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Presents the results of a world-wide survey on the teaching of French, both as a first and as a second language. States the objectives of the investigation and describes the procedures used to collect the relevant information. The documentation guidelines used to conduct the survey are reproduced in the appendix. (MES)

The word "school" has never been so commonly used as it is today. But do we really think about what it means? What reality(s) lie(s) behind this apparently neutral term? Originally encompassing a wide range of different meanings, the noun gradually became confined, in the wake of the Renaissance and the French Revolution, to common or public education, associated with simultaneous teaching. Older, more traditional forms of child-rearing, more domestic in nature, have steadily declined. The consequences of this anything but trivial phenomenon are numerous for individuals, families, societies and even the Church. It's important to be aware of them, to be conscious of them, and to take stock of them, which is what this two-part post hopes to contribute to.

The word "school" has never been so commonly used as it is today. But do we really think about what it means? What reality(s) lie(s) behind this apparently neutral term? Originally encompassing a wide range of different meanings, the noun gradually became confined, in the wake of the Renaissance and the French Revolution, to common or public education, associated with simultaneous teaching. Older, more traditional forms of child-rearing, more domestic in nature, have steadily declined. The consequences of this anything but trivial phenomenon are numerous for individuals, families, societies and even the Church. It's important to be aware of them, to be conscious of them, and to take stock of them, which is what this two-part post hopes to contribute to.

RESEARCH OBJECTIVE: The objective of this research study was to find out the subjective feelings of Czech teachers regarding the introduction of artificial intelligence into schools. THE RESEARCH PROBLEM AND METHODS: The following research questions follow from the research objective: Are Czech teachers worried about the introduction of artificial intelligence into schools? Do Czech teachers see artificial intelligence as a tool that will help them? Do Czech teachers have experience with the use of artificial intelligence? What experience do teachers have with artificial intelligence? To achieve the research objective and answer the research questions, the in-depth interview method with primary and secondary school teachers was used. THE PROCESS OF ARGUMENTATION: The first part of the article discusses the concept of artificial intelligence. The second part discussed the use of artificial intelligence in Czech schools. The third part presents the results of a research study was to find out the subjective feelings of Czech teachers regarding the introduction of artificial intelligence into schools. RESEARCH RESULTS: As part of the research, it was found that some teachers are concerned about the advent of artificial intelligence and its use in education, especially that students will “misuse” AI to cheat and plagiarize. Most teachers see the application of artificial intelligence in schools as inevitable and realize that it is their task to teach students to use AI effectively. Teachers are also aware that with the implementation of AI into schools, the teaching system will also have to change. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: We can expect that teachers will consider artificial intelligence as a tool that helps them and makes their work easier. A big impetus will be the integration of artificial intelligence into tools that teachers commonly work with, such as Office 365 or Google Workspace.

The article addresses the topic of road safety in the area of educational units, respectively the effect of road traffic. The aim of the study is to clearly highlight the causality between road accidents involving children as victims and road systematization. To achieve our main objectives, we used as a research method the analysis of documents: Road Accident Database, an application of the Romanian Police in which all traffic incidents registered in Romania are implemented, according to the criteria of Mehedinti County, student quality, road category (national, county, communal), the location of the school unit in the vicinity of the public road and the production of the traffic incident. One of the factors that decisively influences the quality of road traffic, therefore, implicitly the risk in traffic, is the public road network. The specialized studies, as well as the available international statistics, show that the main categories exposed to the risk of road accidents resulting in deaths and serious injuries are: pedestrians, cyclists, motorcyclists and mopeds, in other words, the category known in specialized practice as "the most vulnerable traffic participants”.

The pandemic outbreak in 2020 has influenced all aspects of social life. We focus on the education system and its impact on social (in)equality using Poland’s case to analyse them, through the notion of Bordieuan social field and knowledge-power relations. We claim that lockdown put into motion important processes or even systemic changes of education, by the emancipation and empowerment mechanism of social actors that aspire to be an active part of the educational field. In Poland, we deal with a static, centralized and hierarchic system. The time of pandemic made the field of education more dynamic. New actors were invited with the result that the power-knowledge relations changed. In this frame, we put the question about educational inequalities. We ask how the educational field is changing in face of the unforeseen and scarcely manageable global pandemic risk. Do they mean less in the global pandemic context or, on the contrary, are they strengthened?

