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school health program</title> <meta name="description" content="Search results for: coordinated school health program"> <meta name="keywords" content="coordinated school health program"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="coordinated school health program"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 14558</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: coordinated school health program</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14558</span> A Coordinated School Health Program Effect on Cardiorespiratory Fitness in Preschool Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zasha%20Romero">Zasha Romero</a>, <a href="https://publications.waset.org/abstracts/search?q=Roberto%20Trevino"> Roberto Trevino</a>, <a href="https://publications.waset.org/abstracts/search?q=Lin%20Wang"> Lin Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Alanis"> Elizabeth Alanis</a>, <a href="https://publications.waset.org/abstracts/search?q=Jesus%20Cuellar"> Jesus Cuellar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: There is a strong relationship between low cardiorespiratory fitness (CRF) and high adiposity levels. The purpose of this study was to assess the effects of the Bienestar/Neema Coordinated School Health Program (BN CSHP) on the CRF of preschool children. Methods: This is a randomized cluster trial conducted in preschools of two school districts located along the Texas-Mexico border. Of 48 eligible schools, 28 were randomly selected (intervention, n=14; control, n=14). Family demographics and household health characteristics were collected from parents. CRF, as measured by the Progressive Anaerobic Capacity Endurance Run (PACER) fitness test, was collected from the children. A generalized linear mixed model (GLMM) was used to analyze the data. Results: Family demographics, household health characteristics, and children’s weight, obesity prevalence, and sedentary activity were similar among both treatment groups. After adjusting for covariates, the number of laps run by children in the control group increased by 23% (CI: -5% to 60%) per each data collection period compared with 53% (CI: 7% to 119%) in the intervention group. Conclusions: Children in the BN CSHP, compared to those in the control group, had a significantly higher increase in their CRF. This finding is important because of the health benefits of CRF in children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coordinated%20school%20health%20program" title="coordinated school health program">coordinated school health program</a>, <a href="https://publications.waset.org/abstracts/search?q=cardiorespiratory%20fitness" title=" cardiorespiratory fitness"> cardiorespiratory fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=border%20health" title=" border health"> border health</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=movement" title=" movement"> movement</a> </p> <a href="https://publications.waset.org/abstracts/163073/a-coordinated-school-health-program-effect-on-cardiorespiratory-fitness-in-preschool-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163073.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14557</span> Training Can Increase Knowledge and Skill of Teacher's on Measurement and Assessment Nutritional Status Children </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Herawati%20Tri%20Siswati">Herawati Tri Siswati</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurhidayat%20Ana%20S%C4%B1d%C4%B1k%20Fatimah"> Nurhidayat Ana Sıdık Fatimah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Indonesia Basic Health Research, 2013 showed that prevalence of stunting of 6–12 children years old was 35,6%, wasting was 12,2% and obesiy was 9,2%. The Indonesian Goverment have School Health Program, held in coordination, plans, directing and responsible, developing and implement health student. However, it's implementation still under expected, while Indonesian Ministry of Health has initiated the School Health Program acceleration. This aimed is to know the influencing of training to knowledge and skill of elementary school teacher about measurement and assesment nutrirional status children. The research is quasy experimental with pre-post design, in Sleman disctrict, Yogyakarta province, Indonesia, 2015. Subject was all of elementary school teacher’s who responsible in School Health Program in Gamping sub-district, Sleman, Yogyakarta, i.e. 32 persons. The independent variable is training, while the dependent variable are teacher’s klowledge and skill on measurement and assesment nutrirional status children. The data was analized by t-test. The result showed that the knowledge score before training is 31,6±9,7 and after 56,4±12,6, with an increase 24,8±15,7, and p=0.00. The skill score before training is 46,6±11,1 and after 61,7±13, with an increase 15,2±14,2, p = 0.00. Training can increase the teacher’s klowledge and skill on measurement and assesment nutrirional status. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=training" title="training">training</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20health%20program" title=" school health program"> school health program</a>, <a href="https://publications.waset.org/abstracts/search?q=nutritional%20status" title=" nutritional status"> nutritional status</a>, <a href="https://publications.waset.org/abstracts/search?q=children." title=" children."> children.</a> </p> <a href="https://publications.waset.org/abstracts/45039/training-can-increase-knowledge-and-skill-of-teachers-on-measurement-and-assessment-nutritional-status-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">390</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14556</span> The Effects of the Parent Training Program for Obesity Reduction on Child Waist Circumference and Health Behaviors of Pre-School Children at the Samut-Songkhram Kindergarten School, Samut-Songkhram Province, Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muntanavadee%20Maytapattana">Muntanavadee Maytapattana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study the effects of the Parent Training Program for Obesity Reduction (PTPOR) on child waist circumference and health behaviors of pre-school children at the Samut-Songkhram kindergarten school, Samut-Songkhram province, Thailand. The objective of this research is to evaluate the effectiveness of the PTPOR on child waist circumference and health behaviors of the pre-school children. The conceptual framework of this study is developed on the basis of the Ecological Systems Theory (EST), not only do the individual factors such as child characteristics and child risk factors contribute to the child’s weight status, but also other factors such as parenting style and family characteristics, as well as community and demographic factors. This research is a quasi-experimental study. Participants were pre-school overweight and obese children and their parents. Forty-one parent-child dyads were recruited into the program. Parents participated in two sessions including an educational session and a group discussion session. Research methodology uses Paired-Samples t-test to determine the difference between groups in the mean scores of the outcome variables of the children and parents. The research results show that there was significant difference between child waist circumferences mean score at the baseline and finishing the program at the 0.01 level (p = 0.001), mean score of the child waist circumference was decrease after finishing the program. And there was no significant difference between child exercise health behaviors mean score at the baseline and finishing the program at the 0.05 level; however, mean score of the child exercise behavior was increase after finishing the program. Meanwhile, there was significant difference between child dietary health behavior mean score at the baseline and finishing the program at the 0.01 level (p = 0.001), mean score of the child dietary was increase after finishing the program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PTPOR" title="PTPOR">PTPOR</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20waist%20circumference" title=" child waist circumference"> child waist circumference</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20health%20behaviors" title=" child health behaviors"> child health behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-school%20children" title=" pre-school children"> pre-school children</a> </p> <a href="https://publications.waset.org/abstracts/15675/the-effects-of-the-parent-training-program-for-obesity-reduction-on-child-waist-circumference-and-health-behaviors-of-pre-school-children-at-the-samut-songkhram-kindergarten-school-samut-songkhram-province-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">570</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14555</span> The Effects of the Parent Training Program for Obesity Reduction on Health Behaviors of School-Age Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muntanavadee%20Maytapattana">Muntanavadee Maytapattana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of the study were to evaluate the effectiveness of the Parent Training Program for Obesity Reduction (PTPOR) on health behaviors of school-age children. An Ecological Systems Theory (EST) was approached the study and a randomized control trial was used in this study. Participants were school-age overweight or obese children and their parents. One hundred and one parent-child dyads were recruited and random assigned into the PTPOR (N=30), Educational Intervention or EI (N=32), and control group (N=39). The parents in the PTPOR group participated in five sessions including an educational session, a cooking session, aerobic exercise training, 2-time group discussion sessions, and 4-time telephoned counseling sessions. Repeated Measure ANCOVA was used to analyze data. The results presented that the outcomes of the PTPOR group were better than the EI and the control groups at 1st, 8th, and 32nd weeks after finishing the program such as child exercise behavior (F(2,97) = 3.98, p = .02) and child dietary behavior (F(2,97) = 9.42, p = .00). The results suggest that nurses and health care providers should utilize the PTPOR for child weight reduction and for the health promotion of a lifestyle among overweight and obese children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parent%20training%20program" title="parent training program">parent training program</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity%20reduction" title=" obesity reduction"> obesity reduction</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20health%20behaviors" title=" child health behaviors"> child health behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=school-age%20children" title=" school-age children"> school-age children</a> </p> <a href="https://publications.waset.org/abstracts/7310/the-effects-of-the-parent-training-program-for-obesity-reduction-on-health-behaviors-of-school-age-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7310.