A customizable series of microbiology lab activities exploring a foodborne outbreak to enhance student recruitment to a biology program.

As educators at a small university, we are constantly trying to find new and innovative ways of getting high school students interested in a degree in Biology at our school. Thus, we designed an outreach program to draw interested high school students to our campus and participate in a day-long outbreak investigation. The investigation is composed of six distinct activities, each taking between 15 min and 1 h of active time. These activities can be used in conjunction or individually to engage students with basic epidemiology and microbiology. The modules included in this recruitment event are outbreak interviews, DNA fingerprinting analysis, Gram staining, examination of microbial diagnostic tests, use of high-performance liquid chromatography to analyze toxins, and examination of potential food preparation contamination. Our first event was a success, with all participants reporting that they enjoyed their time at the University and found the faculty and staff helpful. One of the students even said, "I wish all school was like this." The goal of this event was to increase potential student interest and enrollment in our program. We hope that in sharing our experience here we can provide other instructors with a menu from which to pick and choose inexpensive, easy, and engaging activities for high school and introductory college students.

A Multilevel Analysis of Factors Influencing School Bullying in 15-Year-Old Students.

BACKGROUND: School bullying causes serious impacts on adolescents' physical and mental health. Few studies have explored the various factors influencing bullying by combining different levels of data. METHODS: Based on the database of four Chinese provinces and cities of the Program for International Student Assessment (PISA) in 2018, this study used a multilevel analysis model that combined school-level variables and student-level variables to explore the influencing factors of students being bullied. RESULTS: Students' gender, grade repetition, truancy and arriving late for class, economic, social, and cultural status (ESCS), teacher support, and parent support had significant explanatory power on school bullying on the student-level; on the school-level, school discipline atmosphere and competitive atmosphere among students had significant impacts on school bullying. CONCLUSIONS: Boys, students who have repeated grades, truancy and arriving late for class, and students with lower ESCS suffer from more severe school bullying. When developing school bullying interventions, teachers and parents should pay more attention to those students and provide more emotional support and encouragement to them. Meanwhile, students in schools with a lower discipline atmosphere and a higher level of competitive atmosphere experience greater levels of bullying, and schools should create more positive and friendly environments to prevent bullying events.

The development of the 5Cs of positive youth development in a school year: A 3-wave longitudinal study of Slovenian youth during the COVID-19 pandemic.

The paper analyses the longitudinal pathways for the 5Cs of positive youth development outcomes (Competence, Confidence, Character, Caring, Connection) in a school context during the COVID-19 pandemic. The theoretical framework for the paper is provided by the Positive youth development (PYD) perspective, which focuses on the importance of the interplay between individual characteristics and contexts. In the period of adolescence, school and its characteristics are one of the most influential contexts for the promotion of positive youth development. Therefore, the paper focused on the changes in the 5Cs in one school year using the methodology of longitudinal research (latent growth modeling) with three measurement points (beginning of the school year, middle of the school year, and the end of the school year). We used a sample of Slovenian youth (N = 1241 participants; 59,5% female; M age = 15.35, SD = 1.21) who participated in the PYD-SI-MODEL study and responded to the PYD questionnaire during the current COVID-19 pandemic. In addition, we tested whether the development of the 5Cs in a school year differed by gender, age, and school level (lower-secondary, upper-secondary). The results indicated a significant decrease in Connection, Caring, and Character from the beginning to the end of the school year and an increase in Competence and Confidence in the same period. Significant intercept-slope interactions were detected in Confidence and Connection indicating that their higher initial level is associated with a more stable trajectory throughout the school year. In addition, we found that gender and school level play a significant role in several of the pathways while age was not a significant covariate with any of the Cs. The study is the first to test 5Cs pathways in one school year, using Slovenian data. In addition to the important role of contexts on positive developmental outcomes, the study highlights the significance of 5Cs promotion in pandemic times as much as in more stable times.

School-Level Longitudinal Predictors of Alcohol, Cigarette, and Marijuana Use.

