No description available.

No description available.

All children have the right to a safe school environment that promotes good health. The fact that children’s feeling of well-being is declining is a vital public health concern. Health promotion in schools can help to create an environment that fosters good health, and the Swedish school environment is in need of improvement. The main aim of the thesis was to examine the health promotion activities that have been performed in Karlstad municipality primary schools between 2006 and 2012, from different perspectives, focusing on the school environment. This thesis includes four studies. Studies I and II are qualitative, and are based on interviews with all school managers in a municipality and children’s suggestions for improvement, respectively. Studies III and IV are quantitative and feature a cross-sectional design based on a questionnaire that was distributed at different points in time. In study I the categories: ‘Organization and collaboration’, ‘Optimize the arena’ and ‘Strengthening the individual’ emerged as vital by the school managers in health promotion, to enable ‘Opportunities for learning and a good life’. In Study II, ‘Psychosocial climate’ and ‘Influence’ emerge by the children as essential to increase school satisfaction and improve social relations among peers. Study III shows that classmates’ characteristics and class composition were associated with different perceptions of the classroom climate. Study IV shows that the school environment improved during 2005-2011 in the project municipality schools, and compared to the other municipalities in the county. In sum, it is always important to endeavor to provide a health supportive school environment, as it is a vital prerequisite for children’s health, well-being and academic achievements. This thesis contributes to the field by showing what is needed to enhance future health promotion in Swedish schools from different perspectives, to improve children’s opportunities for learning and a good life. / All children have the right to a safe school environment that promotes good health. Health promotion in schools can help to create an environment that fosters good health. The aim of this thesis was to examine the health promotion activities that have been performed in Karlstad municipality primary schools, between 2006 and 2012 from different perspectives, focusing on the school environment. The results complement with new knowledge about how schools work with health promotion, and describe how school satisfaction and social relations might be improved, if children’s perspectives are considered in the planning of health promotion. The school environment has improved in the Karlstad municipality secondary schools 2005-2011, at both the municipality- and school level. The thesis contributes to the field of public health sciences, by showing what might be needed to further enhance school health promotion in Sweden and thereby improving schoolchildren’s opportunities for learning and living a good life.

Orientador: Juarez Tadeu de Paula Xavier / Banca: Maria Cristina Gobbi / Banca: Maria Valeria Barbosa / Resumo: A pesquisa analisa a ambiência (gestão de pessoas, processos e plataformas) para a Educação para as relações étnico raciais na Escola Estadual Azarias Leite Bauru (SP), baseada na Lei Nº 10.639/03, que altera o artigo 26-A da Lei de Diretrizes e Bases da Educação Nacional - LDBN 9394/1996, e dispõe sobre a obrigatoriedade do ensino de história e cultura afro brasileira e africana na educação básica. As referências bibliográficas ajudaram a problematizar as questões sobre: Educação, Educação para relações étnico raciais, racismo, racismo institucional, ambiência, ambiência escolar, tecnologias de comunicação e Escola. Neste projeto foram realizadas entrevistas com perguntas diretas para professores e professoras que atuam nas salas de aula, leitura de diário de sala - para analisar o processo de ensino proposto para a criança e o adolescente -, observação da utilização do material didático e da rotina escolar para estabelecer conectividade com a legislação, e explorar as questões que norteiam as dificuldades relatadas sobre a falta de orientação para a abordagem do currículo de ensino e aprendizagem para a Educação para relações étnicas raciais positivas. Esta pesquisa foi importante para trazer a realidade vivenciada dentro da escola pública Azarias Leite e como a ambiência escolar e as consequências da falta de politicas públicas voltadas a elaboração de temáticas da cultura negra na escola como fonte de ensino e aprendizagem. / Abstract: The research analyzes the ambience (people management, processes and platforms) for Education for racial ethnic relations at the State School Azarias Leite Bauru (SP), based on Law No 10.639 / 03, which changes the article 26-A of the Law of Guidelines and Bases of National Education - LDBN 9394/1996, and provides for the obligation of teaching history and Afro-Brazilian and African culture in basic education. The bibliographical references helped to problematize the questions on: Education, Education for ethnic racial relations, racism, institutional racism, ambience, school environment, communication technologies and School. In this project, interviews were conducted with direct questions for teachers who work in the classrooms, reading classroom diary - to analyze the proposed teaching process for the child and the adolescent - observation of the use of didactic material and school routine to establish connectivity with legislation, and explore the issues that guide the reported difficulties about the lack of orientation to the curriculum approach of teaching and learning to Education for positive racial ethnic relations. This research was important to bring the reality lived within the public school Azarias Leite and how the school environment and the consequences of the lack of public policies aimed at the elaboration of themes of the black culture in the school as a source of teaching and learning. / Mestre

