Knowledge and Practices on Food Safety among Secondary School Students in Johor Bahru, Johor, Malaysia

2012 ◽  
Vol 11 (2) ◽  
pp. 110-115 ◽  
Author(s):  
M.N. Norazmir ◽  
M.A. Noor Hasyimah ◽  
A. Siti Shafurah ◽  
B. Siti Sabariah ◽  
D. Ajau ◽  
...  
Keyword(s):  
Food Safety ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students

Food safety knowledge and self-reported practices among adolescents in rural secondary schools in Nigeria

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Deborah Oyine Aluh ◽  
Kelechi Martins Nworie ◽  
Francis Owoicho Aluh
Keyword(s):  
Food Safety ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Good Practice ◽  
Food Hygiene ◽  
School Students ◽  
The Mean ◽  
Knowledge And Practice ◽  
Safety Knowledge

Abstract Background Severe foodborne disease outbreaks have occurred in different continents of the globe in recent decades, particularly due to ineffective food laws, regulatory systems and inadequate food handling knowledge among food handlers and consumers. The purpose of the present study was to assess the food safety knowledge and practices among secondary school students in rural parts of Kogi State, Nigeria. Methods A cross-sectional study using self-administered questionnaires was carried out between October and December, 2017. The study was carried out in two public secondary schools located in a rural area in Kogi State, North-central Nigeria. All consenting students in both schools were recruited for the study. Descriptive analysis and chi-square (χ2) tests were carried out using Statistical Package for Service Solutions v.20. Results A total of 259 out of 300 survey questionnaires were completed and returned (86.33%). The mean age of the study participants was 15.9 ± 2.5 years. There were more males than females (55.2%, n = 143). The mean percent knowledge score was 75.79%. The mean percent practice score was 82.48%. More than half (n = 143, 55.2%) respondents had a good knowledge level, and 54.4% (n = 141) had a good practice level. A significant association was found only between food hygiene knowledge and mothers’ education (χ2 = 9.49, p = 0.023). Conclusion The overall food safety knowledge and practice among the secondary school students surveyed was good. Targeted educational interventions on food safety can be made to improve knowledge and practice of food hygiene among students.

Food safety knowledge of high-risk and underserved secondary school students

2004 ◽  
Vol 104 ◽  
pp. 43 ◽  
Author(s):  
A.B Courville ◽  
C.A Thompson ◽  
M.N Cummings ◽  
J.S Kurzynske ◽  
A Depalma ◽  
...  
Keyword(s):  
Food Safety ◽  
High Risk ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Safety Knowledge

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Gender and Age Changes in Math Mindset in Urban Sample of Elementary and Secondary School Students

2019 ◽  
Author(s):  
Beijia Tan ◽  
Jenee Love ◽  
Leigh Harrell-Williams ◽  
Christian E. Mueller ◽  
Martin H. Jones
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Age Changes ◽  
School Students ◽  
Gender And Age ◽  
Urban Sample
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