Examining the Backpack Weight Relative to Students' Body Weight Among Urban and Rural Schoolchildren: A Cross-Sectional Study.

Background Schoolbags or backpacks have been an essential part of the education system for a long time. However, a hefty backpack causes the child to arch the back excessively or bend their head and trunk forward to withstand the weight of the schoolbag. If the student carries the backpack on one shoulder, he/she bends to the opposite side to compensate for the extra weight, which may damage the shoulders and spine. Considering these factors, the main aim of this study was to investigate the percentage of backpack weight in proportion to the student's body weight regarding the new guidelines among urban and rural schoolchildren aged 12 to 15 years in Bangalore, Karnataka. Methodology In southern India, over a year, a cross-sectional study was conducted with 500 students who voluntarily participated after providing written consent. They completed a questionnaire, underwent vital and anthropometric measurements, and had their weights measured, including the weights of their backpacks. Sample bags were inspected to determine contributing weight factors and evaluate adherence to timetables. Results The average weight carried by children of all ages was 6.53 kg, averaging 13.53% of their body weight. Among males, the percentage carrying backpacks weighing over 10% of their body weight was 80.9%, while among females, it was 85.7%. Of all the males carrying bags weighing more than 10% of their body weight, 67.7% attended government schools, while 32.3% attended private schools. Among females studying in government schools, 63.6% carried backpacks weighing more than 10% of their body weight, while among those in private schools, 36.4% carried bags exceeding that weight. Conclusions The study concluded that despite regulations being implemented on backpack weight for children, a significant number still carry bags exceeding 10% of their body weight among both urban and rural school children. This could elevate pressure on neck and back muscles, leading to excessive fatigue and potential damage to the skeletal system, ultimately contributing to spinal deformities.

Como as professoras em escolas privadas vivenciaram o trabalho durante a pandemia? / How did female teachers in private schools experience their work during the pandemic?

A pandemia de COVID-19 teve consequências graves também para o mundo do trabalho. Exemplo disso, foi a pressão que as professoras de escolas privadas tiveram por rapidamente transporem as atividades de ensino para o modelo remoto. O objetivo desta pesquisa foi analisar como as professoras de escola privada vivenciaram o seu trabalho docente durante a pandemia de COVID-19. Partindo da Psicologia Histórico-Cultural, realizamos 12 entrevistas em profundidade com professoras de escolas privadas da cidade de Natal-RN, sendo esses dados analisados quanto aos seus núcleos de significação. Encontramos cinco núcleos de significação: significações sobre o trabalho de professora; dificuldades do dia a dia de trabalho; consequências da pandemia; agravamentos gerados pela pandemia; e enfrentamentos diante dos desafios. Concluímos que a pandemia operou como um catalizador de problemas que as professoras já enfrentavam, decorrente da exploração do trabalho, machismo e neoliberalismo. Diante desse cenário, consideramos que as formas de enfrentamento e resistência passem por estratégias coletivas e que visem a superação desses processos históricos de precarização do trabalho.

The pandemic COVID-19 had serious consequences for the world of work as well. One example of this was the pressure that private school teachers were under to quickly transition their teaching activities to the remote learning model. The aim of this research was to analyze how private school teachers experienced their teaching work during the pandemic COVID-19. Based on Cultural-Historical Psychology, we carried out 12 in-depth interviews with private school teachers from the city of Natal-RN, and these data were analyzed according to their Nuclei of Meaning. We found five nuclei of meaning: meanings about working as a teacher; difficulties in daily work; consequences of the pandemic; aggravations generated by the pandemic; and confrontations with the challenges. We concluded that the pandemic acted as a catalyst for problems that women teachers were already facing, resulting from labor exploitation, sexism, and neoliberalism. Facing this scenario, we believe that the forms of confrontation and resistance go through collective strategies aimed overcoming these historical processes of precarization of work.

Study of Motor Competence in 4-5-Year-Old Preschool Children: Are There Differences among Public and Private Schools?

