THE DIETARY INTAKE OF ETHNIC MINORITY STUDENTS AT TWO ETHNIC BOARDING JUNIOR SECONDARY SCHOOLS IN THÁI NGUYÊN PROVINCE

2021 ◽  
Vol 62 (6) ◽  
Author(s):  
Truong Thi Thuy Duong ◽  
Tran Thi Hong Van ◽  
Tran Thi Huyen Trang ◽  
Nguyen Thi Thanh Tam
Keyword(s):  
Secondary Schools ◽  
Dietary Intake ◽  
Ethnic Minority ◽  
Minority Students ◽  
Research Subjects ◽  
Vitamin B3 ◽  
Cross Sectional ◽  
Ethnic Minority Students ◽  
Junior Secondary Schools ◽  
Junior Secondary

Objective: To assess the dietary intake of ethnic minority students at two ethnic boarding junior secondary schools of Thai Nguyen province in 2019. Research subjects and methods: The study was conducted according to the descriptive method, cross-sectional design on  ethnic minority students and their dietary intake at two ethnic boarding junior secondary schools of Thai Nguyen province. Using pre-designed questionnaires to collect demographic information, frequency of eating and using the food weight method to determine the total energy and nutrient composition in the dietary intake. Results: The total dietary energy of students (1939 ± 327.0) was insufficient compared to the recommended needs, only 88.1% in male and 94.6% in female. Energy from lipid (23.4%) provided enough compared to the recommended needs, however, the energy from protein (17.8%) provided an excess and from carbohydrates (58.8%) was lacking compared to the recommended needs. The rate between the three energy-producing substances (17.8:23.4:58.8) was not reached compared to the recommended needs (14:20:66). Lipid, animal lipid, vegetable lipid provided enough compared to the recommended needs. While, protein, animal protein provided redundancy, vegetable protein and carbohydrates were lacking compared to the recommended needs. Substances that do not produce energy and fiber were mostly lacking in compared to the recommended needs. Only vitamin B1, vitamin B3 and zinc provided enough compared to the recommended needs. The rate of Ca/P was reasonable. Conclusion: The dietary intake of the ethnic minority students at two ethnic boarding junior secondary schools of Thai Nguyen province was not balanced and reasonable.

scholarly journals The Food and Health Environment in Junior Secondary Schools in Urban Burkina Faso: A Cross-Sectional Study of Administrators, Food Vendors and Early Adolescents

2021 ◽  
Vol 18 (23) ◽  
pp. 12689
Author(s):  
Joy Mauti ◽  
Isabel Mank ◽  
Jan-Walter De Neve ◽  
Guillaume Alfred Gyengani ◽  
Paul-André Somé ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Burkina Faso ◽  
School Administrators ◽  
Early Adolescents ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Health Related

School enrolment rates have increased globally, making the school environment a unique setting to promote healthy nutrition and eating outcomes among early adolescents. In this cross-sectional study, we describe the food and health environment of junior secondary schools in Ouagadougou (Burkina Faso, West Africa). We evaluated the food and health environment using three components: (1) the implementation of health-related policies or guidelines in the schools, (2) the provision of health, nutrition and water, sanitation & hygiene (WASH) services in the schools, and (3) the quality of the school food environment, including foods sold by vendors. We used stratified random sampling to recruit 22 junior secondary schools from the five Ouagadougou districts in 2020. Trained fieldworkers collected standardized questionnaire data from 19 school administrators, 18 food vendors, and 1059 in-school adolescents. We report that only 7 out of 19 school administrators were aware of existing health-related policies and guidelines at their school and only 3 schools had a school health and nutrition curriculum in place. The overall provision of health, nutrition and WASH services was low or inadequate. Likely because of the lack of school canteens, 69% of the students bought snacks and unhealthy foods from food vendors. There is a critical need to improve the food and health environment of junior secondary schools in urban Burkina Faso.

Can Identity Conflicts Impede the Success of Ethnic Minority Students? Consequences of Discrepancies Between Ethnic and Ideal Selves

2018 ◽  
Vol 44 (12) ◽  
pp. 1725-1738 ◽  
Author(s):  
Régine Debrosse ◽  
Maya Rossignac-Milon ◽  
Donald M. Taylor ◽  
Mesmin Destin
Keyword(s):  
Longitudinal Data ◽  
Ethnic Minority ◽  
Minority Students ◽  
Academic Outcomes ◽  
The Novel ◽  
Ideal Self ◽  
Cross Sectional ◽  
Ethnic Minority Students ◽  
Academic Disengagement ◽  
Novel Concept

