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Curriculum >> Health and Nutrition

Articles
by Jerusha Conner & Denise Pope — 2014
This chapter examines how the three most common types of engagement found among adolescents attending high-performing high schools relate to indicators of mental and physical health.

by Lois Weis & Doris Carbonell-Medina — 2000
Using data collected ethnographically, this article explores the gender and race work accomplished in a sexuality program in an urban magnet school. Implications for school based sexuality curricula are considered.

by CICE Board — 2000
An overview of a new issue of Current Issues in Comparative Education devoted to AIDS

by Gordon Ambach — 1993
Schools must provide reliable health information and offer special relationships for each student with at least one caring adult, particularly in middle school. Caring relationships provide examples of personal relationships that schools expect students to exhibit when they mature.

by Richard Price, Madalyn Cioci & Wendy Penner — 1993
Intentional social support is crucial in reducing the risk of poor health and diminished educational attainment for adolescents facing various challenges and risks. This article examines ingredients of successful adolescent social support programs, notes supportive school and community environments, and looks at various programs designed to support adolescents.

by Jonathan Silin — 1987
Because Acquired Immune Deficiency Syndrome has been construed as a disease of the "other" who is somehow not part of society, efforts at education are destined to fail. Individual rights can easily be suborned to the perceived public good. Educators are urged to grapple with the ethical issues.

by William Reese — 1980
This analysis of the turn of the century public policy debates on state provision of school meals brings to light the political forces that continue to determine the health and well-being of urban school children.

by Frances Lappe & Joseph Collins — 1980
While control over land and agricultural production remain in the hands of the exploitative land owners in the world, hunger will continue to be a major insoluble problem for the poor.

by Harold Morowitz — 1980
One goal of education should be to sensitize students to the meaning of what is said and the way valid knowledge is established.

by Harold Morowitz — 1980
The sciences of nutrition and toxicology require deep methodological reexamination.

by Isobel Contento — 1980
Past and present nutrition education efforts are described and issues to be considered in evaluating the effectiveness of nutrition education are discussed.

by David Bromberg, Stephen Commins & Stanford Friedman — 1980
The dramatic physical and psychological metamorphosis that occurs during adolescence places a tremendous stress on the equilibrium within the organism itself, as well as on the equilibrium existing between the organism and its environment. The physician and the educator are in a unique position to evaluate this balance and to intervene when disequilibrium occurs.

by Roger Aubrey — 1971
The steps taken to overcome the obstacles barring the way toward confronting drug education in our schools may well represent a giant stride forward toward creating a more meaningful dialogue between youngsters and adults than now exists. Such an outcome would be worth much of the travail and pain.

by Ruth Strang — 1945
A healthy America in an improved world is not an idle dream. It can be realized. Through the contributions of the natural and humane sciences, the men, women, and children of tomorrow may become more fit to think, to work, to enjoy life, to contribute to the welfare of all.

by Clifford Brownell — 1941
The world situation today compels us to re-evaluate what we are doing in education, especially in the areas of health and physical fitness. The human virtues of physical courage, stamina, endurance, cooperation, and faith in our leaders are desirable traits for peace as well as war.

by Mary Bryan — 1941
“The Schools and the Defense” was a Symposium on Defense Activities, held at Teachers College, Columbia University, August 6, 1941. Paul R. Mort, Chairman.

by Grace MacLeod — 1941
“The Schools and the Defense” was a Symposium on Defense Activities, held at Teachers College, Columbia University, August 6, 1941. Paul R. Mort, Chairman.

by Sidney Williams — 1926
Our total accidental fatality rate is more than twice as great as in England and Wales, and nearly fifty percent greater than in Canada, which is next us in the list. Not only do we exceed all other countries for which records are available in automobile fatalities, owing to our much higher automobile registration per capita, but we likewise exceed theni in the fatality rate from such other common causes as falls, burns, and steam and electric railroads, while our drowning rate is exceeded only by Canada and by such maritime countries as Scotland, New Zealand, Australia, and Norway.