The objectives of this study were (1) to investigate the presence of preschool children with severe motor difficulties (SMDs) and (2) to evaluate the existence of differences in the motor competence (MC) of preschool children from public and private schools based on gender. A total of 581 preschool children (4.66 ± 0.52 years) from Galicia (Spain) were assessed. The Movement Assessment Battery for Children-2 (MABC-2) was used to collect the data. Preschool children from public schools presented a greater number of SMDs (OR = 20.65; CI = 9.99-85.53; p < 0.001). Preschool children from private schools have higher scores on the variables studied (for example, manual dexterity (p < 0.001), aiming and catching (p < 0.001), balance (p < 0.001), total test score (p < 0.001), and total percentage score (p < 0.001)). Regarding the gender factor, differences were found in manual dexterity (p < 0.001), aiming and catching (p = 0.014), balance (p < 0.001), total test score (p < 0.001), total percentage score (p < 0.001), and in the interaction of both factors in balance (p < 0.001), total global score (p = 0.004), and total percentage score (p < 0.001). Preschool children from private schools are less likely to have severe movement problems and score higher on all dimensions of the MABC-2 than preschool children from public schools analyzed in this study. Likewise, girls score higher than boys in all dimensions, except in aiming and catching.

Knowledge and behavior of Lebanese parents regarding melanoma prevention in public and private school children.

Aim: Assess the knowledge and behavior of Lebanese parents when it comes to melanoma and its prevention in children. Methods: A survey, to be completed by parents, was sent through children from three schools. Results: During sun exposure only 23.5% of 1012 respondents were always covering enough areas of their children's skin and 74.1% did not always apply sunscreen to their children. Parents of private school children were three times more likely to apply sunscreen to their children when exposed to sun, four times more likely to reapply sunscreen every 2-3 h and 21 times more likely to use a higher sun protection factor. Conclusion: Sun protection in children is insufficient and sunburns are frequent, illustrating the need for melanoma awareness campaigns.

Concussion reporting, return to learn, and return to play experiences in a sample of private preparatory high school students.

OBJECTIVE: The objective of this study is to describe concussion reporting and return to learn and play among high school students. METHODS: Self-reported survey data of 1,999 New England private preparatory high school students who played sports or engaged in recreational activities were collected in 2018. Descriptive and bivariate statistics are presented. RESULTS: Three in ten respondents (31.4%) reported ever sustaining a concussion and 22.0% did not report at least one concussion to an adult. The most common reasons for not reporting included wanting to keep playing their sport (58.0%) and not thinking the injury was that serious (53.6%). Girls and students in higher grades took longer to return to school and sports. A quarter of students reported pretending to have a faster recovery in order to return to school or sports. CONCLUSION: Private school students who play sports or engage in recreational activity may be at risk of sustaining concussions and may not report their symptoms due to a lack of understanding the seriousness of concussion, not wanting to fall behind in school, or out of desire to continue playing their sport. Teachers, coaches, and parents can stress reporting as the first step in recovery.

The opinions of private and public school teachers regarding school nurses.

OBJECTIVE: To compare the opinions of teachers in private and public schools about school nurses. METHODS: This descriptive study was conducted at 10 randomly selected private and public schools in Izmir in western Turkey during April-May 2016, and comprised teachers who consented to participate. A questionnaire was used to collect the data about socio-demographic information of the subjects (six questions), problems frequently encountered in school and the teachers' opinions about school health nurses (seven questions). Two open-ended questions on the roles of school nurses and the most important health education topics were asked. SPSS 22 was used to analyse data. RESULTS: Of the 720 subjects, 517(72%) were females and 203(18%) were men. There were 360(50%) teachers from private schools and an equal number were from the public schools. The mean ages of the teachers from the private and public schools were 36.22±8.69 and 43.12±7.78 years, respectively. Besides, 337(93.6%) teachers of the private schools and 338(93.9%) teachers of the public school believed that school nurses were needed, while 19(5.3%) private school teachers and 162(45%) public school teachers said they had "no idea" about the roles of the school nurse. The most important role of the school nurse was promoting good health habits according to the public school teachers and health education according to the private school teachers. CONCLUSIONS: Half of the public school teachers said they had no idea about the role of a school nurse.

The relationship between sitting height, sitting height to height ratio with blood pressure among Polokwane private school children aged 6-13 years.