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">443</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14554</span> Instructional Coaches' Perceptions of Professional Development: An Exploration of the School-Based Support Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Youmen%20Chaaban">Youmen Chaaban</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdallah%20Abu-Tineh"> Abdallah Abu-Tineh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examines the development of a professional development (PD) model for educator growth and learning that is embedded into the school context. The School based Support Program (SBSP), designed for the Qatari context, targets the practices, knowledge, and skills of both school leadership and teachers in an attempt to improve students’ learning outcomes. Key aspects of the model include the development of learning communities among teachers, strong leadership that supports school improvement activities, and the use of research-based PD to improve teacher practices and student achievement. This paper further presents the results of a qualitative study examining the perceptions of nineteen instructional coaches about the strengths of the PD program, the challenges they face in their day-to-day implementation of the program, and their suggestions for the betterment of the program’s implementation and outcomes. Data were collected from the instructional coaches through open-ended surveys followed by focus group interviews. The instructional coaches reported several strengths, which were compatible with the literature on effective PD. However, the challenges they faced were deeply rooted within the structure of the program, in addition to external factors operating at the school and Ministry of Education levels. Thus, a general consensus on the way the program should ultimately develop was reached. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=situated%20professional%20development" title="situated professional development">situated professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20reform" title=" school reform"> school reform</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20coach" title=" instructional coach"> instructional coach</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20based%20support%20program" title=" school based support program"> school based support program</a> </p> <a href="https://publications.waset.org/abstracts/59703/instructional-coaches-perceptions-of-professional-development-an-exploration-of-the-school-based-support-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59703.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14553</span> Health Transformation Program and Effects on Health Expenditures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeynep%20Karacor">Zeynep Karacor</a>, <a href="https://publications.waset.org/abstracts/search?q=Rahime%20Hulya%20Ozturk"> Rahime Hulya Ozturk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, the rise of population density and the problem of aging population took attention to the health expenditures. In Turkey, some regulations and infrastructure changes in health sector have occurred. These changes are called Health Transformation Program. The productivity of health services, patient satisfaction, quality of services are tried to be improved with this program. Some radical changes are applied in Turkish economy in this context. The aim of this paper is to present the effects of Health Transformation Program on health expenditures. In the first part of the paper, some information’s about health system and applications in Turkey are discussed. In the second part, the aims of Health Transformation Program are explained. And in the third part the effects of Health Transformation Program on health expenditures are examined. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20transformation%20program" title="health transformation program">health transformation program</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkey" title=" Turkey"> Turkey</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20services" title=" health services"> health services</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20expenditures" title=" health expenditures"> health expenditures</a> </p> <a href="https://publications.waset.org/abstracts/57777/health-transformation-program-and-effects-on-health-expenditures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57777.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14552</span> The School Based Support Program: An Evaluation of a Comprehensive School Reform Initiative in the State of Qatar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Abu-Tineh">Abdullah Abu-Tineh</a>, <a href="https://publications.waset.org/abstracts/search?q=Youmen%20Chaaban"> Youmen Chaaban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the development of a professional development (PD) model for teacher growth and learning that is embedded into the school context. The School based Support Program (SBSP), designed for the Qatari context, targets the practices, knowledge and skills of both school leadership and teachers in an attempt to improve student learning outcomes. Key aspects of the model include the development of learning communities among teachers, strong leadership that supports school improvement activities, and the use of research-based PD to improve teacher practices and student achievement. This paper further presents findings from an evaluation of this PD program. Based on an adaptation of Guskey’s evaluation of PD models, 100 teachers at the participating schools were selected for classroom observations and 40 took part in in-depth interviews to examine changed classroom practices. The impact of the PD program on student learning was also examined. Teachers’ practices and their students’ achievement in English, Arabic, mathematics and science were measured at the beginning and at the end of the intervention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=initiative" title="initiative">initiative</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20based%20support%20Program%20%28SBSP%29" title=" school based support Program (SBSP)"> school based support Program (SBSP)</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20reform" title=" school reform"> school reform</a> </p> <a href="https://publications.waset.org/abstracts/40262/the-school-based-support-program-an-evaluation-of-a-comprehensive-school-reform-initiative-in-the-state-of-qatar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40262.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">495</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14551</span> Building in-Addition-School-Family Partnership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lulu%20Sun">Lulu Sun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Addition is an after-school mathematics program in which students and their parents build mathematical confidence and competence by solving problems they curious about. It is a program consists of mix-grade from 4th to 6th grade of 10 to 20 students, including math problem solving and other activities. This partnership will focus on the relationship between the In-Addition and the parents’ engagement; in this kind of partnership, it has the In-Addition program teaching and the family engagement. This partnership is purpose to building cooperation between the program and parents, strengthening the links between the program and families. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=program-family" title="program-family">program-family</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20engagement" title=" family engagement"> family engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20bias" title=" positive bias"> positive bias</a>, <a href="https://publications.waset.org/abstracts/search?q=partnership" title=" partnership"> partnership</a> </p> <a href="https://publications.waset.org/abstracts/135338/building-in-addition-school-family-partnership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135338.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14550</span> Making Waves: Preparing the Next Generation of Bilingual Medical Doctors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edith%20Esparza-Young">Edith Esparza-Young</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%81ngel%20M.