Proofing rural lifeling learning

The countryside covers 85% of England’s land surface and the people who live and work in it comprise one fifth of the population. Yet in lifelong learning discourse, (as so often elsewhere) the countryside rarely receives much specific attention as the focus for elaboration and critique of policy. This Occasional Paper builds on a recent ‘rural proofing’ study undertaken for the Countryside Agency, which reviewed the application of government lifelong learning policies in, and their implications for, rural areas. In particular it attempted to identify and examine existing evidence for differential impacts of lifelong learning policies for rural people and businesses compared to their urban counterparts. The Countryside Agency study shows how little attention has to date been paid specifically to rural aspects of lifelong learning policy. It emphasises well known and long standing problems of access to learning opportunity, to do with inadequate and localised provision within a dispersed population, which are exacerbated by poor transport, concealed poverty (and other dimensions of social exclusion) and (for vocational training) by the specific difficulties faced by small rural enterprises. Beyond this, however, it confirms how little information exists regarding rural needs and uptake, which might allow such problems to be addressed in policy terms. It argues that existing research activities, (for example those of the Centre for the Wider benefits of Learning) should accommodate the rural dimension. In particular, local plans of the 47 regional Learning and Skills Councils (LSC) currently in production should be monitored to see to what extent they take the rural dimension into account, and how. It asserts that Non Departmental Public Bodies outside DfES (including Defra funded agencies such as the Countryside Agency) also have a role to play, in incorporating lifelong learning into their own policies (in the case of the CA especially within protected landscapes which are the focus of a number of new initiatives related to sustainable rural governance). Alongside these conclusions, however, lie other considerations. Neither lifelong learning nor rural proofing are unproblematic categories. This paper examines some of the political and ideological assumptions and constructs which underpin the categories of ‘lifelong learning’ and ‘rural proofing’. It argues that rural proofing (a government commitment to subjecting all its policies to scrutiny for rural relevance or bias) needs to reflect on its own assumptions as well as recognise contested paradigms of lifelong learning (as an umbrella term for all post school ‘adult learning’). It argues that the distinction between ‘rural’ and ‘urban’ needs to be mapped onto contested paradigms of lifelong learning, and, with them, seen in an historical context. Within New Labour, lifelong learning and rural governance are both subsets of a broader agenda that has to do with entrepreneurship and competitiveness; economic well-being and environmental quality; social inclusion, citizenship, civic participation and social engagement. It concludes that the new administrative and funding structures of lifelong learning may permit a closer strategic focus on perceived regional needs, particularly those to do with skills and employment. However they are unlikely to encourage a revival and re-focusing of non-vocational (and especially non-formal) learning opportunities. Moreover to the degree that the emphasis on widening participation and social inclusion may secure access to work for some, they do little in themselves to address structural problems of rural inequality and poverty. Current instrumental trends in lifelong learning are closely focused on perceived ‘human capital’ requirements but do not necessarily take into account the specific requirements either of rural enterprises or of the diversity of rural people and their needs. Any radical developments in rural areas will need to be part of a new rural settlement in which longstanding social and economic problems of rural areas are addressed

A National Library for Australian Educational Research.

The Australian Council for Educational Research – www.acer.edu.au – is Australia’s national educational research organisation. Its mission is to “create and promote research-based knowledge, products and services that can be used to improve learning”. The ultimate goal of ACER’s work is to improve outcomes for learners. We do this through reliable, scientific research and through the development of products and services grounded in dependable research. We create and disseminate research-based knowledge and develop and offer a variety of research-based professional resources and services. The Cunningham Library serves the ACER and as such is Australia’s national library for educational research. It is a unique, comprehensive collection of Australian educational research material dating from the early 1900s to the present day. The vast resources of Cunningham Library offer the researcher an up to date collection to support educational research. ACER is a national research organisation which has a corporate structure – a non-profit company – and is not financially supported by government. The Cunningham Library is not only a national research library, but is funded directly by research activity. A major research library both supports research and disseminates it. This paper demonstrates the role of the Cunningham Library – see www.acer.edu.au/library - in both providing access to information to support research, and playing a major role in disseminating research. The Library is embedded in the learning and research process by having a close alignment of corporate and library goals, and through its development and dissemination of knowledge-based products and services. Examples include databases such as the Library Catalogue, the Australian Thesaurus of Educational Descriptors (ATED) and the Database of International Education (DRIE) which are available for searching free of charge from the Library website; others, such as the Australian Education Index are available through subscription or included in the Library Membership. This paper describes these resources and services, and outlines new approaches being developed, such as online publishing initiatives: for example, the Australasian Education Directory (AED); and online content of international interest: for example, EdResearch Online, the Australian research repository of resources in Australian education, and others

