"Coordination of European Policy in Poland: The importance of path dependence and increasing returns in the determination of European 'viability'"

[From the Introduction]. Each EU member state has its own EU policy coordination system. This system is decisive for its European “viability” with regard to EU policies and decision-making procedures. This viability is its general capacity to properly fulfill all Member State obligations arising from acquis and adequately address all problems arising during the process of acquis formulation (i .e. during the negotiation phase of its formation in the Council or in the comitology procedures where relevant committees support the European Commission whenever it has delegated legislative powers). The Member State’s European viability can be considered in terms of four complementary to each other spheres which can be referred to as relational areas: (a) domestic EU law and policies implementation area, in which the adequate recognition of acquis by relevant national authorities and bodies as well as its complete and effective implementation on the national ground is at stake, (b) cooperation-negotiation area, where the identification of national interests in the EU decision-making process, their substantiation and ultimate recasting into balanced mandates and persuasive negotiation argumentation later presented at the EU level should occur, (c) legitimization area, where positions presented by national administration in various EU decision-making gremia are given necessary political support by adequately identified domestic groups of significant interests and/or key national authorities elected by a broad suffrage (i. e. the parliament and, usually, regional and local self-governmental bodies), (d) litigation area, in which proper protection of national interests within the EU judicial system (i. e. through the Court of Justice or the Court of First Instance) is at stake, irrespective of whether the state appears as a plaintiff or a defendant, or an intervenient, in a given case under these European courts’ scrutiny

Refugee parent\u27s perspectives on preschool enrollment after migration and resettlement.

Over the years, researchers have documented the behaviors of refugee parents and their challenges as it relates to their children in preschool programs. However, there is a gap in the literature for understanding the refugee parental perception of preschool after resettlement, and what motivates or detracts from preschool enrollment. This research study was conducted to understand the phenomenon of preschool enrollment by refugee parents. The phenomenography research methodology was chosen for this study because it explores how a group collectively perceives a phenomenon. In this study, the research addresses how refugee parents perceive enrollment in public preschool programs. The data used for this research were primary data sources. Participants completed a questionnaire and participated in a semi-structured interview. The research data include 34 questionnaires and 12 semi-structured interviews. The participants were recruited from two refugee resettlement agencies. Interviews were conducted over a period of seven months. Some participants were interviewed in their native tongue using interpreters provided by the resettlement agencies while the others spoke English and did not need an interpreter. The interviews were audio and video recorded and then transcribed. The transcripts were iteratively analyzed using instruments developed by the researcher and NVivo coding. This analysis resulted in the identification of the categories of description, category outcomes, and the outcome space. The categories summarize the outcome space “survival instinct,” which describe the refugee parental perspective on preschool enrollment. This study, reveals the need for more research on refugee parental views as it relates to education acculturation. Future research may seek to explore how to empower refugee parent with knowledge and skills that support their hopes and dreams for their children’s educational journey and survival

Primary care micro-teams: a protocol for an international systematic review to describe and examine the opportunities and challenges of implementation for patients and healthcare professionals

Introduction: There has been a recent trend towards creating larger primary care practices with the assumption that interdisciplinary teams can deliver improved and more cost-effective services to patients with better accessibility. Micro-teams have been proposed to mitigate some of the potential challenges with practice expansion, including continuity of care. We aim to review the available literature to improve understanding of how micro-teams are described and the opportunities which primary care micro-teams can provide for practice staff and patients and limitations to their introduction and implementation. Our review asks: how is micro-team implementation described? What are the experiences of healthcare professionals and patients concerning micro-teams in primary care? What are the reported implications of micro-teams for patient care? // Methods and analysis: CINAHL, Cochrane Library, Embase, MEDLINE and Scopus will be searched for studies in English. Grey literature will be sourced from Google Scholar, government websites, CCG websites, general practice directives and strategies with advice from stakeholders. Included studies will give evidence regarding the implementation of micro-teams. Data will be synthesised using framework analysis. We will use iterative stakeholder and public and patient participation to embed the perspectives of those whom micro-teams could impact. Included studies will be quality assessed using the Mixed Methods Appraisal Tool. The quality assessment will not be used to exclude any evidence but rather to develop a narrative discussion evaluating included literature. // Ethics and dissemination: Ethical approval will not be necessary for this systematic review as there will only be a secondary analysis of data already available in scientific databases and the grey literature. This protocol has been submitted for registration to be made available on a review database (PROSPERO). Findings will be disseminated widely through peer-reviewed publication and in various media, for example, conferences, congresses or symposia

Influencing the Future of Sport and Exercise Medicine Education in the NHS

Introduction This PhD by published works aims to influence and develop the future direction of medical education in the medical speciality of Sport and Exercise Medicine (SEM). SEM involves musculoskeletal medicine, exercise medicine and team care. This commentary aims to provide an introduction, link the various published outputs and place the work in context. The overall portfolio contains 20 items of which there are 17 published peer-reviewed papers, one book and two book chapters. Six original research papers and one textbook form the central outputs of the portfolio. Methods A mixed methods approach has been used across the central published peer-reviewed papers. The key papers are formed from two key methodologies, that of semi structured interviews and the Delphi consensus method. Qualitative research performed by semi structured interviews and analysed via thematic analysis forms three of the published outputs. Two published Delphi studies develop the findings of the previous qualitative research to form an undergraduate and postgraduate syllabus for SEM and gain consensus. Findings Stakeholders of SEM, highlight a lack of awareness of the speciality of SEM in the NHS. SEM clinicians and stakeholders highlighted that SEM in the NHS should focus on musculoskeletal medicine and concussion. Interviews with NHS doctors suggested a need to increase exercise medicine related education in both undergraduate and postgraduate education. An SEM undergraduate and postgraduate syllabus was developed and consensus gained via a modified Delphi method using an expert panel of 45 clinicians. The final undergraduate syllabus had 58 learning objectives grouped into 9 subthemes while the postgraduate MSc SEM syllabus had 133 learning objectives divided into 11 subthemes. Finally, the textbook Sport and Exercise Medicine: An Essential Guide was published by Routledge which mapped to the majority of the postgraduate learning objectives developed