Inclusion and education in European countries

The focus in this report is strategies that address the disadvantages experienced byminority background students in schools within the United Kingdom (UK) and the wider policy context in which these operate. More specifically, the focus is on four groups ofstudents:• Ethnic minority students including refugee and asylum seekers' children;• Gypsy/traveller students;• Students in care (Looked After Children - LAC); and,• Linguistic minorities e.g. Gaelic, Welsh.The devolved nature of government in the UK means that while some broad principlesare common across the four nations that constitute the UK (England, Northern Ireland,Scotland and Wales), the particular emphases adopted and the strategies developed tofoster social inclusion vary from one to another. In addition, there is no integrated policyfor social inclusion but rather separate policy statements for each of the categories ofdisadvantage identified in the study. All four countries within the UK have a combinationof private and state-funded schooling. In much, if not all, of this report the emphasis ison the state-funded sector

Human Development and Social Inclusion in an Urbanizing World: Introduction to the special issue

This introduction to the special issue on the theme of Human Development and Capabilities begins by explaining key concepts of the capability approach and presenting examples of how the approach has been applied to the analysis of urban development issues. It then summarizes the four articles and two book reviews that comprise the issue. Common themes highlighted in this issue include the territorial dimension of poverty and inequality in Latin America, the challenges to assessing multidimensional poverty and social exclusion in the face of data limitations and the importance of participatory methods in research.This introduction to the special issue on the theme of Human Development and Capabilities begins by explaining key concepts of the capability approach and presenting examples of how the approach has been applied to the analysis of urban development issues. It then summarizes the four articles and two book reviews that comprise the issue. Common themes highlighted in this issue include the territorial dimension of poverty and inequality in Latin America, the challenges to assessing multidimensional poverty and social exclusion in the face of data limitations and the importance of participatory methods in research

Professionalism in residency training: A compilation of desirable behaviors and a case-based comparison between pathologists in training and practice

Professionalism is one of the most important competencies for physicians but is also the most difficult to teach, assess, and manage. To better understand professionalism in pathology, we surveyed practicing pathologists and pathology residents and fellows in training. We identified 12 key desirable attributes of professionalism. In addition, 8 case scenarios highlighting unprofessional behavior were presented, and results between pathologists in practice and in training were compared. No significant differences between attending pathologists and residents were identified in how these cases should be managed. Our study demonstrated remarkable concordance between practicing pathologists and residents as to what constitutes professionalism and how to manage unprofessional behavior. Our case-based approach can be a useful technique to teach professionalism to both pathologists in practice and in training

Strategies for supporting schools and teachers in order to foster social inclusion: UK interim report

The focus in this report is on those strategies used to address the disadvantages experienced by minority background students in schools within the United Kingdom (UK) and the wider policy context in which these operate. More specifically, the focus is on four groups of students: ethnic minority students including refugee and asylum seekers’ children; Gypsy/traveller students; Students in care (Looked After Children – LAC); and, linguistic minorities e.g. Gaelic, Welsh

Patient deterioration : the effect of humans and systems in one health care system

The failure to recognise and to respond to adult deteriorating patients in general hospital wards leads to unexpected and potentially preventable deaths. Aims. 1. To improve the understanding of the clinical processes and influences involved in managing patient deterioration. 2. To examine the effect of a deteriorating patient intervention on clinical processes and patient outcome. 3. To determine if the effects of a deteriorating patient intervention are sustainable. Methods. Quantitative Studies. i. Observational Study: Clinical processes in 34 patients undergoing 45 Medical Emergency Team reviews were examined retrospectively. ii. lnterventional Study: A prospective controlled trial, before and after a multifaceted intervention for managing patient deterioration was undertaken in two wards in two hospitals for two{u00AD} four month periods. Changes in deteriorating patient clinical processes and outcome were measured. iii. Sustainability Study: Adult patients admitted to two wards in one hospital during three four{u00AD} month periods, one before, one immediately after the patient deterioration intervention and one two years later. Changes in deteriorating patient clinical processes and outcome were measured. Qualitative Studies. i. Behavioural Study: Interviews of 12 healthcare workers involved in the patient deterioration intervention were undertaken to generate a model of why behaviour changed with the installation of the multifaceted intervention for managing patient deterioration. Grounded theory methodology described on page 80 was used. ii. Human Element Study: Focus groups of healthcare workers were held to generate discussion and used to generate a model of the influences on healthcare professionals in managing patient deterioration. Grounded theory methodology was used. Results. Clinical processes for managing patient deterioration were found to be deficient. Deficiencies included infrequent documentation of vital signs, particularly respiratory rate and limited involvement of senior decision makers leaving junior clinicians to manage patient deterioration, which delayed appropriate treatment. The multifaceted intervention significantly improved patient outcome and improved behaviour such as documentation of vital signs, supported by a hospital policy, and timeliness of medical review, triggered by more confident nursing staff underpinned by objective evidence (the modified early warning score) of patient deterioration. Improvement in timeliness of medical review and documentation of vital signs were sustained two years later but patient hospital outcome and the nurses calling for further medical help were not. Further investigation of behaviours that were not sustained revealed that junior medical and nursing staff lacked adequate clinical experience to facilitate timely decision making necessitating input from their consultants. Timely and appropriate communication was hindered through fear, lack of confidence or lack of knowledge and poor consultant approachability. Conclusion. Identified shortcomings in the teamwork managing patient deterioration improved with the installation of a multifaceted intervention and, improved patient hospital outcome. Significant behavioural issues, especially communication with consultants, were identified as likely to hamper further improvement. In an age of shift work and reduced clinical experience, enhanced decision making will need a more intelligent system that can accurately detect patients at risk of patient deterioration and improved access to consultants to gain maximal benefit from the healthcare team

