scholarly journals Physical development and eating habits of a group of teenagers from Dimitrie Cantemir high school in Iasi

2021 ◽  
Vol 2 (4) ◽  
pp. 86-92
Author(s):  
Adriana ALBU ◽  
Irina Mihaela ABDULAN ◽  
Catalin Dragos GHICA
Keyword(s):  
High School ◽  
Young People ◽  
Normal Values ◽  
Eating Habits ◽  
Daily Basis ◽  
Physical Development ◽  
Educational Programs ◽  
Young Females ◽  
Pearson Test ◽  
Twelfth Grade

Introduction. Eating habits are formed in the first years of life and sometimes persist throughout lifetime. It is necessary to develop coherent nutritional educational programs to guide adolescents towards a healthy diet. Material and methods. The study was conducted on a group of 194 students from the ninth and the twelfth grade from Dimitrie Cantemir High School in Iasi. These young people were evaluated for their physical development with the help of body mass index and eating habits. Eating habits were assessed on the basis of a weekly food intake questionnaire. The processing of the results was carried out by the Pearson test. Results. Physical development was mainly at normal values (68.55%). There were 19.07% underweight students but also 12.37% young people with obesity. Milk was present in menus especially 2-3 times (35.05%) or 1 time (25.77%) per week, with insignificant differences by class and sex. Chicken meat was mainly consumed 2-3 times a week (42.78%) with insignificantly differing in classes, but significant in gender (p˂0.001). Vegetables were consumed especially 2-3 times (30.92%) per week or daily (28.35%). Sweets were consumed mainly on a daily basis (29.89%) or 2-3 times (26.28%) per week. Conclusions. The eating habits of students surveyed were different in girls than in boys, an aspect that draws attention to young females for whom identification with the current ideal of beauty is essential.

scholarly journals INFLUENCE OF DIETARY TRENDS ON THE NUTRITION OF THE YOUTH

2019 ◽  
Vol 72 (9) ◽  
pp. 1740-1746
Author(s):  
Anita Bielawska ◽  
Katarzyna Tomczyk ◽  
Beata Łabuz-Roszak
Keyword(s):  
High School ◽  
High School Students ◽  
Young People ◽  
Eating Habits ◽  
The Body ◽  
Gluten Free ◽  
Nutritional Knowledge ◽  
School Students ◽  
Free Products ◽  
Balanced Diet

Introduction: Dietary trends such as consumption of lactose-free and gluten-free products or the use of alternative slimming diets are gaining increasing popularity, especially among young people. They determine their dietary choices, which are important from the point of view of human health. Unconventional diets are still considered as effective weight loss methods. The use of alternative diets may cause shortages of an essential nutrients, increase the risk of chronic non-communicable diseases and lead to the formation of incorrect eating habits. Balanced diet, in contrast to the alternative diet, takes into account the principles of rational nutrition and nutritional recommendations of the Institute of Food and Nutrition (IŻŻ). The aim: To investigate the influence of popular dietary trends on nutrition of high school adolescences. Material and methods: Subjects were adolescences in the age of 17-21 years attending high schools in Ruda Slaska (262 students, including 157 women and 105 men). Self-constructed questionnaire was applied in the study. Participation in the study was anonymous and voluntary. Results: In more than a half of young women (54,8%) and men (52,4%) the body mass deficiency was revealed (BMI<18 kg/m2). 33,6% of the respondents were on the non-balanced diets at least once in their lives. High school students knew gluten-free and lactose-free products but dietary trends, such as the consumption of gluten-free and lactose-free products, did not affect their diet. The main source of nutritional knowledge among respondents were their friends (78,2%). Conclusions: The results of the conducted research indicate the need to implement educational programs on the principles of proper nutrition. The increasing awareness of theyouth in this regard may contribute to reducing the interest in still popular alternative diets among young people and taking appropriate health behaviors by them.

