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This document discusses school infrastructure issues in Latin America. It notes that despite efforts to build new educational facilities, infrastructure remains inadequate in some areas. Studies have found positive associations between physical school conditions and student learning. Good infrastructure like adequate building facilities, basic utilities, and comfortable learning environments can improve test scores and reduce learning gaps related to inequality. The document analyzes data from Latin American studies and hypothesizes that infrastructure in bad condition causes poor performance in students and teachers.
This document discusses school infrastructure issues in Latin America. It notes that despite efforts to build new educational facilities, infrastructure remains inadequate in some areas. Studies have found positive associations between physical school conditions and student learning. Good infrastructure like adequate building facilities, basic utilities, and comfortable learning environments can improve test scores and reduce learning gaps related to inequality. The document analyzes data from Latin American studies and hypothesizes that infrastructure in bad condition causes poor performance in students and teachers.
This document discusses school infrastructure issues in Latin America. It notes that despite efforts to build new educational facilities, infrastructure remains inadequate in some areas. Studies have found positive associations between physical school conditions and student learning. Good infrastructure like adequate building facilities, basic utilities, and comfortable learning environments can improve test scores and reduce learning gaps related to inequality. The document analyzes data from Latin American studies and hypothesizes that infrastructure in bad condition causes poor performance in students and teachers.
MODULE 4 THREAT IN SCHOOL SCHEDULE: 9:00 11:00 TEACHER: ARQ. BERTHA URREA GROUP # 5 Name Fluen! P"#nun$%a%#n S"u$u"e &n#'e()e Murillo Castro Juan (infrastructure in a! con!itions" Quis#$i %a$a &issette (Cri'e" (rte)a C#il*n +eo,anna (%c#ool in-uries" Quiru'a. +uale &ei!. (%c#ool /ires" MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% SU*TOPIC +: INFRASTRUCTURE IN *AD CONDITIONS INFRASTRUCTURE IN *AD CONDITIONS GENERAL INFORMATION 0na!e4uate sc#ool infrastructure5 lac6 of access to e!ucation for Afro co''unities5 an! in!i)enous Montuio an! teac#er trainin) are so'e issues t#at are inclu!e! in t#e re$ort of t#e %$ecial Ra$$orteur of t#e Unite! 1ations t#e ri)#t to e!ucation5 7is#ore %in)#5 8#o 8as $resente! .ester!a.. Also #i)#li)#ts a!,ances in t#e !ocu'ent5 es$eciall. as re)ar!s t#e a!o$tion of la8s5 re)ulations an! rules in t#e Constitution an! in,est'ent for e!ucation. 9+i,en t#e li'itations of t#e Ecua!orian e!ucational s.ste' in t#e $ast5 t#ere are enor'ous c#allen)es for t#e state an! societ.5: %in)#5 8#o !eli,er t#eir researc# to t#e Hu'an Ri)#ts Council in June ;01< sai!. 0nfrastructure T#e $role' is t#at5 !es$ite t#e construction of e!ucational units +oals an! re$licas of tra!itional sc#ools5 t#e infrastructure is still ina!e4uate in se,eral sectors. : Care s#oul! e ta6en t#at t#ese inno,ati,e a$$roac#es !o not e=acerate t#e !ifferences et8een stu!ents 8#o #a,e een fortunate enou)# to e inclu!e! in t#ese ne8 sc#ools an! 'ost still )o to sc#ools 8it# 'uc# less ca$acit.5: %in)# sai!. MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% Moon ec#oe! t#is ,ie8 an! 8arne! t#at it coul! lea! to !iscri'ination et8een t#ose 8#o #a,e access to sc#ools or not rene8e!. /or #i'5 it is a$$ro$riate t#at t#ere is a re!istriution of 'one. to in,est. %c#ool infrastructure #as tra!itionall. een anal.>e! as a factor associate! $ri'aril. 8it# sc#ool co,era)e. Ho8e,er5 it #as recentl. increase! t#e nu'er of stu!ies t#at #a,e foun! $ositi,e associations et8een t#e $#.sical con!itions of sc#ools an! stu!ent learnin). Berner (199< " 5 Cas# ( 199<" Eart#'an et al (199?" 5 Hines (199? " esti'ate! statisticall. $ositi,e effects et8een ,ariales of sc#ool infrastructure an! stan!ar!i>e! tests in se,eral cities an! states of U%A (@as#in)ton 3C5 Air)inia5 1ort# 3a6ota an! Air)inia 5 res$ecti,el. " . (t#er si'ilar stu!ies in t#e U%A #a,e s#o8n si'ilar -oints ( An!ersen 5 1999B A.res 5 1999 5 (C1eill 5 ;000 5 an! Eart#'an 5 199D". R.!een (;009 " $resents e,i!ence t#at t#e ne8 sc#ool uil!in)s i'$ro,e! test scores an! so'e s$ecific features of uil!in)s relate! to #u'an co'fort 5 can influence stu!ent ac#ie,e'ent . (t#ers conclu!e t#at t#e s$atial confi)uration 5 noise 5 #eat5 col!5 li)#t an! air 4ualit. are relate! to t#e $erfor'ance of stu!ents an! teac#ers ( Mar6 %c#nei!er ;00;5 A/T 5 ;00? 5 a'on) ot#ers" . T#ere is also a consensus on t#e $ositi,e effects of s'all sc#ools an! t#at t#e effect see's to e stron)er 8it# stu!ents fro' lo8er socioecono'ic )rou$s ( Eart#'an 5 ;00;". 0n su''ar. 5 t#e e'$irical e,i!ence fro' t#e U.