scholarly journals Open Campus Policies: How Built, Food, Social, and Organizational Environments Matter for Oregon’s Public High School Students’ Health

2020 ◽  
Vol 17 (2) ◽  
pp. 469
Author(s):  
Elizabeth L. Budd ◽  
Raoul S. Liévanos ◽  
Brigette Amidon
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Food Access ◽  
Policy Implications ◽  
Public High Schools ◽  
School Students ◽  
Campus Policy ◽  
Demographic Similarity ◽  
Open Campus

Open campus policies that grant access to the off-campus food environment may influence U.S. high school students’ exposure to unhealthy foods, yet predictors of these policies are unknown. Policy holding and built (walkability), food (access to grocery stores), social (school-to-neighborhood demographic similarity), and organizational (policy holding of neighboring schools) environment data were collected for 200 Oregon public high schools. These existing data were derived from the Oregon School Board Association, WalkScore.com, the 2010 Decennial Census, the 2010–2014 American Community Survey, the Supplemental Nutrition Assistance Program, TDLinex, Nielson directories, the U.S. Department of Education, the National Center for Education Statistics, and the Common Core of Data. Most (67%) of Oregon public high schools have open campus policies. Logistic regression analyses modeled open campus policy holding as a function of built, food, social, and organizational environment influences. With health and policy implications, the results indicate that the schools’ walkability, food access, and extent of neighboring open campus policy-schools are significantly associated with open campus policy holding in Oregon.

scholarly journals Open Campus Policies: How Built, Food, Social, and Organizational Environments Matter for Oregon’s Public High School Students’ Health

2019 ◽  
Author(s):  
Elizabeth Budd ◽  
Raoul Lievanos ◽  
Brigette Amidon
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Food Access ◽  
Policy Implications ◽  
Public High Schools ◽  
School Students ◽  
Campus Policy ◽  
Demographic Similarity ◽  
Open Campus

Open campus policies that grant access to the off-campus food environment influence U.S. high school students’ exposure to unhealthy foods, yet predictors of these policies are unknown. Policy holding and built (walkability), food (access to grocery stores), social (school-to-neighborhood demographic similarity), and organizational (policy holding of neighboring schools) environment data were collected for 200 Oregon public high schools. These existing data derived from the Oregon School Board Association, WalkScore.com, 2010 Decennial Census, 2010-2014 American Community Survey, Supplemental Nutrition Assistance Program, TDLinex, Nielson directories, U.S. Department of Education, National Center for Education Statistics, and Common Core of Data. Most (67%) of Oregon public high schools had open campus policies. Logistic regression analyses modeled open campus policy holding as a function of built, food, social, and organizational environment influences. With health and policy implications, results indicate that schools’ walkability, food access, and extent of neighboring open campus policy-schools are significantly associated with open campus policy holding in Oregon.

scholarly journals Projeto Primeiros Passos na Ciência: Rompendo barreiras sociais e estreitando laços entre a comunidade acadêmica e o Ensino Médio público

2020 ◽  
Vol 11 (1) ◽  
pp. 47-59
Author(s):  
Adna Suelen Dorigo ◽  
Allison Anjos ◽  
Ana Claudia Castro Marcato ◽  
Dayane Pires ◽  
Letícia Rocha Gonçalves ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Molecular Biology ◽  
Sao Paulo ◽  
Academic Community ◽  
Public High Schools ◽  
São Paulo ◽  
School Students ◽  
The University

