Misplaced marketing

1999 ◽  
Vol 16 (5) ◽  
pp. 415-417 ◽  
Author(s):  
Herbert Jack Rotfeld
Keyword(s):  
College Education ◽  
Self Esteem ◽  
After School ◽  
Marketing Education ◽  
School Activities ◽  
After School Activities

Comments on the frequent inappropriateness of marketing education. Also addresses some of the inappropriate methods of marketing schools. Considers that certain schools that are unable to attract top students are tempted to misplace marketing by focusing the attention on a school’s “values” other than education, for instance after‐school activities, discipline, or teachers’ concerns for children’s self‐esteem. In college education, these benefits might include a sports team’s winning record, fraternity or sorority parties and local drinking establishments. Finally, expresses dissatisfaction that many students now view graduation as job certification, not as a mark of education.

scholarly journals The Drive for Muscularity among Adolescent Boys: Its Relationship with Global Self-Esteem

2018 ◽  
Vol 3 (66) ◽  
Author(s):  
Rasa Jankauskienė ◽  
Ramutis Kairaitis
Keyword(s):  
Body Satisfaction ◽  
Body Esteem ◽  
Self Esteem ◽  
After School ◽  
Body Parts ◽  
Adolescent Boys ◽  
Drive For Muscularity ◽  
School Activities ◽  
Sport Activities ◽  
After School Activities

Among adolescent boys a higher drive for muscularity is related with poorer self-esteem and more symptoms of depression. There is an agreement that male athletes, in general, experience greater body satisfaction compared to nonathletes of the same age, however there is lack of studies to demonstrate how participation in various sports relates in terms of drive for muscularity and global self-esteem among adolescent boys. One hundred adolescent boys (mean age — 14.63 ± 1.97) took part in the study. 29 boys were at 6 th  grade, 34 — at 8 th , and 37 — at 10 th  grade. All the participants completed the self-constructed questionnaire consisting of 21 items. The following blocks of questions or statements were included into the questionnaire: demographic variables (age, grade, the living place (urban or rural)), global self-esteem (Rosenberg’s (1989) questionnaire of self-esteem), body esteem (the satisfaction with one’s own appearance and appearance of various body parts), and involvement to after-school activities (involvement in activity (for at least half a year) was considered as formal belonging to a club, school, or group, but not independent activities at the leisure time). The participants also completed the questionnaire Drive for Muscularity Scale (DMS) (McCre-ary, Sasse, 2000). Results showed no signifi cant differences in the drive for muscularity among the boys involved in different after-school activities, while the greatest drive was demonstrated by adolescents involved in dancing. The adolescents involved and not involved in sport did not show signifi cant differences in global self-esteem and overall appearance evaluation while the lowest dissatisfaction was common to the boys involved in dancing. The drive for muscularity was not signifi cantly related to poorer overall appearance evaluation and self-esteem among adolescent boys involved in various after-school activities. Involvement in sport activities might mediate the negative effect of the drive for muscularity. The drive for muscularity might also be closely related to the demands of sport activities, but not to the improvement of personal appearance. However, it was found that dissatisfaction with body image and weight was more closely related to low self-esteem among girls, but not among boys, so our study partially supported the previous fi ndings. The future studies should investigate the drive for muscularity, body-esteem and self-esteem interrelation in the samples of adolescent boys involved in recreational and professional sport.Keywords: adolescent boys, drive for muscularity, self-esteem, afterschool activities.

scholarly journals SCHOOL-AGE CARE, AN IDEOLOGICAL CONTRADICTION

2012 ◽  
Vol 48 (1) ◽  
pp. 45-51
Author(s):  
Peter Karlsudd
Keyword(s):  
Intellectual Disability ◽  
Positive Impact ◽  
After School ◽  
School Age ◽  
Intellectually Disabled ◽  
School Activities ◽  
After School Activities ◽  
The One ◽  
Compulsory Schools ◽  
Care System

In the doctoral dissertation "Children with intellectual disability in the integrated school-age care system" the extent and goal fulfilment of after-school recreation centre activities in 19 Swedish municipalities were studied. The study gave high marks to these centres for integrating intellectually disabled children into their activities. The empirics of the dissertation revealed, however, a number of warning signals, which indicated an increase in offering “special solutions” to these children. This article will contain a comparison between the study from 1999 and the one carried out in the spring of 2011. The two studies have followed the same question construction in order to achieve a comparison over time. The aim of study, focusing on children received into schools for the intellectually disabled was to evaluate to what extent integrated activities occurred and to look for factors with a positive impact on the quality of those after-school activities which gathered children from these and compulsory schools in the same groups. On the basis of the comparison made between the 12 years that have passed from the earlier to the later study, it must be regretfully concluded that segregated activities have gained a firm hold on the activities of after-school recreation care centres. Key words: after-school activities, inclusion, integrated, intellectual disability, school-age care system.

Young Children’s After-School Activities—There’s More to It Than Screen Time: A Cross-Sectional Study of Young Primary School Children

2015 ◽  
Vol 12 (1) ◽  
pp. 8-12 ◽  
Author(s):  
Lina Engelen ◽  
Anita C Bundy ◽  
Adrian Bauman ◽  
Geraldine Naughton ◽  
Shirley Wyver ◽  
...  
Keyword(s):  
Primary School ◽  
Real Time ◽  
School Children ◽  
Screen Time ◽  
Primary School Children ◽  
After School ◽  
Physically Active ◽  
School Activities ◽  
After School Activities ◽  
Sedentary Activities

Background:Children can spend substantial amounts of leisure time in sedentary activities, dominated by TV/screen time. However, objective real-time measurement of activities after school among young school children is seldom described.Methods:School children (n = 246, 5−7 years old, mean 6.0) and their parents were recruited by random selection from 14 schools across Sydney, Australia. Parents used a real-time objective measure (Experience Sampling Method, ESM) to record children’s activities and whether they were indoors or outdoors at 3 random times each day after school. Data were collected across 4 weekdays in 1 week and then, 13 weeks later, another 4 weekdays in 1 week.Results:Results were based on 2940 responses from 214 childparent dyads showed that 25% of behavior involved physical activity, 51% was spent in sedentary activities, and 22% was TV/ screen time. Most instances (81%) occurred indoors.Conclusion:Despite a high proportion of TV/screen time, children were also engaged in a range of other sedentary and physically active pursuits after school. Hence TV/screen time is not a suitable proxy for all sedentary behavior, and it is important to gather information on other non–screen-based sedentary and physically active behaviors. Future research is warranted to further investigate after-school activities in young primary school children.

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