Entre os vários problemas crônicos na Educação, destacamos as situações de conflitos, que podem ser desencadeadas pelo impacto de emoções e sentimentos desagradáveis que se manifestam no ambiente escolar e atingem as relações. O agravo ocorre se a escola não tem um projeto pedagógico inovador que envolva o seu entorno, a comunidade local, os pais de alunos, a equipe técnica, professores, alunos e funcionários. A Escola Municipal de Educação Fundamental Presidente Campos Salles é um exemplo que merece destaque, porque vem atuando na contramão desses problemas, por ser inspirada na Escola da Ponte, situada em Vila das Aves e São Tomé de Negrelos, em Santo Tirso, no distrito do Porto, em Portugal. A escola iniciou, em 2005, um projeto pedagógico democrático e inovador para reverter o ambiente adverso. Seu passado era de violência, indisciplina e fracasso escolar. A maioria dos alunos, moradores da favela de Heliópolis, não tinha sua história de vida considerada. O docente e o aluno, respectivamente, eram vistos como: o centro do universo e um ser fraco. Com a nova prática, baseada na educação na cidadania, esse quadro se alterou, significativamente, para melhor. A pesquisa de campo traz como metodologia o estudo de caso investigatório, com análise qualitativa de entrevistas com o ex-diretor, com as coordenadoras pedagógicas e com seis professoras, além das observações sobre o trabalho de três professoras do Ensino Fundamental Regular II, responsáveis por um salão, com cerca de cem alunos dos 5º anos. A base teórica foi desenvolvida à luz de Henri Wallon. Na linha do objetivo geral, o resultado da pesquisa mostrou que o projeto da escola investigada é afetivo. Ele alterou significativamente a concepção de educação e introduziu novas práticas pedagógicas, propiciando uma impactante manifestação de emoções e sentimentos agradáveis no ambiente. O docente também se tornou afetivo e reinterpretou seu papel, caracterizado pelo compartilhamento solidário. O aluno passou a ter voz e ser visto como sujeito de direitos, forte, responsável, solidário e autônomo, capaz de construir o conhecimento próprio e de se organizar individual e coletivamente. / Among the various chronic problems in Education, we highlight situations of conflict, which can be triggered by the impact of unpleasant emotions and feelings that manifest in the school environment and affect relationships. The grievance occurs if the school does not have an innovative pedagogical project that involves its surroundings, the local community, the parents of students, the technical staff, teachers, students and employees. The Escola Municipal de Educação Fundamental \"Presidente Campos Salles\" is an example that deserves to be highlighted, because it has been acting against these problems, since it was inspired by the Escola da Ponte, located in Vila das Aves and São Tomé de Negrelos, in Santo Tirso, district of Porto, in Portugal. In 2005, the school started a democratic and innovative pedagogical project to reverse the adverse environment. His past was one of violence, indiscipline and school failure. Most of the students, residents of the favela of Heliópolis, did not have their life history considered. The teacher and student, respectively, were seen as: the center of the universe and a weak being. With the new practice, based on citizenship education, this picture has significantly changed for the better. The field research is a research case study, with a qualitative analysis of interviews with the former director, the pedagogical coordinators and six teachers, as well as the observations on the work of three teachers of Regular Fundamental Education II, responsible for a hall, with about one hundred students from the 5th grade. The theoretical basis was developed in the light of Henri Wallon. In line with the general objective, the research results showed that the investigated school project is affective. He has significantly altered the conception of education and introduced new pedagogical practices, providing an impressive manifestation of pleasant emotions and feelings in the environment. The teacher also became affective and reinterpreted his role, characterized by solidarity sharing. The student came to have a voice and be seen as a subject of rights, strong, responsible, supportive and autonomous, able to build self-knowledge and to organize individually and collectively.

Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1980. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: p. 105-111. / This thesis looks at the need for privacy in the general instructional areas of an elementary school, with the role of the architect in mind. Taking off from the open-plan school, the most recent trend in educational architecture, a case is made for building a range of private places in the school environment. A review of the literature provides a look at behavioral and environmental research on privacy, as well as background information on educational and school design issues. An investigation of a handful of schools in the Boston area gives a description of how the class spaces are used, and uncovers shortcomings and strengths of the buildings. Finally, this information is used to draw some conclusions about how the physical form can provide the necessary privacy. These conclusions are interpreted into design ideas. In focusing on the issue of privacy, several other peripheral issues such a s flexibility and educational philosophy are dealt with. Enclosure and access, issues that bear directly on privacy are discussed. It is concluded that more enclosure than has been provided in open-plan schools is needed on the grounds that more enclosure supports rather than inhibits the activities taking place in a school. / by Philip Pipal. / M.Arch.