No presente trabalho, visamos ampliar discussões acerca das diferentes faces da interação Universidade-Escola, com base na apresentação de relatos de experiências sobre o Projeto Primeiros Passos na Ciência e em reflexões teóricas sobre o contexto universitário, motivadas pela prática vivenciada. O projeto em questão foi desenvolvido por alunos de pós-graduação em Ciências Biológicas (Biologia Celular e Molecular) da UNESP, Campus de Rio Claro-SP em parceria com a Escola Estadual Prof. Marciano de Toledo Piza, de ensino médio, da cidade de Rio Claro, estado de São Paulo. Este projeto teve o objetivo de introduzir o aluno do Ensino Médio no cotidiano da pesquisa universitária na área de Biologia Celular e Molecular, com a expectativa de promover a aproximação destes alunos com o desenvolvimento do conhecimento científico e o ambiente universitário. Com a realização desse projeto, a Universidade teve a chance de adentrar no contexto dos alunos de Educação Básica, mais especificamente do Ensino Médio público. Esses novos conhecimentos podem criar a possibilidade de um futuro diferente, com mais conhecimentos científicos e instigando a reflexão a partir da rotina da Universidade e seu contexto. A experiência resultou na divulgação científica, no contato do aluno do Ensino Médio com o método científico e toda a técnica e objetividade que dele derivam, ampliando os laços comunidade-universidade. Palavras-chave: Educação; Extensão; Vivência; Experimento Científico   Project First Steps in Science: breaking social barriers and strengthening ties between the academic community and public high schools Abstract: In the present study, we intend to expand the discussion about different approaches of the University-School interaction, based on the presentation of an account of experiences with the First Steps in Science Project and theoretical reflections on the University context motivated by the lived experience. The project in question was developed by graduate students in Biological Sciences (Cell and Molecular Biology) at UNESP, Rio Claro/SP (Brazil), in partnership with Escola Estadual Prof. Marciano de Toledo Piza a public high school in the city of Rio Claro, State of São Paulo. This project had the objective of introducing high school students to the routine of university research in the area of Cell and Molecular Biology, with the expectation of promoting the approximation of these students with the development of scientific knowledge and the university environment. With the realization of this project, the University had the opportunity to better understand the primary education context of the students, specifically within public high schools. This new knowledge can create the possibility of a different future, with more scientific properties and instigating the reflection from the routine of the University and its context. The experience resulted in scientific dissemination, high school students' contact with the scientific method, and all the technique and objectivity derived from it, expanding community-university ties. Keywords: Education; Extension; Experience; Scientific Experiment  

Bullets, Blades, and Being Afraid in Hispanic High Schools: An Exploratory Study of the Presence of Weapons and Fear of Weapon-Associated Victimization Among High School Students in a Border Town

2004 ◽  
Vol 50 (3) ◽  
pp. 372-394 ◽  
Author(s):  
Ben Brown ◽  
Wm. Reed Benedict
Keyword(s):  
High School ◽  
Logistic Regression ◽  
High School Students ◽  
High Schools ◽  
Exploratory Study ◽  
Policy Implications ◽  
Regression Analyses ◽  
School Students ◽  
Border Town ◽  
Language Spoken At Home

This article presents data obtained from a survey of high school students in Brownsville, Texas. Almost half of the students reported having seen other students carry knives at school, roughly 1 in 10 reported having seen other students carry guns at school, and more than 1 in 5 reported being fearful of weapon-associated victimization at school. Logistic regression analyses indicate that age, gender, seeing other students carry weapons, and involvement with student clubs/organizations significantly affect fear of weapon-associated victimization. Using language spoken at home as a measure of acculturation, it was also determined that immigrant juveniles are more fearful of weaponassociated victimization than nonimmigrant juveniles. The theoretical and policy implications of the findings are discussed.

Higher Education Policy as Secondary School Reform: Texas Public High Schools After Hopwood

2007 ◽  
Vol 29 (3) ◽  
pp. 200-217 ◽  
Author(s):  
Thurston Domina
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Higher Education Policy ◽  
School Level ◽  
Public High Schools ◽  
High School Level ◽  
School Students ◽  
Higher Education Policies

The higher education diversity programs that Texas enacted after Hopwood v. University of Texas banned affirmative action had unexpected positive consequences for the state’s high schools. The Texas top 10% law, the Longhorn Opportunity Scholarship and Century Scholarship programs, and the Towards Excellence, Access and Success Grant program each explicitly linked postsecondary opportunities to high school performance and clearly articulated that link to students across the state. As a result, these programs worked as K–16 school reforms, using college opportunities as incentives to improve educational outcomes at the high school level. Using panel data describing Texas high schools between 1993 and 2002, the author demonstrates that Texas’s post- Hopwood higher education policies redistributed college-related activity at public high schools and boosted high school students’ academic engagement.

scholarly journals Sociolinguistic Analysis of School Failure among High School Students: Marrakesh as a Case Study

2020 ◽  
Vol 3 (11) ◽  
pp. 102-116
Author(s):  
Rachida Bounhir
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Educational System ◽  
Psychological Factors ◽  
School Failure ◽  
Public High Schools ◽  
School Students ◽  
Teachers And Students