BACKGROUND: It is notable that sitting height (SH) correlates with blood pressure (BP) in children and adolescents of developed countries. However, little is known about the relationships between SH and SH to height ratio (SH/H) with BP in South African children from middle and upper socio-economic groups. The purpose of this study was to compare SH and SH/H of private school attending children in the Polokwane area with National Health and Nutrition Examination Survey III (NHANES III) reference population and to determine the relationship between SH, SH/H with BP among private school attending children. METHODS: A total of 1665 children (846 boys and 819 girls) aged between 6 and 13 years attending three private schools in Polokwane, underwent anthropometric and BP measurements using standard procedures. Linear regression was used to determine the relationship between height, SH, SH/H with BP among these children. RESULTS: Polokwane private school attending boys from age 7 to 13 years displayed a lower mean SH compared to the NHANES III whereas NHANHES III girls from age 10 to 13 years had a higher mean SH compared to those in private school. In the simple regression analysis, SH was positively associated with SBP (ß =1.318; 95% CI = 1.217-1.418) and DBP (ß = 0.641; 95% Cl = 0.555-0.727). The findings remains statistically significant only for SH with both SBP (ß = 1.025; 95% Cl = 0.844-1.201) and DBP (ß = 0.585; 95% Cl 0.434-0.736) after adjusting for age, gender and BMI among these children. CONCLUSION: In South African children, SH and SH/H were lower compared to the NHANES III children. There was a significant positive association between DBP and SBP together with the components of height among Polokwane private school children.

¿Bebés en las escuelas? infancias hiperescolarizadas en una cultura prefigurativa / Babies at school? hyper schooling of infancy in a prefigurative culture / Bebês nas escolas? Infâncias “hiperescolarizadas” numa cultura pré-figurativa

(descriptivo): Desde hace más de una década, se observa en la Ciudad de Buenos Aires un notorio crecimiento de la población de niños y niñas de edades entre 0 a 3 años, con escolarización. En este estudio aportamos evidencia estadística corroborando un relevante incremento de las vacantes disponibles, la privatización de la matrícula y la persistencia de una elevada demanda insatisfecha. Proponemos un andamiaje conceptual para contribuir a responder una pregunta central: ¿cuáles son los cambios culturales y demográficos que están implícitos en el reclamo por más bebés con escolarización? Centramos el estudio en este proceso como emergente de un cambio de época, con nuevas concepciones de infancia y adultez. Por medio del concepto cultura prefigurativa, de Margaret Mead, arriesgamos algunas hipótesis sobre el deterioro del valor del sacrificio adulto‒paterno.

(descriptive): In the City of Buenos Aires, there has been important growth inpreschool enrollment for over a decade. The empirical data evidences a significant increase inenrollment, the privatization of preschool education and the prevalence of unsatisfied demand: Whatcultural and demographic changes underlie the general demand that more babies should go to school?The emergence of a new era starting with a change in thinking, and a new conceptualization ofchildhood and adulthood is proposed. Through Margaret Mead’s concept of “prefigurative culture”,we hypothesize the devaluation of the adult‒parental sacrifice.

(descritivo): Nos últimos dez anos, o aumento de crianças escolarizadas em seusprimeiros anos de vida cresceu muito na cidade de Buenos Aires. Este estudo traz estatísticasque provam o aumento do número de vagas, a privatização da matrícula e a persistente demandainsatisfeita. Com esses dados, a proposta é desvendar o conceito que contribui a responder umaquestão central: Quais são as mudanças culturais e demográficas que ficam por trás das discussõesque reclamam por mais e mais bebés na escola? Propõe‒se a emergência de uma nova época, comconcepções diferentes da infância e da vida adulta. Através do conceito de “cultura pré‒figurativa”de Margaret Mead, os autores arriscam a hipótese da deterioração do valor do sacrifício adulto‒paterno o que torna o ingresso na educação infantil cada vez mais cedo.

A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools.

There is growing awareness that students' experiences of stress may impede academic success, compromise mental health, and promote substance use. We examined these factors in an under-studied population, private/independent high school students, using a multi-method (qualitative and quantitative), iterative data collection and analytic process. We first conducted qualitative interviews with faculty and staff at a number of highly competitive private schools, followed by an anonymous quantitative survey with 128 11th grade students from two of these settings. We then conducted a qualitative exploration of the quantitative results with a subset of students. Next, a set of Expert Panel members participated in qualitative interviews to reflect on and interpret study findings. Overall, we found students experienced high levels of chronic stress, particularly in relation to academic performance and the college admissions process. While students described a range of effective, adaptive coping strategies, they also commonly internalized these serious pressures and turned to alcohol and drugs to cope with chronic stress, although not typically at problematic levels. We discuss study implications for both schools and families derived from the Expert Panel.

