Search

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.

Proximity to services is crucial to reduce social inequalities. Spatial coverage of schools/hos-pitals is estimated here, it is also analyzed if variations in the amount of service received are associated with the socioeconomic level of the neighborhoods. We start from the assumption that the geography of service is ineffective and inequitable. With calculation of buffers, zone statistics and linear regressions, it was found that the service of high schools and hospitals is centralized, but not the distribution of elementary/middle schools, in addition, disadvan-taged groups receive less offer of services, but this is weakly related to the socioeconomic factor.

Since the COVID‍-‍19 pandemic, educational institutions have implemented measures to balance traditional teaching, educational, and organizational needs with the extraordinary demands posed by the emergency. The focus of the research is to understand whether, several years later, the Italian school system has managed to transform itself, drawing reflections and best practices from the pandemic experience. The role of the school principal is crucial in maintaining a balance by addressing the concerns of both the school staff and students and their families. The article focuses on a qualitative analysis of 14 interviews with school principals in the regions of Veneto, Trentino-Alto Adige, Friuli Venezia Giulia, and Emilia-Romagna. This analysis has underlined a necessary reflection to review and redesign a new model for understanding and evaluating the role of school principals and, consequently, the organizational and educational system.

La forma más efectiva de proteger a los niños de la mordedura de serpientes es simplemente evitar que interactúen con ellas. En este documento se recomiendan medidas que pueden tomar las escuelas para prevenir el ingreso de serpientes a la propiedad escolar. Además se ofrecen algunas ideas para desarrollar programas educativos sobre estos reptiles y para entrenar a los niños sobre qué hacer si se encuentran con una serpiente en su escuela o en otro lugar. Se incluye un programa educativo breve que los maestros pueden utilizar con los estudiantes.

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.

Mobbing in general education schools goes beyond the organization, and not only the internal environment of schools but also a wider social context must be evaluated in creating prevention programs. Therefore, this study aims to review and highlight the specific challenges of mobbing prevention in general education institutions. The research was conducted using a semi-systematic review approach. First, a list of relevant terms, which were used to select thematically related articles in scientific databases, was formed. This was followed by reading abstracts and selectingarticles for further analysis, which enabled to distinguish relevant categories of prevention challenges. The study has shown that the main challenges arise due to the used management models, inadequate responses of the school administration, the lack of information about mobbing and procedures for solving this problem as well as personal characteristics of the victim and the specific social context. A systematic approach is needed to create prevention programs and conduct research in general education institutions, which would allow not only to evaluate individual and organizational aspects but also to predict the threats arising in the school’s social environment and the ways to minimize them

In the English-speaking Caribbean, an estimated 46% of men and 61% of women are currently overweight or obese, and 8% of children younger than 5 years are also overweight. To combat this worsening epidemic, driven by unhealthy dietary patterns, the Heads of Government of the Caribbean Community (CARICOM) issued the 2007 Port-of-Spain Declaration, which included mandates on the provision of healthy school meals, promotion of healthy dietary patterns, and reintroduction of physical education in schools. These mandates are aligned with evidence-based approaches used in childhood obesity prevention programs. School-based interventions, including curriculum revisions, are part of a multipronged approach to improve nutrition in children and are designed to complement and reinforce other interventions in schools. However, formal evaluation of the Port-of-Spain Declaration showed that most CARICOM member countries had difficulty implementing the mandates related to schools and diet. The Improving Household Nutrition Security and Public Health in the CARICOM project, in collaboration with regional institutions, the CARICOM Secretariat, and the Caribbean Examinations Council, sought to enhance nutrition education through revision of region-wide primary and secondary school curricula to increase the focus on prevention of noncommunicable diseases. This paper describes the process of revising the Caribbean Examinations Council’s Human and Social Biology syllabus for secondary schools and the CARICOM Health and Family Life Education Regional Curriculum Framework for primary schools, which was achieved through multisectoral collaboration. We used the Framework for Reporting Adaptations and Modifications-Enhanced model to describe the process through which the modifications were made.