Política pública de educación sexual en chile: actores y tensión entre el derecho a la información vs. la libertad de elección

This paper analyzes how sex education public policy implementation in Chile has turned into a historic conflict, determined by the existence of tensions between those who defend right to information and those that claim freedom of choice. Several actors have been part of this discussion, limited to the field of values education, attempting to legitimize its points of view regarding the diverse elements associated to the subject, such that the launch of a new sex education policy (2010) has raised tensions and added new elements to the debate. We conclude that only two actors tend to define asymmetrically the debate's result; and this would be the probable cause of the failure of different initiatives and models of sex education implemented in Chile.    En el trabajo se analiza cómo la implementación de una política pública de educación sexual en Chile se ha convertido en un conflicto de carácter histórico, determinado por la existencia de una tensión entre quienesdefienden el derecho a la información y quienes reivindican la libertad de elección. Varios actores se han hecho parte de esta discusión circunscrita al campo de valores en la educación intentando legitimar sus puntos de vista respecto de diversos elementos asociados al tema, de modo que la puesta en marcha de una nueva política de educación sexual (2010) ha reflotado dicha tensión y de paso ha añadido nuevos elementos al debate. Se concluye que sólo dos actores tienden a definir asimétricamente el resultado del debate, lo que sería la causa probable del fracaso para las diferentes iniciativas y modelos de educación sexual implementados en Chile.  

FINANCIAL MANAGEMENT AND FUNDRAISING STRATEGIES FOR QUINTILE 1 AND 2 SECONDARY SCHOOLS IN THE FREE STATE PROVINCE

Published ThesisThe aim of the study is to establish a fundraising strategy to improve the quality of teaching and learning in schools in poor communities. Fundraising can be an empowering tool that improves the physical and human resources of a school, or it can be a negative process that leads to disappointment and unhappiness. The democratic principles in the new education system have created a space for the redress of inequality in South African schools. This is evidenced in the establishment of School Governing Bodies (SGBs) as legitimate bodies to take the issue of “redress” forward. According to Section 36 of SASA, the state acknowledges its failure to provide sufficient funding to public schools and mandated the SGB to obtain additional resources in order to improve the quality of education. The money allocated by the state to schools is clearly not enough. Many principals and SGBs are placed under tremendous pressure to manage and raise funds for their schools, because they are unable to work out practical solutions to financial problems, on account of their lack of financial knowledge, skills and expertise. Fundraising in schools is done with the main aim of supplementing resources that has been supplied by the state to improve the quality of teaching and learning especially in Section 21, quintile 1 and 2 no-fee schools. The design followed in this study is qualitative in nature. The data collection instrument used was open-ended questionnaires to gather information from three groups of participants, namely school principals, SGB chairpersons and parent representatives on finance and fundraising committees. Participants were from Section 21, quintile 1 and 2 no-fee secondary schools in three of the five education districts of the Free State Province, namely Fezile Dabi, Lejweleputswa and Motheo. Findings indicate that schools face numerous obstacles regarding fundraising, such as lack of parental support because of unemployment, lack of proper planning of fundraising projects and a lack of skills and unwillingness to endeavour into new fundraising projects. In conclusion a fundraising strategy is proposed to assist schools with regard to fundraising

The effectiveness of financial management in schools in the Lejweleputswa education district

Thesis (M. Ed.) - Central University of Technology, Free State, 2011Financial management is fundamental to the improvement of the efficient and effective use of finances in schools. If principals and SGB chairpersons are well trained on their roles and responsibilities regarding financial management, they will be able to effectively deal with financial matters of schools. Financial management is an integral part of efficient and effective financial management in schools. This study provides a literature discussion on funding provided to schools by the government, as well as the essences of financial management in the school setting. The study also sought to scrutinize the impact of related Acts and policies on financial management in schools. The fieldwork sought to determine the extent of possible problems that schools experience regarding financial management and aimed at providing possible solutions for efficient and effective financial management in schools. Principals and SGBs chairpersons made up the sample of this study. Questionnaires were used to determine the views and opinions of these participants regarding the efficiency and effectiveness of financial management in their schools. The data gathered through the open-ended questionnaires were analysed and reported on qualitatively. The key findings were that principals and the SGBs chairpersons wish to play an important role in financial management in schools, but lack financial management skills to do so. The lack of financial management skills was more evident on the side of the SGB chairpersons. The result of this lack of financial management skills has the effect that other types of financial problems arise at schools