%20Matos"> Ángel M. Matos</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaritza%20Gonzalez"> Yaritza Gonzalez</a>, <a href="https://publications.waset.org/abstracts/search?q=Kirthana%20Sugunathevan"> Kirthana Sugunathevan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: This research describes the existing medical school program which supports a multicultural setting and bilingualism. The rise of Spanish speakers in the United States has led to the recruitment of bilingual medical students who can serve the evolving demographics. This paper includes anecdotal evidence, narratives and the latest research on the outcomes of supporting a multilingual academic experience in medical school and beyond. People in the United States will continue to need health care from physicians who have experience with multicultural competence. Physicians who are bilingual and possess effective communication skills will be in high demand. Methodologies: This research is descriptive. Through this descriptive research, the researcher will describe the qualities and characteristics of the existing medical school programs, curriculum, and student services. Additionally, the researcher will shed light on the existing curriculum in the medical school and also describe specific programs which help to serve as safety nets to support diverse populations. The method included observations of the existing program and the implementation of the medical school program, specifically the Accelerated Review Program, the Language Education and Professional Communication Program, student organizations and the Global Health Institute. Concluding Statement: This research identified and described characteristics of the medical school’s program. The research explained and described the current and present phenomenon of this medical program, which has focused on increasing the graduation of bilingual and minority physicians. The findings are based on observations of the curriculum, programs and student organizations which evolves and remains innovative to stay current with student enrollment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual" title="bilingual">bilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=medicine" title=" medicine"> medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=doctor" title=" doctor"> doctor</a> </p> <a href="https://publications.waset.org/abstracts/106939/making-waves-preparing-the-next-generation-of-bilingual-medical-doctors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106939.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14549</span> A Transformational Ecology Model of School Based Universal Mental Health Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cheryl%20M.%20Bowen">Cheryl M. Bowen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Understanding that children thrive in a multi-systems approach to mental health development, a growing number of schools often promote school-based positive youth development however, there is scant empirical evidence investigating effective school-based “wraparound” mental health services for low income, Latinx children and their families. This 10-month case study utilizes a sample of 281 low-income, Latinx parents and their children, and 23 K-5th grade teachers living in northern California to test the hypothesis that a school-based mental health program can strengthen students’ developmental asset attainment and positively impact the school environment. The study utilized triangulated data to ascertain the effects of two program levels - (a) mental health and (b) positive child development services. All services were site-based and meant to target a wide variety of families. Findings from the study report that the universal mental health program increased the developmental asset attainment in 5 out of 8 thriving indicators thus transforming the child within his/her environment. Data collected from the administrative referral report demonstrate that the project also positively impacted the school climate. Parents and teachers felt more connected to the school, and referrals were down for discipline (35%), academics (66%), and suspensions (51%). The study concludes that a transformational ecology model of positive child development is the most effective means to nurture connections to all socializing agencies in a child’s ecosystem. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20study" title="case study">case study</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20development" title=" child development"> child development</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20youth%20development" title=" positive youth development"> positive youth development</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20assets" title=" developmental assets"> developmental assets</a>, <a href="https://publications.waset.org/abstracts/search?q=ecological%20systems%20theory" title=" ecological systems theory"> ecological systems theory</a> </p> <a href="https://publications.waset.org/abstracts/170597/a-transformational-ecology-model-of-school-based-universal-mental-health-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14548</span> The Conception of the Students about the Presence of Mental Illness at School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aline%20Giardin">Aline Giardin</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Rosa%20Chitolina"> Maria Rosa Chitolina</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Catarina%20Zanini"> Maria Catarina Zanini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we analyze the conceptions of high school students about mental health issues, and discuss the creation of mental basic health programs in schools. We base our findings in a quantitative survey carried out by us with 156 high school students of CTISM (Colégio Técnico Industrial de Santa Maria) school, located in Santa Maria city, Brazil. We have found that: (a) 28 students relate the subject ‘mental health’ with psychiatric hospitals and lunatic asylums; (b) 28 students have relatives affected by mental diseases; (c) 76 students believe that mental patients, if treated, can live a healthy life; (d) depression, schizophrenia and bipolar disorder are the most cited diseases; (e) 84 students have contact with mental patients, but know nothing about the disease; (f) 123 students have never been instructed about mental diseases while in the school; and (g) 135 students think that a mental health program would be important in the school. We argue that these numbers reflect a vision of mental health that can be related to the reductionist education still present in schools and to the lack of integration between health professionals, sciences teachers, and students. Furthermore, this vision can also be related to a stigmatization process, which interferes with the interactions and with the representations regarding mental disorders and mental patients in society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title="mental health">mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=schools" title=" schools"> schools</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20illness" title=" mental illness"> mental illness</a>, <a href="https://publications.waset.org/abstracts/search?q=conception" title=" conception"> conception</a> </p> <a href="https://publications.waset.org/abstracts/60013/the-conception-of-the-students-about-the-presence-of-mental-illness-at-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60013.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">469</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14547</span> The Analysis of Questionnaires about the Health Condition of Students Involved in the Korean Medicine Doctors` Visiting School Program-Cohort Study: Middle and High School Participator of Seong-Nam-</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narae%20Yang">Narae Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Hyun%20Kyung%20Sung"> Hyun Kyung Sung</a>, <a href="https://publications.waset.org/abstracts/search?q=Seon%20Mi%20Shin"> Seon Mi Shin</a>, <a href="https://publications.waset.org/abstracts/search?q=Hee%20Jung"> Hee Jung</a>, <a href="https://publications.waset.org/abstracts/search?q=Yong%20Ji%20Kim"> Yong Ji Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Tae-Yong%20Park"> Tae-Yong Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Ho%20Yeon%20Go"> Ho Yeon Go</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to build base-line data for the Korean Medicine Doctors` Visiting School Program (KMDVSP) by analyzing a student health survey filled out by the students. Korean medicine doctors assigned to 20 middle and high schools in Seong-nam visited these schools eight times in five months. During each visit, the assigned doctors performed health consultations and Korean medicine treatment, and taught health education classes. 12115 students answered self-reported questionnaires about their own physical condition at the beginning of the program. In a question about pain, 7080(58%) reported having a headache, while 4048(33%) said they had a backache, nuchal pain/shoulder pain was reported by 5993(49%), dyspepsia was present in 2736(23%), rhinitis/sinusitis was reported by 4176(34%), coughing/dyspnea by 7102(59%), itching/skin rash by 2840(23%), and constipation was reported by 1091(9%), while 2264(18%) said they had diarrhea. Increased urinary frequency/feeling of residual urine was reported by 569 students (5%), and 3324(27%) said they had insomnia/fitful sleep/morning fatigue. When asked about menstruation, 4450(83%) of the female students reported irregular menstruation or said they experienced menstrual pain. Understanding the health condition of adolescent students is the starting point to determining national health policy to prevent various diseases in the future. We have developed the pilot project of KMDVSP and collected research about students’ health. Based on this data, further studies should be performed in order to develop a cooperative program between schools and the Korean medical center. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=korean%20medicine%20doctors%60%20visiting%20school%20program%28kmdvsp%29" title="korean medicine doctors` visiting school program(kmdvsp)">korean medicine doctors` visiting school program(kmdvsp)</a>, <a href="https://publications.waset.org/abstracts/search?q=student%60s%20health%20condition" title=" student`s health condition"> student`s health condition</a>, <a href="https://publications.waset.org/abstracts/search?q=questionnaires" title=" questionnaires"> questionnaires</a>, <a href="https://publications.waset.org/abstracts/search?q=cohort%20study" title=" cohort study "> cohort study </a> </p> <a href="https://publications.waset.org/abstracts/66988/the-analysis-of-questionnaires-about-the-health-condition-of-students-involved-in-the-korean-medicine-doctors-visiting-school-program-cohort-study-middle-and-high-school-participator-of-seong-nam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">478</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14546</span> Safe School Program in Indonesia: Questioning Whether It Is Too Hard to Succeed</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ida%20Ngurah">Ida Ngurah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Indonesia is one of the most prone disaster countries, which has earthquake, tsunami or high wave, flood and landslide as well as volcano eruption and drought. Disaster risk reduction has been developing extensively and comprehensively, particularly after tsunami hit in 2004. Yet, saving people live including children and youth from disaster risk is still far from succeed. Poor management of environment, poor development of policy and high level of corruption has become challenges for Indonesia to save its people from disaster impact. Indonesia is struggling to ensure its future best investment, children and youth to have better protection when disaster strike in school hours and have basic knowledge on disaster risk reduction. The program of safe school is being initiated and developed by Plan Indonesia since 2010, yet this effort still needs to be elaborated. This paper is reviewing sporadic safe school programs that have been implemented or currently being implemented Plan Indonesia in few areas of Indonesia, including both rural and urban setting. Methods used are in-depth interview with dedicated person for the program from Plan Indonesia and its implementing patners and analysis of project documents. The review includes program’s goal and objectives, implementation activity, result and achievement as well as its monitoring and evaluation scheme. Moreover, paper will be showing challenges, lesson learned and best practices of the program. Eventually, paper will come up with recommendation for strategy for better implementation of safe school program in Indonesia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disaster%20impact" title="disaster impact">disaster impact</a>, <a href="https://publications.waset.org/abstracts/search?q=safe%20school" title=" safe school"> safe school</a>, <a href="https://publications.waset.org/abstracts/search?q=programs" title=" programs"> programs</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=youth" title=" youth"> youth</a> </p> <a href="https://publications.waset.org/abstracts/24875/safe-school-program-in-indonesia-questioning-whether-it-is-too-hard-to-succeed" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24875.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14545</span> Engaging Women Entrepreneurs in School Adolescent Health Program to Ensure Menstrual Hygiene Management in Rural Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Toslim%20Uddin%20Khan">Toslim Uddin Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Jesmin%20Akter"> Jesmin Akter</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohiuddin%20Ahmed"> Mohiuddin Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Menstrual hygiene management (MHM) and personal health-care practice is a critical issue to prevent morbidity and other reproductive health complications among adolescent girls in Bangladesh. Inadequate access to water, sanitation and hygiene (WASH) facilities lead to unhealthy MHM practices that resulted in poor reproductive health outcomes. It is evident from different studies that superstitions and misconception are more common in rural communities that limit young girls’ access to and understanding of the menstrual hygiene and self care practices. The state-of-the-art approach of Social Marketing Company (SMC) is proved to be instrumental in delivering reinforcing health messages, making public health and hygiene products available at the door steps of the community through community mobilization programs in rural Bangladesh. School health program is one of the flagship interventions of SMC to equip adolescent girls and boys with correct knowledge of health and hygiene practices among themselves, their families and peers. In Bangladeshi culture, adolescent girls often feel shy to ask fathers or male family members about buying sanitary napkin from local pharmacy and they seem to be reluctant to seek help regarding their menstrual problems. A recent study reveals that 48% adolescent girls are using sanitary napkins while majority of them are unaware of menstrual hygiene practices in Bangladesh. Under school adolescent program, SMC organizes health education sessions for adolescent girls from grade seven to ten using enter-educate approach with special focus on sexual and reproductive health and menstrual hygiene issues including delaying marriage and first pregnancy. In addition, 2500 rural women entrepreneurs branded as community sales agents are also involved in disseminating health messages and selling priority health products including sanitary napkin at the household level. These women entrepreneurs are serving as a source of sustainable supply of the sanitary napkins for the rural adolescent girls and thereby they are earning profit margins on the sales they make. A recent study on the impact of adolescent program activities reveals that majority (71%) of the school adolescent girls are currently using sanitary napkins. Health education equips and empowers adolescent girls with accurate knowledge about menstrual hygiene practices and self-care as well. Therefore, engagement of female entrepreneurs in school adolescent health program at the community level is one of the promising ways to improve menstrual hygiene practices leading to increased use of sanitary napkin in rural and semi-rural communities in Bangladesh. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20adolescent%20program" title="school adolescent program">school adolescent program</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20marketing" title=" social marketing"> social marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20entrepreneurs" title=" women entrepreneurs"> women entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=menstrual%20hygiene%20management" title=" menstrual hygiene management"> menstrual hygiene management</a> </p> <a href="https://publications.waset.org/abstracts/119907/engaging-women-entrepreneurs-in-school-adolescent-health-program-to-ensure-menstrual-hygiene-management-in-rural-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119907.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14544</span> A Study on Classic Literature Education in Primary School Using Out-of-School Literature Appreciation Program: An Practice Study Applied to Primary School in Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hyo%20Jung%20Lee">Hyo Jung Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop a literature appreciation education program for classic literatures and apply them to the field, and to derive the achievements and improvement points. Classic literature is a work of value recognized in the context of literature history and culture history, and learners can develop interest in literature and inherit tradition through appreciation of classic literature. However, in Korean educational environment, classic literature is a means for college entrance examination, and many learners analyze contents and language in textbooks and concentrate on memorizing the whole plot. This study is one of the reasons that classic literature appreciation education is not done properly and it is not able to give an opportunity to appreciate the whole work in the early learning stage. In Korean primary education, classic literature is used as a means to achieve the goals of reading, writing, speaking and listening, rather than being used as a material for its own appreciation. It is problematic to make the piece appreciation experience fragmentary. This study proposes a program to experience classic literatures by linking school education and school library with primary school students in grades 4-6. We work with local primary schools (siheung-si, gyeonggi-do, Korea) to provide appropriate activities and rewards to learners, observe their participation, and introduce student learning outcomes. Through this, we are able to systematically improve the learner 's ability to appreciate the literature and to diversify primary education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classic%20literature%20education" title="classic literature education">classic literature education</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20education" title=" primary education"> primary education</a>, <a href="https://publications.waset.org/abstracts/search?q=out-of-school%20program" title=" out-of-school program"> out-of-school program</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20by%20appreciation%20experience" title=" learning by appreciation experience"> learning by appreciation experience</a> </p> <a href="https://publications.waset.org/abstracts/89260/a-study-on-classic-literature-education-in-primary-school-using-out-of-school-literature-appreciation-program-an-practice-study-applied-to-primary-school-in-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89260.