Case study : essential elements of organizing a student-initiated service-learning project in developing countries

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Enabling climate science use to better support resilience and adaptation practice : rapid evidence assessment for the CLARE programme

The report summarises expert analysis and key findings from climate science information provision. The gulf, or “Valley of Death,” that exists between providers and users of information is a key focus of this report. The climate and resilience research framework programme (CLARE) in partnership with the International Development Research Centre (IDRC), will provide evidence and innovation needed to climate-inform the Department for International Development (DFID) and other UK Government investments threatened by climate change, particularly in Africa. Active engagement with the kind of climate science that is needed to enable adaptive management remains limited.UK Department for International Developmen

Physical education at preschools: practitioners’ and children’s engagements with physical activity and health discourses

This is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Sociology of Education on December 2013, available online: http://wwww.tandfonline.com/10.1080/01425692.2013.848780This paper focuses on one aspect of a qualitative study concerned with investigating the place and meaning of ‘physical education’ to practitioners and children at three preschools in Scotland. We examine the ways in which the participants engaged with discourses related to physical activity and health in order to construct their subjectivities. Fourteen practitioners and 70 children participated. Research methods employed were observations, interviews with adults, a group drawing and discussion activity with children, and interviews with children. Both the adults’ and children’s talk illustrated the dominance of neoliberal, healthism meanings which position individuals as responsible for their own health. While the children’s talk primarily centred on health as a corporeal notion, the practitioners tended to talk about physical activity and health in both corporeal terms and in relation to the self more holistically. The practitioners also talked about physical activity as a means of regulating children’s behaviour

The SIOPE strategic plan: a European cancer plan for children and adolescents

Cancer in young people is rare, but it is still a major health issue in Europe. Each year, more than 6,000 young people in Europe die of cancer. There are more than 300,000 European childhood cancer survivors (in 2020, they will be nearly half a million): two-thirds of them have some late side effects of treatment, that are severe and impact on the daily life of half of those affected. Within the European Network for Cancer research in Children and Adolescents (ENCCA), SIOPE and the European paediatric haematology-oncology community have established a longterm sustainable Strategic Plan to increase the cure rate and the quality of survivorship for children and young people with cancer over the next ten years. The ultimate goal is to increase the disease- and late-effect- free survival after 10 years from the disease, and beyond. Seven medical and scientific objectives have been set up to achieve these goals: 1. Innovative treatments: to introduce safe and effective innovative treatments (i.e. new drugs, new technologies) into standard care; 2. Precision cancer medicine: to use improved risk classification as well as biological characteristics of both the tumour and patient (such as molecular and immunological factors) to help guide decisions on which therapies to use; 3. Tumour biology: to increase knowledge of tumour biology and speed up translation from basic research to clinical care to benefit patients; 4. Equal access: to bring about equal access across Europe to standard care (in both diagnosis and treatment), expertise and clinical research; 5. TYA: to address the specific needs of teenagers and young adults (TYA), in cooperation with adult oncology; 6. Quality of survivorship: to address the consequences of cancer treatment such as long-term side effects, to better understand the genetic background/risk of an individual, and to improve quality of life of childhood cancer survivors; 7. Causes of cancer: to understand the causes of paediatric cancers and to address prevention wherever possible

Experiences and Outcomes of Preschool Physical Education: an analysis of developmental discourses in Scottish curricular documentation

This article provides an analysis of developmental discourses underpinning preschool physical education in Scotland's Curriculum for Excellence. Implementing a post-structural perspective, the article examines the preschool experiences and outcomes related to physical education as presented in the Curriculum for Excellence ‘health and wellbeing’ documentation. The article interrogates the ways in which developmental discourses are evident throughout this and related documentation and how these discourses might ‘work’ to produce specific effects on practitioners and children as they are deployed and taken up in Scottish preschool education contexts. This analysis involves speculating about potential consequences for practitioners' and children's experiences and subjectivities. In conclusion, it is suggested that practitioners should critically engage with the curriculum, as uncritical acceptance of the discourses underpinning it could lead to practices that may have negative consequences. Furthermore, the article proposes that future research should investigate the ways in which the discourses privileged in the Curriculum for Excellence ‘health and wellbeing’ documentation are taken up and negotiated in Scottish preschool settings

Screen or not to screen for peripheral arterial disease: Guidance from a decision model

__Abstract__ Background: Asymptomatic Peripheral Arterial Disease (PAD) is associated with greater risk of acute cardiovascular events. This study aims to determine the cost-effectiveness of one time only PAD screening using Ankle Brachial Index (ABI) test and subsequent anti platelet preventive treatment (low dose aspirin or clopidogrel) in individuals at high risk for acute cardiovascular events compared to no screening and no treatment using decision analytic modelling. Methods. A probabilistic Markov model was developed to evaluate the life time cost-effectiveness of the strategy of selective PAD screening and consequent preventive treatment compared to no screening and no preventive treatment. The analysis was conducted from the Dutch societal perspective and to address decision uncertainty, probabilistic sensitivity analysis was performed. Results were based on average values of 1000 Monte Carlo simulations and using discount rates of 1.5% and 4% for effects and costs respectively. One way sensitivity analyses were performed to identify the two most influential model parameters affecting model outputs. Then, a two way sensitivity analysis was conducted for combinations of values tested for these two most influential parameters. Results: For the PAD screening strategy, life years and quality adjusted life years gained were 21.79 and 15.66 respectively at a lifetime cost of 26,548 Euros. Compared to no screening and treatment (20.69 life years, 15.58 Quality Adjusted Life Ye

The development of Scotland’s Curriculum for Excellence: Amnesia and Déjà Vu

Scotland’s new Curriculum for Excellence (CfE) has been widely acknowledged as the most significant educational development in a generation, with the potential to transform learning and teaching in Scottish schools. In common with recent developments elsewhere, CfE seeks to re-engage teachers with processes of curriculum development, to place learning at the heart of the curriculum and to change engrained practices of schooling. This article draws upon well-established curriculum theory (notably the work of both Lawrence Stenhouse and A.V. Kelly) to analyse the new curriculum. We argue that by neglecting to take account of such theory, the curricular offering proposed by CfE is subject to a number of significant structural contradictions which may affect the impact that it ultimately exerts on learning and teaching; in effect, by ignoring the lessons of the past, CfE runs the risk of undermining the potential for real change

The global dimension in education and education for global citizenship: genealogy and critique

Encouraged by transnational organisations, curriculum policy-makers in the UK have called for curricula in schools and higher education to include a global dimension and education for global citizenship that will prepare students for life in a global society and work in a global economy. We argue that this call is rhetorically operating as a ‘nodal point’ in policy discourse a floating signifier that different discourses attempt to cover with meaning. This rhetoric attempts to bring three educational traditions together: environmental education, development education and citizenship education. We explore this new point of arrival and departure and some of the consequences and critiques