The Affects of Nature Based Learning on Children’s Eco-centric Attitudes

The purpose of this action research study was to discover if exposure to nature-based education would increase student’s eco-centric views of the environment. The intervention took place over a four week period at a private Montessori school in France. 11 students and their parents participated in the study. Students ranged in age from 2 to 3 years. Qualitative and quantitative data were both collected via a parent questionnaire, pre and post student surveys, daily observations, and a teacher reflection journal. Analysis of the data revealed that the more days a child participated in the nature-based lessons and activities, the more eco-centric development they achieved. Further research could be done during different seasons throughout the year as outdoor time was limited during the winter months. A similar study conducted over a longer period of time may also yield interesting results

Desirable Characteristics of Hepatitis C Treatment Regimens: A Review of What We Have and What We Need.

There have been dramatic advancements in the treatment of chronic hepatitis C (HCV) infection. This is largely due to the approval of several direct-acting antiviral agents (DAAs) from a variety of medication classes with novel mechanisms of action. These therapies are a welcomed advancement given their improved efficacy and tolerability compared to pegylated interferon and ribavirin (RBV)-based regimens. These convenient, all-oral regimens treat a variety of genotypes and often offer high cure rates in a variety of HCV-infected populations. While there are several benefits associated with these therapies, there are also notable shortcomings. Shortcomings include diminished response or need for adjunctive RBV in difficult-to-treat populations (decompensated cirrhosis, active substance abuse patients, advanced kidney disease, etc.), activity against select genotypes, substantial drug-drug interaction potential, and high cost. Therefore, while current DAA-based therapies have several favorable attributes, each also has its limitations. The purpose of this review is to (1) identify the characteristics of an ideal HCV treatment regimen, (2) describe desirable features of existing regimens, (3) summarize limitations of existing regimens, and (4) introduce promising emerging therapies. This manuscript will serve as a guide for evaluating the caliber of future HCV treatment regimens

Developing Standards for Cultural Competency Training for Health Care Providers to Care for Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual Persons: Consensus Recommendations from a National Panel

Purpose: Lesbian, gay, bisexual, transgender, queer, intersex, and/or asexual and other sexual and gender diverse persons (LGBTQIA + or SGD persons) experience barriers to equitable health care. The purpose of this article is to describe a collaborative process that resulted in core cultural competency recommendations addressing training for those who provide health care and/or social services to LGBTQIA + patients. Methods: In 2018 and 2019, Whitman-Walker Health, a Federally Qualified Community Health Center in Washing- ton, DC, and the National LGBT Cancer Network purposively selected leaders of community clinics and community-based organizations, cultural competency trainers, and clinicians and researchers with expertise in SGD health with diverse lived experiences to develop consensus-based cultural competency recommendations. Recommendations were developed through a synthesis of peer-reviewed studies, publicly accessible curricula, and evaluations of SGD cultural competency trainings; two in-person convenings; and iterative feedback from diverse stakeholders. Results: Five anchoring recommendations emerged: (1) know your audience; (2) develop and fine-tune the curriculum; (3) employ both adult and transformational learning theories; (4) choose multiple effective trainers; and (5) evaluate impact of training. These recommendations promote an ongoing process of individual and organizational improvement and a stance of humility rather than competence to be mastered. Conclusion: By setting core cultural competency standards for all persons involved in health care and social services, these recommendations complement existing clinical competency recommendations to advance SGD health equity

Phenomenology As Philosophy and Method

Phenomenology is a philosophical movement that approaches the study of human beings and their culture differently from the logical positivist model used in the natural sciences and in special education. phenomenologists view the application of the logical positivist model to the study of human beings as inappropriate because the model does not address the uniqueness of human life. in this article, the theroetical assumptions and methodological orientations of phenomenology are discussed, followed by their applications to ways of doing research in special education.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68638/2/10.1177_074193259501600305.pd

Education and practice developments: Addressing the psychosocial concerns and support needs of LGBT+ people

BACKGROUND: There has been recent interest in the unique healthcare needs and concerns of diverse groups from human rights, social inclusion and healthcare access and utilisation perspectives. However, the distinct psychosocial experiences and needs of LGBT+ people remains under-researched. AIMS: The aim of the study was to examine the experiences of people who identify as LGBT+ in relation to their distinct psychosocial support needs. DESIGN: An exploratory qualitative study. SETTINGS: Hospital and community mental health services. PARTICIPANTS: A total of 20 people identifying as LGBT+ who had used mental health services participated in the study. METHODS: Data were collected using individual semi-structured interviews. Participants who consented to take part were recruited to the study and undertook an interview of between 45 and 60 min. RESULTS: Thematic analysis was utilised to systematically highlight the emerging themes within and across the participant interviews. The main themes were: social aspects and help-seeking; concerns around supports; psychological treatment options; and LGBT+ culturally competent services. CONCLUSIONS: The study findings inform the discussion and the implications for nursing practice, education and research are presented

Challenging the Science Curriculum Paradigm: TeachingPrimary Children Atomic-Molecular Theory

Solutions to global issues demand the involvement of scientists, yet concern exists about retention rates in science as students pass through school into University. Young children are curious about science, yet are considered incapable of grappling with abstract and microscopic concepts such as atoms, sub-atomic particles, molecules and DNA. School curricula for primary (elementary) aged children reflect this by their limitation to examining only what phenomena are without providing any explanatory frameworks for how or why they occur. This research challenges the assumption that atomic-molecular theory is too difficult for young children, examining new ways of introducing atomic theory to 9 year olds and seeks to verify their efficacy in producing genuine learning in the participants. Early results in three cases in different schools indicate these novel methods fostered further interest in science, allowed diverse children to engage and learn aspects of atomic theory, and satisfied the children’s desire for intellectual challenge. Learning exceeded expectations as demonstrated in the post-interview findings. Learning was also remarkably robust, as demonstrated in two schools eight weeks after the intervention, and in one school, one year after their first exposure to ideas about atoms, elements and molecules

The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review

BACKGROUND: An inclusive health curriculum within undergraduate and continuing professional development programmes (CPD) should include issues related to people whom identify as LGBT+. OBJECTIVES: The aim of this systematic review was to examine the education and training requirements of undergraduate students and health professionals regarding the inclusion of LGBT+ health issues. DESIGN: A systematic review of the available published empirical studies. DATA SOURCES: A systematic literature search was undertaken of the following databases: CINAHL, PubMed, PsycINFO, Embase and Sociological Abstracts. All papers reviewed were from the years 2007 to 2017 and written in English. REVIEW METHODS: Three research questions informing the literature review were: (i) What are the education and training requirements of undergraduate students and health professionals regarding the health needs of LGBT+ people? (ii) What are the approaches utilized in the education and training of undergraduate students and health professionals regarding the health needs of LGBT+ people? (iii) What are the best practice examples of the education and training of undergraduate students and health professionals? Following the application of definitive criteria, 22 papers were included in the review. Quality appraisal and data extraction was undertaken by the two authors. RESULTS: The 22 papers were reviewed in detail in the final data analysis and synthesis where four main themes were identified: (1) Cultural competence and inclusivity. (2) Existing knowledge of LGBT+ health-related issues. (3) Curriculum developments and outcomes. (4) Evidence of best practice in education delivery. CONCLUSION: The review highlights the importance of the inclusion of LGBT+ health-related issues within the health curriculum and continuing professional development programmes and the implications for education and training, clinical practice and research