RESUMO

In many developing countries there is little information on the nutritional status of adolescents. In general, research in this area has been neglected and attention focused on younger children who are most vulnerable to malnutrition. However, adolescents is a period of rapid growth and nutritional deficiencies may occur. In particular with menarche, iron deficiency may be a problem among adolescent girls (Brabin & Brabin, 1992). Poor levels of school achievement are a major problem in developing countries. Many social factors may affect school achievement, including parental attitudes to education, and the educational and occupational levels of the parents (Wagner, et al 1985). School characteristics such as teacher's training and availability of textbooks are also important (Schiefelbein & Simmons, 1979; Fuller, 1987). There is increasing recognition, however, that health and nutrition may contribute to poor school performance, either through effects on attendance, or by affecting children's ability to learn through poor attention and cognitive function (Pollitt, 1990). Health and nutrition variables have been included in some studies of the determinants of school performance among primary-school children in developing countries. After controlling for socio-economic factors, height-for-age was associated with achievement in several studies (Moock & Leslie, 1986; Agarwal et al, 1987; Florencio, 1988; Clarke et al, 1991) and weight-for-height was associated with achievement in one study (Popkin & Lim-Ybanez, 1982). Anaemia and missing breakfast or feeling hungry, also, have been reported to affect school performance (Popkin & Lim-Ybanez, 1982; Florencio, 1988; Clarke et al, 1991). Most of the children in these studies were of primary-school age and there is relatively little information on the extent to which health and nutrition affect achievement in adolescents.(AU)

Assuntos

RESUMO

In many developing countries there is little information on the nutritional status of adolescents. In general, research in this area has been neglected and attention focused on younger children who are most vulnerable to malnutrition. However, adolescents is a period of rapid growth and nutritional deficiencies may occur. In particular with menarche, iron deficiency may be a problem among adolescent girls (Brabin & Brabin, 1992). Poor levels of school achievement are a major problem in developing countries. Many social factors may affect school achievement, including parental attitudes to education, and the educational and occupational levels of the parents (Wagner, et al 1985). School characteristics such as teacher's training and availability of textbooks are also important (Schiefelbein & Simmons, 1979; Fuller, 1987). There is increasing recognition, however, that health and nutrition may contribute to poor school performance, either through effects on attendance, or by affecting children's ability to learn through poor attention and cognitive function (Pollitt, 1990). Health and nutrition variables have been included in some studies of the determinants of school performance among primary-school children in developing countries. After controlling for socio-economic factors, height-for-age was associated with achievement in several studies (Moock & Leslie, 1986; Agarwal et al, 1987; Florencio, 1988; Clarke et al, 1991) and weight-for-height was associated with achievement in one study (Popkin & Lim-Ybanez, 1982). Anaemia and missing breakfast or feeling hungry, also, have been reported to affect school performance (Popkin & Lim-Ybanez, 1982; Florencio, 1988; Clarke et al, 1991). Most of the children in these studies were of primary-school age and there is relatively little information on the extent to which health and nutrition affect achievement in adolescents.

Assuntos

RESUMO

A method is presented to estimate a cutoff for hemoglobin concentration appropriate for estimating the prevalence of iron deficiency anemia in poor Jamaican girls 13-14 years of age. Iron deficiency was determined from a three-variable model of iron status (serum ferritin, erythrocyte protoporphyrin, and mean corpuscular volume). The most appropriate hemoglobin cutoff was considered the one that minimized misclassification of iron deficiency: that yielding the maximum kappa coefficient for correctly classifying iron deficiency between 100 and 120 g/L, at 1-g/L intervals. By using this method, a hemoglobin cutoff and the other indicators were used to estimate prevalences of iron deficiency and iron deficiency anemia in the Jamaican girls: 7.6 percent and 4.3 percent respectively. This approach should be appropriate for determining hemoglobin cutoffs for iron deficiency anemia in other populations.(AU)

Assuntos

Assuntos

RESUMO

There is little information on the nutritional status of adolescents in developing countries. In particular there is a lack of data concerning black adolescents. We measured height, weight, and triceps and subscapular skinfolds in 452 13-14 year-old girls, randomly selected from those attending nine schools in Kingston, Jamaica. The girls' heights and body mass indices were appropriate for their age. This suggests that undernutrition was not a significant problem in this population. However, the girls' skinfolds were smaller than the US references, both those for the total population and those for blacks only. The fat pattern (triceps/subscapular ratio) was similar to that reported for adult black women in the United States. It is possible that the levels of fat in the references are not appropriate for this population. Data from other black population are needed for comparison. (AU)