The purpose of this study is to record the beliefs/views of teachers and students on the sociolinguistic factors of school failure. The facts of this research are part of a wider research concerning student’s social adequacy having used a questionnaire and the viability of the educational system. The sample used for this research was 30 pupils and 20 teachers from four public high schools in   Marrakesh. The results show that both teachers and students attribute school failure to different sociological and psychological factors. Results and implications of this analysis will be presented at the end of this paper. Some recommendations are presented as well.

scholarly journals Five-Tier Geometrical Optics Test Feasibility to Identify Misconception and the Causes in High School Students

2021 ◽  
Vol 9 (2) ◽  
pp. 141
Author(s):  
Farah Salmadhia ◽  
Heni Rusnayati ◽  
Winny Liliawati
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Geometrical Optics ◽  
Alternative Conceptions ◽  
Public High Schools ◽  
School Students ◽  
Test Feasibility ◽  
Feasibility Test ◽  
Almost All

This research aimed to test the feasibility of a geometrical optics instrument to identify the misconception and its causes. The instruments used in this research were question validation sheet and five-tier geometrical optics test (FIGOT) with 14 items of questions and consisted of 48 concepts tested. FIGOT obtained from the existing four-tier test research before which was then modified by adding one more tier about the causes of misconception. FIGOT validated by six experts, in which one the aspect assessed was the suitability of the items with alternative conceptions.  The analysis of construct validity tested using CVR (almost all items have a CVRAverage value of ≥ 0.67) and the reliability was using Cronbach’s Alpha (r ≥ 0.62 for each or both tier). The identification results processed using CDQ (Confidence Discrimination Quotient). The study was conducted in two public high schools located in Bandung and two public high schools located in Jakarta with 109 students (34 males and 75 females). The result showed that most senior high school students still experienced misconceptions related to the topic of geometrical optics, 17 misconceptions from 48 concepts about geometrical optics. The biggest percentage was 81% and CPM (Confidence of Percentage Misconception) was 4,75 about plane mirror. The most dominant causes of misconception in the material of geometrical optics were due to teachers, school books, and internet. The results of the FIGOT feasibility test showed that the items of questions were possible to use to identify misconceptions and the causes of misconceptions on optical geometry. 

scholarly journals High school students’ Perceptions of Global Citizenship in Central Public High Schools: Implications for Teacher Educators

2019 ◽  
Vol 65 ◽  
pp. 187-205
Author(s):  
Hasan AYDIN ◽  
Uzeyir OGURLU ◽  
Kristina ANDREW ◽  
Alfiya R. MASALIMOVA ◽  
Evgenij M. DOROZHKIN ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Teacher Educators ◽  
Global Citizenship ◽  
Public High Schools ◽  
School Students

Susceptibility to Boredom and Deviant Behavior at School

1981 ◽  
Vol 48 (3) ◽  
pp. 901-902 ◽  
Author(s):  
Avtar S. Wasson
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Deviant Behavior ◽  
Pearson Correlation ◽  
Public High Schools ◽  
School Students ◽  
The Relationship

The relationship between susceptibility to boredom and deviant behavior at school was examined in this study. Subjects were 483 high school students enrolled in Grades 9 through 13 in three public high schools. The significant Pearson correlation between susceptibility to boredom and deviant behavior at school for males was 0.36 and for females 0.26, corroborating the hypothesis that those who score high on Susceptibility to Boredom are more likely to engage in deviant behavior at school than those who score low.

scholarly journals Perbedaan Kesejahteraan Siswa Pada SMA Negeri Asrama dan Bukan Asrama di Kota Malang

2019 ◽  
Vol 9 (2) ◽  
pp. 274-288
Author(s):  
Sulis Winurini
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Well Being ◽  
Boarding Schools ◽  
T Test ◽  
Average Score ◽  
Public High Schools ◽  
School Students ◽  
Significant Difference