Type A personality and heart rate perception

The present study sought to replicate previous findings on the discrepancy between Type A's self-reporting of stress and their physiological arousal. An attempt was also made to clarify whether this discrepancy was due to A's inability to detect their heart rate changes, or simply due to their "attentional style". Twenty-eight A's and twenty-eight B's were selected from 200 male Introductory Psychology students on the basis of extreme scores on the Jenkins Activity Survey (JAS). After a 5-minute rest period, subjects were asked to estimate their heart rates, after which they were given feedback. Two minutes later, they were again asked to estimate their heart rates. The subsequent session was the limit period where the subjects were presented with taperecorded string of digits of increasing length until they reached their own limit. Subjects then performed a digit recall task twice: under instructions to concentrate hard on the task to maximize performance or to focus on their heart rate during the task performance. The order of these two instructions was randomly assigned to each subject. Upon completion of each task, the subjects estimated their heart rates during the digit recall. They also completed the anxiety scale from the Multiple Affect Adjective Check List (MAACL) and a self-report questionnaire. Actual heart rate was recorded throughout the experimental session. The results indicated that A*s manifested greater heart rate increases than B's during the task, but no differences were noted in their anxiety scores on the MAACL, thus, replicating the previous reported discrepancy. Contrary to expectation. Type A subjects were found to significantly over-estimate their heart rates, compared to Type B's, both at rest and during the task performance. Feedback significantly improved Type A's accuracy of their heart rate estimation, although attention-directing instructions had no effect in either A's or B's. The findings of the present study are difficult to reconcile with the suggestion that A's do not report higher stress because they under-estimate their level of physiological arousal

The impact of the initial COVID-19 lockdown on the mental health and lifestyle of children in Turkey

The COVID-19 lockdown and subsequent school closures increased children’s mental health difficulties and associated risk of school exclusion. The present study examined the changes in children’s daily habits, and emotional and behavioral symptoms during the first national lockdown in 2020 as compared to before. A total of 854 caregivers living in Turkey with children aged 5 to 12 years completed a survey. The results showed that children spent significantly more time using screens, and less time engaging in physical activity during the lockdown compared to before. Additionally, one in three children were reported as feeling bored. Approximately half of the children were reported to show signs of nervousness, anger, anxiety, worry, restlessness, irritability, argumentativeness, and fear of infection. The children whose caregivers reported more family coexistence difficulty, higher risk of COVID-19 infection, poorer mental health, and high parenting role stress experienced higher levels of emotional and behavioral difficulties during the lockdown as compared to before. Children’s pandemic-related emotional symptoms increased with age. Our findings suggested that the COVID-19 lockdown in Turkey had a negative impact on children’s socioemotional and behavioral wellbeing with pre-adolescents being at higher risk of emotional change during the lockdown. These findings can guide early prevention and intervention programs to address child mental health symptoms in Turkey.Impacto del confinamiento por COVID-19 en los cambios de salud mental de los niños en Turquía. La pandemia de la COVID-19 y el posterior cierre de las escuelas aumentaron las dificultades de salud mental de los niños y el riesgo asociado de exclusión escolar. El presente estudio examinó los cambios en los hábitos diarios de los niños y los síntomas emocionales y conductuales durante el primer cierre nacional de 2020 en comparación con el anterior. Un total de 854 cuidadores que viven en Turquía con niños de 5 a 12 años completaron una encuesta. Los resultados mostraron que los niños pasaron significativamente más tiempo usando pantallas y menos tiempo realizando actividades físicas durante ese tiempo en comparación con el anterior. Además, el 78,5% de los niños fueron reportados por sus cuidadores como aburridos. Aproximadamente la mitad de los niños mostraron signos de nerviosismo, enfado, ansiedad, preocupación, inquietud, irritabilidad, discusiones y miedo a las infecciones. Los hijos de los cuidadores que declararon tener más dificultades de convivencia familiar, peor salud mental y un elevado estrés en el rol de padres experimentaron mayores niveles de dificultades emocionales y de comportamiento durante el encierro en comparación con los anteriores. El alto riesgo de infección por COVID-19 por parte de los cuidadores se asoció con mayores niveles de dificultades emocionales y conductuales en los niños durante el encierro que antes. Nuestros resultados sugieren que el bloqueo por COVID-19 en Turquía tuvo un impacto negativo en el bienestar socioemocional y conductual de los niño