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14543</span> A Proposed Program for Developing Some Concepts to the Nursery Children in Egypt Using Artistic Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ebtehag%20Tolba">Ebtehag Tolba</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Mousa"> Ahmed Mousa</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Abd%20El-Salam"> Mohamed Abd El-Salam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study presents a proposed program for nursery school children in Egypt. The program consists of a collection of artistic activities and aims to develop the language, mathematical, and artistic skills of preschool children. Furthermore, the researcher has presented a questionnaire to experts about the link between the target group and the content. Finally, the proposed program was applied to group of 30 children. In addition, the researcher has prepared another questionnaire for measuring the effect of the program. This questionnaire was used as a pre-test and post-test, and at the end of the study, a significant difference was determined in favour of the post-test results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developing" title="developing">developing</a>, <a href="https://publications.waset.org/abstracts/search?q=concepts" title=" concepts"> concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=nursery" title=" nursery"> nursery</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=artistic%20activities" title=" artistic activities"> artistic activities</a> </p> <a href="https://publications.waset.org/abstracts/60616/a-proposed-program-for-developing-some-concepts-to-the-nursery-children-in-egypt-using-artistic-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60616.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14542</span> The Practices and Challenges of Secondary School Cluster Supervisors in Implementing School Improvement Program in Saesie Tsaeda Emba Woreda, Eastern Zone of Tigray Region</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haftom%20Teshale%20Gebre">Haftom Teshale Gebre</a> </p> <p class="card-text"><strong>Abstract:</strong></p> According to the ministry of education’s school improvement program blueprint document (2007), the timely and basic aim of the program is to improve students’ academic achievement through creating conducive teaching and learning environments and with the active involvement of parents in the teaching and learning process. The general objective of the research is to examine the practices of cluster school supervisors in implementing school improvement programs and the major factors affecting the study area. The study used both primary and secondary sources, and the sample size was 93. Twelve people are chosen from each of the two clusters (Edaga Hamus and Adi-kelebes). And cluster ferewyni are Tekli suwaat, Edaga robue, and Kiros Alemayo. In the analysis stage, several interrelated pieces of information were summarized and arranged to make the analysis easily manageable by using statistics and data (STATA). Study findings revealed that the major four domains impacted by school improvement programs through their mean, standard deviation, and variance were 2.688172, 1.052724, and 1.108228, respectively. And also, the researcher can conclude that the major factors of the school improvement program and mostly cluster supervisors were inadequate attention given to supervision service and no experience in the practice of supervision in the study area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cluster" title="cluster">cluster</a>, <a href="https://publications.waset.org/abstracts/search?q=eastern%20Tigray" title=" eastern Tigray"> eastern Tigray</a>, <a href="https://publications.waset.org/abstracts/search?q=Saesie%20Tsaeda%20Emba" title=" Saesie Tsaeda Emba"> Saesie Tsaeda Emba</a>, <a href="https://publications.waset.org/abstracts/search?q=SPI" title=" SPI"> SPI</a> </p> <a href="https://publications.waset.org/abstracts/189558/the-practices-and-challenges-of-secondary-school-cluster-supervisors-in-implementing-school-improvement-program-in-saesie-tsaeda-emba-woreda-eastern-zone-of-tigray-region" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189558.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">32</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14541</span> Addressing Undernourishment of Pupils in a Depressed Community through Feeding Program and Vitamin Supplementation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alma%20M.%20Corpuz">Alma M. Corpuz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study evaluated the supplemental feeding program for 59 undernourished pupils in an elementary school located in one of the depressed communities in Tarlac City, Philippines in SY 2013-2014. Pupils were fed for one month with heavy breakfast and afternoon snacks. They were also given vitamins daily. Findings revealed that most of the pupils regained normal Body Mass Indices (BMIs) during a routine weighing in the school opening. In addition, results revealed that the academic performance of the pupils in the 4th Quarter, after the feeding program, was higher compared to the 3rd Quarter period. The researchers recommended that school extension programs should prioritize activities to address malnutrition among pupils to help them perform well in academics. In addition, feeding programs must include heavy meal plans like what was implemented in this project. The feeding program must also include giving of milk and vitamins to ensure significant improvement in their nutrition. It is also important that feacalysis and deworming be performed before the feeding program and proper handwashing be integrated into the feeding activity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wasted" title="wasted">wasted</a>, <a href="https://publications.waset.org/abstracts/search?q=severely%20wasted" title=" severely wasted"> severely wasted</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20mass%20index" title=" body mass index"> body mass index</a>, <a href="https://publications.waset.org/abstracts/search?q=supplemental%20feeding" title=" supplemental feeding"> supplemental feeding</a> </p> <a href="https://publications.waset.org/abstracts/33474/addressing-undernourishment-of-pupils-in-a-depressed-community-through-feeding-program-and-vitamin-supplementation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33474.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14540</span> Promoting Self-Esteem and Social Integration in Secondary German Schools: An Evaluation Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susanne%20Manes">Susanne Manes</a>, <a href="https://publications.waset.org/abstracts/search?q=Anni%20Glaeser"> Anni Glaeser</a>, <a href="https://publications.waset.org/abstracts/search?q=Katharina%20Wick"> Katharina Wick</a>, <a href="https://publications.waset.org/abstracts/search?q=Bernhard%20Strauss"> Bernhard Strauss</a>, <a href="https://publications.waset.org/abstracts/search?q=Uwe%20Berger"> Uwe Berger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Over the last decades growing rates of mental health concerns among children and adolescents have been observed. At the same time, physical well-being of children and adolescents becomes increasingly impaired as well. Schools play an important role in preventing mental and physical disorders and in promoting well-being. Self-esteem, as well as social integration, are vital influence factors for mental and physical well-being. The purpose of this study was to develop and evaluate the program 'VorteilJena' for secondary schools in Germany focusing on self-esteem and social integration to improve mental and physical well-being. Method: The school-based health promotion program was designed for students in 5th grade and higher. It consists of several short pedagogical exercises instructed by a teacher and were integrated into the regular class over the course of ten weeks. The exercises focused on fostering social integration using either tasks improving team spirit or exercises that increase tolerance and sense of belonging. Other exercises focused on strengthening the self-esteem of the students. Additionally, the program included a poster exhibition titled 'Belonging' which was put up in the school buildings. The exhibition comprised ten posters which addressed relevant risk factors and resources related to social integration and self-esteem. The study was a randomized controlled sequential study with a pre and post measurement conducted in ten German schools. A total of 1642 students (44% male) were recruited. Their age ranged from 9 to 21 years (M=12.93 years; SD= 2.11). The program was conducted in classes ranging from 5th to 12th grade. Results: The program improved wellbeing, self-esteem and social integration of the involved students compared to the control group. Differential effects depending on implementation rates or age of the students will be analyzed. Moreover, implications for future school-based health promotion programs targeting self-esteem and social integration will be discussed. Conclusion: Social integration considerably influences self-esteem and well-being of students and can be targeted by school-based programs including short and modest exercises. Since a sufficient implementation of health promotion programs is essential, the present program due to its practicability represents a good opportunity to install health promotion focusing on social integration in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20integration" title="social integration">social integration</a>, <a href="https://publications.waset.org/abstracts/search?q=well-being" title=" well-being"> well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion%20in%20schools" title=" health promotion in schools"> health promotion in schools</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem "> self-esteem </a> </p> <a href="https://publications.waset.org/abstracts/92669/promoting-self-esteem-and-social-integration-in-secondary-german-schools-an-evaluation-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92669.