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Children in military families experience a unique combination of stressors associated with military life that may affect every stage of their lives, including their mental health, as well as disrupt their schooling and consequent social, emotional, and academic development. A review of the key issues faced by children is presented including the challenges in providing school-based social work support. A case vignette is used to illustrate how an ecological framework can address many of the unique aspects of military life that affect children, such as mobility, multiple deployments, recent relocation, mental health and wellbeing, family stress, and their impact on social, emotional, and academic outcomes.

Resumo Objetivo. Investigar e comparar as percepções de estudantes com níveis diferentes de desempenho escolar, no que diz respeito à harmonia e cooperação entre os pares, participação e envolvimento com a aprendizagem e apoio da equipe de professores. Metodologia. Foram constituídos 04 grupos que representavam níveis diferentes de desempenho escolar. A amostra foi composta por 152 estudantes, provenientes de uma escola de ensino fundamental, de um município do Brasil. O grupo cursava do 6º ao 9º ano escolar, com idades entre 11 e 15 anos (M=12.65; DP=1.34), com um total de 101 (66.40%) participantes do sexo feminino. Resultados. Os resultados revelaram que houve diferenças significativas entre as percepções de participação e envolvimento com a aprendizagem do grupo de estudantes e o apoio da equipe docente e essas diferenças foram mais positivas para estudantes que tiveram melhor desempenho. Conclusões. Em geral, observou-se diferenças na percepção do grupo de estudantes sobre o ambiente de aprendizagem. Acredita-se que os resultados desse estudo podem ser úteis para orientar o trabalho do corpo docente e as políticas públicas de educação, sobre o impacto do ambiente de sala de aula para a qualidade do ensino. Abstract Goal. Investigate and compare the perceptions of students with different levels of school performance regarding harmony and cooperation among peers, participation, and involvement with learning and teacher support. Methodology. There were 04 groups with different levels of school performance. The sample was composed of 152 students from one elementary school, in a Brazilian city, from 6th to 9th grade, aged 11 to 15 years old (M= 12.65; SD= 1.34), with 101 (66.40%) female participants. Results. The results revealed significant differences between the perceptions of participation and engagement with learning and teacher support and were more positive for those who had better school performance. Discussion. In general, differences were observed in the perception of the students about the learning environment. It is believed that the results obtained can be useful to guide teachers and public education policies on the impact of the classroom environment on the quality of teaching. Resumen Objetivo. Investigar y comparar las percepciones de estudiantes con diferentes niveles de rendimiento escolar, respecto a la armonía y cooperación entre pares, la participación y desenvolvimiento con el aprendizaje y el apoyo del profesorado. Metodología. Se formaron 04 grupos con diferentes niveles de rendimiento escolar. La muestra fue compuesta por 152 estudiantes de primaria de un municipio brasileño, que cursaban del sexto al noveno año de educación básica, con edades entre 11 a 15 años (M = 12,65; DE = 1,34), con un total de 101 (66,40%) participantes del sexo femenino. Resultados. Los resultados revelaron diferencias significativas entre las percepciones de participación y desenvolvimiento con el aprendizaje del estudiantado y el apoyo del profesorado. Se pudo observar que estas diferencias fueron más positivas para estudiantes que tuvieron un mejor rendimiento. Conclusiones. En general, se observaron diferencias en la percepción del alumnado sobre el ambiente de aprendizaje. Se cree que los resultados obtenidos pueden ser útiles para orientar al profesorado y las políticas públicas de educación, sobre el impacto del ambiente de aula para la calidad de la enseñanza.

The “best place” debate centers on which disciplinary setting is best for degree programs in nonprofit management education. We contribute to the discussion by reflecting on the constraints and opportunities intentionally identified in a developing program within an established business school. We ground our work in the nonprofit sector’s interdependence with the market and public sectors, and identify opportunities for reciprocity within a business school setting. Finally, we identify cultivating interdisciplinary relationships as a strategy to ameliorate tension between a competitive vs. collaborative “forced choice” approach. Subscribe to JNEL

This article explores the importance of evaluating air and water quality in the vicinity of school environments and its relation to mosquito populations and environmental health. The author highlights that poorly maintained school environments can become breeding grounds for mosquitoes, including Aedes aegypti mosquitoes, which are carriers of serious diseases such as dengue fever. The impact can harm the health of students, school staff, and the surrounding community. This study utilizes the Systematic Literature Review method to investigate relevant information from reliable sources such as PubMed, Web of Science, Scopus, and Springer Link. The research provides a deeper understanding of the importance of monitoring and evaluating the air and water quality in school environments to prevent more severe health issues. In addition to addressing mosquito-related concerns, this article also highlights the significant role of climate change and human activities in exacerbating air and water quality issues in the vicinity of school environments. With climate change affecting rainfall patterns and human activities such as industry, intensive agriculture, and transportation contributing to pollution, attention to the conditions of school environments becomes increasingly crucial. The article emphasizes the need for proactive actions and comprehensive policies involving various stakeholders, such as schools, government entities, environmental organizations, and the community, to address these issues. Furthermore, increased awareness and education regarding maintaining a healthy environment are crucial to implementing effective preventive measures and protection. We can create safe, healthy, and optimal school environments for students' development and the community's overall well-being through collaboration and strong commitment from all parties involved.

Background: Education is continuing to develop different academic roles and services to meet the needs of society. The important value of education is more underlined in their built environment when they were supposed to undertake careful designs to avoid non-accessibility among space users. They also aim to create a good, efficient, and safe environment inside their premises. The built environment is a severe share of people with disabilities (PWDs)* attendance and continuation of the educational cycle. Objectives: Exploring the preparedness of the educational built environment in Kosovo for the PWD's accessibility concerning building design modifications when ensuring adequate education, socialization, and a safe environment. Consequently, it reveals the contrasting ways architects and educational institutions outline and design for PWDs, and the range of doubtful models and approaches they bring to bear upon processes of architectural production and designing for PWDs (Hall et al., 1999). Furthermore, to understand the importance of architecture as one of the main factors influencing the education cycle of PWDs. Finally, and most importantly, how architecture causes this journey to stop. Methods: The descriptive research method's survey, observation, and case study approach helps investigate the topic more in-depth and multi-sided. The research is conducted in all four educational levels: preschool, elementary school, high school, and higher education institutions. Conclusions: All four educational levels (preschool, elementary school, high school, university/college) showcase more or less the same physical barriers, but what needs to be noted is that the higher education facilities foster more PWDs accessibility than preschool or elementary school. Nevertheless, it is of utmost importance that the first levels of educational facilities have fulfilled the universal design standards, thus not discontinuing the educational cycle from the beginning and creating involuntary isolation and social non-inclusion. As a result, it will further influence thinking and how architects design in their practice besides sharing Kosovo's experience. The concept deals with the recommendations proposed on two scenarios for the Kosovo relevant institutions, the architect’s community and educational institutions.

Tema ovog rada jest poremećaj pozornosti s hiperaktivnošću u djece školske dobi. S obzirom na to, opisan je najprije inkluzivni pristup odnosno sustav u kakvom bi ova djeca trebala pohađati nastavu, te realitet situacije opisom inkluzivnog odgoja i obrazovanja u Republici Hrvatskoj. Predstavljene su različite značajke inkluzije i integracije s kritičkog gledišta stručnjaka u zvanju. Nadalje, navedene su i obrazložene glavne značajke poremećaja pozornosti s hiperaktivnošću, kao jednog od vrlo učestalih poremećaja u ustanovama škole, a naglašene su i različite vrste i simptomi popratni ovoj poteškoći, kao i prepoznavanje te strategije nošenja u školskom okruženju. Nabrojane su i ključne metode rada nastavnika s djecom s ADHD-om. Također, uključena su i brojna istraživanja autora u profesiji o simptomima sa svrhom proučavanja inkluzivnih uvjerenja učitelja o obrazovanju učenika sa simptomima ADHD poremećaja, kompetencije i spremnost nastavnika na rad u inkluzivnom okruženju te iskustva djece u suočavanju sa socijalnom isključenosti u svrhu unaprjeđenja postupaka odnosno procjene i poboljšanja kvalitete intervencije u odgojno-obrazovnim sustavima., The topic of this paper is attention disorder with hyperactivity in school-aged children. With this in mind, the inclusive approach, i.e. the system in which these children should attend classes, is described first, and the reality of the situation with a description of inclusive upbringing and education in the Republic of Croatia. Various features of inclusion and integration are presented from the critical point of view of experts in the profession. Furthermore, the main features of ADHD, as one of the most common disorders in school institutions, are listed and explained as well as the different types and symptoms accompanying this difficulty. Also, the recognition of this coping strategy in the school environment is explained. Key methods of teachers' work with children with ADHD are also listed. Also included are many researches by authors in the profession about symptoms with the purpose of studying teachers' inclusive beliefs about the education of students with symptoms of ADHD disorder, the competence and willingness of teachers to work in an inclusive environment, and the experiences of children themselves in dealing with social exclusion for the purpose of improving procedures, i.e. assessment and improving the quality of intervention in educational systems.