LACK OF RESPONSE OF SWEET PEPPERS TOP LEVELS, P PLACEMENT, AND TIMING OF N APPLICATION IN SOUTHERN PUERTO RICO

LACK OF RESPONSE OF SWEET PEPPERS TOP LEVELS, P PLACEMENT, AND TIMING OF N APPLICATION IN SOUTHERN PUERTO RIC

O impacto de um protocolo transdiagnóstico de prevenção de ansiedade e depressão em adolescentes

The present study examined the benefit of a transdiagnostic prevention program, Super Skills for Life – adolescent version (SSL-A), among adolescents with internalizing and externalizing problems in two types of school settings (mainstream school and pupil referral unit) using a randomized waitlist-controlled trial (RCT). The main aims were to examine the effects of the SSL-A in reducing internalizing and externalizing problems in adolescents, and to identify the moderating role of gender, age, and school type on the intervention outcome. The RCT involved 112 adolescents aged 11 to 14 years old, randomly allocated to either an SSL-A intervention group or a waitlist-control group (WLC). Adolescents in the intervention group participated immediately in the SSL-A, whereas adolescents in the WLC group received the intervention after the intervention group completed the six months follow-up assessment. Results showed that internalizing and externalizing problems were significantly reduced from pre-test to follow-up assessments. Gender, age and school setting moderated the intervention outcome. Specifically, males, younger adolescents and adolescents from mainstream schools showed a significant reduction over time on both internalizing and externalizing problems. Although SSL was designed to target internalizing problems, this study shows that it also had positive effects on adolescents with internalizing and externalizing problems. This study provides evidence for the benefits of a transdiagnostic prevention program for internalizing and externalizing problems in two types of school settings.O presente estudo explorou a eficácia do programa transdiagnóstico de prevenção, Super Skills for Life – versão adolescente (SSL-A), em adolescentes com problemas internalizantes e externalizantes em dois tipos de escolas (escolas públicas convencionais e pupil referral units) usando um estudo randomizado controlado com lista de espera (RCT). Os objetivos principais consistiram em examinar os efeitos do SSL-A na redução de problemas internalizantes e externalizantes em adolescentes, e identificar o papel moderador do género, idade e tipo de escola nos resultados da intervenção. O RCT envolveu 112 adolescentes, entre os 11 e os 14 anos, distribuídos aleatoriamente para o grupo de intervenção SSL-A ou para o grupo de lista de espera. Os adolescentes do grupo de intervenção participaram imediatamente no programa SSL-A, enquanto os adolescentes do grupo de espera receberam a intervenção após o grupo de intervenção ter completado a avaliação do seguimento de seis meses. Os resultados mostraram que os problemas de internalização e externalização foram significativamente reduzidos do pré-teste para as avaliações de seguimento. O género, a idade e o tipo de escola moderaram os resultados da intervenção. Mais especificamente, rapazes, adolescentes mais novos e adolescentes de escolas convencionais mostraram uma redução significativa de problemas internalizantes e externalizantes ao longo do tempo. Embora o SSL tenha sido desenhado para os problemas de internalização, este estudo mostrou que o programa também teve efeitos positivos nos adolescentes com problemas de internalização e externalização