%. in!icates t#at stu!ents 8#o atten! sc#ools 8it# )oo! infrastructure con!itions e=cee! . se,eral $ercenta)e .iel!s of stu!ents in sustan!ar! uil!in)s $oints. MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% 0n &atin A'erica an! t#e Cariean #a,e een fe8 o$$ortunities to stu!. co'$arati,el. t#e relations#i$ et8een t#e learnin) infrastructure5 es$eciall. !ue to t#e asence of !ataases re)ional sco$e. Ho8e,er5 t#e %econ! Re)ional %tu!. Co'$arati,e an! E=$lanator. (%ERCE " 5 con!ucte! in 1? countries in &atin A'erica in ;00? #as #el$e! to o,erco'e t#is li'itation insofar ,ariales containin) infor'ation on uil!in) infrastructure an! $ulic ser,ices5 sc#ools an! stu!ents results in stan!ar!i>e! tests lan)ua)e 5 'at#e'atics an! ciencias1 . A stu!. . U1E%C( %ERCE !ata re,eals t#at t#e $#.sical con!itions of sc#ools can #a,e a si)nificant i'$act on stu!ent $erfor'ance an! can si)nificantl. contriute to re!ucin) t#e learnin) )a$ associate! 8it# ine4ualit. social; . Anot#er recent stu!. ( 3uarte5 Bos an! Moreno5 ;010" also ase! on t#e %ERCE sc#ool sou)#t to i!entif. factors associate! 8it# t#e learnin) of stu!ents in &atin A'erica5 $articularl. t#ose relate! to teac#ers an! t#e sc#ool conte=t in 8#ic# t#e. $ractice teac#in). T#e stu!. foun! t#at t#e $#.sical infrastructure of sc#ools an! t#e connection to asic utilities (electricit. 5 8ater5 se8er an! tele$#one" are #i)#l. associate! 8it# learnin) 5 e,en after controllin) for a)e of teac#ers 5 teac#er trainin)5 effecti,e ti'e class 5 le,el of ,iolence 5 !iscri'ination an! ot#er socioEecono'ic ,ariales of t#e fa'ilies of t#e stu!ents. Bot# stu!ies su))est t#at etter facilities an! asic ser,ices in sc#ools coul! create en,iron'ents 'ore con!uci,e to ac#ie,in) etter learnin) MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% e!ucation. T#ese results are i'$ortant ecause t#e. in!icate t#at in,est'ents in sc#ool infrastructure an! asic $#.sical con!itions are not a lu=ur. ut a necessit.. T#is $a$er inten!s to e=$lore furt#er infor'ation on sc#ool infrastructure containe! in t#e !ataase of t#is %tu!. 8it# t#e ai' of : ( i " #a,e a ,ie8 of t#e state of t#e infrastructure of $ri'ar. sc#ools in t#e re)ionB an! ( ii " e=$loit t#e infor'ation aout t#e test results of t#is %tu!. to anal.>e t#e connections et8een sc#ool infrastructure con!ition 8it# t#e aca!e'ic $erfor'ance of stu!ents in 'at# an! lan)ua)e asic e!ucation in &atin A'erica . T#e conclusions for $ulic $olic. )ui!elines su))este! in t#e fiel! of infrastructure T#e sa'e ,iolence eit#er at #o'e or at sc#ool5 a floo! 5 a conta)ion 5 a $oor !iet or sc#ool infrastructure are $art of a cluster of ele'ents t#at t#reaten t#e li,es of stu!ents 5 not -ust are factors t#at #in!er sc#ool8or65 ut are ele'ents t#at )reatl. !i'inis# t#e $erfor'ance of stu!ents at t#e ti'e of t#e assess'ents. (n t#e one #an! 5 e,aluations ser,e as $ara'eter 8#ic# 'eans in,estin) in e!ucation 5 social res$onsiilit. 5 8#ic# re$resents t#e social 'oilit. for 'an. $eo$le 8#o #a,e access to it 5 for t#e 'ost nu'er for free. Moreo,er5 t#e assess'ents allo8 assessin) 8#et#er $eo$le are for'in) re)ions 5 if t#e e!ucation s.ste' is res$on!in) to social MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% !e'an! 5 if t#e stu!ents are eli)ile to li,e an! coe=ist in societ. an! #a,e t#e s6ills 5 attitu!es an! s6ills to e citi>ens . T#e ris6 in sc#ools is also $#.sical5 iolo)ical5 an! #ealt#5 . conta)ion5 t#ou)#5 : once ot# fe!eral an! state #ealt# an! e!ucation aut#orities consi!er t#at t#e con!itions con!uci,e to t#e return to sc#ool5 it is i'$erati,e t#at sc#ool lea!ers or)ani>e t#e sc#ool co''unit. E inclu!in) $arents E to ta6e action an! ta6e t#e necessar. #.)iene 'easures to $ro,i!e stu!ents 8it# a safe an! #ealt#. en,iron'ent.: (%E25 ;009: ;" . @#at 8e #a,e so far !eter'ine! t#e aut#orities is to isolate t#e sic65 se$arate! fro' t#e rest to a,oi! infection 5 #a,e !one internationall.5 $ro#iitin) fli)#ts5 #a,e !one at t#e sc#ool5 returnin) #o'e at t#e sli)#test si)n of conta)ion flu . it can also #a,e $role's 8it# acci!ents suc# as: F Acci!ents s#a. enc#es F Acci!ents 8it# electrical installations F Ha>ar!s lo8s 8it# !efecti,e fans F %e8er s#a. F Bat#roo's in $oor con!ition MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% HYPOTHESIS INFRASTRUCTURE IN *AD CONDITION CAUSES POOR PERFORMANCE IN STUDENTS AND TEACHERS, MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% INFRASTRUCTURE IN *AD CONDITIONS %c#ool infrastructure #as tra!itionall. een anal.>e! as a factor associate! $ri'aril. 8it# sc#ool co,era)e. Ho8e,er5 it #as recentl. increase! t#e nu'er of stu!ies t#at #a,e foun! $ositi,e associations et8een t#e $#.sical con!itions of sc#ools an! stu!ent learnin) E,i!ence t#at ne8 sc#ool uil!in)s i'$ro,e! test scores an! so'e s$ecific features of uil!in)s relate! to #u'an co'fort5 can influence stu!ent ac#ie,e'ent. (t#ers conclu!e t#at t#e s$atial confi)uration5 noise5 #eat5 col!5 li)#t an! air 4ualit. are relate! to t#e $erfor'ance of stu!ents an! teac#ers 0n &atin A'erica an! t#e Cariean #a,e een fe8 o$$ortunities to stu!. co'$arati,el. t#e relations#i$ et8een t#e learnin) infrastructures5 es$eciall. !ue to t#e asence of !ataases re)ional sco$e. Ho8e,er5 t#e %econ! Re)ional %tu!. Co'$arati,e an! E=$lanator. (%ERCE " 5 con!ucte! in 1? countries in &atin A'erica in ;00? #as #el$e! to o,erco'e t#is li'itation insofar ,ariales containin) infor'ation on uil!in) infrastructure an! $ulic ser,ices5 sc#ools an! stu!ents results in stan!ar!i>e! tests lan)ua)e 5 'at#e'atics an! science A stu!. . U1E%C( %ERCE !ata re,eals t#at t#e $#.sical con!itions of sc#ools can #a,e a si)nificant i'$act on stu!ent $erfor'ance an! can si)nificantl. contriute to re!ucin) t#e learnin) )a$ associate! 