This paper aims at presenting the new method used in Iraq to teach grammar. Despite the fact that the curriculum now is very different from the traditional one, it still depends on the exam-based system. The new syllabi of intermediate and secondary schools focus on the communicative approach. Yet, the question here is that this book will help students interact with each other inside and outside the class. Due to the broad areas of grammar, the research will examine teaching conditional as a sample. So, the present study will exclusively investigate teaching conditionals in Iraq compared with teaching conditionals in the UK. In this study, two course books are selected to analyze the conditionals in terms of whether they are based on consciousness raising C-R features or not. The first book is from Iraq, English for Iraq (2013), used as a textbook and designed for senior High Schools, sixth preparatory. The second book is upper

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Our research focused on Management of learning approaches in overcrowded classes by primary school teachers in the city of Kindu, (Analysis of finalist students by the model of Lessard and Schmidt). In undertaking this research, the way in which public primary school teachers in the city of Kindu manage their student learning approaches with these overstaffed numbers has been the problem at the center of this research. After investigation, we came to the following conclusions : the application of the model by primary school teachers in the city of Kindu does not respect the hierarchy presented by Lessard and Schmidt; all the socio-demographic variables taken into account (6), 2 variables (networks and schools) very significantly explain the management of students' learning approaches, while only one variable (seniority of teachers) which significantly influences the management of learning approaches student learning and finally the last three (student age, teacher age and class size) do not significantly explain the management of learning processes. [ABSTRACT FROM AUTHOR]

The contribution aims to investigate the link between the papal chapel and the cathedral schools, thus underlining the connection between the papacy and the training of clerics in the middle of the twelfth and thirteenth centuries. Drawing on the historiography on cathedral schools and chapters, I set out to analyze this link by first examining explicit examples on the education of members of the papal chapel, then, in a second step, the signs of their education from the tasks assigned to them. Finally, I pointed out the link between the papal chapel and cathedral schools on the basis of the presence of papal subdeacons precisely where a famous cathedral school was present.

In the perspective of reporting on the well-being of college students after the first lockdown of 2020, we proposed an online survey to college students some of which use social networks (condition 1) and some of which collaborate with schools (condition 2). Beyond the studied theme, the results highlighted differences between the number of returns, on the one hand, and, on the other, the rate and quality of completion of the open-ended questions between the first (C1) and second (C2) conditions, thus revealing selection and self-selection bias. From the 549 responses collected, this article reveals lower participation biases for condition C2, showing in fact that the social use of digital tools is not limited to their possession or not.

RESEARCH OBJECTIVE: The aims of the article are of three types: exploratory, descriptive, and explanatory. The exploratory aim includes striving to identify the basic facts related to the implementation of autonomy in non-public schools after 1989; the descriptive purpose includes an attempt to document the process of autonomy in non-public schools, and the explanatory objective includes developing and enriching theoretical explanations. RESEARCH PROBLEM AND METHODS: In relation to the subject matter, the research question is: how did the process of implementing autonomy in non-public schools develop? The research used a qualitative strategy, and the tool used during the research was an interview with the founders and principals of Polish non-public schools. THE PROCESS OF ARGUMENTATION: Non-public schools were being established in Poland after 1989 as a result of the political transformation. They were perceived as modern grassroots forms of education based on humanistic, democratic values. Autonomy was to be a tool and help in the fulfilment of those values and ideas. RESEARCH RESULTS: In non-public schools, autonomy was a gradual process. To a large extent, the scope of autonomy and participation in decision-making processes first of all depended on the management units, such as the principal and the governing authority. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: For the founders and principals of schools, autonomy in Polish non-public schools was an important element in building the school community, although it was carried out by trial and error because there were no available models for implementing autonomy. In future, it would be worthwhile to undertake empirical research of Polish public schools in the field of exercising autonomy, and then to carry out comparative research in this area.

