A Hawaii public education programme for rat lungworm disease prevention

Parasitology ◽  
2020 ◽  
pp. 1-6
Author(s):  
Kathleen Howe ◽  
Lydi Morgan Bernal ◽  
Frances Kinslow Brewer ◽  
Deborah Millikan ◽  
Susan Jarvi
Keyword(s):  
Sixth Grade ◽  
Education Programme ◽  
Community Members ◽  
School Year ◽  
Hawaii Island ◽  
Rat Lungworm ◽  
K 12 ◽  
And Control ◽  
Development Course ◽  
New Location

Abstract Education is essential for lowering cases of Angiostrongyliasis in Hawaii. A professional development course on rat lungworm disease (RLWD) prevention was offered to Hawaii K-12 teachers during the 2018–2019 school year. Fourteen teachers, 11 from Hawaii Island and three from Maui, representing grades K, 2, 6–8, and 10−12, completed workshops and activities and received course credit. Teachers reached 652 students and educated 86 teachers and staff and approximately 900 community members including parents. A pre-course survey showed 55% of teachers agreed to a basic understanding of rat lungworm and its impact on Hawaii; this increased to 100% post-course. A sixth-grade class was the first to document the arrival of a highly competent intermediate host of the rat lungworm in a new location, an important discovery that initiated community awareness and control efforts. Six, 1-day workshops were held in 2018–2019, each on one of the main Hawaiian Islands. These were attended by 106 participants including teachers, community educators, and interested individuals from agencies, non-profits, businesses and the private sector. Of participants surveyed, 100% responded the workshop improved their overall understanding of RLWD. Efforts are being made to continue these programmes.

scholarly journals The Impact of an Interactive Virtual Museum on Students’ Attitudes Toward Cultural Heritage Education in the Region of Al Hassa, Saudi Arabia

2016 ◽  
Vol 11 (04) ◽  
pp. 32 ◽  
Author(s):  
Dina Ahmed Ismaeel ◽  
Ahlam Mohammed Al-Abdullatif
Keyword(s):  
Saudi Arabia ◽  
Cultural Heritage ◽  
Sixth Grade ◽  
Virtual Museum ◽  
School Students ◽  
School Year ◽  
Heritage Education ◽  
Students Attitudes ◽  
K 12 ◽  
The Impact

The goal of this study was to investigate students’ views of the interactive Virtual Museum of Al Hassa Cultural Heritage. In this context, a study was carried out during the second semester of the 2014–2015 school year among sixth-grade elementary school students in Al Hassa, Saudi Arabia. After participating in an interactive virtual museum, 118 students answered a questionnaire after the teaching intervention. SPSS v.21 was used to analyze the data. The results indicated that students had a positive attitude toward the use of an interactive virtual museum in cultural heritage education. The results support the inclusion of cultural heritage in the social studies curricula in K–12 education in Saudi Arabia in order to raise awareness and knowledge of national heritage. The results also confirmed the views of experts regarding the importance and the value of virtual museums as a method for effective learning about cultural heritage.

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

School-based obesity interventions in the metropolitan area of Rio De Janeiro, Brazil: pooled analysis from five randomised studies

2021 ◽  
pp. 1-7
Author(s):  
Renata da R. M. Rodrigues ◽  
Bruna K. Hassan ◽  
Michele R. Sgambato ◽  
Bárbara da S. N. Souza ◽  
Diana B. Cunha ◽  
...  
Keyword(s):  
Eating Habits ◽  
Intervention Group ◽  
Pooled Analysis ◽  
Control Group ◽  
Intention To Treat ◽  
School Year ◽  
School Based ◽  
Obesity Interventions ◽  
The One ◽  
And Control