Estimates of Bowhead Whale (Balaena mysticetus) Numbers in the Beaufort Sea during Late Summer

Broad estimates of bowhead whale numbers in Beaufort Sea outer continental shelf (OCS) waters were calculated based on raw counts of whales seen during aerial surveys conducted in late summer 1982-84, corrected by factors accounting for surface area not sampled, surfaced whales missed by observers, and whales too deep to be seen. Annual estimates ranged from roughly 700-1200 to 3000-3500 whales for the latter half of August and from 2000-2200 to 1600-2900 whales for the first half of September. Additionally, estimates of up to 3000 whales were calculated for subregions of the Beaufort Sea for two separate two-week periods, with adjacent-period estimates of only several hundred whales in the same subregions, implying that whale concentrations were highly transitory. The highest estimate (ca. 3500 whales) accounts for less than half of the estimated 7800 whales in the Bering Sea bowhead population. If the population estimate of 7800 whales is valid, then either a substantial number of whales summered outside Beaufort Sea OCS waters in 1982-84 or bowhead numbers are routinely underestimated by the methods used here, or some combination of both.Key words: bowhead whale, Beaufort Sea, outer continental shelf, abundance estimates, aerial surveysMots clés: baleine franche, mer de Beaufort, au large du plateau continental, évaluations de la quantité, relevés aérien

Life long learning in rural areas: a report to the Countryside Agency

Lifelong Learning is a broad umbrella term which includes many different kinds of provision and different forms of learning. At its heart is formal learning, often classroom based, or involving paper and electronic media, undertaken within educational institutions such as colleges and universities. It may or may not lead to an award and it includes learning undertaken for vocational reasons as well as for general interest. It encompasses what are sometimes also known as adult education, continuing education, continuing professional development (cpd), vocational training and the acquisition of basic skills. It may also include work-based learning, and may overlap with post compulsory (post 16) education, i.e. with further education and higher education, but normally applies to all ‘adult learning’ i.e. by people over the age of 19, in particular those who are returning to study after completing their initial education. From the perspective of the individual learner, however, non-formal learning (organised, systematic study carried on outside the framework of the formal system) is also important. This forms a continuum with informal learning that occurs frequently in the process of daily living, sometimes coincidentally for example through information media or through interpretive provision (such as at museums or heritage sites ). This report focuses on those aspects of adult learning which are directly affected by government policies, and thus of prime concern for rural proofing

Development of a technique for predicting the human response to an emergency situation

This paper presents development work on a new approach for predicting the human response to an emergency situation. The study builds upon an initial investigation in which 20 participants were asked to predict what actions they would take in the event of a domestic fire [1]. The development work involved a retest with an additional 20 participants to investigate the reliability of the approach. Furthermore, the analysis procedure was improved such that the results represented more accurately those which could be obtained from practical application of the approach. As found in the initial investigation, the frequencies and sequences of the reported acts had significant relationships with a study of behavior in real fires [2] (Spearman’s rho: 0.323, N=55, p<0.05) and (Spearman’s rho: 0.340, N=37, p<0.05), respectively. Further development work is required, but the results indicate that the approach may have use for predicting human behavior in emergencies

Development and Evaluation of Acceptance and Commitment Therapy delivered by Psychologists and Non-Psychologists in an NHS Community Adult Mental Health Service: A Preliminary Analysis.