8it# social ine4ualit. MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% T#e ris6 in sc#ools is also $#.sical5 iolo)ical5 an! #ealt#5 . conta)ion5 t#ou)# 5 : once ot# fe!eral an! state #ealt# an! e!ucation aut#orities consi!er t#at t#e con!itions con!uci,e to t#e return to sc#ool 5 it is i'$erati,e t#at sc#ool lea!ers or)ani>e t#e sc#ool co''unit. E inclu!in) $arents E to ta6e action an! ta6e t#e necessar. #.)iene 'easures to $ro,i!e stu!ents 8it# a safe an! #ealt#. en,iron'ent. : (%E25 ;009: ;". @#at 8e #a,e so far !eter'ine! t#e aut#orities is to isolate t#e sic65 se$arate! fro' t#e rest to a,oi! infection 5 #a,e !one internationall.5 $ro#iitin) fli)#ts5 #a,e !one at t#e sc#ool5 returnin) #o'e at t#e sli)#test si)n of conta)ion flu . it can also #a,e $role's 8it# acci!ents suc# as: F Acci!ents s#a. enc#es F Acci!ents 8it# electrical installations F Ha>ar!s lo8s 8it# !efecti,e fans F %e8er s#a. F Bat#roo's in a! con!ition MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% SUMMARY 0nfrastructure as !e'onstrate! . se,eral stu!ies con!ucte! . U1E%C( s#o8s a stron) i'$act to t#e $erfor'ance of stu!ents an! teac#ers as t#e. are not in t#e correct con!itions for teac#in) an! learnin). T#e $s.c#olo)ical causeGs stu!ents an! teac#ers #a,e a ne)ati,e attitu!e in t#e classroo' causin) !iscoura)e'ent5 little interest in t#e 'atter5 an! #a,e no tas6s e4uall. unaccountale teac#ers t#e ri)#t 8a. to #a,e courses in a$$allin) con!itions5 enc#es5 lac6oar!s. 0t also s#o8s t#at 8it# t#e construction of ne8 uil!in)s for teac#in) t#at t#ere is an i'$ro,e'ent in stu!ent $erfor'ance for e=a'$le #i)#er )ra!es5 consistent atten!ance5 an! #o'e8or6 co'$letion. An! 8it# a $oor infrastructure $role's or #a>ar!s 'a. e $#.sical5 iolo)ical an! #ealt# in $oor sanitar. con!itions t#at can cause serious !iseases suc# as t.$#oi!5 $arasites5 s6in infections5 fun)us. @it# t#e ris6s for $#.sical !a'a)e occur ecause of s#a. seats5 causin) fractures5 8oun!s5 an! trau'a. T#e $resi!ent of Ecua!or launc#e! t#e $ro-ect to uil! 9sc#ools t#e 'illenniu'H in t#e $ro,inces 8it# #i)#er $o,ert. rates t#is for' t#e $ossiilit. of increasin) e!ucation an! re!uce illiterac. an! s#o8 t#at Ecua!or is a !e,elo$in) countr. an! t#at t#ese sc#ools #a,e 8it# all necessar. 'o!ern tools suc# as co'$uters5 $ro-ectors5 8#iteoar!s an! rea6fast also offers stu!ents for etter e!ucation MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% 0n se,eral sc#ools of Ecua!or see $oor $erfor'ance !ue to $oor infrastructure ut t#an6s to t#e current $resi!ent to see a i) c#an)e co'$are! to $re,ious $resi!ents as 'ore intereste! in e!ucation 8#ic# is t#e asis for t#e !e,elo$'ent of t#e countr.. MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% ANNE- MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% VOCA*ULARY LAUNCHED (AERB(": &A1IAR DISCOURAGEMENT (%U%TA1T0A(": 3E%A&0E1T( HA.ARDS (AERB(": AAE1URAR CONDUCIVE (A3JET0A(": C(13U1CE1TE FLIGHTS (%U%TA1T0A(": AUE&(% A*SENCE (%U%TA1T0A(": AU%E1C0A CONTAINING (AERB(": C(1TE1ER SHAVES (%U%TA1T0A(": A/E0TA3( *ENCHES (%U%TA1T0A(": TR0BU1A& MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% *I*LIOGRAPHY #tt$:JJ888.la#ora.co'.ecJin!e=.$#$JnoticiasJs#o8J1101<9KD?LJE 1J2oreMinfraestructuraMeMine4ui!a!Me!ucati,aMenMlasMaulasM! eMEcua!or.#t'lN.U<A+!K/O(+s #tt$:JJ888.'e!ellin!i)ital.)o,.coJMe!iatecaJre$ositorioP;0!e P;0recursosJB03M1otasT PC<PA9cnicas0nfraestructuraEscolar.$!f #tt$:JJ888.el!iario.ecJnoticiasE'anaiEecua!orJ1OD0K;E estu!iantesEenEries)oE$orE'alaEinfraestructuraJ MUR0&&( JUA1 CAR&(% %UBT(20C 1: 01/RA%TRUCTURE 01 BA3 C(130T0(1% &0%%ETTE QU0%H20 %UBT(20C ;: CR0ME SU*TOPIC /: CRIME THREAT IN THE SCHOOL C"%me Gene"al %n0#"ma%#n %c#ools #a,e )reat $otential as a locus for cri'e $re,ention. T#e. $ro,i!e re)ular access to stu!ents t#rou)#out t#e !e,elo$'ental .ears5 an! $er#a$s t#e onl. consistent access to lar)e nu'ers of t#e 'ost cri'eE$rone .oun) c#il!ren in t#e earl. sc#ool .earsB t#e. are staffe! 8it# in!i,i!uals $ai! to #el$ .out# !e,elo$ as #ealt#.5 #a$$.5 $ro!ucti,e citi>ensB an! t#e co''unit. usuall. su$$orts sc#oolsC efforts to sociali>e .out#. Man. of t#e $recursors of !elin4uent e#a,ior are sc#oolErelate! an! t#erefore li6el. to e a'enale to c#an)e t#rou)# sc#oolEase! inter,ention. %c#ool en,iron'ent factors relate! to !elin4uenc. inclu!e a,ailailit. of !ru)s5 alco#ol5 an! ot#er cri'ino)enic co''o!ities suc# as 8ea$onsB c#aracteristics of t#e classroo' an! sc#ool social or)ani>ation suc# as stron) aca!e'ic 'ission an! a!'inistrati,e lea!ers#i$B an! a cli'ate of e'otional su$$ort. T#ere are se,eral factors t#at lea! a $erson to eco'e a cri'inal for e=a'$le: S#$%al 0a$#"1: C#il!#oo! e#a,ior is re$eate! in a!olescenceB t#e a! use of t#e free ti'eB lac6 of fa'il. t#e en,iron'ent E$#n#m%$ 0a$#"1: T#e econo'ic crisisB t#e 'i)rationB t#e une'$lo.'entB t#e inflation 8it# t#e $assin) of t#e .ear. P#l%%$al 0a$#"1: T#e corru$tion in all t#e social strataB t#e loss of et#ical an! 