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Introduction: Prompt bystander cardiopulmonary resuscitation (CPR) can double the chance of cardiac arrest survival. Rural and remote communities experience longer emergency service wait times and have lower rates of bystander-CPR compared to their urban counterparts. Our study addresses this disparity., Methods: We designed a 1.5-h free hands-only CPR course tailored to secondary school students in rural and remote communities taught by medical students. We evaluated our course using pre-test and post-test surveys., Results: We taught over 300 secondary students in 5 days. Less than one-third of students had previously taken a CPR course. We found that brief CPR instruction taught by medical students was effective in both improving students' knowledge of CPR (t[528] = -26, P < 0.01) and perceived comfort in performing CPR (t[548] = -12, P < 0.01)., Conclusion: CPR courses taught by medical students are effective, low cost, and may help address regional health care disparities. Teaching CPR to rural/remote communities may have secondary benefits such as promoting health care careers to rural youth. We encourage other health professional programmes to consider engaging students in CPR outreach projects., Introduction: Une réanimation cardio-pulmonaire rapide peut doubler les chances de survie en cas d'arrêt cardiaque. Les communautés rurales et éloignées connaissent des temps d'attente plus longs dans les services d'urgence et ont des taux plus faibles de RCP par rapport à leurs homologues urbains. Notre étude porte sur cette disparité., Mthodes: Nous avons conçu un cours de RCP pratique et gratuit d'une heure et demie, adapté aux élèves du secondaire des communautés rurales et isolées et dispensé par des étudiants en médecine. Nous avons évalué notre cours à l'aide d'enquêtes pré-test et post-test., Rsultats: En 5 jours, nous avons enseigné à plus de 300 élèves du secondaire. Moins d'un tiers des élèves avaient déjà suivi un cours de RCP. Nous avons constaté qu'une brève formation à la RCP dispensée par des étudiants en médecine était efficace pour améliorer les connaissances des élèves en matière de RCP (t[528] = -26, P < 0,01) et la perception de leur aisance à pratiquer la RCP (t[548] = -12, P < 0,01)., Conclusion: Les cours de RCP dispensés par les étudiants en médecine sont efficaces, peu coûteux et peuvent contribuer à lutter contre les disparités régionales en matière de soins de santé. L'enseignement de la RCP aux communautés rurales/éloignées peut avoir des avantages secondaires tels que la promotion des carrières dans le domaine de la santé auprès des jeunes ruraux. Nous encourageons d'autres programmes professionnels de santé à envisager d'engager leurs étudiants dans des projets de sensibilisation à la RCP., (Copyright © 2024 Copyright: © 2024 Society of Rural Physicians of Canada.)

Introduction: It is estimated that nearly 5%-10% of Indian schoolchildren have hidden problems, with about 80%-85% of them having dyslexia. Failing to diagnose and address learning disabilities on time can lead to adverse outcomes, such as school dropouts and mental health issues. In this context, the study was designed to assess educators' knowledge regarding LD, its detection, and provisions for its management., Methods: A cross-sectional study was conducted in 10 randomly selected English, Hindi, Marathi, and Urdu medium schools under Brihanmumbai Municipal Corporation from June 2018 to December 2019. The study participants were primary, upper primary, and high schoolteachers whose knowledge and practices regarding LD were assessed using a validated questionnaire., Results: From the ten selected schools, 150 teachers were interviewed. The knowledge regarding LD was poor, with only 26.67% of the teachers expressing the inability of the child to learn in only one particular tenet of their studies as a learning disability, which was incorrect. Nearly 24.67% of the teachers expressed the correct opinion that children who had problems with two or more learning domains were found to have LD. Most of them were unaware of the provisions for children with LD. The most common factors influencing learning disability among children were the environment at home (approximately 40%), followed by health and frequent illness of a child (28.67%)., Conclusion: LD criteria, screening, provision, and referral should have been better understood by schoolteachers. Most of their expertise came from teacher training programs. Teachers closely study their pupils and can spot even modest changes in academic performance or behavior, making them the first screening medium for learning disabilities. Therefore, teachers must be trained to recognize LD and informed about available services such as urban rehabilitation centers for children with LD., (Copyright © 2024 Copyright: © 2024 Annals of African Medicine.)

