scholarly journals Sex Education in Children and Adolescents With Disabilities in Yogyakarta, Indonesia From a Teachers’ Gender Perspective

2017 ◽  
Vol 29 (4) ◽  
pp. 328-338 ◽  
Author(s):  
Satoko Tsuda ◽  
Sri Hartini ◽  
Elsi Dwi Hapsari ◽  
Satoshi Takada
Keyword(s):  
Children And Adolescents ◽  
Teacher Attitudes ◽  
Sex Education ◽  
Sexual Behaviors ◽  
Response Rate ◽  
Developed Countries ◽  
Male Teachers ◽  
Special Schools ◽  
Religious Background ◽  
Female Teachers

Children and adolescents with disabilities (CAD) frequently engage in inappropriate sexual behaviors. In Indonesia, the need for sex education for CAD remains unclear. This study investigated teacher attitudes toward providing sex education in special schools to clarify the gender differences among teachers providing sex education. Questionnaires were sent to 180 teachers. The response rate was 72.2%. Eighty-three percent of responders were Muslim. Our findings revealed that teachers in special schools considered sex education to be important. However, the number of sex education contents was limited, and female teachers were more positive about teaching sex education than male teachers. Equally, female teachers taught a greater number of sex education contents than did male teachers. These findings were consistent with reports from developed countries although cultural and religious background differed from those of Indonesia. Sex education for CAD was accepted by teachers in Indonesia; however, materials and tools for education should be developed further.

Sex Education Strategy for Adolescents: A Scoping Review

2020 ◽  
Author(s):  
Yustika Rahmawati Pratami ◽  
◽  
Nurul Kurniati ◽  
Keyword(s):  
Children And Adolescents ◽  
Digital Media ◽  
Sex Education ◽  
Scoping Review ◽  
Research Question ◽  
Developed Countries ◽  
Gender Disparity ◽  
Population Exposure ◽  
Negative Consequences ◽  
Inclusion Criteria

Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selec­tion; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: [email protected]. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27

scholarly journals Prevalence and temporal trends of overweight and obesity among children and adolescents in Jilin, Northeast China, 2011-2015

2017 ◽  
Author(s):  
Yan Li ◽  
Zhijun Li ◽  
Qing Sun ◽  
Mengying Wang ◽  
Meng Jiang ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Northeast China ◽  
National Level ◽  
Temporal Trends ◽  
Developed Countries ◽  
Overweight And Obesity ◽  
Age Group ◽  
Obesity Prevalence ◽  
Obesity Epidemic ◽  
And Gender

Objective: In China, the obesity epidemic is truly national and childhood obesity prevalence has rapidly increased and is close to the developed countries. This study aimed to estimate the prevalence and temporal trends of overweight and obesity among children and adolescents in Jilin City, China (2011-2015). Methods: The data derived from the census on students’ constitution and health in 2011-2015 carried out by the Jilin CDC, Jilin City. 191191 children and adolescents aged 7-18 years were included in the present survey, of which 37549 in 2011 to 41564 in the 2015. The newly developed age- and gender-specific BMI cutoffs by the working group on obesity in China were used to define overweight and obesity in children and adolescents. Results: The mean of BMI (body mass index) was significantly increasing from 20.9 kg/m2 in 2011 to 21.5 kg/m2 in 2015 in all subjects. Overweight and Obesity prevalence of total students aged 7-18 years had a significantly increasing from 2012 to 2015 (P<0.001), from 16.0% and 13.1% to 17.1% and 17.1%. The minimum value of BMI and overweight and obesity prevalence in overall age group all presented in 2012. Boys and girls all showed the significant increase in overweight and obesity prevalence in every age group from 2012 to 2015 and boys higher than girls (P<0.001). Regardless of girls and boys, the most likely of children and adolescents being overweight and obesity had been observed in the youngest age and lowest school grade category. Conclusion: In summary, our results indicate that all the overweight and obesity prevalence among children and adolescents over the past 5 years were higher than the 2010 Chinese National Level and Chinese large coastal cities’ level and a significantly increase from 2011-2015. Obesity epidemic is serious, at least not optimistic among children and adolescents in Jilin, Northeast China.