PHYSICAL ACTIVITY – DIET CORRELATION IN A SAMPLE OF TEENAGERS WITHIN TWO HIGH SCHOOLS IN ROMANIA (SPORTS AND THEORETICAL HIGH SCHOOL)

2020 ◽  
pp. 1-9
Author(s):  
Adriana Albu
Keyword(s):  
Physical Activity ◽  
High School ◽  
Normal Values ◽  
Current Trend ◽  
Physical Development ◽  
The Body ◽  
Beef Meat ◽  
Balanced Diet ◽  
Sporting Performance ◽  
Intense Physical Activity

Concerning the students practicing performance sport, it is necessary to ensure a balanced diet providing to the body all the nutritional principles. Furthermore, body mass is under permanent control due to the current trend of identification with the sporting performance. The study was conducted on a sample of 236 teenagers from a sports high school and from a theoretical high-school in Romania. Among these students, we have assessed the time allocated to physical activity, the diet, the physical development and the parents’ interest in their activities. Thus, we have found that 53.81% of the young people practiced physical activity daily over 60 minutes, with statistically significant differences overall (p˂0.0000). The dominant cheese intake is 2-3 times a week (32.20%), with insignificant differences overall. Chicken meat is consumed mostly 2-3 times a week (37.71%) with significant differences overall (p˂0.05), a similar situation being recorded for beef meat. Physical development ranges mostly within normal values (72.88%), with insignificant differences overall. All the intense physical activity carried out by the students within the sports high school is not supported by a proper diet, which is an alarming aspect.

Vasa Pelagić – Anatoly on the West

2016 ◽  
Vol 3 (2) ◽  
pp. 5-16
Author(s):  
Nenad Zivanovic ◽  
Petar D. Pavlovic ◽  
Kristina M. Pantelic Babic
Keyword(s):  
High School ◽  
Political Economy ◽  
Young People ◽  
Russian Literature ◽  
Physical Development ◽  
The West ◽  
School Subjects ◽  
Before And After ◽  
Literature History ◽  
Significant Attention

SummarySerbian nation, especially from the time it “opened its orthodox eyes”, had famous people who wrote out its history. One of them, who along with others embed his whole life in prosperity of Serbian people, was Vasa Pelagić.Born in troubled times of 19th century, he upgraded his high school and seminary knowledge abroad. But, the same as all those before and after him, he came back to Serbian nation, and he shared all of his gained knowledge with his people. In Moscow, where he spent two years, he attended lectures from: Russian literature, history, medicine and political economy. All this he implemented in his (not only) written work.Educator, humanist, visionary, writer, and with one word – man who feels the pain of all Serbian wounds, Vasa Pelagić addressed significant attention also to our profession. With his work and care for proper development of young people (and by that not only physical development), he set the basis for its further growth. As equally useful he recommended both natural national gymnastics (work in garden, field), as also artificial gymnastics (different kind of physical exercise), and always asserted that gymnastics must be first among school subjects.His ideas, which we can preceive primarily in theories of biocentrism and ethnocentrism, process a kind of his theoanthropocentric signet. By this signet he highlighted the fact that every human is a personality – one, unique and unrepeatable.

scholarly journals A study about the young consumers' consumption behaviors of street foods

2018 ◽  
Vol 23 (5) ◽  
pp. 1647-1656 ◽  
Author(s):  
Nevin Sanlier ◽  
Aybuke Ceyhun Sezgin ◽  
Gulsah Sahin ◽  
Emine Yassibas
Keyword(s):  
High School ◽  
Young People ◽  
University Students ◽  
Food Poisoning ◽  
Personal Hygiene ◽  
Good Manufacture Practice ◽  
Food Hygiene ◽  
Street Food ◽  
Gender And Age ◽  
The World

Abstract As in almost every country in the world, street foods are frequently used in Turkey. To determine the preferences for these foods, a questionnaire was given to 847 individuals constituted by randomly selected high school and university students. Of the participants, 43.4% were male and 56.6% were female; the majority of them were between 19 and 22 years of age. It was found that 40.1% of the young people ate street food 2-3 times per week, whereas 23.3% were found to eat it every day. Turkish bagels, döner, boiled corn in a cup and toast are most preferred street foods. A statistically significant negative correlations were found between consumption preference scores and education, gender, and age. Although consumers know that street foods can cause contamination with microorganisms, that sellers do not pay attention to hygiene, and that these foods are raw or not cooked well, they prefer because of their cheapness, deliciousness, variety and fast service. Street foods are widely consumed in Turkish young students and because of preventing food poisoning, they should be educated about food hygiene and safety. Also, educating vendors in personal hygiene and good manufacture practice can minimize contamination risk.

