scholarly journals Where has all the chocolate gone? A national survey assesses the effects of recent legislation to improve the nutritional quality of English secondary-school vending

2011 ◽  
Vol 14 (8) ◽  
pp. 1394-1402 ◽  
Author(s):  
Anne Matthews ◽  
Michael Nelson ◽  
Asha Kaur ◽  
Mike Rayner ◽  
Paul Kelly ◽  
...  
Keyword(s):  
Secondary School ◽  
School Food ◽  
Whole School ◽  
Inventory Survey ◽  
Whole School Approach ◽  
The Uk ◽  
Almost All ◽  
Government Legislation ◽  
Academic Year

AbstractObjectiveObesity levels are rising in almost all parts of the world, including the UK. School food offers children in Great Britain between 25 % and 33 % of their total daily energy, with vending typically offering products high in fat, salt or sugar. Government legislation of 2007 to improve the quality of school food now restricts what English schools can vend. In assessing the effect of this legislation on the quality of English secondary-school vending provision, the response of schools to these effects is explored through qualitative data.DesignA longitudinal postal and visit-based inventory survey of schools collected vending data during the academic year 2006–2007 (pre-legislation), 2007–2008 and 2008–2009 (both post-legislation). Interviews with school staff explored issues of compliance. Product categorisation and analysis were carried out by product type, nutrient profiling and by categories of foods allowed or prohibited by the legislation.SettingEnglish secondary schools.SubjectsA representative sample of 279 schools including sixty-two researcher-visited inventory schools participated in the research.ResultsSchool vending seems to have moved towards compliance with the new standards – now drinks vending predominates and is largely compliant, whereas food vending is significantly reduced and is mostly non-compliant. Sixth form vending takes a disproportionate share of non-compliance. Vending has declined overall, as some schools now perceive food vending as uneconomic. Schools adopting a ‘whole-school’ approach appeared the most successful in implementing the new standards.ConclusionsGovernment legislation has achieved significant change towards improving the quality of English school vending, with the unintended consequence of reducing provision.

scholarly journals ‘Pizza every day – why?’: A survey to evaluate the impact of COVID‐19 guidelines on secondary school food provision in the UK

2021 ◽  
Vol 46 (2) ◽  
pp. 160-171
Author(s):  
Kelly Rose ◽  
Claire O’Malley ◽  
Laura Brown ◽  
Louisa Jane Ells ◽  
Amelia A. Lake
Keyword(s):  
Secondary School ◽  
School Food ◽  
Food Provision ◽  
The Uk ◽  
The Impact

scholarly journals How Do We Evaluate the Good Test of Arabic in High School in Indonesia?/كيف نواصف الاختبار الجيد لمادة اللغة العربية في المدرسة الثانوية بإندونيسيا؟

2018 ◽  
Vol 2 (1) ◽  
pp. 78-94
Author(s):  
Eva Lathifah
Keyword(s):  
Secondary School ◽  
The Other ◽  
Final Exam ◽  
Good Test ◽  
Islamic Schools ◽  
Teaching Objectives ◽  
Test Specifications ◽  
Measurement And Evaluation ◽  
Academic Year

The teaching process consists of four pillars: the teaching objectives, the needs and preparations of the students, the input of behavioral inputs, experiences or educational activities, and the measurement and evaluation. These four pillars are interconnected to each other organically so that one cant be dispensed with the other. Therefore, this research aims to know the calendar in general. The research also deals with the knowledge of the good test specifications in the Islamic schools, especially the secondary school, and the quality of the exam in the final exam in the academic year 2015/2016.إن العملية التدريسية تتكون من أربعة أركان وهي الأهداف التدريسية وحاجات واستعدادات التلاميذ المساة بالمدخلات السلوكية والخبرات أو الأنشطة التعليمية ثم  القياس والتقويم. وترتبط هذه الأركان الأربع بعضها ببعض ارتباطا عضويا بحيث لا يستغنى أحدها عن الأخر. لذا، يهدف هذا البحث إلى معرفة التقويم بوجه عام، كما يتطرق البحث إلى معرفة مواصفات الاختبار الجيد في المدارس الإسلامية بخاصة المدرسة الثانوية ومعرفة جودة الاختبار في الامتحان النهائى المقنن فيها للعام الدراسي 2015/2016 مـ.

scholarly journals Teachers and teaching in upper secondary education: a comparison of systems in place across secondary and FE sectors

2011 ◽  
Author(s):  
Lynne Rogers
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
School Teacher ◽  
Further Education ◽  
Upper Secondary Education ◽  
Quality Of Teaching ◽  
Upper Secondary ◽  
The Uk ◽  
Review Current