Dengue fever is an infectious disease spread by the bite of the Aedes mosquito, especially Aedes aegypti. The fact that the Aedes aegypti mosquito often bites during the day during school activities, makes schools a potential location for the spread of DHF. To stop the spread of dengue fever, clean and healthy living behavior (PHBS) can be implemented by washing hands properly, keeping classrooms clean, eating healthy food, exercising regularly, and getting enough sleep. Other efforts are wearing a mask when in crowds, maintaining a safe distance, and using 3M-plus to prevent dengue, such as draining, covering, and burying. The purpose of this service is to educate junior high school students in Tambosupa Konawe Selatan Village about maintaining a clean school environment and avoiding various diseases, especially DHF, to increase their knowledge and skills regarding clean and healthy behavior (PHBS).

The success of education is determined by the ability of various parties to understand and achieve educational goals. This study aims to analyze the determinants of learning outcomes. The research method used is the survey method. Survey research method is used to provide an overview of what factors determine children's learning outcomes. The sampling technique used in this research is proportional random sampling. The sample of this study was all students of class X, totaling 71 people. Sample is part of the number and characteristics possessed by the population. The sample that will be taken from the affordable population is based on the table of determining the number of samples from Issac and Michael with an error rate of 5% as many as 57 students. The data analysis technique used in this study uses quantitative methods, to get the results of which determination factor is the highest. The results of the study found that the correlation coefficient of the family environment with learning outcomes was 0.444 (p≤ 0.01) while the determinant coefficient is 19.71 percent. Which means that children's learning outcomes are determined by the family environment by 19.71 percent. The correlation coefficient between the community environment and learning outcomes is 0.324 (p≤ 0.05) while the determinant coefficient is 10.49 percent. Which means that children's learning outcomes are determined by the community environment by 10.49 percent. The largest correlation coefficient is the school environment, which is 0.520 (p≤ 0.01) with a determinant coefficient of 27.04 percent. Which means that children's learning outcomes are determined by the community environment by 27.04 percent. The results of this study found that the highest determinant of learning outcomes was the school environment. To achieve good children's learning outcomes, support from various parties is needed, especially the environment closest to the child, namely the school environment and family environment. The school and parents must work together to achieve good learning outcomes for children.

Buildings are a significant energy consumption point since they account for 40% of the total energy demand and around 1/3 of greenhouse gas emissions. Energy-saving measures applied in the residential sector have led to a reduction in energy consumption during the last decade. On the contrary, such measures have not been widely applied in school buildings, although education is the second-largest energy consumer in the service sector. This paper aims to assess school principals' perceptions concerning energy saving and the environment since they are responsible for promoting energy-saving measures and investments and inspiring students and school personnel towards environmentally friendly behavior. Using survey data from Greek schools, we applied predictive classification models to locate the most critical variables that drive principals' perceptions of energy upgrading and energy-saving actions at school. Results revealed that the positive environmental perceptions of principals, the level of knowledge on Renewable Energy Sources (RES) and the active energy-saving behavior are related to energy-saving actions and energy upgrading in school environment. Furthermore, the creation of more RES oriented courses is related to positive energy-saving behavior and actions. Thus, emphasis should be put on educating and informing the school principals concerning RES technologies and energy-saving options since they are critical players in applying energy-saving measures in school buildings

This study focused on addressing underperformance in chemistry in Anglophone West African countries. The main purpose of the study was to determine if factors such as gender, school location and ownership impact students’ perception of the difficulty of chemistry concepts and to suggest how these difficult concepts can be made easy to learn from the perspectives of the students. A mixed-methods approach was adopted. Participants were 1,292 chemistry students from nine public and 12 private secondary schools in Nigeria and Ghana with about three-quarters of the schools from urban areas. About 51% of the participants were females. Twenty-four students were interviewed to gather qualitative data. The Difficult Concept in Chemistry Questionnaire (DCCQ) and the Difficult Concepts in Chemistry Interview Guide (DCCIG) were used for data collection. The test-retest reliability coefficient of the DCCQ was 0.88. We found a slight difference in the perception of male and female students while school type came as a major determinant factor on students’ perception of difficult concepts in chemistry, just as school location. Phobia for calculations came out as a major cause of difficulty in the top five perceived difficult concepts. Findings on causes of learning difficulties were reported as well as suggestions for improvement as viewed by the students. Recommendations were made for improving the teaching and learning of chemistry in Anglophone West African schools.

Η ηγεσία αποτελεί έναν από τους σημαντικότερους παράγοντες επιτυχίας των σύγχρονων οργανισμών αφού συμβάλλει καθοριστικά στην διαμόρφωση της κουλτούρας τους. Τα χαρακτηριστικά του ηγέτη και οι τρόποι που παρακίνει τα μέλη της ομάδας του αποτελούν αντικείμενο έρευνας τις τελευταίες δεκαετίες για ανθρωπολόγους, κοινωνιολόγους, ψυχολόγους και ιστορικούς. Μάλιστα, πολλοί ερευνητές έχουν υποστηρίξει ότι σε οργανισμούς όπως είναι οι σχολικές μονάδες, η κουλτούρα και το κλίμα που επικρατούν διαμορφώνεται από την ηγετική ομάδα του σχολείου. Ο διευθυντής, οι καθηγητές και οι μαθητές αποτελούν τα βασικά μέλη του σχολείου. Οι σχολικές επιδόσεις των μαθητών, το ηθικό των καθηγητών και η αίσθηση ασφάλειας στην σχολική μονάδα διαμορφώνεται από την ατμόσφαιρα που επικρατεί στα σχολεία. Ταυτόχρονα, ο ρόλος του διευθυντή στη διαμόρφωση αυτών των στοιχείων του σχολικού περιβάλλοντος συνήθως τονίζεται λόγω της αντιλαμβανόμενης άμεσης επιρροής του διευθυντή στο γενικότερο κλίμα που επικρατεί στο κάθε σχολείο. Στην παρούσα εργασία θα μελετηθεί και θα παρουσιαστεί το σχολικό κλίμα και η σχολική κουλτούρα καθώς και η συμβολή της ηγεσίας στην ανάπτυξη του σύγχρονου σχολείου και τον βαθμό που μπορεί να βοηθήσει στην επίτευξη των στόχων μιας σχολικής μονάδας μονάδας και την ικανοποίηση όλων των μελών της. Στην παρούσα διπλωματική εργασία, πραγματοποιήθηκε ποιοτική έρευνα με τη χρήση ερωτηματολογίου για την μελέτη και την επίδραση της διεύθυνσης στα σύγχρονα σχολεία. Η έρευνα συμπληρώθηκε από 70 εκπαιδευτικούς από σχολεία σε όλη την επικράτεια. Τα αποτελέσματα ανέδειξαν ότι στις σχολικές μονάδες στις οποίες η διεύθυνση δίνει κίνητρα, εμπιστεύεται τα μέλη της και ενθαρρύνει πρωτοβουλίες, οι επιδόσεις των μαθητών τους ήταν υψηλότερες και οι στόχοι του σχολείου επιτυγχάνονταν στο μέγιστο βαθμό., Leadership is one of the most important success factors of modern organizations since it plays a key role in shaping their culture. The characteristics of the leader and the ways in which he or she overpowers his or her team members have been the subject of research in recent decades for anthropologists, sociologists, psychologists and historians. Indeed, many researchers have argued that organisations such as schools, the culture and climate that prevail is shaped by the school's leadership team. The principal, teachers and students are the key members of the school. The school performance of students, the morale of teachers and the sense of security in the school unit is shaped by the atmosphere in the schools. At the same time, the role of the principal in shaping these elements of the school environment is usually emphasized because of the perceived direct influence of the principal on the atmosphere of the school. In this thesis we study and present the school climate and school culture as well as the contribution of leadership to the development of the modern school and the extent to which it can help to achieve the goals of the unit and the satisfaction of all its members. In this thesis, a quantitative research was conducted using a questionnaire to study and influence of leadership in modern schools. The survey was completed by 70 teachers from schools across the country. The results indicated that in schools where the management motivates, trusts its members and encourages initiative, performance was higher and school goals were achieved to the maximum extent.

Pupils with hearing impairment are not adequately included in physical activities in primary school globally but more so in the global South. This study was conducted in a selected primary school in Tanzania. It is a qualitative study that employed an embedded single case design to gain in-depth understanding of the study. The study was guided by Bronfenbrenner system theory (1979). The sample comprised thirty eight purposively selected participants. Data were collected through interview, documentary review, and observation schedule methods. The data were thematically analysed. Findings revealed specific and general challenges such as lack of sign language skills used during physical activity, poor aesthetic attributes, inaccessible physical activity facilities and equipment, stigmatization, unsafe play facilities and lack of physical activity programme. The results revealed that the school was insufficiently equipped for inclusion. Based on the findings of this study, it is recommended that to solve the revealed challenges schools should provide a conducive environment for inclusion of pupils with hearing impairment in physical activities.