scholarly journals The environment and politics in science education: the case of teaching fracking

2021 ◽  
Author(s):  
Lynda Dunlop ◽  
Lucy Atkinson ◽  
Maria Turkenburg-van Diepen
Keyword(s):  
High School ◽  
Science Education ◽  
Critical Thinking ◽  
Young People ◽  
Hydraulic Fracturing ◽  
Environmental Issues ◽  
School Science ◽  
Research Literature ◽  
High School Science ◽  
Illustrative Case

AbstractHydraulic fracturing (‘fracking’), like other complex social and environmental issues, is a controversy about science which raises educational questions about how best to prepare young people to understand, respond to and, where necessary, act (or not) in response. It raises political questions. We present a state-of-the-art review of research literature on fracking and education using systematic strategies, with a view to finding out how it is framed in educational situations and how politics enters the science classroom. This serves as an illustrative case of how contested scientific and technological interventions with implications for the environment and society are treated in school science. The review is supplemented by interviews with 10 teachers of science and engineering working in schools or colleges near sites of operational exploratory fracking. We find that the research literature on teaching hydraulic fracturing is sparse, with only 25 studies relating to teaching and learning about fracking. Few studies (n = 7) relate to high school education. Where it features in science education, fracking is used as a context for interdisciplinarity and critical thinking, and lends itself to approaches using discussion, dialogue and modelling. Outcomes from fracking education range include knowledge gains and critical thinking. Teachers interviewed tended not to see a place for fracking in the curriculum or in the classroom and were averse to including politics in upper high school science education. Our analysis suggests depoliticization through absence of this specific complex environmental issue from the public (education) sphere, reinforced by the desire for ‘balance’ in high school science education and instrumental approaches to science education which prioritize assessed learning outcomes. Dealing with complex social and environmental issues such as hydraulic fracturing in the years of compulsory science schooling is necessary because scientific knowledge is necessary but not sufficient to prepare young people for the critical scientific literacy required to meet sustainable development goals. There is a need to assess and respond to the educational needs of local communities affected by industrial interventions such as fracking. These findings are likely to be relatable to other issues where there are local and global consequences of action or inaction and where the environment and health are pitted against economic and energy demands.

Evaluating the effectiveness of Let’s Talk Period’s educational outreach for high school students

2018 ◽  
Author(s):  
Lubnaa Hossenbaccus
Keyword(s):  
High School ◽  
High School Students ◽  
Young Female ◽  
Von Willebrand Disease ◽  
Educational Outreach ◽  
School Students ◽  
Young Females ◽  
Abnormal Bleeding ◽  
Von Willebrand ◽  
Health Teachers

Von Willebrand Disease, the most common bleeding disorder, is inherited equally by men and women, though bleeding symptoms are usually more evident in females due to their menstrual cycles and childbirth. The goal of developing a youth outreach project was to empower young female high school students with knowledge and resources about abnormal bleeding. The 75-minute presentation was given to five Grade 9 Girls’ Health classes across the Limestone District School Board, and led by a Hemophilia Nurse, supported by a Clinical Research Assistant and a 2nd year undergraduate student, who interacted with students and documented the presentation with photographs. Queen’s REB approved the project, and parental and student permission was obtained for photographs. Using Kahoot, an interactive online quiz program, students participated in short pre- and post-presentation quizzes to evaluate their knowledge and learning. Questions including "True/False: Iron deficiency is normal and expected among young females," were posed within the set of 9 questions on topics of anemia, menstruation, and abnormal bleeding. 84 students participated, aged 14 and 15, and 58 had evaluable quiz results. The results showed an average pre-presentation score of 77%, ranging from 72-83%, with a post-presentation quiz average of 92%, ranging from 83-95%. It was determined that students’ post-presentation scores were significantly higher (p<0.001) than those before the presentation, providing evidence for an increase in student understanding. Testing efficacy of these presentations can help determine their level of utility as a resource for health teachers to implement in their classrooms.  

