地方医学院校办学新理念

地方医学院校要在高等教育的激烈竞争中立于不败之地,首要是确定办学新理念,即特色立校、开放办学、依法治校、教学创新.唯此,地方医学院校才能与社会经济发展合拍,才能适应地方公共卫生事业发展的新需求,学校也才能在高校之林中占有一席之地.     

Improving the School Environment to Reduce School Violence: A Review of the Literature*

BACKGROUND: School violence can impact the social, psychological, and physical well‐being of both students and teachers and disrupt the learning process. This review focuses on a new area of research, the mechanisms by which the school environment determines the likelihood of school violence. METHODS: A search for peer‐reviewed articles was made in six databases and the Centers for Disease Control and Prevention's report on school‐violence interventions. Twenty‐five articles that attempted to understand the influence of either the school social or physical environment in determining teacher and student perceptions of safety and experiences of violence were included. RESULTS: Most of the included articles were cross‐sectional surveys of junior high or high school students and staff. As articles used different measures of the school physical and social environment, a classification system was created. Using this system, studies show that schools with less violence tend to have students who are aware of school rules and believe they are fair, have positive relationships with their teachers, feel that they have ownership in their school, feel that they are in a classroom and school environment that is positive and focused on learning, and in an environment that is orderly. CONCLUSION: The school social and physical environment appears to offer intervention opportunities to reduce school violence. However, the lack of consistency in school environment variables as well as the lack of longitudinal and experimental research designs limits the applicability of these findings.     

A Qualitative Study of Junior High School Principals' and School Food Service Directors' Experiences with the Texas School Nutrition Policy

ObjectiveThe objective of this study was to learn about the experiences of principals and school food service directors with the Texas Public School Nutrition Policy.DesignSemistructured qualitative interviews were conducted to gain first hand reactions to the new nutrition policy.SettingData were gathered from Texas middle schools.ParticipantsPrincipals and food service directors from 24 schools randomly selected from 10 Texas Education regions were interviewed.Phenomenon of InterestParticipants were interviewed about their reactions to the implementation of the Texas School Nutrition Policy.AnalysisTwo researchers, using thematic analysis, independently analyzed each interview. Differences in coding were reconciled and themes were generated.ResultsThe themes that surfaced included resistance to the policy, policy development process, communication, government role, parental role, food rewards, fund raising, and leadership.Conclusions and implicationsResistance to the policy was not extreme. In the future a wider array of school personnel who are affected by school food regulations should be included in the development of new policies. It is critical to communicate with all concerned parties about the policy.     

Altering the School Breakfast Environment Reduces Barriers to School Breakfast Participation Among Diverse Rural Youth

BACKGROUND

The purpose is to determine if altering school breakfast policies and the school breakfast environment will positively impact adolescent beliefs of the barriers and benefits of eating breakfast.

METHODS

There were 904 adolescents from 16 rural high schools, Minnesota, in the BreakFAST Study who reported eating breakfast fewer than 4 times per week at baseline. Schools were randomized to intervention (N = 8 schools) or delayed intervention (N = 8) condition. The intervention lasted 1 school year. Students completed an online survey of beliefs of barriers and benefits to eating breakfast at baseline and follow‐up. Summative scales were created. Bivariate and multivariate linear regression, accounting for clustering by school, was performed using SAS. Sex interaction was tested. Models tested the effect of the intervention on change in summative scales from baseline to follow ‐up.

RESULTS

Participants were 54% female, 69.1% white, 36.6% eligible for free or reduced‐price meals (FRM) and 13.1% of families received public assistance. The change in reported barriers was significantly different in intervention versus control schools (Net difference = 1.0, p = .03). There was no intervention effect of perceived benefits.

CONCLUSIONS

A school‐based policy and environmental change intervention can successfully reduce perceived barriers to eating school breakfast.     

广东省某私立学校学生膳食营养调查

目的：了解全日制私立学校中学生的膳食结构和营养状况,探索一条可供推广的解决学生的营养问题的办法。方法：采用４日称重法对广东省一所全日制私立学校１３￣１８岁学生共８７３人进行营养调查。结果：该校中学生的每日平均热能、蛋白质、视黄醇当量、ＶＰＰ、ＶｉｔＣ的摄入量均达到或超过ＲＤＡ,但钙、铁、锌、铜、ＶｉｔＢ１不足。男生的身高与体重显著超过全国参考值（Ｐ〈０．０５）。女生除１３￣、１５￣岁组身高高于全国     

In the Context of Risk: Supportive Adults and the School Engagement of Middle School Students*

Abstract: Many students in the United States, particularly those from lower income or racially/ethnically diverse families, are exposed to clusters of risk factors that have a negative impact on school success. This study examined the association between the number of supportive and caring adults in the home, school, and neighborhood and the school engagement of students in early adolescence. Results revealed that students who reported such supportive adults in their lives also reported higher levels of psychological and behavioral engagement with their schooling. Additionally, including measures of environmental risk factors in analytical models of the school engagement of middle school students reduced otherwise statistically significant race/ethnicity differences to nonsignificance. Implications for practice and policy are discussed.     

Energy and Nutritional Composition of School Lunches in Slovenia: The Results of a Chemical Analysis in the Framework of the National School Meals Survey

Background: Slovenia similar to some European countries has a long tradition of the organized system of school meals. The present survey aimed to compare school lunch composition in Slovene primary schools (n = 40) with the national dietary guidelines; Methods: The survey took place from January to September 2020. Sampling of a 5-day school lunch (n = 200) for adolescents aged 10 to 13 years, were performed in schools. Chemical analysis was provided by an accredited national laboratory. Results: The median energy value of school lunches was 2059 kJ (24% of the recommended daily energy intake). The school lunches contained 24.8 g of proteins, 52.9 g of carbohydrates and 16.7 g of dietary fats. Saturated fatty acids represent 4.7 g, polyunsaturated fatty acids 4.7 g, monounsaturated fatty acids 5.8 g, and industrial trans fats 0.2 g/100 g of a meal (1.2 g/meal). Dietary fibre represented 7.8 g, free sugars for 14.7 g and salt for 3.9 g; Conclusions: The survey showed lower values for energy, carbohydrates and total fats in school lunches as recommended, and exceeded values of salt, saturated and polyunsaturated fatty acids.     

2011年湛江市城区部分中小学生急救知识认知情况调查

[目的]了解中小学生的急救知识水平,以便给相关部门日后的工作提供有力的参考依据。[方法]2011年6月,在湛江市城区抽取部分中小学生进行调查。[结果]调查818名中小学生,认为急救知识非常重要的占82.03%,参加过急救培训相关活动的占18.82%,非常需要系统急救知识培训的占46.09%;知道对脊椎外伤如何正确摆放体位的占11.49%,知道什么是心肺复苏术的占8.07%。[结论]中小学生的急救知识知晓率普遍不高,急救能力欠缺。     

School food provision in England: A historical journey

School food provision is an important lever to shape the eating behaviours and dietary intake of school‐aged children and young people, and may help to address issues of childhood obesity, inadequate nutrient intakes and the widening gap of health inequalities. The regulation of school food has been an issue since the 1940s, with the challenges of developing a school food policy that supports health and wellbeing and that can be effectively translated in practice remaining to the present day. This paper examines changes to school food provision in England since the 1940s, with regard to the political structure and decisions made by each respective government. It considers the lessons learned from the development of school food policies over this period and possible ways to improve the standards of school food in the future.