scholarly journals The Degree of Effectiveness of The New Teachers Program in Applying Modern Teaching Strategies for Teachers in The First Three Grades: درجة فاعلية برنامج المعلمين الجدد في تطبيق الاستراتيجيات التدريسية الحديثة لدى معلمي الصفوف الثلاثة الأولى في مديرية تربية عمان الثانية

2020 ◽  
Vol 4 (43) ◽  
Author(s):  
Mays Khaled Al- Kasasbeh, Alaa Fareed Ibdah
Keyword(s):  
Data Collection ◽  
Teaching Strategies ◽  
New Teachers ◽  
Teaching Experience ◽  
Professional Preparation ◽  
Male Teachers ◽  
Classroom Teachers ◽  
Government Schools ◽  
Female Teachers

This study aimed to identify the degree of effectiveness of the new teachers' program in applying modern teaching strategies for teachers in the first three Grades In Government Schools of the second Amman Directorate. the study sample consists of (15) male teachers and (171) female teachers. To achieve the objectives of the study, a questionnaire was used as a tool for data collection; it consisted of (21) paragraphs. The result showed that the degree of effectiveness of the new teachers' program in applying modern teaching strategies for teachers in the first three Grades was moderate with (3.65) score. The finding also showed there were statistically significant differences between the level of applying modern teaching strategies refers to their teaching experience in favor of (6 years and more) besides there wasn’t statistically significant differences between the level of applying modern teaching strategies refers to their qualifications. In light of these result, the researcher recommended a set of recommendation the most of these was the need to pat attention to the professional preparation of the first three classroom teachers and to provide appropriate educational means for using modern teaching strategies.

scholarly journals Gender representation and language politeness in speech acts: A pragmatic study

2021 ◽  
Vol 34 (3) ◽  
pp. 329
Author(s):  
Widyatmike Gede Mulawarman ◽  
Yusak Hudiyono ◽  
Andri Andri ◽  
Hanik Wahyu Ningsi
Keyword(s):  
Speech Acts ◽  
Strong Influence ◽  
Female Students ◽  
Male Students ◽  
Gender Representation ◽  
Male Teachers ◽  
School Students ◽  
Men And Women ◽  
Expressive Speech ◽  
Female Teachers

Language affects society because linguistic forms treat men and women discriminatively as a reflection of the strong influence of language on the culture or habits of the speaking community. This study aimed to describe the representation of gender in speech and language politeness of senior high school and vocational school students in Samarinda City and Kutai Kertanegara Regency. The method used in this research was descriptive qualitative. The results of this study showed first, for the speech form by female students towards female teachers, they dominantly used the following forms: positive speech, expressive speech, and assertive speech. Second, for the speech form of female students towards male teachers, they preferred the form: expressive speech and assertive speech. Third, for the speech form of male students towards female teachers, they used the following forms: positive speech, commissive speech, and assertive speech. Fourth, the speech form of male students towards male teachers was expressive. Fifth, gender representation in student’s language politeness showed that female students were more likely to comply and male students were more likely to deviate from the principles of linguistic politeness. This study concludes female students followed the principle of language politeness towards female teachers. Male students expressed more deviations towards male teachers.

scholarly journals KONSTRUKSI BAHASA GURU PEREMPUAN DAN LAKI-LAKI PADA KEGIATAN AWAL PEMBELAJARAN [Language Construction of Female and Male Teachers in the Beginning of Learning Activities]

TOTOBUANG ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 15-26
Author(s):  
Pipiet Palestin Amurwani
Keyword(s):  
Qualitative Research ◽  
Learning Activities ◽  
Male Teachers ◽  
Standard Language ◽  
Female Teachers ◽  
Observation Method ◽  
In The Beginning