The training of teachers in upper secondary education varies considerably dependent on whether training is undertaken as a secondary school teacher or as a teacher within the Further Education (FE) system. Indeed, until the late 1990s, the training of teachers in FE had been the focus of little regulation by Government. Differences also occur across the UK with different pathways in place in the home countries. Regardless of the pathway taken to teaching in upper secondary education there are concerns that the teaching in schools and FE is still not good enough. The Coalition Government has proposed many reforms to the training of teachers in schools and a consultation exercise has been undertaken on the training of teachers in the FE sector. This article will review current approaches to the training of teachers in the home countries of the UK. Attention will be given to the proposed reforms in order to consider how these might contribute to raising the standard of teacher training and hence the quality of teaching in schools and FE.

scholarly journals Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools

2021 ◽  
Vol 6 ◽  
Author(s):  
Jonathan Glazzard ◽  
Samuel Stones
Keyword(s):  
Sex Education ◽  
Minority Stress ◽  
Children And Young People ◽  
Government Response ◽  
Whole School ◽  
Policy Frameworks ◽  
Different Types ◽  
The Government ◽  
Whole School Approach ◽  
The Uk

This article provides an overview of the UK government policy in relation to relationships and sex education in schools. It focuses on the latest statutory guidance which requires primary and secondary schools in England to teach pupils about different types of relationships, including same-sex relationships. We outline the current policy frameworks and present a rationale for why Lesbian, Gay, Bisexual, Trans and Queer (LGBTQ+) identities and relationships should be present in the curriculum. We critically interrogate the government response and we present a framework to support the implementation of a whole school approach to LGBTQ+ inclusion. We draw on Meyer's model of minority stress to explore risks to children and young people if they are not provided with an LGBTQ+ curriculum.

Telemedicine in oculoplastic and adnexal surgery: clinicians’ perspectives in the UK

2021 ◽  
pp. bjophthalmol-2020-318696
Author(s):  
Swan Kang ◽  
Laxmi Raja ◽  
Dawn A Sim ◽  
Peter B M Thomas ◽  
Daniel G Ezra
Keyword(s):  
Administrative Support ◽  
Standard Of Care ◽  
Poor Access ◽  
The Future ◽  
Barriers To Implementation ◽  
Adnexal Surgery ◽  
The Uk ◽  
Almost All ◽  
The Impact

Background/AimsThe COVID-19 has facilitated a paradigm shift in the sphere of ophthalmic telemedicine: its utility is no longer limited to providing care to remote regions, rather it is expeditiously being adopted as the new standard of care. The aim of our paper is to explore the current attitudes of oculoplastic surgeons towards telemedicine and its utility in the present landscape and its prospects in the future.MethodsA 39-item questionnaire was distributed to consultant oculoplastic surgeons practising across the UK and anonymised responses were collected and analysed.ResultsThe COVID-19 pandemic has allowed rapid implementation of telemedicine services in oculoplastic departments across the UK with 86.6% of the respondents incorporating telemedicine into the routine clinical practice. Clinicians reported a statistically significant increase in utility of telemedicine, confidence in using telemedicine and quality of infrastructure available to employ telemedicine following the COVID-19 outbreak. The greatest utility of telemedicine is in triaging, postoperative assessment and eyelid lesion assessment. Main barriers to implementation of telemedicine included difficulties in conducting clinical examinations, lack of administrative support and poor access to digital technologies for patients. Overall, most clinicians were satisfied with the impact of telemedicine services and almost all experts foresee themselves continuing to use telemedicine in the future.ConclusionsTelemedicine has become an integral part of the oculoplastic service delivery since the COVID-19 pandemic its use is likely to continue. Further development of digital infrastructure and improvement of clinical examination capabilities are required to enable its wider adoption.

scholarly journals Expert Recommendations for Health Literacy Policies addressing Children and Adolescents

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
O Okan ◽  
M Corsmeier ◽  
K Sørensen ◽  
U Bauer
Keyword(s):  
Health Literacy ◽  
Delphi Study ◽  
Swot Analysis ◽  
Current Knowledge ◽  
Systematic Review Methods ◽  
Whole School ◽  
Interview Guide ◽  
Economic Perspectives ◽  
Almost All

Abstract Background There is an on-going and a well observable uptake of health literacy in the national and international agenda-setting pertaining to the development of new policy strategies to address the issue of promoting health literacy in whole societies. Therefore, the aim of this research is to analyse those policies on how they address children and develop recommendations for future policies. Methods Policy documents on national levels, published by February 2019 were retrieved using a two-pronged strategy: (1) systematic review methods (database and online search) and (2) expert consultation. Based on a SWOT analysis of these policies, an interview guide was developed and policy experts (N = 63) from 46 countries across the world were interviewed. Based on the qualitative analysis, a Delphi Study was developed to gather expert comments and validation. Results The search has identified 26 policies in 19 countries including case-laws and enacted statues, governmental strategies, polices driven by national key experts, and educational policies. The content of these informed the interview guide. The initial analysis of the interviews led to several recommendations pertaining to schools and the education sector, including principals, teachers and whole-school approaches, characteristics of different settings, such as policy, education and administration, economic perspectives, and the need for research and evidence in order to inform future strategies. Conclusions The results will be compiled into a recommendation report and a policy brief. In addition, those will be translated into other languages to share with the countries of the experts who participated in this project. While almost all policies address children somehow, several limitations make it difficult to evaluate the quality of the different policies. To secure and sustain more effective, child-focused policies, current knowledge gaps regarding research on children`s health literacy should be addressed.