This study analyzed measures aggregated at the school level to identify key predictors of drinking alcohol, binge drinking, smoking cigarettes, and using marijuana. Using data collected from 6th through 12th grade students between 2011 and 2015, we identify school-level variables that predict school-level prevalence in the subsequent year. Data included prior year assessments of: (1) school-wide prevalence, (2) perceived ease of access to drugs, (3) perceived adult disapproval of drug use, (4) perceived peer disapproval of drug use, and (5) perceived prevalence of drug use. We regressed grade-level behaviors on predictor variables from the previous school year. In middle schools, prior grade prevalence and prior grade perceived norms were significant predictors of subsequent grade prevalence. For high schools, prior year prevalence, aggregated peer norms, and perceived ease of access predicted subsequent use. These analyses provide evidence that a school's culture is predictive of changes in prevalence over time.

Effects of Greenness on Myopia Risk and School-Level Myopia Prevalence Among High School-Aged Adolescents: Cross-sectional Study.

BACKGROUND: Myopia is a serious public health issue. High school-aged adolescents in Beijing have an alarming prevalence of myopia. Therefore, determining myopia protective factors is essential. Green space has a certain association with myopia protective factors that can protect against myopia. OBJECTIVE: This study aims to examine the effects of green space around schools on individual myopia risk in high school-aged adolescents and the school-level myopia prevalence. METHODS: Green space was measured using the normalized difference vegetation index (NDVI). A total of 13,380 samples of 51 high schools were selected from a 2021 Beijing Municipal Health Commission survey. Adolescent myopia was defined as a spherical equivalent of ≤-1.00 diopters in the worse eye. Generalized linear mixed models with a binomial error structure were used to analyze the effects of the NDVI on personal myopia risk and adjust them by other factors, such as demographics, exposure time, and outdoor exercise. The effects of the NDVI on school-level myopia prevalence with adjusted demographics and the relative position factors of trees were analyzed through quasibinomial regression. RESULTS: The overall prevalence of myopia was 80.61% (10,785/13,380, 95% CI 79.93%-81.27%). Although with a 0.1 increase in the 500 and 1000 m buffer NDVIs adjusted by demographic and other factors, the high school-aged personal myopia risk significantly dropped by 16% (odds ratio [OR] 0.84, 95% CI 0.73-0.97) and 12% (OR 0.88, 95% CI 0.79-0.99), respectively. However, only the adjusted 500 m buffer NDVI (by demographics and the position of trees) with a 0.1 increase significantly reduced the school-level myopia prevalence by 15% (OR 0.85, 95% CI 0.74-0.98). Subgroup analysis showed that the adjusted effects of the 500 m buffer NDVI are significant in schoolgirls (OR 0.82, 95% CI 0.72-0.93), juniors (OR 0.82, 95% CI 0.72-0.94), the Han nationality (OR 0.84, 95% CI 0.72-0.97), 1-year exposure (OR 0.84, 95% CI 0.71-0.99) and 3-year exposure (OR 0.78, 95% CI 0.65-0.94). CONCLUSIONS: The greenness of a 500 m buffer around schools is associated with a lower personal myopia risk among adolescents and a lower prevalence of myopia in schools. With regard to prevention and control activities, green space within a 500 m buffer around schools is suggested as an independent protective factor for adolescent myopia.

Can a school climate survey accurately and equitably measure school quality? Examining the multilevel structure and invariance of the Georgia School Climate Scale.

