scholarly journals Childhood involvement in family food preparation and shopping and attitudes towards food: baseline results from Project Daire

2020 ◽  
Vol 79 (OCE2) ◽  
Author(s):  
Sarah F. Brennan ◽  
Fiona Lavelle ◽  
Sarah E. Moore ◽  
Moira Dean ◽  
Michelle C. McKinley ◽  
...  
Keyword(s):  
Primary Schools ◽  
Dietary Habits ◽  
Food Preparation ◽  
Total N ◽  
North West ◽  
The North ◽  
Food Shopping ◽  
Chi Squared ◽  
Randomised Controlled ◽  
Food Involvement

AbstractEvidence suggests that dietary intake of UK children is currently suboptimal. It is therefore imperative to identify effective and sustainable methods of improving dietary habits and knowledge in this population, whilst also promoting the value of healthiness of food products beyond price. Schools are ideally placed to influence children's knowledge and health, and Project Daire, in partnership with schools, food industry partners and stakeholders, aims to improve children's knowledge of, and interest in, food to improve health, wellbeing and educational attainment.Daire is a randomised-controlled, factorial design trial evaluating two interventions. In total, n = 880 Key Stage (KS) 1 and 2 pupils have been recruited from 18 primary schools in the North West of Northern Ireland and will be randomised to one of four 6-month intervention arms: i) ‘Engage’, ii) ‘Nourish’, iii) ‘Engage’ and ‘Nourish’ and iv) Delayed. ‘Engage’ is an age-appropriate, cross-curricular educational intervention on food, agriculture, science and careers linked to the current curriculum. ‘Nourish’ is an intervention aiming to alter schools’ food environments and increase exposure to local foods. Study outcomes include food knowledge, attitudes, trust, diet, behaviour, health and wellbeing and will be collected at baseline and six months. Qualitative data on teacher/pupil opinions will also be collected. The intervention phase is currently ongoing. We present baseline results from our involvement and food attitudes measure from all participating schools. Results were compared by Key Stage and sex using Pearson Chi-Squared test.Baseline results from our food involvement and attitudes measure are presented for n = 880 KS1 (n = 454) and KS2 (n = 426) pupils. KS1 pupils were more likely to always or sometimes help with food shopping (89.0%) whilst KS2 pupils were more likely to always or sometimes help with food preparation (69.0%). A higher proportion of KS1 pupils reported liking to try new foods (66.1%) and that it was important that food looked (64.5%), tasted (71.1%) and smelled good (60.6%) compared with KS2 children (P < 0.01). Girls were more likely to always or sometimes help with food shopping (96.2%) and preparation (73%) when compared with boys; whilst a higher proportion of girls reported they liked to try new foods (48.2%) and that it was important that food looked (68%) smelled (50.5%) and tasted (71.8%) good compared with boys (P < 0.01).Results suggest that involvement in food preparation and shopping, willingness to try new foods and attitudes towards food presentation varied by KS and sex in this cohort.

scholarly journals The Design And Implementation Of A Strategic Plan In Primary Schools

2013 ◽  
Vol 13 (1) ◽  
pp. 137
Author(s):  
Chris Van Wyk ◽  
B. G. Moeng
Keyword(s):  
Primary Schools ◽  
School Effectiveness ◽  
Local Development ◽  
Stakeholder Involvement ◽  
Strategic Plan ◽  
Strategic Choices ◽  
Implementation Framework ◽  
North West ◽  
The North ◽  
Individual School

