RACISM, GENDER IDENTITIES AND YOUNG CHILDREN: SOCIAL RELATIONS IN A MULTI-ETHNIC INNER-CITY PRIMARY SCHOOL. By Paul Connolly, Routledge, London, 1998, pp. 214, £13.99, ISBN 0-415-18319-7.

The parents of 96 young children seen in an inner-city walk-in clinic for perceived or measured "fever" were asked about their management of the symptom. Eighty-eight (92%) administered acetaminophen, and of these, 67% gave less than the usual recommended dose of 10 to 15 mg/kg per dose. Underdosing was most commonly noted in the younger, lighter patient population. Of the parents who gave an acetaminophen elixer preparation (160 mg/5 mL), 26% measured the dose with the 0.8-mL dropper intended for use with the infant drops preparation (80 mg/0.8 mL), resulting in significant Underdosing of acetaminophen (2.3 ± 1.3 mg/kg per dose). Health care professionals should specifically inquire about the details of acetaminophen administration when discussing antipyresis with parents.

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Learning Communities in the City: Social Constructivism, Spaces and Connections in the New Urban Primary School

10.26686/wgtn.16985227 ◽

2021 ◽

Author(s):

◽

James Silverwood

Keyword(s):

Inner City ◽

Primary School ◽

Social Constructivism ◽

Educational Theory ◽

Easy Access ◽

School Design ◽

Living Room ◽

School Building ◽

Demographic Shift ◽

The City

<p>The main intention of the research is to develop a model for an inner city primary school building which is responsive to the urban context and reflects the educational theory of Social Constructivism. The underlying demand for an inner city primary school was identified as a result of a recent demographic shift which involves more families living in the centres of New Zealand’s cities. Schools are an important part of a city’s infrastructure, where quality schools can help to develop quality cities. There should be a close fit between current educational theory and contemporary school design. Social Constructivism views learning as the construction of knowledge through social interaction with peers, adults and the environment. The design case study proposes a vertical school that is capable of supporting strong links with the community through developing a ‘public living room’ alongside retail outlets. While the vertical nature of the school limits some contact it is possible to develop a ‘learning street’ and other meeting places within the school. The plan also provides flexible classroom spaces and workrooms to meet curriculum objectives. A variety of indoor and outdoor spaces can be provided but it is proposed that the children also access the city’s public open spaces and amenities. The city can be viewed as an extended classroom, as suggested in Strickland’s ‘City of Learning’ model. The site for the proposed school was selected to ensure easy access to amenities and resources. Overall the research suggests an inner-city primary school building is possible and even desirable for those living and working in the city.</p>

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Belonging and Home

10.1007/978-3-030-89236-4_7 ◽

2021 ◽

pp. 99-115

Author(s):

Tuuli Lähdesmäki ◽

Jūratė Baranova ◽

Susanne C. Ylönen ◽

Aino-Kaisa Koistinen ◽

Katja Mäkinen ◽

...

Keyword(s):

Young Children ◽

Social Relations ◽

Sense Of Belonging ◽

Social Dimensions ◽

Spatial Span ◽

Micro Scale ◽

Very Young Children ◽

Wide Range ◽

Living Together ◽

Core Feature

AbstractIn this chapter, the authors discuss artifacts in which children explore belonging and home. The chapter defines the sense of belonging as a core feature of humanity and living together. The feeling of having a home and being at home is both an intimate and a socially shared aspect of belonging. The children expressed belonging to a wide range of spaces in their artifacts. This spatial span extends from macro to micro scale and indicates belonging based on spaces, social relations, and materiality. Even very young children can see and depict their belonging as multiple and including spatial and social dimensions. The analyzed artifacts reveal both concrete and symbolic approaches to belonging and home.

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Gender identities and corporate social responsibility practices: a biographical approach of managerial recompositions in SMEs context

Social Responsibility Journal ◽

10.1108/srj-04-2020-0117 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Gabriel Etogo ◽

Etgard Manga Engama ◽

Théophile Serge Nomo

Keyword(s):

Corporate Social Responsibility ◽

Social Responsibility ◽

Social Relations ◽

Gender Identities ◽

Female Entrepreneurs ◽

Content Type ◽

Gender Inversion ◽

Biographical Approach ◽

Rich Material ◽

Corporate Social

Purpose The purpose of this paper is to question gender identities as the basis for a differentialist conception of how to conceive and practice corporate social responsibility (CSR). Design/methodology/approach This study has used a qualitative approach to study five paths of small and medium-sized entreprises (SMEs) female entrepreneurs. This study selected female entrepreneurs who can bring us rich material, which highlights the relationship between the concepts of gender identity and CSR practices. In this perspective, this study has retained five “revealing” cases. Findings By establishing a break with the ontological experience that contributes to the application of CSR practices as a natural expression of behaviour, this study shows how social relations of sex reproduce but also how social relations are subverted with respect to the requirements relating to CSR practices. Originality/value The main originality of this approach consisted in adopting the concept of “gender inversion”, characteristic of “gender mobility”, to identify the potential and/or effective observable recompositions in the field of managerial behaviours.

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Living With Community Violence: A Conversation With Primary School Children in Kingston’s Inner City

Space and Culture ◽

10.1177/1206331210389275 ◽

2011 ◽

Vol 14 (1) ◽

pp. 114-128 ◽

Cited By ~ 3

Author(s):

Corin Bailey

Keyword(s):

Inner City ◽

Primary School ◽

Community Violence ◽

School Children ◽

Primary School Children

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Young Children at School in the Inner City

10.4324/9781315210216 ◽

2017 ◽

Cited By ~ 1

Author(s):

Barbara Tizard ◽

Peter Blatchford ◽

Jessica Burke ◽

Clare Farquhar ◽

Ian Plewis

Keyword(s):

Young Children ◽

Inner City

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Mobbing in einer Grundschule?

Paragrana ◽

10.1515/para-2018-0006 ◽

2018 ◽

Vol 27 (1) ◽

pp. 84-94 ◽

Cited By ~ 3

Author(s):

Ingrid Kellermann ◽

Christoph Wulf

Keyword(s):

Inner City ◽

Primary School ◽

Facial Expressions ◽

Emotional Reaction ◽

Migration Background ◽

Point Of View ◽

Moral Point ◽

Moral Point Of View ◽

City District ◽

The Creation

AbstractThis article reconstructs a conflict arising in a primary school in an inner-city district of Berlin. A pencil case of a newly enrolled girl with a migration background has been hidden. Is it a mobbing act? The teacher feels affected and reacts aggressively. In a longue monologue she collectively holds to account the children. Through her facial expressions, her gestures, her posture, and the prosody of her voice she communicates her moral point of view and her critique of the children. Emphatically she demands not to exclude but to integrate the girl. The interruption of the lesson indicates the importance of the conflict. To avoid the creation of a scapegoat the situation is taken seriously. Committed to the idea of a parenting instruction the teacher wants to secure recognition and appreciation among the children. The question arises if her strong emotional reaction is the adequate way to avoid the exclusion of the girl.

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