Changes in Self-Reported Well-Being: A Follow-Up Study of Children Aged 12–14 in Algeria

This article reports on a 2-year follow-up study (443 Algerian children). Using a variety of satisfaction measures, along with detailed questions relating to family, school, local area, material deprivation, and daily activities, we aim to explore changes in the self-reported well-being of children from age 12 to 14. Satisfaction with health and friends remained stable, meanwhile satisfaction with school decreased more for boys than for girls, but satisfaction with family, time use, and material possessions decreased for girls. This pattern was further confirmed by children's reports on the selected activities, experiences, and facilities provided to them. Regression analyses indicated that satisfaction with material possessions predicted satisfaction with life and positive affect, meanwhile satisfaction with family life and friends predicted eudaimonia.     

Purposeful play during learning centre time: from curriculum to practice

This article explores the correspondence between the vision of play articulated in Singapore’s national kindergarten curriculum framework and the play-related pedagogies enacted by teachers on the ground, particularly during Learning Centre Time (LCT). Influenced by neo-liberal ways of thinking, the curriculum states that purposeful play is a medium to achieve intended learning outcomes. The study is part of a longitudinal project where 108 Kindergarten 1 classrooms were videotaped during a full ‘typical day’ (3–4 h). While learning centres were set up in all classrooms, only 36 LCT episodes were identified. Certain learning centre types (literacy, arts) were more common than others (numeracy, science), and time spent by teachers in the different centres varied widely. Children were allowed limited freedom of choice while playing in learning centres, and some were even required to complete assignments. While teachers tended to adopt facilitative roles, quality of instructional support provided to children was low. We conclude that pedagogical practices during LCT in the observed classrooms do not adequately reflect the curriculum’s vision of purposeful play. This theory/practice gap might be due to curriculum expectations, teacher-related factors (beliefs, lack of preparation) and parental pressures. Implications, limitations and lines for future research are discussed.     

Maltreatment of primary school students by educational staff in Israel

OBJECTIVES: This paper reports on the prevalence of emotional and physical maltreatment of students in primary schools by school staff in Israel. Victimization by staff was analyzed according to students' gender, age group (4th, 5th, and 6th grade), cultural group (Jewish-non-religious, Jewish-religious, and Arab schools), school characteristics (school size and class size), and by socio-economic status of the students' families. METHOD: Data were obtained from a nationally representative sample of 5472 students in Grades 4-6 in 71 schools across Israel. The students completed questionnaires during class, which included a scale for reporting physical and psychological maltreatment by staff. Data on the socio-economic status of the families of the students in each school were also obtained. RESULTS: Students reported generally high rates of maltreatment by staff members. Almost a third reported being emotionally maltreated by a staff member, and more than a fifth (22.2%) reported being a victim of at least one type of physical maltreatment. The most vulnerable groups for maltreatment were males, students in Arab schools, and students in schools with a high percentage of students from low-income and low-education families.CONCLUSIONS: These high rates of primary school students' victimization by staff are unacceptable. We recommend educational campaigns among teachers, as well as allocating more resources to support staff in low socio-economic neighborhoods.     

Environmental knowledge and behavioural outcomes of tourism students in Australia: towards testing a range of mediation and moderated mediation effects

Our study examines the environmental knowledge (EK) and behavioural outcomes of students studying ecotourism in Sydney, Australia. Three competing models were tested to examine the relationships between EK, participation intention (PI) in ecotourism programs, landscape likeability (LL) and social interactions (SI); and the study also tested the moderated mediation influence of gender differences and relationship length on mediators. Partial least squares-based structural equation modelling (PLS-SEM) was used to analyse the data collected from 173 residential tourism students. Key findings suggest whilst LL and PI are significant outcomes of EK, LL has a stronger mediating effect on PI compared to SI; and all mediation effects are further moderated by gender differences. However, only Model 3 confirms the moderating effect of the length of relationship. Noting the key role that EK plays in influencing their PI and LL, our study also suggests ways of developing the tourism students’ EK, through various experiential and pedagogical interventions.     

The phonological awareness relation to early reading in English for three groups of simultaneous bilingual children

Reading and Writing - Phonological awareness is critical for early reading acquisition across alphabetic as well as non-alphabetic languages. The grain size of phonological awareness varies with...     