Many policies, strategies and plans have been introduced in South African schools so as to acquire quality education. A strategic plan, as a mechanism of putting schools on a pathway of development and effectiveness over a period of time, is one of these initiatives. Its introduction is based on a number of reasons inter-alia - the shift to school self-management, the introduction of Norms and Standards, and the introduction of School Governing Bodies (SGBs). A schools strategic plan is the physical document that embodies the guiding orientation regarding how to manage the school within a larger national and local development perspective. Such a plan can lead to school effectiveness, improvement and development strategies, but not all plans obtain this status because of design efficiencies. A qualitative investigation was done in two primary schools in the Mahikeng Area Office (AO) of the North-West Province in South Africa. Document analysis, in-depth interviews with two principals and two SGB chairpersons, as well as a focus group interview with eight teachers from participating schools, were used to collect data on how primary schools in question design and implement their strategic plans. The investigation seems to suggest that, while an individual school community may craft a strategic plan in its own way, there are common aspects that underpin the entire process. Amongst others, technical knowledge and skill for its execution are necessary. Some policies emphasise the importance of a strategic plan and serve as an integrated implementation framework for its execution. It is concluded that a strategic plan is designed and implemented under three main elements: 1) strategic analysis, which is made up of stakeholder involvement; 2) strategic choices made up of direction-setting, priority determinations, mission, and vision; and 3) strategy in action, which refers to the process of translating the plan into action.

scholarly journals Societal Perception of Repositioning Childhood Education Through Mother Tongue: Prospects and Challenges in Northwest Nigeria

2018 ◽  
Vol 6 (08) ◽  
Author(s):  
Sarkinfada Halima
Keyword(s):  
Primary Schools ◽  
English Language ◽  
Mother Tongue ◽  
Sampling Technique ◽  
Medium Of Instruction ◽  
Language Of Instruction ◽  
North West ◽  
Childhood Education ◽  
The North ◽  
North Western

This paper focuses on prospects and problems of the use of mother tongue as medium of instruction for the whole duration of primary education in the North Western States of Nigeria. The language of instruction is very crucial to education at every level because it serves as the key to learning.  Mother tongue serves as the first language of children. Low trend of enrolment in primary school has been attributed to the use of foreign language of instruction in schools which is contrary to the customs and traditions of the people in the North Western states of Nigeria. Pupils find it difficult to socialize with the English language and do not have a sense of belonging in school. The research intends to examine the prospects and problems of the use of mother tongue as a medium of instruction for pupils in North west Nigeria. The study adopted descriptive survey design. The instrument for this study was a self-develop questionnaire titled "Questionnaire on prospects and problems Mother tongue". The population of the study include stakeholders' in the society, which include parents, Guardians, and Teachers, involved in childhood education. A total of 907 participated in the study, 113 parents, 30 Guardian, and 764 Teachers,  Stratified sampling technique was used to select 3 States from 7 North-western states. Which include Katsina, Kebbi, and Sokoto states in North West Nigeria.. Ten (10) metropolitan primary schools were selected from the 3 states using simple random sampling technique. Since there no significant difference between the views of parents, teachers and other stakeholders on the prospects of the use of mother tongue as a medium of instruction for pupils in North West Nigeria. It is therefore recommended that  since the prospects of Mother tongue ate inevitable and its challenges are inherent. Teachers, parents and all stakeholders should be more proactive in discharging their professional functions  in  teaching of Mother Tongue and the English language currently during lessons.

Soil management in relation to training system in a steep vineyard

OENO One ◽  
2004 ◽  
Vol 38 (1) ◽  
pp. 71
Author(s):  
Giuliana Gay ◽  
Marco Bovio ◽  
José Luis Minati ◽  
Albino Morando ◽  
Vittorino Novello ◽  
...  
Keyword(s):  
Soil Management ◽  
Gray Mold ◽  
Training System ◽  
Soluble Solids ◽  
Grass Cover ◽  
Total N ◽  
Erosion Risk ◽  
North West ◽  
The North ◽  
Solids Concentration