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14539</span> Public Policy for Quality School Lunch Development in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=W.%20Kongnoo">W. Kongnoo</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Loysongkroa"> J. Loysongkroa</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Chotivichien"> S. Chotivichien</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Viriyautsahakul"> N. Viriyautsahakul</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Saiwongse"> N. Saiwongse </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Obesity, stunting and wasting problems among Thai school-aged children are increasing due to inappropriate food consumption behavior and poor environments for desirable nutritional behavior. Because of a low school lunch budget of only 0.40 USD per person per day, food quality is not up to nutritional standards. Therefore, the Health Department with the Education Ministry and the Thai Health Promotion Foundation have developed a quality school lunch project during 2009–2013. The program objectives were development and management of public policy to increase school lunch budget. The methods used a healthy public policy motivation process and movement in 241 local administrative organizations and 538 schools. The problem and solution research was organized to study school food and nutrition management, create a best practice policy mobilization model and hold a public hearing to motivate an increase of school meal funding. The results showed that local public policy has been motivated during 2009-2011 to increase school meal budget using local budgets. School children with best food consumption behavior and exercise increased from 13.2% in 2009 to 51.6% in 2013 and stunting decreased from 6.0% in 2009 to 4.7% in 2013. As the result of national policy motivation (2012-2013), the cabinet meeting on October 22, 2013 has approved an increase of school lunch budget from 0.40 USD to 0.62 USD per person per day. Thus, 5,800,469 school children nationwide have benefited from the budget increase. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20policy" title="public policy">public policy</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20school%20lunch" title=" quality school lunch"> quality school lunch</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand"> Thailand</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a> </p> <a href="https://publications.waset.org/abstracts/9292/public-policy-for-quality-school-lunch-development-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14538</span> Fostering Resilience in Early Adolescents: A Canadian Evaluation of the HEROES Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patricia%20L.%20Fontanilla">Patricia L. Fontanilla</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Nordstokke"> David Nordstokke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Today’s children and youth face increasing social and behavioural challenges, leading to delays in social development and greater mental health needs. Early adolescents (aged 9 to 14) are experiencing a rise in mental health symptoms and diagnoses. This study examines the impact of HEROES, a social-emotional learning (SEL) program, on resilience and academic outcomes in early adolescents. The HEROES program is designed to enhance resilience the ability to adapt and thrive in the face of adversity, equipping youth to navigate developmental transitions and challenges. This study’s objective was to evaluate the program’s long-term effectiveness by measuring changes in resilience and academic resilience across 10 months. Methodology: This study collected data from 21 middle school students (grades 7 to 9) in a rural Canadian school. Quantitative data were gathered at four intervals: pre-intervention, post-intervention, and at 2- and 4-month follow-ups. Data were analyzed with linear mixed models (LMM). Results: Findings showed statistically significant increases in academic resilience over time and significant increases in resilience from pre-intervention to 2 and 4 months later. Limitations included a small sample size, which may affect generalizability. Conclusion: The HEROES program demonstrates promise in increasing resilience and academic resilience among early adolescents through SEL skill development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20resilience" title="academic resilience">academic resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20adolescence" title=" early adolescence"> early adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=SEL" title=" SEL"> SEL</a>, <a href="https://publications.waset.org/abstracts/search?q=social-emotional%20learning%20program" title=" social-emotional learning program"> social-emotional learning program</a> </p> <a href="https://publications.waset.org/abstracts/193551/fostering-resilience-in-early-adolescents-a-canadian-evaluation-of-the-heroes-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193551.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">11</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14537</span> Pantawid Pamilyang Pilipino Program, '4P’s': Breaking the Vicious Poverty Cycle</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bernadette%20F.%20De%20La%20Cruz">Bernadette F. De La Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Marie%20R.%20Dela%20Cruz"> Susan Marie R. Dela Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgia%20D.%20Demavibas"> Georgia D. Demavibas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pantawid Pamilyang Pilipino Program (4P) is a conditional cash transfer program in the Philippines pay extremely poor household-beneficiaries in order to fulfill the country’s commitment to the number one of the Millennium Development Goals (MDG). 4P's send 10,235,256 school children aged 6-18 from a total of 4,353,597 registered households with an average of two to three children. We analyze this program in Iloilo, Philippines. We show that this program can be made efficient by selecting beneficiaries and calibrating transfer for a maximum breaking of intergenerational poverty cycle of hunger, health and achieve higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESGP-PA" title="ESGP-PA">ESGP-PA</a>, <a href="https://publications.waset.org/abstracts/search?q=millennium%20development%20goals" title=" millennium development goals"> millennium development goals</a>, <a href="https://publications.waset.org/abstracts/search?q=house%20hold%20beneficiaries" title=" house hold beneficiaries"> house hold beneficiaries</a>, <a href="https://publications.waset.org/abstracts/search?q=cash%20transfer" title=" cash transfer"> cash transfer</a> </p> <a href="https://publications.waset.org/abstracts/40755/pantawid-pamilyang-pilipino-program-4ps-breaking-the-vicious-poverty-cycle" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40755.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">404</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14536</span> An Evaluation of the MathMates Program Implemented in Andrew Hamilton Public School as Part of College-Community Initiatives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haofei%20Li">Haofei Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To support academic growth and foster love of learning, MathMates has been introduced for grade 6-8 students at Andrew Hamilton public school in 2022. The program is targeted at students from diverse backgrounds, particularly those underperforming in Pennsylvania System of School Assessment (PSSA) exams. Then, this study aims to evaluate the efficacy of MathMates by comparing student performance on the PSSA test, before and after the intervention. Through a randomized control trial, the study will collect associated costs using the ingredients method and measure the effectiveness for cost-effectiveness analysis. Text messages will be sent to parents/guardians as a reminder of the program and to encourage student participation. The findings of this study will provide valuable insights for funding organizations seeking to understand the impact and costs of math tutoring interventions on student academic achievement, which also emphasizes the importance of the collaborative efforts between higher education and local public schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title="mathematics education">mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20tutoring" title=" mathematics tutoring"> mathematics tutoring</a>, <a href="https://publications.waset.org/abstracts/search?q=college-community%20initiative" title=" college-community initiative"> college-community initiative</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20schools" title=" middle schools"> middle schools</a>, <a href="https://publications.waset.org/abstracts/search?q=Philadelphia%20public%20schools" title=" Philadelphia public schools"> Philadelphia public schools</a>, <a href="https://publications.waset.org/abstracts/search?q=after-school%20program" title=" after-school program"> after-school program</a>, <a href="https://publications.waset.org/abstracts/search?q=PSSA" title=" PSSA"> PSSA</a> </p> <a href="https://publications.waset.org/abstracts/166163/an-evaluation-of-the-mathmates-program-implemented-in-andrew-hamilton-public-school-as-part-of-college-community-initiatives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166163.