Mental disorders and their impact on school performance and high school completion by gender in Australia: A matched population-based cohort study

2021 ◽  
pp. 000486742110616
Author(s):  
Rebecca J Mitchell ◽  
Anne McMaugh ◽  
Carolyn Schniering ◽  
Cate M Cameron ◽  
Reidar P Lystad ◽  
...  
Keyword(s):  
High School ◽  
Relative Risk ◽  
Young People ◽  
Confidence Interval ◽  
Mental Disorder ◽  
School Performance ◽  
Adjusted Relative Risk ◽  
Minimum Standard ◽  
Young Males ◽  
Increased Risk

Background: Young people with a mental disorder often perform poorly at school and can fail to complete high school. This study aims to compare scholastic performance and high school completion of young people hospitalised with a mental disorder compared to young people not hospitalised for a mental disorder health condition by gender. Method: A population-based matched case-comparison cohort study of young people aged ⩽18 years hospitalised for a mental disorder during 2005–2018 in New South Wales, Australia using linked birth, health, education and mortality records. The comparison cohort was matched on age, gender and residential postcode. Generalised linear mixed modelling examined risk of school performance below the national minimum standard and generalised linear regression examined risk of not completing high school for young people with a mental disorder compared to matched peers. Results: Young males with a mental disorder had over a 1.7 times higher risk of not achieving the national minimum standard for numeracy (adjusted relative risk: 1.71; 95% confidence interval: [1.35, 2.15]) and reading (adjusted relative risk: 1.99; 95% confidence interval: [1.80, 2.20]) compared to matched peers. Young females with a mental disorder had around 1.5 times higher risk of not achieving the national minimum standard for numeracy (adjusted relative risk: 1.50; 95% confidence interval: [1.14, 1.96]) compared to matched peers. Both young males and females with a disorder had around a three times higher risk of not completing high school compared to peers. Young males with multiple disorders had up to a sixfold increased risk and young females with multiple disorders had up to an eightfold increased risk of not completing high school compared to peers. Conclusion: Early recognition and support could improve school performance and educational outcomes for young people who were hospitalised with a mental disorder. This support should be provided in conjunction with access to mental health services and school involvement and assistance.

scholarly journals Influence of a physical education teacher’s perceived age on high school pupils’ perceptions of effectiveness and learning

2018 ◽  
Vol 26 (1) ◽  
pp. 22-35
Author(s):  
Colin G Pennington ◽  
Matthew D Curtner-Smith ◽  
Stefanie A Wind
Keyword(s):  
High School ◽  
Physical Education ◽  
Statistical Tests ◽  
Middle Aged ◽  
Different Ages ◽  
Twelfth Grade ◽  
Lesson Content ◽  
Perceived Age ◽  
Apparent Age

Few studies have focused on the issues older physical education (PE) teachers encounter which may limit their effectiveness. The purpose of this study was to examine the influence of a PE teacher’s apparent age on high school pupils’ learning and perceptions of the teacher. Participants were 114 ninth, tenth, eleventh, and twelfth grade pupils. They were randomly assigned to watch one of two virtually identical filmed swimming lessons taught by the same teacher. In the young-appearance lesson, the teacher taught as his normal and relatively youthful self. In the middle-aged lesson (MAL), his appearance had been aged by a theatrical makeup artist. Following the viewing of their assigned lesson, pupils completed an examination over lesson content and a questionnaire asking them about their perceptions of the teacher. Inferential statistical tests indicated that the pupils who watched the MAL perceived the teacher more favorably. Performance on the content examination was similar for pupils who watched either film. These findings provided support for a psychological/developmental explanation of how and why pupils respond to and learn from PE teachers of different ages.

Sign in / Sign up

Export Citation Format

Share Document