<p style="text-align: justify;">In the North-West Italy, close spaced and low trunk vines are vertically trellised and Guyot pruned. In these conditions the permanent grass cover may compete with grapevine leaves and clusters for air and light, and with grapevine roots for water and nitrogen. In a « White Muscat » vineyard, grafted onto « 420A », the following soil management techniques were compared: a) permanent grass cover controlled by mowing; b) permanent grass cover controlled by foliar herbicides; c) no tillage using residual + foliar herbicides. The maximum soil cover was found on the grass cutting treatment. A good but reduced cover was obtained by the foliar herbicide used alone, stimulating the vine vigor, and giving more yields with higher total soluble solids concentration. The soil nitrifying microflora was less reduced by glufosinate-ammonium than by glyphosate. The grass cover was minimum using residual herbicides; as a consequence the erosion risk was enhanced, the soil total N and organic matter were reduced, yield and gray mold damages were increased.</p>

The Degree of Practicing Creative Leadership by the Principals of Primary Schools in the North West Badia District in Mafraq

2020 ◽  
Vol 11 (20) ◽  
pp. 133-154
Author(s):  
د. فوزية محمد العليمات
Keyword(s):  
Primary Schools ◽  
Total Degree ◽  
Years Of Experience ◽  
North West ◽  
Creative Leadership ◽  
The North ◽  
The Difference ◽  
High Degree

This study aimed at identifying the degree of practicing creative leadership by the principals of primary schools in the North West Badia District in Mafraq governorate. To achieve this objective, a questionnaire was developed consisting of (55) statements, covering four areas: (originality, flexibility, fluency and initiative), and was administered to a sample of (550) teachers. The results of the study showed that the total degree of practicing creative leadership by the principals of the primary schools in the North West Badia district in Mafraq governorate was significant, with a high degree of practice in two areas (initiative and flexibility), and with a medium degree of practice in two areas (originality and fluency). The results also showed that there were statistically significant differences between the responses of the study sample towards the areas of the study tool combined and the tool as a whole according to the difference of gender variable in favor of females, as well as according to the different years of experience in each area (originality, flexibility, and fluency) in favor of all categories of years of experience. Keywords: degree of practice, primary schools, creative leadership.

scholarly journals Towards an effective freeware resource for music composition in the primary classroom

2017 ◽  
Author(s):  
Adam H Hart
Keyword(s):  
Music Education ◽  
Primary Schools ◽  
Music Composition ◽  
National Curriculum ◽  
School Funding ◽  
School Life ◽  
Primary Classroom ◽  
North West ◽  
Arts And Humanities ◽  
The North

This paper presents an ongoing project to develop a freeware resource for music composition in the primary classroom. The national curriculum for music at Key Stages 1 and 2 calls for students to 'compose music for a range of purposes using the inter-related dimensions of music', a challenging aim that demands significant guidance, support and resources. With cuts to school funding and prioritization of core subjects, teachers and researchers are faced with finding solutions to ensure the provision of a quality music education. As part of a wider research project funded by the Arts and Humanities Research Council, Graphick Score has been continuously developed and used for music composition lessons in primary schools throughout the north-west of England. This paper examines the present effectiveness, potential and limitations of this resource, as well as the further need for research and technological solutions to make a creative and meaningful music education a part of the school life of all children.

scholarly journals Causes and Effects of Marital Conflict on Educational and Social Development of Primary School Pupils in the North-West Zone B Educational District, Benue State, Nigeria: Teachers Perception

2015 ◽  
Vol 53 ◽  
pp. 101-106
Author(s):  
Rebecca Ashikor Moji ◽  
Grace Terdoo Waya Ijoyah ◽  
Joy Ojorumi Ijoyah
Keyword(s):  
Social Development ◽  
Primary School ◽  
Marital Conflict ◽  
Primary Schools ◽  
Mean Value ◽  
Instructional Materials ◽  
Mean Values ◽  
North West ◽  
The North ◽  
Primary School Pupils