Mental health and well-being are the fundamental human rights and preconditions for achieving the UN Sustainable Development Goals (Dybdahl & Lien, 2017; World Health Organization, 2022). Since research shows an increasing incidence of mental health disorders among adolescents and a lack of studies related to mental health in low- and middle-income countries, this study focused on exploring student well-being in a small state with a relatively short tradition of studying mental health issues. The main objective of the current study was to explore the relationships of school-related factors (school climate and classroom anxiety) with emotional well-being to provide evidence that can contribute to the mitigation of mental health issues among Year 7 to Year 11 students in Malta. This cross-sectional study collected data about Year 7 to Year 11 students’ well-being, their perception of school climate and their experience of classroom anxiety by applying validated instruments with good metric characteristics. Due to the limited number of participants in addition to exploratory and multivariate analysis, this study also used additional non-parametric statistical techniques. The study found significant associations between student emotional well-being and classroom anxiety but the various dimensions of school climate were the strongest predictors of students’ self-reported mental well-being. Since the findings of this study indicate that school-related stress significantly contributes to the deterioration of students’ emotional well-being, the discussion focused on some measures that can improve students’ experience of schooling and improve their mental health., peer-reviewed

The quality of the school environment is associated with greater school involvement and academic success and improved levels of well-being/quality of life. In this sense, this study intends to explore the relationship between the quality of life of Portuguese adolescents and school. 8215 adolescents participated in this study, 52.7% of which were female, aged between 10 and 22 years and an average age of 14.36 years (SD=2.28). The sample was collected as part of the Health Behavior in School-aged Children (HBSC) study. The results show that girls like school, teachers, school breaks (between classes) and classes more than boys and present less concerns/difficulties with school. Compared to boys, they report more pressure with the schoolwork and a better perception of safety at school. On the other hand, boys have a better relationship with their peers and teachers, miss more classes on purpose and report a higher perception of quality of life. An above-average QoL is statistically and significantly related with liking school, peers, teachers, school breaks (between classes) and classes. It is also related with feeling less pressure with the schoolwork, a better perception of school success and of safety in the school environment. Additionally, having an above-average QoL is statistically significantly associated with having a better relationship with peers and teachers and less concerns/difficulties with school. This is an important message for the reorganization of schools in terms of their practices and curricula. The need to develop strategies to promote greater identification of students with school is reinforced. Fundação para a Ciência e Tecnologia - FCT info:eu-repo/semantics/publishedVersion

This diploma thesis deals with the topic of the potential risk of radicalization in the school environment. It is based on a foreign research study focused on the ability to recognize the risks of radicalization of teachers and the degree of their reaction to the situation. The first part defines terms such as radicalization, extremism and terrorism, defines the trend of prevention of radicalization in the Czech Republic and describes radicalization in children. The second part is focused on the factors and levels of the radicalization process, radicalization processes and models of recognizing radicalization processes. The third part deals with the description and analysis of a foreign questionnaire adapted to the Czech environment. The research questions are concerned with the frequency of different reactions of teachers to the potentially demanding radicalization process of a student, the confidence of teachers in solving the problem of the potential radicalization process of a student, the attitude of teachers with current anti-radicalization measures and the level of concern. The conclusions of the diploma thesis demonstrate the inadequate level of response of Czech teachers to the potential radicalization process of the student. KEYWORDS radicalisation, risk behavior, risk factors, school...

AU-GSB e-Journal, 16, 1, 90-99

The thesis deals with stress and self-regulation of pupils in the school environment. The theoretical part deals with the general issue of stress, stressors, expression of stress, and the child's reactions to stress. It also defines self-regulation, relaxation techniques, specific support for pupils' self-regulation, and coping strategies. The theoretical section defines the concept of wellbeing and the development of pupils' socio-emotional skills. Finally, the issue established in the primary education system. There are also defined classroom lessons, community circles, and the cross-topic of the Framework Curriculum. The practical part is dedicated to stressful situations and self-regulation of pupils in primary schools in the Jihlava region, specifically identifies and describes stressors and self-regulation techniques of pupils in the school environment. It includes a qualitative research investigativním aimed at finding out information about supporting pupils in stressful situations and the tools used by teachers to reduce stress in the school environment. The semi-structured interview and observation methods were used to collect the data. The open coding method was used to analyze the data and the card interpretation method was used to interpret the data them. This thesis focused on the...

Η Βιολογία είναι η μελέτη των έμβιων όντων και των διαδικασιών της ζωής τους. Καλύπτει όλες τις φυσικοχημικές πτυχές της ζωής και χωρίζεται σε διαφορετικούς κλάδους για ευκολία στη μελέτη, αν και όλοι οι κλάδοι συνδέονται μεταξύ τους με θεμελιώδεις αρχές. Βασικός διαχωρισμός της είναι ο διαχωρισμός σε Βιολογία φυτών (βοτανική) ζώων (ζωολογία) και δομής έμβιων όντων (μορφολογία) ή τρόπου λειτουργίας τους (φυσιολογία). Η έρευνα που ακολουθεί διερευνά τις απόψεις εκπαιδευτικών Δευτεροβάθμιας εκπαίδευσης αναφορικά με την επιρροή του μαθήματος της Βιολογίας στην ζωή των μαθητών τους. Αναλύεται η εξοικείωση των μαθητών με το συγκεκριμένο μάθημα αλλά και ο τρόπος σκέψης και αντίληψης που δημιουργεί σε διάφορους τομείς της ζωής τους. Συμμετείχαν συνολικά 127 εκπαιδευτικοί που εργάζονται στην Δευτεροβάθμια εκπαίδευση, οι περισσότεροι γυναίκες, με τον μέσο όρο της ηλικίας τους τα 44.56 έτη. Από τα αποτελέσματα, φάνηκε πως οι περισσότεροι συμμετέχοντες θεωρούν το μάθημα της Βιολογίας πολύ αρεστό στα παιδιά και θεωρούν πως τα ίδια το βρίσκουν πολύ ενδιαφέρον και τα δυσκολεύει σε μέτριο βαθμό. Επιπλέον, υποστηρίζουν πως το συγκεκριμένο μάθημα βοηθά πολύ τους μαθητές να κατανοήσουν τις λειτουργίες του ανθρώπινου σώματος, αλλά σε μέτριο βαθμό πως τους δημιουργεί φόβους και τους εκθέτει σε ηθικούς προβληματισμούς. Ταυτόχρονα, σε υψηλότερο βαθμό δηλώνουν πως το μάθημα της Βιολογίας επηρεάζει τους κανόνες υγιεινής και διατροφής που ακολουθούν οι μαθητές και σε μέτριο βαθμό προκαλείται σύγχυση μεταξύ της διαφοράς στην θεωρία της ανθρώπινης εξέλιξης που αντιμετωπίζεται μεταξύ της Βιολογίας και των θρησκευτικών. Επίσης, οι συμμετέχοντες φαίνεται να θεωρούν πως το μάθημα της Βιολογίας αποτελεί κίνητρο για τους μαθητές, ώστε να ασχοληθούν κυρίως με πειράματα και με την έρευνα. Αντίστοιχα από την επαγωγική στατιστική φάνηκε πως όσο αυξάνεται η ηλικία των εκπαιδευτικών, τόσο πιο θετική είναι η στάση τους ως προς το ότι το μάθημα της Βιολογίας συμβάλλει στην συναναστροφή των μαθητών με το αντίθετο φύλο και τους ωθεί στο να γίνουν επιστήμονες και να κάνουν πειράματα. Επίσης, αναδείχθηκε πως όσοι εργάζονται στον ιδιωτικό τομέα παρουσιάζουν υψηλότερο βαθμό συμφωνίας ως προς την ύπαρξη κατάλληλου εξοπλισμού για το μάθημα της Βιολογίας. Παράλληλα, οι εκπαιδευτικοί δημοσίου τομέα παρουσιάζουν υψηλότερο βαθμό συμφωνίας ως προς το ότι το μάθημα της Βιολογίας βοηθά τους μαθητές να κατανοήσουν τις λειτουργείες του ανθρώπινου σώματος καλύτερα σε σχέση με άλλες πηγές και επηρεάζει τους κανόνες υγιεινής και την διατροφή που ακολουθούν., Biology is the study of living things and their life processes. It covers all the physicochemical aspects of life and is divided into different branches for ease of study, although all the branches are interconnected by fundamental principles. Its basic division is the division into biology of plants (botany), animals (zoology) and the structure of living beings (morphology) or their mode of operation (physiology). The research that follows explores the opinions of Secondary Education teachers regarding the influence of the Biology course on the lives of their students. The students' familiarity with the specific course is analyzed, as well as the way of thinking and perception it creates in various areas of their lives. A total of 127 teachers working in Secondary Education participated, most of them women, with an average age of 44.56 years. From the results, it appeared that most of the participants consider the Biology course very enjoyable for children and consider that they find it very interesting and moderately difficult for them. In addition, they argue that the specific course helps students a lot to understand the functions of the human body, but to a moderate extent that it creates fears and exposes them to moral concerns. At the same time, to a higher degree they state that the course of Biology affects the rules of hygiene and nutrition followed by the students and to a moderate degree confusion is caused between the difference in the theory of human evolution that is faced between Biology and religion. Also, the participants seem to think that the Biology course is a motivation for the students, so that they deal mainly with experiments and research. Accordingly, the inductive statistics showed that as the age of the teachers increases, their attitude is more positive towards the fact that the Biology course contributes to the socializing of students with the opposite sex and pushes them to become scientists and do experiments. It was also shown that those who work in the private sector show a higher degree of agreement regarding the existence of appropriate equipment for the Biology course. At the same time, public sector teachers show a higher degree of agreement that the Biology course helps students understand the workings of the human body better than other sources and influences the hygiene rules and diet they follow., Σε συνεργασία με: Ιατρικής (Δημοκρίτειο Πανεπιστήμιο Θράκης), Μηχανικών Περιβάλλοντος (Διεθνές Πανεπιστήμιο Ελλάδας)