'oral ,alues. &0%%ETTE QU0%H20 %UBT(20C ;: CR0ME En2%"#nmenal 0a$#"1: (ne of t#e factors in a!!ition to t#e nei)#or#oo!5 'a. e t#e )rou$ of frien!s A'on) t#e fa'il. factors t#at 'a. #a,e a ne)ati,e influence can inclu!e: T#e le,el of $arental su$er,ision. T#e 8a. to !isci$line c#il!ren . $arents. 2arental conflict or se$aration. 2arents or cri'inal rot#ers. 2arental ause or ne)lect. T#e 4ualit. of t#e $arentEc#il! relations#i$. %tu!.in) cri'inal e#a,ior Del%n3uen an( $"%m%nal 4e5a2%#": Cri'e an! !elin4uenc. inclu!es t#e full ran)e of acts for 8#ic# in!i,i!uals coul! e arreste!. 0t inclu!es cri'es a)ainst $ersons ran)in) in seriousness fro' 'ur!er to roer. to 'inor assault. 0t inclu!es an arra. of cri'es a)ainst $ro$ert. ran)in) fro' arson to felon. t#eft to -o.ri!in). Cri'e an! !elin4uenc. also inclu!es $ossession5 use5 an! sellin) of !ru)s. /or -u,eniles5 it inclu!es status offenses suc# as runnin) a8a.. 3i'ensions of cri'e t#at are often 'easure! !istinctl. in e,aluations inclu!e a)e of first in,ol,e'ent5 status as a !elin4uent e,er in oneCs life5 current cri'inal acti,it.5 an! fre4uenc. of !elin4uent in,ol,e'ent. 6%5("a'al 0"#m 1$5##l: &ea,in) sc#ool $rior to )ra!uation an! truanc. are often use! as 'easures of success in $re,ention $ro)ra's. T#e $recise !efinition of truanc. !iffers accor!in) to &0%%ETTE QU0%H20 %UBT(20C ;: CR0ME location. /or $ractical $ur$oses it is often 'easure! as t#e nu'er of !a.s asent fro' sc#ool. C#n(u$ 7"#4lem18 l#' 1el09$#n"#l8 a))"e11%#n: T#ese c#aracteristics are so #i)#l. relate! to !elin4uent e#a,ior t#at t#e. 'a. e consi!ere! $ro=ies for it. %tu!ies of sc#oolEase! $re,ention often 'easure t#ese c#aracteristics in a!!ition to or in lieu of actual !elin4uent e#a,ior ecause t#e su-ects are too .oun) to #a,e initiate! !elin4uent e#a,ior5 t#e 4uestions are less contro,ersial ecause t#e. are not selfEincri'inatin)5 or teac#ers an! $arents are 'ore ale to rate .out# on t#ese c#aracteristics t#an on actual !elin4uent e#a,ior5 8#ic# is often co,ert. Con!uct $role' e#a,ior susu'es a ,ariet. of e#a,iors: !efiance5 !isres$ect5 reelliousness5 #ittin)5 stealin)5 l.in)5 fi)#tin)5 tal6in) ac6 to $ersons in aut#orit.5 etc. &o8 selfEcontrol is a !is$osition to e#a,e i'$ulsi,el.5 an! a))ression in,ol,es co''ittin) acts of #ostilit. an! ,iolatin) t#e ri)#ts of ot#ers. &0%%ETTE QU0%H20 %UBT(20C ;: CR0ME HYPOTHESIS ROC& MUSIC AND SOME PROGRAMS ON TV PROMOTE CRIME IN THE SCHOOL, &0%%ETTE QU0%H20 %UBT(20C ;: CR0ME S7e$%0! %n0#"ma%#n T#e sc#ool en,iron'ent 8as a ris6 factor use! in contriutin) to antisocial e#a,ior. %c#ools can e !ifferentiate! . t#eir or)ani>ation5 location5 teac#in) 'et#o!s5 teac#er attitu!e an! a nu'er of features5 suc# t#at !ifferent sc#ools can influence cri'e $atterns of o.s5 es$eciall. in reference to t#e nu'er of c#il!ren allo8e! 8it# e#a,ioral $role's. Cri'e #as a nu'er of causes an! factors t#at influence a $articular #u'an ein) to co''it a cri'e5 not -ust une'$lo.'ent5 t#e econo'ic crisis an! fa'il. rea6!o8n 8#ic# $ro'ote cri'e in sc#ools5 in a!!ition to t#ese us also roc6 'usic an! so'e $ro)ra's on TA. R#$: mu1%$ Roc6 'usic re$resents a certain )rou$ of $eo$le5 or e,ents5 or attitu!esB an! !efine! as a :lost )eneration of $eo$le 8#o !o not fit.: Most of t#e criticis' ai'e! at current $o$ular 'usic ste's fro' t#e assu'$tion t#at 9contentH (t#e attitu!es5 ,alues5 an! e#a,iors $ortra.e! in l.rics" 'a. influence #o8 .oun) listeners t#in6 an! act. 1ot sur$risin)l.5 it is a concern t#at e'$#asi>es t#e ne)ati,es5 suc# as ,iolence5 'iso).n.5 racis'5 suici!e5 %atanis'5 an! sustance ause. Articles #a,e e,en een 8ritten 8it# #ea!lines li6e 9Har! roc6 'usic creates 6iller 'iceQH ase! on #i)# sc#ool scienceEfair e=$eri'ents in 8#ic# )rou$s of 'ice 8ere traine! to run 'a>es. +rou$s of 'ice listene! to classical 'usic5 #ar! roc6. T#e classical 'ice eca'e &0%%ETTE QU0%H20 %UBT(20C ;: CR0ME faster in runnin) t#e 'a>e5 8#ereas t#e #ar! roc6 'ice eca'e slo8er. 0t is !ifficult to !en. t#at 'usic #as eco'e 'ore a))ressi,e an! e!). o,er t#e !eca!es. Rears a)o5 t#e E,erl. Brot#ers san)5 ;65en I 'an !#u %n m! a"m18 all I 5a2e # (# %1 ("eam,< 0n t#e actualit.5 t#e 'essa)e #a! een si'$lifie! to5 ;He! 'e 'an 1#me 7u11!<, Clai's t#at $o$ular son) l.rics $ose a !an)er i'$licitl. assu'e t#at .oun) $eo$le inter$ret son)s in 'uc# t#e sa'e 8a. t#at a!ult critics !o. T#at is5 for ,iolent l.rics to $ro'ote .out# ,iolence or for sustance use $ortra.als to encoura)e e=$eri'entation 8it# illicit !ru)s5 .oun) au!iences $resu'al. 'ust fin! ,iolent or sustance relate! 'essa)es in t#e son)s. T#e $role' 8it# suc# assu'$tions is t#at se,eral !eca!es of co''unication researc# s#o8s 4uite clearl. t#at l.ric inter$retation is as 'uc# a $rocess of construction as of reco)nition or !isco,er.. T#us5 8#at .oun) $eo$le 'a6e of $o$ular son)s !e$en!s not onl. on 8#at t#e l.ric rin)s to t#e'5 ut also on 8#at t#e. rin) to t#e l.ric. P"#)"am1 #n TV Tele,ision (TA" #as its )oo! si!e. 0t can e entertainin) an! e!ucational5 an! can o$en u$ ne8 8orl!s for 6i!s5 )i,in) t#e' a c#ance to tra,el t#e )loe5 learn aout !ifferent cultures5 an! )ain e=$osure to i!eas t#e. 'a. ne,er encounter in t#eir o8n co''unit.. %#o8s 8it# a $rosaicall. 