by Sidney Williams — 1926
The development of industry in the past few decades brought a large increase in the amount, power, and complexity of machinery and other manufacturing equipment, in the complexity of industrial processes, in the use of poisonous and other dangerous materials, and in the concentration of workmen. This caused a large increase in the number of fatal and other industrial accidents. Industry was developed from the standpoint of production, with little attention to the welfare of the human equipment. Industrial accidents were looked upon as a by-product, a price which had to be paid for industrial progress.

by Sidney Williams & M. B. Hillegas — 1926
In the preceding chapters are several references to the use of educational methods in solving the accident problem. In one sense, the safety movement, like any advance in human relations, is entirely educational, in that an idea is born in the mind of one man or ofa few men, who then proceed to convert or 'educate' an ever-growing number of followers, until the idea gains general acceptance.

by Mary Arrowsmith — 1926
The term "subject matter" is used in the sense of "content"—that is, the information regarding accidents and their prevention which the teacher must have as a background for her safety instruction. She must know the causes and frequency of commou accidents, the means of preventing them, and the types of accidents with which children in the various age groups are most likely to meet.

by Idabelle Stevenson — 1926
This chapter is devoted to the presentation of facts concerning the methods that have been developed for handling the administrative aspects of safety education in the public schools. It comprises three sections, Section A presents a general account of the prevailing types of administration; Section B presents specific illustrations of these types in six American cities; Section C presents the replies to a questionary directed to a considerable number of city school superintendents.

by Evelyn Holston & Mary Pottenger — 1926
It is the purpose of this section of the Yearbook to outline possible subject matter to he incorporated in a course for the elementary schools and to illustrate, by classroom reports, methods of teaching it.

by Idabelle Stevenson — 1926
The materials and the methods for teaching safety in the junior high school are in general similar to those described so fully in the preceding chapter dealing with the elementary grades, save that naturally the content may be of a more advanced type and that greater emphasis may be placed on the development of civic consciousness and responsibility.

by Idabelle Stevenson — 1926
In writing of safety teaching in the senior high school, Thomas W. Gosling, Superintendent of Schools, Madison, Wisconsin, says: "The senior high school, while continuing to form habits and to teach the beauty of service, will meet the needs of older students by encouraging investigations and the application of these findings to more purposeful living."

by Marvin Pittman — 1926
When requested to contribute to the section dealing with Safety Education in Rural Schools, the writer undertook the task with interest and energy, but soon discovered that what had been done seemed to be very limited and restricted to three fields.

by Max Henig — 1926
Instruction in accident prevention deserves a prominent place in the course of study of the vocational industrial school. The hazards presented in this type of school by way of equipment, tools, and processes, and the consequent urgent need of safeguarding the apprentices who are undergoing training, constitute the fundamental reason for the prominent place urged for this subject.

by E. George Payne — 1926
The purpose of this chapter of the yearbook is (1) to outline briefly the present status of safety education in the curricula of the teacher training institutions of the country, that is, to note the nature and amount of emphasis upon the subject; and (2) to indicate the place it should occupy in the view of the growing prevalence of industrial and public hazards throughout the country.

by W. Dean Keefer — 1926
Educating our citizens in accident prevention is an important and necessary undertaking. Many persons are injured or killed every year as a result of their own or another's recklessness. In addition, thousands of people have absolutely no conception of the dangers that exist in our modern industrial and community life. Furthermore, so many people are fatalistic about accidents, thinking of an accident as something that happens to the other fellow but not to themselves. It, therefore, becomes necessary to instruct these people how to prevent injuries, not only to themselves, but also to others.

by Albert Whitney & Albert Meredith — 1926
This Yearbook undertakes to set forth the present status of safety education, but it is clear that in such a review it is quite as necessary to include the present status of the theory of safety education as it is to chronicle the details of classroom work and of extra-curricular activity.

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