scholarly journals Mensural Hygiene Management in Schools of Oromia Region, Ethiopia

2020 ◽  
Author(s):  
Mirgissa Kaba ◽  
Zelalem Adugna Geletu
Keyword(s):  
Public Schools ◽  
Group Discussion ◽  
Reproductive Age ◽  
School Level ◽  
Natural Occurrence ◽  
Curricular Intervention ◽  
Menstrual Hygiene ◽  
School Based ◽  
Management Interventions ◽  
Healthy Growth

Abstract Background: Management of menstruation as a biological occurrence for women of reproductive age and men’s role is determined by socio-cultural factors. There is dearth of evidence on men in general and boys support on menstrual hygiene and management. This study aims to identify school based menstrual hygiene and management interventions and the role of boys in Oromia region, Ethiopia.Method: The study was carried out in 2017-18 academic year in eight Oromia Development Association (ODA) supported public schools with sport for life interventions. Schoolboys and girls aged 12-15, parents and school teachers participated in the study. Focus Group Discussion with boys, girls, and key informant interviews with parents were completed. Data were transcribed and translated into English and themes were developed following the objectives. Interpretation and presentation of the findings were substantiated with quoted shared opinions. Result: Finding shows that after two years of school based sport for life intervention, study participants invariably recognized menstruation as a natural occurrence and is a blessing rather than a curse. Girls who used to shy and abstain from school for fear of bullying and teasing attended their classes regularly and became competitors in their academic performance. Common arguments by all participants alike show that ‘We learnt that menstruation is a mark of healthy growth of girls. The absence of it that should be the source of concern’ . With dedicated room and availability of water and sanitary napkin; and support from boys and schoolteachers and management of menstrual hygiene has improved at school level. Boys not only stopped teasing girls but also started contributing money to purchase sanitary napkins. Liaising such school level intervention with parents has extended support to girls at home level. Conclusion: School level non-curricular intervention that has involved not only students but also the school community and parents have brought fundamental change to the way menstruation was understood and its implications. Menstruation is no more a source of shame and reason to tease and bully girls with its far reaching implication on the school performance of girls. Further study using mixed method may help document specific changes and sustainability.

School Discipline Policies, Perceptions of Justice, and In-School Delinquency

2018 ◽  
Vol 65 (10) ◽  
pp. 1343-1370 ◽  
Author(s):  
Erica R. Fissel ◽  
Pamela Wilcox ◽  
Marie Skubak Tillyer
Keyword(s):  
Public Schools ◽  
School Level ◽  
School Crime ◽  
Disciplinary Practices ◽  
The Public ◽  
School Based ◽  
Level Data ◽  
Discipline Policies ◽  
Management Policies ◽  
The Impact

School crime has been a national issue for nearly 40 years and remains a concern for students, administrators, parents, and the public. Schools engage in numerous strategies aimed at curbing crime, ranging from harsh disciplinary practices to proactive strategies focused on gaining student compliance. This study examines the impact of disciplinary practices on in-school delinquency, while also considering the influence of students’ perceptions of injustice. Using student- and school-level data from the Rural Substance Abuse and Violence Project and hierarchical Poisson regression analyses, findings reveal that students’ perceptions of injustice were significantly related to in-school delinquency, while proactive and reactive discipline practices, spanning the punitiveness continuum, were not. The findings provide tentative guidance for school-based discipline management policies and practices.

scholarly journals Feasibility of school-based health intervention for compliance of mass drug administration for soil transmitted helminthiasis in Bangladesh

2020 ◽  
Author(s):  
Farah Faizah ◽  
Elsa Herdiana Murhandarwati ◽  
Yayi Suryo Prabandari ◽  
Be-Nazir Ahmed ◽  
Md Mahbub Hossain ◽  
...  
Keyword(s):  
Public Schools ◽  
Drug Administration ◽  
Mass Drug Administration ◽  
Program Implementation ◽  
Rural Students ◽  
School Level ◽  
Basic Knowledge ◽  
School Based ◽  
Trained Manpower ◽  
Soil Transmitted Helminthiasis

<p><i>Background:</i> Mass Drug Administration (MDA) Programs has been conducting bi-annually<i> </i>at school level to eliminate Soil Transmitted Helminthiasis (STH) from Bangladesh since 2008. Because of very low MDA coverage in Bangladesh, this study explored the perceptions of stakeholders about MDA program implementation, knowledge of students regarding helminthiasis and MDA including its potential barriers.</p> <p><i>Methods:</i> 258 students of grade IV of three public schools from Khulna district, Bangladesh were randomly selected. This study follows mixed-method approach while Qualitative methods were used to evaluate the perception, barriers and favourable environment based on IDIs and FGDs with key stakeholders and quantitative method used to assess the students’ response to School-Based Health Education (SBHE) intervention and knowledge of STH and MDA. </p> <p><i>Results:</i> In result, positive understanding and attitude towards MDA program are seen within community as well as have basic knowledge on STH. Rumour of drugs potential side effects and insufficiently trained manpower are found as key barriers. After SBHE intervention among urban and rural students’ knowledge improved by 64.31% and 13.04% respectively including MDA coverage has increased by 40.08% and 8.69% respectively as well.</p> <p><i>Conclusions:</i> SBHE intervention improves knowledge, but to make that knowledge effective and sustainable, teachers need to get proper trainings on regular basis. Improved knowledge of the community can increase MDA coverage if we are able to remove the program obstacle like rumours of side effect of the medicine and constraints of skilled human resources. </p>

scholarly journals Feasibility of school-based health intervention for compliance of mass drug administration for soil transmitted helminthiasis in Bangladesh