Exploring the role of India’s secondary school compulsory curriculum textbooks in students’ national identity constructions in an overseas school

This study problematises the contribution of India’s school textbooks in students’ national identity constructions in an overseas school in the Kingdom of Saudi Arabia. The textbooks construct students’ national identity on the concepts of India’s secular democracy, colonial resistance and equal citizenship rights. Notwithstanding study participants’ ambivalent identification with these ideals, they mostly express confusing identities evincing religious tendencies, gendered beliefs towards women and antipathy for India’s neighbouring states. This entails implications for India’s national cohesion and students’ ability to live in harmony with other communities in the diasporic setting. It also poses risks to the United Nations Sustainable Development Goals (SDGs), 2030.     

Immunization with <Emphasis Type="Italic">Wuchereria bancrofti</Emphasis> Glutathione-S-transferase Elicits a Mixed Th1/Th2 Type of Protective Immune Response Against Filarial Infection in Mastomys

Lymphatic filariasis is a mosquito borne parasitic infection and can severely affect the normal working ability of an individual. Currently there is no vaccine available to prevent this infection and the development of a potential vaccine could effectively support the on-going mass drug administration program by World Health Organization (WHO). Filarial parasites have complex mechanisms to modulate the host immune responses against them. The glutathione-S-transferases (GST) are the important enzymes effectively involved to counteract the oxidative free radicals produced by the host. In the present study, we have shown that the mastomys which are fully permissible rodents for Brugia malayi when immunized with Wuchereria bancrofti recombinant GST (rWbGST) could induce 65.5 % in situ cytotoxicity against B. malayi infective (L₃) larvae. There was a balanced Th1/Th2 immune response in the vaccinated animals, characterized by higher levels of WbGST-specific IgG1 and IgG2a antibodies and pronounced IFN-γ, IL-10 and IL-4 cytokines production by the spleen cells.     

Redistribution of glucose-6-phosphate dehydrogenase in response to cerebral ischemia in rat brain

Glucose-6-phosphate dehydrogenase (G6PD), a cytoplasmic enzyme, plays a protective role during oxidative stress in eucaryotic cells, since they provide coenzymes and substrates to the primary antioxidant enzymes. The redistribution of G6PD in the hippocampus was studied post-ischemia (PI). There was a characteristic localisation of G6PD in pyramidal cell layers of the rat hippocampus. In hippocampus CA1 cells were stained weakly whereas CA3 cells showed strong histochemical staining. Ischemia induced up-regulation of G6PD in the hippocampus was in a specific manner. First, the activity increased in the whole hippocampus (at 4 hours PI) which persisted 6 hrs PI in CA1 area. However G6PD activity decreased in the CA3 area & dentate gyrus. At 10 & 24 hrs PI, activity decreased in CA1 area but normalised in CA3 area & dentate gyrus compared to controls. This suggests that the sensitive CA1 neurons are transiently capable of generating an anti-oxidative arsenal to cope with the oxidative stress in the first few hours PI. We can conclude that the brain contains inducible endogenous mechanisms that are capable of enhancing the ability of neurons to withstand lethal ischemic challenge. (Presently working in Vardhman Mahavir Medical College & Safdarjung Hospital, New Delhi)     

Discursive construction of Pakistan's national identity through curriculum textbook discourses in a Pakistani school in Dubai,the United Arab Emirates

This study investigates Pakistan's secondary school children's constructions of their national identity in a Pakistani school in Dubai by drawing on data collected from students and teachers from the case school and analysing national curriculum textbooks used in the school. Informed by Foucault's concepts, the article problematises how the curriculum textbooks are employed as a technology of power for inculcating national consciousness in the students. The findings suggest that Pakistan's national curriculum textbooks deploy a specific version of Islam as a major technology, which then influences other national identity signifiers in the textbooks for shaping students' national identity. The school affords a crucial space for the complex interplay of these technologies, which construct students' ethnocentric national identities, encouraging social polarisation. This has implications for Pakistan's national social cohesion as well as the potential for subverting international peaceful coexistence and working relationships, particularly in the selected overseas study context.