ODPM BR417 Building regulation, Health and Safety – Drowning Chapter

25.1 The nature of the hazard Unintentional drowning and near drowning are major causes of morbidity and mortality both nationally and globally. Unintentional drowning and near drowning can occur in as little as 5cm of water anywhere from a small pool of water to rivers and oceans. Drowning and near drowning episodes are a sequence of multifaceted, complex events that vary and are widely based on age, gender, geographical region, community, season, race, economic status and location of occurrence. Unintentional drowning and near drowning occurs within the built environment in a number of structures such as buckets, baths, garden ponds, wading pools, swimming pools, spas and hot tubs. Infants are most likely to drown in the home (usually in a bathtub); toddlers in bodies of water close to the home such as swimming pools or garden ponds; and older children and adults in natural bodies of open water (inland or coastal)

Fostering Student Agency to Build a Whole Child, Whole School, Whole Community Approach

In this practitioner perspective, we explore the concept of student agency through the implementation of a student government association in a laboratory middle school. Interviews with a social studies teacher and her students offer perspectives of the impact of student voice and choice for student experiences. We describe three major lessons learned through this implementation process: students learn to have healthy conflict and cooperative skills; students learn the appropriate processes to enact change in a democratic society; and students learn to conduct service for their peers, school, and community

Transition of Care from Pediatrics to Adult Health Care

Transition planning is essential for continuity of healthcare for adolescents approaching adulthood. Transition of care should start in early adolescence to help pediatric patients find and establish an adult healthcare provider. The purpose of this project was to assess and increase awareness of transition planning and assess the feasibility of instituting a transition program in a rural health pediatric clinic. Staff and providers were educated about transition of care planning and current recommendations from the American Academy of Pediatrics. Pre and post surveys were collected. Staff reported the program as beneficial to their patients and would like to see further steps towards successful transition planning. However, they noted that both providers and upper management involvement would be necessary, and that patient and family reluctance, along with staff time requirements could be barriers to implementation of the program. Despite an increasing understanding of the benefits of a transition of care program, follow-up evaluation four months post-implementation of the project revealed that various factors such as time, lack of a staff champion, and administrative support hindered implementation of the program. Further efforts are needed to address these barriers so that transition of care programs can be successful

Papers from the Education Doctoral Research Conference Saturday 26 November 2016. School of Education

Various abstracts and paper

Local students in higher education cold spots: placed possible selves and college-based higher education

This thesis explores experiences of college-based higher education (CBHE) in England, positioning this type of provision within the national and local geographies of English higher education. Focusing on institutions located in higher education ‘cold spots’, the thesis situates these institutions within local and policy narratives of both lack of and need for educational opportunity. The case study research design examines two case institutions, and involves documentary analysis and interviews with higher education directors, tutors and final year students on two degree courses in each college, as well as interviews with key figures in national Further Education policy. Data analysis deploys the concept of possible selves in an original, sociologically-oriented dialogue with de Certeau’s ‘spatial story’ to produce accounts of placed possible selves. The key contributions of the thesis are, firstly, that shared and homogenous societal narratives of university higher education dominate even in places and for educational subjects without university education. Secondly, the thesis challenges reductive binary understandings of student mobilities, in which mobility and privilege are diametrically opposed to immobility and disadvantage. Finally, the concept of local capital offers a way of understanding social, cultural and economic commitments to place that moves beyond a language of deficit

Calculating the cost: place, mobility and price in higher education decision-making for students on small islands around the UK

The decision of whether and where to attend higher education is an inherently geographical decision. Amongst the structural inequalities that determine how decisions about higher education are made are a number of complex socio-spatial factors ranging from proximity of higher education institution to place of residence and availability of transport options, to national and locally-specific expectations of undergraduate mobility and personal relationships of belonging to place. This article situates these multi-layered factors in the particular geographical context of the United Kingdom (UK), and more specifically in the small islands that surround the UK, presenting findings from a multi-sited case study of three island colleges. The article adapts the language of cost and price, commonly used in discussions of social mobility, arguing for the importance of considering place and geographical mobility for higher education as part of the balancing of financial and social risks, benefits and investments that structure higher education decisions. Focusing on three aspects of cost and higher education,–costs of tuition, living expenses and travel expenses–the article asks how place and mobility shape higher education decision-making in the often-ignored context of the small island, and what might be learned from these contexts about the workings of geographies in places with more familiar and therefore more naturalised relationships to higher education

Place and student subjectivities in Higher Education ‘cold spots’

This article uses an analytical framework informed by social geographies to explore the complex relationships between Higher Education Institution, undergraduate student and place. Drawing on findings from a qualitative study exploring the experiences of college-based Higher Education students studying degree courses in Further Education Colleges in England, the article sees student subjectivities as structured through inequalities of institutional positioning in a stratified system as well as through layered local histories of industrial loss. Taken as an instance of undergraduate education in a massified and geographically unequal national context, the findings in this article offer an insight into the contradictory role played by Higher Education in its local area, particularly where a local area is defined by both a lack of and a need for increased educational opportunity

Staying and studying: narratives of local higher education in small island colleges

Due to the unequal geographical distribution of HE institutions in many national HE systems, living in a rural or remote area and attending HE can be mutually exclusive. The implication is that those who remain in a rural area beyond school age do not study at the undergraduate level. In discussions of rural stayers, HE is therefore understood as a crucial point of transition between staying and leaving; HE requires or offers the opportunity to move from a rural or remote location in order to continue education. This article asks how the figure of the rural and remote stayer is changed by the relatively recent provision of HE opportunities in some rural and remote contexts in and around the UK, making it possible both to ‘stay’ and to study for an undergraduate degree. The article brings together literature on HE mobilities and on remote and rural staying to develop the new figure of the ‘stayer-student’, using a spatial narrative framework to analyse findings from a multi-sited case study of HE providers on small islands with relationships to the UK. The analysis identifies three types of spatial story that articulate the boundaries of students’ remote location and HE. In the first of these stories, the boundary around the island is solidified by the decision to stay for HE, reinforcing belonging to and possibilities within place. The second focuses on the role of the spatial boundary in distinguishing between common definitions of the role and purpose of HE. In the final story, the boundary enables the disruption of linear and normative HE trajectories. Each of these findings challenges traditional understandings of the role of HE in prompting social and geographical transition away from remote and rural areas