scholarly journals Developing Sustainable Schools in the Shadow of Active Stratovolcano: A Study at Disaster-Prone Areas of Merapi Volcano

2021 ◽  
Vol 884 (1) ◽  
pp. 012008
Author(s):  
Nurhadi ◽  
A Ashari ◽  
S A Sutrisnowati
Keyword(s):  
School System ◽  
Merapi Volcano ◽  
Emergency Situations ◽  
Physical Infrastructure ◽  
Disaster Data ◽  
Eruption Centre ◽  
School Preparedness ◽  
Western Side ◽  
Sustainable Schools

Abstract Education is a right for people that must be given to children, even in an emergency of eruption disaster. To ensure the sustainable education during the crisis situations, ideas on how to develop a sustainable school system in the stratovolcano area which is prone to eruption disaster are needed. This research was conducted at schools located in the western side of Merapi Volcano, attempting to provide alternative information about the potential and role of schools in providing education during emergency situations of eruption disaster. Data in the study were collected through interviews, observations, remote sensing image interpretations, and documentations. Data were analysed by scoring and spatial analysis using geographic information systems. The results of the study are as follows. First, schools have the potential to provide education during the disaster emergency situations. School potential consists of physical infrastructure and human resource potential in the form of the role of the principal and teachers. Second, most of the level of school preparedness in facing disasters is still in the low category. This needs to be strengthened to ensure that the schools continue to function during the crisis period. Last, a division of roles in the sister school system is needed based on the location of the school toward the eruption centre. The schools in the safe zone act as a buffer for schools in vulnerable areas. Overall, schools have the potential to keep running the learning process during the crisis periods. This requires good management through the sister school system within the framework of sustainable school initiatives.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

Preparedness and response in Portuguese emergency plans - Interaction with public health

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
G Leiras ◽  
A Martins
Keyword(s):  
Public Health ◽  
Health Authority ◽  
Civil Protection ◽  
Emergency Plans ◽  
Emergency Situations ◽  
Health Measures ◽  
Health Authorities ◽  
Public Health Authorities ◽  
Protection Authority

Abstract Background Articulation between Civil Protection and Public Health authorities is of paramount importance to control, reduce and prevent threats to the health of the population in situations of crisis or catastrophes. National Civil Protection Authority produces Emergency Plans which describe the role of every stakeholder in emergency situations. Role and importance of Public Health and Public Health Authorities is not always present or well described and known amongst stakeholders. Methods Data was collected from all Districtal Emergency Plans (n = 18). Each document was analysed considering time frame, refences to Public Health and Health Authorities, definition of roles, communication channels, coordination and inclusion of intersectoral communication flow. Quantitative analysis included absolute and relative frequencies and qualitative analysis to all parts related to the terms “Public Health” and “Health Authority”. Each document was reviewed by 2 independent researchers. Results From 18 Districtal Emergency Plans (DEP) analysed, 94,4% (n = 17) had references to Public Health, but none referred the role of Public Health Officers. Only 16,7% referred to Health Authorities, although 94,4% mentioned the law 135/2013, defining the role and attributes of Health Authority. In 72,2%, coordination of Public Health Measures was attributed to the National Medical Emergency Institute. Epidemiological surveillance and Public Health Emergencies were referred in 55,6%, and attributed to the Regional Administration of Health. Conclusions Public Health Authorities and Public Health Medical Officers role in articulation with National Civil Protection Authority in emergency situations lacks severely, with this role being replaced by other entities. This is of great concern regarding management and control of diseases, particularly communicable diseases. Key messages Public Health Authorities lack the necessary involvement in Emergency Plans and emergency situations. Public health measures are coordinated by other entities rather than Public Health Authorities.

scholarly journals The Ethical Dilemma of Lifestyle Change: Designing for sustainable schools and sustainable citizenship

2018 ◽  
Vol 4 (1) ◽  
pp. 140-155
Author(s):  
Andrea Wheeler
Keyword(s):  
Young People ◽  
Best Practice ◽  
Learning Technologies ◽  
Luce Irigaray ◽  
Social Challenges ◽  
Innovative Learning ◽  
Michael Oakeshott ◽  
The Uk ◽  
Sustainable Schools