This article presents an educational experience in schools held by academics in the UNESCO site of Mantova and Sabbioneta. It is the result of a wider, interdisciplinary study – sponsored by MOBARTECH, an Italian research project – aimed at the co-construction of knowledge to foster understanding and interpretation of the cultural landscape from the point of view of the local community. The project led to the creation of a toolkit for citizens and tourists in which sound was the protagonist of several activities. Here we critically present insights and reflections on heritage, landscape and the sound in education.

Mons, a medium-sized city located in Wallonia (Belgium), is congested with cars on the morning and the evening. This phenomenon is of great concern to citizens who consider mobility around schools as one of the major problems of their city. This article presents original research based on data from the “Fédération Wallonie-Bruxelles” of 2018. The first part presents the distribution of school facilities, and the minimum possible distances students should travel. The results show that the distribution of secondary school facilities is not perfectly adapted to the place of residence of adolescents. Then, the distances travelled will be highlighted, as well as a comparison with the minimum possible distances. The last results show a difference between the distances travelled by the primary school students, between the intramuros and the extramuros of Mons. To conclude, future research directions will be presented, in connection with the current health crisis and supporting a more transdisciplinary and systemic approach where density of students benefits are less obvious in view of the observed motility.

Education is a right for all, and guaranteeing this right is the responsibility of all those involved. Similarly, information and communication technologies for education (ICTE) are now a basic element in the education sector. In the face of increasing changes and crises, the development of the education system and the improvement of the quality of student learning through the use of ICTE has been the subject of many researches. Thus, this article is interested in studying the impact of the integration of ICTE on improving the learning of school students in Morocco, while considering the environmental consequences emanating from this integration as an essential aspect in guaranteeing any sustainable development. To achieve this, the study was based on a rigorous methodology, involving statistical analysis using specialized programs and a questionnaire for school directors. The results of this study revealed the importance of integrating ICTE to ensure the improvement of learning, this being apparent across a number of aspects, especially those linked to student results, access to information and the acquisition of taught knowledge, and the effects on the environment. But this does not eliminate the importance of increasingly promoting a range of measures, namely equipping schools with technological resources and teacher training, to guarantee consequently the transition to a digital education enabling learning development, which subsequently has an impact on the environment.

Language allows man to order and mean the world around him and by using it we can name reality and attribute meaning to our experience. Besides that, language is used in each community to represent the local reality. Thus, people name the elements in order to represent what they experience, printing, in the names, indications of their stories, cultures and social facts. This work aims to present partial results of scientific initiation research which seeks to discuss and analyze how schools are named in the municipality of Missal-PR, this study is unprecedented in the onomastic area. This article seeks to examine official and spontaneous toponyms attributed to the schools of the municipality under study. The corpus of this work was formed by names of nine schools, the municipality has, in all, fifteen schools. One of the schools whose name had been analyzed in this article is located in the center of the city because it was designed to be close to the church. Eight schools are located in the interior of the municipality, two in districts and the others in villages and communities. We use documentary investigation to achieve the proposed objective, namely: to know the toponymic motivations of the names of schools, taking into account the historical, cultural and ideological influences that influenced the choice of these names. As theoretical support we used the toponymic contributions of Dick (1992) and Bastiani (2016).

This article describes the different methods used in bilingual education programs, focusing on how they have been adapted in Abu Dhabi in the United Arab Emirate (UAE). The article outlines pedagogical approaches and describes the relevant sociocultural context. It outlines the actions that might result in a loss of heritage and details how the government has protected the nation from these risks. It also discusses the legal background of the educational sector in the UAE and the Emirate.