Entre os vários problemas crônicos na Educação, destacamos as situações de conflitos, que podem ser desencadeadas pelo impacto de emoções e sentimentos desagradáveis que se manifestam no ambiente escolar e atingem as relações. O agravo ocorre se a escola não tem um projeto pedagógico inovador que envolva o seu entorno, a comunidade local, os pais de alunos, a equipe técnica, professores, alunos e funcionários. A Escola Municipal de Educação Fundamental Presidente Campos Salles é um exemplo que merece destaque, porque vem atuando na contramão desses problemas, por ser inspirada na Escola da Ponte, situada em Vila das Aves e São Tomé de Negrelos, em Santo Tirso, no distrito do Porto, em Portugal. A escola iniciou, em 2005, um projeto pedagógico democrático e inovador para reverter o ambiente adverso. Seu passado era de violência, indisciplina e fracasso escolar. A maioria dos alunos, moradores da favela de Heliópolis, não tinha sua história de vida considerada. O docente e o aluno, respectivamente, eram vistos como: o centro do universo e um ser fraco. Com a nova prática, baseada na educação na cidadania, esse quadro se alterou, significativamente, para melhor. A pesquisa de campo traz como metodologia o estudo de caso investigatório, com análise qualitativa de entrevistas com o ex-diretor, com as coordenadoras pedagógicas e com seis professoras, além das observações sobre o trabalho de três professoras do Ensino Fundamental Regular II, responsáveis por um salão, com cerca de cem alunos dos 5º anos. A base teórica foi desenvolvida à luz de Henri Wallon. Na linha do objetivo geral, o resultado da pesquisa mostrou que o projeto da escola investigada é afetivo. Ele alterou significativamente a concepção de educação e introduziu novas práticas pedagógicas, propiciando uma impactante manifestação de emoções e sentimentos agradáveis no ambiente. O docente também se tornou afetivo e reinterpretou seu papel, caracterizado pelo compartilhamento solidário. O aluno passou a ter voz e ser visto como sujeito de direitos, forte, responsável, solidário e autônomo, capaz de construir o conhecimento próprio e de se organizar individual e coletivamente. / Among the various chronic problems in Education, we highlight situations of conflict, which can be triggered by the impact of unpleasant emotions and feelings that manifest in the school environment and affect relationships. The grievance occurs if the school does not have an innovative pedagogical project that involves its surroundings, the local community, the parents of students, the technical staff, teachers, students and employees. The Escola Municipal de Educação Fundamental \"Presidente Campos Salles\" is an example that deserves to be highlighted, because it has been acting against these problems, since it was inspired by the Escola da Ponte, located in Vila das Aves and São Tomé de Negrelos, in Santo Tirso, district of Porto, in Portugal. In 2005, the school started a democratic and innovative pedagogical project to reverse the adverse environment. His past was one of violence, indiscipline and school failure. Most of the students, residents of the favela of Heliópolis, did not have their life history considered. The teacher and student, respectively, were seen as: the center of the universe and a weak being. With the new practice, based on citizenship education, this picture has significantly changed for the better. The field research is a research case study, with a qualitative analysis of interviews with the former director, the pedagogical coordinators and six teachers, as well as the observations on the work of three teachers of Regular Fundamental Education II, responsible for a hall, with about one hundred students from the 5th grade. The theoretical basis was developed in the light of Henri Wallon. In line with the general objective, the research results showed that the investigated school project is affective. He has significantly altered the conception of education and introduced new pedagogical practices, providing an impressive manifestation of pleasant emotions and feelings in the environment. The teacher also became affective and reinterpreted his role, characterized by solidarity sharing. The student came to have a voice and be seen as a subject of rights, strong, responsible, supportive and autonomous, able to build self-knowledge and to organize individually and collectively.