School climate measures are increasingly utilized as one indicator of school quality within educational accountability systems. However, concerns have been raised about the accuracy of these indicators given that school climate surveys are often not validated using multilevel methods. Further, cross-school comparisons in climate may not be trustworthy because the school-level invariance of climate surveys has not been investigated. There is a need to examine the validity of school-level climate constructs and to determine if surveys measure climate equitably for schools that serve underrepresented populations. The aim of the current study was to examine the multilevel factor structure of a statewide school climate survey to determine whether it measured climate equitably for students of different races/ethnicities and across schools with varying racial/ethnic and socioeconomic compositions. Participants included 259,778 students from 427 middle schools throughout a southeastern U.S. state. Cross-level invariance analyses revealed that the climate constructs were measured differently across levels of analysis, and school-level climate could not be interpreted as merely the aggregate of individual-level climate. Student- and school-level factorial invariance was tested using multilevel modeling procedures. Results revealed item bias with respect to student and school characteristics, and the relationships between school climate and student and school demographics changed after accounting for identified bias. As more educational agencies consider including school climate surveys in their accountability systems, these findings suggest that multilevel validation procedures and school-level invariance analyses are necessary to ensure accurate and equitable measurement.

Knowledge and perception of middle school students regarding COVID-19 disease at the start of the pandemic.

Facing recent threats of coronavirus disease (COVID-19), an educational strategy was designed and applied to middle school students in order to reinforce related knowledge and behaviors. A group of 65 middle school students (14-18 years old) developed several designed online curricular activities. After the intervention, students answered a questionnaire to assess if they: (a) were familiar with the terms COVID 19 and SARS-CoV-2; (b) were conscious about the importance of preventive measures to stop the spread of this disease; (c) were engaged in these activities; (d) were motivated to research on health-related issues. This study was a first to attempt to evaluate student's perceptions about SARS-CoV-2 infection and support education regarding COVID-19, mainly on the reinforcement of preventive measures.

Individual- and School-level Predictors of Latent Profiles of Bullying Victimization: Comparing South Korea and the United States.

This cross-national research investigated nationally representative adolescents from South Korea and the United States, explored similarities and differences in latent profiles of bullying victimization between countries, and examined individual- and school-level variables that predict such latent profiles supported by the Social Disorganization Theory. The fourth-grade sample of the 2015 Trends in International Mathematics and Science Study from South Korea (N = 4,669) and the United States (N = 10,029) was used to conduct a latent profile analysis based on eight items of the bullying victimization questionnaire. Multilevel logistic regression was conducted using latent profiles as dependent variables. Independent variables include individual-level (material goods, school absence, academic interest, school belonging) and school-level (concentration of affluent families, school resources, the severity of delinquency, academic commitment) factors. More similarities existed than differences in the latent groups of bullying victimization between South Korea (rare, low-moderate, verbal-relational-physical, and multi-risk) and the United States (rare, low-moderate, verbal-relational, and multi-risk). Evidence for school-level variables as predictors of bullying victimization profiles was stronger for adolescents in the United States, with a concentration of affluent families and severity of delinquency being significant in four of the six models. For the South Korean sample, the severity of delinquency predicted bullying victimization in only one model. Examination of both individual- and school-level factors that predict unique bullying victimization experiences grounded in Social Disorganization Theory may be informative for addressing key areas of intervention-especially at the school-level context in which victimization primarily takes place and where anti-bullying intervention programs are often provided.

Elementos neurocognitivos da atenção seletiva para a compreensão da transição escolar de noções matemáticas / Neurocognitive elements of selective attention for the comprehension of the school transition of mathematical notions

A aprendizagem de noções matemáticas exige estratégias que favoreçam a "atenção seletiva" dos alunos de modo a considerar informações relevantes e ignorar as irrelevantes. O objetivo central desta pesquisa foi identificar as noções matemáticas que requisitam atenção seletiva, configurando-se, nesta pesquisa, como as mais importantes do Ensino Fundamental (EF) esperadas pelo Ensino Médio (EM). Trata-se de uma pesquisa qualitativa de cunho teórico e documental. Considerou-se princípios da epistemologia das noções matemáticas, da análise de funções cognitivas em atividades de trigonometria e dos Níveis do Funcionamento do Conhecimento. Apropriou-se também de fundamentos neurocognitivos da atenção para a elaboração de uma matriz de referência, que serviu de lente para identificar os tipos e níveis de tarefas que requisitam atenção seletiva. Os resultados apontaram que existe um conjunto de conhecimentos no EF (Grandezas e Medidas) potencial motor para dar suporte aos pares de ideias fundamentais (BNCC, 2017), no que se refere às "relações e inter-relações" do EM. Como proposta baseada nas discussões deste trabalho, foram apresentados três tipos de tarefas que pretendem alcançar as exigências neurocognitivas e didáticas esperadas pela transição escolar entre o EF-EM.

