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The relation of one school's admission decisions to performance in medical school was examined by comparing accepted applicants who chose to attend other institutions with rejected applicants who went to those same institutions. When differences among schools were controlled, no effect of admission decisions was observed.
The purpose of this study was to assess whether the schools satisfy the special requirements of diabetic pupils. Both school staff and parents were of the opinion that diabetic pupils need special consideration at school. However, the results reveal an inadequate knowledge of the basic facts about diabetes and its treatment--a situation which could have dangerous consequences for the child and complicate its schooling in a number of ways. The treatment of juvenile diabetes may also become difficult to manage. Most school staff seemed to lack any source of information about diabetes. The contact between parents and school was not always sufficient and information from the hospital was seldom adequate. At present the school cannot be expected to participate in the treatment of diabetes in the way that could be desired. Improved information of school staff on the subject is recommended, as well as early and repeated contacts between hospital and school. These conclusions are drawn from an investigation in which 308 school staff members and the parents of 61 diabetic pupils answered questiomaires.
Like antenatal and postnatal care, medical attendance at school is the most important basic element of all kind of preventive medicine. This applies in particular to the present situation, as both parents are employed very often, thus not having enough time for watching the beginning of illnesses, disturbances in the development, or behavioural anomalies of their children, and letting them have appropriate medical care. While elementary and intermediate school children are medically looked after in regular intervals by public welfare officers in the cities, the job of a school physician will be performed by the district medical officer in the market-towns and villages. Medical service at general secondary schools and technical colleges is usually rendered by a local general practitioner who again is only in a position to take that job as a sideline to his occupying general practice. Necessity is therefore pointed out of a thorough and regular medical care at school, particularly during the years of puberty and development of the youths during their period of growing up. Furthermore, it is shown that the school physician not only has to investigate and diagnose conscientiously, but also the numerous problems are being discussed he has to deal with in the attendance of youths from a physical and a psychical aspect. In this context it is tried to make clear why it is so important to establish personal contact with the young people, with their parents, and with the teaching staff. A series of serious illnesses is enumerated that were detected by the school physician and handed over to the general practitioner or the specialist for further exploration and treatment. The most frequent illnesses are high blood-pressure, heart- and eye troubles. With regard to his great and manyfold tasks the school physician will have to stick to his hours of duty in order to be ready for help and advice at any time. It is, therefore, not possible to perform this job on a side-line, as it would be a fulltime job to be a conscientious school physician. Finally, suggestions are made how to make the school medical officer a fulltime job and what has to be done in order to secure his financial existence.
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UNLABELLED: Information on the epidemiology, transmission dynamics, and public health impact of enteroaggregative Escherichia coli (EAEC) infection in schoolchildren from high-income countries is scarce. This study investigated the occurrence of EAEC infections in apparently healthy children (0-12 years) attending nursery, infant, and primary schools in Spain. High-resolution whole-genome sequencing typing was used to detect and trace back unnoticed episodes of transmission within school settings. An overall EAEC prevalence of 5.1% was observed, with children in the 0-3 age group showing the highest prevalence (24.2%). Besides their gastrointestinal potential, 17% of EAEC isolates revealed an additional urinary/systemic pathogenic potential. Presumptive outbreaks of EAEC infection were identified in two different nursery schools involving the endemic subtypes O126:H27-ST200 (15 children) and O111:H21-ST40 (12 children). Most affected children shared caregivers and common areas including activity, eating, sleeping, and diapering/toileting rooms. Direct person-to-person transmission was highly suspected, although foodborne transmission could not be completely ruled out. Six independent micro-foci of EAEC infections were additionally identified in five different infant and primary schools also involving O126:H27-ST200 (two children) and O111:H21-ST40 (three children), as well as O3:H2-ST10 (three children), O44:H18-ST1380 (two children and two siblings), and ONT:H33-ST34 (four children). No clear information was available on the sources of infection and transmission routes in these settings. CONCLUSION: Apparently healthy Spanish schoolchildren may be carriers and potential spreaders of certain EAEC subtypes with gastrointestinal/extra-intestinal pathogenic potential. While transmission within school settings appears to be the most likely explanation for the EAEC genomic clusters identified, particularly among toddlers, extra-school infections through alternative pathways cannot be entirely ruled out. WHAT IS KNOWN: • EAEC is increasingly considered as an important agent of domestically acquired paediatric diarrhoea in high-income countries. • Endemic EAEC subtypes differ between low- and high-income countries. WHAT IS NEW: • Apparently healthy children in high-income countries may be carriers and potential spreaders of certain EAEC subtypes with gastrointestinal/extra-intestinal pathogenic potential. • Transmission of endemic EAEC subtypes can occur within school settings, particularly during early childhood, without precluding other transmission modes.
