Evaluation of a Ropes Course Experience for At-Risk Secondary School Students

2007 ◽  
Vol 30 (1) ◽  
pp. 21-35 ◽  
Author(s):  
Laura Conley ◽  
Paul Caldarella ◽  
Ellie Young
Keyword(s):  
At Risk ◽  
Secondary School ◽  
Secondary School Students ◽  
Ropes Course ◽  
School Students ◽  
Course Experience

A.#Evaluating a Ropes Course for At-Risk Secondary School Students

2006 ◽  
Author(s):  
Laura Cummings ◽  
Paul Caldarella ◽  
Mellissa Rosenhan ◽  
Ellie Young
Keyword(s):  
At Risk ◽  
Secondary School ◽  
Secondary School Students ◽  
Ropes Course ◽  
School Students

scholarly journals Prediction of Children’s Blood Lead Levels from Exposure to Lead in Schools’ Drinking Water—A Case Study in Tennessee, USA

Water ◽  
2020 ◽  
Vol 12 (6) ◽  
pp. 1826 ◽  
Author(s):  
Dave DeSimone ◽  
Donya Sharafoddinzadeh ◽  
Maryam Salehi
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Drinking Water ◽  
Secondary School ◽  
Elementary School Students ◽  
Secondary School Students ◽  
Lead Concentration ◽  
School Students ◽  
Concentration Data ◽  
Soil Lead

Lead (Pb) exposure can delay children’s mental development and cause behavioral disorders and IQ deficits. With children spending a significant portion of their time at schools, it is critical to investigate the lead concentration in schools’ drinking water to prevent children’s exposure. The objectives of this work were to predict students’ geometric mean (GM) blood lead levels (BLLs), the fractions of at-risk students (those with BLLs > 5 μg/dL), and the total number of at-risk students in one Tennessee school district. School drinking water lead concentration data collected in 2019 were input into the Integrated Exposure Uptake Biokinetic (IEUBK) model and the Bowers’ model to predict BLLs for elementary school students and secondary school students, respectively. Sensitivity analyses were conducted for both models. Drinking water concentrations were qualitatively compared with data collected in 2017. Two scenarios were evaluated for each model to provide upper and median estimates. The weighted GM BLL upper and median estimates for elementary school students were 2.35 μg/dL and 0.99 μg/dL, respectively. This equated to an upper estimate of 1300 elementary school students (5.8%) and a median estimate of 140 elementary school students (0.6%) being at risk of elevated BLLs. Similarly, the weighted GM BLL upper and median estimates for secondary school students were 2.99 μg/dL and 1.53 μg/dL, respectively, and equated to an upper estimate of 6900 secondary school students (13.6%) and a median estimate of 300 secondary school students (0.6%) being at risk of elevated BLLs. Drinking water remediation efforts are recommended for schools exhibiting water lead concentrations greater than 15 μg/L. Site-specific soil lead concentration data are recommended since the IEUBK was deemed sensitive to soil lead concentrations. For this reason, soil lead remediation may have a greater impact on lowering children’s BLLs than drinking water lead remediation. Remediation efforts are especially vital at elementary schools to reduce the population’s baseline BLL and thus the BLL projected by Bowers’ model.

scholarly journals School Bonding: Helping At-Risk Youth Become Students At-Promise

2007 ◽  
Vol 1 (1) ◽  
pp. 185-195 ◽  
Author(s):  
Anne Lessard ◽  
Éric Yergeau ◽  
Laurier Fortin ◽  
Martine Poirier
Keyword(s):  
At Risk ◽  
Secondary School ◽  
Secondary School Students ◽  
At Risk Youth ◽  
School Bonding ◽  
School Students ◽  
Negative Attitudes

The purpose of this study was to determine if non at-risk and four types of at-risk secondary school students perceive school bonding differently. Findings indicate there are differences between the two groups of students on affective, cognitive and behavioral components of school bonding, although no differences were found between at-risk types. Girls showed stronger bonds to school while boys who were depressed were less affiliated to peers and fostered more negative attitudes towards teachers than other students.

scholarly journals Perceived Risk of HIV Infection and Associated Factors among Secondary School Students in Wakiso District, Uganda

2016 ◽  
Vol 2016 ◽  
pp. 1-7 ◽  
Author(s):  
Charles Peter Osingada ◽  
Caroline Nabasirye ◽  
Sara Groves ◽  
Tom Denis Ngabirano
Keyword(s):  
At Risk ◽  
Secondary School ◽  
Hiv Risk ◽  
Perceived Risk ◽  
Secondary School Students ◽  
Sexual Debut ◽  
Public Health Problem ◽  
Major Public Health Problem ◽  
School Students ◽  
Hiv Aids

Introduction. HIV/AIDS remain a major public health problem in Uganda and 4% of individuals aged between 15 and 24 years are living with HIV. Few studies have examined HIV risk perception among adolescents in Uganda.Methods. We conducted a cross-sectional study among 379 secondary school students using multistage sampling techniques. Data were collected using an interviewer-administered questionnaire. Descriptive and logistic regression analyses were conducted.Results. One hundred ninety-one (49.6%) of the respondents perceived themselves to be at risk of contracting HIV, 174 (45.9%) had ever had sex, and 139 (80.4%) had first sexual encounter at 16 years or less. Only 49% of respondents who had sex within 12 months used a condom. Being older than 17 years, knowing someone who died of HIV, early sexual debut, and having ever had sex were associated with perceived risk of contracting HIV. After multivariate analysis, knowledge of someone who died of HIV (Adjusted Odds Ratio (AOR) 16, 95% CI 1.49–171.97) remained statistically significant.Conclusion. Many secondary school students perceived themselves to be at risk of contracting HIV; this perception is associated with knowing someone who died of HIV/AIDS. There is a need to strengthen HIV risk reduction interventions in Wakiso secondary schools.

scholarly journals Self-Regulatory Efficacy and Mindset of At-Risk Students: An Exploratory Study

2015 ◽  
Vol 25 (1) ◽  
Author(s):  
Ian A Matheson
Keyword(s):  
At Risk ◽  
Secondary School ◽  
Exploratory Study ◽  
Secondary School Students ◽  
At Risk Students ◽  
Achievement Level ◽  
School Students ◽  
Self Regulated Learning ◽  
Disability Status ◽  
And Gender

There is a limited body of research examining how students’ beliefs about intelligence and about their abilities relate to different learning environments. As reported here, I examined secondary school students’ beliefs, goals, and expectations guided by Zimmerman’s (2000) model of self-regulated learning. In this exploratory study, 230 secondary school students reported on their beliefs about learning and intelligence, as well as on their confidence in their self-regulatory abilities. I made comparisons between groups of students on beliefs, goals, and expectations based on their school stream, achievement, learning disability status, and gender. Both self-regulatory efficacy and reading mindset were significantly different for students based on their school stream and their achievement level. The findings of this exploratory study suggest a need for further research that focuses directly on whether at-risk students demonstrate maladaptive motivation and specifically on their beliefs, goals, and expectations of themselves as learners.

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