Abstract School-based studies, despite the large number of studies conducted, have reported inconclusive results on obesity prevention. The sample size is a major constraint in such studies by requiring large samples. This pooled analysis overcomes this problem by analysing 5926 students (mean age 11·5 years) from five randomised school-based interventions. These studies focused on encouraging students to change their drinking and eating habits, and physical activities over the one school year, with monthly 1-h sessions in the classroom; culinary class aimed at developing cooking skills to increase healthy eating and attempts to family engagement. Pooled intention-to-treat analysis using linear mixed models accounted for school clusters. Control and intervention groups were balanced at baseline. The overall result was a non-significant change in BMI after one school year of positive changes in behaviours associated with obesity. Estimated mean BMI changed from 19·02 to 19·22 kg/m2 in the control group and from 19·08 to 19·32 kg/m2 in the intervention group (P value of change over time = 0·09). Subgroup analyses among those overweight or with obesity at baseline also did not show differences between intervention and control groups. The percentage of fat measured by bioimpedance indicated a small reduction in the control compared with intervention (P = 0·05). This large pooled analysis showed no effect on obesity measures, although promising results were observed about modifying behaviours associated with obesity.

scholarly journals MEDIA KOMIK TERHADAP HASIL BELAJAR SISWA

2014 ◽  
Vol 2 (1) ◽  
pp. 161
Author(s):  
Amirulmukminin Amirulmukminin ◽  
Syahrir Syahrir
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Experimental Research ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Teaching Material ◽  
School Year ◽  
And Control

The purpose of this study is to determine the effect of comic media on student learning outcomes of class VII MTs School Year 2012/2013. The type of research used is experimental research. The random sampling technique is performed to determine the experimental and control classes. Therefore, VII-A as the experimental class and VII-B is the control class. The experimental class uses comic media as a teaching material for students. Comic media means to design triangle material in comic form. The results showed that U-test (118.5) > U-table (112). We conclude that there is no effect of the use of comic media on students' mathematics learning outcomes.

Making Mistakes: Emotional Adaptation and Classroom Learning

2016 ◽  
Vol 118 (2) ◽  
pp. 1-46
Author(s):  
Mary Mccaslin ◽  
Christine C. Vriesema ◽  
Susan Burggraf
Keyword(s):  
Cognitive Appraisals ◽  
Sixth Grade ◽  
Classroom Learning ◽  
Instructional Format ◽  
School Year ◽  
Emotional Adaptation ◽  
School Poverty ◽  
Readiness To Learn ◽  
Pencil And Paper ◽  
And Coping

Background We studied how students in Grades 4–6 participate in and emotionally adapt to the give-and-take of learning in classrooms, particularly when making mistakes. Our approach is consistent with researchers who (a) include cognitive appraisals in the study of emotional experiences, (b) consider how personal concerns might mediate situational experiences, and/ or, (c) examine the interplay of emotion generation and regulation in emotional adaptation. Purpose of Study Our aim was to better understand how students think, feel, and cope— their emotional adaptation—when making mistakes in the pursuit of classroom learning and how this might impact their relationships with peers. We explored the possibility of individual and contextual differences in students’ emotional adaptation dynamics and considered how they might uniquely coregulate students’ coping with making mistakes in classrooms. Participants Participants were fourth- through sixth-grade students who attended one of five schools within a single district. Schools were labeled as relatively high or moderate in poverty density, defined by the percentage students receiving free or reduced lunch support. Research Design Students’ self-conscious emotions and coping strategies were measured with the School Situations (SS) inventory, a pencil-and-paper measure of children's self-conscious emotions in three classroom social/instructional contexts: private, small group, and whole class. SS assesses how students experience (generate) and cope with (regulate) self-conscious emotions (guilt, pride, shame) in response to situations they commonly encounter or witness in classrooms. SS was administered in November and again in May after students completed a mathematics pretest and posttest, respectively. Findings Findings revealed the importance of context—cultural (poverty density), social (classroom social/instructional format), and personal (readiness)—in the coregulation of students’ self-conscious emotions and coping. It is difficult for students with fewer resources (due to school poverty density or readiness to learn) to cope with negative emotions when making mistakes and to realize pride upon success. Further, an exploratory factor analysis based on students who participated at both pretest and posttest revealed five unique emotional adaptation subscales—Distance and Displace, Regret and Repair, Inadequate and Exposed, Proud and Modest, and Minimize and Move On—that are relatively stable across the school year and linked with readiness and learning. Conclusions The stability of students’ emotional adaptation profiles suggests that students develop characteristic emotional adaptations to classroom learning demands. Further, the modest strength of these relationships supports the conclusion that students’ emotional adaptations are malleable and open to intervention.

