Valores hematológicos y bioquímicos, y su asociación con el estado nutricional, en escolares urbanos. Cuenca

Objetivo: Determinar los valores hematológicos y bioquímicos y su asociación con el estado nutricional, en escolares urbanos de Cuenca. Materiales y métodos: Estudio transversal analítico, muestra aleatorizada por conglomerados, de 585 escolares entre 5 y 12 años de las escuelas urbanas de Cuenca, periodo 2012-2013. Se determinó el estado nutricional usando curvas de crecimiento para niños yadolescentes (z-score), índice de masa corporal por edad y sexo, según las recomendaciones de la Organización Mundial de la Salud; con los valores de los análisis hematológicos y bioquímicos practicados, se relacionaron los resultados de laboratorio con el estado nutricional. Resultados: La media de edad en la población fue de 8.87±1.9 años; promedio en valores hematológicos: glóbulos rojos 4.82±0.31 x 106/ml; glóbulos blancos 7.15±1.86 x 103/ ml; hemoglobina 13.66±1.34 g/dL; hematocrito 40.59±3.92%; volumen corpuscular medio (VCM) 83.64±4.03fl; hemoglobina corpuscular media (HCM) 38.31±1.27pg. Promedio de valores bioquímicos: proteína total 6.92±1.04g/ dL, albúmina sérica 4.37±0.7g/dL, hierro sérico 87.40±35.31μg/dL. El 19.3% presentó malnutrición (desnutrición 1.2%, sobrepeso 12.8% y obesidad 5.3%), existiendo asociación estadísticamente significativa (p<0.05) con glóbulos rojos. Existieron diferencias estadísticamente significativas, entre niños y niñas, en valores de hierro, VCM y HCM; y respecto de malnutrición, en hierro sérico, glóbulos rojos, glóbulos blancos, hematocrito y VCM. Conclusiones: Se encontró asociación entre el estado nutricional y los valores hematológicos y bioquímicos. Se determinó prevalencia alta de sobrepeso y obesidad en población escolar urbana de Cuenca, similar a la reportada en otros estudios.

Síndrome Irlen, uso de transparencias de color y mejoras de la lectura en escolares urbanos de Cuenca.

Objetivo: Determinar si el uso de transparencias de color ayuda a mejorar la lectura, eliminando distorsiones visuales perceptuales, malestares físicos al leer, sintomatología del síndrome Irlen. Materiales y Métodos: Estudio cuasi-experimental sobre efectos del Método Irlen® - uso del color - en sesenta y un estudiantes del cuarto grado de las escuelas urbanas de Cuenca, identificados como severos en el rango de Irlen, en un estudio anterior de prevalencia. Los participantes fueron evaluados a través de nuevas observaciones, entrevistas y cuatro pruebas de la Escala Perceptual de Lectura Irlen. Medidas de tendencia central y porcentajes fueron utilizadas para el análisis de datos. Resultados: Las mejoras atribuidas al uso del color en rango considerable fueron: 1) 59% comodidad; 2) 37.7% menos borroso; 3) 41% menos tensión y fatiga; 4) 45.9% más seguridad y fluidez al leer; 5) 34.4% menos movimientos en la página; 6) 31.2% eliminación de distorsiones; 7) 13.1% menos errores al leer; 8) 9.8% mejora del espacio limitado; 9) 8.2% en atención limitada; y 10) 1.6% mejora en comprensión lectora. Conclusión: El uso de las transparencias de color ayuda parcialmente a eliminar algunas distorsiones visuales perceptuales y malestares físicos al leer lo que facilita la lectura

Leadership construction : an exploratory case study of two exemplary female principals in urban primary schools in mainland China