The study investigated the causes and effects of marital conflict, as perceived by teachers, on the educational and social development of pupils in primary schools. A sample size of 400 respondents (255 males and 145 females) were drawn from the entire population in the seven local government areas of the district. The survey research design was adopted for the study. The instrument used for data collection was the questionnaire based on Teachers Perception on Marital conflict (TPMCO). The data collected were subjected to mean evaluation, while the chi-square (X2) was used to test hypothesis. The findings revealed that 55.0 % of teachers agreed that infidelity was the major cause of marital conflict with the highest mean value of 4.27, followed by poor communication between couple having 30.5 % of respondents, with a mean value of 3.92. The deprivation of instructional materials, followed by poor academic performance respectively, with the mean values of 4.82 and 3.94, were perceived by teachers, in order of ranking, as the most serious issues affecting the educational and social development of primary school pupils as a result of marital conflict. Love followed by encouragement were perceived by teachers to be the major ways in improving the educational and social development of pupils from conflict ridden homes. On hypothesis testing, marital conflict significantly (P≤0.05) affected the educational and social development of pupils, thus null hypothesis was rejected, while the alternate hypothesis was accepted.

scholarly journals Experiences and attitudes of Setswana speaking teachers in using an indigenous African language on an online assessment platform

2021 ◽  
Vol 41 (Supplement 1) ◽  
pp. S1-S11
Author(s):  
Maglin Moodley ◽  
Reuben Dlamini
Keyword(s):  
Primary Schools ◽  
Participant Observation ◽  
African Language ◽  
Information Communication ◽  
Language Play ◽  
North West ◽  
African Languages ◽  
The North ◽  
Depth Interview ◽  
The Status

Education in the 21st century must have a vision that will support and empower teachers to face the demands of the digital age. The use of information communication technology (ICT) in education can serve this end but ensuring access to digital resources will not address the digital disparity. Culture and language play an equally important role in exacerbating and maintaining the digital disparity as the traditional factor of access. In the study reported on here we investigated the experiences and attitudes of Setswana-speaking teachers in 3 primary schools in the North West province, South Africa, as they were exposed to online software in Setswana, an indigenous African language. Purposive sampling was used to select 7 teachers for the study. Two research questions were answered using systematic self-observation (SSO) instruments, the participant observation (PO) instrument and the in-depth interview (IDI) instrument to determine the experiences and attitudes of the teachers. Thematic analysis was used to analyse the interview data. It was found that accuracy of translation was key for adopting and using software in an African language. The teachers felt that English was the language of ICT and that African languages were not intellectual languages and did not have the capacity to be used in ICT. It is, therefore, recommended that more must be done to translate software into African languages and an effort must be made to raise the status of African languages in academic and technical fields.

SEM and TEM observations of sperm development in the testis of the freshwater fish Oreochromis mossambicus

1990 ◽  
Vol 48 (3) ◽  
pp. 58-59
Author(s):  
Daryl A. Cornish ◽  
George L. Smit
Keyword(s):  
Morphological Characteristics ◽  
Oreochromis Mossambicus ◽  
Breeding Cycle ◽  
Limited Information ◽  
North West ◽  
The North ◽  
Sem And Tem ◽  
Sperm Development ◽  
Ultrastructural Characteristics ◽  
The University

Oreochromis mossambicus is currently receiving much attention as a candidater species for aquaculture programs within Southern Africa. This has stimulated interest in its breeding cycle as well as the morphological characteristics of the gonads. Limited information is available on SEM and TEM observations of the male gonads. It is known that the testis of O. mossambicus is a paired, intra-abdominal structure of the lobular type, although further details of its characteristics are not known. Current investigations have shown that spermatids reach full maturity some two months after the female becomes gravid. Throughout the year, the testes contain spermatids at various stages of development although spermiogenesis appears to be maximal during November when spawning occurs. This paper describes the morphological and ultrastructural characteristics of the testes and spermatids.Specimens of this fish were collected at Syferkuil Dam, 8 km north- west of the University of the North over a twelve month period, sacrificed and the testes excised.

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