This article addresses the issue of female possession in Zinder schools in Niger, a phenomenon that most often results in collective trance scenes (Soumana, 2010). In this regard, the objective is to analyze the social representations of this phenomenon in the secondary schools of Zinder in Niger. On the basis of semi-structured interviews with the parents of the possessed, the student witnesses and the teachers, the analysis made it possible to understand the social representations of the chatter genius (idea of the supernatural of the appearance of the chatter genius in schools, origin of semantics), in Niger. However, some quantitative data collected from possessed women shows that the phenomenon affects young college girls more. The analysis also shows that the perceptions of students and teachers, religious beliefs and practices pertaining to animism and Islam influence the emergence of the nosology of the chatting genius (Aljanni me auran mata in Hausa). Since its appearance in Niger and mainly in Zinder, the chatter genius has first affected the regions acquired by the cult of possession, notably Niamey and Maradi, then that of Zinder. In addition, the analysis made it possible to understand that the existing interactions between heterosexual peers at school, most often resulting in chatting and romance, are at the origin of the concept of chatting. [ABSTRACT FROM AUTHOR]

This article examines the impact and effects of the educational aid programme called PASEG from the Portuguese official aid. It explores an in-depth analysis of four schools following a qualitative approach. The data stems from interviews and focus groups with students, teachers and school principals, and field notes and document analysis. The article argues that PASEG can be considered an exogenous effect that dissolved most of the possible endogenous effects, particularly related to the continuous professional development of teachers and teacher’s moral. It also identifies that there is a directly proportional relationship between the number of years that PASEG has been in schools and the degree of dependence of the school on the actions of the programme.

The article presents the various activities of ‘the Salesians’ as teachers and educators during the Second World War, indicating also the social and political structures of the country. After the outbreak of the war, the educational efforts of the Salesians were stopped, but not eliminated from everyday life. However, on the basis of archival documents, the destiny of some religious was rediscovered, guided by the courageous and heroic acts of ‘teaching in secret’, creation of boarding schools, orphanages and pastoral care and demonstrating with their lives, a phenomenal dedication to youths’ education, risking of imprisonment, permanent enclosure in a concentration camp, and in many cases, death by martyrdom.

Background: Dental caries is a global disease that can have disabling effects. In Africa, its prevalence in schools is very variable, due to the great variability of food habits and oral hygiene. This study aimed to assess the prevalence of dental caries, associated factors, and to research oral pathologies associated with that dental decay in one circumscription of the city of N'Djamena., Material and Methods: This was a cross-sectional study conducted in 3 schools in the 7th borough of the city of N'Djamena. A total of 360 pupils aged between 6 and 12 years were recruited between October 2021 and September 2022. Each participant underwent to an oral examination which consisted in looking carefully at the pupil's face (cheeks, lips) to note any deformities or possible facial asymmetry, and to check for any sensation of pain in any part of the face. In another hand, the oral examination aimed to look for any decay on all the teeth and determine the category and class of it. Finally, the personal data (age, sex, class, parents' occupations) of each participant and the results of his oral examination were collected into a database and analyzed., Results: A total of 185 pupils had at least one decayed tooth, giving a prevalence rate of 51.4%. Among them, 45% had at least 2 decayed teeth. The school attended and snacking between meals were significantly associated with the presence of caries (p<0.05). Teeth 36 (lower left first molar) and 46 (lower right first molar) were the most often affected by caries (21% and 22% respectively). The mixt DMF index was 0.6 and the overall frequency of decayed teeth was 51.9%. According to Black's classification, class II caries was the most prevalent (48%), while according to Baume's classification, category II was the most prevalent (54%). The time of brushing, the material and the type of product used significantly influenced the appearance of caries (p<0.05). Participants with dental dyschromia had more tooth decay., Conclusion: Caries was prevalent in the targeted schools and represented a real problem for pupils. Implementing an oral health policy based on preventive dentistry by raising awareness among children and their parents would contribute to the proper education of pupils., (Copyright © 2024 SFMTSI.)