The learning of mathematical notions requires strategies that favourthe students' "selective attention" toconsider relevant information and ignore the irrelevant ones. Themain objective of this research was to identify the mathematical notions that require selective attention, being in this research, as the most important of the Elementary School expected by High School. This is a qualitative research of a theoretical and documental kind. It was considered principles of the epistemology of mathematical notions, of the analysis of cognitive functions in trigonometry activities and of the Levels of the Functioning of Knowledge. It also considered neurocognitive fundamentals of attention for the elaboration of a reference matrix, which served as a lens to identify the types and levels of tasks that require selective attention. The results pointed out that there is a set of knowledge in the Elementary School (Quantities and Measures) potential motor to support the pairs of fundamental ideas (BNCC, 2017), regarding the "relations and interrelations" of High School. As a proposal based on the discussions of this paper, three types of tasks were presented that aim to achieve the neurocognitive and didactic requirements expected by the school transition between the Elementary School and High School.

Association of Nursery School-Level Promotion of Vegetable Eating with Caregiver-Reported Vegetable Consumption Behaviours among Preschool Children: A Multilevel Analysis of Japanese Children.

Nursery schools can play an important role in children developing healthy eating behaviours, including vegetable consumption. However, the effect of school-level vegetable promotion on vegetable consumption and body mass index (BMI) remains unclear. This study examined the associations of nursery school-level promotion of eating vegetables first at meals with Japanese children's vegetable consumption behaviours and BMI. We used cross-sectional data collected in 2015, 2016, and 2017 on 7402 children in classes of 3-5-year-olds in all 133 licensed nursery schools in Adachi, Tokyo, Japan. Caregivers were surveyed on their children's eating behaviours (frequency of eating vegetables, willingness to eat vegetables and number of kinds of vegetables eaten), height and weight. Nursery school-level promotion of eating vegetables first at meals was assessed using individual responses, with the percentage of caregivers reporting that their children ate vegetables first at meals as a proxy for the school-level penetration of the promotion of vegetable eating. Multilevel analyses were conducted to investigate the associations of school-level vegetable-eating promotion with vegetable consumption behaviours and BMI. Children in schools that were 1 interquartile range higher on vegetable promotion ate vegetable dishes more often (ß = 0.04; 95% CI: 0.004-0.07), and were more often willing to eat vegetables (adjusted odds ratio = 1.17; 95% CI: 1.07-1.28), as well as to eat more kinds of vegetables (adjusted odds ratio = 1.19 times; 95% CI: 1.06-1.34). School-level vegetable-eating promotion was not associated with BMI. The school-level health strategy of eating vegetables first may be effective in increasing children's vegetable intake but not in preventing being overweight.

Educators' perceived mental health literacy and capacity to support students' mental health: associations with school-level characteristics and provision in England.

Conceptual frameworks for school-based, preventive interventions recognise that educators' capacity is, in part, dependent on school-level characteristics. This study aimed to (i) examine the factor structure and internal consistency of the Mental Health Literacy and Capacity Survey for Educators (MHLCSE); (ii) assess responses in relation to supporting students' mental health; (iii) describe schools' mental health provision in terms of designated roles, training offered, and perceived barriers; (iv) investigate variance in MHLCSE outcomes explained by schools; and, (v) explore school-level predictors of educators' perceived MHL and capacity after controlling for individual-level characteristics. A multi-level, cross-sectional design involving 710 educators across 248 schools in England was used, and secondary analyses of baseline data collected as part of the Education for Wellbeing Programme were conducted. Mental health provision data was available for 206 schools, of which 95% offered training to some staff, and 71% had a designated mental health lead. Secondary schools offered significantly more training than primary schools. Significant barriers included lack of capacity in Child and Adolescent Mental Health Services (CAMHS) and within school, and communication challenges between agencies. The amount of training offered by schools significantly predicted educators' awareness and knowledge of mental health issues, treatments and services, legislation and processes for supporting students' mental health and comfort providing active support, with increased training predicting higher scores. However, little variance was explained by schools (1.7-12.1%) and school-level variables (0.7-1.2%). Results are discussed in relation to current mental health and education policy in England.