'essa)e can #a,e a $ositi,e effect on 6i!sC e#a,iorB $ro)ra's 8it# $ositi,e role 'o!els can influence ,ie8ers to 'a6e $ositi,e lifest.le c#an)es. Ho8e,er5 t#e &0%%ETTE QU0%H20 %UBT(20C ;: CR0ME re,erse can also e true: 7i!s are li6el. to learn t#in)s fro' TA t#at $arents !onCt 8ant t#e' to learn. TA can affect 6i!sC #ealt#5 e#a,ior an! fa'il. life in ne)ati,e 8a.s. 0tCs 8ort#8#ile for $arents to t#in6 aout 8#at role t#e. 8ant TA to $la. in t#eir fa'il.. Consi!er: A )reat !eal is 6no8n aout c#il!ren an! tele,ision5 ecause t#ere #a,e een t#ousan!s of stu!ies on t#e su-ect. Researc#ers #a,e stu!ie! #o8 TA affects 6i!sC slee$5 8ei)#t5 )ra!es5 e#a,ior5 an! 'ore. 0tGs 8ort# loo6in) at 8#at t#e researc# sa.s 8#en !eci!in) #o8 to 'ana)e tele,ision in .our fa'il.. %$en!in) ti'e 8atc#in) TA can ta6e ti'e a8a. fro' #ealt#. acti,ities li6e acti,e $la. outsi!e 8it# frien!s5 eatin) !inner to)et#er as a fa'il.5 or rea!in). TA ti'e also ta6es a8a. fro' $artici$atin) in s$orts5 'usic5 art or ot#er acti,ities t#at re4uire $ractice to eco'e s6illful. Here is a list of tele,ision $ro)ra's t#at )enerates ,iolence. Tele'un!oCs no,els5 t#e ani'ate! series suc# as /a'il. +u.5 A'erican 3a!5 T#e Cle,elan! %#o8 an! Bea,is an! ButtE#ea!5 Har,e. Bir!'an5 Attorne. TA series as: Jerse. %#ore5 T#e @al6in) 3ea!5 Brea6in) Ba!5 &a8 S (r!er: %$ecial Aicti's Unit5 C%0: Mia'i5 3r. House5 2rett. &ittle &iars an! ani'e series li6e Bleac#5 3eat# 1ote5 Aa'$ire 7ni)#t5 Rosario T Aa'$ire an! /ull'etal Alc#e'ist. T#is $ro)ra's of t, contain intense ,iolence5 e=$licit se=ual situation5 stron) coarse lan)ua)e an! intensel. su))esti,e !ialo)ue. Summa"! &0%%ETTE QU0%H20 %UBT(20C ;: CR0ME T#ere are 'an. factors 8#. so'e $eo$le eco'e cri'inals5 8e #a,e so'e roc6 'usic an! so'e $ro)ra's on TA as one of t#ese factors. R#$: mu1%$ Roc6 'usic in $articular #as a #i)# $ro$ortion of ,iolent5 se=ual5 !ru)s an! alco#ol t#e'es. /ans of roc6 'usic !o ten! to $ossess !ifferent c#aracteristics fro' ot#er .out#. @it# re)ar! to sc#ool5 roc6 fans re$ort 'ore conflict 8it# teac#ers an! ot#er sc#ool aut#orities an! $erfor' less 8ell aca!e'icall. t#an t#ose 8#ose tastes run 'ore to t#e 'ainstrea'. T#e. ten! to e !istant fro' t#eir fa'ilies an! are often at o!!s 8it# t#eir $arents. T#e 'usic 'a. reinforce a))ressi,e an! antisocial t#ou)#ts an! feelin)s5 an! t#us 'a6e t#ose t#ou)#ts an! feelin)s 'ore li6el. to occur in t#e future. In0luen$e #0 5e lee"1 T#e roc6ers #a,e e=$resse! t#eir t#ou)#ts an! feelin)s critici>es son)s5 a))ression5 ,iolence an! #ars# realities of life. /or e=a'$le5 8e #a,e t#e l.rics of Mutilation is t#e 'ost sincere for' of flatter. . Maril.n Manson: T#ereCs no rules to!a.. Rou steal instea! of orro8. Rou ta6e all t#e s#a$es t#at 0 'a6e. Maril.n Manson 8as la'e! an! 'ore recentl. so'e researc#ers sai! t#at t#e 'usic of Collecti,e %oul coul! influence t#e 'oo! of &0%%ETTE QU0%H20 %UBT(20C ;: CR0ME C#o %eun)EHui5 8#o 6ille! << $eo$le last .ear at Air)inia Tec#nolo)ical an! re$eate!l. #ear! t#e son) :%#ine:. Unfortunatel.5 t#e list of son)s an! t#e a))ressi,e e#a,ior of .oun) $eo$le ten!s to e 'uc# 'ore controllale tra)ic as$ects an! #a,in) a close relations#i$ 8it# ,iolence. P"#)"am1 #n TV: T#e tele,ision !oes s#o8 a lot of ,iolence5 8#et#er on t#e ne8s or entertain'ent $ro)ra's suc# as fil's. Ho8e,er5 t#ese $ro)ra's reflect t#e ,iolent #istor. of t#e 8orl!B situations t#at #a,e resulte! fro' #u'ans5 'isun!erstan!in)s5 t#eir i)norance an! ,ice. A co''onl. cite! statistic notes t#at a c#il! 8atc#es on tele,ision 1?5000 'ur!ers an! ;005000 acts of ,iolence efore reac#in) t#e a)e of 1D. 0n a!!ition5 e=$osure to tele,ision ,iolence causes c#il!ren to e less e'$at#ic 8it# ot#ers5 'ore fearful5 'ore a))ressi,e an! 'ore res$onsi,e to ,iolence 8it# class'ates. /or e=a'$le in Alaa'a5 a nineE.earEol! o. recei,e! a a! re$ort car! fro' #is teac#er. He su))este! sen!in) t#e teac#er $oisone! can!. as re,en)e as #e #a! seen on tele,ision t#e ni)#t efore. 0n conclusion t#e 'usic an! tele,ision $ro)ra's contain 'an. $ositi,e an! ne)ati,e as$ects5 ut 8e 'ust learn to !iscern an! ta6e all t#e )oo! an! a! t#ro8in) t#e' a8a.. VOCA*ULARY THROUGHOUT: (2RE2(%0C0U1" A &( &AR+( 3E DEVELOPMENTAL: =AD>ETIVO? 3E 3E%ARR(&&( &0%%ETTE QU0%H20 %UBT(20C ;: CR0ME PERHAPS: =ADVER*IO? QU0IV% CRIME9PRONE: CR0ME1 2R(2E1%(% SUPPORTS: (%U%TA1T0A(" A2(R(% EFFORTS: =SUSTANTIVO? E%/UERI(% SCHOOL9RELATED: RE&AC0(1A3A% C(1 &A E%CUE&A THEREFORE: =ADVER*IO? 2(R &( TA1T( CHILDHOOD: =SUSTANTIVO? 01/A1C0A *EHAVIOR: =SUSTANTIVO? C(M2(RTAM0E1T( NEGLECT: (%U%TA1T0A(" 1E+&0+E1C0A. 6ITHDRA6AL: (%U%TA1T0A(" RET0RA3A TRUANCY: (%U%TA1T0A(" AU%E1T0%M( 6ORTH6HILE: (A3AERB0(" AA&E &A 2E1A *I*LIOGRAPHY &0%%ETTE QU0%H20 %UBT(20C ;: CR0ME
