Navegando por Palavras-chave "schools"

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    Daycare centers and schools as sources of exposure to mites, cockroach, and endotoxin in the city of São Paulo, Brazil
    (Mosby, Inc, 2002-10-01) Rullo, Vera Esteves Vagnozzi [UNIFESP]; Rizzo, Maria Candida Faria Varanda [UNIFESP]; Arruda, L. K.; Solé, Dirceu [UNIFESP]; Naspitz, Charles Kirov [UNIFESP]; Universidade de São Paulo (USP); Universidade Federal de São Paulo (UNIFESP)
    Background: Public places, including schools, have been identified as sources of exposure to allergens derived from mites, cockroach, cat, and dog and to endotoxin.Objectives: the purposes of this study were to assess and compare exposure to allergens and endotoxin in 4 types of public child-care facilities in Brazil and to investigate whether the presence of children and the performance of cleaning procedures could have an influence on allergen and endotoxin levels. Methods: We have analyzed dust from bedding, floors, chairs, and tables of daycare centers (DCs), preschools, kindergartens, and elementary schools (ESs). Major allergens from mites, cockroach, cat, and dog were quantitated by means of ELISA, and endotoxin content was determined by using the Limulus Amebocyte Lysate assay.Results: Group 1 mite allergens were greater than 2 mug/g in 67% of DC and preschool samples and in 8.9% and 2.2% of kindergarten and ES samples, respectively. the presence of bedding in DCs and preschools accounted for increased levels of mite allergens in these settings. Levels of Bla g I were higher in ES floors compared with those found in DC and preschool floors. Low levels (<1 mug/g) of Fel d 1 e Can f 1 were found in most samples. Levels of endotoxin in DCs and preschools were 3 times higher than in ESs.Conclusions: DCs and schools in Brazil should be considered as important sources of exposure to dust mites and cockroach allergens and to endotoxin. Recommendations for mite allergen avoidance should include appropriate care of bedding in DCs and preschools.
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    Modelo hierárquico multivariado da inatividade física em crianças de escolas públicas
    (Sociedade Brasileira de Pediatria, 2006-08-01) Bracco, Mario Maia [UNIFESP]; Colugnati, Fernando Antonio Basile [UNIFESP]; Pratt, Michael; Taddei, Jose Augusto de Aguiar Carrazedo [UNIFESP]; Universidade Federal de São Paulo (UNIFESP); Center for Physical Activity and Health Promotion; Centers for Disease Control and Prevention Division of Nutrition and Physical Activity
    OBJECTIVE: To identify biological and sociodemographic factors associated with physical inactivity in public school children. METHODS: Parents of 2,519 children (49.3% of whom were girls), aged 7 to 10 years (mean = 7.6±0.9 years), from eight public schools in São Paulo, Brazil, completed a self-administered questionnaire. We used multiple correspondence analysis to identify groups of responses related to levels of physical activity and inactivity and to obtain an optimal scale. The cluster analysis identified groups of active and inactive children. The analysis of the receiver operator characteristic (ROC) curve, for the study of diagnostic properties of a simplified scale for physical inactivity derived from the optimal scale, revealed that a cutoff point of 3 had the best sensitivity and specificity, being therefore used as outcome variable in the regression model. A multivariate hierarchical model was built, including distal and proximal categorical variables, with a p < 0.05. RESULTS: Physical inactivity was positively associated with biological factors such as being overweight, being older than 7.5 years, being a female, and having a good appetite, and with socioeconomic factors such as having garbage collected less than twice a week and having mothers who work outside the home. CONCLUSION: The results are consistent with published data about determinant factors of physical activity and inactivity among children, showing that questionnaires answered by parents and submitted to a sophisticated statistical analysis can be used in population-based studies involving children younger than 10 years old.
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    Opposite shores: a case study of environmental perception and social representations of public school teachers in Brazil
    (Routledge Journals, Taylor & Francis Ltd, 2018) Farias, Luciana A. [UNIFESP]; Silva, Jailson A. [UNIFESP]; Colagrande, Elaine A.; Arroio, Agnaldo
    This present study was aimed at analyzing the environmental perception of teachers from two Brazilian public schools located on opposite shores of a socio-environmentally vulnerable area by means of drawings as well as the data collected from questionnaires. The 2010 Brazilian Census reported that nearly 2.7 million people live in such conditions in the macrometropolis of Sao Paulo, including the municipalities of Sao Bernardo do Campo (SBC) and Diadema. Both schools included in this study are located in such cities as they are the most populated ones and surround a very important water reservoir called Billings dam. The SBC school is within a more environmentally preserved area, whereas the Diadema school is in a region with higher environmental impacts. In this sense, we formulated the following research question: " How will this influence the environmental perception of the teachers?" The activity was attended by 41 teachers from different academic backgrounds. These teachers have mostly shown a naturalistic view of the environment, followed by an anthropocentric view.