Psicólogos na rede particular de ensino: possibilidades, limites e superações na atuação / Psychologists in private school: possibilities, limits and overcoming in acting

Esta pesquisa apresenta como objeto de estudo a prática profissional de psicólogos no Ensino Fundamental desenvolvida na rede privada de educação. Para tanto, teve por objetivo analisar modos de inserção de psicólogos que atuam em escolas particulares, tomando o materialismo histórico-dialético enquanto base interpretativa de análise. Compreendemos a prática profissional de psicólogos produzida em um sistema educacional que, ao se constituir na rede privada de ensino, expressa um conjunto de contradições, desafios e impasses para uma atuação ético-política da profissão, no campo da Educação Básica. Algumas questões orientaram a pesquisa: quais práticas psicológicas podem ser desenvolvidas em uma rede de ensino que vive as contradições do mercado para sua manutenção? Como as proposições da área de Psicologia Escolar, centradas em referenciais críticos e institucionais, comparecem nessas organizações de ensino? Quais desafios e entraves se defrontam psicólogos em sua prática profissional ao atuarem em escolas de educação privada? Assim, buscamos conhecer e analisar: a) condições de trabalho em que a atuação de psicólogos se desenvolve; b) modalidades de atuação/intervenção e teorias que embasam suas práticas; c) expectativas daqueles que contratam psicólogos no que tange ao trabalho a ser desenvolvido em escolas da rede privada de ensino; d) desafios e estratégias construídas para a superação das contradições apontadas em sua prática profissional. O campo de investigação contou com depoimentos de dez psicólogos, por meio de entrevistas em profundidade, e de cinco contratantes (duas coordenadoras pedagógicas e três diretores). Oito dos psicólogos são formados por instituições privadas de ensino superior, apenas um é do sexo masculino e a maioria apresenta entre quarenta e cinquenta anos, sendo que o tempo de trabalho varia de 30 a 5 anos. Organizamos os dados em dois eixos de análise: condições de trabalho e atividades profissionais desenvolvidas. No primeiro... (AU)

This research has its object of study the work of psychologists in primary education developed in the private education network. Therefore, it aimed to analyze psychologists modes of insertion who work in private schools, taking the historical and dialectical materialism as interpretative analysis base. We understand the work of psychologists, produced in a educational system constituted of private schools, expressed a set of contradictions, challenges and dilemmas for an ethical-political activity of the profession in the field of basic education. Some questions guided the research: which psychological practices can be developed in a school system that lives the contradictions of the market for its maintenance? How the propositions of School Psychology area, focusing on critical and institutional frameworks, attend these educational organizations? What challenges and obstacles face psychologists in their professional practice in private education schools? So, we seek to understand and analyze: a) working conditions in which practicing psychologists develops; b) modes of action / intervention and theories that support their practices; c) expectations of those which hire psychologists regarding the work to be developed in the private school system; d) challenges and strategies built to overcome the contradictions pointed out in their professional practice. The field investigation included in-depth interviews with ten psychologists, and five contractors (two pedagogical coordinators and three directors). Eight psychologists have been trained by private higher education institutions, only one is male and most was between forty and fifty years, and the working time varies from 30 to 5 years. Data was organized in two analysis axis: working conditions and developed professional activities. The first axis identified that psychologists hiring occur preferably by referral and that a significant proportion of respondents are hired as school counselors. In... (AU)

Síndrome de Burnout em professores: estudo comparativo entre o ensino público e privado / Burnout syndrome in teachers: a comparative study between the public and private education