Background: Previous studies have demonstrated Acceptance and Commitment Therapy (ACT) is effective for depression and may be useful for complex transdiagnostic clients. Aims: To conduct a preliminary evaluation whether ACT is feasible and effective when delivered by psychologists and non-psychologists for complex clients in a National Health Service (NHS) community mental health service for adults. Method: Staff were trained in ACT and conducted one-to-one therapy with clients. Measures on general mental health, depression, fusion and values were given pre-therapy post-therapy and at three month follow-up. Results: Standardised measures showed significant improvements post-therapy for global mental health, depression, cognitive fusion and values post-treatment. These were partially maintained at follow-up and remained after an intent-to-treat analysis. There were no differences in outcomes between psychologists and non-psychologists, Conclusions: ACT may be delivered effectively with limited training for complex cases in secondary care, though further research is needed

Parents' experiences of psychoeducational sleep management interventions : a qualitative study of parents of children with neurodisabilities

Psychoeducational approaches to managing behavioral sleep problems in children with neurodisabilities are directed at the parent, increasing their knowledge and understanding of sleep and requiring them to change the way they manage sleep disturbance. Given parental engagement with and adherence to an intervention are critical to its success, it is important we understand parents’ experiences of participating in interventions of this nature. It is surprising therefore that, to date, research in this area is extremely limited. This article reports the findings from a qualitative study of 35 parents who had received a psychoeducational sleep management intervention (SMI) delivered through 1 of the following modes: a half-day workshop (n = 8); a 4-session group-delivered intervention (n = 15); or 1-to-1 work with a specialist sleep practitioner (n = 12). The study was part of a larger program of work evaluating SMIs for children with developmental disorders, autistic spectrum conditions, or both. Purposeful sampling was used to represent intervention outcome, child’s diagnosis, parents’ education, and partner involvement in the intervention. Focus groups and individual interviews were used to gather data. The data were subject to a thematic analysis in relation to (a) parents’ descriptions of the processes by which a SMI leads to improvements in their child’s sleep; (b) parents’ views of the factors which hinder the achievement of positive intervention outcomes; and (c) parents’ views on intervention intensity and mode of delivery. The implications of the findings in terms of the design, content, and delivery of such interventions are discussed

Brain–Gut–Microbe Communication in Health and Disease

Bidirectional signalling between the gastrointestinal tract and the brain is regulated at neural, hormonal, and immunological levels. This construct is known as the brain–gut axis and is vital for maintaining homeostasis. Bacterial colonization of the intestine plays a major role in the post-natal development and maturation of the immune and endocrine systems. These processes are key factors underpinning central nervous system (CNS) signaling. Recent research advances have seen a tremendous improvement in our understanding of the scale, diversity, and importance of the gut microbiome. This has been reflected in the form of a revised nomenclature to the more inclusive brain–gut–enteric microbiota axis and a sustained research effort to establish how communication along this axis contributes to both normal and pathological conditions. In this review, we will briefly discuss the critical components of this axis and the methodological challenges that have been presented in attempts to define what constitutes a normal microbiota and chart its temporal development. Emphasis is placed on the new research narrative that confirms the critical influence of the microbiota on mood and behavior. Mechanistic insights are provided with examples of both neural and humoral routes through which these effects can be mediated. The evidence supporting a role for the enteric flora in brain–gut axis disorders is explored with the spotlight on the clinical relevance for irritable bowel syndrome, a stress-related functional gastrointestinal disorder. We also critically evaluate the therapeutic opportunities arising from this research and consider in particular whether targeting the microbiome might represent a valid strategy for the management of CNS disorders and ponder the pitfalls inherent in such an approach. Despite the considerable challenges that lie ahead, this is an exciting area of research and one that is destined to remain the center of focus for some time to come