INFRASTRUCTURE AND SCHOOL PERFORMANCE: AN ANALYSIS OF SCHOOL CONDITIONS AND TEST SCORES IN LATIN AMERICA

UNIVERSITY OF GUAYAQUIL
FACULTY OF ADMINISTRATIVE SCIENCES

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%
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!.
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$$ro$riate t#at t#ere is a re!istriution of 'one. to in,est.
%c#ool infrastructure #as tra!itionall. een anal.>e! as a factor
associate! $ri'aril. 8it# sc#ool co,era)e. Ho8e,er5 it #as recentl.
increase! t#e nu'er of stu!ies t#at #a,e foun! $ositi,e associations
et8een t#e $#.sical con!itions of sc#ools an! stu!ent learnin).
Berner (199< " 5 Cas# ( 199<" Eart#'an et al (199?" 5 Hines (199? "
esti'ate! statisticall. $ositi,e effects et8een ,ariales of sc#ool
infrastructure an! stan!ar!i>e! tests in se,eral cities an! states of
U%A (@as#in)ton 3C5 Air)inia5 1ort# 3a6ota an! Air)inia 5
res$ecti,el. " . (t#er si'ilar stu!ies in t#e U%A #a,e s#o8n si'ilar
-oints ( An!ersen 5 1999B A.res 5 1999 5 (C1eill 5 ;000 5 an! Eart#'an 5
199D". R.!een (;009 " $resents e,i!ence t#at t#e ne8 sc#ool
uil!in)s i'$ro,e! test scores an! so'e s$ecific features of uil!in)s
relate! to #u'an co'fort 5 can influence stu!ent ac#ie,e'ent . (t#ers
conclu!e t#at t#e s$atial confi)uration 5 noise 5 #eat5 col!5 li)#t an! air
4ualit. are relate! to t#e $erfor'ance of stu!ents an! teac#ers ( Mar6
%c#nei!er ;00;5 A/T 5 ;00? 5 a'on) ot#ers" .
T#ere is also a consensus on t#e $ositi,e effects of s'all sc#ools an!
t#at t#e effect see's to e stron)er 8it# stu!ents fro' lo8er
socioecono'ic )rou$s ( Eart#'an 5 ;00;". 0n su''ar. 5 t#e e'$irical
e,i!ence fro' t#e U.%. in!icates t#at stu!ents 8#o atten! sc#ools 8it#
)oo! infrastructure con!itions e=cee! . se,eral $ercenta)e .iel!s of
stu!ents in sustan!ar! uil!in)s $oints.
0n &atin A'erica an! t#e Cariean #a,e een fe8 o$$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)
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
!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
HYPOTHESIS
INFRASTRUCTURE IN *AD CONDITION CAUSES POOR
PERFORMANCE IN STUDENTS AND TEACHERS,
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.
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
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
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..
ANNE-
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&
*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
&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.
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
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'$ulsi,el.5 an! a))ression in,ol,es co''ittin) acts of
#ostilit. an! ,iolatin) t#e ri)#ts of ot#ers.
HYPOTHESIS
ROC& MUSIC AND SOME PROGRAMS ON TV PROMOTE
CRIME IN THE SCHOOL,
S7e$%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
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
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"!
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
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(&&(
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