Este estudo objetivou comparar a prevalência da Síndrome de Burnout entre professores de ensino fundamental de escolas públicas e privadas. Participaram 117 professores de ensino fundamental provenientes de escolas privadas (54,7%) e públicas (45,3%) das cidades de Porto Alegre e Região Metropolitana do Estado do Rio Grande do Sul/Brasil. Os participantes responderam a dois instrumentos autoaplicáveis: Questionário de Dados Sociodemográficos e Laboraise Cuestionario para la Evaluacióndel Síndrome de Quemarse por el Trabajo(CESQT). Realizaram-se análises estatísticas descritivas e o teste do qui-quadrado, que revelaram que a prevalência da síndrome é de 41,5% entre os professores das escolas públicas e 26,6% entre os da rede privada. Contudo, não houve diferença estatisticamente significativa entre os grupos (p = 0,08). Concluiu-se que tanto o contexto público de ensino quanto o privado apresentam estressores que podem levar os professores ao adoecimento, dado que permite refletir que a prevalência da Síndrome de Burnout pode estar mais relacionada à categoria profissional em si do que ao setor de trabalho (público ou privado).

The aim of this article was to compare the prevalence of burnout syndrome among primary school teachers from public and private schools. Participants were 117 primary school teachers from private (54,7%) and public (45,3%) schools of Porto Alegre and the Metropolitan Region of the State of Rio Grande do Sul/Brazil. Participants answered two self-report instruments: Socio-Demographic Data and Labor Questionnaire and Cuestionario para la Evaluacióndel Síndrome de Quemarse por el Trabajo (CESQT). Descriptive statistics analyses and chi-square test were performed. These revealed that the prevalence of the syndrome is 41.5% among public school teachers and 26.6% among private school teachers. However, there was no statistically significant difference between groups (p = 0.08). It was concluded that both labor contexts (public and private) present stressors that can lead teachers to illness, data that allows to reflect that the prevalence of Burnout Syndrome maybe is more related to professional category than the labor sector (public or private).

Evaluación del bienestar subjetivo en estudiantes de universidad privada mexicana / Avaliação do bem-estar subjetivo de estudantes de uma universidade privada mexicana / Evaluation of subjective well-being in mexico private college students

Se llevó a cabo un estudio sobre bienestar subjetivo en estudiantes de una universidad privada en Hermosillo, Sonora, México. Se estudió la relación de los constructos "satisfacción con la vida" y "afectos positivos", en una muestra de 371 alumnos mediante la Encuesta Internacional para Alumnos Universitarios (Diener, 2001). Los resultados muestran que en el grupo de los más satisfechos la dimensión "satisfacción con la vida" se correlaciona significativamente con la percepción de la felicidad, mientras la dimensión "afectos positivos" se correlaciona con socialización de las emociones. La edad contrasta significativamente con los niveles de satisfacción con la vida: a menor edad, mayor es la satisfacción. Además, los que estudian una ingeniería o una carrera del área administrativa resultan con los puntajes más elevados, dato contrario con jóvenes de universidades públicas, donde estudiantes que pertenecen a las ciencias sociales y humanidades son las áreas que resultan más satisfechos con la vida.

Realizou-se uma pesquisa sobre o bem-estar subjetivo de estudantes de uma universidade privada de Hermosillo, Sonora, México. Foi estudada a relação entre os construtos "satisfação com a vida" e "afetos positivos", numa amostra de 371 alunos, por meio da Escala Internacional para Alunos Universitários. Os resultados mostram que, no grupo dos mais satisfeitos, a dimensão "satisfação com a vida" correlaciona-se significativamente com a percepção da felicidade, enquanto a dimensão "afetos positivos" correlaciona-se com socialização das emoções. Entre idade e níveis de satisfação com a vida, há uma relação significativa e inversa: quanto menor a idade, maior a satisfação. Além disso, os estudantes das áreas de engenharia e administração apresentam resultados mais elevados, dado diferente do encontrado entre jovens de universidades públicas, entre os quais as ciências sociais e as humanidades são as áreas de mais satisfação com a vida.

A study about the subjective well-being of students from a private university was carried out in Hermosillo, Sonora, Mexico. The relationship between "life satisfaction" and "positive feelings" was studied in a sample of 371 students by means of the International Survey for University Students (Diener, 2001). The results show that the "life satisfaction" factor is highly related to the perception of happiness in the most satisfied group, whereas the "positive feelings" factor is related to the socialization of emotions. Age is related to the levels of life satisfaction: a reverse relationship between age and satisfaction. In addition, it was established that the areas which the subjects study are related to the level of satisfaction. Those who study engineering or administration came out with the highest scores. In contrast, subjects from public universities who study social sciences and humanities turn out more satisfied with life.