Mākslas terapija Veselības aprūpe Art Therapy Health Care Anotācija Skolas vidē arvien vairāk ir sastopami bērni un pusaudži ar dažādām emocionālām, sociālām un akadēmiskām problēmām, kas pasliktina viņu iekļaušanos skolas vidē un sekmes mācībās. Mākslas terapeitam, pielietojot atbilstošas pieejas, metodes/tehnikas un materiālus, ir iespēja mazināt šis problēmas, palīdzot bērniem un pusaudžiem izprast sevi un citus, regulēt savas emocijas un uzvedību un pilnvērtīgāk iesaistīties mācību procesā. Maģistra darba mērķis ir noskaidrot pētījumos aprakstīto VPMT pielietojumu bērniem un pusaudžiem skolas vidē, izstrādājot darbības jomas noteikšanas sistemātisko pārskatu. Lai atbildētu uz pētījuma jautājumiem, kā pētījumos ir aprakstīta VPMT sesiju satura un struktūras izveide, metodes/tehnikas un materiāli, teorētiskās pieejas, mērķi, prasmju attīstība, traucējumu/grūtību mazināšanās darbā ar bērniem un pusaudžiem vispārizglītojošās skolas vidē, tika veikta pētījumu meklēšana Google Schollar, Science Direct, Ebsco host un ProQuest datu bāzēs, kā arī notika saziņa ar ārvalstu universitātēm, kurās tiek apgūta mākslas terapijas programma. Pētījumu atlase veikta pēc PRISMA ScR 2021 shēmas, ņemot vērā iepriekš noteiktus iekļaušanas un izslēgšanas kritērijus. Pētījumu metodoloģiskās kvalitātes izvērtēšanai tika izmantots Jauktu metožu novērtēšanas instruments (Mixed Methods Appraisal Tool (MMAT)). Instrumentārijam izmantots JBI pierādījumu sintēzes protokols (JBI Manual for Evidence Synthesis, 2020). Darbības jomas noteikšanas sistemātiskajā pārskatā tika iekļauti divpadsmit pētījumi. Pētījuma rezultāti liecina, ka vizuāli plastiskās mākslas terapijas (VPMT) process bērniem un pusaudžiem vispārizglītojošās skolas vidē vidēji tiek organizēts vienu reizi nedēļā, sākot no sešām sesijām līdz visa mācību gada garumā, sesijas ilgums 40 minūtes. Visbiežāk izmantotā metode/tehnika ir zīmējums “Pašportrets”, ar kura palīdzību tiek attīstītas prasmes iepazīt un izprast sevi, savu rīcību, savu situāciju, palīdzot mazināt trauksmi. VPMT visbiežāk tiek pielietota humānistiskā teorētiskā pieeja un izstrādāti mērķi saistībā ar risināmo problēmu. Izveidotais darbības jomas noteikšanas pārskats ir pirmais šāda veida pētījums latviešu valodā un būs noderīgs vizuāli plastiskās mākslas terapeitiem, kuri nākotnē varētu strādāt ar bērniem un pusaudžiem vispārizglītojošās skolas vidē, kā arī citiem pētniekiem, kuri vēlas veikt pētījumus šajā jomā. Abstract Recently children and adolescents in the school environment are increasingly encountered with various emotional, social and academic problems. The art therapist, by applying appropriate approaches, methods/techniques and materials, has the opportunity to reduce these problems, helping children and teenagers to understand themselves and others. The aim of the master's thesis is to find out the method of applying Visual Plastic Art Therapy (VPAT) to children and adolescents in the school environment described in the researches and to create a systematic overview of this field of activity. In order to answer the research questions, how the research describes the creation of the content and structure of the VPAT sessions, methods/techniques and materials, theoretical approaches, goals, skills development, reduction of disorders/difficulties appearing in work with children and adolescents in the general education school environment, an exploratory search was conducted in Google Scholar ,Science Direct, Ebsco host and ProQuest databases, as well as communication with foreign universities where the art therapy program is being taught. The selection of studies was carried out according to the PRISMA ScR 2021 scheme, taking into account pre-determined inclusion and exclusion criteria. The Mixed Methods Appraisal Tool (MMAT) was used to evaluate the methodological quality of the studies. The JBI Manual for Evidence Synthesis (2020) has been used for the instrumentation. Twelve studies were included in the systematic review of the scope. The results of the research show that the process of VPAT to children and teenagers in the general education school environment is organized on average once a week, from six sessions to the whole school year, one session duration is 40 minutes. The most frequently applied method/technique has been the "Self-portrait" drawing. In VPAT, the humanistic theoretical approach is most often applied and the objectives are developed in relation to the problem to be solved. The scope review created is the first study of this kind in Latvian language and will be useful for visual arts therapists who will work with children and adolescents in the general education school environment in the future, as well as other researchers who going to conduct researches in this field.

Магистерская диссертация «Механизмы профилактики кибербуллинга в школьной среде на примере МАОУ СОШ №10 г.Екатеринбурга» состоит из 2 глав, введения, заключения, библиографического списка и приложений. Целью диссертационной работы являлось совершенствование механизмов профилактики кибербуллинга в школьной среде. Объектом диссертационного исследования являлись буллинг и кибербуллинг в школьной среде. Предмет диссертационного исследования – механизмы противодействия распространению кибербуллинга в школьной среде на примере МАОУ СОШ № 10 г. Екатеринбурга. Объем работы составил 79 страниц. В работе содержатся 5 приложений, 3 таблиц, 10 рисунков. В библиографическом списке представлено 50 источников. Master's thesis "Mechanisms of prevention of cyberbullying in the school environment on the example of MAOU Secondary school No. 10Yekaterinburg" consists of 2 chapters, an introduction, a conclusion, a bibliographic list and appendices. The aim of the dissertation work was to improve the mechanisms of prevention of cyberbullying in the school environment. The object of the dissertation research was bullying and cyberbullying in the school environment. The subject of the dissertation research is the mechanisms of countering the spread of cyberbullying in the school environment on the example of MAOU Secondary school No. 10. Yekaterinburg. The volume of work was 79 pages. The work contains 5 appendices, 3 tables, 10 figures. The bibliographic list contains 50 sources.

Background: The health of children and youth is a fundamental value. In many countries there exists a high prevalence of water and sanitation related diseases, causing many people, children in particular, to fall ill or even die. Objectives: The research was undertaken to study the status of school environment and sanitation in urban and rural area of Tirupati; and to compare school environment and sanitation between rural and urban area. Methods: This Cross-sectional study was conducted in Schools of Rural and urban government schools to collect information on various attributes related to school environment and sanitation and were compared between rural and urban schools. Results: School environment and sanitation is suboptimal in both rural and urban government schools. Significantly more urban schools had the infrastructure and sanitation facilities compared to rural government schools.10 (62.5%) schools in rural area had no benches for students. In rural schools 11(68.75%) garbage was disposed by open dumping. Toilet and urinal facility was inadequate and was not separate for boys and girls in some schools. Ventilation was observed to be adequate but natural lightening was not sufficient. Conclusions: Environment and sanitation was found to be slightly better in urban govt. schools than rural government schools.

The transition from Primary to Secondary Education is a critical moment for students, as this period between educational stages implies for some of them the beginning of a process that can lead to school failure. The outcomes of this transition process will depend, among other factors, on teachers´ perceptions, attitudes and actions. This paper aims to identify and analyze the factors that, from the teachers´ perspective, can facilitate or hinder the transition process from Primary to Secondary Education. The methodology used is based on a qualitative approach, developed through focus groups and interviews with tutors of the first year of Obligatory Secondary Education, headmasters, management teams and high school counselors. Data and opinion analysis expose the most significant elements in the transition process. School organization and school culture emerge as key aspects, since most of the teachers identify factors belonging to those areas. In line with other studies, communication between schools, students and families as well as tutoring arise as essential aspects in the transition process from Primary to Secondary Education. Finally, this study will underscore the importance of knowing these factors to improve the process. El periodo de transición de Educación primaria a secundaria se configura como un momento crítico para el alumnado, ya que en ocasiones supone el inicio de un proceso que puede conducir al fracaso escolar. De las percepciones, actitudes y actuaciones del profesorado, entre otros factores, dependerá el desarrollo de ese proceso. El presente artículo tiene como objetivo identificar y analizarlos factores que, desde el punto de vista de los/as docentes, facilitan y dificultan la transición de primaria a secundaria. La metodología utilizada, basada en un enfoque predominantemente cualitativo, a través de grupos de discusión y entrevistas con tutores/as de 1º de ESO, equipos directivos y orientadores/as de Centros de Educación Secundaria, ha permitido detectar y profundizar en los elementos clave del proceso. La organización escolar y la cultura escolar aparecen como aspectos claves, situándose en esos ámbitos la mayoría de los factores señalados por los/as docentes. En línea con otros estudios, se mostrará la importancia de la comunicación entre centros educativos-alumnado-familias y el papel esencial de la tutoría en la transición. Se concluirá incidiendo en la relevancia de conocer e intervenir sobre los factores que pueden contribuir a la mejora del proceso.