Worldwide, education systems have undergone unprecedented change due to a variety of economic, social, and political forces (Limerick, Cunnington & Crowther, 2002). The People’s Republic of China (PRC) is no exception. Continuous educational reform at primary and secondary levels in Mainland China has created new challenges and accountabilities for school principals. The important role of principals in primary and secondary schools has been acknowledged in both policy documents and the broader literature (Central Committee of the Chinese Communist Party, 1985; F. Chen, 2005; Chu, 2003; W. Huang, 2005; T. Wang, 2003). Yet, most of the literature on primary and secondary school principals in Mainland China is prescriptive in nature, identifying from the perspectives of researchers and academics what principals should do and how they should enact leadership. Lacking in this research is an awareness of the daily practices and lived experiences of principals. Furthermore, within the small body of writing on primary and secondary school principals in Mainland China, gender is seldom given any attention. To date, only a small number of empirical studies have focused on female principals as a specific category of research (Zen, 2004; Zhong, 2004). This study aimed to explore the professional lives of two female exemplary school principals in urban primary schools in Mainland China. A qualitative exploratory case study was used. Semi-structured interviews with each individual female principal, with six teachers in each of the school sites and with the superintendent of each principal were conducted. Field observations and document analysis were also undertaken to obtain multiple insights about their leadership practices. The conceptual framework was based largely on the theory of Gronn (1999) and incorporated five core leadership practices (vision building, ethical considerations, teaching and learning, power utilisation, and dealing with risks and challenges) taken from the wider literature. The key findings of this study were twofold. Firstly, while the five leadership practices were evident in the leadership of the two principals, this study identified some subtle differences in the way they approached each of them. Secondly, contextual factors such as Chinese traditional culture, the contemporary societal context, and the school organisational context, in addition to the biographical experiences of each principal were significant factors in shaping the way in which they exercised their leadership practices in the schools.

Understanding teacher collaboration in disadvantaged urban primary schools: uncovering practices that foster professional learning communities

This study is set in the context of disadvantaged urban primary schools in Ireland. It inquires into the collaborative practices of primary teachers exploring how class teachers and support teachers develop ways of working together in an effort to improve the literacy and numeracy levels of their student. Traditionally teachers have worked in isolation and therefore ‘collaboration’ as a practice has been slow to permeate the historically embedded assumption of how a teacher should work. This study aims to answer the following questions. 1). What are the dynamics of teacher collaboration in disadvantaged urban primary schools? 2). In what ways are teacher collaboration and teacher learning related? 3). In what ways does teacher collaboration influence students’ opportunities for learning? In answering these research questions, this study aims to contribute to the body of knowledge pertaining to teacher learning through collaboration. Though current policy and literature advocate and make a case for the development of collaborative teaching practices, key studies have identified gaps in the research literature in relation to the impact of teacher collaboration in schools. This study seeks to address some of those gaps by establishing how schools develop a collaborative environment and how teaching practices are enacted in such a setting. It seeks to determine what skills, relationships, structures and conditions are most important in developing collaborative environments that foster the development of professional learning communities (PLCs). This study uses a mixed method research design involving a postal survey, four snap-shot case studies and one in depth case study in an effort to establish if collaborative practice is a feasible practice resulting in worthwhile benefits for both teachers and students.

Availability of processed foods in the perimeter of public schools in urban areas

Objective: To assess the availability of food in relation to their degree of industrial processing and the types of food stores in the perimeters of elementary schools. Method: This is a cross-sectional study. 82 food stores located within a 500 m radius buffer of three public schools located in three distinct regions with different socioeconomic levels in the municipality of Santos, state of Sao Paulo, Brazil, were assessed. All streets within a 500-meter radius of the schools were covered, geographic coordinates were recorded and information about the stores and food items available were collected by direct observation and interview with store managers. Available food items were classified in relation to their degree of industrial processing as ultra-processed foods and minimally processed foods. Kernel's density maps were used to assess the degree of agglomeration of stores near the schools. Results: The stores that offered mostly ultra-processed foods were significantly closer to schools than those who offered mostly minimally processed foods. There was a significant difference between the availability of processed food in different types of stores and between the three regions assessed. Conclusions: The data found by this work evidences that children who attend the three public schools assessed are exposed to an environment that encourages the consumption of ultra-processed foods through easier access of these products in the studied stores.

