Policy, competence and participation: empirical evidence for a multilevel health promotion model

This paper uses data from a European health promotion evaluation study (MAREPS) to empirically test some fundamental assumptions of health promotion theory. Analysis shows that both the competence of individual actors and the opportunities provided for by health-promoting policies are significant predictors of participation in health promotion action. It also demonstrates effects of health promotion values on such action. Moreover, people's perception of their own political efficacy, e.g. their influence on community decisions that effect their health, turns out to be a significant predictor of self-rated health. In conclusion, the paper encourages further research to investigate the effectiveness of health-promoting policy strategies within a multilevel health promotion framework. As the present results indicate, effective health-promoting policies may create opportunities that enable individuals and communities to increase control over the determinants of health, and thereby improve their healt

Neuropsychological assessment of attention in children with spina bifida

<p>Abstract</p> <p>Background</p> <p>Children with the severe form of spina bifida (SBM: spina bifida with myelomeningocele with accompanying hydrocephalus) may manifest attention deficits, and have a similar psychological profile to children with hydrocephalus due to other etiologies. It is unclear to what extent tests to assess attention in SBM are confounded by the accompanying cognitive or visual-motor impairments. The aim of this study was to analyse attention functions by administering two different types of attention tests, one with high and the other with low cognitive and motor requirements. This enabled the possible interaction between attention and cognitive and motor impairment to be assessed.</p> <p>Methods</p> <p>The study group comprised 31 children with SBM with shunted hydrocephalus. Twenty children with SB-only formed a closely matched comparison group. Of these, 19 children with SBM and 18 with SB had a full-scale IQ (FSIQ) higher than 70. All had undergone spinal surgery and all children with SBM had been shunted within the first months of life. Between 6 and 15 years of age, the children were assessed on focused and sustained attention, encoding, and distractibility/impulsivity, using both traditional tests and computerized attention tests.</p> <p>Results</p> <p>Compared to the SB group, attention scores of children with SBM were lower on the traditional tests, but when interfering cognitive and visual-motor requirements were eliminated using the computerised tasks, most differences disappeared. Furthermore, in contrast to traditional attention tasks, computerized tests showed no significant correlations with IQ-scores and visual-motor skills.</p> <p>Conclusion</p> <p>Assessment of attention functions in children with SBM by traditional tests may be misleading, because this paediatric population with complex cerebral malformations has difficulty with the cognitive and visual-motor requirements. To control for these interactions, the use of both traditional and computerized attention tests is recommended.</p

Process evaluation outcomes from a global child obesity prevention intervention

Background: While it is acknowledged that child obesity interventions should cover multiple ecological levels (downstream, midstream and upstream) to maximize their effectiveness, there is a lack of evaluation data to guide the development and implementation of such efforts. To commence addressing this knowledge gap, the present study provides process evaluation data relating to the experiences of groups implementing the EPODE approach to child obesity prevention in various locations around the world. The aim of this exploratory study was to investigate the barriers and facilitators to program implementation in program sites around the world to assist in developing strategies to enhance program outcomes. Methods: An online survey that included open-ended questions was distributed to the 25 EPODE programs in operation at the time of the survey (May 2012). The survey items asked respondents to comment on those aspects of program implementation that they found challenging and to suggest areas for future improvement. Eighteen programs representing 14 countries responded to the request to participate in the survey, yielding a 72% response rate. The responses were analyzed via the constant comparative method using NVivo qualitative data analysis software.Results: The main concerns of the various EPODE programs were their ability to secure ongoing funding and their access to evidence-based intervention methods and policy advice relating to relationships with third parties. These issues were in turn impacted by other factors, including (i) access to user-friendly information relating to the range of intervention strategies available and appropriate evaluation measures; (ii) assistance with building and maintaining stakeholder relationships; and (iii) assurance of the quality, independence, and transparency of policies and practices. Conclusions: The findings are facilitating the ongoing refinement of the EPODE approach. In particular, standardized and tailored information packages are being made available to advise program members of (i) the various evaluation methods and tools at their disposal and (ii) methods of acquiring private partner support. Overall, the study results relating to the types of issues encountered by program members are likely to be useful in guiding the future design and implementation of multi-level initiatives seeking to address other complex and intractable health-related problems

Les écoles au Congo belge en 1924. Le rapport De Jonghe. Présentation et Texte

Résumé Pour tester à la praticabilité du projet de la commission de réforme de l\'enseignement au Congo, exprimé dans le projet de 1922, De Jonghe a entrepris un voyage de reconnaissance en 1924. Une nouvelle version du Projet paraissait en 1925 et la version définitive est approuvée en 1928 et publiée en 1929. La publication du texte du rapport de De Jonghe de son voyage d'Inspection des écoles au Congo belge, est la première d'une série qui doit mettre à la disposition des historiens, les textes fondamentaux de l'enseignement dans la Colonie Belge. Mots-clés : enseignement colonial, Congo Belge, De Jonghe Abstract In order to evaluate the applicability of the project designed by the Commission for the Reform of the Congolese school system in 1922, De Jonghe undertook a journey in the Congo in 1924. A new version of the project appeared in 1925, whose definitive version was approved in 1928 and published in 1929. Our publication of the text of De Jonghe's evaluation report is a first step in a concern to put at the disposal of historians, more key writings in the history of colonial education in the Belgian Congo. Keywords: colonial education, Belgian Congo, De Jonghe i>Annales Æquatoria 25(2004) : 451-49

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7 huizen in 3 huizen. Geïsoleerdere huizen in bestaande huizen.status: publishe

Woning OVO II

Structuur van 'stempels'. Organisatie van vrije plateaus: dwarse muren verdwijnen. Achterbouw wordt terug koer. Kelder wordt terug bruikbaar gemaakt. Groot raam voor licht en zicht. Delen van het programma zijn 'mis'-schaald. Reusachtige 'kamer'douche op de bovenste verdieping: blauwe kunststof bekleed vloer en wanden. Op de eerste verdieping is een tafel ontworpen die uit de vloer kan worden opgetild en plaats biedt voor een feest met 14. Brutaliteit van afwerking. 3.20m x 7.20m x 3 bouwlagen - 3.00m x 3.00m kelderberging.status: publishe

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Douche, bad en keuken verspringen uit de woning.status: publishe

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11 woonhuizen in het centrum van Amersfoort (NL) 9 aan de Valkestraat 2 aan de Stovestraat Opdrachtgever: Schipper-Bosch 2012-status: publishe