Introduction: Long-term availability of health-promoting interventions (HPIs) in school settings can translate into health benefits for children. However, little is known about factors associated with HPI institutionalization in schools. In this study, we identified correlates of the institutionalization of HPIs offered in elementary schools in Quebec, Canada., Methods: In two-part, structured telephone interviews over three academic years (2016-2019), elementary school principals (or their designees) throughout Quebec identified an index HPI offered at least once in their school during the previous three years, and were asked whether it was institutionalized (i.e. explicitly written in the school's educational project, e.g. in the form of educational objectives and means of achieving them). We examined associations between institutionalization and 10 school-related and 16 HPI-related characteristics in univariable and multivariable logistic regression analyses., Results: School key informants (n = 163) reported on 147 different HPIs that had been available in their schools in the past three years, 56% of which were institutionalized. Three aspects of school culture-parent/community engagement with the school, school/teacher commitment to student health and school physical environment-were positively associated with HPI institutionalization. HPI-related characteristics positively associated with HPI institutionalization included number of competencies addressed by the HPI, number of teaching strategies employed, modifications made to the HPI prior to or during implementation and perceived success of the HPI. Inviting families or community groups to participate in the HPI was inversely associated with institutionalization., Conclusion: Better understanding of factors associated with HPI institutionalization may inform the development of school-based HPIs that have the potential for sustainability., Competing Interests: The authors have no competing interests.

The article discusses Louis Riel has been acknowledged as a Father of Confederation and the Founder of Manitoba. It mentions that the Manitoba Legislative Assembly unanimously passed a Resolution to Recognize the Historic Role of Riel as Founder of Manitoba in May of 1992. It also mentions that there are several Louis Riel schools in Ottawa and Calgary and a Louis Riel School Division in Winnipeg; and there is a Louis Riel bridge, park and monuments. It mentions that there are biographies, movies and plays about Riel. A major highway in Saskatchewan was renamed the "Louis Riel Trail" in 2001.

The iconography created during the 800-year-long Serbian history depicts the times filled with important historical and cultural events. The frescoes reflect the development of diverse trends in our educational system. The walls of various monasteries depict the lives of the saints and the real events occurring during their life time. Everyday objects used in the medieval Serbia, such as furniture, writing materials, medical instruments, decorations, the attire of the kings, patrons, monks, etc., illustrate the culture of the day. The aim of the paper is to explore the originality, pedagogical propedeutics, and the beginnings of Serbian education, which was manifested, didactically speaking, in the apparent teaching – this fact is evident in the frescoes and icons of the monasteries and temples. The frescoes, icons and biblical scenes are works of art, but their function is primarily sacral, as well as instructive. The image of a saint on the wall precisely reflected the environment of the saint's life and the message (motto) of his life. The messages conveyed in the frescoes primarily point to the works and wonders of Christ, emphasise the importance of mercy to the other, good deeds that had to be practised, and piety (piety in a sense of living according to God’s rules). The method used in the paper is the biblical-iconographic approach, and the author also relied on the instructive elements represented in the lives of the saints and demonstrated in the personalities of the saints interpreted in an interdisciplinary way: from the artistic, technical-decorative, ecclesiastical-aesthetical, and historical perspectives.

The approach of the rhetoric of school texts allows to detect historiographical and thematic conceptions transmitted by formal education and installs descriptive pictures of certain events, characters and historical situations. In that sense, the problem posed by the present investigation is to determine what is the official version of the government of General Alfredo Stroessner in the school texts used in Paraguay from 1989 to the present. The present article has as starting point to recognize the historical vision of the long-lived government of Stroessner, from the discursive analysis of secondary school textbooks used since the fall of the Stronist regime to the present, relieving images and representations of the historical fact. The research aims to present a new approach to Strontism when analyzing school texts used in educational institutions in the country. The representations of the stronismo of times of the dictatorship, are being recontextualized in democracy, with the introduction of aspects that emphasize the negative presentation of the regime. However, there are still strong convictions, such as the idea of peace and progress, a representation that is decisive in shaping mental models of young students. Almost thirty years after the fall of the Stronist regime, the struggle for collective memory in the educational field generates an interesting discussion in the country, since it took many years for the teaching of the Stronist dictatorship to occupy a prominent place in the ministerial agenda and arrive at the schools a material that serves as a reference for addressing issues hitherto not addressed, such as methods of repression and torture of the regime, as well as the resistance mechanisms of the popular sectors.

An editorial is presented which argues on Vaccine development and vaccine strategies against Covid-19, which includes the closure of schools, the closure of places of work, ban on public events, ban on gatherings of more than ten people, home confinement and limitations in mobility appeared to be associated with a reduction in transmission of SARS-CoV-2.