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    O preconceito entre os adolescentes em escolas do municã-pio de guapiaã§u/SP
    (Universidade Federal de São Paulo (UNIFESP), 2013-11-27) Tadini, Aline Cassia [UNIFESP]; Bretas, Jose Roberto da Silva Bretas [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This descriptive research with quantitative orientation aimed at characterizing the teenager population of Guapiaçu (SP), identifying the presence of prejudice in the school environment, identifying the types of prejudice among teenagers, identifying the prejudicial and discriminatory behavior and attitudes among teenagers and knowing the differences in prejudice expressed for boys and girls. The study field was Guapiaçu, in the state of São Paulo. For data collection, we used a semi-structured questionnaire containing ten questions, among them structured questions addressing social data (quantitative variables: age, attendance number in the classroom; ordinal qualitative variable: grade; nominal qualitative variables: gender, name of the school); stories about fictitious teenagers containing variables corresponding to the studied topic (nominal qualitative variables: prejudice against gender, social class, skin color, religion, sexual orientation and physical appearance) and unstructured questions about the types of prejudice experiences suffered in the school environment and the emerging feelings from that experience of prejudice. There were 1315 teenagers in the survey. The data showed that the percentage of female teenagers who suffered prejudice in school was statistically equal to male ones, at an average age of 13.6 years old; this information shows that teenagers are vulnerable to suffer prejudice in the school environment. It was observed that both boys and girls identified themselves with the "fictitious stories experienced by teenagers" involving, in descending order, prejudice against gender, sexual orientation, social class and physical appearance. Among the most frequent prejudices in the narratives of these teenagers there were: prejudice against physical appearance, skin color, sexual orientation, gender and social class. It is possible to conclude that sexism, homophobia and bullying are present in these teenagers’ lives, which could lead to violence, thus favoring the vulnerability of the teenagers. These situations permeated by prejudice, cause the teenagers to suffer both mentally (psychological), physically and socially. They expressed their feelings when facing a prejudicial situation: offense, sadness, anger, prejudice as a natural fact, feeling of being alone, thinking of dropping out of school, loss of interest in school, willingness to fight and take revenge (killing, beating, swearing, setting the school on fire, humiliate and hurt the others) and prejudicial reaction (calling people names, among others); these characterize acts of violence in the school environment (aggression and bullying). It is evident that the teenager is gregarious to what cultures, experiences, and socialization among others are concerned;, they are a reflection of the education they receive at home, in society, which happens to be perpetuated within the school, therefore the necessity for the school to be an open environment for discussions and debates against discrimination, prejudice and bullying.
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    Sustainability and power in health promotion: community-based participatory research in a reproductive health policy case study in New Mexico
    (Sage Publications Inc, 2016) Mendes, Rosilda [UNIFESP]; Plaza, Veronica; Wallerstein, Nina
    Health promotion programs are commonly viewed as value-free initiatives which seek to improve health, often through behavior change. An opposing view has begun to emerge that health promotion efforts, especially ones seeking to impact health policy and social determinants of health, are vulnerable to political contexts and may depend on who is in power at the time. This community-based participatory research study attempts to understand these interactions by applying a conceptual model focused on the power context, diverse stakeholder roles within this context, and the relationship of political levers and other change strategies to the sustainability of health promotion interventions aimed at health policy change. We present a case study of a health promotion coalition, New Mexico for Responsible Sex Education (NMRSE), as an example of power dynamics and change processes. Formed in 2005 in response to federal policies mandating abstinence-only education, NMRSE includes community activists, health promotion staff from the New Mexico Department of Health, and policy-maker allies. Applying an adapted Mayer's power analysis' instrument, we conducted semi-structured stakeholder interviews and triangulated political-context analyses from the perspective of the stakeholders. We identified multiple understandings of sustainability and health promotion policy change, including: the importance of diverse stakeholders working together in coalition and social networks; their distinct positions of power within their political contexts; the role of science versus advocacy in change processes; the particular challenges for public sector health promotion professionals; and other facilitators versus barriers to action. One problem that emerged consisted of the challenges for state employees to engage in health promotion advocacy due to limitations imposed on their activities by state and federal policies. This investigation's results include a refined conceptual model, a power-analysis instrument, and new understandings of the intersection of power and stakeholder strategies in the sustainability of health promotion and health in all policies.