Boarding schools have their own peculiarities. Students in boarding schools will spend all their time in schools and dormitories, while students in day schools still have experience with their families and neighborhoods. This difference in experience will lead to differing perception, so it is assumed that there are differences in school well being in the two school models. The purpose of this study is to find out whether or not there is a difference in school well being for students in boarding public high schools (SMAN) with day public high schools (SMAN) in Malang. Using quantitative method. The research was conducted in Malang City on July 19, 2018. The total participants involved in this study were 186 people, consisting of 89 students from day high schools and 97 students from boarding high school. The results of the study using the t-test showed a significant difference in the average score in the variable school well being between boarding high school students and day high school students (t= 5.29; p <0.05). The average score of a school well being at boarding school is higher than day school. Viewed from its aspect, it was found a significant difference in scores significantly on the aspect of having, not found a difference in the average score significantly on the love aspect, found the difference in average scores was significantly on the aspect of being. Judging from the average score of each aspect, the boarding high school students have an average score of the aspect of the school well being higher than the day high school students. That is, if viewed on a per-aspect basis of school well being, boarding high school students feel better than day high school students. AbstrakSekolah asrama memiliki kekhasan tersendiri. Siswa yang berada di sekolah asrama akan menghabiskan seluruh waktunya di sekolah dan asrama, sementara siswa pada sekolah bukan asrama masih memiliki pengalaman dengan keluarga dan lingkungan tempat tinggalnya. Perbedaan pengalaman ini akan menimbulkan perbedaan penilaian sehingga diasumsikan terjadi perbedaan kesejahteraan siswa pada kedua model sekolah tersebut. Tujuan dari penelitian ini adalah untuk mengetahui ada atau tidaknya perbedaan kesejahteraan siswa yang berada di SMA Negeri (SMAN) asrama dengan SMA Negeri (SMAN) bukan asrama di Kota Malang. Penelitian ini menggunakan metode kuantitatif di Kota Malang pada tanggal 19 hingga 26 Juli 2018. Total partisipan yang digunakan dalam penelitian ini adalah 186 orang, terdiri dari 89 siswa dari SMAN bukan asrama dan 97 siswa dari SMAN asrama. Hasil penelitian dengan menggunakan t-test menunjukkan perbedaan rata-rata skor secara signifikan pada variabel kesejahteraan siswa di sekolah antara siswa SMAN asrama dengan siswa SMAN bukan asrama (t = 5,29; p < 0,05). Rata-rata skor kesejahteraan siswa di SMAN asrama lebih tinggi dibanding SMAN bukan asrama. Dilihat dari aspeknya, ditemukan perbedaan rata-rata skor secara signifikan pada aspek kondisi sekolah, tidak ditemukan perbedaan rata-rata skor secara signifikan pada aspek hubungan sosial, ditemukan perbedaan rata-rata skor secara signifikan pada aspek pemenuhan diri. Dilihat dari rata-rata skor tiap aspeknya, siswa SMAN asrama memiliki rata-rata skor aspek kesejahteraan siswa di sekolah lebih tinggi dibanding siswa SMAN bukan asrama. Artinya, jika dilihat secara per aspek kesejahteraan siswa di sekolah, siswa SMAN asrama merasa lebih baik dibanding siswa SMAN bukan asrama.

scholarly journals Increased symptoms of post-traumatic stress in school students soon after the start of the COVID-19 outbreak in China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Hanmei Xu ◽  
Hang Zhang ◽  
Lijuan Huang ◽  
Xiaolan Wang ◽  
Xiaowei Tang ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Psychological Stress ◽  
Traumatic Stress ◽  
Female Students ◽  
Post Traumatic Stress ◽  
School Students ◽  
Post Traumatic ◽  
Senior High School Students

Abstract Background The outbreak of Coronavirus Disease 2019(COVID-19) caused psychological stress in Chinese adults population. But we are unaware of whether the pandemic causes psychological stress on children. Methods We used the Children’s Impact of Event Scale questionnaire (CRIES-13) to investigate the degree of Post-traumatic Stress (PTSD) symptoms caused by the pandemic in students selected from schools in Sichuan, Jiangsu, Henan, Yunnan, and Chongqing provinces of China. Results A total of 7769 students(3692 male and 4077 female), aged 8–18 years, were enrolled in the study, comprising 1214 in primary schools, 2799 in junior high schools and 3756 in senior high schools. A total of 1639 students (21.1%) had severe psychological stress reactions. A large proportion of senior high school students (23.3%) experienced severe psychological stress, and they had the highest median total CRIES-13 score. Female students were more likely to experience severe psychological stress and had higher median CRIES-13 total scores than males. Conclusion COVID-19 has placed psychological stresses on primary and secondary school students in China. These stresses are more likely to reach severe levels among female students and senior high school students.

Sign in / Sign up

Export Citation Format

Share Document