2020 ◽  
Author(s):  
Farah Faizah ◽  
Elsa Herdiana Murhandarwati ◽  
Yayi Suryo Prabandari ◽  
Be-Nazir Ahmed ◽  
Md Mahbub Hossain ◽  
...  
Keyword(s):  
Public Schools ◽  
Drug Administration ◽  
Mass Drug Administration ◽  
Program Implementation ◽  
Rural Students ◽  
School Level ◽  
Basic Knowledge ◽  
School Based ◽  
Trained Manpower ◽  
Soil Transmitted Helminthiasis

<p><i>Background:</i> Mass Drug Administration (MDA) Programs has been conducting bi-annually<i> </i>at school level to eliminate Soil Transmitted Helminthiasis (STH) from Bangladesh since 2008. Because of very low MDA coverage in Bangladesh, this study explored the perceptions of stakeholders about MDA program implementation, knowledge of students regarding helminthiasis and MDA including its potential barriers.</p> <p><i>Methods:</i> 258 students of grade IV of three public schools from Khulna district, Bangladesh were randomly selected. This study follows mixed-method approach while Qualitative methods were used to evaluate the perception, barriers and favourable environment based on IDIs and FGDs with key stakeholders and quantitative method used to assess the students’ response to School-Based Health Education (SBHE) intervention and knowledge of STH and MDA. </p> <p><i>Results:</i> In result, positive understanding and attitude towards MDA program are seen within community as well as have basic knowledge on STH. Rumour of drugs potential side effects and insufficiently trained manpower are found as key barriers. After SBHE intervention among urban and rural students’ knowledge improved by 64.31% and 13.04% respectively including MDA coverage has increased by 40.08% and 8.69% respectively as well.</p> <p><i>Conclusions:</i> SBHE intervention improves knowledge, but to make that knowledge effective and sustainable, teachers need to get proper trainings on regular basis. Improved knowledge of the community can increase MDA coverage if we are able to remove the program obstacle like rumours of side effect of the medicine and constraints of skilled human resources. </p>

Preservice Efforts To Promote School-Based SLPs' Roles in Written Language Development

2011 ◽  
Vol 12 (4) ◽  
pp. 121-127 ◽  
Author(s):  
Elizabeth Lanter ◽  
Claire Waldron
Keyword(s):  
Public Schools ◽  
Language Development ◽  
Clinical Education ◽  
Written Language ◽  
School Age Children ◽  
Leadership Roles ◽  
Clinical Experiences ◽  
School Based ◽  
Language Pathology ◽  
Written Language Development

Abstract The authors describe an innovative clinical education program that emphasizes the provision of written language services by preservice speech-language pathology graduate students at Radford University in Virginia. Clinicians combined academic coursework in language acquisition in school-age children and clinical experiences that target children's written language development to promote future literacy-based leadership roles and collaborative efforts among school-based speech-language pathologists (SLPs). These literacy-based experiences prepare SLPs to serve in the growing numbers of American public schools that are implementing Response to Intervention models.

scholarly journals Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Amy Cassata ◽  
Elaine Allensworth
Keyword(s):  
Public Schools ◽  
Teacher Leadership ◽  
Collective Efficacy ◽  
Teacher Leaders ◽  
Contextual Factors ◽  
Collaborative Work ◽  
School Context ◽  
School Level ◽  
Instructional Change ◽  
Teacher Leader

Abstract Background The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. Findings There were five patterns of teacher leader action: inspiring others, sharing with colleagues, working in collaboration, advocating for change, and providing individual support, and an interplay between teacher actions and school-level contextual factors, with some contextual factors more important than others for different types of actions. In particular, sharing and collaborative work were facilitated in schools with designated collaboration time, trusting relationships, and colleagues who were also trained and knowledgeable about the new standards. The degree of collective efficacy the teacher leaders felt seemed to be driven mostly by the presence of other knowledgeable change agents in the school. Conclusions and implications The study adds to the existing literature on teacher leadership by articulating the mechanisms through which teachers exert influence around instructional improvement of their school peers and providing examples of each. Further, the study illustrates how these mechanisms are facilitated or constrained by the larger school context. Together, the articulation of mechanisms and contexts, along with illustrative examples, provides a guide for supporting instructional change through teacher leadership in schools and districts.