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14535</span> The Effect of Group Counseling Program on 9th Grade Students' Assertiveness Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Se%C3%A7er">Ismail Seçer</a>, <a href="https://publications.waset.org/abstracts/search?q=Kerime%20Meryem%20Dereli%CC%87o%C4%9Flu"> Kerime Meryem Dereli̇oğlu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is conducted to determine the effects of group counseling program on secondary school 9th grade students’ assertiveness skills. The study group was formed of 100 students who have received education in Erzurum Kültür Elementary School in 2015-2016 education years. RAE-Rathus Assertiveness Schedule developed by Voltan Acar was applied on this group to gather data. 40 students who got lower grades from the inventory were divided randomly into experimental and control groups. Each group is formed of 20 students. Group counseling program was carried out on the experimental group to improve the students’ assertiveness skills for 8 weeks. Single-way and two-way analysis of covariance (ANCOVA) were used in the analysis of the data. The data was analyzed by using the SPSS 19.00. The results of the study show that assertiveness skills of the students who participate in the group counseling program increased meaningfully compared to the control group and pre-experiment. Besides, it was determined that the change observed in the experimental group occurred separately from the age and socio-economic level variables, and it was determined with the monitoring test applied after four months that this affect was continued. According to this result, it can be said that the applied group counseling program is an effective means to improve the assertiveness skills of secondary school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20school" title="high school">high school</a>, <a href="https://publications.waset.org/abstracts/search?q=assertiveness" title=" assertiveness"> assertiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=assertiveness%20inventory" title=" assertiveness inventory"> assertiveness inventory</a>, <a href="https://publications.waset.org/abstracts/search?q=assertiveness%20education" title=" assertiveness education"> assertiveness education</a> </p> <a href="https://publications.waset.org/abstracts/53719/the-effect-of-group-counseling-program-on-9th-grade-students-assertiveness-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53719.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14534</span> Health Status among Government and Private Primary School Children in the Central of Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petcharat%20Kerdonfag">Petcharat Kerdonfag</a>, <a href="https://publications.waset.org/abstracts/search?q=Supunnee%20Thrakul"> Supunnee Thrakul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School health services through regular screening of school students’ health status have been the main responsibility for community or school health nurses. The purposes of these retrospective study were to assess and compare health problems between government and private primary school students in the central region of Thailand. The data were collected from the school health records in October at the end of the first semester in the academic year 2018. Two thousand and fifty primary school health records from government and private primary schools were gathered to assess health problems regarding anthropometric measurements, physical examination/personal hygiene, and clinical findings for this study. Descriptive statistics and Chi-square were used to be analyzed. The results revealed that health problems of all the school students remained high magnitude. The five top ranks for prevalence rate of health problems were dental caries (36.6%), visual acuity problem (27.7%), over-nutrition (16.8%), head lice (12.8%), and under-nutrition (6.8%), respectively. However, when compared between government and private schools among five health problems; dental caries (55.0% vs 19.9%), visual acuity problem (23.1% vs 31.9%), over-nutrition (20.2% vs 13.8%), head lice (26.5% vs 0.3%), and under-nutrition (10.6% vs 3.4%) with Chi-square analysis, there were significantly different (p < .001). The problem of visual acuity seems to be more serious in private schools while other health problems tend to be more critical in government schools. The findings have suggested that parents who have children in the private primary schools should pay more attention to visual health defects whereas parents with children in the government school should pay more vigilance regards to hygiene and health behavior problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20health%20nursing" title="community health nursing">community health nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20health%20service" title=" school health service"> school health service</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20status" title=" health status"> health status</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school%20children" title=" primary school children"> primary school children</a> </p> <a href="https://publications.waset.org/abstracts/106129/health-status-among-government-and-private-primary-school-children-in-the-central-of-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106129.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14533</span> Current Global Education Trends: Issues and Challenges of Physical and Health Education Teaching and Learning in Nigerian Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bichi%20Muktar%20Sani">Bichi Muktar Sani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The philosophy of Physical and Health Education is to develop academic and professional competency which will enable individuals earn a living and render unique services to the society and also provide good basis of knowledge and experience that characterize an educated and fully developed person through physical activities. With the increase of sedentary activities such as watching television, playing videogames, increased computer technology, automation and reduction of high school Physical and Health Education schedules, young people are most likely to become overweight, and less fit. Physical Education is a systematic instruction in sports, training, practice, gymnastics, exercises, and hygiene given as part of a school or college program. Physical and Health Education is the study, practice, and appreciation of the art and science of human movement. Physical and Health Education is course in the curricula that utilizes the learning in the cognitive, affective, and psychomotor domains in a lay or movement exploration setting. The paper made some recommendations on the way forward. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=issues" title="issues">issues</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=school" title=" school"> school</a> </p> <a href="https://publications.waset.org/abstracts/187567/current-global-education-trends-issues-and-challenges-of-physical-and-health-education-teaching-and-learning-in-nigerian-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187567.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">38</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14532</span> Art Beyond Borders: Virtual School Field Trips</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Audrey%20Hudson">Audrey Hudson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2020, educational field trips went virtual for all students. At the Art Gallery of Ontario (AGO) in Canada, our solution was to create a virtual school program that addressed three pillars of access—economic, geographic and cultural—with art at the center. Now, at the close of three years, we have reached 1.6 million students! Exponentially more than we have ever welcomed for onsite school visits. In 2022, we partnered with the Museum of Modern Art (MoMA), the Hong Kong University Museum and the National Gallery of Singapore, which has pushed the boundaries of art education into the expanse of the global community. Looking forward to our fourth year of the program, we are using the platform of technology to expand our program of art, access and learning to a global platform. In 2023/24, we intend to connect across more borders to expand the pedagogical benefits of art education for a global community. We invite you to listen to how you can join this journey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology" title="technology">technology</a>, <a href="https://publications.waset.org/abstracts/search?q=museums" title=" museums"> museums</a>, <a href="https://publications.waset.org/abstracts/search?q=art%20education" title=" art education"> art education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/168787/art-beyond-borders-virtual-school-field-trips" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168787.