Understanding of entrepreneurship and organizational management, especially at the OSIS and MPK levels, is still deficient. With a lack of understanding related to entrepreneurship and organizational management at the school level, lecturers at the Faculty of Social and Political Sciences (FISIP) Unjani organize Education and Training for OSIS at the SMA/SMK in the Eastern Province of Indonesia. The method used in this community service is to provide material related to entrepreneurship development and organizational management, and creativity competitions for OSIS and MPK members between schools. Community service related to entrepreneurship development in the management of Intra-School Student Organizations runs smoothly and in accordance with the desired expectations. Students participate actively in every series of activities held. In addition to participating in the Webinar as the pinnacle of community service, students also participate in the preparation of school creative business proposals, poster making competitions, and Share Content competitions. Thus, community service activities carried out by FISIP Unjani make a positive contribution in providing new understanding and thoughts as well as ideas, ideas, creative innovations that can be applied and implemented in organizations and in the school environment where they study. and form an entrepreneurial spirit, namely a leader who has an entrepreneurial spirit.

At the beginning of 2020, the world was shocked by the emergence of a new disease outbreak, Covid-19, which was caused by the SARS COV-2 virus. The school environment is one of the places that is vulnerable to the spread of this virus. An effective preventive measure against the spread of Covid-19 is the application of clean and healthy living habits (PHBS) in the school environment, one of which is the habit of washing hands. However, not all residents in the school understand how to wash their hands properly. The purpose of this service activity is to provide education about proper hands washing according to WHO for MI Muhammadiyah Need in Magelang Regency. The material needed for the implementation of the activity is a hand sanitizer liquid made from 70% active alcohol as a hand disinfectant. Implementation of community service activities using demonstration methods and hands-on practice of hands washing according to WHO. Based on this service activity, not all members of the MI Muhammadiyah Need was known the steps for hands washing properly according to WHO. Through this service, school residents are given knowledge and practice the 8 steps of hand washing according to WHO using a handsanitizer. Thus, school residents are expected to be able to apply proper hand washing methods in their daily life and socialize it to other individuals school residents are given knowledge and practice the 8 steps of hand washing according to WHO using a handsanitizer. Thus, school residents are expected to be able to apply proper hand washing methods in their daily life and socialize it to other individuals school residents are given knowledge and practice the 8 steps of hand washing according to WHO using a handsanitizer. Thus, school residents are expected to be able to apply proper hand washing methods in their daily life and socialize it to other individuals

Purpose This study aimed at gaining insight into parents' perceptions towards health behaviour in parenting and the impact of the school environment. Healthcare professionals experience barriers to discuss health behaviour in families where levels of overweight and obesity are elevated. There is a need to understand parents' perception and perceived significance of health behaviour. Design and methods Sixty-three semi-structured interviews were conducted with parents of children from three primary schools located in two different neighbourhoods in Zwolle, the Netherlands. Parents were asked to formulate their top three priority goals in parenting, additionally supplemented with 15 predetermined goals, including a health behaviour related goal. Parents ranked the goals in order of importance and gave an explanation. Finally, parents shared their opinions regarding the school environment in promoting health behaviour, according to the EnrG framework. Results In 8 out of 63 interviews, health was reported in the top three self-formulated goals. Other goals considered important were happiness and being respectful to others. When health was ranked as less important in parenting, routine of health behaviour, own beliefs and religion were given as explanations. The physical school environment and teachers were mentioned as important factors in promoting health behaviour. Conclusions Parents indicate health behaviour as a key-element in parenting, even when health behaviour is not considered as the most important priority. Practice Implications: Since school is perceived as a logical and powerful environment, healthcare professionals should collaborate with school staff to empower their own, teachers' and parents' roles to address health promotion.

This research intended to examine the effect of mindset, democratic parenting, democratic teaching, and school environment on global citizenship among 2,226 ninth-grade students and 80 social studies teachers from 80 classrooms in public schools. The research instruments included a student questionnaire to measure global citizenship, democratic parenting, fixed and growth mindset, and a teacher questionnaire to measure democratic teaching and school environment and to analyze the data based on multilevel structural equation modeling. The significant findings revealed that democratic parenting and school environment positively affected global citizenship, whereas democratic teaching had a negative effect on global citizenship. In addition, the outstanding students with a growth mindset tend to lead to a positive effect and act as a mediating role through global citizenship than those with outstanding fixed mindset clearly. All factors in the model collaboratively explained the variance of global citizenship accounted for 62.8% and 47.5% at student and classroom levels, respectively. Finally, the discussions and suggestions section suggested the recommendations according to the findings of the research.

Zusammenfassung Das Thema Hatespeech ruckt immer mehr in den Fokus der Offentlichkeit und der Forschung. Im Gegensatz zu Hatespeech im Internet wird jedoch Hatespeech unter Jugendlichen, die von Angesicht zu Angesicht im Schulkontext ausgeubt wird, kaum beachtet. Hier setzt die vorliegende Studie an, in der Schuler*innen (n = 55), Lehrkrafte (n = 18) und Sozialpadagog*innen (n =16) auf der Basis leitfadengestutzter Interviews dazu befragt wurden, was mogliche Beweggrunde und Motive dafur sind, dass Schuler*innen Hatespeech in der Lebenswelt Schule und online ausuben. Die Ergebnisse zeigen, dass mogliche Beweggrunde fur Hatespeech Angst vor Statusverlust, Gruppendruck, Provokation, Spas, politisch-ideologische Uberzeugung und Kompensation von Frust- und Minderwertigkeitsgefuhlen sind. Daruber hinaus wird verdeutlicht, dass sich hinter diesen Grunden fur Hatespeech oftmals Grundmotive nach Macht und Zugehorigkeit abzeichnen. Die Ergebnisse werden in Bezug auf anschliesende Forschung und praktische Implikationen diskutiert. Schlagworter: Hatespeech, Hassrede, Grunde, Motive, Schule ----- “Then everyone just goes along with it.” A qualitative study on reasons and motives of hate speech among students Abstract Interest in the topic of hate speech has increased steadily in both the public realm and that of scientific research. Seldom addressed, however, is the proliferation of hate speech amongst adolescents, experienced face-to-face in the school context. To this end, the present study interviewed students (n = 55), teachers (n = 18) and social workers (n = 16), using guideline-based interviews to discuss reasons and motives for students practicing hate speech both online and in the school environment. Results showed that reported reasons for hate speech include fear of diminishing status, peer group pressure, provocation, fun, political-ideological convictions, and compensation for feelings of frustration and inferiority. Additionally, reasons for hate speech are often associated with the basic motives need for power and affiliation. The findings are discussed in relation to future research and practical implications. Keywords: hate speech, reasons, motives, school ----- Bibliographie: Ballaschk, Cindy/Wachs, Sebastian/Krause, Norman/Schulze-Reichelt, Friederike/Kansok-Dusche, Julia/Bilz, Ludwig/Schubarth, Wilfried: „Dann machen halt alle mit.“ Eine qualitative Studie zu Beweggrunden und Motiven fur Hatespeech unter Schuler*innen, Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research, 4-2021, Online-First, S. 1-18. https://doi.org/10.3224/diskurs.v16i4.01

Penurunan kasus covid 19 mendukung pengaktifan kembali pembelajaran tatap muka. Sejak belajar dari rumah lingkungan sekolah kurang mendapatkan perhatian. Selain itu selama belajar di rumah anak lebih terpapar dengan teknologi yang berdampak pada pengaruh negative tentang narkotika, bullying dan berita-berita hoaks. Tujuan dari kegiatan ini adalah tercipta Kembali sekolah sehat dan seluruh siswa memahami tentang hukum. Kegiatan dilakukan dengan metode penyuluhan dan melakukan praktik langsung dalam penerapan sekolah sehat dan taat hukum. Pelaksanaan dilakukan selama satu bulan di SDN 62 Kabupaten lebong Provinsi Bengkulu. Sasaran dari kegiatan ini adalah siswa/i SD 62. Hasil kegiatan menunjukkan adanya perubahan perilaku siswa seteah dilakukan edukasi, siswa juga ikut berperan serta dalam menciptakan lingkungan sekolah yang sehat, menjaga kesehatan diri selama pandemi. Di bidang hukum siswa mengetahui bahaya narkotika serta hukuman bagi pengguna dan pengederanya. Selain itu siswa juga memahami bahwa bullying merupakan salah satu tindakan criminal. Cara agar tidak terpengaruh berita hoak dan tidak ikut serta dalam menyebarkan berita hoaks. Sebaiknya kegiatan ini terus dilakukan secara berkala agar sekolah tetap sehat dan siswa nya taat akan hukum.