Private middle school parents' perspectives regarding school-located immunization programs (SLIPs).

The perspectives of parents of private middle school students regarding the use of school-located immunization programs (SLIPs) are unknown. Parents of private middle school students in a large, urban setting were surveyed (N = 1,210) regarding their willingness to use SLIPs. Analyses included frequencies and chi-square analyses. Data from prior work with public school parents were included for comparison. Of the 1,210 questionnaires, 219 were returned; only 19% of respondents reported they were willing to use a SLIP, compared to 41% of public middle school parents. However, 54% of private school parents were willing to consider using SLIPs for influenza vaccine, and 6% would use SLIPs for human papillomavirus vaccine. Hispanic (Mexican) ethnicity (p = .014) was associated with greater willingness to utilize SLIPs. Private middle school parents, in this sample, are relatively unwilling to utilize SLIPs compared to public school parents. These data should be considered when implementing SLIPs in the future.

Morbidity pattern and personal hygiene in children among private primary school in urban area: are the trends changing?

INTRODUCTION: School health is an important intervention as a great deal of research tells us that schools can have a major effect on children's health, by teaching them about health and promoting healthy behaviors. AIMS: The aim of this study is to determine common health problems and assess personal hygiene status among primary school children. SETTINGS AND DESIGN: A cross-sectional study was conducted in academic years 2009-2010 and 2010-2011, with three health check-up camps organized in private primary school of Pune city. MATERIALS AND METHODS: A total of 450 students were assessed for health problems and composite score of personal hygiene status was calculated ranging from 0 to 5 by examination of hairs, nails, skin and clothes. STATISTICAL ANALYSIS USED: Proportions calculated with application of Chi-square test and Pearson co-efficient applied to observe the relation between two quantitative variables. RESULTS: Out of 450 students examined, 56.2% were boys and 43.8% were girls with age ranging from 5 to 10 years. The major morbidities observed were dental caries (65.1%), upper respiratory tract infections (38.2%), ear wax (29.9%) and myopia (10.0%). Mean hygiene score was significantly higher in girls (4.32) than boys (3.95) and poor hygiene observed in older boys. CONCLUSION: Increasing myopia and poor dental hygiene denotes a changing morbidity pattern in private primary school of the urban area. The hygiene status of the girls is significantly better than boys.

Tipos de personalidad y síndrome de burnout en educadoras de párvulos en Chile / Personality types and Burnout syndrome in pre-school teachers in Chile

El presente estudio tuvo por objetivo determinar niveles de burnout en educadoras de párvulos, en función de los tipos de personalidad y de las dependencias administrativas. Se diseñó un estudio no experimental, transversal descriptivo. Se evaluó el nivel de burnout con la versión MBI para profesores y los estilos de personalidad con el instrumento NEO- Five Factors Inventory. Se incluyó un cuestionario de variables sociodemográfi-cas. Por medio de ANOVA de una vía se demostró que existen diferencias en el nivel de agotamiento emocional entre educadoras de dependencias administrativas municipal y privada (p < 0.05). Se encontraron diferencias en el puntaje total de burnout entre los estilos de personalidad "espectador" y "escéptico" (p < 0.05), y en agotamiento emocional entre los estilos "es-céptico" y "complicado" (p < 0.05). Los resultados sugieren prestar atención a las educadoras de dependencia municipal y aquellas que puntúan alto en neuroticismo, pues parecen más propensas a experimentar burnout.

With the purpose to determine differences in burnout's level as function of personalities types and attendance in public or private school, a non-experimental study was designed. Burnout levels were measured with the MBI teacher's version and personalities types with the NEO-Five Factors Inventory. A set of socio-demographic variables was included. By means of ANOVA ONEWAY, differences were found in emotional exhaustion among kindergarten teachers who work in public and private school (p < 0.05). Differences were also found between spectator and skeptic personality types in burnout levels, and between skeptic and complicated types in emotional exhaustion (p < 0.05). These results emphasize the relevance to give attention to public school's educator and those who had high neuroticism's levels because they tend to have more burnout.