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Hair harassment can be defined as the direct or indirect unwanted, unwelcomed, and offensive behavior made either explicitly or implicitly typically towards women or girls of African descent, based on the texture, look, or subjective assumptions of their hair. The purpose of this investigation is to explore the hair experiences of adolescent girls of African descent in physical education class, and how these experiences shape their decision to participate in physical education class. Thirty-seven adolescent girls of African descent attending school in an urban, low-income community participated in focus groups and follow-up interviews relating to hair experiences. Strong themes of hair harassment emerged occurring socially via peers, physical touching of hair, and verbal comments regarding their hair during physical education class, and society-imposed harassment stemming from pressures to constantly have straight or neatly styled, non-sweaty hair. During the stage of adolescence, girls are exploring their identity and making decisions about who they will be, how they should look, and behave. Findings from this study suggests harassment and bullying policies in schools should extend to include hair harassment for its propensity to influence the self-image of girls and their decisions to participate in physical education class.

Background: African American adolescent girls have the highest prevalence of overweight and obesity and the lowest levels of physical activity when compared to their peers, putting them at risk for a future of chronic diseases. Data from several studies have identified hair management as a perceived barrier to physical activity among African American women. However, the literature is deficient in identifying this barrier among girls. Purpose: The purpose of this qualitative study is to explore the relationship between cultural hair practices and physical activity in physical education (PE) class among urban African American girls. Methods: Fifty African American females, 14 to19 years old, were administered questions relating to (PE) physical activity and cultural hair practices. Results: Including hair health in Health Education to teach participants how to maintain hairstyles during in-school physical activity could ameliorate challenges to being physically active in physical education class due to hair practices. Discussion: This study provides important insights for culturally tailoring Health Education interventions in order to promote in-school physical activity. Translation to Health Education Practice: Health Education aimed at this population should include hair health as a facilitator to address challenges to physical activity in hopes of reducing obesity.

Background: Although hair has been found to be a barrier to physical activity (PA) among adult black women, the research exploring this phenomenon among black adolescent girls is deficient. This presents a concern because physical inactivity can lead to obesity and a host of comorbidities. This qualitative study explores hair experiences of black adolescent girls and how they maintain their cultural hair practices in hopes of promoting PA among this at-risk population. Methods: Focus groups were conducted for 37 black adolescent girls attending a public high school in Newark, New Jersey. Results: The participants reported increasing hair knowledge via social media, sociocultural influences of family and culture, and the driving force of their peer group, a concept identified in the focus groups as Hair IQ (intelligence quotient). Hair IQ helped the participants learn how to maintain their hair practices before and after PA. These factors combined to develop a framework described as the "Mane"taining model. Conclusions: The findings suggest the "Mane"taining model may provide pathways for engaging in PA for this population and serve as an example for adult black women who face similar barriers to PA. [ABSTRACT FROM AUTHOR]

The quality of superintendent-school board relationships has a direct impact on the success of any school system through the power of good public relations. The traditional roles of superintendents and school boards and the artificial division of labor between the two no longer serve our school systems well. In this article, I apply a model of high-impact board governance from a study of nonprofit organizations to school superintendents and their school boards. The model emphasizes ways of improving public relations and support for public schools.

This article critically examines the compatibility of United Arab Emirates culture and values with the assumptions of reflective practice currently being written into a new teacher education degree programme. The curriculum that is being developed relies heavily on the notions of reflective practice as a method of professional development. The local culture, political and public institutions are thoroughly inculcated with Arab-Islamic values that may not accord with the assumptions underlying such practices. The author's concerns are discussed about the trainee teachers' lifestyle and experiences that may hinder engagement in their own learning processes, as well as the Arab-Islamic codes of behaviour that may pose serious obstacles to the implementation of reflective strategies, especially interactions between men and women and between superior and subordinate within educational settings. The author concludes that reflection, as conceived and implemented in the West, may not be in the best interests of the student teachers if they wish to teach in local schools.

To review the current evidence on therapeutic agents for burns pruritus and use the Grading of Recommendations, Assessment, Development and Evaluation (GRADE) classification to propose therapeutic protocols for adult and paediatric patients. All published interventions for burns pruritus were analysed by a multidisciplinary panel of burns specialists following the GRADE classification to rate individual agents. Following the collation of results and panel discussion, consensus protocols are presented. Twenty-three studies appraising therapeutic agents in the burns literature were identified. The majority of these studies (16 out of 23) are of an observational nature, making an evidence-based approach to defining optimal therapy not feasible. Our multidisciplinary approach employing the GRADE classification recommends the use of antihistamines (cetirizine and cimetidine) and gabapentin as the first-line pharmacological agents for both adult and paediatric patients. Ondansetron and loratadine are the second-line medications in our protocols. We additionally recommend a variety of non-pharmacological adjuncts for the perusal of clinicians in order to maximise symptomatic relief in patients troubled with postburn itch. Most studies in the subject area lack sufficient statistical power to dictate a ′gold standard′ treatment agent for burns itch. We encourage clinicians to employ the GRADE system in order to delineate the most appropriate therapeutic approach for burns pruritus until further research elucidates the most efficacious interventions. This widely adopted classification empowers burns clinicians to tailor therapeutic regimens according to current evidence, patient values, risks and resource considerations in different medical environments.

Traces the two authors' personal histories as administrators and school activists and offers advice to others interested in navigating the waters of educational reform during these conservative times. (SR)