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14531</span> Structuring After-School Physical Education Programs That are Engaging, Diverse, and Inclusive</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Micah%20J.%20Dobson">Micah J. Dobson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> After-school programs of physical education provide children with opportunities to engage in physical activities while developing healthy habits. To ensure that these programs are inclusive, diverse, and engaging, however, schools must consider various factors when designing and implementing them. This study sought to bring out efficient strategies for structuring after-school programs of physical education. The literature review was conducted using various databases and search engines. Some databases that index the journals include ERIC, Google Scholar, Scopus, Web of Science, and EBSCOhost. The search terms were combinations of keywords such as “after-school,” “physical education,” “inclusion,” “diversity,” “engagement,” “program design,” “program implementation,” “program effectiveness,” and “best practices.” The findings of this study suggest that schools that desire inclusivity must consider four key factors when designing and implementing after-school physical education programs. First, the programs must be designed with variety and fun by incorporating activities such as dance, sports, and games that appeal to all students. Second, instructors must be trained to create supportive and positive environments that foster student engagement while promoting physical literacy. Third, schools must collaborate with community stakeholders and organizations to ensure that programs are culturally inclusive and responsive. Fourth, schools can incorporate technology into their programs to enhance engagement and provide additional growth and learning opportunities.In conclusion, this study provides valuable insights into efficient strategies for structuring after-school programs of physical education that are inclusive, diverse, and engaging for all students. By considering these factors when designing and implementing their programs, schools can promote physical activity while supporting students’ overall well-being and health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=after-school%20programs%20of%20physical%20education" title="after-school programs of physical education">after-school programs of physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20partnership" title=" community partnership"> community partnership</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusivity" title=" inclusivity"> inclusivity</a>, <a href="https://publications.waset.org/abstracts/search?q=instructor%20training" title=" instructor training"> instructor training</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/169579/structuring-after-school-physical-education-programs-that-are-engaging-diverse-and-inclusive" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169579.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14530</span> Teachers’ and Students’ Reactions to a Guided Reading Program Designed by a Teachers’ Professional Learning Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yea-Mei%20Leou">Yea-Mei Leou</a>, <a href="https://publications.waset.org/abstracts/search?q=Shiu-Hsung%20Huang"> Shiu-Hsung Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20C.%20Shen"> T. C. Shen</a>, <a href="https://publications.waset.org/abstracts/search?q=Chin-Ya%20Fang"> Chin-Ya Fang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study were to explore how to establish a professional learning community for English teachers at a junior high school, and to explore how teachers and students think about the guided reading program. The participants were three experienced English teachers and their ESL seventh-grade students from three classes in a junior high school. Leveled picture books and worksheets were used in the program. Questionnaires and interviews were used for gathering information. The findings were as follows: First, most students enjoyed this guided reading program. Second, the teachers thought the guided reading program was helpful to students’ learning and the discussions in the professional learning community refreshed their ideas, but the preparation for the teaching was time-consuming. Suggestions based on the findings were provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20students" title="ESL students">ESL students</a>, <a href="https://publications.waset.org/abstracts/search?q=guided%20reading" title=" guided reading"> guided reading</a>, <a href="https://publications.waset.org/abstracts/search?q=leveled%20books" title=" leveled books"> leveled books</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20learning%20community" title=" professional learning community"> professional learning community</a> </p> <a href="https://publications.waset.org/abstracts/6750/teachers-and-students-reactions-to-a-guided-reading-program-designed-by-a-teachers-professional-learning-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6750.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14529</span> Impact Analysis of a School-Based Oral Health Program in Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fabio%20L.%20Vieira">Fabio L. Vieira</a>, <a href="https://publications.waset.org/abstracts/search?q=Micaelle%20F.%20C.%20Lemos"> Micaelle F. C. Lemos</a>, <a href="https://publications.waset.org/abstracts/search?q=Luciano%20C.%20Lemos"> Luciano C. Lemos</a>, <a href="https://publications.waset.org/abstracts/search?q=Rafaela%20S.%20Oliveira"> Rafaela S. Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Ian%20A.%20Cunha"> Ian A. Cunha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Brazil has some challenges ahead related to population oral health, most of them associated with the need of expanding into the local level its promotion and prevention activities, offer equal access to services and promote changes in the lifestyle of the population. The program implemented an oral health initiative in public schools in the city of Salvador, Bahia. The mission was to improve oral health among students on primary and secondary education, from 2 to 15 years old, using the school as a pathway to increase access to healthcare. The main actions consisted of a team's visit to the schools with educational sessions for dental cavity prevention and individual assessment. The program incorporated a clinical surveillance component through a dental evaluation of every student searching for dental disease and caries, standardization of the dentists’ team to reach uniform classification on the assessments, and the use of an online platform to register data directly from the schools. Sequentially, the students with caries were referred for free clinical treatment on the program’s Health Centre. The primary purpose of this study was to analyze the effects and outcomes of this school-based oral health program. The study sample was composed by data of a period of 3 years - 2015 to 2017 - from 13 public schools on the suburb of the city of Salvador with a total number of assessments of 9,278 on this period. From the data collected the prevalence of children with decay on permanent teeth was chosen as the most reliable indicator. The prevalence was calculated for each one of the 13 schools using the number of children with 1 or more dental caries on permanent teeth divided by the total number of students assessed for school each year. Then the percentage change per year was calculated for each school. Some schools presented a higher variation on the total number of assessments in one of the three years, so for these, the percentage change calculation was done using the two years with less variation. The results show that 10 of the 13 schools presented significative improvements for the indicator of caries in permanent teeth. The mean for the number of students with caries percentage reduction on the 13 schools was 26.8%, and the median was 32.2% caries in permanent teeth institution. The highest percentage of improvement reached a decrease of 65.6% on the indicator. Three schools presented a rise in caries prevalence (8.9, 18.9 and 37.2% increase) that, on an initial analysis, seems to be explained with the students’ cohort rotation among other schools, as well as absenteeism on the treatment. In conclusion, the program shows a relevant impact on the reduction of caries in permanent teeth among students and the need for the continuity and expansion of this integrated healthcare approach. It has also been evident the significative of the articulation between health and educational systems representing a fundamental approach to improve healthcare access for children especially in scenarios such as presented in Brazil. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primary%20care" title="primary care">primary care</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20health" title=" public health"> public health</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20health" title=" oral health"> oral health</a>, <a href="https://publications.waset.org/abstracts/search?q=school-based%20oral%20health" title=" school-based oral health"> school-based oral health</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20management" title=" data management"> data management</a> </p> <a href="https://publications.waset.org/abstracts/103229/impact-analysis-of-a-school-based-oral-health-program-in-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103229.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=coordinated%20school%20health%20program&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=coordinated%20school%20health%20program&page=3">3</a></li> <li class="page-item"><a class="page-link" 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