Preferences of Physical Education Profiles Among Polish Adolescents.

The purpose of this study was to examine the association of the preferred profiles of physical education (PE) classes with gender and school level among Polish adolescents. In the cross-sectional survey study, 1,340 Polish students (including 50% of girls) attending middle and high schools, aged between 13 and 19 years, participated. The participants selected one of four preferred profiles of PE classes. The majority (n = 845, 63%) of students participated in PE for "fun-pleasure-entertainment," whereas only one third of students (n = 419, 31%) preferred "exercise-sweat-fitness" as a profile of PE classes. The preference for "fun-pleasure-entertainment" decreased about 41% for boys and 31% for high school students. A preference for "exercise-sweat-fitness" increased about 56% for men and 31% for high school students. Teachers should comply with students' preferences related to PE profiles, organizing PE classes in more fun-related forms for girls and in more exercise-related forms for boys. The proportions of these two preferred profiles of PE classes should turn across adolescence, increasing exercise-related forms and decreasing those fun-related ones.

O que pensam alunos do ensino fundamental de escolas públicas de Londrina a cerca da pobreza? / What do elementary school students from Londrina think about poverty?

A perspectiva piagetiana foi tomada como referência neste artigo que constituiu-se em estudo descritivo de abordagem qualitativa e objetivou investigar os níveis de evolução do conhecimento social por meio da noção de pobreza, em 24 estudantes do Ensino Fundamental, sendo 8 alunos dos anos iniciais (3º e 5º Anos) e 16 estudantes dos anos finais do Ensino Fundamental (7º e 9º Anos), de duas escolas públicas da cidade de Londrina, PR, uma delas com IDEB3.8 e outra com nota 5.6. Os procedimentos utilizados foram ancorados no método clínico crítico piagetiano. Como instrumentos, foram empregados: entrevista, produção de desenhos e legendas pelos participantes. Os resultados indicaram níveis distintos de compreensão da noção de pobreza: dos 24 alunos participantes do estudo, com idades compreendidas entre 6;0 e 15;03, 16 se enquadraram no nível I,8 se enquadraram no nível II e nenhum participante atingiu o nível III de compreensão da realidade social, que supõe maior elaboração, abstração e reflexão. Os resultados ressaltam a escola como espaço de reflexão e promoção de desenvolvimento cognitivo a oportunizar noções pertinentes ao domínio social, leitura e atuação mais crítica dos sujeitos transformadores da realidade em que vivem.

This article, that used a piagetian perspective as reference, was settled with a qualitative approach descriptive study having agoalin research social knowledge development levels through the notion of poverty, with 24 students, being 8 students of 3rd and 5th grades, and 16 students of 7th and 9th grades, in two public schools of Londrina, PR. The procedures used were anchored in piagetian critical clinical method. Interview and the drawings and subtitles production by participants were the instruments used. The results denoted understanding different levels of the poverty meaning. 24 students participated in the study, aged between 6;0 and 15;03. 16 students were fitin leve lI, 8 students were fitin level II and no one participant reached level III of social reality understanding, supposedly the most elaborated abstraction and reflection level. The results emphasize the school as aspace for reflection and promotion cognitive development, as to provide meanings pertinent to social domain, reading and more critical performance of subjects transformers in the reality they live.

School- and class-level variation in self-harm, suicide ideation and suicide attempts in Danish high schools.