Assuntos

RESUMO

Poor school achievement is a major problem which seriously affects the future of many students in Jamaica. As part of a study on the health and nutrition of 13- and -14-year-old girls their nutritional status and health-related behaviours were investigated to determine whether they contribute to the poor levels of achievement. The sample was selected from all 9 All-Age and New Secondary Schools in the city of Kingston with over 40 girls enrolled in grade 8. Four hundred and fifty-two girls were selected by random sampling from the 1061 eligible girls. Each girl was given an indepth interview by 1 of 5 trained female interviewers, using a structured questionnaire to collect health-rlated behaviours and social background. The girls' heights and weights and skinfolds were measured and blood taken for the assessment of iron status. School achievement was measured, using the Wide Range Achievement Test and expressed ingrade level ratings. Mean achievement levels was poor (5.1ñ2.1). The girls' weights and heights were appropriate for their age. However, 16 per cent of them were anaemic (Haemoglobin<11.5gm/dl). Variables which made unique contributions to the variance in school achievement were identified, using stepwise multiple regression analyses. Lack of school materials, reading stimulation at home and community participation; anaemia, involvement in fights, early sexual intercourse and chores before school were associated with poor school achievement. Interventions to addresss these problems need evaluation (AU)

Assuntos

RESUMO

The prevalence and circumstances of rape were investigated as part of a study into the nutrition and health of 13 and 14 year old girls attending all-age and new secondary schools in Kingston. 475 girls were randomly selected from 1,116 in grade 8. Each girl was given an indepth, private interview by 1 of 5 female interviewers. 450 interwiews were completed. 18 (4 percent girls reported they had been raped, including 3 more than once. One girl reported that she was raped by a household member, and 16 girls were raped by persons they knew. 7 girls said that they had been raped when they were under 12 years of age. 10 girls had told their mother/guardians about the episode but in only 5 cases had the rape been reported to the police. Only 4 girls had been seen by a doctor. Sexual abuse of young girls is an important problem and most do not receive counselling or medical help. (AU)

Assuntos

RESUMO

Studies the nutritional status and health-related behaviours of adolescent Jamaican girls, examining the relationships between these factors and school achievement, attendance and dropout. Concludes that there is little information on the health and nutritional status or health behaviours of adolescent girls and that this adversely affects school achievement and contributes to dropout, as the available data suggest undernutrition is a problem. (AU)

Assuntos

RESUMO

As part of a study on health and nutrition of grade 8 girls in Kingston schools, their experience of violence and sexual harassment was investigated. Nine all-age and new secondary schools serving poor socio-economic areas in Kingston were identified. Four hundred and fifty-two girls were randomly selected from the 1,064 in grade 8, in proportion to the number enrolled in each school. Each girl was given an in-depth private interview by 1 of 5 trained female interviewers using a structured questionnaire. Nineteen girls (4 per cent) had been raped, including 3 girls raped more than once, one of whom was a victim of incest. The offenders were usually casual acquaintances. Sixteen cases were reported to an adult, 6 were reported to the police and 6 seen by a doctor. No girl received counselling. In the past year, twenty-two per cent of the sample had seen violent acts involving the use of a weapon at home, 40 per cent saw these at school and 64 per cent saw them elsewhere. While in Grade 8, 8 per cent were involved in fights at school with a weapon, and 21 per cent without any. Twenty-one per cent were afraid to come to school because of the violence in the community. Thirty-eight per cent had been beaten by an adult at home, and 57 per cent had been beaten at school with an instrument. Sexual abuse is under-reported, and few girls receive medical care or counselling. Also, there is an urgent need for remedial action to reduce the level of violence (AU)

Assuntos

RESUMO

Examines the concept of questioning and answering as a valuable aid in allowing students to be self-enquiring learners. Develops point by using a classroom situation with a specific science lesson. Demonstrates through examples of questions asked, i.e. the use of divergent and convergent questions. Analyses the two types of questions from responses elicited. Concludes that divergent questions encourage a variety of responses and can expand the students' awareness of their environment and their ability. (AU)

Assuntos