Leaving school - transition experiences and routes taken by disabled young children.

Available from British Library Document Supply Centre-DSC:DXN019802 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Increasing Self-Efficacy And Quality Lesson Planning Using Lesson-Study With Elementary Preservice Teachers

This qualitative, quasi-experimental study examined if lesson-study could be a successful approach in improving lesson plan quality and increasing self-efficacy levels toward teaching science at the preservice elementary teacher level in North Mississippi. Lesson-Study can be defined as a cycle of instructional improvement in which small groups work together to design and teach a lesson, revising again as needed over the course of a semester. This study described the experiences of two sections of preservice teachers enrolled in a science methods course as they engaged in lesson-study at a comprehensive university in Northeast Mississippi. One section of the class served as the control group while the other section, as the treatment group, received lesson-study over the course of the semester. Data was gathered in the form of interviews, observations, and a self-efficacy survey (STEBI-B). Lesson plans were also graded using a rubric to determine quality level. Findings indicated that, while not statistically significant, the treatment groups scores on the self-efficacy instrument increased more on average than the control groups\u27 scores. There were also positive comments about the lesson study process from the teacher candidates in the treatment group as well as positive behaviors recorded by the researcher. Additionally, according to the external evaluators who graded the final drafts of the lessons, the treatment group had greater gains than the control class on average. These conclusions suggested the lesson study process implemented during the preservice teaching level can be beneficial

Working Conditions for Women: A Case Study - The University of Michigan-Flint

Presently, more women work outside the home and get paid more than ever before. Yet, despite the strides women have made over recent decades, questions regarding equality of pay and advancement are still being researched. Sexual harassment and discrimination are a very real part of the workplace. Other issues such as child care and role conflict stem from the increased participation of women in the workforce. This survey was conducted to learn the opinions of female staff members at the University of Michigan - Flint. This group of women were asked to complete a survey about their opinion and experiences concerning work, sexual harassment, discrimination, and various other topics. The paper is divided into two sections. The first introduces the history of women's paid work, touching also on wages, pregnancy, child care, sexual harassment and discrimination. The second section covers the methodology and the survey results including demographics.Master of Public AdministrationPublic AdministrationUniversity of Michigan-Flinthttps://deepblue.lib.umich.edu/bitstream/2027.42/143465/1/LeClaire.pd

Black Caribbeans’ Experience in Transitioning from Dominant to Minority Identity Status

Black Caribbeans who are considered racially dominant in their native countries experience an identity transition from dominant to minority status when immigrating to the United States. Due to the United States assimilation culture, Black Caribbean immigrants are consolidated and expected to adapt to African American identity. Assimilation and consolidation cause Black Caribbean immigrants to transition their identity status from dominant to minority post-migration. Little is known about the experiences of Black Caribbeans\u27 cultural identity transition. The purpose of this interpretative phenomenological analysis (IPA) study involved exploring Black Caribbeans\u27 transitioning their identity from dominant to minority status. The acculturative stress theory was the theoretical framework used in this study. Data were collected through open-ended and audio-recorded semi-structured interviews with 12 Black Caribbeans. Interviews were analyzed using IPA procedures. The results of this study indicated that Black Caribbeans\u27 cultural identity status transition is multifaceted. Physical environment, social environment, social status, and participants\u27 cultural practices created substantial shifts in cultural identity. Internal and external factors such as cognitive reframing abilities and social interactions played a significant role in cultural identity transitioning, resulting in a positive or negative experience. Findings supported the need for social support from family and community members since stressors are inevitable in Black Caribbeans\u27 cultural identity transition experiences. The results of this study have the potential to be used for positive social change in generating awareness and multicultural competency among clinicians who provide services to Black Caribbeans