schools

摘要： Radon is a radioactive gas that is naturally produced by the breakdown of uranium in soil,rock and water.Recent International Commission on Radiological Protection(ICRP)and World Health Organization(WHO)requirements include controlling indoor radon exposure and settings of a reference level for the annual average activity concentration of up to 300 Bq/m3 for dwellings and public buildings.Radon measurements in school buildings have long been carried out in many countries.Systematic measurements in schools in Bulgaria have started and are progressing.The study concerns the measurements of radon concentration(CRn)in all state school buildings in one of the Black Sea regions,Varna district,and the analysis of indoor variation.The survey of 1,185 premises of 107 schools was conducted from December 2019/January 2020 to March/May 2020 using a passive method.The AM(Arithmetic Mean)of CRn in the premises of the studied schools on the territory of Varna district is 130 Bq/m^(3),and the geometric mean is 97 Bq/m^(3).The number of premises exceeding the national reference level of 300 Bq/m^(3) is 72 located in 38 schools(about 36% of schools).A statistically significant difference(KW(Kruskal-Wallis),p<0.0001)was found between the radon data,grouped by municipalities.Furthermore,the radon data were classified into two groups based on municipality location:on the Black Sea coast and inland.Schools located near the sea have a higher value of CRn.In order to more accurately assess the exposure of pupils and teachers,the results are divided into four groups,depending on the type of use of the premises and the floor on which they are located.The highest CRn value was found in the study rooms used for specialized education such as physics,chemistry,music etc.(AM=155 Bq/m3),which can be explained by their smaller size and less frequent use.A statistically significant difference(KW,p<0.0001)was found,which means that the radon exposure in the examined rooms depends on the type of use.The key to reducing children’s exposure in schools is to measure CRn and then apply corrective action to the high levels of radon.

摘要： Background:Gross motor skills are postulated to have a bidirectional relationship with physical activity(PA);however,no study has tested this relationship before and after a summer break.The purpose of this study was to examine the bidirectional relationships between school PA and gross motor skills in children before and after a summer break.Methods:Participants were a sample of 440 children recruited from 3 low-income schools(age=8.9±1.2 years,mean±SD).PA was assessed as average school-day step counts using Yamax DigiWalker pedometers(Yamasa Tokei Keiki,Tokyo,Japan)worn for 5 consecutive school days.Gross motor skills were assessed using the Test for Gross Motor Development,3 rd edition.Data were collected at 2 timepoints:at the end of spring semester(T1)and at the beginning of the subsequent fall semester(T2).An age-and body mass index-adjusted cross-lagged model was employed to relate T1 school step counts with T2 gross motor skills and T1 gross motor skills with T2 school step counts.Results:T1 gross motor skills significantly predicted T2 school step counts(β=0.24,95%confidence interval(95%CI):0.08-0.40,p=0.003);however,Tl school step counts did not predict T2 gross motor skills(β=0.04,95%CI:-0.06 to 0.14,p=0.445).The model explained 35.4%and 15.9%of the variances of T2 gross motor skills and T2 school step counts,respectively.Additional analyses indicated that these relationships were driven primarily by ball skills.Conclusion:The relationship between gross motor skills and school PA was not bidirectional;however,higher gross motor skills,specifically ball skills,predicted higher school PA after a 3-month summer break.

摘要： Because incomplete confirmation is available concerning the influential role of atmosphere contamination on conjunctivitis,myopia,asthma,and allergic rhinitis in Brazil,the focus of the present work is to explore the possible relations among atmosphere contamination and eye problems.Rather that a case study on eye diseases,by way of questionnaires supplemented by the investigation of nanoparticles(NPs)on eyeglasses,the study examines the mechanisms in which NPs and ultra-fine particles are deposited on the glasses of children up to 10 years of age in urban and rural area.The important connection between atmosphere contaminants and individual protection equipment justifies improving indoor school properties in order could protect children’s eyes,particularly in high-pollution/high-particulate areas.

摘要： Background: Life-threatening bleeding is a major cause of trauma-related deaths. Stop the Bleed—Active bleeding control (ABC) program in Hyderabad recently showed that lay first responders can be effectively trained. However, the willingness of high school students to train in bleeding control is unknown. We report Stop the Bleed training needs assessment from high schools in India and estimate the potential multiplier effect. Methods: A cross-sectional survey was conducted from 12 randomly selected schools in Hyderabad. The study was to understand current knowledge, skills and willingness to get trained and respond to life-threatening bleeding from injuries. 107 Participants (35 Teachers and 72 students) were purposively selected for telephonic interviews with a structured questionnaire. Results: Response rate was 93% overall. 80% of participants have never been trained in bleeding control. 84% reported willingness to be trained, train others and help bleeding victims. All the teachers reported that stop the bleed training would be useful in high schools. 70.6% of teachers recommended that training could start from middle school (10 to 15 years), 47% preferred the online training mode. Only 20% of participants had prior training in lifesaving first aid and 32% did not know the number of emergency medical services (EMS). Each trained participant has the potential to train 3 to 4 people at the household level and perhaps more at the community level. Conclusion: The surveyed schools in Hyderabad do not have the knowledge, skills, or training curriculum in Stop the Bleed. Students and teachers are willing to be trained and train others, with great potential for a “multiplier-effect” in the community.

摘要： Activity 1 In your language/country...a.What do you call the first school that children go to?b.Are there schools for which children have to pass an examination at the end of their first school?What do you call them?c.Are there schools that children go to if they don’t pass an examination at the end of their first school?What are they called?

摘要： Week One PartⅠ阅读下面短文,从每题所给的A、B、C、D四个选项中选出最佳选项。Various studies have shown that in creased spe nding on educati on has not led to measurable improveme nts in learn ing.Betwee n 1980 and 2008,staff and teachers at U.S.public schools grew roughly twice as fast as students.Yet students showed no additional learning in achievement tests.

摘要： This is a typical day for Yang Jinlong.At 9 am,he drives to primary schools and middle schools in Xi'an,Shaanxi Province,to teach stu⁃dents about Shaanxi kuaiban,a form of traditional Chinese form of storytelling in Shaanxi dialect to the rhythm of bamboo clappers,after which the art form is named.Sometimes,the classes involve rehearsals for performances and competitions.Usually,his classes run until about 6 pm,and then he returns home to prepare classes for the next day.

摘要： cqvip:This is a typical day for Yang Jinlong.At 9 am,he drives to primary schools and middle schools in Xi'an,Shaanxi Province,to teach stu⁃dents about Shaanxi kuaiban,a form of traditional Chinese form of storytelling in Shaanxi dialect to the rhythm of bamboo clappers,after which the art form is named.Sometimes,the classes involve rehearsals for performances and competitions.Usually,his classes run until about 6 pm,and then he returns home to prepare classes for the next day.

摘要： After-school programs will be made available in all primary and middle schools in urban areas,the Ministry of Education pledged recently.Such programs cater to the needs of working parents who are unable to pick up their children immediately after school.