#tt$:JJonline.cc-.$!=.e!uJresourcesJne8sEarticleJfactorsEt#atE affectEcri'inalEe#a,iorE;J #tt$:JJ888.cri'elirar..co'Jcri'inalM'in!J$s.c#olo).J$s.c#o $at#J;.#t'l #tt$:JJroc6an!roll'.t#s.8or!$ress.co'Jc#a$terE;Econs$irac.E t#eoriesJ &0%%ETTE QU0%H20 %UBT(20C ;: CR0ME (RTE+A +E(AA11A %UBT(20C <: %TU3E1T 01JUR0E% SU*TOPIC @: STUDENTS IN>URIES STUDENT IN>URIES GENERAL INFORMATION :%li$ an! fall: is a ter' use! for a $ersonal in-ur. case in 8#ic# a $erson sli$s or tri$s an! falls5 an! is in-ure! on so'eone elseCs $ro$ert.. T#ese cases usuall. fall un!er t#e roa!er cate)or. of cases 6no8n as :$re'ises liailit.: clai's5 ecause sli$ an! fall acci!ents usuall. occur on $ro$ert. (or :$re'ises:" o8ne! or 'aintaine! . so'eone else5 an! t#e o8ner or $ossessor of t#e $ro$ert. 'a. e #el! le)all. res$onsile. 3an)erous con!itions suc# as torn car$etin)5 c#an)es in floorin)5 $oor li)#tin)5 narro8 stairs5 or a 8et floor can cause so'eone to sli$ an! #urt #i' or #erself insi!e a uil!in). (t#er instances of sli$ an! fall inci!ents can occur 8#en $eo$le tri$ on ro6en or crac6e! $ulic si!e8al6s5 or tri$ an! fall on stairs or escalators. 0n a!!ition5 a sli$ an! fall case 'i)#t arise 8#en so'eone sli$s or tri$s an! falls ecause of rain5 ice5 sno8 or a #i!!en #a>ar!5 suc# as a $ot#ole in t#e )roun!. (RTE+A +E(AA11A %UBT(20C <: %TU3E1T 01JUR0E% C#mm#n A$$%(en1 %n S$5##l M%n#" $u1 an( 1$"a7e1 9, All 8e e,er cut $a$er or in-ure! 8it# s#ar$ $encils5 ot# ,er. co''on in t#e classroo'. %uc# 8oun!s are not !an)erous5 ut it is su))este! to treat t#e' 8it# 8ater5 soa$ an! an!a)es i''e!iatel. to $re,ent infection. A$$%(en1 (u"%n) "e$e11 9, 3urin) t#is $erio! c#il!ren release t#eir ener). runnin)5 -u'$in) an! $la.in)5 it is t#erefore $art of t#e !a. 8#ere 'ost acci!ents occur. To $re,ent ris6s is necessar. for sc#ools to )i,e a!e4uate $la. areas 'aintenance5 an! .ou #a,e teac#ers to 'onitor t#e acti,ities an! atten!in) stu!ents. InAu"%e1 0"#m 1l%7 #" 1um4le 9, stairs5 8et floors or floors in !isre$air cause fre4uent falls an! in-uries5 accor!in) to t#e in-ur. t#e stu!ent 'a. return to class or re4uire furt#er 'e!ical attention. To a,oi! t#is5 #ours of cleanin) s#oul! e set to )i,e little us. sc#e!ules an! constant 'aintenance to 6ee$ facilities in )oo! con!ition. (RTE+A +E(AA11A %UBT(20C <: %TU3E1T 01JUR0E% Dan)e"1 m%n#" A 'inor ris6 in t#e classroo' is a #a>ar! t#at coul! cause 'inor !isru$tion in t#e classroo'5 resultin) in a )reat fri)#t or 'inor in-uries. T#is t.$e of ris6 is co''on in cro8!e! roo's containin) 'an. #i)# s#el,es. 0f a teac#er #as a s#orta)e of stora)e s$ace5 .ou can o,erloa! .our rac6 8it# #ea,. o-ects t#at are not safe.(,er ti'e5 it coul! 8ea6en t#e s#elf su$$orts an! a oo6 or ot#er o-ect coul! fall an! #it a stu!ent. Anot#er less !an)erous is to #a,e 'an. c#airs an! tales in a roo'. T#ese ostructions coul! cause stu!ents to stu'le or eat t#eir le)s 8#ile 8al6in) aroun! t#e roo'. Dan)e"1 Im7#"an %cience las are full of 'aterials t#at are #ar'less if use! correctl.5 ut $ose si)nificant ris6s for acci!ents. Man. containers in science las are 'a!e of )lass5 8#ic# can cut stu!ents if t#e. rea6. T#e laoratories also contain c#e'icals t#at can e !an)erous if a stu!ent acci!entall. consu'es )as urners an! 'a. result in a 'a-or urn. Anot#er )reat !an)er is a 8in!o8 on t#e secon! floor (RTE+A +E(AA11A %UBT(20C <: %TU3E1T 01JUR0E% 8it#out a $ro$er loc6. Roun)er stu!ents 'i)#t fall out t#e 8in!o8 acci!entall.. HYPOTHESIS THE HIGHEST PERCENTAGE OF ACCIDENTS IN SCHOOLS ARE PRODUCED DURING CLASS TIME, (RTE+A +E(AA11A %UBT(20C <: %TU3E1T 01JUR0E% SPECIFIC INFORMATION C#il!ren an! teac#ers s$en! al'ost a t#ir! of t#eir ti'e in t#e classroo'5 a $lace t#at is not e=e'$t fro' acci!ents or ris6 factors. %ecurit. is one of t#e issues t#at s#oul! occu$. 'ore sc#ools5 ecause alt#ou)# t#ere are situations t#at can arise une=$ecte!l.5 'ost can e $re,ente!. T#e !an)ers of t#e classroo' 'a. e relate! to 'an. !ifferent t#in)s5 inclu!in) t#e t.$e of class5 a)e of uil!in) an! 4ualit. of construction of t#e loun)e. Eac# .ear5 'ore t#an <.L 'illion c#il!ren a)es OE19 are in-ure! . As 'an. as ;O $ercent of all c#il!#oo! in-uries occur at sc#ools. Alt#ou)# eac# class is !esi)ne! to e a $lace for learnin) 5 it coul! #a,e an. nu'er of ris6s t#at 'a. 'a6e it !an)erous. T#e !an)ers of t#e classroo' ,ar. 8i!el. !e$en!in) on t#e t.$e an! a)e of t#e stu!ents in t#e class. 0n laoratories an! 8or6s#o$s 8#ere s$ecific tools or ite's use! s#oul! e clearl. !efine! safet. re)ulations5 li6e8ise5 t#e teac#er in c#ar)e 'ust ensure t#at teac#in) stu!ents to use t#e' (RTE+A +E(AA11A %UBT(20C <: %TU3E1T 01JUR0E% $ro$erl.. %#oul! al8a.s e safet. $roce!ures an! a $lan in case of e'er)enc.. Because c#e'icals5 )as urners an! )lass ,essels5 classroo's c#e'ical can e #a>ar!ous. But a see'in)l. less !an)erous class as a )eo)ra$#. roo'5 can e !an)erous if $oorl. constructe! or erecte!. An e=a'$le is a s#elf t#at is fille! 8it# #ea,. oo6s an! not 8ell anc#ore! to t#e 8all.Also5 if an o-ect 'ounte! on t#e 8all5 li6e a TA5 it #as lost its stren)t# o,er ti'e5 stu!ents sittin) un!er t#e TA coul! e at ris6. 1ATURE (/ 01JURR 7E? Pe"$en B9+/ Pe"$en 2ossile /ractureJBro6en <9.9 2ossile /ractureJBro6en ;L.1 CutJ&aceration ;;.0 CutJ&aceration 19.1 Bu'$JBruiseJContusio n 11.0 %$rainJ%trainJTear 1?.O %$rainJ%trainJTear L.; Bu'$JBruiseJContusio n 10.K 2ossile Concussion O.0 2ossile Concussion O.< Elemena"! an( 1e$#n(a"! S$5##l InAu"%e1 (RTE+A +E(AA11A %UBT(20C <: %TU3E1T 01JUR0E% C(1TR0BUT01+ /ACT(R 7E? Pe"$en B9+/ Pe"$en Tri$$e!J%li$$e! ;D.0 Collision <;.; /all ;?.O Tri$$e!J%li$$e! 1D.1 Collision ;O.; E4ui$'ent ContactJ%#o$J2E 1L.0 E4ui$'ent ContactJ%#o$J2E 9.O (,ere=ertionJT8iste! 9.O Hit @it# T#ro8n (-ect ;.D /all D.9 2ER0(3 7E? Pe"$en B9+/ Pe"$en Recess <;.L 2E Class ?L.O &unc# Recess <;.L Class Ti'e (1ot 2E" L.D 2E Class 9.? Class C#an)e K.L Class Ti'e (1ot 2E" D.O &unc# Recess <.; Before %c#ool L.1 Before %c#ool O.1 Suma"! (RTE+A +E(AA11A %UBT(20C <: %TU3E1T 01JUR0E% Eac# .ear5 'ore t#an <.L 'illion c#il!ren a)es OE19 are in-ure! . As 'an. as ;O $ercent of all c#il!