scholarly journals Food environment intervention improves food knowledge, wellbeing and dietary habits in primary school children: Project Daire, a randomised-controlled, factorial design cluster trial

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sarah F. Brennan ◽  
Fiona Lavelle ◽  
Sarah E. Moore ◽  
Moira Dean ◽  
Michelle C. McKinley ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Food Environment ◽  
Dietary Habits ◽  
Health Related Quality ◽  
School Food ◽  
Whole School ◽  
Food Knowledge ◽  
Related Quality ◽  
Health Related

Abstract Background Evidence suggests that dietary intake of UK children is suboptimal. As schools provide an ideal natural environment for public health interventions, effective and sustainable methods of improving food knowledge and dietary habits in this population must be identified. Project Daire aimed to improve children’s health-related quality of life, wellbeing, food knowledge and dietary habits via two multi-component interventions. Methods Daire was a randomised-controlled, factorial design trial evaluating two interventions across four arms. Primary schools in Northern Ireland were randomised to one of four 6-month intervention arms: i) ‘Nourish’, ii) ‘Engage’, iii) ‘Nourish’ and ‘Engage’ and iv) Control (Delayed). ‘Nourish’ was an intervention aiming to alter the whole-school food environment, provide food-related experiences and exposure to locally produced foods. ‘Engage’ was an age-appropriate, cross-curricular educational intervention on food, agriculture, nutrition science and related careers. Primary outcomes were emotional and behavioural wellbeing and health-related quality of life. A number of secondary outcomes, including dietary intake, cooking competence and food-related knowledge, were also measured. Results Fifteen schools from areas of varying socio-economic status participated in the randomised trial. A total of 903 (n = 445 aged 6–7 years and n = 458 aged 10–11 years) primary school pupils took part. Total Difficulties Score improved in all pupils (6–7 and 10–11 year old pupils) who received the ‘Nourish’ intervention compared with those that did not (adjusted difference in mean = − 0.82; 95% CI -1.46, − 0.17; P < 0.02). No statistically significant difference in Health-Related Quality of Life was observed. The ‘Nourish’ intervention also produced some changes in school-based dietary behaviour, which were most apparent in the 10–11 year old pupils. The ‘Nourish’ intervention also produced improvements in understanding of food labels (adjusted difference in mean = 0.15; 95% CI 0.05, 0.25; P < 0.01) and knowledge of vegetables in season (adjusted difference in mean = 0.29; 95% CI 0.01,0.56; P = 0.04) whilst an increased willingness to try new foods and improved perceived cooking competence was also observed. Conclusions Improvements in childhood emotional and behavioural wellbeing, dietary intake, knowledge about food, cooking skills and willingness to try new foods were associated with the ‘Nourish’ whole-school food environment intervention. Exploration of the sustainability and long-term effectiveness of such whole-school food interventions should be conducted. Trial registration National Institute of Health (NIH) U.S. National Library of Medicine Clinical Trials.gov (ID: NCT04277312).

scholarly journals Relationship between quality of life and resilience among sport-active Singaporean youth

2015 ◽  
Vol 19 (2) ◽  
pp. 29-36 ◽  
Author(s):  
Chia Michael ◽  
Lee Marcus
Keyword(s):  
Quality Of Life ◽  
Secondary School ◽  
Body Mass ◽  
Student Athletes ◽  
Time Points ◽  
Secondary School Education ◽  
Resilience Scale ◽  
The Relationship ◽  
Academic Year

Purpose : The study examines the relationship between paediatric quality of life (PEDSQL) and resilience, measured by the Singapore Youth Resilience Scale (SYRESS) among sport-active youth transiting from primary to secondary school education in Singapore. Method : The participants were 137 student-athletes aged 12.7+-0.3 years, height 156.0+-12.9 cm, and body mass 46.4+-10.2kg. PEDsQL and SYRESS questionnaires were administered at the start of the academic year and repeated again six months later. Results : Total health (PEDsQL) scores were significantly greater at baseline than when measured six months later (77.3+-11.9 vs 72.1+-11.8; p<0.05) but there was no significant change in the SYRESS score (198.2+-25.3 vs 194.0+-27.4; p>0.05). Total health in PEDsQL was significantly correlated to SYRESS scores at both time points (Baseline r s=0.61,p<0.01; baseline plus 6 months r s=0.58, p<0.01). Conclusions : The results reflect a linkage between student's resilience and PedsQL outcomes. Student-athletes perceived the transition from primary to secondary school to be a difficult period and sport-active youth are a unique population compared to normal school going youth.

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