The effects of school mobility in pre -assessment grade levels on student performance and school accountability in urban Title I schools

This study examined the effects of student mobility and educational enrollment experiences on academic achievement. The educational progress, school enrollments and transfers of inner-city elementary students were tracked over a four-year period. Student achievement was measured by criterion-referenced reading tests administered in the second semester of the third grade. It further analyzed the degree to which the switch to different basal reading textbooks interrupted the continuity of education thereby contributing to the detrimental effects of intra-district mobility. ^ Mobility histories of 2,913 third grade students were collected to evaluate the number of times each student entered or withdrew from a Miami-Dade County Public School beginning in August 2000 through March 2004, and distinguished between transfers that occurred during the academic school year and those that occurred during summer months. Data were analyzed using Pearson correlations and multiple regressions to determine if school mobility contributed to performance on the Florida Comprehensive Assessment Third Grade Reading Test (FCAT). Transferring from one school to another was found to have a significant negative impact on student test scores. Transfers within the academic school year were more detrimental than transfers that occurred during the summer months. Third grade students who transferred into schools that used the same reading textbook series were found to have significantly higher FCAT reading scores than third graders who transferred into schools that used different reading textbooks. ^ The effects of mobility rates on overall school performance were also examined. Data was collected on 124 Title I elementary schools to determine the degree to which mobility affected school accountability scores. Title I schools with high student mobility rates had significantly lower accountability scores than schools with lower student mobility rates. ^ The results of this study highlight the impact of education and housing policy and imply a need for programs and practices that promote stability in the early elementary years. ^

Understanding preservice teachers’ predispositions for teaching engineering education in Australian schools.

Engineering education is underrepresented in Australia at the primary, middle school and high school levels. Understanding preservice teachers’ preparedness to be involved in engineering will be important for developing an engineering curriculum. This study administered a literature-based survey to 36 preservice teachers, which gathered data about their perceptions of engineering and their predispositions for teaching engineering. Findings indicated that the four constructs associated with the survey had acceptable Cronbach alpha scores (i.e., personal professional attributes .88, student motivation .91, pedagogical knowledge .91, and fused curricula .89). However, there was no “disagree” or “strongly disagree” response greater than 22% for any of the 25 survey items. Generally, these preservice teachers indicated predispositions for teaching engineering in the middle school. Extensive scaffolding and support with education programs will assist preservice teachers to develop confidence in this field. Governments and education departments need to recognise the importance of engineering education, and universities must take a stronger role in developing engineering education curricula.

Emerging urban futures, land, water, infrastructure

This paper will examine the intersection of design research and problem‐based teaching through the process and outcomes of a four year long ARC funded research project: the Emerging Futures Project. Sustainability is central to the project; in its overall content as well as in the broad aim of determining better outcomes for urban consolidation.   

Binjiang urban centre and transport interchange

This project is the result of a collaborative design process involving QUT School of Design, and AREN Consulting and ZIAD (Zheijiang Provincial Institute of Architectural Design and Research). This major urban initiative explores new standards for multi-function urban centres. The sophisticated integration of transit interchange with retail, commercial and residential functions provides a dramatic mix of social activities. The large site is formed into a raised and terraced urban garden, with the transit centre and retail shopping precinct housed below this landscaped roof. Towering above this ‘hill’ are five building blocks housing the commercial and residential accommodations. These environmentally low-impact buildings are topped with a high-tech greenhouse roof or photovoltaic cells.

Reflecting on the ‘Dream Circle’ : urban Indigenous education processes designed for student and community empowerment

The ‘Dream Circle’ is a space designed by and operated through Indigenous educator footprints as a safe space for the school’s deadly jarjums (Indigenous children). The ‘Dream Circle’ uses a kinnected methodology drawing on the rich vein of Murri cultural knowledges and Torres Strait Islander supports within the local community to provide a safe and supportive circle. The ‘Dream Circle’ operates on a school site in the Logan area as an after school homework and cultural studies class. The ‘Dream Circle’ embodies practices and ritualises processes which ensure cultural safety and integrity. In this way the ‘Dream Circle’ balances the measures that Sarra (2005) purports are the stronger, smarter realities needed for positive change in Indigenous education.