Annual routine school examination for scoliosis has been established in the San Juan Unified School District. Additionally, several parochial schools and other schools in the county or nearby towns have expressed interest in such a program. A rapid, effective method, taking no more than 30 seconds per child, has been used to detect spinal curvature. The program is beneficial for those identified with scoliosis, because early detection, followed by proper treatment, can prevent major surgery. The need for careful school nurse follow-up must be emphasized. A standing x-ray and evaluation by a qualified physician are imperative. If scoliosis is diagnosed, the school nurse can be a very effective contact in assisting the students by discussing exercise or brace care and by providing encouragement and general supportive help.
All 410 ten- and twelve-year-old children of a school district underwent two repeated physical examinations within the school services, the first by the school nurse, the second by the school doctor. The aim was to compare their assessments to see if physical class examinations could be delegated to the nurse in future in order to release doctor's time. More than half of the children were found to have slight deviations from normal, most common of the spine and in the skin. The nurse detected many more deviations than the doctor but their assessments showed good agreement concerning functionally important deviations. Newly detected functionally important deviations were noted in 8 children (2%). The routine physical examination could perfectly well be delegated to the school nurse who has the necessary prerequisites to take this responsibility and screen out those children in need of a doctor's assessment, in this study 20%. She would release valuable time for the doctor who could then apply himself to the real health problems of the children of today: chronic diseases, behavioural and school problems, many of which frequently are concerns beyond the boundaries of traditional medical care.
126 elementary school teachers were interviewed in respect to their concepts of school failure and antisociality. According to their opinions antisociality finds its expression especially in the following behaviour: delinquent and/or destructive actions against others or the state, deliberate disturbance of social peace and order in a society, and criminality. The main causes of school failure are seen in intellectual-emotional development retardation, social isolation, rejection of a child by its parents, insufficient maturity for education hereditary mental retardation and lack of intelligence. The teachers' appraisal of antisociality and school failure are largely influenced by implicit theories, by which "the antisocial" and "the school failure" are regarded as deficit personalities. The teachers are aware of the overrepresentation of children from fringe groups and low social classes among antisocial or educationally failing pupils, they do, however, not realistically recognize the respective causal relations. In difference to other social control agents, their judgements nearly deny that school failure may also be caused by teachers.
This paper reports the reading scores measured on Neale's Analysis of Reading Ability of a series of 55 spina bifida children, some of whom attended normal schools and the remainder attended special schools and matched controls. A multiple regression equation was used to compare observed scores with the expected scores. The children receiving a normal school education were reading up to the level expected from their intelligence test scores, but the children in special schools had significant differences between observed and expected scores. The discrepancies may be accounted for by more profound physical handicap among the special school children but teachers' expectations may also be important in influencing reading achievement.
From a historical point of view it was the federal tuberculosis law of 1928 which gave an impulse to the Swiss School health services. Almost simultaneously a psychological service for school children was established in Basle. Besides physicians and psychologists, the present staff comprises speech pathologists and scientific coworkers. The mandate issued by the canton's government is mostly geared toward prevention of somatic, psychological and social disorders in the individual child and in risk groups, in the sense of social pediatrics. Carrying out this mandate requires a unity of investigation methods and the decisions resulting from findings. The statistical evaluation of epidemiological data depends on efficient computer use. High priority is given to data protection. With reference to the basic possibilities and limitations of activities in preventive medicine, questions of goals, acceptability and acceptance, curability and cost-benefit are discussed. The competitive situation between therapy and prevention is critically considered. An interdisciplinary approach including all the helping professions is strongly suggested.