This research aims to describe and compare the self-adjustment of boarding school students with the school environment in terms of gender (comparative descriptive study of students at MAN Insan Cendekia Lubuk Alung, West Sumatra). This type of research is descriptive-comparative with a questionnaire instrument. The population of all students of class X, sampling with purposive random sampling technique in order to obtain a sample of 82 students. Data were analyzed by descriptive statistical analysis, and to test the differences used t test. The results showed that in general the self-adjustment of boarding school students with the school environment of MAN Insan Cendekia Lubuk Alung, West Sumatra was classified high and there was a significance difference from the self-adjustment of male and female students. Therefore, school counselors can provide various types of counseling and guidance services to students of MAN Insan Cendekia Lubuk Alung, West Sumatra so that they are able to overcome difficulties in their self-adjustment by fostering self-confidence and training students how to adapt to the new environment and atmosphere in accordance with the rules

Mrozkowiak Mirosław, Kaiser Alicja. Physical Fitness in Preschool Children. Journal of Education, Health and Sport. 2021;11(11):132-142. eISSN 2391-8306. DOI http://dx.doi.org/10.12775/JEHS.2021.11.11.012 https://apcz.umk.pl/JEHS/article/view/JEHS.2021.11.11.012 https://zenodo.org/record/5725645 The journal has had 5 points in Ministry of Science and Higher Education parametric evaluation. § 8. 2) and § 12. 1. 2) 22.02.2019. © The Authors 2021; This article is published with open access at Licensee Open Journal Systems of Nicolaus Copernicus University in Torun, Poland Open Access. This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author (s) and source are credited. This is an open access article licensed under the terms of the Creative Commons Attribution Non commercial license Share alike. (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted, non commercial use, distribution and reproduction in any medium, provided the work is properly cited. The authors declare that there is no conflict of interests regarding the publication of this paper. Received: 03.11.2021. Revised: 10.11.2021. Accepted: 24.11.2021. Physical Fitness in Preschool Children 1MirosławMrozkowiak, 2Alicja Kaiser 1Physiotherapy Practice AKTON, Szczecinek, 2Wyższa Szkoła Bankowa Poznań Key words: strength, capacity, speed, agility, endurance, preschool age Abstract Introduction. The level of mental and motor development as well as physical fitness and perceptual-motor performance should guarantee success in adapting to the new school environment. The aim of the research. The aim of the research was to determine physical fitness in preschool children of both genders aged from 4 to 7 years. Material and methods. The study included 275 children at the chronological age of 4 to 7 years including 134 girls and 141 boys. In order to assess physical fitness, the authors used the Wrocław Physical Fitness Test for preschool children completed by the endurance test Results. Final physical fitness results showed that six-year-old boys were the fittest and less fit were girls at the age of seven. The least fit were boys and girls at the age of four. Conclusions The Wrocław Physical Fitness Test and the endurance test revealed that the experimental group of children aged between four and seven years from the Western Pomerania region represented a satisfactory physical fitness level. It should be noted that this level was significantly lower than the ones obtained in tests conducted by other authors in 2006, 1996, 1972, and 1967. The represented fitness level, especially the level of endurance, may result in adaptation disorders during the school shock period. The phenomenon of sexual dimorphism at preschool age is demonstrated by significantly better physical fitness in boys at the age of five and six and balanced fitness at the age of seven. Positive development of physical fitness is not supported by ongoing lifestyle pre-orientation. It is recommended to complete primary school admission criteria for the first form by physical fitness standards, including endurance.

The leadership of companies influences the organisational climate of companies by creating a cycle of continuous improvement or failing to do so. The same applies to educational leadership in their search for favourable teaching and learning conditions for all learners, especially those of underperforming schools whose academic results are not up to standard. Critical dialogue and new thinking regarding school leadership are mandatory to improve the status quo. It is proposed that the servant leadership paradigm, when practiced by school leadership, may have a significant influence on the school environment. A qualitative approach was utilised to measure the impact of servant school leadership on the organisational climate of private schools in South Africa, with the aim of learning valuable lessons to implement in the public school domain and especially the underperforming school sector. A purposive convenience sampling approach was applied to select participants for three focus group interviews. A theoretical thematic, semantic, and essentialist analytical approach served as the foundation for this study. The focus group interviews confirmed that the participants perceived their school leaderships to implement specific characteristics of servant leadership and organisational climate to enhance a positive school environment for teachers and learners to succeed. The participants also perceived definite links between servant leadership and organisational climate. It is recommended that the servant leadership paradigm and its impact on the organisational climate of underperforming schools be researched and considered for implementation nationally and internationally.

The trend of tobacco use is increasing among young people, students and evidence shows that tobacco smoke contains nicotine, which is a very strong addictive substance and is harmful to health, especially for children, adolescents and pregnant women. The chemicals in tobacco include acrolein, chemicals, acetaldehyde, carbon monoxide, nicotine, etc. Some of these chemicals are classified as carcinogenic. The cause of the increase of cigarettes stems from products with eye-catching, compact, flavorful, low-cost designs, etc. Tobacco is an addictive products very popular trade items in Vietnam. Today, it is not difficult to buy a pack of cigarettes from a shop, a grocery or at a supermarket. Although the mass media has propagated a lot about the harmful effects of smoking as well as the harmful effects of cigarette smoke to those around them, the proportion of smokers has not decreased. This situation is happening not only in adults but also in young people. Especially, smoking is creeping into the school where nurturing future talents. Although the harmful effects of cigarette smoking as well as the effects of cigarette smoke are widely known by the school as well as the media, the percentage of students smoking is increasing. This paper aims to study the smoking behavior of the students therefore we can assess the effectiveness of the mission of promoting health education to students and young people and finding solutions reduce student smoking rate.

This article proposes to dialogue about the dissemination of politeness through reading and teaching manuals, especially in the manuals of the Guidance Library Collection of the primary teacher of the Brazilian-American Assistance Program for Elementary Education (PABAEE-INEP), between the years 1956-1964. In order to reflect on such readings inserted as mechanisms for the circulation and dissemination of the desired good manners for the constitution of a modern society, we sought to glimpse interfaces between the manuals of the aforementioned Collection and the manuals of good manners of North American authorship, marketed in Brazil in the same period, with a view to showing how schooling is inscribed in certain projects of societies and their civilizing process. This study sought to dialogue with research in the field of History of Education, in particular, schooling interviewed by the relationships between training materials produced inside and outside the school environment. Este estudio propone dialogar sobre la difusión de la buena educación a través de la lectura y los manuales didácticos, especialmente en los manuales de la “Colección Bibliotecaria de Orientación Docente de Primaria” del Programa Brasileño-Americano de Asistencia a la Educación Primaria (PABAEE-INEP), entre los años 1956 -1964. Con el fin de reflexionar sobre tales lecturas insertas como mecanismos de circulación y difusión de las buenas costumbres deseadas para la constitución de una sociedad moderna, se buscó vislumbrar interfaces entre los manuales de la citada Colección y los manuales de buenas costumbres de autoría norteamericana comercializado en Brasil en el mismo período, con miras a mostrar cómo la escolarización se inscribe en ciertos proyectos de sociedades y su proceso civilizador. Este estudio buscó dialogar con la investigación en el campo de la Historia de la Educación, en particular, la escolarización entrevistada por las relaciones entre los materiales formativos producidos dentro y fuera del ámbito escolar. Este estudo tem como proposta dialogar sobre a difusão das boas maneiras por meio de manuais de leitura e ensino, em especial nos manuais da “Coleção Biblioteca de Orientação da Professôra Primária” do Programa de Assistência Brasileiro-Americana ao Ensino Elementar (PABAEE-INEP), entre os anos de 1956-1964. No sentido de refletir sobre tais leituras inseridas como mecanismos de circulação e difusão de modos desejados para constituição de uma sociedade moderna, buscou-se vislumbrar interfaces entre os manuais da referida Coleção e manuais de autoria norte-americana, comercializados no Brasil no mesmo período, com vistas a evidenciar como a escolarização se inscreve em determinados projetos de sociedades e seu processo civilizador. Tal estudo buscou dialogar com pesquisas no campo da História da Educação, em especial a escolarização entrevista pelas relações entre os materiais de formação produzidos dentro e fora do âmbito escolar.