AIM: Strong associations have been found between being exposed to self-harm in family and friends and own self-harm in adolescence. Therefore, self-harm and suicide behaviour might tend to cluster within school and school classes. The aim of this study was to describe the prevalence, frequency and type of self-harm, suicide ideation and suicide attempts within Danish high schools and to test whether self-harm and suicide behaviour cluster in schools and school classes. METHODS: Data came from the Danish National Youth Study 2014, a national survey. The respective study included 66,284 high-school students nested in 117 schools and 3146 school classes. The prevalence and clustering of self-harm behaviour, ever and within the last year, type of self-harm (e.g. cutting, burning, scratching and hitting) and suicide ideation and suicide attempts were investigated. Multi-level logistic regression was applied to quantify clustering among participants within the same class and school. RESULTS: In total, 12,960 (20%) reported self-harm ever and 5706 (8.6%) within the last year. Prevalence was higher among girls than boys. Among girls, cutting (15%) and scratching (13%) was the most common type of self-harm, whereas among boys, hitting (6.7%) was most prevalent. The degree of clustering of self-harm and suicide behaviour was low, with school-level intra-class correlation coefficients (ICC) ranging from 0.8-1.8% and school class level ICC's from 4.3-6.8%. CONCLUSIONS: This study shows that self-harm was common, especially in girls. The degree of clustering of self-harm and suicide behaviour in school and school classes was low.

School-level disadvantage and failed cessation treatment among adolescent smokers.

INTRODUCTION: While understanding factors that lead to successful adolescent smoking cessation outcomes is necessary, it is also prudent to determine factors and conditions that contribute to failure to quit smoking. The present study posits that adolescents' proximal environments, such as schools, may influence cessation treatment outcomes. METHODS: Using aggregated and geographically-referenced data from multi-year school-based cessation trials with 14-19 year olds seeking cessation in 5 States of the USA, the present study developed and applied a tobacco-specific socio-spatial model inclusive of Hierarchical Linear Modeling. Specifically, this novel approach spatially joined individual data files (n=8855) with measures of school (n=807) and county socio-economic factors. Once linked multi-level analyses explored the extent to which cessation treatment failure was explained by the interplay of individual, school and county-level factors. Treatment was deemed as failing to meet its primary goals if participants continued to smoke cigarettes, measured 3-months post baseline. RESULTS: Ten per cent of the variation in cessation treatment failure was attributable to school-level variables. Adolescent smokers were more likely to experience failure to quit in: a) school districts with large percentages of the population having less than high-school education, and b) schools with a higher ratio of students to teachers. The strength of the relationship between cessation self-efficacy and treatment success was further weakened among adolescents attending schools with higher percentages of students eligible for free or reduced lunch programs. CONCLUSIONS: Findings implicate school-level socio-economic disadvantage as a significant factor inhibiting cessation, regardless of adolescent self-efficacy to quit smoking. Understanding the interplay of proximal school environments and individual-level factors may provide insights to educators, policy makers and practitioners into the complexities that inhibit or strengthen an adolescent's smoking cessation treatment experience.

Significações de jogo: um estudo com professores de Educação Física / Meanings of play: a study with school-level Physical Education teachers / Significaciones del juego: un estudio con profesores escolares de Educación Física

Este trabalho investigou as significações de jogo constituídas pelos professores de Educação Física que atuam nas primeiras séries do ensino fundamental. Utilizou-se a entrevista semiestruturada para analisar: a função do trabalho com o jogo; as significações procedentes de professores de outras áreas e da equipe gestora sobre o trabalho com o jogo e; as condições de trabalho com o jogo. Os resultados revelaram: a tensão entre o competir/cooperar, a desvalorização do futebol e a busca pela ressignificação; a valorização sobre a necessidade de trabalhar a leitura e a escrita, as capacidades físicas e o futebol; sendo que os maiores incômodos encontram-se centrados no objetivo a ser alcançado e no "como", ao invés de "por quê". Concluiu-se que o trabalho com o jogo vive um processo de busca de valorização e ressignificação da sua função, o que reitera a necessidade desse olhar historicizado para o sujeito que constitui a Educação Física escolar.