#oo! in-uries occur at sc#ools. Alt#ou)# eac# class is !esi)ne! to e a $lace for learnin) 5 it coul! #a,e an. nu'er of ris6s t#at 'a. 'a6e it !an)erous. T#e !an)ers of t#e classroo' ,ar. 8i!el. !e$en!in) on t#e t.$e an! a)e of t#e stu!ents in t#e class. 0n laoratories an! 8or6s#o$s 8#ere s$ecific tools or ite's use! s#oul! e clearl. !efine! safet. re)ulations5 li6e8ise5 t#e teac#er in c#ar)e 'ust ensure t#at teac#in) stu!ents to use t#e' $ro$erl.. %#oul! al8a.s e safet. $roce!ures an! a $lan in case of e'er)enc.. Elemena"! an( 1e$#n(a"! S$5##l InAu"%e1 E&EME1TARR %CH((& %EC(13ARR %CH((& <5KOD stu!ents are in-ure! eac# .ear ;5DOO stu!ents are in-ure! eac# .ear /our stu!ents are #os$itali>e! eac# 'ont# ecause of a stu!ent in-ur. /i,e stu!ents are #os$itali>e! eac# 'ont# ecause of a stu!ent in-ur.. T#e 'ost co''on area of t#e o!. in-ure! 8as t#e ar' (1O.KP". T#e 'ost co''on area of t#e o!. in-ure! 8as t#e fin)er or t#u' (1?.;P". 9.? $ercent of stu!ents are in-ure! in $#.sical e!ucation class L.D $ercent of t#e stu!ents 8ere in-ure! in ot#er class !ifferent to $#.sical e!ucation class VOCA*ULARY (RTE+A +E(AA11A %UBT(20C <: %TU3E1T 01JUR0E% *"#a(e": (a!-eti,o" '*s a'$lio P#5#le: (sustanti,o" ac#e Su))e1e(: (,ero $asa!o" su)eri!o *e5a2%#": =1u1an%2#? co'$orta'iento Ma%nenan$e: (sustanti,o" 'anteni'iento O2e"l#a(: (sustanti,o" sorecar)a ECem7: (,ero" e=enciWn L#un)e: (sustanti,o" el salon *u"ne"1: (sustanti,o" 4ue'a!ores O$$u" : (,ero" ocurrir C5%l(5##(: (sustanti,o" infancia (RTE+A +E(AA11A %UBT(20C <: %TU3E1T 01JUR0E% *I*LIOGRAPHY http://www.health.utah.gov/vipp/pdf/SchoolInjuries/State.pdf http://www.health.utah.gov/vipp/pdf/FactSheets/factSheet_ElementarySchoolInj uries.pdf http://www.health.utah.gov/vipp/pdf/FactSheets/factSheet_SeondarySchoolInjur ies.pdf http://www.health.utah.gov/vipp/schoolInjuries/overview.html (RTE+A +E(AA11A %UBT(20C <: %TU3E1T 01JUR0E% QU0RUMBAR &E03R %UBT(20C K: %CH((& /0RE% SU*TOPIC 4: SCHOOL FIRES GENERAL INFORMATION SCHOOL FIRES E!ucational entities suc# as $laces 8#ere stu!ents ac4uire 6no8le!)e5 it #as to e con,erte! into s$aces for t#e trainin) of $ersons res$onsile for t#e re!uction of ris6 cause! . fires. Currentl. Ecua!or #as een stren)t#ene! . t#e ite' on ris6 $re,ention5 re!uction of t#e sa'e an! 8or6in) on t#e 'ana)e'ent of e'er)encies t#at #a,e een su'itte! 8it# t#e $assin) of t#e .ears. H#' (# 0%"e1 1a"D T#e fires are $ro!uce! . t#e union of four ele'ents: fuel5 o=.)en5 air an! #eat. T#e co'ination of t#ose ele'ents is necessar. to !e,elo$ a fire. Control of t#e fire is . eli'inatin) one of t#e t#ree ele'ents. %ources of #eat inclu!e s'o6ers 'aterials5 ot#er na6e! fla'es (suc# as can!les"5 o,er#eatin) or s$ar6in) electrical e4ui$'ent5 c#e'ical reactions5 o,er#eatin) 'otors5 li)#tnin)5 focuse! solar ra.s5 an! 'an. ot#ers. QU0RUMBAR &E03R %UBT(20C K: %CH((& /0RE% 0n sc#ools5 co'ustile 'aterials aoun!B suc# as $a$er5 clot# an! furnis#in)s. Too5 6itc#ens5 8or6s#o$s an! laoratories 'a. contain fla''ale li4ui!s (suc# as coo6in) oil" or c#e'icals. 65e"e (# 0%"e1 1a"D /ire can start an.8#ere. Acci!ental fires can start 8#en fault. o,erE #eatin) electrical e4ui$'ent. 0n a sc#ool5 t#e. usuall. start insi!e a classroo'. /ires can e starte! an.8#ere5 an! often in $laces out of ,ie85 ot# insi!e an! outsi!e t#e sc#ools. H#' (# 0%"e1 (e2el#7 an( 17"ea(D @#en t#e fire starts in a close! s$ace5 #ot s'o6eEla!en )ases 8ill rise to t#e ceilin) an! 8ill for' a la.er t#at circulate un!erneat# of t#is an! if not controlle! it 8ill !ee$en an! finall. 8ill fill t#e entire s$ace. T#is s'o6e 8ill e irritant5 as$#.=iant an! to=ic5 causin) cou)#in)5 strea'in) e.es an! !ifficult. in reat#in). 0t 8ill also e !ense5 an! 8ill restrict ,ision ra$i!l.5 resultin) in !isorientation an! !ifficult. in 'o,in) a8a. fro' t#e fire affecte! area. %o5 a fire in a sc#ool5 if not controlle!5 8ill e e=ten!e! to ot#er $arts of t#e institution. T#is 'a. $ut at ris6 t#e safet. of t#e $eo$le a8a. fro' 8#ere t#e fire starte!5 an! coul! also cause !a'a)e in a 8i!e area. QU0RUMBAR &E03R %UBT(20C K: %CH((& /0RE% T#us sc#ools s#oul! e !esi)ne!5 'aintaine! an! 'ana)e! to re!uce fire s$rea!. 65# Sa"1 5e F%"e1D Arson in sc#ools is !irectl. lin6e! to .out# !isor!er5 antisocial e#a,iour an! ot#er .out# nuisance cri'es in t#e co''unit.. Unfortunatel.5 stu!ents5 e=Estu!ents or ot#ers 8it# 6no8le!)e of t#e sc#ool )enerall. start t#e )reatest nu'er of fires in sc#ools. (f t#e $eo$le 8#o 8ere foun! )uilt. of t#e cri'e of arson5 O0P 8ere et8een 10 an! 1? .ears of a)e. 1ot all of t#e' 8ere o.sB )irls are -ust as ca$ale of arson as t#e o.s are. E2a$ua%#n 7lan %n $a1e #0 0%"e %n 1$5##l1 %c#ools s#oul! e $re$are! for an. e'er)enc. an! s#oul! also $re$are t#eir stu!ents. @#ile no one e=$ects so'et#in) a! #a$$ens5 it is al8a.s etter to e rea!. in case. @e su))est t#at sc#ools #a,e an e,acuation $lan in case of fire. S%mula%#n: 0t is an e=ercise !e,elo$e! in an en,iron'ent $re$are! for t#is $ur$ose5 8#ere is sets t#e trainin) scener. . $ro,i!in) 8ritten or ,eral fictitious e,ent !eli,er.5 si'ilar to t#e actual i'$acts resultin) fro' t#e $reEestalis#e! $#eno'enon. T#is e=ercise is ase! on QU0RUMBAR &E03R %UBT(20C K: %CH((& /0RE% ,arious con!itions an! co'$le=ities5 so t#at in $ressure