As an experiment in integration, the joint placement of physically handicapped and non-disabled pupils into the regular class settings of a school belonging to the Hessisch-Lichtenau experiment makes special social and educational measures necessary both at school and in the residential home. The main activities have to be directed towards scientific studies of existing problems and their practical solutions. The following article describes the problems arising from the integrational efforts and suggests possible solutions.
With a rate of 0.5-1/1,000 of the total number of births in West Germany, spina bifida is next to cerebral paresis one of the most frequent congenital defects. Altogether, fifty places in special schools are needed per one million of inhabitants for spina bifida children. The loss of physical unctions is comparable to that in the case of paraplegia. The variety of medical and psychological problems makes the cooperation of highly different branches of study indispensible in a rehabilitation team (neurosurgeon, neuropediatrician, urologist, orthopaedist, pediatrician, educator, social worker, physical therapist). Each team member must be informed about the complete rehabilitation plan. These children's shortage of environmental experience is mainly due to their backwardness as regards motoric development, which cannot be recovered by means of individual physical therapy alone. On the other hand, additional, specifically selected and organised physical education makes possible the necessary mobility and social experiences. By giving the children exercises suitable for their ages it is hoped to achieve a late maturation and stabilization of the personality. In choosing the exercises it is first of all necessary to go back to the so-called fundamental activities like climbing, hanging by one's hands, sliding, pushing oneself up off the ground, swinging or throwing and catching, before going on to wheel-chair sports. Wheel-chair sport promises a varied selection for group exercises (games) and for everyday use. Using the wheel-chair as sports equipment, it is possible for persons with other types of locomotive handicaps to be integrated into the group. For physical education in special schools the pupils whould be arranged into groups according to their ability in order to keep the groups as homogenous and the children's chances as equal as possible. The most important teaching criteria are in this case: the creation of a happy atmosphere, a high degree of clarity, the fulfilment of individual inclinations, the encouragement of independence, the development of community life and the fulfilment of everyday tasks. In swimming, the spina bifida child differs from the normal child in his greater initial fear and in the existence of contractions, a scoliosis, hyperlordosis or -kyphosis due to the resultant instability of the water. Because of this, specifically oriented swim- and work-aids must be used. The didactic procedure is then the same as in the case of normal children. After the child's familiarity with and safety in the water is assured, one can proceed to individual swimming techniques and in a few cases to sport swimming. Bacteriological examination of the water did not yield any results which could cause objection on the grounds of hygiene.
Class attendance during illness was confirmed for numerous pupils of two schools. Successive generations whose median cases were separated by an interval consistent with the "serial interval" of variola minor were clearly found in the epidemic curve for II of the 29 classes with cases from both schools. Twenty two other classes had no case at all.
The authors report the first results of a transversal survey done from the end of November 1976 to the end of April 1977 in 4 secondary schools (CES, CEG) in Marseille and its suburbs. 1.795 children, between 11 and 15, in the first and fourth form, filled up a questionary inquiring into their smoking habits and consumption. Already a certain number of results can be drawn: --in this group of children, mostly girls (926 G/882 B) 181 were regular smokers (10,07%); --among these smokers, 70 smoked every day (38,6%), 60 smoked more than a packet a week (33%), finally 122 inhaled smoke; --they acquired the habit of smoking regularly between the age of 14 and 15, in the 3rd and 4th forms, as there was only 9,4% of smokers in the 3rd and 19% in the 4th form; --finally, parents seem to play a fundamental inducing part in this habit, as among smoking children 32.8% have parents both smoking, 41% a smoking mother, 71.2% a smoking father, while for non smokers the percentage were respectively of 19.9%, 24.9% and 54.3%.