The goal to be achieved in this research is that teachers at SD Negeri Tenggilis Mejoyo I Surabaya have the ability to write stories in the 2021/2022 Academic Year. This action research was carried out at SD Negeri Tenggilis Mejoyo I, Tenggilis Mejoyo sub-district, Surabaya City, involving 18 teachers as research subjects from August to September 2020. This research was an action research because the author who carried out the action was the head of SD Negeri Tenggilis Mejoyo I who was responsible for fully on the development of human resources in the school environment. Story writing activity is one of the most complicated teacher professional development jobs because it requires accuracy based on the formulation of indicators. The form of story writing really depends on the indicators to be measured. Each form of this story has advantages and disadvantages, therefore the form of the story is adjusted to the indicators to be measured. Therefore, efforts are needed to improve teacher competence, especially in writing stories, one of which is through efforts to organize workshops. Workshop is a scientific meeting in a similar field (Education) to produce real work. Based on data analysis, it can be concluded from this research that the intensification of the One School One Book Program through a Workshop in writing stories is very effective. The attitudes and abilities of the teachers at Tenggilis Mejoyo I Elementary School, Tenggilis Mejoyo Subdistrict, Surabaya City have increased after the Workshop. In addition, it can also improve the ability of teachers in writing stories professionally. This can be seen in the second cycle of activities after the intensification of the One School One Book Program through the Workshop the average score obtained was 70.3. The story is said to be feasible if at least 65% of the criteria can be met. Thus, it can be stated that in the first and second cycles 100% of teachers were able to write stories that deserved to be published through the One School One Book program.

The aim of this study was to evaluate the effects of neuropsychopedagogical intervention (INPp) on the academic performance of students with learning difficulties (LD). A total of 4,184 children aged between 6 and 8 years (±7.23) of both genders participated in the present study. They were divided into four groups (A1 –1151 children who did not present LD and who underwent INPp; A2 – 1151 children without LD who did not undergo INPp; B1 - 942 children who presented AD and who underwent INPp; B2 - 942 children with LD and who did not undergo INPp). The INPP was developed through the systematic practice of 04 playful activities, in three weekly sessions, lasting 45 minutes each for 18 sessions (±2 months). In order to evaluate the effects of the INPP, the participants were submitted to the following protocols: a) Dual Choice Mental Processing Test (DMCPT) ; b) Rapid Automatized Naming (RAN); c) Assessment of academic performance in Portuguese and Mathematics. All protocols were approved by the UFRJ ethics committee (opinion no. 517,483) and carried out in the school environment. Our results show that children in group A1 when evaluated after INPp presented an 18% reduction (p

The article analyzes the concept of “bullying” and describes the areas of psychological and pedagogical prevention of this phenomenon. Bullying is considered as individual or group physical or psychological violence against a person who is unable to defend himself at the time of the violence against him; as a form of cruel behavior, when the physically or psychologically stronger (bully, abuser) gets pleasure from ridicule, bullying of the weaker (victim). The factors and reasons for the spread of bulling in the school environment are clarified. Bullying has been found to exist in two behavioral subcategories: direct and indirect bullying. Direct intimidation (active bullying) involves: threats, humiliation, insults, humiliation, harassment, causing trouble; indirect intimidation (passive bullying) includes: spreading rumors, spoiling personal belongings, lying, damaging reputation, isolation. Five stages of bulling were analyzed: creation of conditions, initial stage, active stage, social isolation of the victim, escalation of the conflict. Factors contributing to the development and spread of bullying in adolescence were identified: low socio-economic status of the family, intra-family conflicts, changes in the family (the appearance of a stepfather, stepmother, second child, etc.), hyperopia or indifference of parents; low school performance and inflated requirements for students achievement, which do not correspond to their abilities, capabilities; low level of education; self-affirmation by humiliating the victim, up to the satisfaction of their own sadistic needs; alcohol, drug and computer game abuse; the struggle for power in the group, the desire and need to dominate others; life experience, which includes manifestations of aggression, hostility, violence, etc. It was found that important in the practical activities of the school is the psychological and pedagogical prevention of bullying, which is implemented at the individual, group, school and family levels, and aimed at maintaining the mental health of students, as well as creating conditions that minimize or the influence of factors provoking violence, harassment, aggression, terror, etc. is leveled off.

OBJETIVO: Investigar se professores de Educação Física realizaram ou estão realizando formação continuada com foco no trabalho com alunos com deficiência. MÉTODOS: A amostra foi constituída de 101 professores de Educação Física da rede pública municipal e estadual de ensino da região oeste do Paraná. A coleta de dados perfez-se por meio de um questionário online, composto por questões abertas e fechadas. Escolheu-se a técnica qualitativa para a análise dos dados.RESULTADOS: Os resultados demonstraram que 30,3% dos participantes revelaram ter oferta de formação contínua, entretanto, nem sempre de qualidade, o que resulta em formações que não fomentam o conhecimento dos professores.CONCLUSÃO: A maioria (55,4%) dos professores participantes já realizou ou está realizando alguma formação continuada em específico conhecimento sobre a Educação Especial. Os que declararam ter realizado formação continuada revelaram que as vivências junto aos alunos com deficiência e a interação com os demais professores durante a formação resultaram em melhor aprendizagem e preparo para atuar diante da diversidade no ambiente escolar.

Despite research demonstrating the poor mental health outcomes of transgender young people within the secondary school environment, little is known about the experiences of psychologists working in...

Parents’ beliefs about their children’s schools are important influences on their parenting and on their children’s outcomes. Because of Black parents’ concerns that their children may encounter racial discrimination in their schools, they may be particularly wary of that environment. We examined whether parents’ school climate perceptions regarding how parents and children are treated in school were related to parents’ own attainment expectations in a sample of Black parents. Five hundred and eighty-six Black parents took part in the study (92% female). Results indicated that parents’ school climate perceptions regarding how parents are treated in schools were associated with parents’ attainment expectations (β = 0.080, p < 0.05). However, parents’ school climate perceptions regarding how their children are treated in school were not associated with parents’ attainment expectations. Our findings highlight the importance of parents’ school climate perceptions on parents’ attainment expectations. These results also provide insights into the ways in which Black parents’ beliefs about the school environment impact their beliefs about their children. The implications of the current findings are discussed in terms of parents’ beliefs and the role of school experiences. Recommendations for future research are discussed.

We collected field observation notes, accessed student demographic data, and interviewed sixteen Black high school youth (50% male; Mage = 16.1) to explore experiences that contributed to their personal agency within a supportive school. Students were recruited from a public academy school that was designed to support youth who are disadvantaged due to environmental and structural barriers. Findings revealed that participants strived to pursue academic goals to create a better life for themselves and their families. Their expression of behaviors and attitudes associated with personal agency (e.g., choice/decision making, self-regulation, self-advocacy, self-efficacy), including their capacity to cope with emotional challenges, helped them in their pursuits. Moreover, the support they received from teachers, family members, peers, and community mentors, as facilitated by school personnel, was integral to their expression of behaviors and attitudes associated with personal agency.

PAI learning is expected to produce changes in the behavior, attitudes and morals of learners, because actually the main orientation of PAI learning is the realization of learners who are able to practice Islamic teachings in accordance with the material that has been studied. Based on the above thoughts, this study aims to reveal how PAI learning outcomes are implemented for the discipline of learners in the school environment. This research uses qualitative methods, namely revealing data and facts in the form of sentences that can be understood by readers. The result of this study is that PAI learning results have not been implemented in the discipline of learners, the conclusion is based on research data that shows there are still learners who have not instilled discipline in the school environment.

An in-depth study on the functioning of schools in the Democratic Republic of Congo reveals a certain indiscipline to varying degrees to such an extent that this situation negatively influences the teaching-learning process. In this study, we aim to identify the factors undermining the education authority in a school learning situation in schools in the Democratic Republic of Congo. This paper leads to some concrete proposals for improving the teachinglearning process by re-establishing the educational authority, particularly the viable relation between teacher and pupil.

This research featured the psychodiagnostics of extremist tendencies in school environment. Extremism is a dangerous international phenomenon that can take many forms, especially on the Internet. Students prone to extremism should be detected as soon as possible and be subjected to a proper psychological correction in order to prevent illegal actions in the future. The detection procedure requires a set of reliable psychodiagnostic tools. The present research objective was to study the extremist tendencies of students and describe them in the context of socio-psychological maladjustment. The express screening of extremist tendencies was based on an authentic questionnaire, which included the following criteria: loneliness, signs of depression, dehumanization of the other, declaration of one’s own superiority, attraction to violence, and antisocial sentiment. The empirical study involved 157 high school students of Vladivostok (Russia), of whom 29 demonstrated extremist tendencies. Other techniques included G. Eysenck's EPI personality questionnaire, R. Cattell's 16-factor personality questionnaire (form C), Cook-Medley hostility scale, A. Ellis's method of diagnosing irrational attitudes, and Twelve Archetypes+ projective method developed by R. V. Kadyrov and T. V. Kapustina. Nonparametric Mann-Whitney U-test (≤0,05) and STATISTICA 10.0 were used for statistical processing. The results obtained revealed the state of crisis and social maladjustment of students prone to extremism, who may choose radical and violent actions to cope with this state. The developed method proved to be a sensitive and reliable tool for diagnosing extremist tendencies in the context of socio-psychological maladjustment in school environment.