#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$irac.E
t#eoriesJ
(RTE+A +E(AA11A %UBT(20C <: %TU3E1T
01JUR0E%
SU*TOPIC @:
STUDENTS
IN>URIES
STUDENT IN>URIES
GENERAL INFORMATION
:%li$ 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!.
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.
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
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,
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'
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
01JUR0E%
C(1TR0BUT01+ /ACT(R
Tri$$e!J%li$$e! ;D.0 Collision <;.;
/all ;?.O Tri$$e!J%li$$e! 1D.1
Collision ;O.;
E4ui$'ent
ContactJ%#o$J2E
1L.0
E4ui$'ent
ContactJ%#o$J2E
9.O (,ere=ertionJT8iste! 9.O
Hit @it# T#ro8n (-ect ;.D /all D.9
2ER0(3
Recess <;.L 2E Class ?L.O
&unc# Recess <;.L Class Ti'e (1ot 2E" L.D
2E Class 9.? Class C#an)e K.L
Class Ti'e (1ot 2E" D.O &unc# Recess <.;
Before %c#ool L.1 Before %c#ool O.1
Suma"!
01JUR0E%
Eac# .ear5 'ore t#an <.L 'illion c#il!ren a)es OE19 are in-ure! . As
'an. as ;O $ercent of all c#il!#oo! in-uries occur at sc#ools.
Alt#ou)# eac# class is !esi)ne! to e a $lace for learnin) 5 it coul!
#a,e an. nu'er of ris6s t#at 'a. 'a6e it !an)erous. T#e !an)ers
of t#e classroo' ,ar. 8i!el. !e$en!in) on t#e t.$e an! a)e of t#e
stu!ents in t#e class.
0n laoratories an! 8or6s#o$s 8#ere s$ecific tools or ite's use!
s#oul! e clearl. !efine! safet. re)ulations5 li6e8ise5 t#e teac#er in
c#ar)e 'ust ensure t#at teac#in) stu!ents to use t#e'
$ro$erl.. %#oul! al8a.s e safet. $roce!ures an! a $lan in case of
e'er)enc..
Elemena"! an( 1e$#n(a"! S$5##l InAu"%e1
E&EME1TARR %CH((& %EC(13ARR %CH((&
<5KOD stu!ents are in-ure! eac# .ear ;5DOO stu!ents are in-ure! eac# .ear
/our stu!ents are #os$itali>e! eac#
'ont# ecause of a stu!ent in-ur.
/i,e stu!ents are #os$itali>e! eac# 'ont#
ecause of a stu!ent in-ur..
T#e 'ost co''on area of t#e o!.
in-ure! 8as t#e ar' (1O.KP".
T#e 'ost co''on area of t#e o!.
in-ure! 8as t#e fin)er or t#u' (1?.;P".
9.? $ercent of stu!ents are in-ure! in
$#.sical e!ucation class
L.D $ercent of t#e stu!ents 8ere in-ure! in
ot#er class !ifferent to $#.sical e!ucation
class
VOCA*ULARY
01JUR0E%
*"#a(e": (a!-eti,o" '*s a'$lio
P#5#le: (sustanti,o" ac#e
Su))e1e(: (,ero $asa!o" su)eri!o
*e5a2%#": =1u1an%2#? co'$orta'iento
Ma%nenan$e: (sustanti,o" 'anteni'iento
O2e"l#a(: (sustanti,o" sorecar)a
ECem7: (,ero" e=enciWn
L#un)e: (sustanti,o" el salon
*u"ne"1: (sustanti,o" 4ue'a!ores
O$$u" : (,ero" ocurrir
C5%l(5##(: (sustanti,o" infancia
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
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.
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.
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
,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.
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
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..
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.
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.
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 $laces 8it#
#i)# ris6 of fire.
ANNE-
+, F%"e ("%ll1 7"a$%$e1 (e2el#7e( %n an e(u$a%#nal $ene" #0 5e
7"#2%n$e #0 AEua!,
/, F%"e $au1e( %n Le!lan( S Ma"!F1 Ca5#l%$ S$5##l %n
Lan$a15%"e Ge"man!,

@, R%1:1 # 1u00e" %n a 0%"e,

VOCA*ULARY
STRENGTHEN: /(RTA&ECER
SU*MIT: %(METER
FUEL: C(MBU%T0B&E
HEAT: CA&(R
FLAMES: &&AMA%
OVERHEATING: RECA&E1TAM0E1T(
FAULTY: 3E/ECTU(%(
CEILING: TECH( 3E HAB0TAC0(1
RIS&: R0E%+(
INFUSE: 01/U130R
*URNS: QUEMA3URA%
THIN: 3E&+A3A
HIDE: E%C(13ER5 (CU&TAR
LAST: 3URAR
PROVIDE: 2R(2(RC0(1AR
*EHAVIOUR: C(13UCTA5 C(M2(RTAM0E1T(
NUISANCE: 3AX(5 2ERJU0C0(
GUITLY: CU&2AB&E
*I*LIOGRAPHY
#tt$:JJ888.in!eci.)o.$eJen)Jcontent.$#$Yite'ZM-EZ
#tt$:JJ888.)estion!eries)os.)o.ecJ
#tt$:JJse)'=.co'Jse)uri!a!E.Esalu!Eocu$acionalJsi'ulacroE
!eEincen!io.#t'l
#tt$:JJ888.u'c#s.or)Ju'c#sresourcesJa!'inistrationJ8or6$la
nJ2arentM0n,ol,e'entJ2arentME!ucationMHo'eMAisitsJ%afet.J
Teac#in)P;02reesc#olersP;0toP;0eP;0fireP;0safeE
P;0s$anis#.$!f

INFRASTRUCTURE AND SCHOOL PERFORMANCE: AN ANALYSIS OF SCHOOL CONDITIONS AND TEST SCORES IN LATIN AMERICA

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INFRASTRUCTURE AND SCHOOL PERFORMANCE: AN ANALYSIS OF SCHOOL CONDITIONS AND TEST SCORES IN LATIN AMERICA

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UNIVERSITY OF GUAYAQUIL

FACULTY OF ADMINISTRATIVE SCIENCES

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