Blended and Online Learning in Virtual K-12 Schools

2015 ◽  
pp. 56-72
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
United States ◽  
Online Learning ◽  
Current Trend ◽  
The United States ◽  
Highly Qualified ◽  
Management Skills ◽  
Academic Impact ◽  
School Year ◽  
Learning Instruction ◽  
K 12

Since 2000, there has been an increasing rate of online learning directed toward K-12 schools in the United States. The need for online courses has become evident as schools are searching for ways to meet student's learning needs. Online and blended courses provide options for schools with limited curricular offerings, scheduling conflicts, or find it difficult to provide highly qualified teachers. In the 2010/2011 school year, it was estimated that approximately 1.5 million students in K-12 schools across the United States were enrolled in an online course (Wicks, 2010). However, a literature search indicates that not much is known about K-12 blended and online learning instruction in virtual K-12 schools. Various issues such as types of instructional delivery, optional management skills, current trend of blended learning, the academic impact on K-12 education are critical areas for teachers and administrators to consider (iNACOL, 2011). This chapter seeks to demonstrate the growing trend of blended and online learning in the United States, analyze instructional implications of blended and online learning to students, discuss major obstacles to blended and online learning in K-12 schools, address possible solutions, and provide recommendations for further studies.

Challenges of Restorative Practices in Schools

2020 ◽  
pp. 82-94
Keyword(s):  
School Environment ◽  
School Community ◽  
Leadership Roles ◽  
Restorative Practices ◽  
Community Members ◽  
Staff Members ◽  
Teacher Challenges ◽  
And Control ◽  
Difficult Situations ◽  
Academic Content

Chapter 6 considers the challenges for school community members in a restorative school environment. Student challenges include confronting peers, learning to find a balance between completing individual work and resolving issues that affect the community, and learning to take on leadership roles within restorative circles. Teacher challenges involve learning to share responsibility and control within a classroom, implementing restorative practices and balancing the need to confront issues while still covering the required academic content, and helping students overcome some of the challenges they face. Counselor challenges focus on learning to confront difficult situations and students, learning how to become vulnerable, and assisting others in the implementation of restorative practices. Administrative challenges include dealing with situations in which teachers sometimes blame themselves, learning how to model restorative behaviors, and finding staff members that believe in the philosophy and practice of being and doing things restoratively within a school environment.

scholarly journals Effectiveness of the Communities Care programme on change in social norms associated with gender-based violence (GBV) with residents in intervention compared with control districts in Mogadishu, Somalia

BMJ Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. e023819 ◽  
Author(s):  
Nancy Glass ◽  
Nancy Perrin ◽  
Mendy Marsh ◽  
Amber Clough ◽  
Amelie Desgroppes ◽  
...  
Keyword(s):  
Social Norms ◽  
Sexual Violence ◽  
Effect Size ◽  
Gender Based Violence ◽  
Community Members ◽  
Care Programme ◽  
Provision Of Services ◽  
Gender Based ◽  
And Control ◽  
Intervention District

