Food Safety Knowledge, Perceptions, and Behaviors among Middle School Students

2004 ◽  
Vol 36 (2) ◽  
pp. 71-76 ◽  
Author(s):  
Irja Haapala ◽  
Claudia Probart
Keyword(s):  
Middle School ◽  
Food Safety ◽  
Middle School Students ◽  
School Students ◽  
And Behaviors ◽  
Safety Knowledge

scholarly journals Knowledge and awareness of food safety among middle school students in Tripoli, Libya

2021 ◽  
Vol 8 (1) ◽  
pp. 58-68
Author(s):  
Thuraya Ahmed Abuhlega ◽  
Malak Ibrahim Greesh
Keyword(s):  
Middle School ◽  
Food Safety ◽  
Middle School Students ◽  
Basic Education ◽  
School Students ◽  
Chi Square ◽  
Safety Practices ◽  
Good Level ◽  
Level Of Knowledge ◽  
Safety Knowledge

Introduction: To protect public health in society, it is imperative to promote good food safety practices by raising awareness and knowledge, especially among school students. This study aimed to assess the food safety knowledge and practices among middle school students in Tripoli, Libya. Methods: The study was conducted through a questionnaire to find out the level of food safety knowledge and practices among randomly selected students from several municipalities in Tripoli city, Libya, from May to November 2019. Approval from the director of the Basic Education Administration was taken. Data were analyzed to determine the association of demographics and the level of knowledge and practices, the correlation between knowledge and practice scores. The data analysis was performed by SPSS. A Chi-square test was used to find out the association. A p<0.05 was considered statistically significant. Results: There was a total of 591 students surveyed. A good level of food safety knowledge was found in 325(55%) and the level of food safety practices was high in 558(94.4%). Only 102(17.3%) of the students always washed their hands before eating in school. There was a significant association (p<0.05) between gender and municipality with the knowledge scores. conclusion: The level of food safety practices was high but only half of the middle school students surveyed had a good level of knowledge.

Impact of the FutureSmart Online Financial Education Course on Financial Knowledge of Middle School Students

2021 ◽  
pp. JFCP-19-00061
Author(s):  
Jeremiah Johnson ◽  
Donna Spraggon ◽  
Gaby Stevenson ◽  
Eliot Levine ◽  
Gregg Mancari
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Financial Education ◽  
Financial Knowledge ◽  
School Students ◽  
Attitudes And Behaviors ◽  
Financial Products ◽  
And Behaviors ◽  
The Impact ◽  
Implementation Factors

The increasing role of schools in promoting financial literacy underscores the need to investigate the effectiveness of school-based financial education programs. This study examined FutureSmart—a free, co-curricular, online financial education course—using a quasi-experimental design with a diverse sample of middle school students nationwide. The study assessed the impact of the course on students’ financial knowledge, attitudes, and behaviors, and explored the association of program implementation factors with changes in student outcomes. Financial knowledge gains were significant, substantial, and consistent across student subgroups and implementation factors for FutureSmart participants. Gains in financial attitudes and behaviors—specifically, financial confidence, engagement with parents about financial issues, current engagement with financial products, and intended future engagement with financial products—were not significant. The fundamental implication of this research is that FutureSmart effectively conveys financial knowledge to middle school students, contributing to a foundation for their future financial well-being.

“Welcome to The Shop”

2016 ◽  
Vol 15 (3) ◽  
pp. 394-410
Author(s):  
H. Bernard Hall
Keyword(s):  
Middle School ◽  
Public Schools ◽  
Middle School Students ◽  
Hip Hop ◽  
Teacher Educator ◽  
After School ◽  
White Female ◽  
School Students ◽  
Content Type ◽  
And Behaviors

Purpose The purpose of this paper is to describe the ways in which hip-hop pedagogies and literacies encouraged middle school students to explore performance poetry as a tool to “(w)right” the truth(s) about learning and living in their local and global communities. Design/methodology/approach Collaborative self-study research methodologies were used by the author, a black male teacher educator and hip-hop cultural insider, along with two white, female reading specialists and hip-hop cultural outsiders, to collect and analyze the practices and behaviors used in The Shop – an after-school hip-hop-based spoken word poetry club for middle school students in a small, urban public school district in Northeastern USA. Findings Three primary findings emerge: teachers with limited cultural and content knowledge of hip-hop may struggle to negotiate real and perceived curricular constraints associated with using pedagogies with hip-hop texts and aesthetics in traditional school contexts, the intersections of teachers’ racial, cultural and gender identities informed the respective practices and behaviors in a number of interesting ways, and using hip-hop pedagogies for social justice in public schools requires a delicate balance of both transparency and discretion on the part of teachers. Originality/value Study findings are salient for in- and pre-service English teachers and English educators, as they offer insights and reflections on the instructional and relational challenges cultural outsiders may face when using hip-hop culture to create spaces and opportunities for young people to talk back and speak truth to power.

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