13 research outputs found

    Globalization from below: a brief survey of the "movement of movements"

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    The division and transfer of care responsibilities in paediatric type 1 diabetes: A qualitative study on parental perspectives

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    Contains fulltext : 231017.pdf (Publisher’s version ) (Open Access)Aim: To determine which factors other than child age play a role in the division and transfer of diabetes care responsibilities between parents and children with type 1 diabetes. Design: Qualitative focus group study. Methods: Across four sites in the Netherlands, 18 parents (13 mothers) of children (9–14 years) with type 1 diabetes participated in four focus groups in 2015–2016, as part of the research project 'Whose diabetes is it anyway?'. Qualitative content analysis and the constant comparison method were used to analyse the data. Results: According to parents, the transfer process included both direct and indirect tasks, had different levels (remembering, deciding, performing), was at times a difficult and stressful process, and showed large variation between families. A large number of child, parent and context factors were identified that affected the division and transfer of diabetes care responsibilities according to parents. Both positive and negative consequences of the transfer process were described for parental and child health, behaviour and well‐being. Parental final evaluations of the division and transfer of diabetes care responsibilities appeared to be dependent on parenting values. Conclusion: How families divide and transfer diabetes care tasks appeared to be affected by a complex interplay of child, parent and context characteristics, which had an impact on several parent and child domains. Impact Parents struggle with the right timing of transfer, which calls for more support from diabetes nurses. The identified factors can be used as input for integrating a more family‐based approach into current age‐based guidelines, to improve regular care.12 p

    UNESCO's communication policies as discourse: how change, human development and knowledge relate to communication

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    While the 1970s and 1980s as turbulent decades for the United Nations Educational, Scientific and Cultural Organization (UNESCO) have been well covered by international communication scholars, UNESCO's communication policies during the past decade have received less attention. Examining UNESCO's communication policies as discourse from a social constructivist and post-positivist standpoint, we found that discourses concerning change, human development and knowledge which popped up in the last decade can be regarded as giving a specific interpretation to the discourse on communication. These entwining discourses share a neglect of existing power relations and inequalities. Focusing on the individual, they offer an incomplete answer to structural inequalities and imbalances. As such, a specific interpretation of change, human development and knowledge reinforces the shift of the organization's communication policies which has been consolidated ever since its 1989 New Communication Strategy was adopted. In this process the organization has grown closer to the World Bank's neoliberal (and depoliticizing) approaches
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