953 research outputs found

    Cochrane corner: home or office when treating convergence insufficiency

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    Indigenous Fijian Notions of Child Development: Understanding children's ways of learning, knowing, and doing, and implications for policy and practice in the early years of school

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    This thesis is the first of its kind in the area of Indigenous Fijian child development cultural knowledge, its nature, its creation, organisation, maintenance, modification and transmission. The study chooses to privilege Indigenous Fijian child development cultural knowledge and has made space for Indigenous Fijian voices to express and register what they perceived as important knowledges to be preserved and maintained, though there were disagreements in some areas of cultural knowledges. This making of spaces is important so as to affirm Indigenous knowledge and epistemology as well as to enable and empower it to take its place within the larger body of knowledge. The employment of the Indigenous Fijian 'veitalanoa-yaga' method provides leeway for the participants to participate freely and voice their knowledge towards the focus of the study. This was due to the familiarity of the method employed apart from the focus group and the individual interviews. Data was analysed using the constant comparative method and within this, themes were presented, coded and discussed along the research questions. The findings of this study highlighted the need for a framework to revitalise the Indigenous Fijian child development cultural knowledges. Thus, the Fiji Indigenous 'Vuli Ni Lalai' Hybrid Model emerged out of the study, paving the way for both the Indigenous Fijian and Western bodies of knowledges to grow together in Early Childhood settings. In the process, teachers and elders work together, and this is made possible through the enabling of policies at the macro level. The study gives a fresh dimension to the ongoing debate on Indigenous Fijian education and development. It has the potential to inform educational policy and practice for Indigenous Fijian education in Fiji and the Pacific, and perhaps other Indigenous Fijian development

    Set up and assessment of progression criteria for internal pilots:the Brushing RemInder 4 Good oral HealTh (BRIGHT) trial example

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    Background Dental caries is common in young people and has wide-ranging ramifications for health and quality of life. Text messaging interventions show promise as a means to promote oral health behaviour change among young people. This paper reports the internal pilot of the Brushing RemInder 4 Good oral HealTh (BRIGHT) trial, which is evaluating an intervention comprising an oral health classroom lesson and text messages about toothbrushing, on caries in young people. Pilot trial objectives were to evaluate the feasibility and appropriateness of recruitment and data collection methods, the randomisation strategy, and intervention delivery against progression criteria for the main trial. Methods This is an internal pilot trial embedded within an assessor-blinded, two-arm, cluster randomised controlled trial. Participants were pupils aged 11–13 years (in year 7/S1 or year 8/S2) in secondary schools in England, Scotland, and Wales with above average pupil eligibility for free school meals. Following completion of pupil baseline questionnaires and dental assessments, year groups within schools were randomised to the intervention or control arm. Approximately 12 weeks later, participants completed a follow-up questionnaire, which included questions about sources of oral health advice to assess intervention contamination between year groups. At the end of the pilot phase, trial conduct was reviewed against pre-specified progression criteria. Results Ten schools were recruited for the pilot, with 20 year groups and 1073 pupils randomised (average of 54 pupils per year group). Data collection methods and intervention delivery were considered feasible, the response rate to the follow-up questionnaire was over 80%, there was an indication of a positive effect on self-reported toothbrushing, and interest was obtained from 80% of the schools required for the main trial. Despite partial intervention contamination between year groups, within-school randomisation at the level of the year-group was considered appropriate for the main trial, and the sample size was revised to account for partial contamination. Facilitators and barriers to recruitment and data collection were identified and strategies refined for the main trial. Conclusions Progression to the main trial of BRIGHT, with some design refinements, was concluded. The internal pilot was an efficient way to determine trial feasibility and optimise trial processes
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