situation5 t#e $artici$ants can 'a6e ti'el. an! effecti,e !ecisions. D"%ll: 0t is t#e fiel! e=ercise 8#ere $eo$le5 as 'e'ers of t#e Ci,il 3efense Co''ittees5 in $ulic an! non$ulic institutions5 an! t#e $o$ulation in )eneral5 $artici$ate in a fictitious e'er)enc. (art" for a )i,en $#eno'enon. 0t allo8s e,aluatin) t#e res$onse ca$acit. of t#e a)enc. or a)encies en)a)e! in a scenario $lanne! to resol,e situations or $role's t#at 'a. arise as a conse4uence of t#e )i,en e,ent. S%mula%#n an( D"%ll1 O4Ae$%2e1: o 2resent a si'$lifie! i!eali>ation of t#e essential ele'ents in case of an e'er)enc.. o Ma6e e=$licit t#e 6e. relations#i$s an! interactions of t#e a)encies in,ol,e! in e'er)enc. care an! ,ulnerale $o$ulations. o %u-ect t#e $artici$ants to 'a6e !ecisions in stressful situations as e,i!ence of t#e !irect i'$act of t#e conse4uences of t#e si'ulate! e,ent. S%mula%#n an( D"%ll *ene0%1: o Hel$ to e,aluate E'er)enc. ($erations 2lans. o E,aluate t#e res$onse ca$acit. of t#e a)encies res$onsile for $ro,i!in) e'er)enc. care. QU0RUMBAR &E03R %UBT(20C K: %CH((& /0RE% o 2ro,i!e trainin) to 'ana)ers an! $eo$le in,ol,e!. o 0'$ro,e t#e interinstitutional coor!ination an! relations#i$s 8it# ,ulnerale $o$ulations. HYPOTHESIS FIRE DRILLS PRACTICES REDUCE THE RIS& OF SUFFERING SERIOUS ACCIDENTS QU0RUMBAR &E03R %UBT(20C K: %CH((& /0RE% SPECIFIC INFORMATION Ecua!or is a countr. 8it# #i)# ris6 of fires in sc#ool !ue to ina!e4uate facilities t#at e=ists in t#e'. 0n sc#ools e=ists co'ustile 'aterials aoun! #o8 $a$ers5 furnis#in)s an! clot#esB also5 t#ere are $laces t#at 'a. contain fla''ale li4ui!5 for e=a'$le5 laoratories5 6itc#ens5 etc. Accor!in) to t#e c#ief of t#e fire !e$art'ent5 in Ecua!or5 so'e sc#ools #a,e critical electrical installations. An! t#e. sa. t#at5 #a,in) a )oo! $lan in sc#ool e,acuation in case of fire enefits no one if not $ractice!. T#e $ractice 8ill #el$ infuse t#e $rocee!in)s in t#e 'in!s of c#il!ren an! $re$ares t#e' to e cal' !urin) an e'er)enc.. 0f a sc#ool !oesnGt 6no8 an e'er)enc. $lan5 une=$ecte! can #a$$en5 t#at so'eone !ies or suffers serious urns. An!5 se,ere fractures in an. $art of t#e o!. ecause of !es$air in t#e case of a fire. 0n t#e $s.c#olo)ical fiel!5 teac#ers an! c#il!ren are !ri,en . $anic5 suffer attac6s of $#oia5 an=iet. an! t#is $re,ents t#e' 8#o act 4uic6l.. QU0RUMBAR &E03R %UBT(20C K: %CH((& /0RE% T#is is a serious $role'B t#e nu'er of acci!ents 8ill e #i)#5 ecause in t#e 'o'ent of e'er)enc.5 t#e. !onGt reco)ni>e 8#ic# is t#e esca$e route. C#il!ren are at #i)#er ris6 of in-ur. an! !eat# cause! . fires an! urns ecause t#eir s6in is t#inner t#an t#at of t#e a!ults5 8#ic# $ro!uces 'ore serious urns at lo8er te'$eratures. Also5 ot#er cause is ina$$ro$riate reactions5 8#ic# 8oul! $ro!uce riots5 as$#.=ias5 a))lo'erations. /ire !rills are an i'$ortant $art of sc#ool safet.. T#e. $re$are! for 8#at .ou 'a. nee! to !o in case of fire. T#is is a ,er. lar)e enefit for stu!ents an! teac#ers5 as t#e ris6 of sufferin) serious #ar' 8ill e less. T#e 'ost i'$ortant t#in) is not to #a,e $anic. E1$a7%n) 0"#m a F%"e 0t is not unco''on for firefi)#ters foun! o!ies of c#il!ren #i!in) un!er a !es6 or insi!e of a closet. 0n 'an. cases5 s'all c#il!ren !ie in fires ecause t#e. are tr.in) to #i!e fro' s'o6e an! fla'es. QU0RUMBAR &E03R %UBT(20C K: %CH((& /0RE% SUMMARY All fires can5 an! s#oul! e a,oi!e!. T#e #u'an an! 'aterial !a'a)e t#at lea,es a fire5 'a6e it necessar. to t#in6 in its $re,ention. A sc#ool s#oul! #a,e a s$ace for t#e trainin) of $ersons res$onsile for t#e re!uction of ris6 cause! . fires. Tra)icall.5 c#il!ren O .ears of a)e an! un!er are !oule ris6 of !.in) in a fire t#at ol!er c#il!ren an! a!ults. Just ten 'inutes is t#e ti'e t#at 'ust last a fire !rill $ractice5 if it ta6es a lon) ti'e 8e run t#e ris6 of not e effecti,e at t#e ti'e of t#e e,ent. (nce finis#e! t#e si'ulationB 0t is controlle! . a tour to assess t#e effecti,eness of t#e 'aneu,ers in accor!ance to t#e t.$e of e'er)enc.. Accor!in) to t#e fire !e$art'ent 'ust 'a6e a 'oc6 o$erational $er 'ont# an! t8o fire !rills a .ear in in!ustries classifie! 8it# #i)# ris6 of fire. QU0RUMBAR &E03R %UBT(20C K: %CH((& /0RE% T#rou)# t#e $ractices t#e stu!ents 8ill learn t#e ris6s t#at can e foun! in t#eir !ail. li,es an! also #o8 to $re,ent t#e'. T#e. 8ill learn #o8 to a,oi! fire5 8#ic# o-ects are 'ost !an)erous5 8#at to !o in case of fire5 t#e. 8ill !isco,er t#e 'ain $rotecti,e e4ui$'ent suc# as fire e=tin)uis#ers5 fire #.!rants5 etc. 2arents an! teac#ers can 'a6e a si)nificant !ifference tau)#t fire safet. in a 8a. in 8#ic# .oun) c#il!ren can un!erstan!. 0t is a $ro,en fact t#at . $ro,i!in) t#ese lessons earl. can sa,e life. 0t is i'$ortant t#at t#e c#il!ren $ractice fire !rills so t#at in ti'es of $anic 6no8 e=actl. #o8 to )et out of t#e sc#ool 4uic6l. an! easil.. Ho8 'an. ti'es it #a$$ens t#at in a fire 8aitin) for #el$ ut t#is is not ecause t#e. !o not notice 8it# o$$ortunit.. /ro' #ere co'es t#e i'$ortance of con!uctin) fire !rills a)ainst troo$s in $laces 8it# #i)# ris6 of fire. QU0RUMBAR &E03R %UBT(20C K: %CH((& /0RE% ANNE- +, F%"e ("%ll1 7"a$%$e1 (e2el#7e( %n an e(u$a%#nal $ene" #0 5e 7"#2%n$e #0 AEua!, QU0RUMBAR &E03R %UBT(20C K: %CH((& /0RE% /, F%"e $au1e( %n Le!lan( S Ma"!F1 Ca5#l%$ S$5##l %n Lan$a15%"e Ge"man!,