This paper explores how participation and sustainability are being addressed by architects within the Building Schools for the Future (BSF) programme in the UK. The intentions promoted by the programme are certainly ambitious, but the ways to fulfil these aims are ill-explored. Simply focusing on providing innovative learning technologies, or indeed teaching young people about physical sustainability features in buildings, will not necessarily teach them the skills they will need to respond to the environmental and social challenges of a rapidly changing world. However, anticipating those skills is one of the most problematic issues of the programme. The involvement of young people in the design of schools is used to suggest empowerment, place-making and to promote social cohesion but this is set against government design literature which advocates for exemplars, standard layouts and best practice, all leading to forms of standardisation. The potentials for tokenistic student involvement and conflict with policy aims are evident. This paper explores two issues: how to foster in young people an ethic towards future generations, and the role of co-design practices in this process. Michael Oakeshott calls teaching the conversation of mankind. In this paper, I look at the philosophy of Hannah Arendt, Emmanuel Levinas, Maurice Merleau-Ponty and Luce Irigaray to argue that investigating the ethical dilemmas of the programme through critical dialogue with students offers an approach to meeting government objectives, building sustainable schools, and fostering sustainable citizenship.

scholarly journals Strategies and Persuasive Appeals in the Public Service Messages about Health Issues on Pakistani Television Channels

2020 ◽  
Vol V (III) ◽  
pp. 54-72
Author(s):  
Qaisar Khan ◽  
Syed Inam Ur Rahman ◽  
Amna Nudrat
Keyword(s):  
Public Service ◽  
Heat Stroke ◽  
Calcium Deficiency ◽  
Health Issues ◽  
Major Health ◽  
The Public ◽  
Emergency Situations ◽  
Precautionary Measures ◽  
Aida Model

The study analyses strategies and persuasive appeals in the public service messages aired on Pakistani TV channels during 2016-2018, that measures the effects of PSMs on audience behaviour. The PSMs fails to deliver messages due to dissimilar socio-economic backdrop and scope of the audience understanding. The purposive sampling of six selected PSM is on the bases of health themed PSM’s. Objective is to investigate the characteristics of ads, role of the message, major health issues, sources of the message and appeals. The AIDA model, persuasion theory and social responsibility theory used to filter the textual analysis of the selected PSMs. It was found that the PSMs presented health issues while using celebrity endorsement and persuasive message appeals as persuasive techniques. The PSMs such as breast cancer persuaded women for self-care, calcium deficiency PSM to calcium intakes, heat stroke PSM to precautionary measures during emergency situations, the malnutrition PSM to women healthy diet during pregnancy. The study recommends that advertisers, producers and TV channels should adopt audience perception based important strategies for social welfare, while the state must promote them.

scholarly journals Wpływ języka polskiego na rozwój świadomości narodowej młodzieży galicyjskiej w dobie autonomicznej

2017 ◽  
Vol 24 (1) ◽  
pp. 175-192
Author(s):  
Peter Zimmermann
Keyword(s):  
School System ◽  
School Council ◽  
National Consciousness ◽  
Public Officials ◽  
Language Of Instruction ◽  
Primary And Secondary Education ◽  
German Speaking ◽  
Polish Language ◽  
Main Language

After the Austro-Hungarian compromise in 1867 the Galician parliament and provincial administration gained extensive privileges and prerogatives, especially in education. Galicia was the first crownland that had a school council, which was sanctioned already in 1867. After almost a century the ongoing process of Germanization ended as in the following years the majority of German speaking public officials were replaced by Poles and the Polish language became the main administrativ language and the main language of instruction in school. The article describes changes in the school system and shows the role of the Polish language in primary and secondary education during this so-called epoch of Galician autonomy. A comparison of historical documents and memories from schooldays from former Galician school children allows a realistic insight on the role which the Polish language played in the lives of young Galicians. The analysis shows that the Polonisation of the Galician school system effected the development of Polish national consciousness within young Galicians very slowly and not until the beginning of the 20th century.

The Church Ascendant, 1831–1967

2021 ◽  
pp. 16-40
Author(s):  
Tom O’Donoghue ◽  
Judith Harford
Keyword(s):  
Catholic Church ◽  
School System ◽  
Leadership Role ◽  
Irish Society ◽  
The Third ◽  
The United Kingdom ◽  
Great Famine ◽  
New Generation ◽  
The Church

In the latter half of the eighteenth and early decades of the nineteenth century the priests’ leadership role in Ireland increased, aided by the relaxation of the Penal Laws and the eventual granting of Catholic Emancipation throughout the United Kingdom in 1829. Concurrently, a new generation of reforming bishops shook off the approach of caution of their predecessors towards government and became increasingly assertive about Catholic interests, including in education. That assertiveness is central in the considerations of this chapter. Developments in relation to the role of the Catholic Church (the Church) in Irish society from the decades prior to the Great Famine of 1845–48 are outlined. Relations between the Church and the State on education from the establishment of the Irish National School System in 1831 to the advent of national independence in 1922 are then examined. In the third section the activity of ‘the triumphalist Church in Ireland’ for the period from 1922 to the introduction of ‘free second-level education’ in 1967 is detailed.

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