Because of stigma and underrepresentation, many ethnic minority students may find it difficult to align their ethnicities with their ideal selves. However, these difficulties and their potential consequences have been empirically neglected. To inform this gap in the literature, we propose that the novel concept of ethnic/ideal self-discrepancies (i.e., perceived mismatches between who a person aspires to be and this person’s conception of their ethnic self) is associated with the academic outcomes of ethnic minority students. As hypothesized, large ethnic/ideal self-discrepancies predict high academic disengagement, according to cross-sectional data from Study 1 ( n = 147) and Study 2 ( n = 105), as well as high academic disengagement 2 months later according to half-longitudinal data from Study 2 ( n = 78). In Study 3 ( n = 99), ethnic minority students experimentally induced to perceive high ethnic/ideal self-discrepancies reported significantly higher academic disengagement than ethnic minority students in a low discrepancy condition.

scholarly journals Consumption of Psychoactive Substances among Teenagers in Schools in Conakry, Republic of Guinea

2020 ◽  
Vol 11 (10) ◽  
Author(s):  
DOUKOURE M ◽  
SOUMAORO K ◽  
KEITA MT
Keyword(s):  
Public Health ◽  
Secondary Schools ◽  
National Level ◽  
Public Health Problem ◽  
Capital City ◽  
Health Concern ◽  
Psychoactive Substances ◽  
Cross Sectional ◽  
Junior Secondary Schools ◽  
Junior Secondary

Introduction : The use and abuse of psychoactive substances (SPA) in the adolescence age has become a major public health concern. In this study, we sought to determine the prevalence of the consumption of psychoactive substances, to identify the different substances consumed as well as the motivations underlying this consumption. Methods: It is a 6-month cross-sectional prospective study carried out in two public Junior Secondary Schools in Conakry. It involved 600 students and the sampling was simple random. Were included in this study, all the students of the two Junior Secondary Schools retained following the sampling; and having correctly completed the questionnaire and returned it. To carry out this work, we proceeded to a simple random sampling by drawing lots. Results: The prevalence of SPA consumption was 35.5%, boys were read represented (64.8%), the age groups 12 – 16 years and 17 – 20 years were the most affected 41% each). In the majority of students (72%), parents were separated and 72% of them had repeated at least once. The most consumed substances were only cannabis (24%) and tobacco (8%), the combination tobacco + cannabis represented 44% and irregular consumption of these substances was the most frequent (66% for cannabis and 63% for the tobacco). The first experience of these substances was very early in 21% for cannabis and 49% for tobacco. Conclusion: The consumption of psychoactive substances constitutes a real public health problem. A study of all the schools in the capital city and at the national level seems essential to situate the extent of the phenomenon and analyze the various factors involved in order to provide appropriate solutions.

How Concentrated Are Ethnic Groups in Schools?

2020 ◽  
pp. 89-112
Author(s):  
Richard Harris ◽  
Ron Johnston
Keyword(s):  
Secondary Schools ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Group ◽  
Ethnic Groups ◽  
Minority Groups ◽  
Ethnically Diverse ◽  
Think Tank ◽  
Ethnic Minority Students

The Casey Review cites a study by the think-tank Demos that shows the majority of ethnic minority students attend schools where ‘minority’ groups are in the majority. That statistic is correct but too easily misinterpreted. Only White British students typically are in a school where their own ethnic group forms a majority; for most ethnic minority pupils the largest group they will encounter at school is also the White British. The exceptions to this are the Bangladeshi and Pakistani groups, and more so in primary than in secondary schools. Nevertheless, the overwhelming trend is that schools are becoming more ethnically diverse with an increased potential for pupils to be educated alongside pupils of other ethnic groups.

A Study of English Vocabulary Learning Strategies Used by Ethnic Minority Students in Leshan Normal University, Sichuan, China

2017 ◽  
Vol 7 (6) ◽  
pp. 468
Author(s):  
Li Zou ◽  
Ye Zhou
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Learning Strategies ◽  
Mother Tongue ◽  
Vocabulary Learning ◽  
Research Subjects ◽  
Ethnic Minority Students ◽  
Vocabulary Learning Strategies ◽  
Efl Teachers ◽  
Normal University

This paper probes into the English vocabulary learning strategies adopted by ethnic minority students in Leshan Normal University. In a study carried out in Leshan Normal University, altogether 250 non-English majors from different departments are chosen at random as research subjects, of whom 125 are Han students and the rest are ethnic minority students. Based on the data analysis, the study finds out: firstly, all students in the study share in common that English vocabulary should be acquired in context and by practice instead of being acquired simply by rote; secondly, the ethnic minority students adopt nearly all the vocabulary learning strategies more frequently than the Han students; and finally, the Han students and the ethnic minority students differ mainly in the following vocabulary learning strategies: guessing strategy, mother tongue dependence strategy, selective attention strategy, visual repetition strategy, association strategy and dictionary strategy. By this study, the paper tends to help ethnic minority students to take advantages of diverse vocabulary learning strategies in their English study and further to put forward some implications for EFL teachers in Leshan Normal University.

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