Airborne Culturable Fungi in Primary Schools Fouladi-Fard, Reza; Vaezi, Najmeh; Mahvi, Amir Hossein ...
Journal of School Administration Research and Development,
10/2023, Volume:
8, Issue:
2
Journal Article
Peer reviewed
The aim of this current research was to investigate airborne fungi in indoor environments at primary schools. The study also examined the correlation between these fungi and building characteristics, ...as well as some geographical and meteorological parameters. To achieve this aim, a passive sampling method was used. In this study, 148 samples were collected from the indoor environments of 24 schools located in Qom, Iran. To collect the samples, passive sampling was performed using Petri plates containing Sabouraud dextrose agar (SDA). The characteristics of school buildings were evaluated by checklist. The mean ± SD fungal load of indoor air in selected schools was found to be 10.1 ± 14.0 colonies (CFU/dm2/ h). According to the IMA standard, the majority of the classes (71.7%) were in very good condition. The dominant species were as follows: Aspergillus niger, Aspergillus candidus, and Aspergillus flavus. Furthermore, the fungal load of girls’ schools was significantly higher than that of the boys' schools (p < .05). The correlation analysis using the Pearson test showed that there was a direct correlation between the mean fungal load of classrooms and the number of students (p < .01). The highest concentration of fungi was found on the ground floor and in poor ventilation conditions (p < .05). During the study, it was found that schools located in the western part of Qom, Iran, had a higher concentration of fungi. This can be attributed to their exposure to the prevailing winds and the penetration of outdoor dusty air into indoor environments. The large number of students in each class and the inappropriate ventilation, which are the causes of airborne culturable fungi of these classes, call for the need for proper operation of school buildings.
Abstract
Background
There is limited information on the effect of age on the transmission of SARS-CoV-2 infection in different settings.
Methods
We reviewed published studies/data on detection of ...SARS-CoV-2 infection in contacts of COVID-19 cases, serological studies, and studies of infections in schools.
Results
Compared to younger/middle-aged adults, susceptibility to infection for children younger than 10 years is estimated to be significantly lower, while estimated susceptibility to infection in adults older than 60 years is higher. Serological studies suggest that younger adults (particularly those younger than 35 years) often have high cumulative incidence of SARS-CoV-2 infection in the community. There is some evidence that given limited control measures, SARS-CoV-2 may spread robustly in secondary/high schools, and to a lesser degree in primary schools, with class size possibly affecting that spread. There is also evidence of more limited spread in schools when some mitigation measures are implemented. Several potential biases that may affect these studies are discussed.
Conclusions
Mitigation measures should be implemented when opening schools, particularly secondary/high schools. Efforts should be undertaken to diminish mixing in younger adults, particularly individuals aged 18–35 years, to mitigate the spread of the epidemic in the community.
Our literature review suggests that compared to younger/middle-aged adults, susceptibility to SARS-CoV-2 infection in children aged <10 years is relatively low, while susceptibility in adults aged >60 years is higher. Mitigation measures should be implemented when opening schools, particularly secondary/high schools.
•Meta-analysis showing significant relations between working memory and mathematics.•The component that correlated most strongly with mathematics was verbal updating.•Type of mathematics measure was ...the most important moderator.•Other moderator variables were type of working memory measure, age and sample type.
Working memory, including central executive functions (inhibition, shifting and updating) are factors thought to play a central role in mathematical skill development. However, results reported with regard to the associations between mathematics and working memory components are inconsistent. The aim of this meta-analysis is twofold: to investigate the strength of this relation, and to establish whether the variation in the association is caused by tests, sample characteristics and study and other methodological characteristics. Results indicate that all working memory components are associated with mathematical performance, with the highest correlation between mathematics and verbal updating. Variation in the strength of the associations can consistently be explained by the type of mathematics measure used: general tests yield stronger correlations than more specific tests. Furthermore, characteristics of working memory measures, age and sample explain variance in correlations in some analyses. Interpretations of the contribution of moderator variables to various models are discussed.
Student participation in school decision-making and reform processes has taken inspiration from reconceptualisations of childhood. Advocates for student voice argue for the repositioning of children ...and young people in relation to adults in schools. This article works with data from a multi-sited case study of three primary schools and students', teachers' and school leaders' accounts of their student voice practices. We consider the relationships between students in student voice activities in primary schools, and the possibilities and ambivalences of representative students 'speaking for' other students. We integrate recent insights from moves beyond voice in childhood studies, and from the turn to listening in cultural studies, and raise questions for students, teachers and researchers who seek to encourage student voice in primary schooling. Author abstract
Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined ...change in academic scores for children variably exposed to a major bushfire in Australia. Comparisons were made between children attending high, medium, and low disaster-affected primary schools 2-4 years after the disaster (n = 24,642; 9-12 years). The results showed that in reading and numeracy expected gains from Year 3 to Year 5 scores were reduced in schools with higher levels of bushfire impact. The findings highlight the extended period of academic impact and identify important opportunities for intervention in the education system to enable children to achieve their academic potential. Author abstract
Gender stereotypes are often an unconscious notion, which can unjustly confine individuals’ pathways to that of those deemed acceptable in society. Therefore, this qualitative study aimed to explore ...whether such ideals are shown by primary school students’ and their teachers. Results showed that gender stereotypes were present, with both students and teachers expressing this. Students indicated that all six professions explored had large stereotypes. Teachers were largely in agreement, noting that although they felt able to challenge such ideals, many of them had no formal training throughout their teaching program. The results offer a rationale for more initial teacher training programs to explore the effects of gender stereotypes, preparing teachers to challenge these early on while children are developing their long-term beliefs, to avoid unjust bias.
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