Women and men have their own unique language. This study aims to describe the language used by female and male teachers in the beginning of learning activities especially in checking students’ attendance and reviewing previous lesson. This research is a qualitative research using the observation method. The data collected was in the form of utterances from 10 female teachers and 10 male teachers when they carried out the beginning of learning activities. The data is then analyzed using Lakoff's theory of the existence of women's language and supported by other relevant theories. Lakoff believes that syntactic constructs that are more freely used by women are the use of the question label form. The results showed that female teachers express their intentions indirectly by using question sentences, using standard language and showing friendly attitude by smiling when they talk while male teachers express their goals directly using statement sentences or affirmative sentences,  unstandard words, and with flat attitude showing their wisdom Perempuan dan laki-laki memiliki keunikan masing-masing dalam berbahasa. Penelitian ini bertujuan untuk mendeskripsikan bahasa yang digunakan oleh guru perempuan dan laki-laki pada kegiatan awal pembelajaran khususnya dalam mengecek kehadiran peserta didik dan mengulas kembali materi pelajaran sebelumnya. Data yang berhasil dikumpulkan berupa ujaran-ujaran dari 10 guru perempuan dan 10 guru laki-laki pada saat mereka melaksanakan kegiatan awal pembelajaran. Data tersebut kemudian dianalisis menggunakan teori Lakoff tentang keberadaan bahasa perempuan dan didukung teori-teori lain yang relevan. Lakoff percaya konstruksi sintaksis yang lebih bebas digunakan perempuan adalah penggunaan bentuk label pertanyaan. Hasil penelitian menunjukkan bahwa guru perempuan mengungkapkan maksudnya secara tidak langsung yaitu dengan menggunakan kalimat tanya, cenderung menggunakan bahasa baku dan dengan menunjukkan sikap ramah yang ditandai dengan tersenyum ketika berujar sedangkan guru laki-laki mengungkapkan tujuannya secara langsung dengan menggunakan kalimat pernyataan atau kalimat berita, cenderung menggunakan kata tidak baku yang menunjukkan apa adanya dirinya, serta dengan sikap datar yang menunjukkan kewibawaan .

Gender Equity in HIV/AIDS Education

2021 ◽  
Author(s):  
Kacie Kidd
Keyword(s):  
Socioeconomic Status ◽  
Gender Equity ◽  
Sex Education ◽  
Sexual Behaviors ◽  
Aids Education ◽  
Sexually Transmitted ◽  
School Based ◽  
Initial Discovery ◽  
Student Questions ◽  
Hiv Aids

Since its initial discovery in the early 1980s, through the development of treatment and prophylaxis medications as well as continued attempts at vaccination development, HIV/AIDS has changed the narrative about infectious diseases around the world. It has led to recognition of the complexities of the intersections of sexuality, gender, race, age, culture, and socioeconomic status while simultaneously highlighting gender inequities in all aspects of the disease. These inequities present in clinical trials that include only subsets of the population, prevention strategies that are offered based on oversimplified assumptions about sexual behaviors, and limited education about risk for everyone from schoolchildren through medical professionals. Activists and public health advocates push for inclusion and transparency in research and treatment for HIV/AIDS, but education at all levels has lagged. The United Nations and the International Conference on Population Development have declared school-based sex education a goal for all countries in order to reduce the health burden of HIV/AIDS. Sex education in schools varies between and within countries, with no standardization of how to best educate youth about sex, reproductive health, or disease prevention. Despite continued challenges with curriculum incorporation and content, research suggests that key qualities of an effective educational program include the creation of a safe space for student questions, inclusion of diverse voices, and clear guidance for preventing sexually transmitted infections such as HIV/AIDS. In order to mitigate continued inequity over the next several decades and beyond, comprehensive HIV/AIDS education must emphasize the intersectionality of gender, sexuality, race, age, culture, and socioeconomic status at all levels from elementary introductions through training for medical and mental health researchers and providers.

