Guiding adults impartially : a Scottish study

In Scotland, the development of guidance for adults has been significant in the last few years. A 1992 Inspectorate report concluded that: 'Considerable progress has been made in developing effective arrangements for student guidance' (SOED, 1992: 36). However, the same document also called for improved pre-entry guidance and better course induction, the development of policy statements on guidance, and the commitment of resources to improving facilities, staff training and advocating. Since 1993, the Scottish Office-backed Adult Guidance Initiative-Scotland (AEGIS) has been responsible for raising awareness about good practice in guidance, and has produced policy documents and staff development materials on quality assurance and networking and held a number of national conferences. Researchers at the Scottish Council for Research in Education published four major studies in 1993-4, describing the experiences of adult returners, patterns of progression in post-school education and adult guidance practice. In 1996, the Scottish Office published strategy proposals for adult guidance, to include a telephone helpline (SOEID, 1996). TI1is was followed by an action plan on lifelong learning and guidance, including support for local guidance networks and increased marketing of learning opportunities (SOEID, 1997a and 1997b). Further research reports on the provision of guidance as part of access to higher education in Scotland were also published in 1996 (Blencowe et al, 1996; Blair and Tett, 1996). This article is based on research carried out to investigate the extent to which the principle of impartiality is perceived to be relevant and applicable by guidance practitioners in their work with adults. Guidance professionals have drawn attention to the importance of impartiality as a basic principle governing their practice. Also, the imperative of giving adults information and advice which is impartial and not influenced, for example, by recruitment targets for courses, is stressed in statements of good practice and practitioners' charters. The person-centred counselling approach underpinning these statements and charters tends to be strongly 'non-directive'. Guidance services have developed considerably in the last few years, but there is increasing competition between course providers and this has raised concerns about jeopardising impartiality

Takepart Learning Framework for active learning for active citizenship

Takepart Learning Framework for active learning for active citizenship. Guide for citizens, practioners and researcher

The development and validation of a scoring tool to predict the operative duration of elective laparoscopic cholecystectomy

Background: The ability to accurately predict operative duration has the potential to optimise theatre efficiency and utilisation, thus reducing costs and increasing staff and patient satisfaction. With laparoscopic cholecystectomy being one of the most commonly performed procedures worldwide, a tool to predict operative duration could be extremely beneficial to healthcare organisations. Methods: Data collected from the CholeS study on patients undergoing cholecystectomy in UK and Irish hospitals between 04/2014 and 05/2014 were used to study operative duration. A multivariable binary logistic regression model was produced in order to identify significant independent predictors of long (> 90 min) operations. The resulting model was converted to a risk score, which was subsequently validated on second cohort of patients using ROC curves. Results: After exclusions, data were available for 7227 patients in the derivation (CholeS) cohort. The median operative duration was 60 min (interquartile range 45–85), with 17.7% of operations lasting longer than 90 min. Ten factors were found to be significant independent predictors of operative durations > 90 min, including ASA, age, previous surgical admissions, BMI, gallbladder wall thickness and CBD diameter. A risk score was then produced from these factors, and applied to a cohort of 2405 patients from a tertiary centre for external validation. This returned an area under the ROC curve of 0.708 (SE = 0.013, p  90 min increasing more than eightfold from 5.1 to 41.8% in the extremes of the score. Conclusion: The scoring tool produced in this study was found to be significantly predictive of long operative durations on validation in an external cohort. As such, the tool may have the potential to enable organisations to better organise theatre lists and deliver greater efficiencies in care

Community education and community devepolment : the Scottish experience

Behind many of the writings on community development and community education there is a concern about those features of modern technological society, which, whilst raising material living standards for some, appear to create for others, tensions, disadvantage, alienation and social exclusion. These features are listed in the literature as the specialisation of social and economic roles, which it is claimed are increasingly separated from those played in small group life and the wider community; the increase in social and occupational mobility; alienation resulting from powerlessness; lack of involvement in significant decision making and the growing feeling of remoteness from the effective decision making processes in the political life of society (O’Donnell, 1997). There is a central assumption behind the theory and practice of community development and community education that material deprivation alone is not the only factor that creates social exclusion and disadvantage

Community education, community learning and development

This chapter discusses community education, community learning and development