Measuring urban form : a comparative analysis of South East Queensland and South Florida

At first glance the built environments of South Florida and South East Queensland appear very similar, particularly along the highly urbanized coast. However this apparent similarity belies some fundamental differences between the two regions in terms of context and the approach to regulating development. This paper describes some of these key differences, but focuses on two research questions: 1) do these differences affect the built environment; and 2) if so, how does the built form differ? There has been considerable research on how to best measure urban form, particularly as it relates to measuring urban sprawl (Schwarz 2010; Clifton et al. 2008). Some of the key questions identified by this research include: what are the best variables to use?; what scale should be used?; and what time period to use? We will assimilate this research in order to develop a methodology for measuring urban form and apply it to both case study regions. There are several potential outcomes from this research -- one is that the built form between the two regions is quite different; and the second is that it is similar. The first outcome is what might be expected given the differences in context and development regulation. However how might the second outcome be explained – major differences in context and development regulation resulting in minor differences in key measures of urban form? One explanation is that differences in the way development is regulated are not as important in determining the built form as are private market forces.

Indoor and outdoor particle concentrations and elemental and organic carbon at 17 primary schools

The focus of this paper is on the measured particle number concentrations (PNC) as well as elemental and organic carbon in 17 primary schools. This study is part of the “Ultrafine Particles from Traffic Emissions and Children’s Health (UPTECH)”, which aims to determine the relationship between exposure to traffic related ultrafine (UF) particles and children’s health (http://www.ilaqh.qut.edu.au/Misc/UPTECH%20Home.htm). To achieve this, air quality and health data are being collected at 25 schools within Brisbane Metropolitan Area in Australia over two years. This paper presents the general aspects of UF particles data and preliminary results from the first 17 schools (S01 to S17), tested from Oct 2010 to Dec 2011.

School children’s personal exposure to ultrafine particles in urban environments

This work was motivated by the limited knowledge on personal exposure to ultrafine (UF) particles, and it quantifies school children’s personal exposure to UF particles, in terms of number, using Philips Aerasense Nano Tracers (NTs). This study is being conducted in conjunction with the “Ultrafine Particles from Traffic Emissions and Children’s Health (UPTECH)” project, which aims to determine the relationship between exposure to traffic related UF particles and children’s health (http://www.ilaqh.qut.edu.au/Misc/UPTECH%20 Home.htm). To achieve this, air quality and some health data are being collected at 25 schools within the Brisbane Metropolitan Area in Australia over two years. The school children’s personal exposure to UF particles in the first 17 schools are presented here. These schools were tested between Oct 2010 and Dec 2011. Data collection is expected to be complete by mid 2012.

Airborne particle concentrations at schools measured at different spatial scales

Potential adverse effects on children health may result from school exposure to airborne particles. To address this issue, measurements in terms of particle number concentration, particle size distribution and black carbon (BC) concentrations were performed in three school buildings in Cassino (Italy) and its suburbs, outside and inside of the classrooms during normal occupancy and use. Additional time resolved information was gathered on ventilation condition, classroom activity, and traffic count data around the schools were obtained using a video camera. Across the three investigated school buildings, the outdoor and indoor particle number concentration monitored down to 4 nm and up to 3 m ranged from 2.8×104 part cm-3 to 4.7×104 part cm-3 and from 2.0×104 part cm-3 to 3.5×104 part cm-3, respectively. The total particle concentrations were usually higher outdoors than indoors, because no indoor sources were detected. I/O measured was less than 1 (varying in a relatively narrow range from 0.63 to 0.74), however one school exhibited indoor concentrations higher than outdoor during the morning rush hours. Particle size distribution at the outdoor site showed high particle concentrations in different size ranges, varying during the day; in relation to the starting and finishing of school time two modes were found. BC concentrations were 5 times higher at the urban school compared with the suburban and suburban-to-urban differences were larger than the relative differences of ultrafine particle concentrations.