Can Latin America Learn from Developing Asia’s Focused FDI Policies?

This paper argues that foreign direct investment (FDI) can make a very important contribution to development. The nature and level of benefits for developing countries and transition economies from FDI has become a much more controversial topic. While the accelerated growth of surging Asian economies, especially China, suggest that FDI in the right circumstances can be considered an important ingredient for economic advance, the debate over technological and other spillovers from FDI has shifted decisively against the existing presumptions regarding ‘automatic’ FDI benefits to the point of questioning their very existence based on East European and Latin American experiences. As a consequence, more and more developing countries and transition economies now make significant efforts to compete to attract ‘quality’ FDI at the same time that they also seek to ensure that they effectively benefit from the FDI they receive. To understand this phenomenon, this paper examines existing statistical information on FDI and the operations of transnational corporations (TNC) in the context of the new global political economy in which developing countries and transition economies are becoming much more assertive. In this new setting many developing countries and transition economies see themselves as needing general FDI less but wanting quality FDI more. For these reasons, developing countries and transition economies are increasingly prone to use active and focused policies to both attract quality or priority FDI and to ensure that the benefits from such coincide with their developmental priorities.(Please Puchase For Further Reading)Foreign direct investment, transnational corporations, industrial policy, development

Inclusive education and social competence development

Students with special educational needs are exposed to the same social and cultural effects as any other child. Their social and emotional development also evolves under those influences and they, too, must adjust to the conditions of their environment. In several cases, however, an inadequate learning environment keeps these children from experiencing and learning social skills and abilities (such as self-confidence and independence). Inclusive education for children with special educational needs is not common practice in Hungary even though it is equally well suited to fostering different social skills and abilities in children with either average or non-average development. This paper endeavours to argue for the importance of having inclusive education in Hungary by discussing examples abroad, with special emphasis on research and practical implementations in Great Britain

Primary biliary cholangitis: symptoms, diagnosis and management

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Haemochromatosis: what is it and could you have it?

Genetic haemochromatosis is the most common inherited genetic disorder among Northern Europeans, thought to affect 1:200 people in the UK. despite this, most people have never heard of the condition. Gerri Mortimore, lecturer in Post-registration \health Care at the \University of Derby, looks at the health implications of this disorder.N/

Genetic haemochromatosis: diagnosing and treating hereditary iron overload.

Genetic haemochromatosis (GH) is the most common inherited genetic disorder in caucasians, affecting approximately 1 in every 200–250 people. It leads to an increased absorption and deposition of iron, and if it is untreated it can cause systemic iron overload in some patients. This iron overload can cause inflammation and tissue damage to multiple organs, with the potential to lead to heart disease, diabetes and cirrhosis of the liver. Despite being a common condition, it is thought to be under diagnosed. However, it is known that some patients with a diagnosis of GH will present with cirrhosis at a young age, while others are virtually asymptomatic. Symptoms can be generalised, and diagnosis is made on blood tests. Treatment for GH requires the removal of blood, known as venesection. Approximately 400–500mls are removed at a time, and this procedure can be undertaken weekly until ferritin levels are brought down to 50 µg/l or below.N/

Alcohol: is it all that bad?

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Christmas health warnings go down like a sack of coal.

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Gallbladder Cancer

Gallbladder cancer (GBC) is a cancer originating in the gallbladder. It is the most common malignancy of the biliary tract, accounting for 80-95% of biliary tract cancers (Zhu et al., 2010; Hundal & Shaffer 2014). However, it is still relatively rare condition in the UK, with approximately 1130 new cases diagnosed each year (Cancer Research UK, 2023) equating to less than 1% of all cancers. Nevertheless, the incidence of GBC has risen by 67% since the early 1990s

Primary sclerosing cholangitis: a pre-malignant condition

Primary sclerosing cholangitis (PSC) is a chronic, progressive, cholestatic liver disease with no known cure. It is a serious condition, and diagnosis comes with an increased risk of developing cancer of the gallbladder, bile ducts or liver. Symptoms can include fatigue and jaundice, although the disease can be initially asymptomatic. Patients are at risk of deficiencies in fat-soluble vitamins. PSC is also associated with ulcerative colitis, and patients with a dual diagnosis will have an increased risk of developing bowel cancer. In addition, patients can develop fatal complications from colitis or liver failure. As such, primary sclerosing cholangitis can be characterised as a pre-malignant condition. In view of this, it is essential that patients undergo regular surveillance to observe and rapidly treat any developing complications.N/

CLIL and Social and Emotional Learning in Early Bilingual Education: Compatible and Mutually Beneficial

This article focuses on a key issue for the holistic education of the young child in the bilingual classroom: the optimal development of social and emotional competence when learning takes place in another language. Social and emotional learning (SEL) has been referred to as “the substance of education itself” by the National Commission on Social, Emotional, and Academic Development (2019, p. 6) and research shows that the beneficial effects on the wellbeing of young children are deep-reaching and long-lasting. The recent growth of bilingual education in early childhood has propelled Content and Integrated Learning (CLIL) to the forefront of teacher training, methodology, and research into the teaching and learning processes of young children in bilingual classrooms. However, there is a dearth of research investigating the development of SEL in early CLIL. In this context, this article reviews and brings together existing literature of SEL and CLIL and argues that the main tenets of both are highly compatible. Examination of research highlights the key role played by classroom climate for the effective implementation of SEL through CLIL, and the challenges faced through an absence of specific legislation and teacher training. Finally, this article proposes how pedagogical strategies might be successfully established within the lower and pre-primary CLIL classroom that are mutually beneficial to both the development of bilingual education and young children’s social and emotional wellbein