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4 results

  • 14 - Who Are the Multilinguals?

  • from Part III - Multilingual Identity and Investment
  • Edited by Wendy Ayres-Bennett, University of Cambridge, Linda Fisher, University of Cambridge
  • Book:
    Multilingualism and Identity
    Published online:
    22 July 2022
    Print publication:
    04 August 2022, pp 281-298

  • Summary

    How multilingualism and related concepts are seen, is likely to influence who identifies as multilingual. This chapter examines views of multilingualism in education in Norway. Based on an overview of prevailing definitions of multilingualism and the presentation of Norway as a multilingual country, I discuss the extent to which multilingualism is seen as a resource in the curricula for selected language subjects, white papers on education, the work of scholars researching multilingualism, and Norwegians in general. These understandings are compared to pupils’ own definitions of multilingualism and to what extent they identify as multilingual. The analysis shows that positive attitudes towards multilingualism are widespread in society and in policy papers on education. However, not all types of multilingualism are equally embraced, since migrants’ multilingualism is often discussed in problem-oriented terms. Furthermore, scholars in Norway refer mainly to migrants in multilingualism discourse, thus excluding most people living in Norway from identifying as multilingual. However, secondary school pupils’ own definitions and self-perceptions take a broader and more inclusive approach.

  • Implementation of Universal Infant Free School Meals: a pilot study in NE England exploring the impact on Key Stage 1 pupil’s dietary intake

  • Suzanne Spence, John NS Matthews, Lorraine McSweeney, Maisie K Rowland, Phoebe Orango, Ashley J Adamson
  • Journal:
    Public Health Nutrition / Volume 24 / Issue 10 / July 2021
    Published online by Cambridge University Press:
    02 December 2020, pp. 3167-3175
    • Article
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  • Objective:

    To consider the principal effect of an interaction between year (pre- and post-Universal Infant Free School Meals (UIFSM)) and school on pupil’s dietary intakes.

    Design:

    A repeated cross-sectional survey using dietary data from 2008 to 2009 (pre-) and 2017 to 2018 (post-UIFSM)

    Setting:

    Two primary schools, NE England.

    Participants:

    Pupils aged 4–7 years (2008–2009 n 121; 2017–2018 n 87).

    Results:

    At lunchtime, there was a statistically significant decrease in pupils non-milk extrinsic sugars intake (%E NMEs) pre- to post-UIFSM (mean change –4·6 %; 95 % CI –6·3, –2·9); this was reflected in total diet (–3·8 %; –5·2, –2·7 %). A year and school interaction was found for mean Ca intakes: post-UIFSM pupils in School 2 had a similar mean intake as pre; in School 1 intakes had increased (difference of difference: –120 mg; 95 % CI –179, –62); no reflection in total diet. Post-UIFSM mean portions of yogurt decreased in School 2 and remained similar in School 1 (–0·25; –0·46, –0·04); this was similar for ‘cake/pudding’ and fruit.

    Conclusions:

    Within the limitations, these findings highlight positives and limitations following UIFSM implementation and demonstrate the role of school-level food practices on pupil’s choices. To facilitate maximum potential of UIFSM, national levers, such as discussions on updating school food standards, including sugars, could consider removing the daily ‘pudding’ option and advocate ‘fruit only’ options 1 d/week, as some schools do currently. Small school-level changes could maximise positive health impacts by decreasing NMEs intake. A more robust evaluation is imperative to consider dietary impacts, equitability and wider effects on schools and families.

  • Comparative Analysis of the Perception of School Violence in Teachers, Pupils, and Families

  • José Jesús Gázquez Linares, Adolfo Javier Cangas Díaz, María del Carmen Pérez Fuentes, Francisca Lucas Acién
  • Journal:
    The Spanish Journal of Psychology / Volume 11 / Issue 2 / November 2008
    Published online by Cambridge University Press:
    10 April 2014, pp. 443-452

  • The main aim of the present study is to analyze the opinion of pupils, families and teachers in four European countries (Spain, Hungary, Austria and the Czech Republic) on the prevalence of violent behavior and other problematic aspects related to coexistence in schools, and on the way in which individuals are personally affected by them. For this purpose, a single instrument was used. From the results obtained it emerges, first of all, that there are significant differences depending on who is analyzing the school problems. Generally, families perceive the problems analyzed as less common and feel less affected by them personally. Hungary was considered to be the country with the lowest levels of school violence. Pupils indicate their concern about the high levels of lack of motivation or boredom, whilst teachers are more preoccupied about the serious problems of coexistence, due in particular to the presence or use of weapons and drugs and to intercultural conflicts.

  • 18 - Neuro-Ophthalmological Emergencies

  • from SECTION III - SPECIFIC NEUROLOGICAL CONDITIONS
    • By Dennis Hanlon, Department of Emergency Medicine Allegheny General Hospital Pittsburgh, Pennsylvania, Eric R. Eggenberger, Michigan State University East Lansing, Michigan
  • Edited by Sid M. Shah, Michigan State University, Kevin M. Kelly, Drexel University, Philadelphia
  • Book:
    Principles and Practice of Emergency Neurology
    Published online:
    06 August 2009
    Print publication:
    18 February 2003, pp 197-209

  • Summary

    Diplopia, visual loss, and pupillary asymmetry are important presentations of neuroophthalmologic emergencies. When evaluating a patient with diplopia, the most important initial step is to determine whether the diplopia is monocular or binocular. Binocular diplopia resolves when either eye is covered. Monocular diplopia usually results from ophthalmologic causes or refractive errors. Binocular diplopia results from ocular misalignment. Diplopia is most pronounced when looking in the direction of the limited extraocular movement regardless of cause. Neuro-ophthalmologic visual loss is divided into prechiasmal, chiasmal, or postchiasmal etiologies. Monocular visual loss indicates a lesion anterior to the chiasm. Pupils are evaluated for reactivity and size in light and dark environments. Anisocoria is defined as unequal pupil size. A significant percent (approximately 20%) of the population has minimal anisocoria without pathology, termed physiological or simple anisocoria. Only physiological anisocoria or Horner's syndrome produce anisocoria with normally reactive pupils.