuals working with learners with differing levels of visual impairment could utilize the demonstrated procedure to associate types of stimuli, using methods other than visual input. The procedure outlined would benefit a population that may require assistance with developing language skills but who also may have difficulties using common visual stimuli.

scholarly journals Overweight/Obesity and Associated Factors Among Second Cycle Primary School Children in Kirkos Sub-City, Addis Ababa, Ethiopia

2021 ◽  
Vol 10 ◽  
pp. 216495612110178
Author(s):  
Kidus Fitsum ◽  
Gudina Egata ◽  
Melake Demena ◽  
Berhe Gebremichael
Keyword(s):  
Primary School ◽  
School Children ◽  
Low Income ◽  
Private School ◽  
Associated Factors ◽  
Addis Ababa ◽  
Statistical Significance ◽  
Primary School Children ◽  
Low Income Countries ◽  
Public Health Issue

Background Although overweight/obesity is becoming a public health issue in low income countries, there is a paucity of evidence concerning overweight/obesity in Ethiopia. The aim of the study was to assess the magnitude of overweight/obesity and associated factors among second cycle primary school children in Kirkos Sub-City, Addis Ababa, Ethiopia. Methods A school based cross-sectional study was conducted among 482 children from May to June, 2019. Data were collected using a questionnaire and checklist. Data were entered using EpiData version 3.1 and exported into SPSS version 22.0. Bivariable and multivariable logistic regression analyses were done to identify factors associated with overweight/obesity. Level of statistical significance was declared at p ≤ 0.05. Results The overall magnitude of overweight/obesity was 21.2%. The magnitude of overweight was 13.7% while obesity was 7.5%. Vehicle availability, being from private school, not having friend(s), preferring sweet foods, eating breakfast irregularly, watching movies/Television while eating and physical inactivity were the factors significantly associated with overweight/obesity among second cycle primary school children. Conclusions The magnitude of overweight/obesity was high in the study area. Therefore, health and education sectors should promote healthy lifestyle to curb child overweight/obesity.

scholarly journals Comparing sources of stress for state and private school teachers in England

2021 ◽  
pp. 136548022110247
Author(s):  
Jude Brady ◽  
Elaine Wilson
Keyword(s):  
Private Sector ◽  
Private School ◽  
Secondary Phase ◽  
The State ◽  
School Teachers ◽  
High Stakes ◽  
State Sector ◽  
Work Related ◽  
Decisions To Leave ◽  
Related Stress

Teaching is understood to be a highly stressful profession. In England, workload, high-stakes accountability policies and pupil behaviour are often cited as stressors that contribute to teachers’ decisions to leave posts in the state-funded sector. Many of these teachers leave state teaching to take jobs in private schools, but very little is known about the nature of teachers’ work in the private sector. This research addresses this gap in knowledge and compares the sources of stress experienced by 20 teachers in the state sector to those of 20 teachers in the private sector. The paper is based on qualitative data from a larger study. It analyses data collected in interviews and focus groups with classroom teachers and middle leaders working in mainstream primary and secondary phase education in England. The results emphasise state school teachers’ acute distress in relation to workloads driven by accountability cultures. In comparison, private school teachers report less intense experiences of work-related stress, but some identify demanding parents as a concern. The research’s novelty lies in this comparison between sectors and these sector specific insights may help to focus school leaders’ efforts to improve teaching conditions in both sectors.

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