Resumo: O presente artigo busca discorrer sobre a construção do Projeto Político Pedagógico e sua importância na prática pedagógica no ambiente escolar, tendo em vista que o mesmo define o funcionamento da escola regulamentada por leis que orientam a Educação Nacional Brasileira. As metas que a escola pretende atingir devem estar descritas no documento legal, ele é de total relevância para o trabalho docente e de toda comunidade escolar. O Programa de Residência Pedagógica então propôs que os residentes fizessem análise do PPP de cada instituição assim, a prática pedagógica seria explorada com mais precisão, uma vez que a finalidade da Residência Pedagógica é promover experiência de regência em sala de aula. O objetivo desta pesquisa é compreender qual a importância do documento na prática docente. Dessa forma, investigou-se a elaboração do Projeto Político Pedagógico e sua participação nos fazeres docentes, e a prática educativa da Escola-campo. Tendo em vista que toda instituição de ensino deve ser pautada em um documento legal que possibilite um norte para as ações a serem exercidas no decorrer do ano letivo, conduzida para comunidade escolar, refletindo assim sobre as atribuições do Projeto, apontado para sala de aula. Assim, justifica-se a importância de analisar a prática pedagógica a partir das orientações do Projeto Político Pedagógico, considerando sua eficiência no processo de ensino aprendizagem conforme a proposta educativa a ser realizada, como também as ações pedagógicas precisam estar alinhadas a esse documento. Este artigo foi desenvolvido com base em estudos dos teóricos: Vasconcellos (2014), Veiga (2013), Dias (2011), usando como método o estudo qualitativo de caráter bibliográfico. O Projeto Político Pedagógico da escola campo está bem elaborado e é notório a participação da comunidade escolar e todos que compõe a instituição. O mesmo atende a todos as exigências pertinentes para um bom Projeto.Palavras-Chave: Ações Pedagógicas, Escola, Prática Pedagógica, Projeto Pedagógico. Abstract: The present article seeks to discourse about the construction of the Pedagogical Political Project and its importance in the pedagogical practice in the school environment, in view of that it defines the functioning of the school regulated by laws that guide the Brazilian National Education. The goals that the school intends to achieve must be described in the legal document, it is of total relevance for the teaching work and for the entire school community. The Pedagogical Residency Program then proposed that residents analyze the PPP of each institution so the pedagogical practice would be explored more precision once the purpose of Residencia Pedagogica is to promote conducting experience in the classroom. The objective of this research is to understand the importance of the document in teaching practice. Thus, it was investigated the elaboration of the Pedagogical Political Project and its participation in the teaching activities, and the educational practice of the field school. In view of in that every educational institution must be guided by a legal document that provides guidance for the actions to be exercised during the school year, conducted for the school community, thus reflecting on the Project's attributions, pointed at the classroom. Thus, justifies the importance of analyzing the pedagogical practice from the guidelines of the Pedagogical Political Project, considering its efficiency in the teaching-learning process according to the educational proposal to be performed, as well as the pedagogical actions need to be aligned with this document. This article was developed based on studies by theorists: Vasconcellos (2014), Veiga (2013), Dias (2011), using as a method, the qualitative study of bibliographic character. The Political Pedagogical Project of the field school is well elaborated and the participation of the school community and everyone who makes up the institution is notorious. It meets all relevant requirements for a good Project. Keywords: Pedagogical Actions, School, Pedagogical Practice, Pedagogical Project.

As part of the marginalized and minority group, members of the LGBTQ++ community have a lot of different experiences compared to heterosexual males and females. Being in the stage of identity formation, adolescent gays and lesbians have conflicting and complicated experiences. Their motivation to achieve self-actualization is affected by societal expectations and peer influences. This study aimed to explore how adolescent gays and lesbians try to achieve self-actualization and how the school environment could assist them since they spend most of their time inside the walls of educational institutions. This is done by using thematic analysis. The results indicate that self-worth, gender, coming-out, and motivation are the dominant themes related to the self-actualization of gay and lesbian adolescents. The results also indicated that an inclusive campus climate could promote self-actualization. The role of peers, family members, and the school community is very important in the process. A program that includes a proposed school policy for members of the LGBTQ++ community had been developed in response to the results of the current study. It is recommended that schools should take into consideration the LGBTQ++ students in formulating policies for the entire student body. Schools should also promote the creation of groups and facilitation of activities for LGBTQ++ students. https://doi.org/10.26803/ijhss.13.2.1

A obesidade atingiu niveis epidemicos em paises desenvolvidos, sendo as maiores taxas de prevalencia de obesidade infantil, no entanto, sua prevalencia tambem esta aumentando em paises em desenvolvimento. Por isso, a obesidade infantil se tornou um dos desafios de saude publica mais serios do seculo. O problema e global e esta afetando continuamente muitos paises de baixa e media renda, especialmente em areas urbanas. Diante desses dados se justifica a relevância do desenvolvimento da presente pesquisa, pois o nutricionista e o profissional mais adequado para que medidas de prevencao e cuidados sejam mais bem estabelecidas como estrategia a ser seguida nao apenas em politicas aplicadas ao âmbito escolar, mas que possa se disseminar ao ambiente familiar dessas criancas. Portanto a presente pesquisa tem como objetivo relacionar o papel e o exercicio da funcao do profissional de nutricao em ambiente escolar com ascendente numero de obesidade infantil. coletados foi utilizada a metodologia de revisao de literatura, objetivando sintetizar os resultados de diversos estudos analisados. Para o levantamento da pesquisa foi utilizado Livros, Revistas, Diretrizes Sociedades Brasileiras, artigos nos bancos de pesquisas SciELO (Scientific Electronic Library Online), PubMed (US National Library of Medicine). Os principais resultados apresentados pelo estudo mostraram que a atuacao do profissional de nutricao nas escolas de forma ativa e continua e realizada de forma precaria, pois os nutricionais escolares muitas vezes acabam exercendo a funcao de forma indireta, apenas com cuidados e atividades diretamente ligadas a cozinha da escola, sendo pouco ativo de forma a promocao da alimentacao saudavel com as criancas. Conclui-se que o papel do nutricionista no ambiente escolar se torna essencial, pois ele e o profissional mais capacitado para realizar e promover a importância de uma boa nutricao, os ajudando a estabelecer habitos alimentares saudaveis.

Purpose Speech-language pathologists (SLPs) encounter many challenges in the school environment. We sought to identify school-based SLPs' needs in the areas of training and research to support school-based practice. Method We collected surveys from 145 school-based SLPs practicing in Wisconsin. Respondents were asked to describe aspects of preservice training that most and least prepared them for school-based practice. Respondents next described training needs for early-career SLPs and desired topics for general professional development. Respondents then described research topics that require further study to advance school-based practice. After completing this series of open-ended questions, the respondents completed a series of preferential-ranking questions about general needs for training and research. We employed mixed methods to analyze the data, using grounded theory for the qualitative analysis. Results During preservice training, respondents most valued the applied aspects of their training. Respondents noted that early-career SLPs require significant support, particularly with the professional responsibilities of school-based practice (e.g., individualized education programs, interprofessional practice, and scheduling). When describing general professional development and research needs, the respondents placed high value on practical topics that have clear implications for school-based practice. Conclusions Understanding the perceived needs of school-based SLPs can assist in designing training supports and ensuring that the developing evidence base is relevant to SLPs practicing in the schools. This exploration-stage study established a foundation for future testing of implementation initiatives to fill gaps in school-based practice.

O presente artigo é fruto de pesquisa científica de natureza teórica, cujos dados coletados são constituídos por pesquisa bibliográfica, versa sobre pluralidade familiar e educação infantil, logo, reflete sobre a construção histórica da instituição social família e a diversidade de constituição familiar, fazendo-se, por isso, necessário reconhecê-las no ambiente escolar, já que a educação trabalha com sujeitos sócio - historicamente situados. Apresentamos, assim, o conceito de infância, considerando questões históricas e as contradições sociais. Identificamos as contribuições da família para o desenvolvimento da criança, e a influência familiar no processo de aprendizagem. E concluímos que, apesar da pluralidade familiar, presente na sociedade atual, há resistência na aceitação de profissionais do sexo masculino na área da pedagogia, em relação à sua atuação e permanência na educação infantil.

OBJETIVO: Considerando as dificuldades presentes no ambiente escolar, o presente texto teve como objetivo identificar os desafios da profissão docente enfrentados pelos professores de Educação Física atuantes na Rede Estadual de Ensino da cidade de Ponta Grossa - Paraná. MÉTODOS: Para tanto, foram entrevistados doze professores de Educação Física e os dados foram analisados com o auxílio do software Iramuteq. RESULTADOS: Com os resultados foi possível observar que: os professores apresentam dificuldade em trabalhar com alguns conteúdos do currículo, principalmente os que exigem materiais diversificados, como esportes de aventura e jogos eletrônicos; as condições de trabalho não são consideradas ideais, principalmente no que refere-se a materiais e espaço; os professores consideram que alguns desafios enfrentados são característicos das escolas públicas; ainda há certa resistência dos alunos quanto as aulas teóricas; há relatos que indicam desvalorização da disciplina, se comparada com as demais. CONCLUSÃO: Com isso, pôde-se constatar que os resultados encontrados em Ponta Grossa foram semelhantes aos identificados em estudos anteriores, o que demonstra que apesar dos anos, alguns desafios permanecem. Além disso, acrescenta-se a dificuldade de trabalhar com os conteúdos propostos pela Base Nacional Comum Curricular e Currículo da Rede Estadual Paranaense, que são considerados novos tanto para os professores, como para os alunos.