scholarly journals Omega-3 fatty acids for the treatment of depressive disorders in children and adolescents: a meta-analysis of randomized placebo-controlled trials

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Li Zhang ◽  
Huan Liu ◽  
Li Kuang ◽  
Huaqing Meng ◽  
Xinyu Zhou
Keyword(s):  
Fatty Acids ◽  
Depressive Symptoms ◽  
Children And Adolescents ◽  
Depressive Disorders ◽  
Response Rate ◽  
Risk Of Bias ◽  
Controlled Trials ◽  
Omega 3 Fatty Acids ◽  
Omega 3 ◽  
Subgroup Analyses

Abstract Background To investigate the efficacy and safety of omega-3 fatty acids (O3FA) in treating depressive disorders in children and adolescents. Method We conducted a comprehensive search in electronic databases and hand-searched articles included for relevant studies. We included randomized controlled trials which studied on O3FA for treatment of children and adolescents with depression. The standard mean differences (SMDs) and the odds ratios (ORs) with 95% confidence intervals (CIs) were estimated by a random-effects model. The primary outcomes were end-point depressive symptoms scores (efficacy) and all-cause discontinuation (safety). The secondary outcome of response rate was also assessed. Subgroup analyses were performed by age, severity of depression and dosage. Risk of bias assessment was performed based on the Jadad score and the Cochrane Collaboration’s risk-of-bias method. Results A total of four studies with 153 participants were included. In terms of efficacy, there was no significant difference of end-point depressive symptoms scores between O3FA and placebo (SMD = − 0.12, 95% CI − 0.53 to 0.30, P = 0.58; I2= 30%). In terms of safety, the all-cause discontinuation showed no statistical significance between O3FA and placebo (OR = 1.3, 95% CI 0.58 to 2.93, P = 0.53; I2= 0%). The response rate of O3FA was also not significant better than that of placebo (OR = 1.57, 95% CI 0.26 to 9.39, P = 0.62; I2= 71%). Besides, there were also no significant differences in those subgroup analyses outcomes. The risk of bias of included trials were not high. Conclusions Only considering the limited evidence of O3FA in the acute treatment of major depressive disorder, it did not seem to offer a clear advantage for children and adolescents.

scholarly journals Comparison between male and female teachers in Egyptian primary schools regarding the effect of teaching on their voice

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
E. A. Zaky ◽  
H. Mamdouh ◽  
A. Maher ◽  
Z. Khalaf
Keyword(s):  
Emotional Stress ◽  
Primary Schools ◽  
Voice Disorders ◽  
High Risk Group ◽  
Room Acoustics ◽  
Male Teachers ◽  
Voice Change ◽  
Female Teachers ◽  
History Of ◽  
Working Day

Abstract Background Teachers are more likely to develop voice disorders compared to non-teachers in other occupations. Teachers are often cited as a high-risk group for vocal dysfunction as they use their voices extensively over their profession for instructing and managing students, also due to other extra loading factors, such as background noise, long speaking distance, poor room acoustics, and lack of adequate equipment, like voice amplifiers. The primary school teachers are particularly at risk as they have little opportunity for voice rest during the working day. Gender is another factor affecting incidence of voice disorders. Female teachers seem to be more affected by voice disorders than male teachers. The aim of our study was to compare between genders (male–female teachers) in primary schools to show the effect of teaching and other risk factors on their voice for proper management. Results The study showed that there were statistically significant differences between male teachers and female teachers regarding history of voice change; female teachers had history of voice change more than male teachers. Female teachers suffered from emotional stress more than male teachers, and this affects their voice. In addition, study showed a significant association between the grade of dysphonia and VHI. Conclusion There is evidence that female teachers are complaining more of voice change and suffering from voice disorders than males. Besides, female teachers are showing a higher degree of emotional stress. This may necessitate a combined assessment of the voice and psychological profile of all teachers with voice change.

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