The datascience can allow us to advance our techniques and improve our protocols in acupuncture and auriculotherapy. This project requires the participation of as many as possible, from different schools and working together between associations and schools. [ABSTRACT FROM AUTHOR]

Little historiographical scholarship has been devoted to the schools established in the French West Indian colonies during the revolutionary and post-revolutionary periods. This article sheds light on these historical periods through intersectional analyses that are centered on two main areas. The first addresses racial desegregation and coeducation in the colonial schools ushered in by the Directory following the first abolition of slavery. The second examines the reorganization of the school system after 1802, the year that slavery was reinstated. Examining these schools reveals how systems of discrimination based on gender, race and class interlocked in the colonial societies of the French West Indies at a time when scholars who upheld the status quo questioned the ability of black people and women to excel academically.

The article reports that for children, it recommends not setting up cross-sectional systematic screening campaigns in schools, except for scientific research protocols, and in any case not in nursery and elementary schools in which such screening campaigns are inefficient and technically too restrictive.

The densification of urban centers has driven individuals with low income toward more affordable suburban neighborhoods, thereby constraining transportation options due to car-centric planning and the difficulty for public transit systems to meet mobility needs. Recognizing that active cycling promotes travel autonomy, social participation, and physical and mental well-being, the promotion of such behavior through localized interventions stands as a critical objective to foster transport equity. In this context, in collaboration with the organization “Cyclo Nord-Sud,” this study aims to explore the outcomes and favorable components of the “Build Your Bike!” pilot project offered as an extracurricular activity to high school students in a disadvantaged neighborhood. A qualitative, comprehensive approach with an inductive and phenomenological perspective was employed. We conducted a focus group at the end of the program and used conceptual categories to complete the analysis. The results revealed positive outcomes from the program related to: 1) well-being, 2) learning, 3) access to a bicycle, and 4) mobility. Favorable mechanisms encompassed: 1) the approach of adult mentors, 2) extracurricular involvement, 3) teamwork, 4) manual labor, and 5) bicycle ownership upon program completion. The mechanisms identified by the participants hold potential for improvement in future program iterations and can guide the development of similar interventions.

Introduction: Youth media guidelines in Canada and the United States recommend that bedrooms should remain screen-free zones. This study aims to verify whether bedroom screens at age 12 years prospectively predict academic and social impairment by age 17 years., Methods: Participants were from the Quebec Longitudinal Study of Child Development birth cohort (661 girls and 686 boys). Linear regression analyses estimated associations between having a bedroom screen (television or computer) at age 12 years and selfreported overall grades, dropout risk, prosocial behaviour and likelihood of having experienced a dating relationship in the past 12 months at age 17 years, while adjusting for potential individual and family confounding factors., Results: For both girls and boys, bedroom screens at age 12 years predicted lower overall grades (B = -2.41, p ≤ 0.001 for boys; -1.61, p ≤ 0.05 for girls), higher dropout risk (B = 0.16, p ≤ 0.001 for boys; 0.17, p ≤ 0.001 for girls) and lower likelihood of having experienced a dating relationship (B = -0.13, p ≤ 0.001 for boys; -0.18, p ≤ 0.001 for girls) at age 17. Bedroom screens also predicted lower levels of prosocial behaviour (B = -0.52, p ≤ 0.001) at age 17 years for boys., Conclusion: The bedroom as an early adolescent screen-based zone does not predict long-term positive health and well-being. Pediatric recommendations to parents and youth should be more resolute about bedrooms being screen-free zones and about unlimited access in private exposures in childhood., Competing Interests: None. The study sponsors had no role in study design; the collection, analysis or interpretation of data; the writing; the report; or the decision to submit the paper for publication.