scholarly journals Identifying Risk Factors for Lower Reproductive Tract Infections among Women Using Reusable Absorbents in Odisha, India

2021 ◽  
Vol 18 (9) ◽  
pp. 4778
Author(s):  
Padmalaya Das ◽  
Danielle Lisnek ◽  
Krushna Chandra Sahoo ◽  
Shalini Sinha ◽  
JyotiRanjan Mohanty ◽  
...  
Keyword(s):  
Risk Factors ◽  
Reproductive Tract ◽  
Laboratory Diagnosis ◽  
Poverty Line ◽  
Reproductive Age ◽  
Reproductive Tract Infections ◽  
Menstrual Hygiene ◽  
Socio Demographic Factors ◽  
Tract Infections ◽  
Study Laboratory

A large proportion of women in Odisha, India, use reusable absorbents to manage their menstruation. Yet, the risk factors for lower reproductive tract infections (RTIs) related to menstrual hygiene management (MHM) have not been studied among reusable absorbent users. Women of reproductive age attending one of two hospitals from two different cities in Odisha during two separate study intervals were recruited for the study. Laboratory diagnosis of bacterial vaginosis (BV) and vulvovaginal candidiasis (VVC) were conducted. A questionnaire was used to collect information on MHM practices, water, sanitation, and socio-demographic factors. Among the 509 women who used reusable absorbents, 71.7% were diagnosed with at least one infection. After adjusting for confounders, women with BV were more likely to identify as being a housewife (aOR: 1.8 (1.1–2.9)). Frequent absorbent changing was protective against BV (aOR: 0.5 (0.3–0.8)), whereas frequent body washing increased the odds of BV (aOR: 1.5 (1.0–2.2)). Women with VVC were more likely to be older (aOR: 1.6 (1.0–2.5)), live below the poverty line (aOR: 1.5 (1.1–2.2)), have a non-private household latrine (aOR: 2.2 (1.3–4.0)), dry their absorbents inside the house (aOR: 3.7 (2.5–4.5)), and store absorbents in the latrine area (aOR: 2.0 (1.3–2.9)). Washing absorbents outside the house was protective against VVC (aOR: 0.7 (0.4–1.0)). This study highlights the importance of improving MHM practices among reusable absorbent users to prevent lower RTIs among women reusing menstrual materials in Odisha.

scholarly journals Preventing and controlling water pipe smoking: a systematic review of management interventions

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Javad Babaie ◽  
Ayat Ahmadi ◽  
Gholamreza Abdollahi ◽  
Leila Doshmangir
Keyword(s):  
Data Extraction ◽  
Water Pipe ◽  
Health Crisis ◽  
Adverse Health Effects ◽  
Analysis Process ◽  
School Based ◽  
Management Interventions ◽  
School Based Interventions ◽  
Global Arena ◽  
And Control

Abstract Background Water pipe smoking (WPS) is re-gaining widespread use and popularity among various groups of people, especially adolescents. Despite different adverse health effects of WPS, many of the WPS interventions have failed to control this type of tobacco smoking. This study was conducted to identify experienced management interventions in preventing and controlling WPS worldwide. Methods A systematic literature review was conducted. Electronic databases were searched for recordes which were published from beginning 1990 to August 2018. Studies aiming at evaluating, at least, one intervention in preventing and controlling WPS were included in this review, followed by performing the quality assessment and data extraction of eligible studies by two independent investigators. Finally, interventions that were identified from the content analysis process were discussed and classified into relevant categories. Results After deleting duplications, 2228 out of 4343 retrieved records remained and 38 studies were selected as the main corpus of the present study. Then, the identified 27 interventions were grouped into four main categories including preventive (5, 18.51%) and control (8, 29.62%) interventions, as well as the enactment and implementation of legislations and policies for controlling WPS at national (7, 25.92%) and international (7, 25.92%) levels. Conclusion The current enforced legislations for preventing and controlling WPS are not supported by rigorous evidence. Informed school-based interventions, especially among adolescents can lead to promising results in preventing and controlling WPS and decreasing the effects of this important social and health crisis in the global arena.

scholarly journals The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

2020 ◽  
Vol 83 (6) ◽  
pp. 375-386
Author(s):  
Debbie Kramer-Roy ◽  
Denise Hashim ◽  
Nighat Tahir ◽  
Areeba Khan ◽  
Asma Khalid ◽  
...  
Keyword(s):  
Action Research ◽  
Occupational Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Occupational Therapists ◽  
Collaborative Action Research ◽  
School Level ◽  
Collaborative Action ◽  
School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

Regional Geography Education in Poland

2020 ◽  
Author(s):  
Agnieszka Świętek ◽  
Wiktor Osuch
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Primary School ◽  
Education System ◽  
Geography Education ◽  
School Level ◽  
Lower Secondary School ◽  
Regional Geography ◽  
The Core ◽  
Regional Education

Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.

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