This paper investigated the meanings imbued by Physical Education teachers upon play activities with their students from the first primary education classes. We have employed semi-structured interview in order to analyze: the function of play within their work; the meanings coming from teachers of other disciplines and the administrative team about this work with play; and the conditions of the work with play. The results revealed: a tension between competing and cooperating, the devaluing of soccer and a search to re-signification; the valuing of the need to work on reading and writing; physical abilities and soccer; and the central issues are around the final goal of play and the "how" instead of "why". We have reached the conclusion that work with play is going through a process of search for value and re-signification of its function, which reiterates the need for this historical approach for the subject that constitutes school-level Physical Education.

Este trabajo investigó las significaciones de juego constituidas por los profesores de Educación Física actuantes en los primeros grados de la escuela primaria. Se utilizaron entrevistas semiestructuradas para analizar: la función del trabajo con juegos; los significados provenientes de profesores de otras áreas y el equipo de gestión sobre el trabajo con juegos y; las condiciones de trabajo con juegos. Los resultados revelaron: la tensión entre competir/cooperar, la desvalorización del fútbol y la búsqueda de su resignificación; la valorización de la necesidad de trabajar con lecto-escritura, las capacidades físicas y el fútbol; siendo que las mayores dificultades se encuentran alrededor del objetivo a alcanzar y en el "cómo", en vez del "por qué". Se concluyó que el trabajo con juegos pasa por un proceso de búsqueda de una valorización y resignificación de su función, lo que reitera la necesidad de esta mirada histórica del sujeto constituido por la Educación Física escolar.

The role of family and school-level factors in bullying and cyberbullying: a cross-sectional study.

BACKGROUND: Bullying and cyberbullying are common phenomena in schools. These negative behaviours can have a significant impact on the health and particularly mental health of those involved in such behaviours, both as victims and as bullies. This UK study aims to investigate student-level and school-level characteristics of those who become involved in bullying and cyberbullying behaviours as victims or perpetrators. METHODS: We used data from 6667 Year 7 students from the baseline survey of a cluster randomized trial in 40 English schools to investigate the associations between individual-level and school-level variables with bullying victimization, cyberbullying perpetration, and cyberbullying victimization. We ran multilevel models to examine associations of bullying outcomes with individual-level variables and school-level variables. RESULTS: In multilevel models, at the school level, school type and school quality measures were associated with bullying risk: students in voluntary-aided schools were less likely to report bullying victimization (0.6 (0.4, 0.9) p = 0.008), and those in community (3.9 (1.5, 10.5) p = 0.007) and foundation (4.0 (1.6, 9.9) p = 0.003) schools were more likely to report being perpetrators of cyberbullying than students in mainstream academies. A school quality rating of "Good" was associated with greater reported bullying victimization (1.3 (1.02, 1.5) p = 0.03) compared to ratings of "Outstanding." CONCLUSIONS: Bullying victimization and cyberbullying prevalence vary across school type and school quality, supporting the hypothesis that organisational/management factors within the school may have an impact on students' behaviour. These findings will inform future longitudinal research investigating which school factors and processes promote or prevent bullying and cyberbullying behaviours. TRIAL REGISTRATION: Trial ID: ISRCTN10751359 Registered: 11/03/2014 (retrospectively registered).

Fundamental Motor Skill Proficiency of 6- to 9-Year-Old Singaporean Children.