Introduction: Regular physical activity is associated with a wide range of health benefits in youth. While previous studies have identified disparities in physical activity among youth by gender identity and sexual attraction, these have seldom been explored in Canadian youth., Methods: Data from the 2019 Canadian Health Survey on Children and Youth were used to assess prevalence of and time spent in organized sports participation, total physical activity and active transportation by gender identity (non-cisgender vs. cisgender) among youth aged 12 to 17, and by sexual attraction (nonheterosexual attraction vs. heterosexual attraction) among youth aged 15 to 17., Results: There was no difference in average minutes of total physical activity per week between non-cisgender and cisgender Canadian youth. Non-cisgender youth (which represent 0.5% of the population) averaged significantly fewer minutes of organized sports per week than their cisgender counterparts. There was some evidence of increased active transportation to school among non-cisgender youth, but insufficient power to detect significant differences. Canadian youth reporting any nonheterosexual attraction (which represent 21.2% of the population, including mostly heterosexual youth) were less likely to be regularly physically active and participate in organized sports than youth reporting exclusive heterosexual attraction. Differences were larger among males than females. Males reporting nonheterosexual attraction were more likely to use active transportation to get to school than their heterosexual counterparts., Conclusion: Non-cisgender youth and youth reporting nonheterosexual attraction tended to participate less in organized sports than their counterparts, but may have engaged in more active transportation. Mitigating the barriers associated with sport participation could increase physical activity among these groups., Competing Interests: The authors have no conflicts of interest to disclose.

Introduction: Heated tobacco products (HTPs) are novel tobacco products that may appeal to youth. This study explored whether HTP retailer proximity and density to secondary schools were associated with youth use of HTPs in four Canadian provinces., Methods: An online search between November 2020 and March 2021 identified retailers selling IQOS devices and HEETS (tobacco sticks used in IQOS) within 500 m, 1000 m and 1500 m radius circular buffer zones around high schools (N = 120) participating in the COMPASS study in 2020-2021. Retailer proximity/density data were linked to crosssectional student-level data (N = 40 636 students), and multilevel regression models examined the association between HTP retailer proximity and density and current HTP use, controlling for relevant covariates., Results: While only 10.0% of schools had at least one retailer selling IQOS devices within 1000 m of the school, 65.0% of schools had at least one retailer selling HEETS. The school a student attended accounted for 23.7% of the variability in the likelihood of currently using an HTP. However, HTP retailer proximity to and density around schools were not significantly associated with the likelihood of students currently using HTPs., Conclusion: While the school a student attended accounted for a significant amount of variability in HTP use, these findings suggest that students may be obtaining HTPs through other, non-retail sources. Continued monitoring is warranted as HTP use among youth may change., Competing Interests: Scott Leatherdale is one of this journal’s associate scientific editors, but has recused himself from the review process for this article. The authors have no other conflicts of interest to declare.

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This paper will explore a Sophist tradition of educational thought, which is concerned with the world and not a sphere of ideas as distinct from the world, and to suggest some central distinctions and concepts following from such tradition today. The distinctions which are discussed are between; upbringing, schooling and education; aristocratic versus democratic principle of education; aristocratic versus democratic conception of nature; and, culture as static versus culture as praxis. Equality is highlighted in the paper as a central concept for democracy as well as education and are discussed through Jacques Rancière. The distinctions established will also make clear what is at stake if we consider educational thought as conditional for democracy and a liveable life for anyone. The contrast between the aristocratic principle and the democratic principle for education will centre on conceptions of violence and nonviolence, in accordance with Judith Butler and Franco “Bifo” Berardi’s analyses. In a final paragraph the paper discusses how equality play out in relation to teaching, and the discussion is extended by exploring Judith Butler’s conception of ‘grievability’. The paper concludes by suggesting that education is the ethical-political potentiality of a new beginning within the present order of things, and therefore the very praxis of change of this order, and therefore what makes paideia possible in the first place.

In recent years, many education systems have undertaken an important shift towards results-based management (Bourgault, 2004). This type of management leads us to take a look at the success of students with behavioural difficulties because they are the most likely to drop out of school (ministère de l'Éducation, du Loisir et du Sport, 2006). It is therefore essential to implement an evidence-based intervention system that promotes the prevention of these difficulties. The Positive Behavioural Interventions and Supports (PBIS) system is evidence-based (Lapointe & Freiberg, 2006). PBIS, named Soutien au comportement positif (SCP) in French, is a behavioural response-to-intervention program. In this paper, we describe the SCP. Subsequently, we show its effects on the reduction of student misconduct within Québec schools, thus contributing to the prevention of behaviour problems. [ABSTRACT FROM AUTHOR]