Estudou-se uma amostra representativa de crianças da 1ª série de um Grupo Escolar Ginásio da rede Estadual, da cidade de São Paulo. Com o objetivo de compreender a dinâmica emocional dessas crianças utilizou-se o teste de apercepção temática infantil (The Children\'s apperception test (CAT) de Bellak & Bellak). Os alunos foram estratificados em fracos e não fracos quanto à aprendizagem e o disciplinamento. Os resultados demonstraram que 43,0por cento das crianças não estão emocionalmente ajustadas para enfrentar o ambiente escolar onde a figura do adulto (professor) é visualizada como agressiva e os castigos são vistos pelas crianças, como ameaçadores. Os alunos fracos demonstraram maior atraso no desenvolvimento psico-social em relação aos não fracos o que, possivelmente, esclarece a dificuldade de adaptação dessas crianças, à situação escolar. / A representative sample of first grade students from a primary school of the State of São Paulo school network, was studied. The school under study was located in the city of são Paulo. The Children\'s apperception test (CAT) de Bellak & Bellak was used to determine the emocional dynamics of the children. The children were divided into two groups - weak and no-weak - regarding learning and discipline. Results showed that 43 per cent of children are not emotionally fit to face school, where the figure of the adult (school teacher) is seen as agressive and punischement is considered as threaten by them. The children considered weak showed a lag in psyco-social developmert in relation to the not weak group. This fact possibly explains the dificulty in adaptation of such children to the school situation.

Estudou-se uma amostra representativa de crianças da 1ª série de um Grupo Escolar Ginásio da rede Estadual, da cidade de São Paulo. Com o objetivo de compreender a dinâmica emocional dessas crianças utilizou-se o teste de apercepção temática infantil (The Children\'s apperception test (CAT) de Bellak & Bellak). Os alunos foram estratificados em fracos e não fracos quanto à aprendizagem e o disciplinamento. Os resultados demonstraram que 43,0por cento das crianças não estão emocionalmente ajustadas para enfrentar o ambiente escolar onde a figura do adulto (professor) é visualizada como agressiva e os castigos são vistos pelas crianças, como ameaçadores. Os alunos fracos demonstraram maior atraso no desenvolvimento psico-social em relação aos não fracos o que, possivelmente, esclarece a dificuldade de adaptação dessas crianças, à situação escolar. / A representative sample of first grade students from a primary school of the State of São Paulo school network, was studied. The school under study was located in the city of são Paulo. The Children\'s apperception test (CAT) de Bellak & Bellak was used to determine the emocional dynamics of the children. The children were divided into two groups - weak and no-weak - regarding learning and discipline. Results showed that 43 per cent of children are not emotionally fit to face school, where the figure of the adult (school teacher) is seen as agressive and punischement is considered as threaten by them. The children considered weak showed a lag in psyco-social developmert in relation to the not weak group. This fact possibly explains the dificulty in adaptation of such children to the school situation.

Objective: This study compared the prevalence of use of six alternative tobacco products [ATPs] among Canadian students in grades 9 and 10, identified between-school variability in the current use of each ATP, and identified the school- and student-level characteristics associated with the use of each ATP. Methods: This cross-sectional study used nationally representative student data collected from 14,916 students in grades 9 and 10 from 134 secondary schools as part of the 2010-11 Youth Smoking Survey and data from the 2010-11 Enhanced Points of Interest data file. Multilevel regression analyses examined the association between school- and student-level characteristics and the use of each ATP. Results: Among Canadian students in grades 9 and 10, 15.4% reported currently using a tobacco product. Cigarillos or little cigars were the most prevalent product (6.3%) and bidis were the least prevalence product (0.6%). School-level differences accounted for between 14.1% and 31.2% of the variability in use. Grades 9 and 10 students who attended schools with a high rate of senior students that smoked manufactured cigarettes were significantly more likely to currently use cigarillos or little cigars (AOR 1.79, 95%CI 1.21 to 2.65) and roll-your-own cigarettes (AOR 1.88, 95%CI 1.15 to 3.07). Grades 9 and 10 students who reported having ever used flavoured tobacco products were significantly more likely to currently use cigarillos or little cigars, cigars, roll-your-own cigarettes, smokeless tobacco, and a hookah (AOR range 1.87 to 18.40). Finally, grades 9 and 10 students who reported currently using alcohol (AOR range 1.99 to 3.06) or marijuana (AOR range 2.09 to 3.47) were significantly more likely to currently use cigarillos or little cigars, cigars, and a hookah. Conclusions: Many students reported currently using one or more ATPs, and these data illustrate that there is a population of students who are not represented in current smoking prevalence estimates. The school environment continues to play an important role in tobacco control as the rate of tobacco use among senior students affects the use of ATPs by younger students. Future tobacco control strategies need to be inclusive of all tobacco products.