Fundamental movement proficiency (FMS) is most successfully acquired during early school years. This cross-sectional study assessed FMS proficiency in Singaporean children at the start of and following 2.5 years of primary school physical education (PE). Participants were 244 children from Primary 1 and 3 levels. Fundamental movement skills (FMS) were assessed with the Test of Gross Motor Development-Second Edition (TGMD-2) that includes locomotor (LOCO) and object control (OC) subtests. Most children were rated "average" and "below average" for LOCO skills but "poor" and "below average" for OC skills without significant gender differences on either subtest or overall FMS proficiency and without FMS mastery. These young Singaporean children failed to exhibit age-appropriate FMS proficiency despite early PE exposure, and they demonstrated lags in FMS compared with the TGMD-2 U.S. normative sample. We discuss implications for sports competence perception, difficulty in coping with later movement learning expectations and reduced later motivation to participate in PE and play. We also discuss implications for preschool and lower primary school PE curricula with a particular focus on both OC skills and LOCO skills requiring muscular fitness like hopping and jumping.

Influence of school-level and family-level variables on Chinese college students' aggression.

With the frequent occurrence of campus violence, scholars have devoted increasing attention to college students' aggression. This study aims to estimate the prevalence of aggression in Chinese university students and identify factors that could influence their aggression. We can thus find methods to reduce the incidence of college students' aggression in the future. A multi-stage stratified sampling procedure was used to select university students (N = 4565) aged 16-25 years in Harbin. The Aggression Questionnaire, the Adolescent Self-Rating Life Events Checklist and the Social Support Revalued Scale were used to collect data. Females reported lower levels of aggression than males (p < .001). A multiple linear regression analysis was conducted to determine the influence of factors of aggression, and the model was highly significant (R2 = .233, Ad R2 = .230, p < .01). The results show that the aggression is affected by gender, family-level and school-level variables. Aggression scores are significantly correlated with not only family-level or school-level variables independently, but their combination as well. We find that the risk factors for aggression include a dissatisfying profession, higher levels of study pressure, poor parental relationships, poor interpersonal relationships, the presence of siblings, punishment, health maladjustment, less subjective support, and lower levels of utilization of social support.

Conocimiento y creencias de mujeres del estado de Morelos sobre el virus del papiloma humano / Knowledge and beliefs of women from the state of Morelos about the human papilloma virus

Introducción: una enfermedad de transmisión sexual que afecta a un alto porcentaje de mujeres jóvenes de todo el mundo es la infección producida por virus papiloma humano. La falta de información asociada a diversos factores culturales, favorece el desarrollo de creencias que dificultan la prevención y diagnóstico oportunos. Objetivo: identificar el nivel de conocimiento y las creencias que tienen las mujeres del Estado de Morelos, México, sobre la transmisión, detección y tratamiento de la infección por virus del papiloma humano de acuerdo con la edad y el grado de escolaridad. Métodos: estudio descriptivo transversal a partir de un cuestionario aplicado a 690 mujeres en el estado de Morelos. Resultados: el nivel de conocimientos entre la mayoría de la población femenina fue de nivel medio, se incrementa en mujeres jóvenes y con mayor escolaridad. La creencia de que la detección de infección implica mayor gasto económico se presenta sin distinción de edad o nivel escolar. Conclusiones: los aspectos más conocidos sobre la infección por virus papiloma humano, es que es una infección de transmisión sexual, asociada a la aparición de verrugas en genitales y causante de cáncer cérvico uterino. Los menos conocidos son: que la infección es asintomática y que no existe tratamiento para eliminarla(AU)

Introduction: A sexually transmitted disease affecting a high percentage of young women worldwide in the infection produced by the human papilloma virus (HPV). The lack of information associated with different cultural factor favors the development of beliefs that limit timely prevention and diagnosis. Objective: Identify the level of knowledge and beliefs of women from the state of Morelos, Mexico, about the transmission, detection and treatment of HPV infection in accordance with their age and school level. Methods: Cross-sectional, descriptive study with a survey conducted on 690 women on the state of Morelos. Results: The level of knowledge among most of the female population was average, increased in young women and those with higher school level. The belief that infection detection implies higher economic spends is present regardless age and school level. Conclusions: The most known aspects about HPV are that it is a sexually transmitted infection, associated to the onset of genital warts and causing cervical cancer. The least known are that the infection is asymptomatic and that there is no treatment to eliminate it(AU)