ObjectiveDetermine the effectiveness of the Communities Care programme (CCP) on change in harmful social norms associated with gender-based violence (GBV) and confidence in provision of services with residents in intervention compared with control district. We hypothesised that residents in the intervention district would report a decrease in support for harmful social norms and increase in confidence in services in comparison with control district.SettingThe study was conducted in Mogadishu, Somalia.ParticipantsIn the intervention district, 192 community members (50% women) completed baseline surveys with 163 (84.9%) retained at endline. In the control district, 195 community members (50% women) completed baseline surveys with 167 (85.6%) retained at endline.InterventionCCP uses facilitated dialogues with community members to catalyse GBV prevention actions and provides training to diverse sectors to strengthen response services for GBV survivors.ResultsResidents in the intervention district had significantly greater improvement in change in social norms: (1) response to sexual violence (b=−0.214, p=0.041); (2) protecting family honour (b=−0.558, p<0.001); and (3) husband’s right to use violence (b=−0.309, p=0.003) compared with control district participants. The greatest change was seen in the norm of ‘protecting family honour’ with a Cohen’s d effect size (ES) of 0.70, followed by the norm ‘husband’s right to use violence’ (ES=0.38), and then the norm of ‘response to sexual violence’ (ES=0.28). Residents in intervention district had a significantly greater increase in confidence in provision of GBV services across diverse sectors than the control district (b=0.318, p<0.001) with an associated effect size of 0.67. There were no significant differences between residents in intervention and control districts on change in personal beliefs on the norms.ConclusionThe evaluation showed the promise of CCP in changing harmful social norms associated with GBV and increasing confidence in provision of services in a complex humanitarian setting.

Music Education in P-12 Schools to Learn From Each Other

2020 ◽  
pp. 176-196
Keyword(s):  
Social Interaction ◽  
Social Context ◽  
Music Education ◽  
Teaching And Learning ◽  
Music Teaching ◽  
Community Members ◽  
Music Learning ◽  
Technical Aspects ◽  
K 12

This chapter describes cases of music teaching and learning from Pre-K-12 schools. As a trait of book, instead of focusing on how-to instruction and technical aspects of music teaching, the author puts a special emphasis on music learning in a social context. Both music and music education consist of social interaction among learners, teachers, and community members. This process is especially unique to music because we always learn from each other and perceive music in a shared sense. The author wishes you also learn from these cases and implement the idea of your practice for students to learn from each other.

scholarly journals A sequential school based smoke prevention program in secondary school adolescents

2015 ◽  
Vol 79 (1) ◽  
Author(s):  
A. Di Paco ◽  
R. Boffi ◽  
C. De Marco ◽  
N. Ambrosino
Keyword(s):  
Secondary School ◽  
School Principals ◽  
Smoking Habit ◽  
Soccer Players ◽  
Second Hand Smoke ◽  
School Year ◽  
School Based ◽  
Show Business ◽  
Smoke Prevention ◽  
And Control

Background and Aim. The hazardous health effects of smoking and second-hand smoke are well known and have been confirmed in several studies. We wondered whether a school based programme involving media models such as those represented by famous soccer players and TV characters, was effective in prevention of smoking habit in secondary school adolescents. Methods. Since October 2006 to May 2007 an anonymous survey was submitted to 1382 secondary schools pupils. After completing the questionnaire all students of 42 out of 70 classes selected by the school principals underwent a prevention programme consisting of 1 hour lecture on smoke healthy hazard with educational material (slides, video, leaflets). Furthermore each pupil was given card games with significant pictures. Since October 2007 to May 2008 and Since October 2008 to May 2009 pupils underwent a 1 hour interactive lesson on smoke related health hazards respectively. On December 2007 pupils in study attended a theatre event with show business characters acting to smoke dissuasion. No intervention was performed on the 568 pupils of the other classes along all the same 2 school- year period (controls). Results. Among other results at the end of the 2-year program 4% pupils of study group and 14% of controls reported smoking habit (p = 0.001) whereas 7% and 27% (p = 0.001) of study and control pupils respectively ignored smoking induced dependence. Conclusion. A school based programme involving media models such as those represented by famous soccer players, TV characters, was effective in prevention of smoking habit in secondary school adolescents.

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