Classroom Temperature and Learner Absenteeism in Public Primary Schools in the Eastern Cape, South Africa

Children spend a significant proportion of their time at school and in school buildings. A healthy learning environment that supports children should be thermally conducive for learning and working. Here, we aimed to study the relations between indoor classroom temperatures and learner absenteeism as a proxy for children’s health and well-being. This one-year prospective study that spanned two calendar years (from June 2017 to May 2018) entailed measurement of indoor classroom temperature and relative humidity, calculated as apparent temperature (Tapp) and collection of daily absenteeism records for each classroom in schools in and around King Williams Town, Eastern Cape province, South Africa. Classroom characteristics were collected using a standardized observation checklist. Mean indoor classroom temperature ranged from 11 to 30 °C, while mean outdoor temperature ranged from 6 °C to 31 °C during the sample period. Indoor classroom temperatures typically exceeded outdoor temperatures by 5 °C for 90% of the study period. While multiple factors may influence absenteeism, we found absenteeism was highest at low indoor classroom Tapp (i.e., below 15 °C). Absenteeism decreased as indoor Tapp increased to about 25 °C before showing another increase in absenteeism. Classroom characteristics differed among schools. Analyses of indoor classroom temperature and absenteeism in relation to classroom characteristics showed few statistically significant relations—although not exceptionally strong ones—likely because of the multiple factors that influence absenteeism. However, given the possible relationship between indoor temperature and absenteeism, there is a learning imperative to consider thermal comfort as a fundamental element of school planning and design. Furthermore, additional research on factors besides temperature that affect learner absenteeism is needed, especially in rural areas.

POLITENESS OF CHILDREN IN INDONESIAN LANGUAGE LEARNING (IMPERATIVE PRAGMATIC STUDY) IN CLASS V SD NEGERI 1 BURU DISTRICT

This study aims to describe (1) the form of politeness in the imperative pragmatic language of theteacher based on politeness in teaching and learning interactions in class V SD Negeri 1 BuruRegency; (2) the form of imperative pragmatic language politeness based on pragmatic politeness inteaching and learning interactions in class V SD Negeri 1 Buru Regency. This research usesqualitative research. The data in this study is a form of imperative pragmatic politeness in teachingand learning interactions in class V SD Negeri 1 Buru Regency. Sources of data in this study are thespeech of teachers and students in teaching and learning interactions in class V SD Negeri 1 BuruRegency. Data collection techniques in this study, namely observation techniques and note takingtechniques. The data analysis techniques used were data collection, data reduction, data presentation,and data conclusion. The results showed that (1) the form of imperative pragmatic politeness betweenstudents and between students in teaching and learning interactions in class V SD Negeri 1 BuruRegency, namely the form of communicative function utterances found expressing the imperativepragmatic meaning of orders, invitations, requests, indulgences, and prohibitions. , (2) form ofimperative pragmatic politeness students in teaching and learning interactions in class V SD 1 NegeriBuru Regency, namely the form of communicative function speech, there are seven types of causes ofdeviation from the principle of politeness, namely deliberately accusing speech partners, deliberatelyspeaking out of context, not giving sympathy, protective of opinions , impulse a speaker's emotionalsense, direct criticism with harsh words, and ridicule.